High school mathematics (beginning with algebra) is widely regarded as the "gatekeeper" to college. It is also the subject students in U.S. public schools fail most often. As the standards movement gains momentum, students who are members of subordinated populations continue to perform worse on standardized measures of mathematical skill than do…

This paper presents a summary of state and local restructuring efforts in a single district: the Baltimore City Public School System (BCPSS). State and experiences with restructuring persistently low-performing schools provide practical information to other state and district leaders charged with the task of restructuring schools under NCLB.

Gains in arithmetic achievement were assessed for fifth graders taught by ninth-grade tutors during a summer session. Using the Mann-Whitney test, a gain in arithmetic computation skill was significant at the .05 level. (JP)

Attempt to assess efficiency of Haine and Koppitz scoring systems with Bender-Gestalt in ability to differentiate between brain-damaged and other young people in a residential treatment center did not prove useful. (Author/CJ)

Relationship between Type A/B behavior patterns and motive of success avoidance in women was investigated. Type B women are concerned with antagonizing others as a result of succeeding more than Type A women. Type B women may be realistically appraising achievement situations, especially the costs of success through competition. (Author/RD)

Uses experiences with remedial readers to urge that reading must have a purpose--one purpose ultimately linked to the need for beauty, humor, and order. (MM)

Describes a study of the relationship between students' knowledge or beliefs about what constitutes good reading and their success in reading. Interviews with high- and low-ability readers revealed that good readers understand reading as a meaning-gaining process while poor readers view reading as a word-decoding and pronunciation process. (DMM)

Fourth-grade children previously identified as poor readers comprehended more information when they read personalized, as opposed to standard, stories. Names and places given by the students personalized the stories. No difference was found among children of average reading ability on this variable. (Author/PN)

A review of the educational and emotional impact of restrictive educational settings on children in the lowest quartile of achievement asserts that the variables which are important for successful student outcomes can occur in most settings. For ethical reasons the least restrictive environment is preferred. (Author/PN)