In a study of cognitive therapy as a strategy for compensatory education, fourteen low-achieving first graders in the Holly Springs Separate School District (Mississippi) were assigned to treatment conditions consisting of a teacher trained in cognitive therapy, an aide, and a small class size. The therapy relied upon a clinical tutorial model…

THE PLOWDEN REPORT, A STUDY OF GOVERNMENT-SUPPORTED SCHOOLS IN ENGLAND, CONCLUDED THAT FAMILY AND HOME ENVIRONMENT ARE THE MOST SIGNIFICANT FACTORS AFFECTING SCHOOL ACHIEVEMENT, AND THAT THERE SEEMS TO BE NO RELATIONSHIP BETWEEN CLASS SIZE AND ACHIEVEMENT. ALTHOUGH CONCENTRATING ON PRIMARY SCHOOLS, THE REPORT MADE RECOMMENDATIONS ABOUT A SERIES OF…