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Education in Cities: What Works and What Doesn't School Variation and Systemic Instructional Improvement in Community School District 2, New York City, Richard F. Elmore and Deanna Burney Strategies for Urban Reform: What Works for the Houston Independent School District, Rod Paige and Susan Sclafani, Houston Independent School District The New York State Reform Program: The Incentive Effects of Minimum Competency Exams, John H. Bishop and Ferran Mane, Cornell University The Charter School Idea: Transforming the Governance of Urban Public Schools, Bruno V. Manno, The Annie E. Casey Foundation Turning Around Low-Performing Schools is Possible: The Case of the DC Schools, JoAnn Manning, Laboratory for Student Success at Temple University Center for Research in Human Development and Education Redefining Success: The San Antonio Case Study, Diana Lam, San Antonio Independent School District Understanding Market-Based School Reform, Herbert J. Walberg, University of Illinois at Chicago, and Joseph L. Bast, The Heartland Institute Private Vouchers: Politics and Evidence, Terry M. Moe, Stanford University Transforming Urban School Systems: Integrated Governance in Chicago and Birmingham (UK) , Kenneth K. Wong, The University of Chicago Implications of School Choice Experiments, Paul E. Peterson, Harvard University Improving Results for Children and Families by Connecting Collaborative Services with School Reform Efforts, Margaret C. Wang, Director, National Center on Education in the Inner Cities at Temple University Center for Research in Human Development and Education Trends and Lessons in School-Community Initiatives, Atelia I. Melaville, with Martin J. Blank, Institute for Educational Leadership Community for Learning: Connection with Community Services, JoAnn B. Manning, Laboratory for Student Success; and Lucy Rodriguez, Stetson Middle School Schools, Community-Based Interventions, and Children's Learning and Development: What's the Connect?, Katherine K. Merseth, Lisbeth B. Schorr, and Richard F. Elmore, Harvard Project on Schooling and Children Furthering Education: The Relationship of Schools and Other Organizations, Joan Wynn, Stephen Meyer, and Katherine Richards-Schuster, Chapin Hall Center for Children Lessons from the Evaluation of New Jersey's School-Based Youth Services Program, Constancia Warren and Cheri Fancsali, Academy for Educational Development State Education Agency Support for School-Community Collaboration in the Mid-Atlantic States, Shelly Hara, Council of Chief State School Officers; with William Boyd, Laboratory for Student Success Enhancing Federal Support for Connecting Educational Improvement Strategies and Collaborative Services, Meredith I. Honig, Stanford University; and Jeanne D. Jehl, Consultant New Teachers for a New Century— Teacher Quality, Teacher Effectiveness: Basing Education Policy on the Facts, Arthur E. Wise, National Council for the Accreditation of Teacher Education Accreditation Reform and the Preparation of Teachers for a New Century, Frank B. Murray, University of Delaware College of Education The Union's Role in Ensuring Teacher Quality, Sandra Feldman, American Federation of Teachers A Commitnent to Quality: NEA's Efforts to Improve Teaching in America, Bob Chase, National Education Association Teaching Perspectives of Exemplary Teachers, Edna M. J. Littlewood, University of Illinois at Chicago The Teachers We Need and How to Get More of Them: A Manifesto, Chester E. Finn, Jr. and Marci Kanstoroom, Thomas B. Fordham Foundation Regulation Versus Markets: The Case for Greater Flexibility in the Market for Public School Teachers, Michael Podgursky, University of Missouri-Columbia Ten Years of Teach for America: Our Record and Learnings, Wendy Kopp, Teach for America Generic Aspects of Effective Teaching, Jere Brophy, Michigan State University Promising New Instructional Practices, Phyllis C. Blumenfeld, Joseph S. Krajcik, Ronald W. Marx, and Elliot Soloway, University of Michigan School of Education Getting to Highest-Priority Outcomes: Designing Urban Preparation Programs for All Teacher Candidates, Victoria Chou and Mary Bay, College of Education and Council on Teacher Education, University of Illinois at Chicago Quality Teachers Through Regional Collaboration, Diana Wyllie Rigden, Council for Basic Education How Small Classes Help Teachers Do Their Best— Improving Capacity for Implementing Class Size Reduction as a Reform Strategy: Next Step Recommendations, Margaret C. Wang, Distinguished Professor and Director, Temple University Center for Research in Human Development and Education Early and New Findings from Tennessee's Project STAR, Jayne Boyd-Zaharias and Helen Pate-Bain, Health and Education Research Operative Service, Inc. Teacher Aides: An Alternative to Small Classes?, Jeremy D. Finn, Susan B. Gerber, and Stacey L. Farber, State University of New York at Buffalo; and Charles M. Achilles, Eastern Michigan University Why Should Reduced Class Size Lead to Increased Student Achievement?, Lorin W. Anderson, University of South Carolina Professional Development and Implementation of Class Size Reduction, Carolyn M. Evertson, Vanderbilt University How Might Teachers Make Smaller Classes Better Classes?, Jere Brophy, Michigan State University The California Class-Size Reduction Evaluation: Lessons Learned, George W. Bohrnstedt and Edward W. Wiley, American Institutes for Research; and Brian M. Stecher, RAND Corporation Wisconsin's Student Achievement Guarantee in Education (SAGE) Class-Size Reduction Program: Achievement Effects, Teaching and Classroom Implications, Alex Molnar, Philip Smith, John Zahorik, Amanda Palmer, Anke Halbach, and Karen Ehrle, University of Wisconsin-Milwaukee The Years of Small Class Size in Burke County, North Carolina, Pauline Egelson and Patrick Harmon, Southeastern Regional Vision for Education Should Class Size Be a Cornerstone for Educational Policy?, Charles M. Achilles, Eastern Michigan University; and Jeremy D. Finn, State University of New York-Buffalo Using Class-Size Reduction Resources to Create a Learning Community: A Case Report of Gundry Elementary School, Matthew Hanson, North Central Regional Educational Laboratory Part-Time Class Size Reduction at Fall City Elementary, Kathleen Cotton and Joyce Riha Linik, Northwest Regional Educational Laboratory Johnson Elementary School: A Case Report, Caitlin Howley-Rowe, Appalachia Educational Laboratory (AEL) An Economist's View of Class Size Reduction, Alan B. Kreuger, Princeton University and National Bureau of Economic Research School Characteristics and Classroom Practice: Smaller Versus Larger Classrooms, Margaret C. Wang and Judith C. Stull, The Mid-Atlantic Regional Educational Laboratory for Student Success, Temple University Center for Research in Human Development and Education Early Childhood Learning: Programs for a New Age— Child Care Quality and Children's Success at School, Deborah Lowe Vandell and Kim M. Pierce, University of Wisconsin-Madison The Federal Commitment to Preschool Education: Lessons from and for Head Start, Edward Zigler and Sally J. Styfco, Yale University Understanding Efficacy of Early Childhood Programs: Critical Design, Practice, and Policy Issues, Sharon Landesman Ramey and Craig T. Ramey, Civitan International Research Center, University of Alabama at Birmingham The Three Types of Early Childhood Programs in the United States, Lawrence J. Schweinhart, High/Scope Educational Research Foundation Lessons from Europe: European Preschools Revisited in a Global Age, Sarane Spence Boocock, Rutgers University Graduate School of Education The Science and Policies of Early Childhood Education and Family Services, Robert B. McCall, Lana Larsen, and Angela Ingram, University of Pittsburgh Kindergarten Programs: Readiness, Transitions, and Delay of Kindergarten Entry, Elizabeth Graue, University of Wisconsin-Madison The Added Value of Continuing Early Intervention into the Primary Grades, Arthur J. Reynolds, University of Wisconsin-Madison Grade Retention, Social Promotion, and 'Third Way' Alternatives, Karl L. Alexander, Doris R. Entwisle and Nader Kabbani, Johns Hopkins University Pathways to School/Community/Family Partnerships Results: Measures of Success and Student Learning, Margaret C. Wang, Distinguished Professor, Founder and Director, Temple University Center for Research in Human Development and Education Local Partnerships: Creating Coherent Pathways to Success, Lisa Villarreal, University of California at Davis Seizing New Opportunities at the Intersection of Schools and Communities—What Do We Know? What Can We Learn? What Should We Question? Lisbeth B. Schorr, Harvard University Linking Child Development Knowledge With Partnership Evaluation, Valerie Maholmes, Yale University Promoting Community Partnerships and Active Learning through Federal Policy, Jane Knitzer, Columbia University Outcomes and Accountability in School–Community Partnerships, Sid Gardner, California State University, Fullerton Emerging Models of Governing School Districts, JoAnn B. Manning, National Center on Education in the Inner Cities at Temple University Center for Research in Human Development and Education Redesigning Public Schools to Improve Student Performance: Two Emerging Models of School Governance, Kenneth Wong, The University of Chicago Changing Governance Structures in the Chicago Public Schools, Cozette Buckney, Chicago Public Schools Emergent Governance Models for Public Schools and School Districts: The Case of New Jersey, of Urban Districts in New Jersey, and the Challenges of Being and Urban District Superintendent in New Jersey, James H. Lytle, Trenton School District Research-based Lessons from Title I Implementation: Examining Different Strategies for Improving Student Outcomes, Margaret C. Wang, Distinguished Professor and Founder, Temple University Center for Research in Human Development and Education Using Standards-based Assessment for Title I Accountability and Program Improvement, Jerome V. D'Agostino and Ginger L. Stoker, University of Arizona Implementation in New American Schools: A Longitudinal Analysis, Sheila Nataraj Kirby, Mark Berends, and Scott Naftel, RAND Teacher Quality and Educational Inequality: The Case of Title I Schools, Richard M. Ingersoll, Graduate School of Education, University of Pennsylvania, Philadelphia, PA Effective Implementation of Title I Schoolwide Programs: Developing Procedural Knowledge in Policy and Practice, Margaret C. Wang, Temple University Center for Research in Human Development and Education; and Kenneth K. Wong, University of Chicago Sustaining Investments in Technology: Strategies to Close the Digital Divide, Ronald E. Anderson, University of Minnesota The Use and Effectiveness of School–Parent Compacts, and Implications for Comprehensive School Reform, Laura Desimore, American Institutes for Research; and Alan Ginsburg, Planning and Evaluation Service, U.S. Department of Education Title I in California: A Focus on English-Language Learners, Diane August, August and Associates; and Dianne Piche, Citizens' Commission on Civil Rights Closing the Academic Achievement Gap—Successful Strategies for Educators, Schools, and Communities, Ronald D. Taylor, Temple University Affirmative Development of Academic Abilities—Developing Human Capital in the Twenty-first Century, Edmund W. Gordon, Yale University Developing Successful Intelligence in All Children—Adding Creative and Practical Abilities to Analytic Thinking, Robert J. Sternberg, Yale University Children of Immigrants and Their Achievement—Relating Family and School to Engagement, Aspirations, and Achievement, Rubén G. Rumbaut, Michigan State University Family and Neighborhood Environment and the Adjustment and Achievement of African American Adolescents, Ronald D. Taylor, Temple University Bridging Multiple Worlds—Inclusive, Selective, and Competitive Programs, Latino Youth, and Pathways to College, Catherine R. Cooper, University of California at Santa Cruz Sisters in Science—Confronting Equity in Science and Mathematics Education, Penny L. Hammrich, Temple University Gifted Programs Promoting Academic Success in Early Childhood—Project EXCEL and Project First Step, Rosa Isela Peréz, San Diego City Schools Minority Academic Achievement in a Selective Public University—The Role of the Campus Environment, Melanie Domenech Rodriguez, Angela Stewart, Ana Mari Cauce, and Phyllis Sanchez, University of Washington; and PALIS Can Unlike Students Learn Together? Reseach and Recommendations on Grade Retention, Tracking and Grouping, Arthur Reynolds, University of Wisconsin-Madison; Margaret C. Wang, Distinguished Professor, Founder and Director, Temple University Center for Research in Human Development and Education; and Herb Walberg, University of Illinois at Chicago Dropout in Rerlation to Grade Retention—An Accounting from the Beginning School Study, Karl L. Alexander, Johns Hopkins University; Doris R. Entwisle, Johns Hopkins University; Susan L. Dauber, The Spencer Foundation; and Nader Kabbani, U.S. Department of Agriculture Grade Retention and School Dropout—Another Look at the Evidence, Judy Temple, Northern Illinois University; Arthur Reynolds, University of Wisconsin-Madison; and Suh-Ruu Ou, University of Wisconsin-Madison Meta-Analysis of the Efefcts of Grade Retention, 1990-1999—A Basis for Moving Beyond Grade Retention and Social Promotion, Shane Jimerson, University of California-Santa Barbara Can Unlike Children Learn Together? A Question that Goes to the Heart of Democratic Public Schooling, Jeannie Oakes, UCLA; and Martin Lipton, UCLA Race-ethnicity, Social Background, and Grade Retention—An Analysis of the Last Thirty Years, Robert M. Hauser, Devah I. Pager, and Solon J. Simmons, University of Wisconsin-Madison Race Differences in Ability Group Effects on Achievement—Moving Beyond the Myths, Maureen Hallinan, University of Notre Dame Classroom Organization and Instructional Quality—An Examination of Tracking and De-tracking, Adam Gamoran, University of Wisconsin-Madison Tracking, De-tracking, and Skill Grouping—Conclusions from Experimental, Ethnographic, and Regression Studies, James Kulik, University of Michigan Understanding Research on the Consequences of Retention—An Overview of the Research, Lorrie Shepard, University of Colorado at Boulder Social-Emotional Learning and School Success—Maximizing Children's Potential by Integrating Thinking, Feeling, Behavior, Joseph E. Zins, University of Cincinnati; Roger P. Weissberg, University of Illinois at Chicago; Margaret C. Wang, Temple University; and Herbert J. Walberg, University of Illinois at Chicago Implications of Social and Emotional Research for Education—Evidence Linking Social Skills and Academic Outcomes, Michelle R. Bloodworth, Roger P. Weissberg, University of Illinois at Chicago; Joseph E. Zins, University of Cincinnati; and Herbert J. Walberg, University of Illinois at Chicago Family-School-Peer Relationships, SEL, and Academic Learning—Engaging At-Risk Students in the Check & Connect Program, Sandra L. Christenson and Lynne H. Havsy, University of Minnesota The Learner-Centered Psychological Principles—A Framework for Balancing Academic and Social and Emotional Learning, Barbara L. McCombs, University of Denver Research Institute The Three Cs of Promotion Social and Emotional Learning: Cooperation, Conflict Resolution, and Civic Values, David W. Johnson and Roger T. Johnson, University of Minnesota Emotional Intelligence and Social-Emotional Learning—Assessing Emotional Intelligence and Developing Skills and Flexibility, Paulo Lopes and Peter Salovey, Yale University Social and Emotional Learning in Teacher Preparation Standards—A Comparison of SEL Competencies to Teaching Standards, Jane E. Fleming and Mary Bay, University of Illinois at Chicago How Social and Emotional Learning is Infused into Academics in the Social Decision Making/Social Problem Solving Program, Maurice J. Elias, Rutgers University Social Development and Social and Emotional Learning—The Seattle Social Development Project, J. David Hawkins, Brian H. Smith, and Richard F. Catalano, University of Washington Community in School as Key to Student Growth—Findings from the Child Development Project, Eric Schaps, Victor Battistich, and Daniel Solomon, Developmental Studies Center, Oakland, CA The P(romoting) A(lternative) TH(inking) S(trategies) Curriculum—Theory and Research on Neurocognitive and Academic Development, Mark T. Greenberg, Prevention Research Center, Penn State University; Carol A. Kusché, University of Washington; and Nathaniel Riggs, Penn State University The Resolving Conflict Creatively Program—A School-based Social and Emotional Learning Program, J. Lawrence Aber, Joshua L. Brown, Columbia University; Tom Roderick, Educators for Social Responsibility; and Linda Lantieri, Resolving Conflict Creatively Program National Center Making Schools Work—Recommendations from a National Invitational Conference on Improving Educational Productivity: Lessons from Economics, David H. Monk, Pennsylvania State University; Herbert J. Walberg, University of Chicago at Illinois; and Margaret C. Wang, Temple University Tax Revolts and School Performance, Thomas Downes, Tufts University; and David Figlio, University of Florida and National Bureau of Economic Research The Interface Between Public and Private Schooling: Market Pressure and the Impact on Performance, Dan Goldhaber, Urban Institute in the Education Policy Center The Interface Between Public and Private Schooling: Market Pressure and the Impact on Performance, Dan Goldhaber, Urban Institute in the Education Policy Center State Aid and Education Outcomes, Sheila E. Murray, RAND Corporation The Economics of Grade Retention, Eric R. Eide, Brigham Young University Teacher Quality: Its Enhancement and Potential for Improving Pupil Achievement, Susanna Loeb, Stanford University Measuring School Efficiency: Lessons from Economics, Implications for Practice, Amy Ellen Schwartz and Leanna Stiefel, New York University Examining School-Level Expenditures and School Performance: The Case of New York City, Ross Rubenstein, Georgia State University; and Patrice Iatarola, Institute for Education and Social Policy, New York University The Relationship Between Student Performance and School Expenditures: A Review of the Literature and New Evidence Using Better Data, Corrine Taylor, Wellesley College Exploring the Nexus Between Educational Inputs, Distribution of Performance, and Incentives, Samid Hussain, Cornell University and Cornerstone Research Problems in the Estimation of School Effects: Insight from Improved Models, Jens Ludwig, Georgetown University School-to-Work: Accomplishments, Problems, and Prospects—Reports and Recommendations from a National Invitational Conference, William J. Stull and Nicholas M. Sanders, Temple University New Economy, Old Economy: The Educational Implications, William C. Dunkelberg, Temple University The Youth Labor Market in the 1990s: An Overview, Michael A. Leeds and Elizabeth Wheaton, Temple University Education and Training in an Era of Creative Destruction, Leonard I. Nakamura, Federal Reserve Bank of Philadelphia Has School-to-Work Worked?, Alan M. Hershey, Senior Fellow, Mathematica Policy Research, Inc. School-to-Work Governance, Bari Anhalt Erlichson, Rutgers, The State University of New Jersey School-to-Work: The Wisconsin Experience, Mark C. Schug and Richard D. Western, University of Wisconsin, Milwaukee STW in the 1990s: School–Employer Partnerships and Student Outcomes, John H. Bishop, Cornell University; Ferran Mañe, Universitat Rovira i Virgili; and Antonio Ruiz, Cornell University Developing Work-Based Learning Pedagogies, David Thornton Moore, New York University; and Katherine L. Hughes, Columbia University The Impact of School-to-Work on Minority Youth, Francisco L. Rivera-Batiz, Columbia University Career Academies and High-School Reform Before, During, and After the School-to-Work Movement, David Stern, University of California, Berkeley High Schools' Role in College and Workforce Preparation: Do College-for-All Policies Make High School Irrelevant?, James E. Rosenbaum, Northwestern University Is the School-to-Work Movement on the Right Track?, Robert I. Lerman, American University What's Next for School-to-Career: An Assessment of Progress and Prospects, Richard Kazis and Hilary Pennington, Jobs for the Future A Melding of International Perspectives on Vocational/Technical Education, Robert Zemsky, University of Pennsylvania Tomorrow's Workforce Sits in Today's Classrooms: School-to-Career in Philadelphia, Mary Jane Clancy, Melissa Orner, and Rico Rodriguez, School District of Philadelphia, Pennsylvania School-to-Work in Middle Schools: Right Track and Fast Track Programs, Shellonda Rucker, Tallahassee School District, Tallahassee, Florida School-to-Work at Marshfield High School, Arnold L. Roblan, Principal, Marshfield High School, Coos Bay, Oregon School-to-Work in a Technical High School: A Model for Secondary-Education Reform, Roni Phipps, Metropolitan Regional Career and Technical Center, Providence, Rhode Island School-to-Work in Macomb County, Michigan, James Jacobs, Columbia University; and George Harrison, Macomb Intermediate School District Next-Step Recommendations Taking Small Classes One Step Further—Reports and Recommendations from a National Invitational Conference, Jeremy D. Finn, State University of New York at Buffalo; and Margaret C. Wang, Distinguished Professor and Director, Temple University Center for Research in Human Development and Education Life at Draper Elementary School: Class-Size Evaluation Lessons, Patrick Harman, SERVE Design for the Evaluation of the Federal Class-Size Reduction Program, Mary Ann Millsap and Beth Gamse, Abt Associates Inc. Evaluating the Effects of Statewide Class-Size Reduction Initiatives: The Need for a Systemic Approach, George W. Bohrnstedt, American Institutes for Research; Brian M. Stecher, RAND; and Michael Kirst, Stanford University Balancing Breadth and Depth of Content Coverage: Taking Advantage of the Opportunities Provided by Smaller Classes, Lorin W. Anderson, University of South Carolina Before and After Class Size Reduction: A Tale of Two Teachers, Cathleen Stasz and Brian Stecher, RAND Class Size Reduction and Special Education Referrals and Placements, Edward Wiley, Thomas Parrish, and George Bohrnstedt, American Institutes for Research Teaching Reduced-Size Classes: Lessons For Teachers, John Zahorik, Alex Molnar, Karen Ehrle, and Anke Halbach, University of Wisconsin-Milwaukee The Varieties of Small Classes and Their Outcomes, Charles M. Achilles, Eastern Michigan University; and Jeremy D. Finn, State University of New York at Buffalo Building a Communication/Dissemination Network to Support Class Size Reduction, Monica R. Martinez, Institute for Educational Leadership; and Carmen G. Arroyo, Health and Education Research Alliance Professional Development and Support Needs of Class-Size Reduction Teachers, Gina M. Pannozzo and Jeremy D. Finn, State University of New York at Buffalo Students' Sense of Community: Implications for Class Size, Helen Vrailas Bateman, Vanderbilt University |
   
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