Describes Sparta (Illinois) Board of Education's efforts to improve their district's educational delivery system by adopting an outcome-based approach involving specific instructional strategies, a uniform discipline program, and outcomes developed for each grade level. (MLH)

Describes Lake Washington (Washington) School District's master plan to balance building-based decision-making and administrative input, encourage collegiality, and respond positively to change. For each building, the district master plan is mirrored by a locally developed master plan. Each teacher is also developing a classroom plan. (MLH)

In 1984, a suburban New York State school district adopted a 5- to 10-year staff development program designed to promote effective teaching research among professional staff and increase collegiality among teachers, administrators, and supervisors. The plan temporarily eliminated teacher evaluations and overcame numerous obstacles. (MLH)

Interviews Bob Slavin, a research director at Johns Hopkins Center for Research on Elementary and Middle Schools. Explains Success for All, an early intervention strategy to ensure that students reach third grade with adequate skills. Critical of Madeline Hunter's mastery learning model, Slavin urges practitioners to demand research-based trials…

Critiques Robert Slavin's interpretation of the mastery learning cumulative research record, expressed in the same "Educational Leadership" issue. Cites the existence of longitudinal studies showing mastery learning's effectiveness and underlines similarities between this model and Slavin's Success for All model. Includes six references. (MLH)

Criticizes Robert Slavin's "best evidence" rejection of mastery learning research for being potentially biased, highly subjective, and misleading. Apparently, Slavin threw out studies of less than four weeks' duration, discounted certain nonclassroom results achieved by teachers, and rejected studies not using standardized, norm-referenced…

Responds to Robert Slavin's unfavorable evaluation of mastery learning by advocating a wide variety of learning methods and strategies. Mentions a recent paper discussing the need for mastery learning improvements, initial prerequisites, a supportive home environment, reading automaticity, and teaching higher mental processes. (MLH)

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)

Responds to Robert Slavin's criticism of the Hunter model by listing recent research projects validating this teaching strategy. Defends the Hunter model as an effort to change teaching decisions based on tradition and folklore to theory based on judgments and wisdom. (MLH)

Research evidence shows that cooperative learning strategies are not equally effective, though most positively affect self-esteem, intergroup relations, and the ability to work with others. To produce achievement gains, these methods must include both a group goal and individual accountability. Includes 19 references. (MLH)

Describes California's integrative approach to curricular planning and staff development. Under the state's new vision of excellence, all students experience a common core curriculum providing a solid academic background and promoting literacy in the various disciplines. Content and skill development go hand in hand. Includes four references. (MLH)

In 1984, a Maryland elementary school publicized standardized test scores showing black students trailing white students by 25 points. Alarmed by this gap, a district task force found the root cause--negative attitudes about black students' potential--and launched an effective schools process in 171 schools. Two supporting programs are described.…

Summarizes Louisiana's mandated school improvement program, discusses results, and describes how districts create effective or ineffective schools. Principals in ineffective schools defined their roles as limited, passive, and bureaucratic; principals in effective schools held multiple schooling goals and regarded the achievement process as…

Based on extensive policy and procedure reviews and on interviews with district administrators and staff development personnel in four school districts, this article identifies some promising procedures for managing school-based improvements within a district. This process, with specific administrative assignments, is discussed in detail. Includes…

In 1982, the Duvall County Public Schools in Jacksonville, Florida, launched the Potential National Merit Scholars Program because the superintendent believed that students could qualify by intent, not accident. Several special programs to identify and prepare students, including the superintendent's 100 Super Scholars and summer think camps, are…