Fournier, coordinator of the School Achievement Indicators Program (SAIP), claims that score differences are associated with linguistic and gender differences. These results have long been substantiated. The expectation-setting process has little reliability or validity. SAIP does not help teachers, and should not determine what students learn.…

Although successful dropout assistance programs depend on effective implementation, casework, and long-term followup activities, the literature only occasionally addresses these practices. This article reviews data collection problems, major risk factors, reforms aimed at actual and potential dropouts, and alternative school programs. Second…