Have efforts to improve schools neglected high achievers? A growing chorus of critics is voicing concern for the achievement gap, but not the gap between well-to-do and poor students, or white and non-white students. The gap that most worries them is the one between U.S. students and students in other industrialized nations. Among the 34 nations…

Case studies of two high schools that have been turned around from failing to successful show different ways in which failing high schools can be made to succeed. Both high schools concentrated on first helping incoming freshman, and both reforms were driven by data. They differed in staffing and the focus of their first year of reform.

One of the most important strategies for stopping school decline is recognizing its signs early on and promptly applying appropriate interventions. In this article, the author identifies 11 indicators of school decline that are associated with inadequate and inappropriate responses to the challenges of budget cuts, state and federal mandates, loss…

Recent studies of turnarounds of low-performing schools have focused on the factors that made their successes possible. The author of this article realizes that it would also be valuable to look at what made the schools decline in the first place and the factors that might hinder their transformation. He focuses on some of the aspects of the…

The Thomas Jefferson Center for Educational Design at the University of Virginia, with associates representing architecture, business, education, engineering, sociology, and technology, wants to redesign both schools and schooling. The goal is to raise standards without destroying hope, promote responsibility without sacrificing safety, expand…

Centrists believe education is initially a right for every young person. When youngsters demonstrate no interest in doing schoolwork, obeying school rules, or respecting school staff, they forfeit this right and must re-earn it. Centrists believe values should be addressed openly; reject polarized curriculum ideologies; and hold teachers, parents,…

Six sets of emerging issues that could involve specific students and classroom situations are discussed here: class suspensions and due process, class rules and teacher inconsistency, classroom equality of opportunity, competency testing, classification of students, and classroom management in alternative schools. (Author)

School administrators in California and New York share views on what are the most pressing discipline problems--skipping class, truancy, and tardiness--but those views do not seem to be shared by teachers and students. The administrators are taking steps to resolve the problems. (IRT)

Demands for educational excellence are hard to answer because definitions of excellence differ, and excellence may not be readily quantifiable. Current reforms seem aimed at educational adequacy and standardization rather than at realizing individual potential. Reforms should probably focus less on testing and more on student motivation. (PGD)

When four exceptional principals from the Northwest were interviewed, they described considerable job satisfaction. However, all were considering quitting because of dissatisfiers related to policy and administration, lack of recognition and growth opportunities, and too little responsibility. Role conflict, fatigue, personal awareness, sense of…

Presents findings of a case study of three New York City high schools conducted in 1980 to determine the effects of retrenchment. Focuses on six areas: instruction, programs, support services, facilities, equipment and supplies, and extracurricular activities. (WD)

A 1987 grant from the Danforth Foundation enabled the University of Virginia Department of Educational Leadership and Policy Studies to develop and pilot a restructured principal preparation program several years in advance of a program restructuring deadline. Changes in educational administration will not occur without principal role changes,…

Funding cutbacks affecting San Jose (California) High School have severely reduced the school personnel adequately prepared for educating in the inner city. Concentration on legally required basics has forced elimination of classes and programs appealing to student interests and needs, leading to disciplinary and attendance problems. (PGD)

By separating accountability-driven and growth-oriented teacher evaluation, school systems can remove numerous organizational obstacles to professional development. Teachers are not penalized for failure to meet challenging goals. Personal barriers to change (lack of awareness, disillusionment, distrust, pessimism, and other problems) may be…