This study explored the social world of one school, looked at the web of relationships, and documented the social interactions that occurred in the context of a mandated reform. The study was designed to describe and understand the relationships of teachers in one school as they planned and developed a school-wide strategy for change as required…

The Austin Independent School District, Texas (AISD) receives federal funds through the U. S. Department of Education's Title IV Safe and Drug-Free Schools and Communities (SDFSC) grant program. The purpose of the Title IV SDFSC grant is to supplement local schools' efforts to eliminate violence and the use of alcohol, tobacco, and other drugs…

The Accelerated Learning Program (ALP) is the major initiative that the Wake County Public School System (WCPSS), North Carolina, is using to help all students reach grade level performance in reading and mathematics. This report focuses on student participation rates and the impact of the ALP program. Data are from a variety of sources. In the…

This paper describes the approach to consolidating multiple measures of student achievement used by the Long Beach Unified School District (LBUSD) in the 1997-1998 reporting cycle. Beginning in 1996-1997, all California schools that served Title I students or were involved in the state's Coordinated Compliance Review process were required to…

Title IV Safe and Drug-Free Schools and Communities is a compensatory education program supported by funds from the U.S. Department of Education through the Safe and Drug-Free Schools and Communities Act of 1994. The purpose of Title IV is to enable schools to supplement local efforts to eliminate violence and the use of drugs, tobacco, and…

Title I of the Elementary and Secondary Education Act (ESEA) is intended to support state and local efforts to ensure that all children reach challenging standards by providing additional resources for schools and students that have the farthest to go. The 1994 reauthorization of the ESEA included a number of changes to Title I allocation…

The author analyzes the concept of deprivation to make plain in what ways it can and cannot be used to crystallize issues facing contemporary educators of adults, concentrating on the kind of deprivation which denies an adult his due share of continuing lifelong education--more likely to be middle-class. (Author/AJ)

Describes several seriously mistaken judgments underlying the development of compensatory higher education programs for disadvantaged black college students, and describes the task of black professionals in the field of education as role models and as enabling agents to help revolutionize the higher education process. (Author/JM)

The aim of this project--carried out by teachers, students and their college tutors in an Inner London Educational Priority Area--was to see whether lack of experience significantly impeded disadvantaged children in forming mathematical concepts, and to assess how far enrichment activities can compensate these children. (Author/JM)

Discusses the Directed Learning Program in Hempstead, Long Island, one of 13 compensatory education programs across the country recommended for emulation by other school districts by the ERIC/Information Retrieval Center on the Disadvantaged. (Author/JM)

Reports a study comparing the effectiveness of projects representative of compensatory, busing, and non-compensatory programs for inner-city students. (Author/JM)

Discusses women's studies, the growing expansion of women's movement, and sex role stereotypes as they affect teachers. (RK)

A critique of the reification of child-centred education arguing that this ideology is found in its purest form in the colleges of education which are ill-equipped ideologically and organizationally for the preparation of teachers for inner-city schools. (Author/JM)

Investigates the similarities and differences in how specially admitted students, most of whom were blacks and who have been classified as culturally different or disadvantaged,'' and other new freshmen, who were admitted on other factors, responded to an instructor. (JM)

Author focuses on the need to begin to specify in greater detail what the inputs are for the child, to define his reasonable living space, and to define which of those factors may alter the course of growth in spite of what happens in the nursery school. (Author/MB)