Criticizes claims by proponents of effectiveness of Success for All, New American Schools, and other schoolwide reform policies and programs. Argues that evidence from a substantial body of research indicates that these reform efforts have not raised the reading scores of low-performing students. (Contains 33 references.) (PKP)

Disputes conclusion of previous author that Success for All has not been successful. Argues that when Success for All is viewed in the context of its wide adoption and evaluation over a 15-year period, the program has been largely successful in raising the reading scores of low-performing students. (PKP)

Reports on results of 2-year study of educational use of technology at 2 San Francisco Bay Area high schools. Finds little impact on students' school experience. Discusses several reasons for this finding: Traditional school structures, time constraints, and competing educational priorities. (Contains 10 references.) (PKP)

Describes the status of the K20 initiative, efforts to extend the advantages of the high-speed Internet2 (largely for research universities) to K-12 schools, state education networks, and teaching-oriented universities. Includes cost and requirements to join the initiative. (PKP)

Describes professional development standards to improve student learning published by the National Staff Development Council and confirmed by evaluation of the federal Eisenhower professional development program conducted by the American Institutes for Research. Asserts that teachers must also take responsibility for creating their own…

Describes examples of "disruptive technologies," some of which may affect teachers and students, such as Instant Messaging and CDN (Content Delivery Network). (PKP)

Discusses results of a study and report on the academic achievement of low-socioeconomic students. The study, conducted by Johns Hopkins University researchers Alexander, Entwisle, and Olson, appears in summer 2001 issue of "Educational Evaluation and Policy Analysis." The report, "Raising Achievement and Reducing Gaps," by Paul Barton, is…

Describes certain historical and cultural issues associated with the low academic achievement of Alaska Native students in Alaska public schools. Argues that high-stakes testing alone will not improve the academic performance of Alaska Native students; in fact, it may exacerbate the problem. Recommends the adoption of a new generation of…

Argues that Alaska high-stakes testing requirements for high school graduation measure specific skills at levels that are beyond the reach of special-needs students. Discusses limited research, legislative issues, and parental concerns. (PKP)

Describes the pilot year of the Project for School Innovation, a Boston charter-school initiative to bring together charter and district schools to cultivate innovation in public education. A major goal of the project is to overcome the shortcomings in teacher professional development through professional empowerment, professional networks, and…

Describes New York's charter-school legislation; explains charter-school responsibilities at state department of education and local boards of education; includes the development of the application form; discusses how state and local agencies shape charter schools through the application-review process. (PKP)

Discusses the status of charter schools in New Mexico, including curriculum and instruction, student achievement, effects of school size, school enrollment, facilities, financial management, compliance with rules and regulations, governance, parent and community involvement, satisfaction with charter schools, and impact on local school districts.…

Challenges the assumption that bureaucracy is bad for charter schools. Examines perceived autonomy, governance structures, leadership, and perceived culture of community-charter schools in Ohio. (Contains 15 references.) (PKP)

Discusses educational benefits of teacher-centered school reform. Proposes agenda that includes offering teachers sabbaticals, providing more money for books, letting teachers choose what they teach, involving teachers in the evaluation process, changing hiring practices, making tenure mean something, reallocating the use of time to protect…

Describes problems related to two approaches to teacher-centered school reform: Wholesale restructuring and incremental modification. (PKP)