Describes a cooperative program between North Texas State University and the Dallas Independent School District that uses a clinical approach to train student teachers for employment in inner-city schools. Provides some data comparing the program and its graduates with standard programs and their graduates. (IRT)

Funding cutbacks affecting San Jose (California) High School have severely reduced the school personnel adequately prepared for educating in the inner city. Concentration on legally required basics has forced elimination of classes and programs appealing to student interests and needs, leading to disciplinary and attendance problems. (PGD)

Principal describes efforts to divide a large urban high school into five small schools. Finds considerable gap between the theory and practice of school redesign. Reflects on the dilemmas and collisions between theory and practice encountered when dealing with the students, the faculty, the parents, the central office, and the school committee.…

Two educators report their initial reactions to the Parkway Program in Philadelphia. (MF)

Evander Childs High School and Morris High School are two of the largest and most challenged secondary schools in the Bronx. Despite decades of political handwringing, many attempts at school reform, an array of corporate and community partner programs, and efforts to recruit highly qualified faculties for the long term, many of the students in…

Describes a guidance program that functions within a classroom format. It is designed to help alienated students expose their innermost feelings and thoughts and to develop the most rigorous requirements for personal responsibility and individual accountability. (Author/IRT)

Discusses major findings and recommendations in recent report entitled "Aboriginal Education in Winnipeg Inner City High Schools," published by the Manitoba branch of the Canadian Center for Policy Alternatives. (PKP)

A Chicago inner-city high school that attempted "top-down" innovations without true teacher participation finds that little has changed, according to a teacher who has been case historian. (Author)