The summer between high school and college as a point of intervention to help more students successfully transition from the K-12 sector to higher education is gaining notice. This qualitative study builds on recent research on the "summer melt" and offers a fresh perspective of students from an urban Los Angeles public high school who,…

National reports recognize a growing gender gap in postsecondary enrollment as a major challenge impacting the lives of young men, particularly African Americans. Previous gender and race specific research is largely inconclusive. It is, for example, unclear from previous research how persistent the gender gap is across various school contexts,…

The inability of American colleges and universities to produce teachers for America's urban classrooms has reached epidemic proportions. This article seeks to describe the legal effects of policies and laws designed to create conditions for highly qualified teaching professionals. Issues germane to the topic of urban teacher preparation and…

The Science, Technology and Society (STS) curriculum has been developed to make the study of science and social and environmental issues appealing and meaningful to urban minority students. It focuses on concepts that students can relate to their daily experience and surroundings and also covers minority achievements in science. (DM)

Examines the incidence, causes, and consequences of student mobility, noting that it harms students as well as the schools they attend. Research reveals that the causes and consequences of mobility are more complicated than many people assume. Causes include family relocation and policies and actions of schools and districts that can lead to…

Among the findings are that most innovative school programs are ESEA funded, that most programs involved staff development, that special programs are most successful at the elementary and senior level, and that most programs are initiated by school administrators. (Author/AM)

An analysis of the student discipline and suspension data for a large urban school corporation in the Midwest is given with a discussion centering on the overrepresentation of minority and low-income students within the data. This analysis highlighted the critical need to implement effective discipline strategies early in the educational career of…

Analyzes changes in the representation of Black teachers in 176 urban school districts between 1968 and 1986. Concludes that northern districts have been moving toward greater representation of Blacks over the past 20 years at a rate significantly faster than the southern districts. (FMW)

Describes a program in a large urban district in Texas that translated research in classroom management, instructional and school effectiveness, school climate, and staff development into practical classroom and school applications. (MW)

Examines four explanations for the low academic achievement of black and poor urban students: socioeconomic, sociopathological, cultural, and genetic. Acknowledges the merits of the first three, noting their specific weaknesses and limitations. Describes key characteristics of teachers who make a difference in reversing the cycle of despair and…

The Urban Academy, a New York City school within a school, houses 100 largely minority students, most of whom have had trouble with school authorities. A thought-provoking environment, flexible scheduling, and enhanced student support are attributes that have made this school a success. (SLD)

Examined factors that might influence diverse high school students' levels of participation in intersession programs provided by a year-round education program at an urban high school. Analysis of data from student records indicated that levels of participation varied as a function of students' gender, race, grade level, and level of academic…

Presents an historic overview of school desegregation court decisions. Discusses governmental and socioeconomic factors that have influenced school desegregation policy. Describes the Milwaukee (Wisconsin) school desegregation settlement based on voluntary interdistrict student transfers and efforts to remedy racial isolation by integrating…

Reports findings and conclusions from taped discussions with third- and sixth-grade African-American, inner-city students concerning their response to violent events in their communities. By using the triangulated methodology of ethnographers, it reveals how these experiences affected children's school performance, behaviors, and aspirations. (GR)

Examines the response of a large racially mixed urban California school community to the tension between excellence and equity in public education and describes how 319 African American students experienced school reform, including detracking. Findings indicate the potential of detracking for real educational improvement. (SLD)