This study explores a constellation of factors that contribute to the retention of teachers in high-poverty, urban schools. It focuses on one cohort of the University of California at Berkeley's Multicultural Urban Secondary English Credential and MA Program, analyzing qualitative and quantitative data to track the careers of 26 novice teachers…

Activities funded under Title I of the 1965 Elementary Secondary Education Act evaluated in this report were in progress in 82 elementary schools, 15 junior and two senior high schools, 45 nonpublic schools, three schools for the handicapped, and 24 special institutions during the 1971-72 school year in Los Angeles. For elementary pupils, test…

This document describes a Title I ESEA program carried out during 1969-1970 in the San Francisco public and non-public elementary schools, together with an evaluation of the program. The program involved schools in need of intensified educational services for a population of disadvantaged students. Integral components of the program included…

The contents of this document are organized in five parts, as follows, Part I, a "Preface" entitled "The Dilemma," by Florence May, discusses the anxiety felt by teachers who are, for the first time, trying to teach people about whose culture and background they know little or nothing, and how educational change could deal with…

The Urban Mathematics Collaborative (UMC) project has the goal of contributing to the improvement of mathematics education in the inner-city schools by identifying models to enhance the professional lives of teachers and encouraging the entry of high school mathematics teachers into a larger mathematics community including mathematicians from…