A safe environment is a prerequisite for productive learning. Using a unique panel data set of survey responses from New York City middle school students, the article provides insight into the relationship between feelings of safety in the classroom and academic achievement. The survey data include the reported feelings of safety for more than…

This National Center for Education Statistics (NCES) "First Look" report introduces new data for the universe of public elementary and secondary schools and agencies in the United States in school year (SY) 2014-15. Specifically, this report includes statistics that describe: (1) the numbers and types of public elementary and secondary…

Cites research finding strong association between presence of teacher unions in a state and high performance on SAT and ACT. After briefly tracing the development of the teacher-union movement, describes Rochester Teacher Association's efforts to reform itself and to support district reform efforts. Describes Teacher Union Reform Network. (PKP)

When confronted with the problems of urban school districts, such as an ever-increasing achievement gap, the underfunding of school districts, increased shortages of qualified teachers, greater emphasis on accountability, and the loss of public confidence, African American superintendents have considerable difficulty leading their school…

For over four decades, American policymakers have focused their attention on readying young children for school. Despite noble policy efforts, durable investments and a persistent belief in the ability of early childhood education to offset social inequities, significant challenges exist for America's urban young children as they enter school.…

The Urban Education Project was implemented to help the National PTA realize its historical commitment to reversing the deterioration of human life in urban centers, especially in schools, and to emphasizing the actual and potential strengths of diverse publics collaborating in dealing with urban problems. Six hearings were held to identify and…

This is a summary of the final report of the Urban High School Reform Initiative, a Federal effort designed (1) to review the educational and related needs of large city high school students, (2) explore the Federal role in urban secondary education, and (3) develop recommendations for a more effective Federal response to continuing needs of these…

The road to improvement has taken the staff of a high-poverty urban school from isolation to collaboration. The innovations that were developed based on the basis of the collective analysis of school wide requirements have helped the John Williams Elementary School No. 5 in Rochester, New York, to create pathways to excellence and become a…

Describes several administrative-community alternatives for governing metropolitan schools: (1) administrative decentralization, (2) community participation, and (3) community control. (CT)

The author contends that a voucher system including private schools would allow greater access to quality education and broaden curricular options while reducing the costs of central school administration and ultimately of welfare and crime. (DM)

Provides background information to two opposing viewpoints, presented in other articles in this issue, on the relative merits and problems of exam schools and magnet schools. The articles were prompted by events in the Boston public school system's elite schools. (LHW)

Reports on union-negotiated reforms in several large urban school districts that included peer review, teacher induction, professional development, and performance rewards. (PKP)

Focuses on cross-cultural perspectives of urbanization and urbanism by comparing the Yoruba cities of western Nigeria with cities of Europe and North America. Concludes that cross-cultural counselors working with Yoruba clients must understand Yoruba city clients and their home life, physical environment, family structure, parent attitudes, and…

Describes several successful programs for raising the achievement of disadvantaged students. Holds that since instructionally effective schools do exist, and they have known features which provide useful operational guidelines, it is possible to achieve further advances in successful pedagogy for poor children. (GC)

Presents reflections of six teacher-researchers who participated in the Center for the Study of Writing and Literacy's M-CLASS, a project that focuses on understanding literacy in multicultural urban English and social studies classrooms. Notes that one issue the group raised is that teacher research often leads to teacher change. (PA)