Describes potential new programs to provide economically related skills and a general or liberal education to a broadened clientele. (Author/IRT)

In Louisville, Kentucky, urban education problems were met through numerous organizational, financial, curricular, and personnel changes and retraining. The belief that people support what they help create and that people affected by change must be allowed participation in planning change insured the finding of satisfactory solutions. (Author/JN)

Presents short essays by 20 persons who are each intimately involved with some phase of community education. Vignettes range from single-frame pictures of community education in action to editorials and statements of philosophy. (Author/JH)

To effectively improve minority student achievement in metropolitan schools, educational alternatives based on staff development, administrative leadership, increased resources, reorganized school practices, community resources, and new educational environments must be developed. (Author/DW)

Describes the planning that has gone into the program for integrating 11 school districts in New Castle County, Delaware. (IRT)

Discusses Jesse Jackson and his program to inspire self-help in urban education. (IRT)

In poor, urban schools, so much time is spent controlling and disciplining children to obey authority (or to learn the hidden curriculum), that scant time is left for "real" teaching and learning. This article shows how school culture (conditions, norms, relationships, and structures) can be changed to educate all children adequately. Includes 10…

Reviews school finance changes through the 1970s and 1980s and outlines key 1990s issues, including basic school finance reforms linked with state or national educational goals; site-based management and budgeting; teacher compensation; accountability systems tied to student performance; public school choice; and nontraditional issues such as…

Among the findings of a study of 54 randomly selected private elementary schools, each of which enrolled 70 percent or more minority students, was strong parental involvement. Eighty percent of the schools accept academically weak students and 56 percent accept transfer students with behavioral problems. (MLF)

Presents data on each of four relatively successful inner-city intermediate schools under four major headings: (1) organizational arrangements facilitating improved reading, (2) emphasis on higher-order skills, (3) emphasis on personal development, and (4) high institutional expectations. Concludes by arguing the need for fundamental structural…

Describes the Graduate Urban Education Program collaboratively developed by the school of Education at Florida International University, the Dade County (Florida) Public Schools, and the United Teachers of Dade for teachers in Chapter 1 elementary schools. The program helps teachers apply their professional training sucessfully in the urban…

In 1990, a U.S. study group visited primary and secondary schools in urban and disadvantaged areas throughout England, finding implications for U.S. education. England is trying to upgrade standards by implementing a national curriculum and a national assessment system. Both England and the U.S. are concerned with improving school climate and…

In 1987, the Illinois State Board of Education committed itself to adopt and expand policies, procedures, and programs addressing the problems of at-risk children and youth. To address issues involving early intervention, early childhood education, minority achievement, urban education, truancy prevention, and alternative education, the board…

Project Achieve, New York City's new dropout prevention program, might benefit from the failures of the city's earlier Dropout Prevention Initiative. Project Achieve will organize all ninth and tenth grade students into houses, integrate support and academic staff, and achieve maximum personnel continuity throughout a student's high school career.…

In response to a California State education reform bill that requires professors of methods courses to return to the classroom once every three years, a university profesor of 15 years taught 9th-grade English in Watts. This essay presents nine tips for others who anticipate their own return to teaching. (IW)