Describes a model that ties school principal evaluation to accountability for outcomes and is based on the interaction of principals with the social system of schools. Also discusses the leader/school interaction as an evaluation framework and the importance of effective work relationships. (GLR)

Reports on two studies that found differences among principals in schools that differed in student achievement levels. Two approaches for assessing the performance of principals are examined. One approach includes rationally segmented steps; the other focuses on programs as preliminarily identifiable steps. Study summaries are provided. (GLR)

Eight papers discuss issues comparing public and private education. New studies are included to emphasize the international dimensions of the public school versus private school debate, addressing national policies toward private education; research evidence comparing the effectiveness of public and private schools; and reasons for these…

The National Assessment of Educational Progress (NAEP) was originally used to report academic improvement or decline in the performance of 9-, 13-, and 17-year olds across major geographic regions. State-by-state comparison was carefully avoided. In 1988, however, Congress authorized the NAEP to conduct voluntary Trial State Assessments. (CJS)

Suggests that the National Assessment of Educational Progress's (NAEP) Trial State Assessment (TSA) will provide reliable and valid state-by-state comparisons of what students have learned and will assess their progress over time. The TSA will also provide information on home learning environments, instructional practices, educational resources,…

Suggests that the proposed state-by-state National Assessment of Educational Progress (NAEP) will be unable to provide information about which state programs are responsible for differences in test scores. Raises concerns about its cost effectiveness and potential loss of validity if used in state comparisons. (CJS)

Presents information on trends in school district size, briefly considers the relationship between school size and student performance, discusses the rationale and consequences of consolidation of small and rural schools, and briefly outlines positive views on small schools. (IAH)

Research findings on effective learning are limited, since mental activity is covert and learning can only be inferred from subsequent responses. Integrating such concepts as ability, motivation, self-efficacy, and perseverance is difficult. The respective roles of modeling, expectations, instruction, and feedback are not well understood.…

Several educators highlight aspects of effective staff development programs that have resulted in improved student outcomes, agreeing that staff development is an important ingredient in the elusive formula of success. The article includes a list of eight examples of what experts say about staff development. (SM)

Reviews the following advantages of attending community colleges: lower costs, earlier graduation, specialized vocational education, course transferability, and corporate job connections. Concludes that, although community college education has disadvantages (i.e., few advanced courses and relatively low status of associate degrees), it offers…

The effective schools movement, explored by P. Coleman and L. LaRoque, has not brought about meaningful change in education because advocates assume that there are norms and values on which all can agree. It is argued that these themes are at odds with the real world. (SLD)

The literature profiles few schools that have determined to democratize their existing, primarily authoritarian structures. This article discusses reasons for democratization and summarizes participant responses in two schools in England and South Africa that have attempted such changes. Both studies explore the role of pupil participation in…

The trend toward bigness and consolidation continues unabated, driven by political, economic, social, and demographic considerations, rather than extensive research attesting to small schools' educational benefits. School size influences social interaction and degree of student alienation. We need to reclaim the small school's sense of community,…

Describes a project-in-process designed to incorporate multiple strategies into a comprehensive retention program. Theorizes that combining these strategies would have a cumulative, positive impact on student persistence. Gives a description of the major components of the program, examines the organizational dynamics of the project, and provides a…

Assesses the correlation between completion of a freshman seminar course at a community college and subsequent persistence and achievement. Indicates that receiving a grade of "C" or better is positively correlated with subsequent academic success. States that the results do not identify which elements of the seminar contributed most to this…