Describes the financial situation commonly faced by inner city school systems; interprets the racial, economic, and political dimensions of policy making for the public schools; and discusses alternatives which offer some prospects for providing an adequate financial base for inner city school systems. (Author/JM)

Proposes that the process of education be studied as a process, using the qualitative methods of anthropology and sociology, and including longitudinal investigations of the processes by which exceptional teachers and schools succeed in the education of impoverished youth. (JM)

Reports on a study of resilience leading to academic success among 20 African American urban disadvantaged high school seniors. Data suggest their success was largely due to supportive family, interaction with concerned educators, and the development of the personality traits of perseverance and optimism. (SLD)

Identifies some of the earliest known examples of juvenile justice for African American juvenile delinquents in 19th century New York, New York, and Philadelphia, Pennsylvania, raising questions about the quality and type of rehabilitation African American youth accused of crime received in these cities and the early purposes of juvenile…

A sample of 91 White and 22 minority parent volunteers whose children attended an urban elementary school were administered a revised version of the Dean Alienation Scale. Results indicated that minority parents were more alienated from school than were White parents. (FMW)

Discusses educational, research, and policy options for restructuring teachers' knowledge in order to meet demands of the urban schools. Describes the context and changing nature of urban education. (MW)

School counselors working with Ebonics-speaking youth must assume the role of consultants to, and collaborators with, teachers and students toward increasing and improving students' use of Standard English without depreciating their culturally-based dialect and improving the teacher/student relationship in the language-learning process.…

Explains how local, state, and federal governments have exacerbated or failed to take steps to reduce residential segregation in the St. Louis (Missouri) metropolitan area since the 1981 Liddell v. Board of Education decision that decided that school board and governmental housing policies had contributed to segregation in the city's schools. (SLD)

Argues that greater caution is required when drawing conclusions from statistical results than the Armor study has done, and describes the "Prospects" study (begun in 1989), the largest longitudinal study of educational outcomes conducted in the United States. "Prospects" provides much data useful in evaluating the school…

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…

The relationship between the nineteenth century Colored Public Schools of Cincinnati and the overall African American community in the nineteenth-century "borderland" city of Cincinnati is examined. It is concluded that the employment of African American teachers, while a positive development in itself, apparently failed to lead to significant…

Among the ways that black educators can contribute to effective educational policy making is by becoming administrators in public school systems, and by becoming sources of expertise who can provide consultation to administrators, and by becoming members of policy making bodies such as school boards. (Author/AM)

Suggests that a useful way of viewing schools is that of the systems approach of looking at organizations. System analysis attempts to measure what resources are fed into a school, what happens to students while enrolled, and what educational benefit students receive from their stay in school. (Author/AM)

Reviews some of the specific issues that underlie the testing controversy and suggests that it has become increasingly difficult to separate the issue of testing from the realities of a political situation which leaves black children at the mercy of a unified white majority that is often indifferent to their educational welfare. (Author/AM)

A review of Supreme Court decisions concerning the intent standard, and an exploration of political scientists' findings concerning the nature of decision-making processes in American communities, leads to the conclusion that the standard does not place the burden of proof on those who follow policies that result in segregation. (CMG)