This report examines the staffing, scheduling, and grouping practices of schools with a seventh grade, and investigates how those practices affect the academic and social development of students. Discussion focuses particularly on theories and previous research on middle grade school organization, national statistics on school organization in the…

This executive summary provides background information and a brief overview of a study conducted to determine the organizational factors that produced high reading and mathematics achievement in a majority of students in three predominantly poor and black elementary schools. Six organizational factors and 12 functional routines that were found to…

This publication is a collection of eight articles concerned with the open education movement in the United States. The articles include "The Concept of Openness: An Introduction," by Vincent Rogers and Bud Church; "Open Education and American Values: A Tentative Exploration," by Bud Church; "A British View of Open Education in the U.S.," by…

This article outlines the types of school programs that will build on the strengths of educationally disadvantaged students, bring them into the mainstream, and prepare them for economic, political, and social participation. (MT)

The outcome of this study is the construction of a model which gives clearer understanding to the ramifications of the bureaucratic/professional interface and the role it plays in the processes of governance and decision-making in the schools. (Author)

American public schools historically have used a range of differentiating mechanisms to meet the needs of diverse groups of students. Examples from Title I service delivery include pullout, in-class, add-on, and replacement programs. These models have elements that differentiate the educational experience of Title I students to varying degrees and…

For the past decade in Connecticut, public school students have been tested in the fall of grades 4, 6, and 8, and results have been attributed to the school in which students are tested. Some Connecticut elementary schools end at grade 5 (Type I) and some continue to grade 6 or 8 (Type II). Grade 6 results are reported for Type II schools but not…

For over 10 years, the accelerated schools movement has worked to implement a cohesive philosophy and process for change in over 1,000 schools in 41 states. This paper describes the characteristics of accelerated schools and details the influences that districts have on them. It demonstrates how districts influence the success or failure of…

This article discusses general aims of the UNESCO Associated Schools Project and offers a case study of a primary school in Mexico City. (Author/DB)

A study used survey data from an achieved sample of 1,818 elementary teachers and 6,490 students in a large Canadian school district to explore teacher and principal leadership influences on student engagement with school. Principal-leadership effects were weak but significant; teacher-leadership effects proved insignificant. (Contains 59…

While the call to restructure schools represents the latest quest for reform and improvement in American public education, efforts to improve have always been ongoing in many schools and districts. The eight elementary schools described in this book have been engaged in the processes of improvement for many years. A major theme that emerges from…

The purpose of the Social Skills Curriculum Model is to improve the social climate level of parent participation, and academic achievement in inner city elementary schools The approach was developed at Martin Luther King School in New Haven, Connecticut. It is a preventative mental health model which focuses on the organization of the school. The…