In the Los Angeles Unified School District, 64 percent of its 660 schools increased their norm-referenced test scores from 1998 to 1999. Success stems from a clear, districtwide approach to standards-based learning and broad-based communication about student and school gains. Bancroft Middle School's results-driven approach is profiled. (MLH)

A project based on the 1988 National Education Longitudinal Study showed that students in magnet schools scored higher on science, reading, and social studies tests than did students in comprehensive public high schools. Differences may be due to improved social relationships and/or allocation of additional resources from sponsoring school…

Debunks two myths: the United States spends more on its schools than other nations; and money makes no difference in student achievement. The United States provides more school services than other countries do. Research shows a strong expenditure/academic-achievement correlation. Test scores rise when districts use money to reduce class size and…

Rebuts David Noble's critique of "technology fever" in the same "Educational Leadership" issue. Evidence shows that technology improves students' mastery of basic skills, test scores, writing, engagement in school, attendance, and deportment. Technology adds value to the curriculum when integrated into a comprehensive plan for…

Despite their individual creativity and achievements, many girls confront common obstacles (like sexual harassment) and expectations that limit accomplishments. Nonetheless, girls get better grades than boys, score higher on certain test measures, and attend college in greater numbers. Their resilience and resistance to cultural norms are…