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A strong foundation in math is crucial for critical thinking, future careers, and navigating our data-driven world. This Spotlight will help readers identify new initiatives to address gaps in students' math skills; catch up on the debate over the best way to teach math; learn how teachers can build on students' curiosity for math; explore how to boost achievement in algebra; and more. Articles in this Spotlight include: (1) A District Is Making a Huge Bet on One Math Curriculum to Improve Achievement (Olina Banerji); (2) Teachers Are Evenly Divided on the Best Way to Teach Math (Alyson Klein); (3) 3 Ways to Strengthen Math Instruction (Madeline Will); (4) Young Students Gravitate to Math. How Teachers Can Build on That Curiosity (Alyson Klein); (5) 4 Questions to Boost Algebra Gains for Middle Schoolers (Sarah D. Sparks); (6) Teacher Group Wants a Focus on Low Math Performance, Too (Olina Banerji); and (7) Students' Math Outcomes Have Plummeted. Here's What to Do (Tracy Fray-Oliver).

The Education Week Spotlight on Improving Math Fluency is a collection of articles hand-picked by editors for their insights on the importance of math fact fluency, the challenges students face with word problems, how teachers can optimize how they introduce math facts and better support students, how early math supports help vulnerable students, targeted supported for algebra 1 students, and more. Articles in this Spotlight include: (1) "What Is Math 'Fact Fluency,' and How Does It Develop?" (Stephen Sawchuk); (2) "Why Word Problems Are Such a Struggle for Students--and What Teachers Can Do" (Sarah Schwartz); (3) "Kids Need to Know Their Math Facts. What Schools Can Do to Help" (Stephen Sawchuk); (4) "These Early Math Supports Translated to Gains Later on for Vulnerable Students" (Sarah D. Sparks); (5) "Algebra 1 Is a Turning Point. Here's How to Help Incoming Students" (Sarah Schwartz); and (6) "Math Trauma Is Real. Here's How You Can Prevent It" (Viveka Vaughn). [This Spotlight is sponsored by Ellevation Education.]

The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children in Texas and across the United States. The theme of this issue is "College Preparation." Contents include: (1) Texas Public School Attrition Study, 2017-18: High School Attrition Improves by Two Points (Roy L. Johnson); (2) Still Making a Case for Algebra II (Paula Johnson); (3) Counselors Overwhelmed and Worried about Implementing Texas' New Graduation Requirements: IDRA Study Explores Counselor Concerns in Supporting Students for College Preparation (Hector Bojorquez); and (4) Expanding Career Awareness for College… Especially for First-timers (Aurelio M. Montemayor).

The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children in Texas and across the United States. The theme of this issue is "Rejecting a Return to Tracking." Articles include: (1) Getting it Just Right! -- Rigor and College Prep for All (Paula N. Johnson); (2) Rural Districts Take a 24 Percent Hit in Algebra II Enrollment: IDRA Ready Texas Study Examines Texas HB[subscript 5] Graduation Requirements (Hector Bojorquez); and (3) Locked Gates and Hurdles on the College Path (Aurelio M. Montemayor).

"Perspective" is a monthly e-newsletter presenting news and views from Achieve. This issue contains a report on the highlights of the fifth annual American Diploma Project (ADP) Network Leadership Team Meeting in Washington, D.C. Achieve's most well attended annual meeting, but also its most successful to date. While a variety of topics were discussed, there were three major areas of focus throughout the meeting: the Common State Standards Initiative, the Race to the Top Fund competition, and how to deliver and sustain the college- and career-ready agenda. This issue of "Perspective" also reports that: (1) Achieve recently released a series of "Race to the Top: Accelerating College and Career Readiness" guides to help state leaders take advantage of the exceptional opportunity to advance dramatic reforms to their P-20 education systems through the American Recovery and Reinvestment Act and the Race to the Top (RTTT) competition; (2) this past spring marked the second year of administration for the ADP Algebra II End-of-Course exam, which was administered to over 102,000 students across 13 states; (3) to help state leaders build strategies for sustaining their education agendas over the long run, Achieve recently launched "Taking Root: Strategies for Sustaining the College- and Career Ready-Agenda," generously funded by the GE Foundation; (4) Achieve is planning to add a number of new resources to the Postsecondary Connection Web site this fall; and (5) in 2009, the P-20 Partnerships for Education launched Step Up Hawaii, a multiyear community awareness and action campaign tied directly to the new Step Up Diploma. Brief sections non news clips and new resources are included.

"Perspective" is a monthly e-newsletter presenting news and views from Achieve. This month's issue commences with a commentary assessing the meaning of college- and career-readiness. In doing so, it addresses some of the questions Achieve gets asked most frequently, including: What subjects are most important in defining "Readiness"? What does "College-Ready" mean? What does "Career-Ready" mean? Does College-Ready = Career-Ready? Other items in this issue of "Perspective" include: Race to the Top Funds; NAEP [National Assessment of Educational Progress] Long-Term Trend Assessments Show Mixed Results; IES [Institute of Education Sciences] State Longitudinal Data System Grants Update; Nebraska Joins ADP [American Diploma Project] Network; ADP Assessment Consortium; Legislative Updates, News Clips; and New Resources.

America's advantage has historically been its people's creativity, flexibility and entrepreneurship. But just as painters need to be proficient in technique and theory to produce great masterpieces, the next generation of Americans will likely require a solid grounding in mathematics and science for their creativity to be maximized in a world increasingly dependent on technological advances for prosperity and security. The challenge is not to simply increase the number of students graduating with college degrees in the STEM fields; it is to lift the overall understanding of science, technology, engineering and mathematics among the rest of the population as well. As the majority of Americans do not earn a postsecondary degree, it is essential that students be given this solid grounding during the elementary and secondary years. While establishing the expectation that all students complete challenging mathematics and science coursework is a good step, it cannot be the only step. This issue offers suggestions for policymakers. This issue also features two papers: (1) What Policymakers Need to Know About the Cost of Implementing Lab-Based Science Course Requirements (Mike Griffith); and (2) The Preparation Gap: Teacher Education for Middle School Mathematics in Six Countries (William Schmidt, Maria Teresa Tatto, Kiril Bankov, Sigrid Blomeke, Tenoch Cedillo, Leland Cogan, Shin Il Han, Richard Houang, Feng Jui Hsieh, Lynn Paine, Marcella Santillan and John Schwille). A list of resources is included. (Contains 6 endnotes.)

"Focus on Basics" is a publication of the US Division of World Education, Inc. It presents best practices, current research on adult learning and literacy, and how research is used by adult basic education teachers, counselors, program administrators, and policymakers. "Focus on Basics" is dedicated to connecting research with practice, to connecting teachers with research and researchers with the reality of the classroom, and by doing so, making adult basic education research more relevant to the field. The theme of this issue of "Focus on Basics" is "Numeracy." Articles in this issue include: (1) Using Part-Whole Thinking in Math (Dorothea Steinke); (2) Numeracy Matters (Myrna Manly); (3) Designing Instruction with the Components of Numeracy in Mind (Lynda Ginsburg); (4) Changing Practice, Expanding Minds (Kate Nonesuch); (5) A Conversation with FOB: Is Math Universal?; (6) Numeracy at the Downtown Learning Center (Avril DeJesus); (7) The Importance of Algebra for Everyone (Tricia Donovan); (8) TIAN: A Professional Learning Model for ABE Math Teachers (Beth Bingman and Mary Jane Schmitt); (9) Arizona's Professional Learning Journey Through the Teachers Investigating Adult Numeracy Project (Beverly Wilson and D. Roberto Morales); and (10) New from World Education. Individual articles contain figures, references, and tables.

Flexible knowledge, knowing multiple approaches for solving problems, is a hallmark of expertise in mathematics. Frequently, the author writes, students memorize only one method of solving a certain kind of problem, without understanding what they are doing, why a given strategy works, and whether there are alternative solution methods. Comparison is a powerful tool that mathematics teachers can use to introduce students to multiple strategies. Comparison can and should play a key role in the teaching of algebra and prerequisite-for-algebra topics, such as rational numbers. [The Center for Comprehensive School Reform and Improvement is administered by Learning Point Associates under contract with the Office of Elementary and Secondary Education of the U.S. Department of Education.]

Research shows that introducing basic forms of algebraic reasoning in elementary school enhances children's learning of arithmetic. In this guide, a research and a professional development project are described that have taken a practical approach to introducing algebraic reasoning to elementary students in Massachusetts. (Author/SOE)

This issue of Changing Schools explores what algebraic thinking is and why students need algebraic thinking. The efforts of Kansas and North Dakota to incorporate algebraic thinking into their state mathematics standards are described. Contents include: (1) "Algebraic Thinking: Preparing Students for Mastering Algebraic Concepts" (Vicki Urquhart); (2) "States Embrace Algebraic Thinking" (Vicki Urquhart); (3) "Colorado Conference Examines Needs of Learners with Limited English" (Shae Isaacs); and (4) "Diversity Training Can Decrease Violence" (Diane McIntyre Wilber). (KHR)

"In Brief" focuses on K-12 mathematics and science research and implications for policymakers, educators, and researchers seeking to improve student learning and achievement This brief highlights the learning gains of 240 elementary students involved in a long-term study in Madison, Wisconsin and their remarkable ability to reason with arithmetic in ways that build their capacity for algebraic reasoning. The research summarized in this article shows that with appropriate teacher professional development, teachers can learn to help students learn mathematics in ways that both enhance their understanding of arithmetic and provide a foundation for learning algebra. Teaching and policy considerations for learning algebra in the elementary grades are attached. (ASK)

This brochure is part of NAEPFACTS, a new series that briefly summarizes findings from the National Assessment of Educational Progress (NAEP). Course-taking is generally a powerful indicator of mathematics achievement. This occurs partially because students who are more proficient tend to take more mathematics classes and, at the eighth grade, the better students are tracked into more advanced classes. The 1992 NAEP results linking proficiency to course work confirm this pattern, with eighth graders enrolled in pre-algebra and algebra courses having higher proficiency scores than students taking eighth-grade mathematics. Contains two tables for 1992: (1) National average proficiency of public and private school eighth-grade students by mathematics course-taking, and by race and gender and (2) Average proficiency of eighth-grade public school students by mathematics course-taking, and by state. (MKR)

Set: Research Information for Teachers, is published twice a year by the New Zealand Council for Educational Research and the Australian Council for Educational Research. This document draws together 16 articles on mathematics from previous issues grouped into three categories: general, primary, and secondary. The titles are: (1) "Contents and Introduction," (2) "Twenty-nine Tough Questions," (3) "Unlocking the Great Secret," (4) "Evaluating Learning in Mathematics," (5) "Understanding Children's Mathematics: Some Assessment Tools," (6) "What Mathematicians Do," (7) "Number Skills in Junior Classrooms," (8) "Small Children Solve Big Problems," (9) "There are Numbers Behind the Piano," (10) "Being Both Right and Wrong," (11) "Beginning to Learn Fractions," (12) "Helping One Another Learn," (13) "A Child's Perspective of Algebra," (14) "What are the Benefits of Single-Sex Maths Classes?" (15) "Mathematical Needs of School Leavers," and (16) "How I Failed." (MKR)

Research reports from the annual conference of the International Group for the Psychology of Mathematics Education include: "La construcion algorithmique: niveaux ou stades?" (Mesquita); "For Establishing the Generality of Conjectures" (Miyazaki); "Teachers' Attitudes Towards Mathematics and Mathematics Teaching: Perspectives across Two Countries" (Moreira); "World Problems--the Construction of Multiplicative Structures" (Morgado); "Reconstruction of Mathematics Education: Teachers' Perceptions of and Attitudes to Change" (Mousley); "The Falsifiability Criterion and Refutation by Mathematical Induction" (Movshovitz-Hadar); "Young Children's Division Strategies" (Murray; Olivier; Human); "'It Makes Sense if You Think about How the Graphs Work. But in Reality...'" (Nemirovsky; Rubin); "Two-Step Problems--Research Findings" (Nesher; Hershkovitz); "Early Conceptions of Division. A Phenomenographic Approach" (Neuman); "Can Epistemological Pluralism make Mathematics Education More Inclusive?" (Neville); "The Pupil as Teacher: Analysis of Peer Discussions, in Mathematics Classes, between 12-Year-old Pupils and the Effects of Their Learning" (Newman; Pirie); "Teacher Attitudes and Interactions in Computational Environments" (Noss; Hoyles); "Children's Understanding of Measurement" (Nunes; Light; Mason); "A 3-Dimension Conceptual Space of Transformations for the Study of Intuition of Infinity in Plane Geometry" (Nunez); "The Status of Children's Construction of Relationships" (O'Brien); "Intra-Individual Differences in Fractions Arithmetic" (Ohlsson; Bee);"Construction of Procedures for Solving Multiplicative Problems" (Orozco; Hormaza); "Transfer in Learning 3D Reference System: From Interaction "Pupils as Expert System Developers" (Osta); "Levels of Knowledge about Signed Numbers: Effects of Age and Ability" (Peled); "Representations du probleme de mathematiques chez des enfants de 7 a 10 ans" (Perrin-Glorian); "Teaching as Meta-Communication" (Pimm); "Folding Back: Dynamics in the Growth of Mathematical Understanding" (Pire; Kieren); "Enseigner les mathematiques en premiere annee secondaire apres l'evaluation nationale francaise" (Pluvinage; Rauscher; Dupuis); "Etude des modeles implicites mis en ouvre par les enfants lors de la resolution de problemes complexes mettant en jeu une reconstruction d'une transformation arithmetique" (Poirier; Bednarz); "Classroom Aspects which Influence Use of Visual Imagery in High School Mathematics" (Presmeg); "Computer Activities in Mathematical Problem Solving with 11-14 Years Old Students: the Conditional Structure Learning" (Reggiani); "Symbolising and Solving Algebra Word Problems: the Potential of a Spreadsheet Environment" (Rojano; Sutherland); "Damien: a Case Study of a Reorganization of His Number Sequence to Generate Fractional Schemes" (Saenz-Ludlow); "The Use of Language in the Context of School Mathematics" (Sakonidis; Bliss); "Emergent Goals in Everyday Practices: Studies in Children's Mathematics" (Saxe); "Teachers' and Students' Beliefs and Opinions about the Teaching and Learning of Mathematics in Grade 4 in British Columbia" (Schroeder); "Problem Solving and Thinking: Constructivist Research" (Schultz); "Assessment of Thoughts Processes with Mathematical Software" (Schwarz; Dreyfus); "Spontaneous Strategies for Visually Presented Linear Programming Problems" (Shama; Dreyfus); "Initial Development of Prospective Elementary Teachers' Conceptions of Mathematics Pedagogy" (Simon); "The Effects on Students' Problem Solving Behaviour of Long-term Teaching through a Problem Solving Approach" (Stacey); "The Relationship Between Mental Models in Mathematics and Science" (Stavy; Tirosh); "Pupils as Expert System Developers" (Stevenson; Noss); "Drawing--Computermodel--Figure Case Studies in Students' Use of Geometry-Software" (Strasser; Capponi); "Overcoming Overgeneralizations: the Case of Communitativity and Associativity" (Tirosh; Hadass; Movshovitz-Hadar); "First Steps in Generalization Processes in Algebra" (Ursini); "Translation Processes Solving Applied Linear Problems" (Van Streun); "Graphical Environment for the Construction of Function Concepts" (Wenzelburger); "The Potential for Mathematical Activity in Tiling: Constructing Abstract Units" (Wheatley; Reynolds); "The Equal Sign Goes Both Ways. How Mathematics Instruction Leads to the Development of a Common Misconception" (Wolters); "Learning in an Inquiry Mathematics Classroom" (Wood); "The Role of Peer Questioning During Class Discussion in Second Grade Mathematics" (Yackel); "The Effect of Graphic Representation: An Experiment Involving Algebraic Transformations" (Yerushalmy; Gafni); and "In What Ways Are Similar Figures Similar?" (Zaslavsky).

Research reports from the annual conference of the International Group for the Psychology of Mathematics Education include: "A Comparison of Children's Learning in Two Interactive Computer Environments" (Edwards); "On Building a Self-Confidence in Mathematics" (Eisenberg); "Classroom Discourse and Mathematics Learning" (Ellerton); "Constructivism, the Psychology of Learning, and the Nature of Mathematics" (Ernest); "Cognition, Affect, Context in Numerical Activity among Adults" (Evans); "Teachers' Pedagogical Knowledge: The Case of Functions" (Even; Markovits); "Cognitive Tendencies and Abstraction Processes in Algebra Learning" (Filloy-Yague); "On Some Obstacles in Understanding Mathematical Texts" (Furinghetti; Paola); "Toward a Conceptual-Representational Analysis of the Exponential Function" (Goldin; Herscovics); "Duality, Ambiguity and Flexibility in Successful Mathematical Thinking" (Gray; Tall); "Children's Word Problems Matching Multiplication and Division Calculations" (Greer; Mc Cann); "Children's Verbal Communication in Problem Solving Activities" (Grevsmuhl); "The 'Power' of Additive Structure and Difficulties in Ratio Concept" (Grugnetti; Mureddu Torres); "Why Modeling? Pupils Interpretation of the Activity of Modeling in Mathematical Education" (Gortner; Vitale); "A Comparative Analysis of Two Ways of Assessing the van Hiele Levels of Thinking" (Gutierrez; Jaime; Shaughnessy; Burger); "A Procedural Analogy Theory: The Role of Concrete Embodiments in Teaching Mathematics" (Hell); "Variables Affecting Proportionality: Understanding of Physical Principles, Formation of Quantitative Relations, and Multiplicative Invariance" (Harel; Behr; Post; Hesh); "The Development of the Concept of Function by Preservice Secondary Teachers" (Harel; Dubinsky); "Monitoring Change in Metacognition" (Hartl); "The Use of Concept Maps to Explore Pupils' Learning Processes in Primary School Mathematics" (Hasemann); "Adjusting Computer-Presented Problem-Solving Tasks in Arithmetic to Students' Aptitudes" (Hativa; Pomeranz; Hershkovitz; Mechmandarov); "Computer-Based Groups as Vehicles for Learning Mathematics" (Heal; Pozzia; Hoyles); "Pre-algebraic Thinking: Range of Equations & Informal Solution Processes Used by Seventh Graders Prior to Any Instruction" (Herscovics; Linchevski); "LOCI and Visual Thinking" (Hershkowitz; Friedlander; Dreyfus);"Two-step Problems" (Hershkowitz; Nesher); "Evaluating Computer-Based Microworld: What Do Pupils Learn and Why?" (Hoyles; Sutherland; Noss); "Inner Form in the Expansion of Mathematical Knowledge of Multiplication" (Ito); "Some Implications of a Constructivist Philosophy for the Teacher of Mathematics" (Jaworski); "Teachers' Conceptions of Math Education and the Foundations of Mathematics" (Jurdak); "Games and Language-Games: Towards a Socially Interactive Model for Learning Mathematics" (Kanes); "Translating Cognitively well-organized Information into a Formal Data Structure" (Kaput; Hancock); "A Procedural-Structural Perspective on Algebra Research" (Kieran); "Consequences of a Low Level of Acting and Reflecting in Geometry Learning--Findings of Interviews on the Concept of Angle" (Krainer); "The Analysis of Social Interaction in an 'Interactive' Computer Environment" (Krummheuer); "Can Children Use the Turtle Metaphor to Extend Their Learning to Include Non-intrinsic Geometry" (Kynigos); "Pre-schoolers, Problem Solving, and Mathematics" (Leder); "La fusee fraction. Une exploration inusitee des notions d'equivalence et d'ordre? (Lemerise; Cote); "Critical Incidents' in Classroom Learning--Their Role in Developing Reflective Practice" (Lerman; Scott-Hodgetts); "Human Simulation of Computer Tutors: Lessons Learned in a Ten-Week Study of 20 Human Mathematics Teachers" (Lesh; Kelly); "Advanced Proportional Reasoning" (Lin); "Rules without Reasons as Processes without Objects--the Case of Equations and Inequalities" (Linchevski; Sfard); "Everyday Knowledge in Studies of Teaching and Learning Mathematics in School" (Lindenskov); "The Knowledge about Unity in Fractions Tasks of Prospective Elementary Teachers" (Llinares; Sanchez); "Describing Geometric Diagrams as a Stimulus for Group Discussions" (Lopez-Real); "Pupils' Perceptions of Assessment Criteria in an Innovative Mathematics Project" (Love; Shiu); "Developing a Map of Children's Conceptions of Angle" (Magina; Hoyles); "The Construction of Mathematical Knowledge by Individual Children Working in Groups" (Maher; Martino); "The Table as a Working Tool for Pupils and as a Means for Monitoring Their Thought Processes in Problems Involving the Transfer of Algorithms to the Computer" (Malara; Garuti); "Interrelations Between Different Levels of Didactic Analysis about Elementary Algebra" (Margolinas); and"Age Variant and Invariant Elements in the Solution of Unfolding Problems" (Mariotti). (MKR)

Great leaders make great schools. The most successful school leaders create a school climate of high achievement and continuous improvement, give teachers a voice in decision-making, use data to drive curriculum and instruction, and assure students and parents that everyone at the school is focusing on student success. They know what is going on in classrooms and support teachers' efforts to learn new instructional strategies. This issue of "High Schools That Work" contains the following articles: (1) District Conducts Instructional Rounds to Gain Momentum in Raising Student Achievement (Heather Williams); (2) Some 7,500 Diplomas Later: What One Principal Has Learned About Leading an Effective School (Paul Browning); (3) Superintendent Stretches the Dollar in Tough Economic Times (Neil Leist); (4) Effective Instructional Leaders Find Time for What Matters Most (Beth Green and Sandra Ellington); (5) National Campaign Increases Support for CTE (Erin Uy); (6) Increasing Achievement by Building Relationships in a Mentoring Program (Peter Joenks and Jean Davis); (7) Teacher-Leaders Are Vital for Continuous School Improvement (Jeremy Kuhlman); (8) What Great Teachers Do Differently (Todd Whitaker); (9) Improving Education Through the Arts (Pamela Walker Millice and Darby Jones); (10) Data Analysis Reveals That Many More Students Are Ready for Algebra in the Eighth Grade (Elaine Hanzer and Patches Jacobs); (11) Get Ready, Get Set, Go: One School District's Plan for Raising Achievement (Tom Townsend and Grace Thomas); (12) Using Instructional Rounds to Improve Teaching and Learning (Christine Howard and Dan Camburn); and (13) Automating Walkthroughs to Improve Data Collection and Monitor Progress (Michael Curley).

Research has shown that certain ways of teaching can make a difference in whether students learn standards-based content. Many strategies have proven to be effective in teaching literacy, mathematics, science and social studies. These strategies have facilitated blending academic and career/technical subjects to make learning more meaningful for students who learn best by doing. Instructional techniques generally focus on engaging students in learning by reading and writing in English/language arts courses, strengthening understanding and reasoning skills in math, delving into textbooks and materials, doing lab projects in science, and using literacy and hands-on projects and problems in social studies. Authentic, integrated projects planned by academic and career/technical teachers working together and aligned to college- and career-readiness standards will motivate students to work harder and achieve at a higher level. Many schools are organizing teachers within and across disciplines and grade levels into professional learning communities (PLCs) to provide regularly scheduled opportunities to look at assignments and assessments to determine how to ensure these instructional activities meet standards. This issue of "High Schools That Work" contains the following articles: (1) Implement Reading, Writing and Literacy Strategies Into All Classes: Rethinking Reading in High School--Keep Students' Interests in Mind (Monty Wilson); (2) Bringing Literature Into the Mathematics Classroom: Making Connections That Enhance Student Performance (Deborah Seldomridge); (3) Rigor, Relevance, Relationships and Reading in All Content Areas Across the Curriculum (Amanda Gibbs, Joanna May and Sherry McEwen); (4) Strategies and Tips for Supporting English-Language Learners (Melissa Mink); (5) Use Proven Strategies to Increase Students' Mathematics Knowledge and Skills: Creating Mathematics Momentum Through Career/Technical Instruction (Ted Archer and Kathleen McNally); (6) Algebra I... Every Day... for 90 Minutes... All Year? (Jane Ebert); (7) Explore How Authentic Questions, Writing Prompts and Lab Experiments Can Help Students Learn More Science Content: Rigor, Relevance and Raising Student Achievement--The Three R's of Science Education (Donna Brown, Cynthia McCoy and Sara Myers); (8) Plan Authentic Integrated Projects for Academic and Career/Technical Courses to Align With Standards and Motivate Students to Achieve: Mathematics by Design--It All Adds Up (Connie DeMillo and Erick Lehet); (9) Construction Geometry: Real Relevance in the Classroom (Victor Doty and Beth Roberts); (10) Building a Culture of Creativity to Prepare Students for the Future (Eric Longwell); (11) Organize Teachers Into Professional Learning Communities in and Across Disciplines and Grade Levels to Ensure Assignments and Assessments Meet Standards: Promoting the Success of Professional Learning Communities (Ivy Alford, Debi Cline and Robert Frausto); and (12) Enhancing Learning Opportunities Through Professional Learning Communities (Carolyn Guthrie and Amanda Heinemann).

"Harvard Education Letter" is published bimonthly by the Harvard Graduate School of Education. This issue of "Harvard Education Letter" contains the following articles: (1) Money and Motivation: New Initiatives Rekindle Debate over the Link between Rewards and Student Achievement (David McKay Wilson); (2) An Inexact Science: What Are the Technical Challenges Involved in Using Value-Added Measures? (Robert Rothman); and (3) Unlearned Lessons: Six Stumbling Blocks to Our Schools' Success (W. James Popham). Online version may contain additional articles.

This newsletter focuses on strategies middle grades schools are using to prepare more students for success in high school. This is part of a series of newsletters describing best practices for implementing the HSTW, MMGW and TCTW (High Schools That Work, Making Middle Grades Work, Technology Centers That Work) school improvement models. The series is based on presentations at the 2008 HSTW Staff Development Conference in Nashville, Tennessee.

"Education Matters" is the monthly newsletter of the Association of American Educators (AAE), an organization dedicated to advancing the American teaching profession through personal growth, professional development, teacher advocacy and protection. This issue of the newsletter includes: (1) Peeking Behind the Blue Ribbon (Vicki E. Murray); (2) Veterans Inspire Patriotism in Schools: The Joe Foss Institute Promotes Patriotism and Awards for Student Essays; (3) Teacher Buried at 70, Died at 25! Rediscovering Your Passion for Teaching (Calvin Mackie); and (4) Calculating the Road Ahead: Algebra Teachers Want Better Prepared Students. Additional section includes Signs of the Times.

"Straight A's: Public Education Policy and Progress" is a biweekly newsletter that focuses on education news and events both in Washington, DC and around the country. The following articles are included in this issue: (1) "Setting the Stage for New High Schools": Alliance, National League of Cities Cohost Capitol Hill Briefing on Alternative High Schools; (2) "Kids' Share 2008": Report Finds Federal Spending on Children's Programs Getting the Squeeze; (3) Schwarzenegger is X Factor in Math Debate: California Governor's Influence Leads State Board to Mandate Testing Every Eighth Grader in Algebra. (Contains 2 footnotes.)

"Education Matters" is the monthly newsletter of the Association of American Educators (AAE), an organization dedicated to advancing the American teaching profession through personal growth, professional development, teacher advocacy and protection. This issue of the newsletter includes: (1) Leading Students to New Heights: Dr. Bill Proser Gets More from Students than Even They Thought Possible (Cindy Omlin); (2) Outtakes: No Hollywood Ending for Some Teachers (Richard Berman); (3) Ending the Reading War: Would State-by-State Battles Be Better? (Mike Petrilli); and (4) AAE Affiliate Receives High Honor from Governor; and (4) Inspirational Summer Reading: One School that Rose to the Challenge (Book Review). Additional sections include: Signs of the Times; and News from Washington, D.C. (Contains 2 figures.)

This issue of Mathematics Education Dialogues focuses on the nature and the role of algebra in the K-14 curriculum. Articles on this theme include: (1) "Algebra For All? Why?" (Nel Noddings); (2) "Algebra For All: It's a Matter of Equity, Expectations, and Effectiveness" (Dorothy S. Strong and Nell B. Cobb); (3) "Don't Delay: Build and Talk about Rich Experiences from the Beginning" (Sydney Schwartz and David Whitin); (4) "Exploring Our World through Algebraic Thinking" (Barbara Moses); (5) "Algebra in the Middle School? Yes, and Here's How To Start!" (Angela F. Allen); (6) "Demanding More from Middle-Level Mathematics?" (Tami Matsumoto); (7) "Making High School Algebra Accessible to All" (Kelly Hodges); (8) "No! Not Algebra" (Shirley T. Bagwell); (9) "Rising to the CAS Challenge" (Mark Howell); (10) "Algebra in an Integrated Approach to Mathematics" (Andy Begg); and (11) "The Algebra That Students Need To Know to Avoid Remedial Mathematics Courses in College" (Sid Rachlin). (ASK)

This issue contains abstracts and critical comments on 11 articles, plus an editorial comment entitled "A Teacher Shortage?". Studies included concern solution processes on addition and subtraction examples; numerical rule induction; individual differences in performance on manipulative, pictorial, and symbolic tasks; the effect of a calculator curriculum; proportionality rules in judgments of area; van Hiele levels of geometric thought; interaction patterns and attitudes; word problems with ratios; incremental development in algebra; instruction with two types of calculators; and errors in translation from sentence to equation. Research studies reported in "Resources in Education" from July to September 1983 are listed. (MNS)