Examines the developmental education movement in the United States in the nineteenth century, looking at the nature of student inadequacies, the various models and methods used, and the causes and effects of the admission of underprepared students. (DMM)

Three sociological models or theoretical "templates" for the analysis of social order are outlined: (a) the order-consensus model, (b) the conflict model and (c) "interactionist" models. Discusses how each model can be applied to what is here called "educational redress." (Editor/RK)

Through use of criterion referenced tests, the number of students falling below the expected level of competency could be determined and funds allocated to bring students of all income levels up to this level. Thus reliance on the assumption that only low-income children have real educational problems could be eliminated. (Author/JN)

According to the American Institute for Research at Palo Alto, California, Apparently, as the unit of analysis is narrowed from the nation as a whole to states and then to local projects, more signs of positive impact on participating children can be identified.'' (Author)

Compensatory Education at its best is merely iodine being used to cure cancer. The problems of America's social, political, and educational systems are far too mammoth to be placated by this feeble effort. (Author)

A science museum designed to make the wonders of science accessible to the general public and thereby narrowing the knowledge gap between the scientist and the non-scientist. (Author/RK)

Author is New York State's Commissioner of Education. (CB)

An analysis of the relationship between the public culture" and the poor, who are a necessary surplus population." Author concludes that either we must guarantee as rights life's necessities for surplus populations or we must restructure society so that no person is surplus." (Author/SP)

Emphasizes the school's contemporary role as a developer of skills to manage information, which the child receives increasingly from sources outside the school. (JK)

Authors summarize five articles in previous issue, then offer reasons for converting non-activist educators" to the activist point of view; these educators often hold the positions of power in educational circles. (SP)

Authors attacks compensatory education as an ineffectual way of dealing with social inequalities, while underlying social problems go unsolved. (SP)

The author describes a departure from the conventional high school programs and their credits. Lynchburg Learning Center is an effort to restore the spirit of learning in pupils who, under usual circumstances, would have become statistics in the dropout tables. (Editor/MF)