In response to a 1983-84 school board mandate to evaluate its K-12 science program, a Maryland public school system invited local scientists, administrators, science teachers, parents, students, and graduates to serve as evaluators. The same community-based model was subsequently used to evaluate the mathematics program. (MLH)

Although more than 40 states have developed public school choice plans, not all plans are equally effective. Problems and possibilities of school choice options in East Harlem (New York), Massachusetts, Minnesota, Missouri, and Wisconsin are outlined. Sidebars list types of plans and elements of successful plans. Includes 13 references. (MLH)

Claims that Joe Nathan's article in the same "Educational Leadership" issue stresses positive school choice examples while ignoring the problems of replacing neighborhood schools with a system of unzoned, competitive enrollments. Raises concerns of equity, school improvement, parent involvement, teacher empowerment, school assessment, funding, and…

Seventeen years ago, the Lagunitas School District (California) decided to honor the wide range of parent values and expectations by setting up alternative curricula. Options presently include an Academics and Enrichment program, a Montessori program, open classrooms, home study, and transfer to another school district. Nontraditional student…

According to Robert L. Simonds, president and founder of the National Association of Christian Educators, public education is a stronghold of the devil that promulgates atheism and immorality. The key to controlling education is to establish Christian Parents' Committees in all 15,700 school districts across the U.S. and elect members to local…

In the Education for Parenting program, K-eight students acquire knowledge through direct monthly observations of one parent and one baby in their classroom. In a loving atmosphere, students apply basic academic skills while observing, predicting outcomes, and pondering the probable effects of the parent's actions on the child's development. (MLH)

Despite legal protections since the 1960's, racism remains a serious problem for society and for schools. Physical attacks on minorities, racial clashes in schools, redlining, and stereotypes with racial overtones (like "welfare queen") are fairly commonplace. Schools need to teach appreciation of cultural differences and acknowledge minority…

Educators' avoidance of the racism issue has two damaging consequences for the classroom: diverting minority students' attention from academic pursuits and sending White students the message that racial prejudice is acceptable. Educators meed to counteract the racism problem by clearly articulating expectations, punishing racist behaviors, and…

Describes the "Across the Lines" project involving an interchange between students and teachers of two racially isolated schools in the Hartford (Connecticut) area. A racial mix of 50/50 was achieved through planned science museum visits, randomly paired pen pals, and an MCI electronic mail connection between schools. (MLH)

Although young children cannot comprehend the wide-ranging laws and attitudes that have discriminated against minorities, they can begin to understand issues of fairness and individual rights through role-playing and other activities designed to engage both hands and minds. (MLH)

To rectify the problem of a mostly White teaching and administrative staff in a Delaware school district with a 17 percent Black student enrollment, administrators set up conferences with Black community members to discuss teacher recruitment, expectations for Black students, and the districts' effectiveness in meeting minority student needs. (MLH)

Educators can combat racism by teaching about the destructive effects of stereotyping, prejudice, and discrimination and by fostering respect for diverse races and cultures. To help with this task, a dozen relevant organizations, curricular materials, teacher texts, and curriculum guidelines are listed and explained. Most examine roots of racism…

Most reform movements do not fundamentally alter the prevailing organization, scheduling, curriculum, or structure of teaching. The time has come to view teachers as the solution to, rather than the source of, school problems. Empowerment reform raises questions and allows school practitioners to work toward their own answers. Includes 22…

Second-wave reform prescriptions generally lack a career development focus mindful of teachers' changing characteristics and needs over time. Grasping these developmental characteristics is essential to understanding veteran teachers' morale and performance problems and to implementing revitalization and school improvement efforts. Midcareer…

For the art of teaching to have a future, we must enlarge our understanding of professionalism to include the artistic skills and judgment demanded by good teaching. This task will challenge educators, because teaching artistry is neither well understood nor readily mandated by the central office. Includes nine references. (MLH)