Several common factors set two New York middle schools apart from less effective schools: pride in the program, optimism concerning its effectiveness, variety in offerings and scheduling, opportunities for professional development, staff loyalty, excellent use of resources, good community leadership, high parent involvement, and healthy…

Four new books typify the constructive search for ways to improve the quality of undergraduate education. "Achieving Educational Excellence" (Alexander Astin), "Careerism and Intellectualism" (Herant A. Katchadorian et al.), "Increasing Student Retention" (Lee Noel et al.), and "Success in College" (Warren Willingham) are analyzed. (MLW)

A large midwestern university's advising program for high-risk athletes using a student development approach is described. Athletes' views on the people and events in their environment affecting academic performance and recommendations for their advisors are also outlined. (MSE)

This book is intended to be a resource guide for girls and young women considering careers in science, math, and technology. An introductory chapter considers the status of girls and women in these fields, the importance of role models, and suggestions for using the book. Part 1 introduces readers to the various career opportunities available in…

This brochure summarizes content that is covered in the DO-IT 17-minute videotape, "Taking Charge: Stories of Success and Self-Determination." The document provides insights from successful young people and adults with disabilities associated with the DO-IT project. These insights are designed to help young people with disabilities learn to lead…

Several years after the passage of the No Child Left Behind Act of 2001 (NCLB), there are persistently low-performing schools in every state that face increasingly strong consequences for failing to improve student achievement sufficiently. In particular, schools that fail to make adequate yearly progress (AYP) for five consecutive years must…

This research analyzed 12 Minnesota Technical Colleges' Program Assessments in terms of: (1) Did assessments of their Career and Technical education programs focus on results-related outcomes? (2) Were program assessment measures "related" to programs' goals? (3) Were targeted programs' goals attained? Conclusions: (1) Report findings…

The founder of the Lab School of Washington, a day school of 300 students for youngsters with severe learning disabilities discusses how negative behaviors of children with learning disabilities frequently turn into positive attitudes in adulthood. Examples of successful students are provided and lessons learned from working with such students are…

Public concern about violence in schools has created increased pressure on policymakers to do more to make schools safe. Effective school counseling programs can promote school safety. School counselors can play a central role in achieving the dual goal of school safety and school improvement by helping students build needed skills and overcome…

Children in primary education often encounter mathematics having picked up a general fear of mathematics from the society around them. This results in lack of confidence, avoidance of non-standard thought processes, weakness in problem solving strategies, and other negative consequences. This study offers an alternative approach: presenting…

in this era of standards, high-stakes testing, and accountability, school leaders need to know how they can increase the achievement of their students. Researchers have found that high-achieving schools show common, key factors, including challenging learning experiences for all students, a principal who fulfills his/her role as the instructional…

The paper addresses the following controversial issues between colleges and their external stakeholders: defining and measuring student success, developmental education, and accountability. Given a variety of educational goals by individual learners, community colleges need to create a system of multiple measures to define student success. An…

Paper presented at the TESOL Convention, March 1, 1972, in Washington, D.C. (VM)