The lesson of Serrano will be the lesson of social policy in general: government can allocate resources but it cannot specify results. Serrano and its predecessors were aimed at promoting better education for needy districts and are likely to equalize spending with no systematic effect on educational outcomes. (Author/IRT)

Although in U.S. v. State of South Carolina the Court has established important guidelines legitimating the use of validated National Teacher Examination scores in the certification of teachers, some problems and questions remain. (Author/IRT)

Examines Bloom's theories of mastery learning as developed in his book--"Human Characteristics and School Learning." (IRT)

This program takes advantage of the mastery learning strategies, fits the Chicago reading curriculum, and keeps in mind the "facts of life" of urban education. (Author/IRT)

Describes a program in which resource teachers train other teachers in developing interpersonal skills that will foster better relationships among teachers, parents, and students of different racial and ethnic backgrounds. (Author/IRT)

Indicates the Supreme Court's attitude toward the comparison of the racial composition of the faculty with that of the student body, the time Title VII came into force, and the use of applicant flow data in cases of hiring discrimination, but not what constitutes a relevant labor pool. (Author/IRT)

As a means of understanding the Jarvis-Gann initiative, the author examines the political and economic climate of California in 1977-78, examines the Jarvis initiative and the legislative alternative, and discusses the campaign strategies and unanticipated events as they affected the voters. (Author/IRT)

Describes the California legislature's education-related response to Proposition 13 and analyzes the likely long-range effects of that response--including its effect on revenue stability, expenditure equality, and school governance. (Author/IRT)

A recent visitor to China offers four generalizations about China's national policy for education and six impressions about the concrete operations of the schools and colleges. (Author/IRT)

The author describes the Cuban escuelas en el campo (schools in the countryside) and discusses them as models for developing nations. (IRT)

Describes what one district has done to comply with Lau regulations; examines the uneasy relationship that has developed between the district and the Department of Health, Education, and Welfare (HEW); and discusses some of the implications for control of local schools inherent in the district's conflict with HEW. (IRT)