The current status of nontraditional degree programs is briefly reviewed. Student personality characteristics identified by the Omnibus Personality Inventory suggest that elected studies students are intellectual liberals, along with other nontraditional degree students, those who withdraw voluntarily, and upperclass students. (Author/LBH)

This supplement to the resources and training manual Assessing Youth Success was designed as a facilitator's guide to activities for a 3-hour training. The purpose of the training is to help participants become more proficient in assessing youth success. The supplement contains five new optional activities intended to help participants explore…

Factors which guide selection of reading materials for children, ages 9 to 13, should include: the child, the society, and the child's inner world. (Author/AP)

In a discussion of student activism, the author calls for the restoration of discourse between faculty and students. Student Activism should be transformed into "a program for change. (Author/AP)

The author attempts to analyze the educational climate of the classroom as a function of teacher behavior. (AN)

Studies of generational phenomena have not paid sufficient attention to the distinction between cohort and kinship aspects of generations. Using empirical measures of class consciousness as a model, consciousness of kind based on age is measured and related to theoretically relevant determinants and consequences." (Author)

The relationship between the history of the student and contemporary student life is explored, and enduring patterns are identified in three areas: the social origins of students; student culture and activism; and the perceived academic quality of students. It is concluded that students should be heard and taken more seriously. (MSE)

The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states submit accountability plans to the U.S. Department of Education detailing the rules and…

The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states submit accountability plans to the U.S. Department of Education detailing the rules and…

The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states submit accountability plans to the U.S. Department of Education detailing the rules and…

The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states submit accountability plans to the U.S. Department of Education detailing the rules and…

The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states submit accountability plans to the U.S. Department of Education detailing the rules and…

The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states submit accountability plans to the U.S. Department of Education detailing the rules and…