Article analyzes the impetus for alternative schools' development, their present status, and reactions to their development. (Editor)

This article reports educational changes evidenced in a selected group of innovative Catholic schools. A study of these schools compared their educational practices with those advocated by the NASSP Model Schools Project. The findings are pertinent to any school contemplating change. (Editor)

Discusses the skills and strengths of individual principals that have been instrumental in turning problem schools into safe and effective places of learning. Their styles vary greatly, but all had a vision and were able to turn that into distinct goals and expectations for their schools. (MD)

Chairman presents highlights of several of the Commission on the Reform of Secondary Education's positions, including teacher training, rank-in-class, the Carnegie Unit, and alternatives. (GB)

To help administrators guard against the proliferation of meaningless innovations, the author suggests 10 basic questions that should be asked before plans for any innovative programs progress too far. (Editor)

Comments on current efforts to evaluate and improve United States schools, especially the conclusions and recommendations of national education reports, tendencies in responding to them, and issues inadequately addressed by them. Both equity and excellence are important, it is suggested, and excellence may be achieved through challenge of familiar…

A case study of a once declining and troubled vocational school that is now a new, comprehensive high school. (Author)

Outlines findings from a study by the United States Department of Education's Office of Educational Research and Improvement of successful school improvement programs. The findings are categorized under four stages: initiation, initial implementation, full implementation, and institutionalization. (MD)

On the premise that alternatives are needed and that they will have a better service and survival rate if they are public rather than private, Illinois has instituted a network for educational options. (Editor)

It is Haworth's hope that by 1980 the American public high school will provide many more options for its students in the academic, social, instructional, and human climates where most of their waking time is spent. The survey results presented here indicate that his hope may become a reality. (Editor/RK)

To implement curriculum changes successfully, five guidelines should be followed: changes should be research-based; successful innovation requires organizational changes; innovations must be feasible for the average teacher; implementation efforts must be organic, not bureaucratic; and a definite curriculum plan is essential. Guidelines for…

Author cautions educators to be realistic in their assessment of school needs and to be discriminating in the innovations they choose to implement. (Editor)

To help avoid past mistakes in attempts at curriculum and instructional improvement, this article offers five guidelines for secondary school curriculum change and innovation. (DCS)

Argues that sweeping reform in the American secondary school is improbable, though conditions today make reform imperative. Describes the reforms that have endured, the barriers to change, and changes that can be effected with minimal structural adjustment. (Author/WD)

The educational changes that seem to offer the greatest long-term benefits are those that focus on modifying the behaviors of teachers, administrators, and students in the interest of good schools. (Author/MLF)