A junior high school English teacher explains how she managed to teach gifted and talented students in a mixed-ability classroom. She discovered the importance of taking "baby steps" (allowing independent study), varying learning activities, raising the bar for everyone, and discovering her students' passions. (MLH)

This study assessed the interest of alternative high school staff in intervention research on students' eating and physical activity habits and the feasibility of conducting such research in alternative school settings. A two-phase descriptive design incorporated both quantitative and qualitative methods. In fall/winter 2001-2002, alternative high…

This study examined the extent to which students with disabilities are accessing alternative schools and Area Learning Centers (ALC) in Minnesota. Also of interest was the option used by students to enroll in the school, the extent to which students crossed district boundaries to attend the school, and differential participation by category of…

In January of 1982, the Hennepin County Community Services Department began implementing a day care voucher system which allowed day care clients to place their children in any licensed day care home or center that was willing to contract with Hennepin County. In October of the same year, Hennepin County was awarded a grant by the Department of…

ONE-DAY WORKSHOPS WERE SET UP IN NINE DIFFERENT REGIONAL CENTERS IN MINNESOTA TO DEAL WITH THE PROBLEM OF TEACHING READING SKILLS IN A FOREIGN LANGUAGE. EACH CENTER WAS ASSIGNED SPECIFIC AND RELATED TOPICS TO WORK ON, FOREIGN LANGUAGE SPECIALISTS TO SERVE AS GROUP INSTRUCTORS, AND GUEST SPEAKERS. THE FIRST FOUR WORKSHOPS WERE CONCERNED WITH…

The Minnesota school district described in this case study indicated a reluctance to plan for and adjust to change brought about by declining enrollment. Instead of closing underutilized facilities, the district has bowed to strong community pressure to keep open all three elementary schools in this mining town of 6,000 people. Forced termination…

This paper traces the development of the University Center at Rochester, Minnesota. The Center provides a means for the delivery of programs and services to students taking courses at Rochester Community College, the University of Minnesota Rochester Center, and Winona State University-Rochester Center. The three institutions of higher education…

Investigated whether incorporating youth cancer risk-assessment software with a cancer prevention curriculum would increase student knowledge and enhance behavior related to cancer prevention. Pre- and postintervention surveys of 10th graders indicated that adding the software did not increase program effectiveness. Knowledge and behavior scores…

Profiles a program developed between the schools and community of Anoka, Minnesota. Concerned about the increase in poverty, crime, and youth problems, the community involved the students in an assessment of the town's problems and created a series of service learning projects addressing those problems. (MJP)

Describes the development of the Luminet network, a community-school network in Winona, Minnesota. Highlights include the technology infrastructure; Internet access; distance learning; the development of local resources; staff development; partnerships; parent involvement; the Virtual School of Winona; and lifelong learning. (LRW)

The authors argue that a recently proposed Minnesota policy for implementing full-cost tuition in selected practitioner master's degree programs in state institutions is counterproductive. The proposed policy is examined as a case study of probable supply and demand effects on student enrollments and institutional vitality. (Author/MSE)

Describes strategic planning efforts in eight states (Illinois, Indiana, Iowa, Michigan, Minnesota, Missouri, Ohio, and Wisconsin) to implement guidelines in "Information Power" (1998, American Library Association) relating good school library media programs to student achievement success. Discusses Web pages; state conferences;…

The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states submit accountability plans to the U.S. Department of Education detailing the rules and…

The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states have leeway to: (1) Craft their own academic standards, select their own tests, and define…

New threats to the health of American children, often psychosocial in nature due to societal changes, must be addressed. The Minnesota School Health Education Model is based on the integration of four primary components: (1) school health education goals aimed at health promotion, disease prevention, and long-term positive health effects on…