Upper elementary students in a Title I rural school participated in an expressive arts-based resiliency small-group intervention entitled Resilient Warriors (RWs). This mixed-methods study revealed positive changes in participating students based on teacher ratings on the Strengths and Difficulties Questionnaire. We also found four qualitative…

The enduring misperception that rural places are homogeneously White may contribute to the underrepresentation of Black students in rural gifted education programs. In this study, we sought to understand this relationship by examining the underrepresentation of Black students in rural gifted education programs through a theoretical framework of…

The present study investigated predictive factors of literacy achievement in third-grade students identified as gifted in rural schools. The sample consisted of 180 identified students in a total of eight districts, three of which were randomly assigned to the treatment condition and five of which were randomly assigned to the control condition.…

We conducted a survey covering 20% of villages with 200-1000 population in rural Guinea-Bissau. We interviewed household heads, care-givers of children, and their teachers and schools. We analysed results from 9,947 children, aged 7-17, tested for literacy and numeracy competency. Only 27% of children were able to add two single digits, and just…

Assesses the extent to which 30 third graders employ phonetically-based spelling strategies in representing synthetic words with high and mid front vowels. Finds spelling of good readers rule-governed and derived from judgement about language while that of poor readers showed less awareness of written language patterns. (LFL)

Among 11,442 Thai third graders, those who had attended preprimary schools had significantly higher achievement scores than children of similar SES, age, and sex without preprimary experience. In rural provinces, the effect of preprimary experience on language achievement was greater for high-SES than low-SES students. (SV)

Compares school, classroom, and student level data for matched pairs of high- and low-achieving rural schools and matched pairs of urban schools. Finds that organizational and interpersonal processes sustaining effective schools vary by rural/urban context. Includes three longitudinal case studies of rural schools. Contains 26 references. (SV)

During the 1979-1980 school year, 23 Old Order Amish pupils in the Pleasant Hill School near Bloomfield, Iowa, took the Iowa Test of Basic Skills. On the language arts subtest, five of six third grade students ranked above 50% in capitalization, four ranked above 50% in spelling and punctuation, and three ranked above 50% in usage. Four third…

Do variables identified as existing within effective school models relate causally to student achievement? A study attempted to answer this question by manipulating selected school effectiveness variables and teacher behavior and by examining the effects of that manipulation on student achievement. Over a 1-year period, 10 kindergarten through…

This report is part of a study of academic performance by American Indian elementary school students with limited-English proficiency (LEP). The study was designed to complement the National Longitudinal Evaluation of the Effectiveness of Services for Language Minority Limited-English-Proficient (LM-LEP) Students, which did not include Native…