Describes how after the lifting of years of court-ordered desegregation, the citizens of Wilmington, Delaware, voted not to return to neighborhood schools, choosing instead to maintain the school district's socioeconomic and racial diversity. (PKP)

In her zeal to advocate greater public school choice, Raywid criticizes the ASCD's "Public Schools of Choice" report unfairly. Raywid denigrates the importance of balancing public and private interests, claims that choice demands a form of rigorous social experimentation unsupported by research, and overlooks the report's positive guidance for…

The goal of multicultural education is to help kids function in their ethnic communities and the mainstream world. The broader aspects of multicultural education (pedagogical equity and prejudice reduction) apply to all subjects. Schools as public institutions should promote the common good and the overarching values of the nation-state. Diversity…

Although educators working with limited English-speaking students applaud reformers' efforts to establish readiness and high achievement standards for all students, they are troubled by a lack of attention to opportunity-to-learn standards. Most students need greater access to high-quality instruction, services, and assessment. Steps to alleviate…

Using educational vouchers for private schooling will aggravate the fragmented society that Jonathan Kozol visualizes in the November 1992 issue of "Educational Leadership." However, public schools of choice are desirable because they permit diverse teaching/learning styles, curricular emphases, or organizational structures to coexist…

Public opinion surveys conducted by Public Agenda confirm that parents, students, and educators from diverse ethnic groups share the same fundamental aspirations for education and agree on the basic reforms needed in schools. The author, a senior advisor for Public Agenda, describes survey findings that suggest that all groups see education as the…

Presents the history, requirements, and some of the effects of PL 94-142, which is intended to help schools provide equity and quality in education for children who need more care, attention, and understanding than most. (Author/MLF)

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)

Article compared the Russian system of education with that of the United States and commented on the different sets of values found in each country. (RK)

Because race, class, and gender bias have become firmly institutionalized, achieving equity will require more than eliminating individual prejudices. Educators can use dyads, support groups, and personal experience panels to ensure that people stay focused on their personal stories; respect one another; avoid blaming, criticizing, and analyzing;…

The No Child Left Behind (NCLB) Act foresees to change the curriculum of mathematics in United States to make it rigorous and accessible to all students. A standard curriculum is suggested for all students in one state.

Prescriptive instruction should be developed for all students, ensuring that each will have the opportunity to achieve to the maximum of his or her ability. (Author/MLF)

Argues that only through comprehensive personnel development can school systems meet the requirements of PL 94-142, the Education for All Handicapped Children Act. Discusses some implications of the act for inservice education. (Author/JG)

Rejects phonics or any other reading method as "best" for every child. Summarizes major conclusions of reading styles research, outlines five reading style stimuli, offers tips for increasing reading achievement and enjoyment, and presents research results from five pilot school districts. Matching instruction to individual reading styles is…

The need for American women to attain equal opportunity in all phases of American life is stressed. (CK)