School leaders today are making important decisions regarding education innovations based on published average effect sizes, even though few understand exactly how effect sizes are calculated or what they mean. This article explains how average effect sizes are determined in meta-analyses and the importance of including measures of variability…

The thrusts are to require evidence of acquisition of basic skills, institute programs for all students, hire additional reading personnel, institute viable inservice programs for teachers and administrators, solicit community support, and initiate management systems with provisions for options and alternatives. (Author/IRT)

The fatal weaknesses of school innovations develop in the early stages of implementation. The authors present guidelines and suggestions for educators who wish to implement and maintain innovative programs. (Author/IRT)

Curricular change should be a planned process that looks at the needs of students and at the content implications of any course or program. (Author)

This article reports educational changes evidenced in a selected group of innovative Catholic schools. A study of these schools compared their educational practices with those advocated by the NASSP Model Schools Project. The findings are pertinent to any school contemplating change. (Editor)

Because of the learning experiences of thousands of school leaders during the last decade, the guidelines presented are more likely to lead contemporary educators to successful implementation rather than to reactionary upheaval or paper pretense. (Author/IRT)

Catalogues past experience in haphazard curriculum planning and offers suggestions for ensuring that curriculum design occurs through logical, orderly, and comprehensive planning. (Author/WD)

The director of the Central Intelligence Agency outlines needed skills and suggests how secondary education can encourage their development. (DS)

Discusses the skills and strengths of individual principals that have been instrumental in turning problem schools into safe and effective places of learning. Their styles vary greatly, but all had a vision and were able to turn that into distinct goals and expectations for their schools. (MD)

Because of a lack of locally worked-out theory, school methods are often the wrong ones for the specific situation, says this writer. (GB)