Rather than continued reliance of high-stakes tests to increase student achievement, a practice for which the author feels there is little supporting evidence, the author urges for educators and educational leaders to work co-operatively to enact insightful, data-driven policies to improve student achievement. In this article, the author argues…

In this chapter, the authors take a broad perspective on how to analyze issues of technology and equity for youth in the United States. They begin with "access" as a starting point, but consider not only whether diverse groups of youth have digital media available to them but also how that access is supported or constrained by…

Since the publication of McREL's "2003 Annual Report," McREL staff members wrote more than 100 published articles in practitioner and peer-reviewed journals describing what they know from four decades of research on effective schools as well as years of practical experience working to help educators raise student performance: that…

This study examined the implementation and outcomes of a laptop program initiative in a predominantly low-income, minority school. Both quantitative and qualitative data were collected, analyzed, and compared with students in non-laptop classrooms within the same school. Results of the study revealed that in the hands of well prepared teachers,…

This paper describes the experience of one primary school--Biraban Public School in Toronto--whose graduates had difficulty in finding jobs because of the poor academic preparation they received in primary grades. Parents were the first to express concern at the standard of education in the school, particularly in basic subjects. Their action led…

Two major considerations are involved in successfully educating culturally disadvantaged youth at the elementary school level. First, it is necessary to determine the characteristics of effective teachers of the disadvantaged. Teachers of the disadvantaged must have good mental health, want to teach the disadvantaged, and be creative, curious,…

These are the forms used by the Project to control the distribution of instructional materials. The resources listed here are intended for use with the 43 social studies units developed by the Project described in SP 007 050 through SP 007 092. They include: books, pictures and study prints, maps and globes, records, filmstrips, games, free…

This ESEA/Title I project reports a longitudinal comparison of pupils from 21 More Effective Schools (MES) with pupils from nine control schools in New York City. The Metropolitan Achievement Tests were administered to pupils in grades 2 through 6 in all MES and in selected control schools. Alternate forms were used at initial testing time in…

This paper discusses the need for financial incentives if highly qualified teachers are to be placed in more challenging assignments. Evidence suggests that most teachers do not choose to work in the most difficult schools, so changing the way teachers are paid is critical if they are to serve students with the greatest needs. All indicators…

Article drawn from a longer report "The Little Black Schoolhouse, to be published in book form in 1970. Study aimed at determining how a school in a poor area functions, with emphasis on how it aids and facilitates successful pupils, and on the schooling process for their average and failing peers. Recommends heterogeneous grouping. (RJ)

The article concludes that if all large cities carry out their projected plans for expansion of the guidance program at the elementary school level a personnel shortage appears to be forthcoming, a shortage not only in quantity, but also in quality of personnel. (Author)

Educational problems in disadvantaged schools are attributed to students' culturally deprived early childhood social environments, rather than to inadequacies of teachers. (MF)

Schools with high concentrations of poor children often get the poorest prepared teachers. Those schools also typically have the highest levels of turnover. We must deal with the working conditions in those schools. We need to ensure that our strongest leaders work there and then make it worth their while to stay there financially by giving them…

The Teach for America program recruits beginning teachers with high levels of personal responsibility and leadership ability, provides a five-week hands-on training period, and places them in areas with a shortage of certified teachers (often rural or inner-city schools). A young teacher of American Indian descent describes her experience with the…