Neither desegregation nor testing programs are sufficient to guarantee equal opportunity. A comprehensive effort will be required if both equity and quality are to be achieved in public education. (Author/MLF)

Results from a two-year Seattle study of the relationship between student performance and principal leadership show that the school principal is critical in ensuring academic achievement, especially for Black and low-income students. Includes tables and references. (MD)

Considered the plight of women, a disadvantaged group along with other minority groups, who have suffered inequities in their educational and occupational pursuits. (RK)

Argues that poor and minority students' access to quality teachers can significantly narrow the achievement gap. Describes research showing the effects of quality teaching on academic achievement and teacher-quality provisions of the No Child Left Behind Act. Suggests several ways to improve teacher quality such as salary increases, subsidized…

Hoping to improve their schools and to integrate the area's Portuguese-speaking students, Fall River Public Schools (Massachusetts) embraced controlled choice. Parents can choose to enroll their children in any school in the system, but choices are subject to available space and the requirements of minority balance guidelines. Includes four…

Figures from the National Center for Education Statistics for 1993-94 show that most of the nation's 3 million teachers are female, experienced (over 40), and typically enjoy the support of their principals and colleagues. Fully 87% are Caucasian. Schools have yet to provide sufficient numbers of minority teachers. Most teachers would appreciate…

The Core-Plus Mathematics project is a National Science Foundation project to design, evaluate, and disseminate innovative high school curricula based on National Council of Teachers of Mathematics standards. The CPMP program has five mathematical and structural design features: multiple connected strands, emphasis on mathematical modeling, access…

A Japanese-American teacher's personal experience with diversity helped her second graders value their differences and appreciate their similarities. Teachers of all ethnic backgrounds bring their views, values, dreams, and cultural baggage to the classroom. Teachers should consider what they represent and how they themselves view ethnic…

Many first-generation college students struggle during their first year in college. Cushman shares the reflections of 16 college students she worked with over two years who were the first in their families to attend college. Students describe how entering a climate where most fellow students come from backgrounds of greater wealth and…

Teachers, programs, and facilities suitable to the special needs and potentialities of inner city youngsters must be provided. (Author/MK)

Examines current demographic projections in terms of five major concepts (fertility, age, region, race, and immigration) and analyzes their impact on tomorrow's schools. Beset with a declining birthrate, an aging population, and increasing numbers of poor and minority students, schools' major responsibility is to create winners and new recruits to…

Discusses the national trend toward full-day kindergarten scheduling and a 2-year experiment involving alternate-day and half-day programs in Pasco, Washington. Early findings show no significant differences in children's achievement, classroom study habits, or social skills. Poor and minority children benefit from increased conversational…

Teachers and students socialize one another in a reciprocal relationship. They both win--or lose--depending on the teachers' awareness and understanding. (Author)

Too often, parents' social, economic, linguistic, and cultural practices are represented as serious problems, rather than valued knowledge. Some parents do not feel comfortable in the teachers' domain. Schools can help by clarifying how parents can help, encouraging them to be assertive, developing trust, building on home experience, and using…