Lists 30 resources that provide essential background information, research findings, examples from the field, and recommendations for practice for teachers of students who speak Ebonics. (SLD)

This case study investigated how state and district reform policies affected the organization and administration of Title I schoolwide programs in Chicago's public schools, noting whether application of standards to all students contributed to increasing curricular and instructional integration. Results highlight increased teacher collaboration,…

Investigated factors predicting districts' abilities to generate cross-sector support for reforms, using New Jersey's 1998 Supreme Court decision mandating the implementation of comprehensive reforms in its 30 poorest districts and exploring the extent to which community support impacted willingness to embrace reforms and perceptions of resource…

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)

Contrasts Black school politics from 1865 in Atlanta, where Blacks were almost always excluded since public office, and in Memphis, where Black citizens participated to a greater degree in political life. Schools in both cities were in the same condition by the 1980s, however; only massive federal aid brought improvement. (DM)

Discusses the PROJECT 2000 program as a preventive measure against school failure among inner-city African American males. It outlines the scope and vision of this community-based program and its impact on the education of African American youth via its use of adult male role models who offer assistance with academic subjects, comradery, and…

Describes a university-school partnership that prepares preservice teachers for, and in the context of, urban teaching. Delineates its philosophical foundations, candidate selection criteria, and program. Details the program's intentionally constructivist emphasis, which is aimed at developing strong urban teachers who are "expert…

Investigated the perspectives of administrators from Urban Systemic Initiative school districts about factors that influenced the recruitment, retention, and attrition of science and mathematics teachers. Data from surveys and telephone interviews indicated that while respondents were aware of the issues teachers faced, they prioritized teachers'…

Introduces a collection of articles that describe how Howard University's Center for Research on the Education of Students Placed At Risk (CRESPAR) is trying to faithfully represent the talent development philosophy and principles in its research and development activities (which holds that all children can meet high standards when there is a…

Describes an approach to school improvement designed by the New Jersey Education Association's Urban Education Committee. The program combines a school diagnosis based on effective schools research with teacher participation in the planning and implementation of new policies, programs, and procedures. (GC)

Notes that the objective of this urban education community involvement program is not met, but the objective of hiring minority members as paraprofessionals and professionals is met. The question is raised as to whether this is a means of heading off community involvement, district control, and/or local control. (Author/AM)

Reports a study which sought to investigate the effects of desegregation upon the raw score achievement levels of all pupils in Berkeley's schools in grades Kindergarten through Three for the year just prior to desegregation, and for the first two succeeding years of desegregation. (Author/JM)

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…

Undertakes a critical language analysis of the Oakland Unified School District's 1996 resolution on Ebonics, focusing on the form, content, and function of the resolution's explicit text semantics as distinct from the public statements made about it. Discusses how the resolution frames Ebonics as a non-English-related system. (Author/SLD)

The study reported here demonstrates institutional racism in the staffing procedures of the Buffalo public school system during the period 1956-63; the proportion of temporary, inexperienced and male teachers appointed to segregated black vs. segregated white schools was determined. (Author/JM)