To improve basic skills in a New Jersey school district, Outcome-Based Education was introduced. Six years later, students' basic skills scores have risen above the national norms. (MD)

In an interview, Benjamin Bloom outlines his reasons for studying the development of immensely talented people. He feels his study can help educators understand how all students can be more successful. (MD)

Reviews research on the concept of the self-fulfilling prophecy and how it affects education. Finds that teachers obtain superior performance from students of whom they have favorable expectations. These effects occur not only in classrooms, but in clinics, labs, and workshops, and in athletics. (MD)

Describes the Higher-Order Thinking Skills (HOTS) Program developed to help Chapter 1 students learn better thinking skills that improve basic skills and social confidence. (MD)

In 1982-83 the St. Paul, Minnesota, schools introduced computers using LOGO programs into the system. Research shows that, as a result, half the students improved in academic performance, and low-achieving students improved at the same rate as other students. MD)

Economic elitism cripples democracy. Political rights without the material conditions necessary for citizens to exercise their rights are meaningless. Education should empower students to recognize that economic rights are linked with political rights and both are grounded in basic humanity. (MD)

In defining the concept of democratic capitalism, the author supports the idea that the goal of economic equity in our society is best served by ensuring equality of opportunity, not imposing equality of results. (MD)

The author contends that education is implicated in the perpetuation of social inequity if it continues to present itself as the institution through which equality of opportunity is realized. Educators will make a step toward equity when they recognize that students do not have equal opportunity. (MD)

Describes a New York City program, the Adaptive Learning Environments Model (ALEM), that successfully provided academically at-risk students instruction in regular classroom settings. The program achieved remarkable results, but, due to state policies, it was discontinued in 1983. (MD)

In Eugene, Oregon, severely disabled students are successfully integrated into a regular high school program. The school provides support for and acceptance of the disabled students from staff, other students, and the community. (MD)

Describes a special student whose determination to succeed despite disabilities was an important lesson for an entire school. (MD)

In 1978 a controversial evaluation found no difference in achievement between Hispanic students in transitional bilingual programs and those in regular classroom programs. The authors present an argument favoring the use of stuctured immersion programs instead of bilingual programs. (MD)

Criticizes the concept of structured immersion presented by Gersten and Woodward in the previous article. Points out questionable areas in the methodology and in interpretation of results in the research relating to implementation of structured immersion in Canada. (MD)

Authors Gersten and Woodward respond to the criticism by Santiago of their article on structured immersion. (MD)

Presents findings on academic success of early entrants to school that show children younger at school entrance often have academic problems that last throughout their school careers. Suggests changing the cutoff dates for school entrance and using better developmental assessment to determine children's readiness to enter school. (MD)