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This document is comprised of the 6 issues in volume 18 of the Harvard Education Letter, a bimonthly newsletter addressing current issues in elementary and secondary education. Articles in this volume include the following: (1) January/February--"Curriculum Access in the Digital Age" (David T. Gordon) and "Using Charters To Improve Urban Schools" (Karen Kelly); (2) March/April--"Putting National Board Certification to the Test" (David T. Gordon) and "Teacher Excellence: Improving the Conversation," an interview of Ann E. Harman of the National Board for Professional Teaching Standards; (3) May/June--"Preparing for the Coming Avalanche of Accountability Tests" (W. James Popham) and "Lesson Study: Can Japanese Methods Translate to U.S. Schools?" (Karen Kelly); (4) July/August--"Fuel for Reform: The Importance of Trust in Changing Schools" (David T. Gordon) and "'Wide Open and Welcoming': How Trust Helped Transform a Small Chicago School" (David T. Gordon); (5) September/October--"Why Save Public Education?" (Deborah Meier) and "How Schools Can Help Refugee Students" (Shaun Sutner); and (6) November/December--"Beefing Up Professional Development" (Alexander Russo) and "Canadian Second-Language Immersion: What It Does--and Doesn't--Suggest for American ESL Students" (Karen Kelly). Regular features of the newsletter include editorial statements and summaries of recent research. (EV)

This document is comprised of the six issues in volume 17 of the Harvard Education Letter, a bimonthly newsletter addressing current issues in elementary and secondary education. Articles in this volume include the following: (1) January-February--"Charters and Districts: Three Stages in an Often Rocky Relationship" (Kelly) and "'We Don't Allow That Here'" (Pirozzi); (2) March-April--"The New Face of Homeschooling" (Farber) and "Collateral Damage" (Birk) on high stakes testing; (3) May-June--"Closing the Gap One School at a Time" (Sadowski) and "Teachers Helping Teachers" (Kelly); (4) July-August--"Seeking a Cure for Senior-Year Slump" (Kelly) and "Nuts and Bolts of Charter-Business Partnerships" (Kelly); (5) September-October--"Sexual Minority Students Benefit from School-Based Support--Where It Exists" (Sadowski) and "Solving Problems with 'Action Research'"; and (6) November-December--"Teaching Civics after September 11" (Gordon) and "Making Global Connections." Regular features include editorial statements and summaries of recent research. (KB)

This document is comprised of the six issues in volume 16 of the Harvard Education Letter, a bimonthly newsletter addressing current issues in elementary and secondary education. Articles in this volume include the following: (1) January-February--"Grade Inflation: What's Really behind All Those A's?" (Birk) and "Every Friday was Fight Day" (Farber); (2) March-April--"Successful School Reform Efforts Share Common Features" (Downs) and "Mining for Gold in a Mountain of Online Resources" (Tally and Burns); (3) May-June--"Putting Cooperative Learning to the Test" (Walters) and "Schools Need To Pay More Attention to 'Intelligence in the Wild'" (Perkins); (4) July-August--"Shakespeare vs. Teletubbies: Is There a Role for Pop Culture in the Classroom?" (Amster), "View from the Classroom: Student Writers Hone Their Skills,""Would More Phys Ed Curb Kids' Weight Gain?" and "Online Term-Paper Mills Produce a New Crop of Cheaters" (Ditman); (5) September-October--"Are High-Stakes Tests Worth the Wager?" (Sadowski), and "Portrait of the 'Super Principal'" (Pierce); and (6) November-December--"Getting a Jump on Good Health" (Amster) and "Will New Standards Bring Peace to the Math Wars?" (Downs). Regular features include editorial statements and summaries of recent research. (KB)

This document is comprised of the six issues in volume 15 of the Harvard Education Letter, a bimonthly newsletter addressing current issues in elementary and secondary education. Articles in this volume include the following: (1) January-February--"Retention vs. Social Promotion: Schools Search for Alternatives" (Kelly), and "School Design Can Say a Lot about Teaching and Learning" (Lawton); (2) March-April--"Co-Teaching: Are Two Heads Better Than One in an Inclusion Classroom?" (Lawton), "What's Working in Sex Education" (Kelly), and "Developmentally Disabled Students Need Sex Ed, Too" (Kelly); (3) May-June--"Learning from Poor and Minority Students Who Succeed in School" (Bempechat), "Preserving Kindergarten in a High-Stakes Environment" (Kelly), "OWLS: Who Can Benefit from Online Writing Labs?" (Walser), and "How Many Environments Does a Child Have?" (Harris); (4) July-August--"Johnny Still Can't Read?" (Farber), "The 'Brain-Based' Ballyhoo" (Lawton), and "Segregation: Stepping Back in Time?" (Gordon); (5) September-October--"Rising to the Discipline Challenge" (Gordon), and "Schools Get Creative To Find Good Subs" (Kelly and Reilly); and (6) November-December--"The Arts Step out from the Wings" (Buchbinder), "The Happy Meeting of Multiple Intelligences and the Arts" (Gardner), and "Tinkering with Title I" (Graves-Desai). Regular features include editorial statements and summaries of recent educational research. (KB)

This document is comprised of volume 14 of the Harvard Education Letter, published bimonthly and addressing current issues in elementary and secondary education. Articles in the six issues of this volume include the following: (1) January-February--"Multi-Age Classrooms: An Age-Old Grouping Method Is Still Evolving" (Walser), "Teachers Wanted: Schools Look for Creative Solutions to Upcoming Teacher Shortage" (Walters), "Schools Should be Safe, But Are They?" (Posner); (2) March-April--"Teachers in the Driver's Seat" (Lewis), "Time and Learning" (Sadowski), "Small Schools Work Best for Disadvantaged Students" (Farber); (3) May-June--"The Bilingual Education Debate" (Walters), "Bilingual Education and California's 'English for the Children' Initiative,""Paying Attention to ADHD" (Lynn); (4) July-August--"Working Teenagers: Do After-School Jobs Hurt?" (Kelly), "Full-Service Schools Respond to Families' Needs" (Farber), "Discussing Student Work Gives Teachers New Perspective"; (5) September-October--"From Sputnik to TIMSS: Reforms in Science Education Make Headway Despite Setbacks" (Freundlich), "Latino Achievement Reexamined" (Walters); and (6) November-December--"Learning To Listen May Help Children Learn To Read" (Walser), "Programs Fostering 'Emotional Intelligence' Show Promise" (Sadowski), "Building Collaborative Relationships: Educational Research in Schools" (Rubinstein-Avila and Suarez-Orozco), "A Parent's Influence is Peerless" (Kagan). Regular features include editorial statements and summaries of recent educational research. (KB)

This document is comprised of volume 13 of the Harvard Education Letter, published bimonthly and addressing current issues in elementary and secondary education. Articles in the six issues of this volume include: (1) January-February --"Making Detracking Work" (Lynn and Wheelock), "Developing a Culture of High Expectations for Teaching and Learning" (Lynn and Wheelock), "Navigating the Political Waters" (Lynn and Wheelock); (2) March-April--"Making Schoolwork More Like Real Work" (Steinberg), "A Change in the 'Basics': Today's Graduates Need More Than the 3 R's" (Steinberg), "Clapping with One Hand: Why the School-to-Work and Standards Movements Should Be Linked" (Vickers); "A Conversation with Dennis Littky and Elliot Washor", "A National Response to Quality Counts," containing opinions of political and educational leaders (March-April supplement); (3) May-June--"A New Consensus Emerges on the Characteristics of Good Professional Development" (Lewis), "A Conversation with Linda Darling-Hammond,""System-Wide Professional Development" (Lewis), "Teacher Research as Powerful Professional Development" (Check); (4) July-August--"Language-Rich Home and School Environments Are Key to Reading Success" (Lynn), "Connecting Home and School: A Conversation with Catherine Snow,""Smaller Classes Do Make a Difference in the Early Grades" (Mosteller), "Shrinking Pains: California's Initiative to Reduce Class Size Is Off to a Bumpy Start" (Lewis); (5) September-October--"Making the Connection between Families and Schools" (Mapp), "Family Involvement in Schools: It Makes a Big Difference, but Remains Rare" (Lynn), "A School Called Victory: The Ongoing Pursuit of Parent Involvement" (Lynn), "Teaching Teachers to Work with Families" (Lynn); and (6) November-December--"Technology Works Best When It Serves Clear Educational Goals" (Harrington-Lueker), "Integrated Learning Systems Update" (Harrington-Lueker), "Rethinking Homework" (Tovey). Regular features include letters to the editor and summaries of recent educational research. (KB)

This document is comprised of volume 12 of the Harvard Education Letter, published bimonthly and addressing current issues in elementary-secondary education. Articles in this volume include the following: (1) January-February--"Early Reports From Kentucky on Cash Rewards for 'Successful' Schools Reveal Many Problems" (Miller), "New Ideas Like Collective Incentives and Skill-Based Pay Raise the Same Old Questions" (Sadowski, Miller); "Recognizing Signs of Stress Is the First Step in Keeping Kids from Living in the Streets" (Posner), (2) March-April--"Whole Language or Phonics? Teachers and Researchers Find the Middle Ground Most Fertile" (Matson), "The Case of Invented Spelling: How Theory Becomes Target Practice" (Miller), "Creating Family Stories Leads Students to a Richer Understanding of U.S. History" (Gow, Davino); (3) May-June--"Perception Versus Reality: School Uniforms and the 'Halo Effect'" (Posner), "Five Reasons Students Plagiarize, and What Teachers Can Do about It" (Tarlin), "Kidding Ourselves about School Dropout Rates" (Fossey), "'But Indians Aren't Real': What Young Children Learn about Native Americans" (Reese); (4) July-August--"Idealists and Cynics: The Micropolitics of Systemic School Reform" (Miller), "Hard-Won Lessons from the School Reform Battle: A Conversation with Ted Sizer,""The Disheartening Work of School Reform" (Sizer); (5) September-October--"Mathematics and Science Standards: What Do They Offer the Middle Grades?" (Wheelock), "Urban Middle-Grades Reform: Foundations Keep Trying" (Lewis); "Goals 2000: Pork or Progress?" (Lewis); and (6) November-December--"Just Like Starting Over: The Promises and Pitfalls of Block Scheduling" (Sadowski), "Getting Kids into the Picture: Student Drawings Help Teachers See Themselves More Clearly" (Tovey), "What's So Bad about the Lecture?" (Birk). Regular features include letters to the editor and summaries of recent educational research. (KB)

This document is comprised of volume 11 of the Harvard Education Letter, published bimonthly and addressing current issues in elementary and secondary education. Articles in the volume's six issues are: (1) January-February--"The Old Model of Staff Development Survives in a World Where Everything Else Has Changed" (Miller), "Giving Voice to Our Hidden Commitments and Fears: A Conversation with Robert Kegan,""Businesspeople and Educators Have a Lot to Learn from Each Other" (Arnett); (2) March-April--"The Numbers Game Yields Simplistic Answers on the Link between Spending and Outcomes" (Sadowski), "The Physically or Sexually Abused Child: What Teachers Need to Know" (Fossey); (3) May-June--"Despite the Promises, School Choice Can Worsen Racial and Social Class Inequities" (Tovey), "Money Matters Here: Programs That Work" (Sadowski), "How School Mathematics Can Prepare Students for Work, Not Just for College" (Forman and Steen); (4) July-August--"The Textbook Business: Education's Big Dirty Secret" (Webb), "A Narrowly Gender-Based Model of Learning May End Up Cheating All Students" (Tovey), "Computers in the Classroom: Where Are All the Girls?" (Tarlin); (5) September-October--"Moving beyond Traditional Subjects Requires Teachers To Abandon Their 'Comfort Zones'" (Sadowski), "Knowing No Boundaries: A Conversation with James Beane,""Random Drug Testing of Athletes Poses Legal and Psychological Questions" (Sandler); and (6) November-December--"Shared Decision-Making by Itself Doesn't Make for Better Decisions" (Miller), "The Application Essay: Texts, Subtexts, and Teacher Intervention" (Kreisberg), "Awareness Programs Help Change Students' Attitudes towards Their Disabled Peers" (Tovey). Regular features include letters to the editor and summaries of recent educational research. (KB)