The Comprehensive School Improvement Program (CSIP), a holistic school improvement plan currently operating in selected New York City schools, is explained in this guide. The handbook is divided into three sections. Section 1 discusses the goals of the CSIP, which are to enable the principal to become a more effective instructional leader of the…

Descriptive profiles of the Elementary and Secondary Education Act Title I/Education Consolidation Improvement Act Chapter 1 programs are presented for each state and the District of Columbia. Where possible, comparisons are made between the 1979-80 school year and the most recent year for which data are available. States are ranked from highest…

This paper uses the Organized Universe as a framework for describing a successful four-year program to improve the school climate at a junior high school in Houston. The program began in the Summer of 1978 and was part of a larger Teacher Corps project that included four urban inner city schools. The organizers of the project used a management…

The partnership movement has matured to recognize that work/education partnerships are time-consuming and resource-intensive. There is now a richer understanding of the potentials and limits of public/private partnerships. (BJV)

Discusses how the Lowell School District (MA) formed a partnership with a university and microcomputer manufacturer to select equipment, created a committee of administrators, teachers, and parents to oversee and implement the plan, and how the implementation efforts will be evaluated. (JN)

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…

An authority on child psychology and social change describes how he and associates at Yale put their theories to a test in New Haven's ghetto and brought a school back to life. Discusses project funding, problems encountered, how these problems were resolved, parent involvement, curriculum changes, and the federal government's role. (CT)

A survey of 40 Egyptian teachers in general preparatory, secondary, and industrial schools revealed the following: (1) teachers do not plan and teach lessons to match the needs of students; (2) class sizes were over 50; (3) only the "whole class" method was used; and (4) more printed material is needed. (BJV)

The University of North Carolina developed a plan emphasizing strategic involvement of school districts and communities in preparation of teachers, administrators, and other education professionals. The likelihood of long-term success increases as partners and stakeholders understand the factors contributing to successful partnerships. In the most…

Summarizes the crises and calls for change from 1981-1988 within the Detroit (Michigan) school system that led to the creation of the HOPE (Hayden, Olmstead, and Patrick for Education) coalition. Discusses the years the HOPE coalition headed the school board and the reasons for its failure. Addresses the implications for other cities. (CMK)

Describes the community and corporate support that has allowed Catholic inner-city schools to thrive despite initially bleak predictions for the future. Attributes the growing success and generous funding of Catholic inner-city schools to their religious foundations and identities. (YKH)

Describes technology use in Union City (New Jersey) schools. Explains a Bell Atlantic partnership that provided computers; and discusses a course designed by the Center for Children and Technology (CCT) to build student experts in technology, including relationships with community agencies, HTML, Web site design, storyboarding, using Spanish and…

Addresses the issue of how educators can begin to improve poorly performing urban middle level schools. Suggests poor infrastructures, school size, and the lack of qualified professionals as reasons why many school underperform. Contends that solutions need to come from those who control the resources, specifically politicians and government…

A study is reported that examined the way staff development functions in schools, the effects of staff development, and the interaction between staff development and other activities and conditions in school systems. The study took place in a large urban school district (in the Southeast) that is heavily committed to and involved in staff…

School improvements have been implemented in 27 schools in Columbus, Ohio, emphasizing the characteristics of effective schools. These characteristics include: (1) a sense of mission; (2) strong instructional leadership; (3) high expectations for students as well as school staff; (4) frequent monitoring of student progress; (5) a positive learning…