Provided is a collection of materials relating to educational programs and services for hearing impaired children. (SBH)

Occupational status of local education agency coordinators of special education (N=16), local education agency central office administrators (N=13), and university professors of special education (N=14) who served as due process hearing officers in Alabama did not affect their placement decisions after reading vignettes describing problem children…

A national survey of state coordinators of specialized service programs for children with deaf-blindness examined program characteristics including administrative structure, teacher certification requirements, technical assistance, eligibility determination, educational placement, curricula/instructional settings, transition, and unmet educational…

Highlights ways community colleges have responded to demands for increased accountability through retention programs, placement testing, skills and goals assessment, learning laboratories and skill centers, and the use of computer technology to collect and analyze data on student outcomes and individualized instruction. (DMM)

Examines variation in the methods used to assign students to classrooms and teachers in a small but highly diversified sample of elementary schools. Gives explicit attention to parental influence on pupil assignments as well as to effects of having an unusually incompetent or excellent teacher at a particular grade level. (NH)

Examines the relationship between developmental placement as a result of preschool and kindergarten developmental testing and children's later cognitive achievement and social-emotional growth. A total of 223 children in Grades two through six were coded as traditional, overplaced, or "Buy a Year" depending on Gesell Screening Test…

Examines the effects of school types and ability grouping within school types on individual student performance. Results demonstrate that students in high ability groups gain more and students in low ability groups gain less over a five-year period than they would be expected had they not been separated into ability groups. (Author/PS)

Continues the argument against tracking and ability grouping in schools. Traces circumstances and beliefs leading to this system of handling student diversity and shows how these factors obstruct schools' efforts to achieve two highly valued goals: academic excellence and equal opportunity. Suggests alternative approaches. (MLH)

An annual student referendum on desired ninth grade assignment in Boston is analyzed, and shows that students who express a first choice are quite likely to have that choice satisfied. The main distinction drawn by the analysis is not between district and citywide schools, but between schools which many students aspire to and schools which few do.…

Focuses on differences in mathematics aptitude between Anglos and Hispanics and any effects that differential enrollment in mathematics and math-related coursework might have on these differences. Data from a longitudinal study show household language interacting with mathematics aptitude. (SA)

A study was done to identify the cultural or linguistic bias present in an English as a second language placement examination at the university level. Test items exhibiting bias in their respective skill domains were identified by comparing 34 native Spanish speakers and 77 native Chinese speakers. (SED)

Summarizes research on the impact of parent-institution relationships on child development. Argues that, in Israel, the institutional placement of children tends to ignore parents. Recommends means of improving cooperation and communication within the placement process. (KH)

Reviewed information regarding 215 students referred to school psychologists. Results showed 74 percent were males and one-half were referred while in third through sixth grades. Referral reasons presented by classroom teachers corresponded to the four major characteristics of behavior disorders: conduct disorders, personality disorders,…

Providing education for young children is an investment in their future. It can also benefit all members of society, because of the spill-over effects from having a better educated population. The critical question is: How much should a society invest in pre-schooling? The focus of this research is on only one of the benefits of pre-school: the…

Debates about developmental instruction have prompted postsecondary institutions to justify their developmental courses. This study investigated a method of documenting the benefits of developmental courses that involves using placement test scores to predict college outcomes separately for students who take a developmental course before taking…