Assessed the effectiveness of an Equal Opportunity Program in meeting disadvantaged students' (N=170) financial, social, counseling, and staff needs. Results indicated a need for improved personal counseling services. Results in other areas were nonsignificant. Colleges must give special attention to adequate EOP staffing to provide counseling…

When the educational system in Ontario, Canada, moved toward a child-centered philosophy, the onus for failure was placed on the child and his or her home environment. This philosophy penalized children from working-class and non-English-speaking homes. Arguments in the nature-nurture controversy are reviewed. (PP)

The article digests and analyzes the long-term impact of the Early Training Project, an early childhood intervention program begun in 1962, on the achievement and motivation of students who participated. The project had positive though modest effects, especially on females. (PP)

Discusses how children from certain social backgrounds come not to succeed in schooling at the same rate as other children, examining explanations that have been posited since the 1950s. Calls for greater recognition among educators that children's social and cultural experiences affect their communicative styles and, thus, their learning. (GC)

With increasing use of computers in education and in the larger society, it is important that minorities (including Blacks and Hispanics), the disadvantaged, and females, acquire computer literacy to be able to get into the mainstream, compete with the more advantaged, and function in an increasingly complex world. (Author/MJL)

Presents the findings of a recent study on the writing and reading achievement of low SES children. Concludes that there is a need for more emphasis on writing for these children. (JL)

Presents an approach through which social service agencies and community-based organizations can uncover Title VI violations in decision-making activities of policy and planning structures and in the decision making of supervisory staff and service providers. Discusses two categories of violations: disparity and exclusivity. (Author/GC)

A study investigated the ability of socially handicapped Israeli students to determine a word's meaning from its linguistic context. The results and their implications for second language instruction are examined in light of current theories of context. (MSE)

Urban schools' test scores are improving, including those for poor and minority children, particularly because of effective school techniques and minimum competency standards. However, urban elementary, not secondary, schools account for most of the improvement, and many educators feel that emphasizing test scores teaches only limited skills, not…

A survey of West Virginia institutions examined the issue of student selection for basic skills programs and resulted in development of a formalized evaluation and placement process. The procedures are outlined and a flow chart provided. (MSE)

Israeli soldiers who have not finished elementary school take special classes taught mostly by female volunteers who are not trained teachers. Special problems the teachers confront concerning cultural and class differences, discipline, and motivation are discussed as they are presented in a three-month preparatory course for the teachers. (PP)

Problems posed for the Dutch educational system by the influx of foreign immigrants are analyzed, and emerging policies of educational institutions are described. A discussion of problems and conflicting objectives encountered in current teacher education programs is included. (Author/PP)

Compensatory education students and mildly handicapped special education students would be better served by a single system meeting the needs of both groups. Student classification methods, historical, political, and pedagogical reasons for separating the programs, and alternatives to the existing arrangement are discussed. (PP)

Sampled colleges nationwide to determine whether admissions criteria differed significantly for minority groups. Results indicated minorities are expected to show evidence of quantifiable accomplishment. Noncognitive factors were less important. Private and Protestant colleges were more likely to consider motivation and admissions interviews. (JAC)

Recommends adjustments in institutional organization based on a determination that students will succeed, regardless of how long it takes or how much effort is expended by the institution. Arguments are advanced for making curricular, media, method, and administrative changes to meet the needs of the nontraditional student. (Author)