This article reflects on my 28-year tenure editing "The Elementary School Journal" ("ESJ"). During my tenure as editor, the educational system was in constant reform, from a Nation at Risk to No Child Left Behind. Considerable evidence suggests that these various reforms, which consumed vast resources, were not successful in raising the…

This observational study involved literacy and mathematics instruction of 145 teachers in grades 3 through 5 in 20 low-income schools enrolled in the U.S. government's Comprehensive School Reform (CSR) Demonstration program. Observed curriculum and instructional practices were primarily and coherently focused on acquisition of basic facts and…

Maintains that, despite common criticisms of the American school system from politicians and business, schools are generally serving constituents' needs well. Suggests that attacks on the school system appear excessive and maintains that motivations beyond enhancing achievement must drive the enthusiasm for raising standards in American schools.…

Introduces this special issue on non-subject matter outcomes of schooling. Provides a historical and current context for the argument that schools should emphasize non-subject matter outcomes more than they currently do. Includes discussion of the putative decline of public education, the debate on private versus public schools, and citizens'…

Presents data from a study investigating whether pupil involvement in tasks was different for high, middle, and low achievers. Results of the study are presented in nine tables. (BR)

This article compiles research examining the effects of teaching. The Coleman report is reviewed and found to be misleading in its assumption that the quality of the school makes little difference in student achievement. It is suggested that teaching quality is a determining factor, and aspects of effective teaching are discussed. (SB)