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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 across the United States. The focus of this issue is "Language Rights." Contents include: (1) Navigating Policy Landscapes for Linguistic and Cultural Equity (Morgan Craven & Lizdelia Piñón); (2) Language Rights are Civil Rights -- 50th Anniversary of the "Lau v. Nichols" Ruling (Paige Duggins-Clay); (3) AI as a Tool for Inclusive Bilingual Education (Lizdelia Piñón); and (4) Transnational Students Deserve a High-Quality Education on Both Sides of the Border (Rebekah Skelton).

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 across the United States. The focus of this issue is "Data for Actionable Knowledge." Contents include: (1) Office for Civil Rights Data Reveals Patterns of Inequity (Bricio Vasquez); (2) Using Data to Uncover Facts for Strengthening Education (Bricio Vasquez and Hector Bojorquez); (3) Family Leadership in Education Projects... and the Data that Drives Them (Aurelio M. Montemayor); and (4) Corazón for María "Cuca" Robledo Montecel.

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 "Religion Equity." Articles include: (1) Religion Equity in Schools -- Protecting Students and Their Civil Rights (Paula N. Johnson); and (2) Religion Equity and School Dress Codes (Sulema Carreón-Sánchez and Phoebe Schlanger). In a section titled "Six Teens Win 2018 National Essay Contest Awards," Intercultural Development Research Association (IDRA) Coca-Cola Valued Youth Program tutors share stories of the program's impact on their lives.

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 "Institutional Grit." Articles include: (1) The Link between Institutional Grit and Non-cognitive Skills (Hector Bojorquez); (2) Institutionalized Discrimination… Does it Exist in Your School? (David Hinojosa); (3) In-grade Retention National Trends and Civil Rights Concerns (Paula N. Johnson); and (4) Texas Graduation Requirements and Opportunities: New IDRA's New Parent Involvement Tool for School Districts (Aurelio M. Montemayor).

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Accountability and Civic Engagement and includes: (1) Will States Use ESSA [Elementary and Secondary Education Act] to Undermine Communities of Color as Some Have for Voting Rights? (David G. Hinojosa and Jerry Wilson); (2) Project Based Learning--Changing Learning Paradigms One Lesson at a Time (Nilka Avilés and Nadiah Al-Gasem); and (3) Co-Leading and Co-Transforming Schools--School Administrators and Family Leaders in Education (Aurelio M. Montemayor).

In this first issue of "Research Library Issues" ("RLI") in 2019, the authors explore privacy from a legal, digital, and applied perspective, with a focus on the implications and opportunities for research libraries. The current privacy landscape highlights the need for a nuanced understanding of the complicated nature of privacy today. Research libraries need to collaborate with other privacy-related constituents within institutions and in the public policy and legislative arenas, and act as trusted institutions within a democratic society. The articles contained in this issue are: Reader Privacy: The New Shape of the Threat (Clifford Lynch); Legal Landscape of Consumer/User Data Privacy and Current Policy Discussions (Krista L. Cox); and Privacy in Public Libraries (Bill Marden and Greg Cram).

The "Research & Action Report," published twice a year, is a window on the activities and initiatives at the Wellesley Centers for Women. The report typically features news about the Centers, interviews with researchers, commentary on recent events or social trends affecting women and girls, announcements of new publications, and much more. Articles featured in this issue include: (1) New Funding & Projects; (2) Not a Safe Bet (Amy Hoffman); (3) Building on the UN Human Rights Framework. Q+A with Rangita de Silva-de Alwis (Susan Lowry Rardin); (4) New Publications; (5) Short Takes; (6) Focus on Research at the Jean Baker Miller Intensive Institute; and (7) 2010/2011 Honor Roll of Donors. [Susan Lowry Rardin contributed to this issue. For "Research & Action Report. Volume 32, Number 1, Fall/Winter 2010," see ED539182.]

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Fair Funding and includes: (1) Fair Funding of Texas Schools is Even More Critical in Tough Economic Times (Albert Cortez); (2) Implications of Inequitable Funding on the Quality of Education at the Campus Level (Nilka Aviles); (3) ELL Ruling Reversed, but Texas Need Not Wait to Take Action (Laurie Posner); and (4) Coca-Cola Valued Youth Program Winning Essay. (Individual articles contain resources.)

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Student Engagement and includes: (1) Supporting the Dream of Going to College Through Powerful Student Engagement (Hector Bojorquez); (2) Achieving a World-Class Education Requires Commitment to Protecting Education as a Civil Right (Abelardo Villarreal); (3) Mining Multiple Intelligences as a Way to Validate Student Strengths and Assets (Juanita C. Garcia); and (4) National Essay Award Winners. (Individual articles contain resources.)

Each edition of the IDRA Newsletter strives to provide many different perspectives on the issues in education topics discussed and to define its significance in the state and national dialogue. This issue focuses on Teaching Quality and includes: (1) Ensuring Teaching Quality in a Civil Rights Context (Bradley Scott); (2) An Unspoken Culture Clash--The Deeper Culprit of Teacher Beliefs (Veronica Betancourt and Kristin Grayson); (3) Texas Accountability--A Fast Track for Some; A Dead End for Others (Josie Danini Cortez); and (4) How One Group of Families Explored Clues about their Children's Math Education (Aurelio M. Montemayor). (Individual articles contain resources.)

The "Research & Action Report," published twice a year, is a window on the activities and initiatives at the Wellesley Centers for Women. The report typically features news about the Centers, interviews with researchers, commentary on recent events or social trends affecting women and girls, announcements of new publications, and much more. Articles featured in this issue include: (1) The Changing World of Work and Family Balance (with Nancy Marshall); (2) Sexual Harassment Left Behind: What the "bullying" framework is doing to civil rights laws and framework (Nan Stein); (3) Short Takes; (4) Spotlight on Funding; (5) New Publications; and (6) Global Connections. Individual articles contain references. [Susan Lowry Rardin contributed to this issue. For "Research & Action Report. Volume 31, Number 2, Spring/Summer 2010," see ED511413.]

The "Research & Action Report," published twice a year, is a window on the activities and initiatives at the Wellesley Centers for Women. The report typically features news about the Centers, interviews with researchers, commentary on recent events or social trends affecting women and girls, announcements of new publications, and much more. Articles featured in this issue include: (1) Spotlight on Funding; (2) Q&A: Healthy Living in Out-of-School Time with Georgia Hall; (3) Connecting through Technology with the Jean Baker Miller Training Institute: Reflections and Perspectives from Amy Banks; (4) Open Circle: Updates from WCW's Social Emotional Learning Program; (5) New Publications; (6) Short Takes; (7) Commentary: How Women Can succeed--An Alternative View (Jean Hardisty); and (8) Global Connections. [Susan Lowry Rardin contributed to this issue. For Volume 31, Number 1 of "Research & Action Report", see ED511412.]

The "CURA Reporter" is published quarterly to provide information about the Center for Urban and Regional Affairs (CURA), an all-University applied research and technical assistance center at the University of Minnesota that connects faculty and students with community organizations and public institutions working on significant public policy issues in Minnesota. Items in this issue include: (1) Improving the Education of Minnesota's Students from Pre-K through College: Measuring Student Progress and Using Data to Drive Decision Making (Michael C. Rodriguez, Kathleen Matuska, Julio Cabrera, and Stacy Karl); (2) Learning to Bridge Different Ways of Knowing: The Dream of Wild Health American Indian Seed-Garden Project as Mentor (Craig A. Hassel); (3) Attorneys' Perspectives on the Violation of the Civil Rights of Immigrants Detained in Minnesota (Jacob Chin, Katherine Fennelly, Kathleen Moccio, Charles Miles, and Jose D. Pacas); (4) Advancing Neighborhood Goals: The Role of Geographic-Based Community Development Corporations (Noel Nix); (5) The 2010 U.S. Census: Ensuring Everyone Counts in Minneapolis (Margaret Kaplan); (6) Designing a Social-Welfare Safety Net that Supports Low-Income Workers (Jodi R. Sandfort); (7) Will Craig Earns Spot in GIS Hall of Fame; (8) Project Funding Available from CURA; (9) Estrogen Mimics in Industrial Wastewater: Sources and Treatment (Mark S. Lundgren and Paige J. Novak); (10) Achieving Success in Business: A Comparison of Somali and American-Born Entrepreneurs in Minneapolis (Shannon Golden, Elizabeth Heger Boyle, and Yasin Jama); and (11) Kris Nelson Earns Outstanding Community Service Award. Individual articles contain tables, figures and footnotes.

The "Research & Action Report," published twice a year, is a window on the activities and initiatives at the Wellesley Centers for Women. The report typically features news about the Centers, interviews with researchers, commentary on recent events or social trends affecting women and girls, announcements of new publications, and much more. Articles featured in this issue include: (1) Gen Y Goes to School; (2) Q&A with Erika Kates: A New Staff Partnership Studies Justice for Victims, Justice for Offenders, and Economic Justice; (3) It's Time to Hear from the Youth!; (4) Commentary: Gender Equality Gets a Boost from an Unexpected Corner; (5) Short Takes; (6) Global Connections & Executive Report on Asian Regional Conference--Women and Children: The Human Rights Relationship; (7) New and Notable Publications; and (8) Spotlight on New Research. [Susan Lowry Rardin contributed to this issue. For Volume 29, Number 1 of "Research & Action Report, see ED500770.]

The "Research & Action Report," published twice a year, describes the latest activities and initiatives at the Wellesley Centers for Women (WCW). Typically featured are: news about the Centers, interviews with researchers, commentary on recent events or social trends affecting women and girls, announcements of new publications, and much more. Articles featured in this issue include: (1) Examining Mixed-Ancestry Identity in Adolescents; (2) Commentary: Dual-Trauma Couples: Why Do We Need to Study Them? (Pamela Alexander); (3) Q&A: Exploring Transnational Issues of Human Rights and Gender (Sally Engle Merry); (4) NICHD Postdoctoral Research Trainee Program; (5) Update on Recent Postdoctoral Research Scholars: Alice Frye, Ph.D, Jennifer Grossman, Ph.D., and Linda Charmaraman, Ph.D.; (6) SEED Project Moves Educational Equity and Diversity Forward; (7) Update on Work to Empower Children for Life; (8) Short Takes; (9) New and Notable Publications; (10) Spotlight on New Research; and (11) Global Connections. (Contains 5 footnotes.) [Susan Lowry Rardin contributed to this issue. For Volume 29, Number 2 of "Research & Action Report," see ED501784.]

The Child Welfare League of America (CWLA) is the nation's oldest and largest membership-based child welfare organization committed to engaging people everywhere in promoting the well-being of children, youth, and their families and protecting every child from harm. By publishing a diverse range of views on a wide array of topics, "Children's Voice" seeks to encourage public discussion and debate among those who are committed to helping children and families. Feature articles in this issue of "Children's Voice" include: (1) From Foster Care to Fostering Care (Darrell Armstrong); (2) A Restorative Approach to Residential Care (Patricia Wilcox); (3) Taking a Page from the Book (Jennifer Michael); and (4) Management Matters: From Strategic Planning to Strategic Positioning (Shelli Bischoff-Turner). Other items include: (5) Leadership Lens; (6) Spotlight On; (7) National Newswire; (8) Exceptional Children: Navigating Special Education and Learning Disabilities. Summertime, and the Reading is Easy (Ellen Notholm); (9) Down to Earth Dad. A Space of Their Own (Patrick Mitchell); (10) CWLA Short Takes; (11) End Notes; and (12) One On One: A Conversation with Charlene Ingram, CWLA Senior Program Director. [For "Children's Voice" Volume 17, Number 2, March/April 2008, see ED501164.]

The "Research & Action Report," published twice a year, is a window on the activities and initiatives at the Wellesley Centers for Women. The report typically features news about the Centers, interviews with researchers, commentary on recent events or social trends affecting women and girls, announcements of new publications, and much more. Articles featured in this issue include: (1) Adolescent Literacy and Achievement: Widening the Path to Success (Commentary by Michelle Porche and Stephanie Harris); (2) Squeeze Play: Why Title IX Is Not Enough (Q&A with Laura Pappano); and (3) Women and Children: The Human Rights Relationship (Asia Regional Conference). [This publication was produced by the Wellesley Centers for Women, Wellesley College.]

More than five decades after Brown v. Board of Education and four decades after the Civil Rights era, racial prejudice remains a national problem cutting across social class and culture. Although schools may seem ideal places to teach children about tolerance and harmony, there is little consensus on how to best reduce negative sentiments and behaviors toward peers of different racial or ethnic backgrounds. To understand the modest gains made by various prejudice reduction programs (each relying on different theoretical assumptions), we first review what psychologists have learned about the environmental conditions affecting prejudice, the social-cognitive constraints supporting prejudice, and the multiple manifestations of prejudice among children since this issue gained national attention via the Brown v. Board of Education decision in 1954. We then apply these lessons learned to analyze the effectiveness and promise of three approaches: multicultural curricula, cooperative learning techniques, and anti-bias/social-cognitive skills training. In conclusion, recommendations are made about age- and context-appropriate methods to reduce prejudice in schools and future topics to address in basic research. (Contains 3 tables.) [Commentaries from Bernadette M. Hickman-Maynard, Robert L. Selman and Clark McKown are included. Commentaries are individually referenced.]

On May 6-7, 2006 FPRI's Marvin Wachman Fund for International Education hosted 44 teachers from 16 states across the country for a weekend of discussion on teaching about Islam. Speakers were drawn from the disciplines of religious studies, anthropology, political science, history, law, and journalism. The institute, held in Bryn Mawr, Pa., was made possible by a grant from the Annenberg Foundation. Walter McDougall opened the conference with remarks on the U.S. democratization effort in Iraq, noting similarities to Reconstruction in the Confederate South. Sessions included; (1) Islam vs. Islamism (S. Abdallah Schleifer); (2) Islam and Politics in Historical Perspective (David Cook); (3) Asian and Arab Islam (Robert Hefner); (4) Islam in Europe: Integration and Counterterrorism (Jytte Klausen); (5) Iraq's Democratic Prospects (Kanan Makiya); (6) Islam, Law, and Human Rights (David Forte); (7) Islam, Democracy, and the West (Fawaz Gerges.) Barry Rubin spoke of the tension between political debate and violence in the Middle East.

In November of 2005, researchers, practitioners, and policymakers gathered at a national invitational conference in Washington, D.C. sponsored by the Laboratory for Student Success. The event took place just blocks away from the Capitol Rotunda where, days before, Rosa Parks' body laid in state as the nation mourned her passing. The conference began with this in mind as the life and efforts of Rosa Parks were significant not only because of her leadership in the civil rights movement but also because of her other passion, "young people and education." The purpose of the conference and subsequent book called "Narrowing the Achievement Gap: Strategies for Educating Latino, Black, and Asian Students" was founded on the importance of education for these groups; and secondly, that research should be useful to guide practice and policy recommendations. The conference included participants from interdisciplinary fields who shared the same passions in supporting and developing strategies for improving learning. The chapters in the book, which originated from the conference, discuss both the strengths and challenges of minority children and provide strategies. The purpose of this issue of "The Claremont Letter" is to highlight those important issues and strategies in narrowing the achievement gap by discussing the research that was presented.

"The Link" is a periodical published by the Child Welfare League. The Child Welfare League of America is the nation's oldest and largest membership-based child welfare organization. They are committed to engaging people everywhere in promoting the well-being of children, youth, and their families and protecting every child from harm. This issue of "The Link" contains the following articles: (1) The Legal Rights of Young People in State Custody: What Juvenile Justice Professionals Need to Know When Working with LGBT Youth (Rudy Estrada and Jody Marksamer); (2) Director's Message (Christy Sharp); (3) Adolescents, Maturity and the Law (Jeffrey Fagan); (4) Public Policy Update; and (5) Juvenile Justice News and Resources. [For the the Winter 2006 issue of "The Link," see ED489787. For the Summer 2006 issue, see ED492069.]

Special education in Baltimore City--the educational program for students with certain mental, emotional, or physical disabilities--has been a nagging, intractable, and very public problem for at least 25 years. Community leaders have been mindful of the inequities that undermine the education of students with disabilities and continue to address the problem. Many solutions have been tried, and some are still in the introductory stages. This article provides a picture of special education in Baltimore City's high schools and compares Baltimore's efforts and outcomes with those of other cities. It also introduces the perspectives of those involved in special education and makes recommendations. To the students and their parents, special education is a right--a claim on civic resources for an equal education under the law; to the community, it is an obligation to ensure fairness and an opportunity to level the playing field so that more and more students with disabilities can join the community of productive adults. Starting with this year's freshman, high school students must pass Maryland's new High School Assessments (HSA) in order to graduate. As a result, the majority of Baltimore's students with disabilities who would otherwise graduate may be denied diplomas. Shortcomings in achievement among special education students are a pressing concern. BCPSS is not alone in struggling to improve the performance of its special education students. However, low test scores and graduation rates are the norm in urban districts across the country, and no urban school district seems to know to improve these problems without more resources and better research. This article takes a close look at how special education in Baltimore City's high schools is performing and what barriers and needs stand in the way of improvement as a first step in moving forward. Blame, underresourced programs, defeatism, and a focus on compliance at the expense of instruction--none of these will improve special education in Baltimore's high schools. To meet increased expectations and fulfill the community's responsibility to high special education students will require more resources; better communication among the district, schools, staff, parents, and students; and a willingness to take some risks. This study is neither the final word on the state of special education in Baltimore City's high schools nor does it provide the solutions to all the needs that the district has. However, it may provide a useful starting point to aid those who care about special education in Baltimore's high schools as they move forward with plans and discussions. The Abell Report also includes "Abell Salutes", recognizing "The Baltimore Scholars Program" of Johns Hopkins University, for changing lives by changing the rules.

"The Link" is a periodical published by the Child Welfare League. The Child Welfare League of America is the nation's oldest and largest membership-based child welfare organization, committed to engaging people everywhere in promoting the well-being of children, youth, and their families, and protecting every child from harm. This issue of "The Link" contains the following: (1) "Community Interventions Reducing the Overrepresentation in Iowa's Juvenile Justice and Child Welfare Systems" (Brad Richardson); (2) Director's Message (Christy Sharp); (3) "We Are Soldiers" (Elvia Rodriguez); (4) Public Policy Update; (5) Juvenile Justice News and Resources; and (6) References for Community Organizations.

Fundamental constitutional and legal principles are central to effective instruction in the K-12 social studies curriculum. To become competent citizens, students need to develop an understanding of the principles on which their society and government are based. Few principles are as important in the social studies curriculum as due process of law. This ERIC Digest traces the history and development of due process of law, contrasts procedural and substantive due process, and highlights three World Wide Web resources helpful in teaching and learning about due process of law. (BT)

The author reacts to the impending reauthorization of the Head Start program by questioning evidence of its long-term impact and making several recommendations for reform: (1) Strengthen Head Start school readiness standards; (2) Guarantee civil rights protections for faith-based providers; (3) Encourage state innovation and improvement; and (4) Establish responsible authorization levels. (Contains 16 footnotes.)

This document includes the following issues of this journal: volume 18, number 3, Summer 2002; volume 18, number 4, Fall 2002; volume 19, number 2, Spring 2003; and volume 19, number 3, Summer 2003. The summer 2002 issue of "The Bill of Rights in Action" views problems related to victims of war. It focuses on the internment of Japanese Americans in camps during World War II, the court case that upheld it as constitutional, and subsequent attempts to compensate those held in the camps; examines the massacre of Chinese by Japanese troops just before World War II, and at the war crimes trial following the war; and examines how victims of World War II are attempting to get compensation through lawsuits. Each article includes questions for discussion and writing, a central activity, and a list of book for further reading. The Fall 2002 issue examines issues related to the environment; shows that humans have been experiencing environmental problems since the agricultural revolution; explores a current environmental issue, global warming; and discusses the Native American southwest and the environmental problems of the Anasazi people. Each article includes discussion questions and other activities for the classroom and addresses content standards. The spring 2003 issue looks at some historically important ideas and some issues surrounding intellectual property; examines Marxist ideas and theories of Communism; discusses social Darwinism and U.S. laissez-faire capitalism by exploring the ideas of social Darwinism espoused by Herbert Spence, ideas which significantly impacted the late 19th century U.S.; and discusses copying music and movies from the Internet and discusses current issues of intellectual property. Each article includes classroom activities. The summer 2003 issue examines three controversial issues that resonate today. The articles discuss competing visions put forward by three African-American leaders at the turn of the 20th century; explores the Armenian genocide that took place during World War I, which generated charges and counter charges among the Turkish and Armenian peoples.; and looks at the current controversial change in U.S. foreign policy. Each article includes classroom activities for discussion and writing and lists selections for further reading. (BT)

Political tolerance is the willingness to extend basic rights and civil liberties to persons and groups whose viewpoints differ from one's own. It is a central tenet of a liberal democracy. The individual rights and freedoms that U.S. citizens value encourage a wide array of ideas and beliefs, some of which may offend segments of the population. The expression of those beliefs is protected by another core democratic principle, that of majority rule with respect for the rights of individuals or groups in the minority. Without safeguards for the free expression of divergent opinions, we risk a tyranny of the majority. In a free and open society, public deliberation exposes "bad" ideas instead of suppressing them. The protection of individuals' rights, including those of individuals we dislike or with whom we strongly disagree, has often been a struggle in U.S. society. Consider the interment of Japanese Americans during World War II, the interrogation of suspected American Communists in the 1950s, or the FBI files on Vietnam War protesters. In each case, U.S. citizens tended to support the abnegation of rights for unpopular minorities. Opposition to intolerance and support for minority rights among the populace, however, can be developed through effective teaching of political tolerance in elementary and secondary schools. This digest discusses: (1) findings of research on political tolerance; (2) guidelines on teaching for political tolerance; and (3) positive consequences of effective teaching for political tolerance. (Contains 10 references.) (BB)

This digest discusses how secondary students with learning disabilities or attention deficit hyperactivity disorder can investigate postsecondary programs and find the right college to meet their needs. It begins by exploring when students should begin their college planning and the role of transition plans in determining student goals and vision for life as an adult. Students should understand their own learning needs to identify the accommodations they will require in postsecondary programs. The legal rights of students with disabilities after high school are outlined, as well as areas students should evaluate in determining the desirability of a college. The final section presents strategies for becoming informed about college programs, including: (1) participate in orientation programs to become familiar with campus life and ask questions about classes, faculty, resources, and services; (2) don't procrastinate about gathering information about courses and professors; (3) talk to other students about classes and professors; (4) audit classes to determine whether the class is right; (5) check the Internet for information about colleges and universities; and (6) meet the professor to ask questions about the course. (CR)

Different groups at different times have turned to founding documents of the United States to meet their needs and to declare their entitlement to the promises of the Revolution of 1776. At Seneca Falls, New York in the summer of 1848, a group of U.S. men and women met to discuss the legal limitations imposed on women during this period. Their consciousness of those limitations had been raised by their participation in the anti-slavery movement. Eventually they used the language and structure of the Declaration of Independence to stake their claim to the rights they felt women were entitled to as U.S. citizens. This digest places the events of the Seneca Falls Convention within the larger context of U.S. reform movements of the 1840s, discusses the influence of the Declaration of Independence on the Convention, and provides teachers and students with a sampling of social studies curriculum resources such as primary source documents, books, articles, and lesson plans available through local libraries or the World Wide Web. (Author/BB)

A joint publication of the New York and New Jersey State Councils for the Social Studies, "Social Science Docket" presents K-12 teachers with resources covering the social science disciplines, including history, economics, political science, sociology, geography, anthropology, and psychology. Each issue includes theme-related and non-themed articles; lesson plans; learning activities; book, movie, and museum reviews; and organization, Web site, and print listings. Regular features include teaching with historic places, document-based instruction, local history, using oral history, and addressing controversial issues. Contents of Volume 1 Number 1 include: "Shared History--The Separation of New Jersey and New York"; "Social Studies Standards"; "The Meaning of Freedom in the Modern World" (A. Singer); "Special Section: Great Irish Famine Curriculum" ("Addressing Controversial Historical Issues through the Study of the Great Irish Famine" (M. Murphy, M. McC. Miletta, A. Singer); "Visiting Ireland Today" (J. Y. Singer, A. Singer); "Great Irish Famine Museum" (R. Gaglione, L. Costello); "Traditional Irish Crafts"; "Malthus, Classical Political Economy, and the Causes of the Great Famine" (L. Frohman); "Check It Out--Building with Books" (C. A. Dircks); "Irish Immigrants in Paterson, New Jersey during the Jacksonian Era" (H. Harris); "Local History: The Civil Rights Movement on Long Island" (S. Cornelius); "The Battle Over School Integration on Long Island, N.Y." (J. K. Loftus); "What Happens to a Dream Deferred" (D. G. Mitchell); "Teaching with Oral History: Dr. Eugene Reed and the Battle for Civil Rights on Long Island" (C. Grant, J. Syffrard); "The Character of the Electoral College: A View from New York State" (G. Bugh); "Selecting the President" (H. Dircks); "Current Events from the Past" (L. Lupinski-Huvane); "The Warts Are Missing at Most Historic Sites" (A. S. Libresco); "A Science Teacher Looks at Social Studies" (S. M. Hines); "Human Rights Education: Human Rights on the World Wide Web" (D. Banks); and "Teaching Children about Human Rights Using the Work of Eve Bunting" (J. Singer). Contents of Volume 1 Number 2, a Slavery and the Northern States-themed issue, are: "Editorial and Classroom Activity: Teaching about Slavery in the Americas" (A. Singer); "Teachers Respond to Teaching about Slavery in the Americas"; "Teaching about Slavery: A Pedagogical Paradox" (J. J. McNamara); "Slavery and the Northern States: Complicity and Resistance" (A. Singer); "The Freedom Quest in New York State"; "Abolitionists among New York's 'Founding Fathers'" (K. Brady); "Classroom Activity: New Yorkers Battle Against Slavery"; "The History of Slavery in New Jersey" (G. R. Wright); "Fighting for Freedom" (N. Shakir); "Teaching Ideas" (N. Shakir); "John Woolman: New Jersey's Eighteenth Century Quaker Abolitionist" (C. F. Howlett); "Underground Railroad Sites in New York and New Jersey" (L. Peterson; J. Pesato); "The Underground Railroad and Abolitionism in Central New York" (J. Wellman); "Classroom Activity: "Runaway Slave Advertisements from around the Region"; "Classroom Activity: Documenting Complicity with Slavery"; "Classroom Activity: Debating Resistance to Slavery"; "Using History-Mysteries with Elementary Students: Or, How You can Stop Worrying and Learn To Love the Test" (A. S. Libresco); "African American Lives in Early New Jersey: Excerpts from the Narratives of Abraham Johnstone, William Boen, and Samuel Ringgold Ward"; "African American Lives in Early New York State: Excerpts from the Narratives of Venture Smith, Sojourner Truth, William Brown, and Reverend Thomas James"; "A Scientist Looks at Social Studies: What Is Race?" (S. M. Hines); "Slavery on the World Wide Web" (R. Edwards, V. K. Campbell, C. Cronin); "Viewing History? Film and Historical Memory" (C. Vitiere); "Perspective and Engagement: Slavery and Reconstruction in Literature for Middle and High School Students" (S. Smith); "Teaching Young Children about Slavery" (J. Y. Singer); "Book Reviews: Freedom Crossing and Where I'm Bound" (R. Gaglione, D. Golden); and "Collaboration between Teachers and School Media Specialists" (H. Willett). (BT)

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 consists of articles 23-45 published in the electronic journal "Education Policy Analysis Archives" for the year 2001: (23) "La Participacion de las Minorias Nacionales dentro de Sistemas Educativas Pre-Modernos: El Caso de los Garifunas de Guatemala" (Carlos R. Ruano); (24) "'Alexander v. Sandoval': A Setback for Civil Rights" (Kevin G. Welner); (25) "Occupational Trends and Program Priorities" (Kitty K. Collier); (26) "Negotiated Learning: Union Contracts and Teacher Professional Development" (Paul V. Bredeson); (27) "The Establishment of Modern Universities in Korea and Their Implications for Korean Education Policies" (Jeong-Kyu Lee); (28) "'I Love Teaching but...' International Patterns of Teacher Discontent" (Catherine Scott, Barbara Stone, and Steve Dinham); (29) "La formacion de posgrado en las ciencias sociales argentinas: opportunidades y restricciones para la innovacion" (Ana M. Garcia de Fanelli); (30) "Committing to Class-Size Reduction and Finding the Resources To Implement It: A Case Study of Resource Reallocation" (Allan Odden and Sarah Archibald); (31) "Globalization, Consumers, Citizens, and the 'Private School Advantage' in Argentina (1985-1999) (Gustavo E. Fischman); (32) "Autonomy and Accountability in the Context of Standards-Based Reform" (Susan Watson and Jonathan Supovitz); (33) "Similarity of Mathematics and Science Achievement of Various Nations" (Algirdas Zabulionis); (34) "Predicting Variations in Mathematics Performance in Four Countries Using TIMSS" (Daniel Koretz, Daniel McCaffrey, and Thomas Sullivan); (35) "La Formacion Profesional en Espana y Alemania: El patron de cooperacion como garantia en la politica de administracion y gestion educativa" (Maria Jesus Martinez Usarralde); (36) "A Profile of Chief Academic Officers at Four Year Colleges and Universities" (Brent D. Cejda and Kirsten L. Rewey); (37) "Educational Performance and Charter School Authorizers: The Accountability Bind" (Katrina Bulkley); (38) "Teachers Who Grow as Collaborative Leaders: The Rocky Road of Support" (Richard D. Sawyer); (39) "When an 'A' Is Not Enough: Analyzing the New York State Global History and Geography Exam" (S. G. Grant); (40) "High School Size, Achievement Equity, and Cost: Robust Interaction Effects and Tentative Results" (Robert Bickel, Craig Howley, Tony Williams, and Catherine Glascock); (41) "Is Washington State an Unlikely Leader? Progress on Addressing Contingent Work Issues in Academia" (Daniel Jacoby); (42) "Significance of Test-based Ratings for Metropolitan Boston Schools" (Craig Bolon); (43) "Public versus Private Education in Hawaii and Its Role in the State's Economy" (Antonina Espiritu); (44) "Local Flexibility within an Accountability System" (Benjamin Scafidi, Catherine Freeman, and Stan DeJarnett); and (45) "The Elementary Principal/Superintendent Relationship as Perceived by Teachers and Its Effects on the School: A Case Study Comparison" (Catherine H. Glascock and Diane Taylor). (SLD)

This publication is concerned with how to keep schools safe. The spring 2000 issue "Zero Tolerance: Effective Policy or Display of Administrative Machismo?" (James W. Fiscus) discusses how difficult it is to determine just what zero tolerance means and reminds readers that schools were required to pass zero tolerance rules to remain eligible for funds under the Elementary and Secondary Education Act (ESEA). Other articles in the newsletter are "Check Your Free Resources First" (Michael S. Dorn; Karen Franklin; Sonayia Shepherd) and a guest column, "Student Voices: We Must Be Partners" (Jennifer McKay). The summer 2000 issue "Fighting Hate Speech" (James W. Fiscus) discusses hate crime statistics and current trends in hate groups. Other articles include a guest column, "Youth Summits Give Students a Voice" (Nisan Chavkin) and a student column, "Student Voices: Helpful Insults" (Zack Moore). The fall 2000 issue "New Reports Help Schools Assess Threats" (Ira Pollack) discusses two reports, one by the FBI and one a collaboration by the Secret Service and the U.S. Department of Education, which offer help for schools in assessing threats. Other articles include a guest column, "When Death Affects Your School" (Scott Poland) and "Positive Discipline Changes School Climate." Each issue also contains a list of nonprofit and governmental school safety resources, a news and announcements section, and a calendar of events. (BT)

This theme issue looks at three historical and recent instances of civil disobedience. The first article examines the Free Speech Movement, which arose on the Berkeley campus of the University of California in the 1960s. The second article recounts the struggle of Mahatma Gandhi to free India from the British Empire. The final article explores the anti-abortion rescue movement. Each article includes questions for class discussion and writing, a further reading list, and classroom activities. (BT)