Differences were examined in attribution for academic successes and failures of high school students participating in (N=116) and not participating in (N=86) programs for the gifted. Findings indicated that participating Ss tended to attribute successes to their own effort and ability to a greater degree than nonparticipating students. (Author/CL)

The educational needs of 41 adolescents appearing in Family Court and subsequently referred to the Family Court Clinic for assessment were examined. Besides education, other problem areas including both inter- and intrapersonal crises also contributed to undermining school achievement and attendance. (Author/CL)

Investigated whether failure for men and women in competitive achievement situations is differentially evaluated according to an individual's level of failure. Found the pervasive tendency to downgrade unsuccessful men in relation to unsuccessful women. (CMG)

Graduation and persistence rates were compared for 184 students, 92 of whom had repeated multiple courses or at least 1 course 3 times. A control group of 92 nonrepeating students was drawn from the remaining 303 students of the entire 1996 cohort. There was no difference between the graduation rate of repeaters and nonrepeaters. The persistence…

Questions the degree to which intensive emotional emphasis on successfully learning to read contributes to reading failure and discusses some potential outcomes of permitting students to reject reading. (TO)

The practices and problems of grading are reviewed. (MM)

The lack of information on problems, mistakes and failures of electronic data processing in libraries is described. A brief annotated bibliography on the subject is presented. (SJ)

Suggests that many educators may be using unrealistic standards in determining student failure. (JS)

Choice-preference and task persistence prediction studies support the theory. However, the results on performance data are less clear. Issues to be resolved are: better measurement instruments, identification of internal-external achievement motivated subjects, long-term achievement, and cross-cultural generalization. There are implications for…

The causes of educational failure among students with adequate academic potential are discussed. (CK)

Argues that because of the need for the experiences of a child to be positive and successful, a process of uninterrupted promotion into each succeeding grade merits consideration; that each such retention be considered as an individual case, the school system instigating new programs for such retained students. (RJ)

Reports on a study designed to assess whether attributions or causality of success and failure would vary as a function of sex role attitudes. Indicates that sex-typed notions about competence may still be deeply ingrained despite recent social changes. (Author/MK)

Describes why principals fail based on survey of 95 Tennessee superintendents and district supervisors. Respondents were asked to rate the impact of 23 selected competencies on principals' job performance. Offers several suggestions for principals and their supervisors to reduce failure. (PKP)