Questions James Coleman's pluralistic model of education and suggests that minority students, either by choice or by luck of the draw, might be excluded from participation in specialized school programs. Posits that federal aid to private schools may cause a "brain drain" from public schools. (Author/WD)

Agrees with James Coleman's premise that American education is largely based on four concepts, but disagrees with Coleman's assertion that these concepts should be discarded. States that the imperative within the public schools may be the provision of increased opportunities and options. (WD)

Argues that James Coleman's findings from his recent study are misleading because Coleman measures equality of opportunity in terms of percentages of Black and White students and ignores inequalities in treatment, policy, and curriculum. Urges minority leaders to establish schools to serve as beacons to public schools that are failing. (Author/WD)

Assesses the National Educational Association's (NEA) influence and power to effect political change. Concludes that the NEA is neither very powerful nor very weak and that its potential is considerable if Reagan's conservative program falters. (WD)

Preoccupation with management is stunting our efforts to solve the problems of education. Institutional impotence is being substituted for personal leadership. What is needed are "transformational" leaders, possessing common sense, character, and courage, who can restore high standards to the schools. (Author/WD)

A review of several well-known studies of schooling suggests that schools--and their principals--can indeed make a difference. The authors suggest four keys to improving the training and practice of the building principal. (Author)

Findings from a study of Project Head Start prompt the authors to conclude that social research has little or no effect on social policy. Empirical evidence that Head Start does not have a lasting effect on participants' academic skills has in no way affected federal support for the program. (Author/WD)

A longitudinal study of 551 Cincinnati public school students indicates that early childhood programs do have long-term educational benefits. (Author/WD)

Taking issue with the preceding article by Caruso and Detterman, the author contends that research can be one of many respected voices in the political process. According to him, recent research on the effects of early education has played a crucial role in policy decisions about Project Head Start. (Author/WD)

Discusses some Supreme Court rulings that affect the rights of students and teachers. Includes discussion of the balancing test, due process, and equal protection. Offers five principles to guide administrators in interpretating the legal ramifications of school policy. (Author/WD)

Educators should be concerned about the rate of increase in the number of suits claiming educational malpractice. (Author/WD)

Reviews current literature on sex education and concludes that adequate community support and proven methods exist for establishing much-needed sex education programs in schools. Asserts that preservice and inservice programs for teachers and educators' willingness to address the social and human problems associated with teenage sexuality are also…

Describes the conditions leading up to the August 1980 New Jersey State Board of Education requirement that family life education be taught in all public schools, starting no later than September 1983. Heated debate continues and opponents have turned to the state legislature for help. (Author/WD)

Applies four characteristics of a true profession, synthesized from the work of three writers, to teaching and concludes that teaching cannot yet be considered a true profession. Rather, it can be viewed as a semiprofession on its way to achieving full professional status. (Author/WD)

First in a series, this article describes the rise and fall of John Adams High School, an experimental school in Portland (Oregon) that was recently closed after 12 years of operation. The experiences of those who tried to make the experiment work may help others interested in educational innovation. (WD)