A comparison of the 12 most widely implemented education programs for at-risk students can help educators choose a direction while responding to increasing demands for school improvement. Comprehensive models include Accelerated Schools, Coalition of Essential Schools, Community for Learning, and School Development. Eight programs focusing on…

Research has shown that the classroom social environment is a chief psychological determinant of academic learning. A recent study showed students who gave their classrooms high ratings on cohesion, challenge, satisfaction, and absence of friction and favoritism on the Learning Environment Inventory achieved more academically, had better attitudes…

Three sets of factors that are strongly and consistently productive of academic learning are student ability and motivation, amount and quality of instruction as well as the social-psychological morale of the classroom group, and the educationally stimulating qualities of the home environment. (Author/MLF)

Academically successful schools need to master student discipline and accept that character development is as important as academic development. Provides recommendations on how schools can do both. (MD)

A synthesis of 15 empirical studies shows that homework consistently benefits elementary and secondary students' achievement and attitudes, especially if it is commented upon or graded. (MCG)

Criticizes Robert Slavin for failing to recognize the author's proper role in evaluating numerous popular learning interventions, including mastery learning. Slavin's claim of "remarkable progress" with Success for All is unjustified, considering the unsubstantiated evidence given in his single unpublished study. Includes two references. (MLH)

Reviews current psychological research on the effects of time, discusses policy and practical implications, and proposes "productive time" rather than "allocated time" or "time-on-task" as a new focus of educational reform. Productive time allows students to engage in lessons adjusted to their differences in learning rate and background knowledge.…

Compares the educational productivity of the United States with that of Japan and explains how confusion of policies, lower standards, and demographic trends have contributed to this situation. States that, given the willpower, we can utilize research findings to increase our national achievement standards. (MLF)

Responds to Bill Barber's recent article refuting the author's conclusions concerning the beneficial effects of homework on student achievement. Asserts that the amount, frequency, nature, conditions, and other characteristics of homework must be studied, not just homework versus none at all. Homework is one of many factors contributing to…

The education reform movement has been spurred by statistics showing United States student achievement test scores rank below those of 14 other developed countries. To raise student achievement, educators are referred to the educational research summarized in the report "What Works." Includes a listing of 41 recommendations from that report. (MD)

This synthesis of research focuses on nine factors influencing learning, including student characteristics, instructional factors, and environmental factors. In conclusion, the need for devoting more time to academic learning both in school and out of school and the importance of enlisting families as partners in education are emphasized. (MJL)

Japan's achievements are the results of an outstanding educational system that emphasizes quality of instruction, gives priority to children's learning, and rewards hard work. (Author)

The trend toward bigger schools has been accompanied by a huge increase in overall youth misconduct, as measured by homicides, suicides, and arrest rates, and by declining achievement test scores. Students in smaller schools have fewer, but more intense and enduring relationships with adults in their school life. Modest ameliorative proposals are…