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Formerly "Educators Resource Directory," "Educators Resource Guide" is designed to provide educators, administrators, and other education professionals with immediate access to a unique combination of educational resources, along with important educational statistics and rankings. "Educators Resource Guide" includes associations, publications, trade shows, workshops, and training programs. This resource is designed not only to help educators advance professionally, but also to give them the resources they need to help their students, their schools, and their state meet educational standards. It provides tools for classroom and career management, as well as resources that truly make a difference in job, school, and student performance. Over 7,000 Resources include Associations, Consultants, Teaching Abroad, Grants, Fundraising, Scholarships, Publications and Testing Resources. Next, 145 tables of Statistics cover Adult Education, Elementary & Secondary Education, International Comparisons of Education, Learning Resources and Technology. All listings in this comprehensive volume are thoughtfully organized making information significantly easier to access than the unfocused data available online or the scattered in dozens of different sources. Statistics and rankings are designed to help states, school districts, and individual educators better understand their educational environment and make informed decisions on careers, curricula, and funding. This new edition of "Educators Resource Guide" is an invaluable reference source for seasoned professionals in the education field, for those at the beginning of their education careers, and for all who service and support the education industry, making it a welcome addition to the reference collections of school districts, public libraries, and academic libraries nationwide. [For the "Educators Resource Guide, 2022. Fourteenth Edition," see ED615212.]

As the population of Latinx students grows in U.S. public schools and our nation seeks to address systemic inequities, racism, and xenophobia, this counternarrative provides inspiration to those wishing to reinvigorate schools and build a more caring and just world. "Authentic Cariño" documents the innovative practices, successes, and struggles of a full-service community high school serving mostly low-income Latinx youth in an economically depressed California city. Based on 4 years of qualitative research, the author examines how educators, families, and community members established and sustained a social justice school that immersed youth in authentic "cariño"--a holistic blend of familial, intellectual, and critical care. By nurturing students' moral, social, personal, and academic development, the school produced college-bound graduates ready to be agents of change in their own lives and in their communities. This case study synthesizes and extends scholarship on color-conscious, healing-centered educational care and offers rich portrayals of praxis that illuminate how schools can equip marginalized youth to thrive. All royalties from this book will support Molina High School and a college scholarship for urban youth. This book: (1) Advances a fully elaborated model that specifies three fundamental dimensions of care: familial, intellectual, and critical; (2) Provides an in-depth account of a high school that successfully institutionalized authentic cariño schoolwide; (3) Advocates for "college and community readiness," conveying to students how additional schooling would enable them to become community change agents capable of contributing to collective uplift; (4) Offers insights into the structures, processes, and complications that arise when a school commits to authentic cariño as a path to promote engaged learning and social transformation; and (5) Shows what is possible when educators in partnership with local communities dare to care deeply and widely for Latinx youth. [Foreword written by Angela Valenzuela.]

Bridging a gap in the literature by offering a comprehensive look at how STEM teacher education programs evolve over time, this book explores teachHOUSTON, a designer teacher education program created to respond to the lack of adequately prepared STEM teachers in Houston and the emerging urban school districts that surround it. Providing a systematic investigation of how prospective STEM educators are cultivated to be subject matter specialists and culturally relevant teachers, the authors of this volume delve into the academic, professional and personal perspectives of teacher experiences to emphasise the impact on prospective and unfurling teaching careers. The topics include the influence of parents, teachers and professors on educator development and how internships function as a form of professional development, in addition to the influence of National Science Foundation-funded STEM scholarships on the careers and lives of the teachHOUSTON graduates. Because STEM education is vital to human and economic prosperity, this volume is of interest to both national and international readers.

"Graduate Study in Psychology" is the best source of information related to graduate programs in psychology and provides information related to approximately 600 graduate programs in psychology in the US and Canada. "Graduate Study in Psychology," 2019 Edition contains information about: (1) the number of applications received by a program; (2) the number of individuals accepted in each program; (3) dates for applications and admission; (4) types of information required for an application (GRE scores, letters of recommendation, documentation concerning volunteer or clinical experience, etc.); (5) in-state and out-of-state tuition costs; (6) availability of internships and scholarships; (7) employment information of graduates; (8) orientation and emphasis of departments and programs; and (9) other relevant information. [For the 2018 edition, see ED586092.]

"You Can't Be What You Can't See" presents a rare longitudinal account of the benefits of a high-quality, out-of-school program on the life trajectories of hundreds of poor, African American youth who grew up in Chicago's notorious Cabrini-Green housing project in the 1980s and early '90s. The result of a five-year research project by Stanford scholar Milbrey W. McLaughlin, the book documents what happened to more than 700 Cabrini-Green youth two decades after they attended the Community Youth Creative Learning Experience (CYCLE), a comprehensive after-school program offering tutoring, enrichment, scholarships, summer camps, and more. Through data collection, and in-depth interviews with participants and staff, she finds that almost all had graduated high school and escaped poverty, and so had their children. McLaughlin describes the design principles as well as the core features of the program that participants say were key to their success: mentoring, exposure to activities and resources beyond their neighborhood, and a culture of belonging in which staff committed to "never give up on a kid." The recollections and accomplishments of CYCLE alums, McLaughlin argues, challenge current assumptions about the enduring effects of poverty and highlight the power of opportunity "to imagine and take a different path." "You Can't Be What You Can't See" offers lessons for policy makers, educators, community activists, funders, and others interested in learning what makes a youth organization effective for low-income, marginalized children. [Foreword by Arne Duncan and Afterword by Greg Darnieder.]

"Higher Education Exchange" publishes case studies, analyses, news, and ideas about efforts within higher education to develop more democratic societies. Contributors to this issue of the "Higher Education Exchange" examine whether institutions of higher learning are doing anything to increase the capacity of citizens to shape their future. Contents include: (1) Foreword (Deborah Witte); (2) The Journey of a "Recovering Professional" (David W. Brown); (3) The Scholarship of Community Partner Voice (Sean Creighton); (4) Changing Public Culture: An Interview (Marguerite S. Shaffer and Lourdes Leon); (5) Partnerships for Supporting Local Health Efforts: The Link Between Rural Journalism and Public Health in One Rural Community (Laura H. Downey, Carol L. Ireson, F. Douglas Scutchfield, and Al Cross); (6) Democratic Partnerships: An Interview (Ira Harkavy); (7) "Democracy's Good Name: The Rise and Risks of the World's Most Popular Form of Government" By Michael Mandelbaum (Edith Manosevitch); and (8) Afterword (David Mathews). [For "Higher Education Exchange, 2007," see ED497932.]

The 39 tables and 3 figures of Section J describe education in New York state in the 1990s and into 2003. These tables contain information that makes it possible to compare these statistics with those of previous years and from other states. Tables are grouped into these categories: (1) fall enrollments in public and nonpublic elementary and secondary schools; (2) public school finances and professional positions; (3) high school graduates, college entrants, dropout rates; (4) enrollments, degrees granted, and expenditures by institutions of higher education; (5) State University of New York enrollments, degrees granted, and employees; (6) tuition assistance, student loans, scholarships and awards; (7) educational attainment; (8) libraries, archives, and museums; (9) support for the arts; and (10) public television and broadcasting. Most data are for academic years beginning with 1997-1998, with emphasis on the most recent years and some trend data going back to 1960. (SLD)

"Graduate Study in Psychology" is the best source of information related to graduate programs in psychology and provides information related to approximately 600 graduate programs in psychology in the US and Canada. Full of up-to-date information, the latest edition also a features a new table format for better readability. "Graduate Study in Psychology" contains information about: (1) the number of applications received by a program; (2) the number of individuals accepted in each program; (3) dates for applications and admission; (4) types of information required for an application (GRE scores, letters of recommendation, documentation concerning volunteer or clinical experience, etc.); (5) in-state and out-of-state tuition costs; (6) availability of internships and scholarships; (7) employment information of graduates; (8) orientation and emphasis of departments and programs; and (9) other relevant information. [For the 2013 edition, see ED536427.]

This Tax Policy Study on Taxation and Skills examines how tax policy can encourage skills development in OECD countries. This study also assesses the returns to tertiary and adult education and examines how these returns are shared between governments and students. The study builds indicators that examine incentives for individuals and governments to invest in education. These indicators take into account the various financial costs of skills investments for individuals such as foregone after-tax earnings and tuition fees, as well as whether investments are financed with savings or with student loans. Costs borne by governments such as grants, scholarships, lost taxes, and skills tax expenditures are also accounted for. The indicators also incorporate the returns to skills investments for individuals and governments through higher after-tax wages and higher tax revenues respectively. Individual chapters contain references. Contains the following annexes: (1) Technical Approach to Calculating Tax and Skills Indicators; (2) Comparative Tables; (3) Country Tables; and (4) Country Details. [The study was prepared by Pierce O'Reilly and Bert Brys of the OECD's Centre for Tax Policy and Administration (CTPA).]

"Graduate Study in Psychology" is the best source of information related to graduate programs in psychology and provides information related to approximately 600 graduate programs in psychology in the U.S. and Canada. "Graduate Study in Psychology" contains information about: (1) number of applications received by a program; (2) number of individuals accepted in each program; (3) dates for applications and admission; (4) types of information required for an application (GRE scores, letters of recommendation, documentation concerning volunteer or clinical experience, etc.); (5) in-state and out-of-state tuition costs; (6) availability of internships and scholarships; (7) employment information of graduates; (8) orientation and emphasis of departments and programs; and (9) plus other relevant information.

Librarians should add this must-have resource to their library's collection to assist patrons in the tough task of applying and paying for college. Whether they are a high school student, already in college, a parent, or an adult returning to school, patrons can use this guide to: (1) Fill out forms for financial aid, loans, and scholarships; (2) Find ways to plan and save for the high cost of college tuition; (3) Narrow their search to those schools that are the best fit; and (4) Make the best attempt at applying to the school of their choice. This effective guide emphasizes the help that the local library can offer in this process, using its reference materials, the Internet, and the advice of experienced researchers. Following an Introduction entitled "Beyond the Books" in Today's Public Libraries, this book contains the following chapters: (1) Choosing a College; (2) Personal Resources to Pay For College; (3) Financial Aid 101; (4) Scholarships; (5) Grants; (6) Jobs: On Campus, Off Campus, Internships, and Summer Jobs; (7) Loans; and (8) College Applications. A bibliography/webliography and an index are included.

No issue in higher education is as salient, or as controversial, as finance. As demand for higher education around the world grows, so do the costs associated with it, especially as governments shoulder less of the burden. Tuition fees rise and student loan debt grows. Who pays for these surging costs? Who "should" pay? D. Bruce Johnstone and Pamela N. Marcucci examine the universal phenomenon of cost-sharing in higher education--where financial responsibility shifts from governments and taxpayers to students and families. They find that growing costs for education far outpace public revenue streams that once supported it. Even with financial aid and scholarships defraying some of these costs, students are responsible for a greater share of the cost of higher education. Featuring comprehensive economic and policy data, the authors' international comparative approach shows how economically diverse countries all face similar cost-sharing challenges. So, who "should" pay for higher education? While cost-sharing is both politically and ideologically debated, Johnstone and Marcucci contend that, for almost all countries, it is imperative for the financial health of colleges and universities, bringing better efficiency, equity, and responsiveness. "Financing Higher Education Worldwide" combines sophisticated economic explanations with sensitive political and cultural analyses of the financial pressures facing higher education throughout the world.

What if every high school graduate of a given school district could go to college for free--not just those with good grades or financial need, but all of them? And what if this promise was guaranteed for decades? What kind of transformation might ensue, not just in the lives of the students themselves but in the communities that surround them? Such are the questions raised by the Kalamazoo Promise, an unprecedented experiment in education-based economic renewal that is being watched and emulated by scores of cities and towns around the nation. When a group of anonymous donors announced in 2005 that they would send every graduate of this midsized public school district to college for free, few within or outside Kalamazoo, Michigan, understood the magnitude of the gesture. Now, in the first comprehensive account of the Kalamazoo Promise, Michelle Miller-Adams charts its initial impact as well as its potential to bring about fundamental economic and social change in a community hurt by job loss, depopulation, and racial segregation. Drawing on cutting-edge research in the fields of education and economic development, Miller-Adams combines insights from these disciplines with an unparalleled understanding of the Kalamazoo Promise based on extensive interviews and observation from the program's earliest days. Her book tells the fascinating story of why the Kalamazoo Promise came about, how the broader community has responded to its introduction, and its impact--real and anticipated--on Kalamazoo's students, schools, social fabric, and economic future. At a time when communities across the nation are striving for greater economic competitiveness and expanded educational opportunities for their youth, Miller-Adams' firsthand account reveals both the promise and the challenges inherent in place-based universal scholarship programs and offers guidance to all those working to prepare their communities for success in the twenty-first century.

This book will help Native people clarify their postsecondary aspirations, improve their college choice, and increase their success in college. After a thorough examination of the issues that should be considered, the authors present the different types of colleges available, programs and services to meet the special needs of Native students, and financial aid options. By answering many of the basic questions students have about going to college, the authors help to demystify the process and encourage more Native students to pursue a college education. Special features include: (1) a list of colleges with Native American studies, and those most friendly to Native Americans' needs; (2) a list of sources for financial aid, with contact information; (3) interviews with Native American students on all aspects of their college experiences; and (4) suggestions for students on how to balance their new college experiences with their community and heritage. This book was written for any American Indian or Alaska Native person of any age who desires a postsecondary education. This book contains the following ten chapters: (1) Profiles of Successful College Graduates; (2) Where to Begin the Journey; (3) Financial Aid; (4) Spiritual, Mental, and Physical Well-Being; (5) Getting Prepared to Ensure Success in College; (6) Develop Problem-Solving and Critical-Thinking Skills; (7) Internet Resources; (8) Exemplary Four-Year Institutions and Tribal Colleges and Universities; (9) The Circle of Success; and (10) More Profiles of Successful College Graduates. The following are appended: (1) Factors Underlying Native American Student Success--A Literature Review; and (2) Financial Aid Terminology. An Index is included. (Contains 28 tables and 1 figure.)

"Educators Resource Directory" is designed to provide both educators and education professionals with immediate access to a unique compilation of over 6,500 educational resources and over 130 tables and charts of education statistics and rankings. It would take many hours of searching through multiple resources to uncover all the information presented in this one, easy-to-use volume. Section I contains detailed contact information for resources that can help expand professional horizons by providing new tools for classroom and career management that truly make a difference in job and school performance, including: (1) associations and organizations that represent the field of education; (2) important conferences and trade shows; (3) hundreds of educational research centers; (4) employment opportunities and teaching abroad; (5) must-have information on school library services; and (6) time-saving resources for scholarships and financial resources. Section II contains nearly 100 tables and charts in nine categories. Using the most current data available, this section helps to complete the picture for educators making career development decisions, for school administrators interested in comparing fiscal heath and education scores and for anyone doing educational research. Topics include: (1) average teacher salaries; (2) SAT/ACT scores; (3) enrollment; (4) state regulations; (5) revenues & expenditures; (6) federal programs for education; and (7) learning resources and technology. Three indexes provide users with quick, easy access to the thousands of resources in "Educators Resource Directory": Entry & Publisher Index; Geographic Index; and Web Sites Index. This book is divided into 3 sections: (1) Resources; (2) Statistics & Rankings; and (3) Indexes.

This book is a much-needed resource that includes examples of real-world programs and activities to enhance academic success in the college environment for African American men. The examples are collected from a variety of institutions across the country. With contributions from leading practitioners and scholars in the field, this book explores the factors that promote a climate of academic success. The book shows how participation in extracurricular activities can create a positive social climate and examines the advantages of developing communication and leadership skills. It shows how fostering relationships with administrators and community leaders can promote academic success. The book also describes a proven mentoring program and examines the role spirituality and religion can play in bolstering successful college experiences. After the Preface, Acknowledgments, and "The Authors" section, this book is divided into two parts. Part One: Issues and Ideas, which contains the following chapters: (1) African American College Men: Twenty-First-Century Issues and Concerns (Michael J. Cuyjet); (2) Enhancing the Academic Climate for African American Men (Fred A. Bonner II and Kevin W. Bailey); (3) The Impact of Campus Activities on African American College Men (Charles Brown); (4) Enhancing African American Male Student Outcomes Through Leadership and Active Involvement (Shaun R. Harper); (5) Developmental Mentoring of African American College Men (E. Michael Sutton); (6) The Role of Spirituality and Religion in the Experiences of African American Male College Students (Lemuel W. Watson); (7) The Role of Black Fraternities in the African American Male Undergraduate Experience (Shaun R. Harper and Frank Harris III); (8) African American Male College Athletes (Kenya LeNoir Messer); (9) African American Gay Men: Another Challenge for the Academy (Jamie Washington and Vernon A. Wall); (10) African American Men at Historically Black Colleges and Universities Different Environments, Similar Challenges (Walter M. Kimbrough and Shaun R. Harper); (11) Meeting the Challenges to African American Men at Community Colleges (Myron L. Pope); and (12) Helping African American Men Matriculate: Ideas and Suggestions (Michael J. Cuyjet). Part Two: Profiles of Some Successful Programs, contains the final set of chapters: (13) Student African American Brotherhood (Tyrone Bledsoe and Kevin D. Rome, Sr.); (14) Meyerhoff Scholarship Program: University of Maryland, Baltimore County (Earnestine Baker); (15) The Black Man on Campus (BMOC) Project Bowling Green State University, Ohio (Kevin W. Bailey); (16) Black Men's Collective Rutgers, the State University of New Jersey (Christopher C. Catching); (17) Black Male Rap Session: University of Louisville (Edward Laster); (18) African American Men of Arizona State University (AAMASU) (Alonzo Jones and Lasana O. Hotep); (19) Sons of Alkebulan and the Black Man Think Tank: University of North Texas (Pamela Safisha Nzingha Hill); (20) It's Easier Than You Think: Central State University, Wilberforce, Ohio (Tobias Q. Brown and Amanda A. Farabee); (21) The Collegiate 100: An Affiliate Organization of the 100 Black Men of America, Inc. (Christian A. Mattingly and Carl Humphrey). The book concludes with a Name and Subject Index.

This reference guide presents the basic accounting concepts, terminology, and definitions used by colleges and universities. The guide, a companion to the National Association of College and University Business Officers' (NACUBO's) online self-study course of the same name or a standalone reference, compares college and university accounting concepts to those in the commercial sector; explains fund accounting and defines activity groups; describes the three main financial statements and their relationship to institutional accounting; discusses basic institutional accounting transactions and their impact on the financial statement; and highlights the differences that result from the application of accounting standards relevant for public and for independent colleges and universities. The guide is designed for staff new to higher education or those acquiring new areas of responsibility and for trustees and other reviewers of college and university financial statements. A glossary is included.

In "Reclaiming the Game," William Bowen and Sarah Levin disentangle the admissions and academic experiences of recruited athletes, walk-on athletes, and other students. In a field overwhelmed by reliance on anecdotes, the factual findings are striking--and sobering. Anyone seriously concerned about higher education will find it hard to wish away the evidence that athletic recruitment is problematic even at those schools that do not offer athletic scholarships. Thanks to an expansion of the College and Beyond database that resulted in the highly influential studies "The Shape of the River" and "The Game of Life," the authors are able to analyze in great detail the backgrounds, academic qualifications, and college outcomes of athletes and their classmates at thirty-three academically selective colleges and universities that do not offer athletic scholarships. They show that recruited athletes at these schools are as much as four times more likely to gain admission than are other applicants with similar academic credentials. The data also demonstrate that the typical recruit is substantially more likely to end up in the bottom third of the college class than is either the typical walk-on or the student who does not play college sports. Even more troubling is the dramatic evidence that recruited athletes "underperform:" they do even less well academically than predicted by their test scores and high school grades. Over the last four decades, the athletic-academic divide on elite campuses has widened substantially. This book examines the forces that have been driving this process and presents concrete proposals for reform. At its core, "Reclaiming the Game" is an argument for re-establishing athletics as a means of fulfilling--instead of undermining--the educational missions of our colleges and universities. ["Reclaiming the Game: College Sports and Educational Values" was written in collaboration with James L. Schulman, Colin G. Campbell, Susanne C. Pichler, and Martin A. Kurzweil.]

The Directory of Canadian Universities is the authoritative guide to Canadian universities. It includes everything from scholarship information and fees, to programs and housing facilities, at over 90 Canadian universities. The book offers the following helpful information to college and university students: (1) updated annually; (2) compiled by AUCC and the universities; (3) national in scope; (4) bilingual; (5) articles on undergraduate and graduate studies; (6) international student information; (7) university location map; and (8) index of over 10,000 academic programs available in Canada.

This updated edition of "Educators Resource Directory" has hundreds of new listings and thousands of updates and enhancements to existing listings. Plus, the Statistics & Rankings section has been updated with the most current information. "Educators Resource Directory" is designed to provide both educators and education professionals with immediate access to a unique compilation of over 6,500 educational resources and over 130 tables and charts of education statistics and rankings. It would take many hours of searching through multiple resources to uncover all the information presented in this one, easy-to-use volume. The book is divided into two sections. Section I: Resources contains detailed contact information for resources that can help expand professional horizons by providing new tools for classroom and career management that truly make a difference in job and school performance, including: (1) Associations & Organizations that represent the field of Education; (2) Important Conferences & Trade Shows; (3) Hundreds of Educational Research Centers; (4) Employment Opportunities & Teaching Abroad; (5) Must-have information on School Library Services; and (6) Time-saving resources for Scholarships & Financial Resources. Section II: Statistics & Rankings contains nearly 100 tables and charts in nine categories. Using the most current data available, this section helps to complete the picture for educators making career development decisions, for school administrators interested in comparing fiscal heath and education scores and for anyone doing educational research. Topics include: (1) Average Teacher Salaries; (2) SAT/ACT Scores; (3) Enrollment; (4) State Regulations; (5) Revenues & Expenditures; (6) Federal Programs for Education; and (7) Learning Resources & Technology. The book also contains three indexes providing users with quick, easy access to the thousands of resources in Educators Resource Directory: Entry & Publisher Index; Geographic Index; and Web Sites Index.

This volume of the Projects for International Education Research (PIER), World Education Series is a study of the structure and content of the education system of Brazil together with a formal set of placement recommendations based upon the author's research. The placement recommendations have been reviewed and officially approved by the National Council on the Evaluation of Foreign Educational Credentials. The following chapters are included: (1) Country Characteristics and their Effects on Education Northern Region; (2) An Overview of the Brazilian Educational System as of 1997 Organization of the Educational System; (3) Basic Education; (4) Higher Education; (5) Undergraduate Level Education; (6) Graduate Level Education; (7) Professional Education; (8) Teaching Certification; (9) Military Education; and (10) International Cooperation, Scholarships, and Other Issues Extension Courses. The following are appended: (1) Glossary of Portuguese Terms; (2) Course Listing; (3) Summary of Brazilian Credentials; (4) Federal Institutions of Technical, Agricultural and Technology Education; (5) List of University Hospitals; (6) Institutions of Higher Education; and (7) Sample Transcripts. (Contains 6 figures and 11 tables.)

This third volume looks at ways that seasoned professionals continue to develop throughout their careers. The text includes descriptive accounts of professionals seeking to enhance their careers while remaining inspired to continue to develop professionally. This volume reveals how personal and professional lives are entwined. It proves that TESOL professionals can continue to innovate and rise to challenges throughout their careers. Volume 3 of the series opens with a Series Editor's Preface, Acknowledgment, and an Introduction. Chapters include: (1) On Remaining a Teacher: Transformations, Detours, and Affirmations (Carol Clark); (2) Becoming "Scholar of the College" (Andrew D. Cohen); (3) Outside In, Inside Out: Creating a Teaching Portfolio (Rosie Tanner); (4) Challenges and Motivations: Organizing a Drama Festival for High School Students (Aysegul Daloglu); (5) Writing for Grant Dollar$ (Jane E. Averill); (6) The Roller Coaster Ride of Editing a Book (John M. Murphy); (7) Small Corrections: Becoming a Textbook Writer (Linda Grant); (8) Going for the Gold: Managing an Academic Department (Siti Hamin Stapa); (9) A Far Cry From the Classroom: Becoming an Administrator (Rosslyn Smith); (10) Taking the Bull by the Horns: Designing a Teacher-Initiated Professional Development Program (Elana Spector-Cohen, Carol Wexler, and Sara Kol); (11) Training Teachers to be Teacher Trainers: It's More Complicated Than You'd Think (Briony Beaven); (12) Sabbatical Projects Can Make a Difference: A Tale of Curriculum Revision (Sharon Seymour); (13) Moving Into the Unknown: When Leaving a Secure Position Sustains Your Professionalism (Susan Conrad); (14) A Fulbright Adventure: Just Do It! (Gayle Nelson); and (15) Starting a TESOL Caucus for Nonnative Speakers of English: The Politics of Professional Development (George Braine). [Additional Volumes from the series are available in ERIC. See "PDLE: Extending Provisional Contributions. Volume 2" at ED549556 and "PDLE: Communities of Supportive Professionals. Volume 4" at ED549538.]

This collection of papers analyzes various urban school reform strategies. There are 13 chapters in five parts. After "Introduction: Rethinking Urban School Reform" (Louis F. Miron and Edward P. St. John), Part 1, "The Courts and Urban Schools," contains (1) "School Desegregation is Over in the Inner Cities: What Do We Do Now?" (Richard Fossey) and (2) "The Need for Issues-Driven School Funding Reform in Urban Schools" (Neil Theobald). Part 2, "Government Initiated, External Reforms," includes (3) "Federal Title I as a Reform Strategy in Urban Schools" (Kenneth K. Wong); (4) "Inclusive Education in High Stakes, High Poverty Environments: The Case of Students with Learning Disabilities in Indiana's Urban Schools and the Graduation Qualifying Examination" (Genevieve Manset and Sandra Washburn); and (5) "Race, Restructuring, and Educational Reform: The Mayoral Takeover of the Detroit Public Schools" (Barry M. Franklin). Part 3, "Independently Adopted Research-Based Reforms," includes (6) "Research-Based Reading Reform: The Impact of State-Funded Interventions on Educational Outcomes in Urban Elementary Schools" (Edward P. St. John, Genevieve Manset, Choo-Geun Chung, Ada B. Simmons, Glenda Droogsma Musoba, Kim Manoil, and Kim Worthington); (7) "Comprehensive School Reform: An Exploratory Study" (Edward P. St. John, Genevieve Manset, Choong-Geun Chung, Glenda Droogsma Musoba, Siri Loescher, Ada B. Simmons, David Gordon, and Carol Anne Hossler); and (8) "Private Scholarships and School Choice: Innovation or Class Reproduction?" (Carolyn S. Ridenour and Edward P. St. John). Part 4, "Community-Based Reforms," includes (9) "Parental and Community Empowerment: The Chicago Model" (Kathryn Nakagawa); (10) "Joint Ventures between Public Schools and City Government: Implications for Community Development" (Louis F. Miron); and (11) "Rediscovering the African-American Tradition: Restructuring in Post-Desegregation Urban Schools" (Leetta Allan-Haynes, Edward P. St. John, and Joseph Cadray). Part 5, "A Critical-Empirical View," includes (12) "A Critical-Empirical Perspective on Urban School Reform" (Edward P. St. John and Louis F. Miron) and (13) "Implications of the New Global Context for Urban Reform" (Louis F. Miron and Edward P. St. John). (Papers contain references and the book contains an index.) (SM)

This yearbook presents statistical information about the state of New York and its population as well as information about the five boroughs of New York City. The 39 tables and 3 figures in Section J describe education in New York state in the 1990s and into 2002. These tables contain information that makes it possible to compare these statistics with those of previous years and from other states. Tables are grouped into these categories: (1) fall enrollments in public and nonpublic elementary and secondary schools; (2) public school finances and professional positions; (3) high school graduates, college entrants, and dropout rates; (4) enrollments, degrees granted, and expenditures by institutions of higher education; (5) State University of New York enrollments, degrees granted, and employees; (6) tuition assistance, student loans, scholarships, and awards; (7) educational attainment; (8) libraries, archives, and museums; (9) support for the arts; and (10) public television and broadcasting. Data re generally for the years 1994 to the present, with emphasis on the later years, and some brief trend information for years before 1994. (SLD)

This guide explains how to make the most of scholarships, financial aid, and savings, and it reveals lesser-known ways to augment these common resources. The guide is especially useful to families with too much income to qualify for need-based aid, and not enough to pay high tuition rates. The chapters are: (1) "The Three Elements of College Affordability"; (2) "Making Trade-Offs"; (3) "Look for the Lowest List Prices" (with 29 listed strategies); (4) "Buy Fewer Terms of Study" (with 12 strategies); (5) "Scholarships, Grants, and Other Financial Aid" (16 strategies); (6) "Utilize Savings and Tax Breaks" (9 strategies); (7) "Find College Money in Other Sources" (13 strategies); (8) "Get More Immediate Value for Your Dollar" (22 strategies); and (9) "Get Better Long-Term Return on Your Investment with Career Development" (11 strategies). Several worksheets for the planning process are attached. (SLD)

This guide for prospective graduate students contains information on funding graduate study in the United States and abroad through scholarships, loans, and other programs. The chapters are: (1) "Graduate Degrees, Institutional Financial Aid, and Graduate School Application Tips"; (2) "External Funding"; (3) "Individual Training Fellowships"; (4) "Study and Research Abroad"; (5) "Research Grants"; (6) "Dissertation Fellowships and Grants"; and (7) "Postdoctoral Opportunities" (Mary Morris Heiberger and Julia Miller Vick). Each chapter contains references for further reading. (SLD)

This book looks at the privatization of education as an ideological construct. In exploring and assessing the concept of privatized education, it focuses on the debate over private choice and school vouchers. It also looks at the development of private curriculums and educational materials created by corporations, various scholarship-funding organizations that directly affect vouchers and choice, and faith-based organizations. The book also contains a directory of organizations and public policy institutions, lists of print and nonprint resources, and contact information for corporations and organizations involved in the privatization of schools and organizations opposed to privatization. Chapter titles reflect the book's content: (1) "Introduction"; (2) "Chronology"; (3)"Privatization and School Choice"; (4) "The Privatization of Education: Arguments and Controversies"; (5) "Vouchers and the Law: Drawing Conclusions from Research"; (6) "Private Scholarships and Faith-Based Charitable Contributions"; (7) "From Learning Centers to Earning Centers?"; (8) "Managing Public Schools for Profit: The Rise of the Educational Management Organization"; (9) "Epilogue"; (10) "Selected Print and Nonprint Resources"; (11) "Directory of Organizations, Associations, and Government Agencies." Most chapters contain endnotes and a summary or conclusion. (WFA)