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This study investigated high school policies and practices that encourage or discourage students' enrollment in advanced mathematics courses, examining the effects of schools' graduation requirements, course offerings, and tracking practices on patterns of mathematics courses taken by high school students. Data came from the High School Transcript Study and the 1994 National Assessment of Educational Progress. Data were collected on over 25,000 high school students from 340 schools nationwide. Results indicated that larger schools offered more advanced mathematics courses, while mathematics course offerings in small, rural schools (both high- and low-poverty rural schools) were substantially below those of schools in other settings. There were no systematic differences between high- and low-poverty schools in number of advanced courses offered or proportion of advanced courses. School polices and practices affected students' course taking differentially within schools. Graduation requirements affected the number of courses students took and had a stronger impact on students in vocational tracks. Course taking in mathematics did not relate to school enrollment. There was a significant association of course taking with school poverty level. All measures of course taking showed large, significant differences among tracks. (Contains 54 references.) (SM)

This paper describes one successful approach to restoring failing urban schools. The project involved six low-performing District of Columbia elementary schools. Its goal was to turn the schools around by implementing the Community for Learning comprehensive school reform model. It involved collaboration between the school district, school staff, and Temple University's Laboratory for Student Success. Staff and student turnover was significant during the project, which challenged implementation and required intensive implementation training and professional development support. Findings on program implementation and outcomes for the first 2 years indicated a positive pattern toward program outcomes, including changes in teacher and student classroom behavior, degree of program implementation, and student achievement. The two most salient ingredients to success were: focusing on each student's learning needs and tailoring the instructional program to address them and emphasizing the strengths of the school and the community instead of highlighting solely on what was wrong. The effort did not present a different curriculum, throw out everything old in favor of the new, or hire significant numbers of new staff. It used the schools' resources, preserving what worked and supplementing with improved practices. It built in elements that reinforced teachers' competence, which helped sustain change. (SM)

The National Study of Effective Title I Schoolwide Programs was initiated to address the lack of information on how schoolwide programs affect teaching and learning and student outcomes and to develop a critical empirical base for strengthening the implementation of Title I programs in service of students in high poverty schools. This paper provides an overview of findings from the preliminary analysis of the study's first year database. In the first section, the rationale and the extant research base on Title I schoolwide programs that provided the research are discussed. In the second section, the study's research design and findings from the preliminary analysis are presented. During the 1997-98 school year, researchers gathered data from 33 schools in 9 urban districts and 4 countywide districts. Of these, 17 were considered more effective schools, and 16 were identified as less effective schools. The concluding section of the paper contains an exploratory discussion of implications for policy development in light of the upcoming Title I reauthorization. The preliminary findings from this project suggest the need for closer links between the federal government and school districts in helping schoolwide programs develop coherent instructional strategies. These federal initiatives constitute what is termed "procedural accountability" in Title I schoolwide policy. Procedural accountability is a useful way to measure the extent to which knowledge is used effectively to meet the legislative expectations of the Title I program. An appendix discusses the research design and the coordination of data collection. (Contains 9 tables and 10 references.) (SLD)

This paper recommends developing an infrastructure of federal support and federal assessment of student performance to ensure that schoolwide programs in high poverty neighborhoods are able to meet specific legislative goals. It argues for closer links between the federal government and school districts in helping schoolwide programs develop coherent instructional strategies. These federal initiatives constitute procedural accountability in Title I schoolwide policy. Procedural accountability is a way to measure the extent to which knowledge is used effectively to meet the legislative expectations of the Title I program. This paper synthesizes lessons learned from existing studies of Title I, reports preliminary findings from ongoing research on schoolwide programs, discusses implications for policy development, and proposes a vision of the federal government as a supportive partner in procedural accountability for Title I schoolwide programs. Research indicates that teachers and principals have a strong sense of accountability in effective schools, more effective schools are likely to meet Improving America's Schools Act requirements, and districtwide academic standards have an impact on schoolwide programs. Policy recommendations include: strengthen the accountability function of the district; build a knowledge base; and hold schools accountable for raising expectations for all students. (Contains 28 references.) (SM)

To assist educators in fostering resilience among children, this paper offers information that will help transform the picture of children at risk to a vision of educationally resilient students who can overcome obstacles. Researchers have offered many definitions of resilience, but all have stressed the capacity of the individual to overcome personal vulnerabilities and environmental adversities. Two of the most salient characteristics of resilient children are a high level of engagement and a sense of personal agency. Just as some personality traits act as protective factors, so do some features of families, communities, and schools. This booklet explores these features, beginning with parent characteristics that foster resilience. After the family, peers are the most important source of support, providing children and adolescents with a sense of being cared for and valued. Communities with well-developed social networks and consistent social and cultural norms also support resilience. Schools have a major role to play in promoting resilience, and a number of strategies to do so are discussed. Teacher attitudes and expectations are critical, and these must be combined with powerful, research-based instructional practices that facilitate student learning. Responding to student diversity promotes resilience, as does teaching students strategies for learning. The roles of curriculum, programs and reforms that build resilience, and initiatives with a direct influence on student learning are discussed. Children's educational resilience cannot be created merely by a set of activities or strategies, but it can be enhanced by teachers' adopting a new vision of their students as individuals who can make choices, acquire knowledge and skills, and achieve a fulfilling life. (Contains 1 figure, 2 tables, and 19 references.) (SLD)

This paper addresses trends and issues in the progressive inclusion of students with disabilities in regular schools and classes. It examines the current changing school scene in terms of changes directly affecting students with disabilities and those who work with them (such as deinstitutionalization of students with severe and profound disabilities), demographic changes that cause increasing numbers of students to have special needs, and changes in the economics of the school situation. The authors urge a progressive inclusion policy that requires "deliberate speed" in efforts to make regular schools strong valid resources for all children, including those with special needs. Design characteristics of an effective inclusive school are suggested based on a meta-review of the research literature, which quantified the relative influences on learning of 28 factors ranging from classroom management, through classroom climate and curriculum design, to district demographics. Additional suggestions for moving toward greater inclusion are also offered, such as merging Title I, learning disability, and related programs for students showing learning-rate problems in basic academic areas, integrating professional groups, and setting a common sunset date for legislation affecting all categorical programs in education. (Contains 20 references.) (DB)

A knowledge base on influences on student learning is emerging from a study that analyzed the contents of 179 handbook chapters and reviews, compiled 91 research syntheses, and surveyed 61 educational researchers. This analysis presents results of the research by using a 28-category conceptual framework based on models of schooling that influenced learning. To better indicate the influences that were important, the 28 categories are grouped into 6 broad types of influences: (1) student characteristics; (2) classroom instruction and climate; (3) home, peer, and community context; (4) program design; (5) school organization; and (6) state and district characteristics. All 28 categories are listed, and an average score is been derived for each to indicate its importance. In general, direct influences were found to have a greater impact on learning than indirect influences. Direct influences include such things as the amount of time a teacher spends on a topic and the quality of the interactions teachers have with students. Indirect influences included policies adopted by a school, district, or state, and organizational features such as site-based management. (SLD)

The study examines the defining features of school improvement programs. Twelve research-based programs that have been implemented for 5 or more years in at least 50 schools or for 3,000 students were analyzed. All have achieved national visibility. Eight of the programs focused on curricular reform and topics included: (1) Core Knowledge; (2) Different Ways of Knowing; (3) Foxfire; (4) Higher Order Thinking Skills; (5) the National Writing Project; (6) Paideia; (7) Reading Recovery; and (8) Success for All. The other four programs (Accelerated Schools, the Coalition of Essential Schools, Community for Learning, and School Development) were comprehensive models focusing on improving student learning in all subject areas. The programs are distinctive, but share the intention to increase learning through research-based practices. Researchers identified 54 practices among the 12 programs, and considered 26 practices strongly research-based. The programs have a variety of pre-implementation preparations and implementation requirements, and they vary in the amount of time and costs required for implementation. There is a great deal of information about many aspects of these programs, but there is a relative lack of information about their effects on achievement. (Contains 3 tables and 15 references.) (SLD)

This paper provides an overview of the research base on fostering educational resilience among children whose circumstances place them at risk of educational failure-- particularly in inner-city communities. The purpose of this paper is twofold: (1) to provide an overview of the research base on fostering educational resilience among children whose circumstances place them at risk of educational failure and (2) to describe educational practices that are resilience-promoting and their implications for student development and learning success. A previous research synthesis (M. Wang, G. Haertel, and H. Walberg, 1994) identified 7 characteristics of the learner and 22 characteristics of the home, classroom, and community contexts that influence student learning. The research base of studies on each of these context categories is discussed. Findings from a long-term program of research on resilience development at the National Center on Education in the Inner Cities, a program that encompasses a range of studies, show characteristics of resilient learners and characteristics of inner-city classrooms that promote educational resilience. Enabling conditions that result in high levels of student engagement include an orderly and safe campus, student-centered and highly responsive classroom learning environments with well-structured classroom management systems, site-specific and ongoing professional development, and parents with high educational aspirations for their children. Findings from a recent meta-analysis support inclusive practices for children with special needs. The restructuring of curriculum and service delivery, combined with the creation of inclusive, stable, supportive learning environments, and increased access to family, school, and community resources can promote the healthy development and learning success of students at risk of school failure. (Contains 1 table, 1 figure, and 35 references.) (SLD)

No tool has promoted educational reform more completely than coordinated school-linked services. This paper integrates results of a cross-program analysis examining 6 coordinated school-linked service programs for widely implemented practices and results of a quantitative synthesis of 44 studies of the effects of school-linked programs on children's cognition, affect, and behavior. The 44 studies and the 6 cases were categorized into one of 6 programmatic areas. Most of the coordinated school-linked programs from the 44 studies targeted urban, low-achieving, and economically disadvantaged children, and the 6 analyzed programs served the same populations. The 44 studies focused on different goals, and the 6 cross-programs addressed multiple needs of students and parents, with the primary goal of providing access to services rather than information about services. Results of both studies suggest that nearly all coordinated school-linked services seek to develop connecting mechanisms for effective communication, coordinated service delivery, and mobilization of energy and resources of professionals from multiple fields, as well as families and communities. Coordinated school-linked services are becoming a common feature of school reform, but further research, with better process and outcome measures, is needed to develop more effective programs. (Contains 9 tables and 34 references.) (SLD)

This paper provides a summary of the knowledge base on serving students with special needs through inclusive education approaches, and it discusses the implications for restructuring regular and special education practices for school-based implementation of inclusive education. The first section is an introduction to some of the basic assumptions underlying the concept of inclusive education. The second section is a discussion of the findings from two recently completed large-scale studies on the variables that influence learning. One was a synthesis study that began with a meta-review and synthesis of research on variables related to school learning in both regular and special education literature. Sources included 179 handbook chapters and 91 research syntheses. The extent to which findings from these sources form a consensus on the ranking of influences on school learning indicate a shared knowledge base for establishing powerful inclusive learning environments responsive to the needs of all students. The second study was a feasibility study that focused on implementing inclusive education by incorporating what works to improve student learning. Findings were examined from a large-scale study of a statewide initiative for inclusive education approaches for special needs students carried out by the Pennsylvania Department of Education. This study examined the effects of 13 widely known programs. Results from a survey of administrators and teachers participating in these programs suggest an overall positive attitude toward the implementation and outcomes of various inclusive education models. The final section is a discussion of the implications of what is known about what works toward an inclusive approach to special education delivery. (Contains 35 references.) (SLD)

This paper provides an overview of the research base on the influence of schools, families, and communities on the learning and educational resilience of children in at-risk circumstances, as well as illustrations of current policies and programmatic approaches that place health development and educational success as integral components of community revitalization. Implications for policy and practice are also discussed. Several policy and practical implications can be drawn from current attempts to institute broad-based efforts to improve the development and learning success of inner-city children and youth. First, program implementation must be a shared responsibility of all stakeholder groups at the grassroots level. Schools, however, must be the primary focus in attempting to improve urban education. Second, innovative programs evolve in stages of development, growth, and change. Programs that are useful in one city may be helpful in initiating similar programs elsewhere. Finally, it is noted that few educational reforms have generated the same level of support as the comprehensive approach to coordinated educational and related services for children as a focus for achieving significant improvements in student learning. More information is needed about program features, implementation, and evidence of effects. Educational reform and the reform of services delivery have been on somewhat separate tracks, but to ensure the long-lasting impact of collaborative programs, schools and other collaborating agencies must be committed to using powerful instructional techniques as an essential and active component. (Contains 4 tables, 1 figure, and 56 references.) (SLD)

The design and implementation of a broad-based intervention program for students at risk of school failure are described, and implications are drawn for efforts to improve the education of at risk children. The Learning City Program uses state-of-the-art research to create a facilitating environment in which the continuous development of children and youth is at the center of economic and community revitalization efforts that will be sustainable over time. The delivery system that supports the implementation of the Learning City Program includes these key components: (1) a site-specific plan that takes the school's needs into account; (2) a schoolwide organizational structure that supports a teaming process for regular and specialist teachers; (3) a data-based staff development program for ongoing training and technical assistance; (4) an instructional-learning management system that focuses on student self-responsibility; (5) an integrated assessment-instruction process; (6) a family and community involvement plan; and (7) a school-linked comprehensive health and human services delivery program. The delivery framework of the Learning City Program mandates a coherent and coordinated approach with rooted connections with the family and community in the service of students. (Contains five references.) (SLD)

This paper identifies research findings from a study on researcher and practitioner views of the relative effects of policies and practices on learning and the degree to which the implementation of what they view as important policy and practice influences on learning can be assessed and can serve as a basis for educational reform. It was designed to compile a database on research findings, expert knowledge, and educators' judgments and aimed to identify implementation standards for the delivery of standards-based reforms. A framework of 228 influences on student learning was organized into 6 theoretical constructs and used to revise a survey previously developed to determine educational researcher and administrator attitudes. Of the total of 3,141 surveys mailed, 1,818 were returned. Results show substantial agreement between researchers' and administrators' views on the relative influences of educational policies and practices. Such consensus assures that a knowledge base of successful programs can be used to help improve academic achievement. Results suggest that instruction, curriculum, and school-wide practices have considerably stronger learning influences than federal, state, and district policies. Many highly influential practices and few highly influential policies can serve as promising candidates for educational reform since both researcher and administrator groups concur about their efficacy. Especially promising are the policies agreed on as high influence and highly assessable. Item influence and assessability ratings might be useful in identifying delivery standards, local program development, the development of accountability measures, monitoring program implementation, and identifying and designing outcomes for use in summative evaluation. (Contains 2 figures, 9 tables, and 28 references.) (SLD)

In a survey of educational researchers, school and district administrators, and policymakers, 1,818 respondents rated educational practices and policies according to their influence on learning and assessability. Classroom practices, design and delivery of curriculum, and schoolwide practices were rated as more influential than federal, state, and district policies; however, the latter were rated as more assessable. In general, researchers and practitioners agreed about which practices and policies are influential but not about their assessability. Practices and policies rated both influential and assessable are the most feasible for use in educational planning and evaluation; those rated influential but less assessable call for development of new observational measures. This survey data can be used to guide local program development, assessment development, and the monitoring of program implementation and evaluation of outcomes. (Contains 8 tables, 2 figures, and 47 references.) (Author)

Psychological theory holds that resilient infants, children, and youth can do well even in adverse circumstances. Corroborative research in preventive psychopathology, longitudinal cases of resilient development, and effective education suggests an ecological framework that organizes findings and can help guide research on educational resilience within the contexts of the home, school, and community. Protective and adverse factors and indicators of each can be identified for each context. The framework integrates literature on educational and psychological conditions and programs that may be altered for increased learning and constructive development. It suggests improved practices and collaborative roles for educators, parents, and psychologists that seem likely to promote educational resilience. (Contains 1 table and 116 references.) (Author)

The impact of the changing macroecological characteristics of cities on school performance is explored, and what can be done to reduce the achievement shortcomings among urban students from ethnic and language minority backgrounds is considered. The increase in residential segregation and thereby educational segregation in urban schools is as much an economic as a social response to the decentralization of cities and the changing urban economic order. These changes, taken together, translate into a marked achievement gap between urban schools and the national norms. School success can be promoted by fostering resilience among urban youth. Two major guidelines derived from research and experience have received increasing attention for potentially reducing the risk factors associated with urban life. One is forging greater school connections with families and the community to support resilience development and student learning. The other is reducing educational segregation within the schools and implementing responsive and powerful instructional practices to ensure the learning success of every student. Specific strategies are presented to make the public schools inclusive and integrated. (Contains 48 references.) (SLD)

This paper characterizes the school effects literature that has been conducted over the past 25 years with a focus on urban elementary and secondary schools. The features of the research studies reviewed are explored, including dependent and independent variables employed, sources of data, research methods used, and the number and direction of student outcomes measured. The overall review is followed by a study of 20 specific studies. In the overall review, results from four approaches are examined; input-output studies, case studies, outlier studies, and process-product studies. Results from the four approaches are surprisingly consistent. Evidence has accumulated that school does influence student outcomes, with the following usually cited: (1) strong instructional leadership; (2) high expectations for all students; (3) clear goals for students' academic and behavioral performance; (4) a safe and orderly school climate; (5) maximization of students' time-on-task; and (6) an academic emphasis. Twenty studies that represent the range of approaches to the study of school effects were then examined in an attempt to illustrate how future studies might be designed. Recommendations made from this analysis are suggested for future research that expands beyond a narrow focus on student achievement as measured by standardized testing. The 20 studies are listed in a bibliography. (Contains 11 tables and 49 references.) (SLD)

The Learning City Program (LCP), based on research at the National Center on Education in the Inner Cities, was developed to promote the radical improvement of learning in city schools by linking schools with other learning environments, including homes, libraries, museums, the workplace, institutions of higher learning, and other public and private sector establishments. Fostering educational resilience through the LCP is supported by a delivery system that provides organizational and professional development support for achieving a high degree of implementation at school and classroom levels. LCP has been implemented at a middle school and elementary school in Philadelphia (Pennsylvania) and an elementary school in Houston (Texas). The LCP program focuses on student achievement, patterns of active learning and teaching, and positive attitudes of students and teachers. One of the implications that can be drawn from the work of the LCP so far is that program implementation must be a shared responsibility of all stakeholders at the grassroots level. It is also apparent that programs that work in one city can be models for others. For this reason, ways to share research information and experience must be developed. (Contains five references.) (SLD)

In view of current interest in and the legislative push for collaborative reforms in education, this paper reviews quantitative and qualitative evidence on the effectiveness of providing school-linked comprehensive services for elementary school students and their families. A preliminary taxonomy of features of collaborative school-linked services is presented. After a review of the literature, six urban sites were selected that represented three important dimensions of school-linked services: (1) single-site versus multisite programs; (2) publicly versus privately sponsored programs; and (3) direct service providers versus referral networks. All six programs had clearly defined goals that guided the collaboratives' actions. Each had identified its clientele carefully. In all six collaboratives, case management and the use of interdisciplinary teams to link students to services were used for service delivery. In all six sites, prevention was emphasized, and all six programs focused on multiple, rather than single, problems. Two-thirds of the programs mentioned stakeholder participation as a key to successful planning. A procedure that was essential to successful implementation was the sharing of client and family confidential material among the cooperating agencies and the school. Based on successful practices in these programs, 17 are made for program implementation or replication. (Contains 2 tables and 13 references.) (SLD)

This essay discusses the prospect of utilizing well-confirmed knowledge to enhance the chances for the schooling success of every student in today's elementary schools through secondary schools. The paper begins with a brief discussion of the state of practice. The balance of the paper illustrates an efficient way to apply research and practical wisdom toward creating and implementing programs for improving educational equality. This discussion centers on findings from a recently completed synthesis of the research base and an analysis of consensus from the field on variables that are important to learning, which led to the development of a framework for systematic description of program features and assessment of implementation requirements and outcomes of approaches and practices. This framework, the Consensus Marker-Outcome Variable System (CMOVS), incorporates variables that are considered by professionals to be "important" and "alterable" so as to improve chances for students' learning success. A major design goal of the CMOVS is the development of a common language that can be used to improve communication about program features and implementation requirements among educational professionals. A section describes using the format for making program decisions, using it to calculate indices, and other implications. Appended are a master list of variables and definitions and 58 references. (JB)

Some of the major barriers to progress in special education reform are highlighted, and critical issues for improving the prospects of achieving equity in schooling success for all of the children in U.S. schools are discussed. Vignettes illustrate what new programs and policies for helping students might actually mean for the students and their families. One of the most significant problems in special education is the way in which students are classified and placed in special education programs, with the related problems of labeling and stereotyping. Once placement has been made, students often suffer from inescapable isolation. Achieving success in special education reform requires progress on policy, administration, and programing. A first step should be eliminating the inherent disincentives in current funding. On an administrative level, it is crucial to empower building-level administrators and staff to assemble resources they need. From a programmatic point of view, special education must be understood in terms of the whole education enterprise. The vignettes suggested for the year 2000 represent better acknowledgment of and response to student diversity and better coordination among providers of education and services. (SLD)

In this study, a programmatic decision-making framework called the consensus marker-outcome variable system (CMOVS) was developed as a result of a comprehensive "meta-review" and synthesis of research on variables considered by experts to be important to learning for all students, including those with special needs or those at risk of failing. The CMOVS systematically analyzes program design and implementation features, assesses them in relation to site-specific needs, and provides a basis for calculating informational indexes. The information derived from the CMOVS can then be used to assist stakeholders in programmatic decision making. The first section of the paper provides an overview of the CMOVS framework, which groups 228 identified variables into 6 categories: (1) state and district variables; (2) out of school contextual variables; (3) school-level variables; (4) student variables; (5) program design variables; and (6) implementation, classroom instruction, and climate variables. The second section focuses on the research base for the design of the decision-making framework including the literature review and a Delphi survey of experts and practitioners. The final section provides detailed sample illustrations of the use of the CMOVS as a conceptual guide for making programming decisions. This section also shows how the CMOVS can be used to develop a Program Effectiveness Index and a Desirability of Implementation Index. Appended are the master list of variables; definitions; consensus from the field; and a CMOVS computer analysis of user ratings of selected, innovative educational practices. (Contains 13 references.) (Autor/DB)

This final report describes activities and accomplishments of a 2-year (1987 through 1989) project on the design and evaluation of specific marker and student outcome variables in school learning environments for effective mainstreaming of students with mild disabilities. The report is organized into eight sections; these include a project overview that details the goals and accomplishments of each of the project's three phases and descriptions of the seven deliverables. The three phases of the project were: (1) identification of major factors and variables important to student outcomes; (2) development and validation of the Consensus Marker-Outcome Variable System (CMOVS); and (3) dissemination of findings and use of the CMOVS. The seven deliverables included in the report are: (1) a master list of variables included in the CMOVS and their definitions; (2) a meta-review of the research literature on variables important to learning; (3) variables important to learning as rated by professionals in the field; (4) research design, measurement methodologies, and procedures utilized; (5) a second study of variables important to learning; (6) a decision-making framework for descriptions of innovative education programs; and (7) a checklist for description of features of programs that aim to accommodate mainstreamed special education students effectively in regular education settings. (Individual components contain extensive references.) (DB)

This paper reports a comprehensive "meta-review" and synthesis of research on variables related to learning, including both cognitive and affective schooling outcomes. A conceptual framework was developed, encompassing 228 items related to school learning, organized "a priori" into 30 scales within 6 categories ordered roughly from more distal to more proximal factors: (1) state and district variables; (2) out of school contextual variables; (3) school-level variables; (4) student variables; (5) program design variables; and (6) implementation, classroom instruction, and climate variables. Search and selection procedures yielded 179 selected handbook and annual review chapters, commissioned papers, and other authoritative reviews. Content analysis yielded over 3,700 ratings of the strength of influence of the variables on learning. They confirm the primacy of student, classroom, home, and community influences on learning relative to more distal policy variables such as state and district characteristics. They also highlight the importance of metacognition, classroom management, quantity of instruction, classroom interactions, classroom climate, and the peer group. (Contains 204 references.) (Author/DB)

The National Follow Through Program is a federally funded initiative to improve the quality of educational services for students from economically disadvantaged backgrounds. This report discusses the implementation and outcomes of the program. In the first part of the paper, a history of the program is provided and the diversity of educational approaches in Follow Through's model programs, the gains in basic skills demonstrated by Follow Through students, and the dissemination of Follow Through's model programs are discussed. The second part considers three components of the Follow Through program. These are: (1) a holistic approach to instruction; (2) the development and use of research-based instructional programs and practices; and (3) effective educational delivery systems that stress sponsorship of local projects, staff development, and implementation of parent involvement activities. The third part, a conclusion, finds that the Follow Through program is clearly an important source of knowledge waiting to be tapped, and that its most important message may be that there is a critical need to forge a two-directional exchange, indicating the need for a link between research and schooling practice. Follow through has also identified ways of dealing with the evaluation of school improvement efforts, and corroborated findings in the literature on effective teaching and school effectiveness. A reference list of 62 items is included. An appendix lists overall goals and major design features of some widely implemented Follow Through model programs. (BC)

The Self-Schedule System is an instructional-learning management "tool" designed to implement the curriculum components of an individualized early learning program. The overall concern of the system is to provide ecological supports which enable the teacher to adapt instruction to individual students, and encourage students to assume increasing responsibilities for their own learning. The curriculum is described in terms of the teacher prescribed "perspective learning" component and the student-selected "exploratory learning" component. Curriculum objectives concerned with the development of general cognitive and socio-emotional skills are given. Teacher and student functions are described. Teacher functions focus on planning the general classroom learning environment and implementing and adapting the program to the individual student. Student functions are characterized under two broad categories: the passive and active learner roles. A behavior hierarchy of key competencies the students need to acquire to function effectively is also presented. (SDH)

This book presents the evaluation of a Primary Education Project (PEP) which focused on the development and evaluation of a model of individualized education for young children. The socioeconomic background of the participating students (primarily economically disadvantaged children attending an inner-city school) is described. The PEP 1969-1970 program included prekindergarten, kindergarten, and first grade classes. The curriculum for each grade level, described briefly, indicates four main areas: mathematics, classification, perceptual-motor skills, and reading. The PEP testing program, designed to assess and monitor student learning progress, includes a placement and diagnostic pre- and posttest battery. Data concerning student learning outcomes are presented. In addition, comparisons are made among various PEP groups and between PEP and non-PEP classes. Also examined are the relationship between achievement and some possible predictors of learning success and the relationship between performance on the PEP curricula and on standardized tests. The results suggest that children in the program, on the average, are mastering the curriculum objectives developed for them. (SDH)

This study investigated the extent to which an instructional-learning management system (the Self-Schedule System) is effective as an intervention technique in promoting the development of young children's self-responsibility in managing their school learning. A student interview questionnaire, the Self-Responsibility Interview Schedule, was constructed to assess children's knowledge about what they do in school, and whether they perceive that they, rather than the teacher, are responsible for managing their own learning. A total of 134 second graders enrolled in individualized instruction programs at two schools were divided into three experimental groups: (1) a class which adopted the Self-Schedule System; (2) three classes (from the same school) serving as one comparison group; and (3) classes (from a second school) serving as another comparison group. The majority of children in groups 1 and 2 came from low-income black families; children in group 3 came from suburban lower middle class white families. Measures of self-responsibility for school learning, student perception of intellectual achievement responsibility, and student task performance were used in the investigation. Results indicate that the Self-Schedule System significantly affected children's perception of self-responsibility for their school learning as well as their rate of task completion. (Author/ED)