Reviews past studies of the relationship between school inputs and student achievement. (JF)

Reviews Christopher Jenck's recent book, Inequality, a Reassessment of Family Schooling in America and its views concerning the relationship between school inputs and student achievement. (JF)

Describes the intervention strategies adopted in the Liverpool Priority Project and presents a case for closer relationships between education with the social, economic, and political institutions of the neighborhood in which the community school could form the integrating hub. (Author/JM)

The Denver Articulation Screening Exam, an articulation screening test for economically disadvantaged children was designed for use by trained nonprofessional workers. (Author/GW)

A program of career exploration for disadvantaged youth is part of a federally-funded project called Operation Bridge.'' (Author)

Describes the job training program at the Community Design Center as sponsored by the American Institute of Architects. (JS)

In discussing the racial and class prejudices of teachers and administrators, this article focuses on the views of Mrs. Louise Day Hicks of Boston, as well as on the Rosenthal experiments on teacher expectations. (JW)

An analysis of the metropolitan tests reveals that they contain symbols not equally familiar and motivating to all socioeconomic groups; they are fixed on verbal symbols, paragraph content, and problem solving most familiar to higher and middle socioeconomic groups. (JM)

Authors believe that they have tentatively demonstrated that the Montessori curriculum is effective over a period of two years in nurturing continuing development in children in the areas of visual-motor integration, matching and sorting skills, psycho-motor skills, and to some extent number concepts. (Authors/MB)

Principal finding of this study was the association between tutors' familiarity with the test materials and greater test score gains by their pupils. (Authors)