Because children who enter school with a previously undetected learning handicap often become caught in a cycle of school failure, the Brookline Early Education Project (BEEP) provides comprehensive diagnostic and educational services for 225 families with preschool children. (CS)

The Intellectual Achievement Responsibility Questionnaire (IAR) was given to 183 children, ages 9 to 14, from three kibutz movements in Israel, in order to explore the meaning of locus of control among children raised within a specified framework. (ST)

Study analyzed the results of a college rule regulating the maximum number of units students were allowed to carry and its effect on academic performance. (Author/RK)

This article is a partial summary of a doctoral dissertation completed under the direction of Professor Lloyd M. Dunn at George Peabody College for Teachers. (RD)

Discusses faculty and student contributions to student academic failure, suggesting changes in the chemistry curriculum to accommodate increased numbers of non-traditional students. Also suggests creating compensatory programs, leaving content and teaching system intact for traditional students. Factors in developing such programs are considered.…

Given a consistent interaction of student locus of attribution and mode of teacher response, the study sought to determine whether attribution levels could be changed for 69 elementary grade learning disabled students and poor readers. The results indicate that difficulty is encountered in trying to change students' attributions, (Author/SEW)

Reviews the attribution literature on sex differences in academic achievement, especially in mathematics. Suggests that: (1) there are small sex differences in the importance attached to effort and ability as causes of mathematics success and failure; and (2) attributions are not as significant as other possible causes in mediating course…

Many features of our secondary schools are static, self-destructive, and depersonalizing. Rather than organizing the middle school along secondary school lines, using the elementary school model, with some obvious modifications, provides a more humanistic approach. (Author/SJL)

Undergraduates rated their affective reactions to hypothetical test failures under conditions of high or low effort and in the presence or absence of self-servicing excuses. Then, in the role of teachers, they administered punishment to hypothetical students under the same failure conditions. Results were interpreted using self-worth theory.…

The author argues that failing grades and grade repetition harm students and should be removed from the middle school. He presents a grading system of A-B-C-Incomplete which would eliminate grade repetition, encourage individualized instruction, and promote student self-esteem. (SJL)

Compared aptitude, vocational, and personality measures of high school dropouts with those of a normative population. Also studied the relative contribution of selected variables to achievement. Suggests that achievement motivation, social class, and the institutional impact of the school must be examined to identify reasons for academic failure.…

Using as a case study an attempted change in student evaluation and reporting procedures in a junior high school, this paper proposes an analytic framework that identifies specific organizational features which impede the innovation process. (SJL)

Following a mathematics test, 134 sixth-graders from different social class/national origin groups, were asked to attribute causality for their success or failure. All groups tended to attribute success more to internal than external causes and more to stable than unstable causes. Attributions of failure varied between the groups. (Author/SJL)