Outlines the operation of preparatory divisions, which are being established in order to improve the level of general educational preparation of youth, and to create conditions for entry into higher educational institutions. (JB)

Contends that the success of open enrollment depends upon the willingness of instructors to use new methods of skill development and information accumulation which have reportedly proved useful in recent compensatory efforts. Discusses several of these efforts. (JM)

Described is a six-step school improvement process that evolved during attempts to assess needs, plan improvements, implement changes, and evaluate success at a Michigan school district's elementary schools with disadvantaged pupils. The process involves parents and school staff identifying needs and setting priorities for staff development. (PP)

Meta-analysis of Title I program evaluations shows the norm-referenced model overestimates positive effectiveness; while the regression-discontinuity design underestimates it. Potential biases include residual regression artifacts, attrition and time-of-testing problems in the norm-referenced design, and assignment, measurement, and data…

Holds that problems of implementation have resulted in the failure of large-scale intervention efforts to deal with cognitive deficits. Emphasizes technological, political, and cultural perspectives in innovation. Examines related models and programs in the United States and developing countries and shows that minimal requirements for their…

Education is an integral part of the urban crisis. The shape of urban education in the 1980s will be determined by the extent to which education planners and decision makers relate their activities to other facets of "the larger urban problems." (Author)

Reports how a teacher developed practical methods for raising the reading scores of low ability, learning disabled students. (RL)

Concludes that there is a need for a broader-based compensatory reading program at the college freshman and sophomore levels. (FL)

Evaluation of large-scale programs is problematical because of inherent bias in assignment of treatment and control groups, resulting in serious regression artifacts even with the use of analysis of covariance designs. Nonuniformity of program implementation across sites and classrooms is also a problem. (Author/GSK)

This research suggests that school districts can simultaneously comply with Title I and violate congressional intent for expanding and improving the regular program. Losses in instructional time accompanying Title I may explain its ineffectiveness. (CP)

The internal validity of the RMC models, especially Model A, is examined. Concern centers on limiting evaluation to cognitive outcomes, using constant percentile as the no-treatment expectation, and using norms for one test to establish the expected no-treatment performance level for another test. (MH)

Offers seven suggestions academic assistance professionals can adopt in order to evaluate strategic models, such as study strategy courses or paired courses. Reports that a 1997 study found that only 25% of four-year institutions complete ongoing and systematic evaluation of their academic assistance programs. (Contains 32 references.) (NB)

Focuses on three key ideas students need to understand in order to become master students: the importance of ideas or concepts in thinking, how to think within the ideas of a subject or discipline, and how to learn important ideas from textbooks. Makes suggestions to students, including creating a glossary of ideas learned in each course. (NB)

Argues that the processes of locating, interpreting, and applying ideas gained from reading have remained constant, in spite of changing resources. Offers advice for structuring students' use of the Web by using an instructor-based site called WebQuest. Describes four ways to navigate this online resource. (NB)