Examines how the consequences of actions taken in one context of educational reform (Advancement via Individual Determination, an untracking program) become the conditions for actions taken in another context. The actions of reformers in Kentucky show that the agency of educators shapes and is shaped by structural and cultural features of school…

Surveyed 1,090 high school students involved in a detracking effort in an urban school at which heterogeneous core classes in English and history were implemented. Data suggest that the core program promoted greater academic success for more students while maintaining rigorous academic standards and a culturally sensitive curriculum. (SLD)

Examined the extent to which schools that received Title I funds for schoolwide programs implemented the plans they developed when requesting funds. Results from 10 urban elementary schools show that schools implemented some plan components but did not generally implement instructional innovations included in the plans. (SLD)

Examines the school day experiences of four third graders at schools that vary by effectiveness and student body socioeconomic (SES) status. Their experiences highlight the mundane way in which the average school day passes. Students have little opportunity for critical thinking, and except in the more effective lower SES school, they have very…

Reports results from an initial evaluation of a project to develop and implement a whole-school approach to prevention and intervention in early literacy based on a design similar to "Success for All." Early implementation and outcomes from the first year of implementation in the Victoria (Australia) schools are reported. (SLD)