Discusses the concept of "organizational development," which is a process of planned change that is organizationwide and iterative in its examination of problems, design of strategies, and evaluation of outcomes, but considers two components that previous OD interventions omitted: parents and students. (Author/SB)

Discusses the concept of "organizational development" (OD) and its relationship to educational change and reviews the five articles in this issue of the journal in the preceding pages 135-238. (SB)

Data on achievement gains in urban schools were analyzed to identify those schools with achievement consistently higher or lower than schools with similar characteristics. Only one school showed unusually high achievement gains. Efforts to identify and reward schools based on achievement may be erroneous and may decrease morale. (Author/VM)

Changes signaling more effective public education that taxpayers have not yet perceived include targeting of resources to deficient schools, summer remedial programs and tougher student promotion policies, principal training programs, more efficient use of funds, improved student achievement, new regulations reducing school violence, and increased…

This paper describes the data sources and method used in conducting a 3-year evaluation of the Urban Systemic Initiative (USI) of the National Science Foundation in four cities. The paper also provides a discussion of two approaches to analyzing the evaluation results: structural equation modeling (SEM) and a complementary analysis of the…

Urban school systems in Birmingham (Alabama), Baltimore (Maryland), and other cities have achieved large increases in student test scores by emphasizing basic skills, teacher evaluation and training, learning objectives, and strong administrative leadership. (RW)

Community/parental involvement can help two basic educational goals in the urban areas: (1) extending to every child improved educational opportunities by means of bettering the adult-child ratio within schools; and (2) increasing the two-way communication and ties between the schools and the lay citizens of the home. (Author)

Challenges the focus of the second wave of educational reform on improving teaching and teacher education as a solution to economic and social problems. Argues that urban teacher education should prepare teachers to confront the bureaucratic conditions that limit student and teacher success and encourage mutual respect. (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)

This book describes an interactive-interdisciplinary way of looking at the social conditions which impinge upon schooling, and which impact upon the social facts of life. It examines current schooling problems from the perspective of radical social democratic thought. The book is organized into four major sections. Part 1 provides an overview and…

Thirty-six percent of New Jersey's school population attend schools in areas classified as urban. The state has reviewed and increased its role in helping local educators overcome the difficulties of the urban environment and strengthen the schools in these districts. This role is summarized in a presentation of programs and other initiatives,…

The 1985-86 Chapter 1 Corrective Reading Program, which provides supplemental individualized instruction in reading and writing skills for eligible nonpublic school students in grades 1 through 12 in New York City, is the subject of this evaluation report. The background of the program, evaluative criteria, findings and recommendations are…

Two distinct but related topics, addressed by different authors, are covered in this report. William L. Rutherford's contribution, entitled "School Management, School Development, School Improvement in the United States," reviews the building administrator's role in school improvement within the broader context of educational…

The East Oak Cliff Subdistrict in Dallas has sought to improve its educational program through a commitment to making the pluralistic setting of the urban school an asset. The major goals of the district are to create a school and community climate which affirms education and multicultural experiences; to implement a more effective delivery system…