Neoconservative intellectuals have reopened the genetic inferiority theories, contended that the poor are responsible for their own condition, propounded the idea that governmental and institutional intervention in individual affairs makes no substantial difference, and advocated a pseudo-meritocracy. The best response is a community development…

Other relatives and friends, as well as parents, can contribute to a youngster's achievement in school. For parents to have an impact, they must be made to feel welcome in the schools. (Author/IRT)

Schools can increase their outreach to get parents involved. Once parents are involved, the schools must be careful that students don't use education to escape the community and their parents, and that education does not result in making children ashamed of their parents. (Author/IRT)

A strong superintendent and a strong board and an informed citizenry are the elements for education that can make the difference for our youngsters. (Author/IRT)

Three years ago when Hartford established excellence as a theme, the district put academic achievement at the top of its list of five goals. The other four goals were organizational climate, education with equity, economic empowerment, and management of resources. (Author/IRT)

There is hardly a principal or school board in this nation who will continually resist the presence, determination, and organization of community forces with church leadership, coupled with parents and students, demanding excellence. (Author)

Outlines some steps that students can take to encourage excellence in their schools. (IRT)

Briefly describes what is involved in sharing excellence, including the need to write grant proposals for dissemination money. (IRT)

Urges the creation of an organization so significant and so important that no one will dare go into court or into any phase of national policy formulation without consulting it and allowing it to shape or influence our national policies on Black education. (Author/IRT)

The path to increasing certainty becomes not the single excellent study, which is nonetheless weak in one or more respects, but the convergence of findings from many studies, which are also weak, but in many different ways. The dissimilar or nonreplicated weaknesses leave the replicated finding more secure. (Author/IRT)

The Seattle, Washington school board members attended a retreat during the summer. At the retreat, which included the superintendent and a consultant-facilitator, the board examined the superintendent's self-evaluation and worked on long-range goals, short-term priorities, and professional effectiveness. (IRT)

Describes a program developed to prepare elementary teachers to use several new interdisciplinary, inquiry-oriented elementary science curricula. Improvement of the teachers' skills in developing and presenting science demonstrations and in directing student investigations was emphasized. (Author/IRT)