Discusses Direct Instruction (DI), its rationale, principles of curricular design, and presentation techniques. Presents research on the effectiveness of DI with disadvantaged and handicapped learners. Also offers criticisms of DI. (RAE)

Examines the argument that "educational disadvantage" is a myth. States that critics holding this view create new myths that pose a threat to educational equality. Reiterates that persons from a non-English-speaking background have educational disadvantage. Concludes that a rejuvenated multicultural education program, which corrects for…

Urban educators often find themselves in conflict with parents of educationally handicapped students over program placement and services. Easily understood strategies for preventing these differences are presented. The dynamics of parent anger are discussed. School personnel are provided with a framework and practical strategies for constructively…

Considers the meaning of "equal educational opportunity." Asserts that successful learning depends on the interaction of many factors, including teacher-student interactions, and equality of educational opportunity will be achieved only when interactions are productive for all children. Achieving equity will require a collaborative approach with…

Describes the origins in New York City of the compensatory higher education program SEEK and the circumstances surrounding its adoption at the State Univerity College at Buffalo. Argues that the project's history is an informative lesson in the interaction of educational planning and political power. (CMG)

Proponents of the Chapter 1 voucher proposal claim it will give parents of disadvantaged children an educational choice; opponents claim the bill would siphon off limited Chapter 1 funds and serve fewer children. (MLF)

Academic failure goes hand in hand with juvenile crime. In searching for a solution to the problem, however, one must not look only to the courts. Author states that a team effort on the part of parents, schools, social agencies, and the courts is necessary--with society as a whole accepting ultimate responsibility. (Editor/RK)

Describes the "Quest for Identity" program at Central YMCA Community College (Chicago). This program strives to give disadvantaged students in their first semester of college a sense of belonging in the college environment and a higher academic self-esteem. It offers a Human Relations Workshop, remedial courses in composition, reading,…

This study analyzes longitudinal National Center for Education Statistics data, including individualized high school records, college entrance exams, and socioeconomic background. It looks at how admissions officers currently make decisions and trends in admissions decisions between 1979-2000. Reports findings of an Educational Testing Service…

Educators and policymakers find themselves confronted with how to address the issue of children "pre-disposed to failure." This paper contends that teachers and politicians are linked in a chain of responsibility that forces them to construct a common discourse through which they may share their views, and with which they may…

This report examines California's child care system. California families with working parents are less likely to rely on center-based child care than are families nationwide. The supply of child care has not kept pace with the recent movement of families from welfare to work. Thousands of California children are without child care or adult…

This publication presents the best available data on children living in the 50 largest cities in the United States. Each city is assessed in terms of 10 key indicators of child well-being. These indicators focus, as they do in the annual "Kids Count" report, on outcome measures of children's educational social, economic, and physical well-being.…

Concerns that higher standards and demanding high-stakes tests will disadvantage students who have attended weak, unsuccessful, or under-resourced schools have typically been met with the counter-claim that poorly prepared students will be provided with the extra help and support they need to succeed. Efforts to provide extra help are in their…

The central problem of this study was to determine whether teachers working with children identified as residing in low socioeconomic level homes and teachers working with children identified as residing in middle socioeconomic level homes differed in the quantity and quality of exhibited nonverbal behavior. (Author)

Article contended that for minority group students the educational gap could be closed and they could function effectively in meeting the normal demands of the curriculum. The prerequisite for such results would be sufficient flexibility and patience on the part of schools. (Author/RK)