The Center on Reinventing Public Education (CRPE) has been studying the four-day school week since 2015. Since then, the phenomenon of the four-day school week has spread into non-rural areas and interest appears to be growing. Given these apparent changes, the author wanted to know more about recent trends in the initiative. As districts continue…

This report provides descriptive information about the location and native language use of schools in the REL Central Region with high enrollment of American Indian students, whether Bureau of Indian Education schools or non-Bureau of Indian Education high-density American Indian schools (schools with 25 percent or more American Indian student…

This article analyzes teacher induction policy and practice in 12 districts in the urban Midwest. Attention is paid to induction policy as well as the enactment of induction in urban, suburban, and rural school districts. Findings suggest marked differences between district programs and little difference between states despite different policy…

"ClassWide Peer Tutoring" ("CWPT") is a peer-assisted instructional strategy designed to be integrated with most existing reading curricula. This approach provides students with increased opportunities to practice reading skills by asking questions and receiving immediate feedback from a peer tutor. Pairs of students take turns…

Explores student and teacher views about an advisor-advisee program being conducted in a rural midwestern middle school. Although teachers overwhelmingly supported the advisory concept, they (as well as students) made several suggestions for improving the school's program: eliminating a controversial Positive Action program; removing disruptive…

State equalization programs for school funding have been structured around variously weighted combinations of district wealth, tax effort and student need. For rural and small school districts, these programs have not always provided adequate financing. Nine rural school finance alternatives are suggested. (MH)

This study examined differences in nine factors between a group of the highest-performing needs high schools (HPHN) and a group of the lowest performing high-needs (LPHN) high schools using teacher responses from a national dataset. The factors are: (1) shared mission and goals; (2) professional development; (3) collaboration among teachers (4)…

The Kansas State Energy Curriculum Institute (KSECI) was conducted for 2 weeks in June 1984 at Kansas State University, Manhattan, and was attended by nine rural elementary teachers from northeast Kansas. The program included the dissemination of energy curriculum materials, field trips, guest speakers, media production, and other energy education…

The purpose of this study was to examine exemplary communication efforts of 12 selected outstanding schools in the United States. The methodology employed was case study methodology supplemented by interviews with key educational administrators. The results show unusual and outstanding ways that schools communicate with parents and the public, as…