Studies and identifies the general problems that urban minority youths face in schools. Considers instructional practices impeding the academic growth of minority students. Recommends instructional strategies that are particularly beneficial to minority students. (HB)

Reprints an article originally published in 1961. Describes the "culture crusade" at William Penn High School for Girls in midcity Philadelphia, part of Project WINGS, an overall program of educational incentive and motivation. Notes that over a 2-year period, more than 1,000 girls went on at least 1 cultural trip. (RS)

Describes the severe challenges and recent hopeful improvements at Thomas Jefferson High School, an inner-city school in Brooklyn, New York. (SR)

Notes that magnet schools were established to promote racial diversity, improve scholastic standards, and provide a range of programs to satisfy individual talents and interests. Suggests the need for a better understanding of new policies on race and magnet schools; the social and political context of choice; and the consequences of reform…

Recounts some of the history of attempts to establish magnet and other voluntary, choice-oriented policies in urban school districts. Discusses the elements that must be included in programs established in those districts. (SR)

Discusses key issues that emerged when the cultural interests of African-American youth were brought into the curriculum of two urban schools. Argues that teachers can benefit by taking an ethnographer's stance in engaging students. Discusses the cultural resistance shown by some students, as well as the instances of cultural competence shown by…

Describes the EEXCEL project, a tutoring/housing project in blight-stricken south central Los Angeles. Shows how the combination of private business, education, and caring individuals demonstrated how easy it is to give hope, to give a future, to at-risk children. (RS)

Surveys teacher employment applications in a large city in order to identify those characteristics and abilities that school districts look for in beginning teachers. Urges prospective teachers to learn what school districts want in a teacher and become aware of what they themselves have to offer. (FL)

Uses an ethnographic research process called Appreciative Inquiry to identify aspects of one urban high school's culture that contributed to its effectiveness, as well as any negative dimensions that may need to be addressed. Describes the Appreciative Inquiry process, explains how it was used, reviews selected results from this high school, and…

Describes the efforts of the staff of one urban high school in Mississippi to develop and implement a school improvement program based on a school effectiveness model. (FL)

Argues that traditional methods of involving low-income minority parents in their children's education have not worked. Suggests ways to improve parent-teacher communication, understanding, and cooperation in urban schools. (MM)

Presents the results of a study of grading strategies that suggests that reluctant students can improve their work and develop a better attitude about school if less emphasis is placed on evaluative grading. (JC)

The author suggests that the White middle class teacher preparing to teach Black students in an inner-city school should explore his/her motives for doing so. Listed are reading materials which should be helpful to the inner-city teacher. (KC)

Presents an interview with a distinguished scholar and educator from China, discussing the general status and special features in China, notable features of junior high schools, attitudes toward education, the student/teacher relationship, techniques of classroom management, core values taught, the principal's role, differences between rural and…