The current climate in education environments necessitates the collaboration on and sharing of research done by teacher educators and professional developers. In an era of high-stakes assessment driven by international tests, professionals are looking for research-based or evidence-based initiatives and approaches to enhance teacher learning,…

For the first time, researchers, policymakers and practitioners across the world will have access to a comprehensive mapping of research evidence and policy strategies about education and poverty in affluent countries. Although there is widespread agreement that poverty and poor educational outcomes are related, there are competing explanations as…

This document is one of eight reports prepared to support the development of a new learning system, a development effort that is the first step in a major initiative undertaken by the Stupski Foundation. The Foundation endeavors to improve the life options of all students, especially underserved urban youth of color by fundamentally redesigning…

Examination of dropout trends in New York City for 1986-87 reveals the following: (1) the annual dropout rate was 7.3 percent for the high schools, and 8.3 percent system-wide; (2) the estimated four-year dropout rate was 26.3 percent for the high schools, and 29.2 percent system-wide; (3) the 1986-87 four-year high school dropout rate was 6.2…

This study describes and analyzes the pedagogical activities of two professional development models aimed at helping teachers effectively integrate technology in their classrooms. Most importantly, it investigates the impact of those activities on teacher learning and practice. Results of the study provide empirical evidence that links key…

Reviews the fiscal effects on 28 of the largest U.S. school districts of the shift in federal funding of education from categorical aid to block grants. Focuses on the longitudinal pattern of funding, the status of desegregation efforts, and the level of participation of private school students. (PGD)

In order to determine the extent to which New York City students are dropping out of high school, the progress of the over 70,000 members of the class of 1986 was followed from September 1982, through June 1986. By the date of their anticipated graduation, the class of 1986 was characterized by the following: (1) 22 percent had dropped out; (2) 12…

This book explores the challenges of implementing and assessing educational interventions in varied classroom contexts. Included are reflections on the challenges of designing studies for improving the instructional core of schools, guidelines for establishing evidence of interventions' impacts across a wide range of settings, and an assessment of…

Descriptive profiles of the Elementary and Secondary Education Act Title I/Education Consolidation Improvement Act Chapter 1 programs are presented for each state and the District of Columbia. Where possible, comparisons are made between the 1979-80 school year and the most recent year for which data are available. States are ranked from highest…

This report develops a topology of approaches to high school dropout prevention, and uses it to examine and review the effectiveness of existing programs, and to identify major gaps in current practice and research. Research on dropouts was reviewed to identify the kinds of students who drop out and their reasons for dropping out. Based on this…

Finds that open admissions at City University of New York in the early 1970s resulted in a dramatic increase in degree attainment by Blacks and Hispanics. Concludes that more flexible aid programs, improved high school curricula, and stronger preparation in two-year colleges can increase future attainments and narrow educational inequalities. (DM)

This document offers a detailed description of the dynamics involved in the choice of an independent neighborhood school. These primarily urban schools are an expression of cultural power and identity among minority groups who wish to ensure access to opportunities for academic achievement for their children and also to control the content and…

Do social policy intellectuals and their research help to strengthen quality education? Was the 1954 decision of the U.S. Supreme Court in Brown v. Topeka Board of Education, which relied heavily on social science research, flawed in its reasoning on school desegregation, equal educational opportunity, and quality education for African Americans?…

Drawing from autobiographical essays prepared by students enrolled in urban community college districts in eight states, this report profiles the lives of these students with particular focus on family background; educational objectives; obligations and problems related to work and home life; and career and educational plans and goals.…

In 1984 the Urban Mathematics Collaborative (UMC) project was initiated to improve mathematics education in inner-city schools and to identify new models for meeting the ongoing professional needs of teachers. UMCs are located in Cleveland, Minneapolis-St. Paul, Los Angeles, Philadelphia, San Francisco, Durham, Pittsburgh, San Diego, St. Louis,…