Language arts teachers cannot handle the problems of the disadvantaged children of the ghetto because they cannot understand the language of the children well enough to evaluate the abilities of the children or create activities which would improve the quality of language experience for the child. It is possible to provide language arts teachers…

A conference on problems of education of children in the inner city considered the functionally retarded child. Recommendations and suggestions for action were made concerning early childhood education, the family, teaching, labeling, educational research, school responsibility, and community participation. (JD)

Described is the third year of a Paterson, New Jersey, urban early childhood education project for disadvantaged children; and summarized are achievement data on entering third level (grade) children in 10 performance areas. Noted are revision and reordering of performance objectives, development of summary sheets for recording each child's…

This conference explored ways to improve mathematics education for inner-city schools. Five position papers, together with summaries of the discussions of these papers by conference participants, are contained in this report. Topics range over types of pre- and in-service teacher training, laboratories and materials for the inner-city school, and…

This social history of public education in Chicago focuses on the problems encountered and the subsequent changes that took place. The transformation of the frontier schools to accommodate industrialization is traced. The unionization and organization of Chicago teachers are shown. The political, racial, and financial problems that now face…

Emphasizes the need for a strong partnership between community and school in developing successful reading programs for inner-city children. (WY)

Describes five school programs operating in New Haven involving innercity parents in reading. (RB)

A brief review of the objectives of MACOS, and published reports of its success, is followed by the author's own evaluations based on his group's experience in teaching highly diversified inner-city students. (JB)

Asserts that many composition instructors design courses around theories driven by two narratives of progress: solitary struggle; or earning placement by the dominant social order through passivity. Argues that these approaches are counterproductive and alienate the underclass, ensuring high failure rates at urban colleges and sending students…

Affective factors are at least as important as dialect differences in discovering why innercity children have difficulty learning, according to the research cited in this literature review. (RB)

Teachers, programs, and facilities suitable to the special needs and potentialities of inner city youngsters must be provided. (Author/MK)