A massive international study is shedding light on one of today's most sensitive questions: What really accounts for differences in children's academic achievement? The author discusses eight landmarks in the study and gives suggestions for use by policymakers. (Author/JF)

In the present study the effects on subsequent grades of low, average, and high first exam grades were investigated for 192 students in a traditional grading system and fifty-four students in a pass-fail grading system. (Author)

The underlying philosophies and the teaching methods used in several Israeli mathematics programs for disadvantaged students are explained and described; a study that used a psychological approach concerned with the rehabilitation of the impaired intelligence of disadvantaged children also is discussed. (DT)

Describes some problems facing Spanish speaking students including inability to work with English, achievement tests, and the monocultural attitude of schools. The report argues that administrators and teachers must change their attitudes, and that the whole school system must be refashioned to include the bilingual child. (JF)

Teachers should recognize that a wide range of ability and academic achievement in a classroom is normal, always present, and desirable. Such a range will not discourage or humiliate the slow-learner, but encourage him to proceed at his own pace. (NH)

Presents techniques for involving low achievers with essential mathematics requiring more than computational facility. Demonstrated is the need for students to be able to relate to the subject matter of mathematics - its structure and pattern, and its power - and only then be concerned with the precision, the computational skills, and the rules…

Work centered on open-ended problem solving was developed. Activities for students aged 14 focused on measurement of length are described, with problems on pygmies and giants. (MNS)

Argues that multicultural instruction can enhance culturally different students' sense of self-worth and thereby can motivate and encourage academic achievement. Focuses on teacher involvement as a critical element in multicultural instruction. (DMM)

Reports on the development of a home intervention strategy at the secondary school level to improve students' writing abilities. (HOD)

Discusses belief that foreign language teachers, with help and cooperation from better language learners, can help less successful students increase their competency. Teachers must take student personality and cognition variables into account. (Author/BK)

Describes the development of a course for pupils of low educational achievement aged 14-16 years, in an urban comprehensive school in the United Kingdom. (HM)