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)

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)