The No Child Left Behind Act requires all teachers to be highly qualified by 2005-06. Accomplishing this will require statewide collaboration among higher education, school districts, certification boards, and departments of education. Data from recent studies of teacher recruitment, retention, and professional development in Wyoming illustrate…

This case study details the circumstances that led to a revised policy on gifted education in a large suburban school district. It discusses factors that affected advocacy efforts and emphasizes the importance of key individuals, commitment, tenacity, and the necessity of a system being in place for change to occur. (Contains references.)…

Examines academic success and retention of first-year students in need of developmental education at a small private university to determine which variables are predictive of academic achievement, retention, and a GPA of 2.5 or higher. Results support other studies that indicate high school performance is the best indicator of success in college.…

Surveyed beginning teachers regarding their views on their preparation for teaching, beliefs and practice, and plans to remain in teaching. Teachers prepared in teacher education programs felt significantly better prepared than those prepared through alternative programs or without preparation. Teachers' views of their preparation varied. The…

Gifted and regular high school students (n=158) completed a questionnaire on beliefs in fixed ability to learn, simple knowledge, quick learning, and certain knowledge; then advised a hypothetical student about going to college despite poor grades and few resources; and reported their feelings toward school and expectations of college demands.…

Reviews results of a study assessing the effectiveness of developmental studies program policy at a community college. Issues addressed include required remediation of skill-deficient students, enrollment in college-level courses by skill-deficient students, and differing policies for skill-deficient students depending on extent of deficiency.…

Presents an annotated bibliography of literature that shows how community college transfer students adjust to the different cultural and academic environment of four-year institutions. Suggests what community college faculty and administrators can do to prepare their students for the adjustment. Cites nine books and articles. (AUTH/NB)

Investigated relation of client-counselor evaluation of initial interview to client return for another session. Findings from 5 professional counselors, 5 practicum trainees, and 290 college student clients showed client return positively related to longer intake interviews; deeper interviews; and greater client satisfaction, disturbance, and…

Examines fifth- and sixth-grade children's responses to social rejection in relation to beliefs about the relative malleability of social skills and perceptions of responsibility for and control over social outcomes. Results show such beliefs and perceptions are associated with children's ability to surmount rejections and persist toward social…

The process and results of team building by Emporia State University's centralized advising center are examined from the perspectives of president, enrollment management, centralized advising, and faculty. The effort demonstrates that administrative, state, and team commitment can produce positive results in freshman retention, higher graduation…

Results of a study of the relationship between marital status and psychological adjustment, sociodemographic, and academic variables in women undergraduates over 25 are reported, and implications for advising are discussed. It is concluded that this population may need added attention from university personnel to make higher education a positive…

No studies have tested persistence models on Hispanic community college students in which financial aid have been included. This study tested a structural equation model of retention for a Hispanic student population (N=170) to determine the direct, indirect, and total effects of campus-based resources on minority retention rates. (Author/MLW)

In concert with statewide initiatives, individual colleges and universities must continue to renew their commitments to ensuring equal opportunity and eliminating vestiges of segregation, through recruitment, admissions, and financial aid and working in the public schools to increase minority interest in college. The federal role must become…

The changing marketplace for foreign language college faculty necessitates carefully devised faculty development programs to help new and younger faculty to launch ("fire") their careers. Foreign language departments must develop effective faculty recruitment and retention strategies to maintain program quality, size, and missions. (CB)

Successful efforts to improve minority college student retention are discussed, including programs to expand educational horizons and aspirations, college preparation programs for junior high school students, early orientation, minority-directed services, promotion of cultural diversity, and reorganization of financial aid packaging. (MSE)