This brief describes the prevalence of highest-performing teachers in ten purposely selected districts across seven states. The overall patterns indicate that low-income students have unequal access, on average, to the district's highest-performing teachers at the middle school level but not at the elementary level. However, there is evidence of…

This appendix describes the methods and provides further detail to support the evaluation brief, "Do Low-Income Students Have Equal Access to the Highest-Performing Teachers?" (Contains 8 figures, 6 tables and 5 footnotes.) [For the main report, "Do Low-Income Students Have Equal Access to the Highest-Performing Teachers? NCEE…

The call for "mathematics for all" reaffirms the belief that all students should have equal access, equal educational experiences, and equal educational outcomes. Existing gap in students' mathematics achievement have long been coupled with the demographic categories of race and ethnicity, culture and language, SES and social class,…

Educators must take a critical look at all factors that may affect student outcomes. The No Child Left Behind Legislation (NCLB) was proposed to help ensure that all students have fair and equal access to educational programming. It is important for secondary school educators to be aware of environmental factors that may inhibit student success.…

In this article, the author describes the four characteristics of effective middle schools: (1) Academic excellence; (2) Developmental responsiveness; (3) Social equity; and (4) Organizational Structure. An effective middle school should be a place of learning guided by people who have chosen to work with young adolescents, help them develop…

Citing concern over the decline in self-concept and achievement exhibited by middle school girls, this article summarizes ERIC documents and journal articles that explore the factors that impinge on boys' and girls' academic and social lives in the middle grades. Presents annotated bibliographic references for ten items. (SD)

Examines level at which gender issues are addressed in middle school science classes. Argues that in the crucial area of science education, particularly for girls at the middle school level, "equal" rather than "equitable" as a dominant teacher attitude may be inadequate to ensure that gender imbalances are rectified. (SD)

Addresses the hypothesis that girls must receive advantaged treatment to achieve a level playing field in the area of science education. Expresses concern that: (1) the result of advantaged treatment is unknown; (2) too much emphasis is placed on the power of textbooks; and (3) too much emphasis is placed on sexism in science versus science in…

Argues that Chattin's criticism in fact illustrates the authors' stand that people are extremely uncomfortable with the idea of a proactive stance toward equity for groups that have traditionally held less than equal status. Addresses each concern, and reiterates that disadvantaged groups must now receive advantaged treatment to catch up. (SD)

Introduces this issue of Middle School Journal. Highlights articles presenting theories concerning how male and female adolescents face the development of self-concept, the dilemma of ensuring gender equity, as well as divergent perspectives on helping both genders develop positive self images about themselves as learners. (SD)

For many students, the longer they are in school, the less they trust in their ability to do math and fail to see why math is important to know. How can middle and secondary school educators turn that tendency around? Teachers can explore how their colleagues are answering that question and improving math programs in grades 7-12 in this next…