This study of graduation outcomes in Baltimore uses multivariate analysis of longitudinal student cohort data to examine the impact of factors identified in previous research as early warning indicators of a dropout outcome. Student cohort files were constructed from longitudinal administrative data (following all first-time 2004-2005 and…

This 5-year longitudinal randomized study focused on the effects of a dropout prevention program implemented at two urban high schools. The program incorporated the characteristics of personalization found in previous research to have some positive effects, and typical of the type of programs implemented in many high schools nationwide. The…

This case study describes how an urban school system evolved to support an externally developed and externally introduced whole-school reform (WSR) effort. Based on interview data with school district staff and external partners, it analyzes a central office reorganization that placed all schools implementing a combination of Direct Instruction…

Introduces a special issue devoted to recent studies of the direct instruction reading program, providing a history of direct instruction, examining research on the effects and outcomes of direct instruction, and reviewing the studies contained in this special issue. (Contains references.) (SM)

Examined preliminary achievement outcomes of the first years of direct instruction reading within six Baltimore elementary schools. Overall, members of the original second grade cohort were nearing grade level by the end of fifth grade in both intervention and control schools. Future research based on well-established program implementation might…

Analyzes evidence regarding the effects of educational vouchers for at-risk students, highlighting: the demand for school choice; who benefits and who loses; the nonapplicant problem (due to parents' inability to make the choice); the demand exceeds supply problem; and the accountability problem. Concludes with a proposal that attempts to strike a…