While the majority of Title I funding should continue to support essential professional and paraprofessional staff in high-poverty schools, both existing and new Title I funds should increasingly support schools in adopting effective instructional programs and improving professional development. Children in Title I schools need 6 hours or more of…

Describes the accomplishments and shortcomings of educational reform movements from the early 1960s to the present. Concludes with priorities for curricular and instructional reform in urban schools that emphasize cognitive and developmental learning over fragmented and remedial learning. (CJS)

This document presents an updated version of a publication that originally appeared in print in 1970. The original document raised a number of issues and questions which, despite notable advances, are still problematic. In this revision, marginal notes up-date the original text with information concerning subsequent efforts to address raised…