Math and At-Risk Students

Page Contents

A      B      C      D      E      F      G      H      J      K      L      M      N      O      P      R      S      T      V      W

A

Adenika-Morrow, T. J. (1995). Building Self-Esteem in At-Risk Minority Youths through a Creative Approach to Teaching Math and Science. Equity & Excellence in Education v28 n3 p32-37 Dec 1995. Describes the theoretical framework and structure of the Teaching Excellence for Minority Student Achievement in the Sciences (TEMSAS) program and presents the outcomes for 483 preadolescent youths, 86% of whom were at-risk of low academic productivity. The paper discusses the program's efforts at building student confidence and academic achievement in the sciences and highlights participant reactions. (GR) Report/ISSN: ISSN-1066-5684 EJ517211

Aldridge, B. G., & Johnston, K. K. L. (1984). A Response to the National Reports. NASSP Bulletin v68 n470 p20-24 Mar 1984. A crisis is observed in the educational gap, most severe in science and mathematics, between specialists and the majority of citizens. Problems discussed include declining enrollments, teacher supply and demand, student achievement, the effect of cumulative advantages on the science and engineering talent pool, and the appropriateness of existing curricula. (MJL) UMI EJ294977

Allen, T. W. (1991). Middle School Dropout Prevention: The STEP Model. Reaching Our Potential: Rural Education in the 90's. Conference Proceedings, Rural Education Symposium (Nashville, TN, March 17-20, 1991); see RC 018 473. Tennessee Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. This paper describes the Summer Training and Education Program (STEP) for at-risk students that combines remedial reading and math instruction, education on responsible sexual attitudes and behavior, and work experience. During two consecutive summers, STEP participants receive 90 hours of remedial instruction in reading and math (Practical Academics), attend Life Skills and Opportunities (LSO) for 18 hours, and work for at least 100 hours on the Summer Youth Employment and Training Program (SYETP) jobs. They are paid minimum wage for a full day, 5 days a week for 6 to 8 weeks. During the school year, STEP youth are individually counseled and tutored, and are involved in STEP group activities. A second summer of work and study is guaranteed to successful first-summer completers who stay in school. Practical Academics uses learning models based on relevant themes, individual instruction, and computer assisted instruction. LSO is a standardized curriculum involving lectures, discussions, field trips, role-plays, films, and guest speakers. LSO focuses on preparing students for the world of work and dealing with sexual development, feelings, and behavior. Under the School Year Support component of the program, each participant is assigned an advocate who telephones and meets with the participant at least twice a month. Test results show that students in the 23 STEP sites that began operation in 1990 significantly boosted academic competence during their first summer in STEP. (KS) ED342560

Amos, N. N., & Waters, G. G. R. (1985). A Nation at Risk: The Imperative for Effective Communication? Journal of Business Education v60 n5 p184-87 Feb 1985. This article pursues the impressions of practicing personnel management people concerning the achievement of recent graduates entering the job market in certain competency areas. The authors develop a skills profile of graduating students and compare it with skills desired by employers. (CT) UMI EJ314794

Anandam, K., & Others, A. (1991). Project SYNERGY: Software Support for Underprepared Students. Software Implementation Report. Florida Available in paper copy and microfiche. EDRS Price - MF01/PC04 Plus Postage. Miami-Dade Community College's (MDCC's) implementation and assessment of computer software as a part of Project SYNERGY, a multi-institutional project funded by the International Business Machines (IBM) Corporation designed to seek technological solutions for helping students underprepared in reading, writing and mathematics, is described in this report. An Introduction by Kamala Anandam provides an overview of the project, focusing on its implementation model and the role of faculty. After the electronic classroom and the four applications software utilized are described, faculty case studies, which comprise the bulk of the report, are presented. The case studies include: (1) "Use of PLATO Programmed Logic for Automated Teaching Operations for Reading," by Daisy Walker; (2) "Use of CSR (Computer Systems Research, Inc.) for Reading" By Gabriel Read; (3) Use of PLATO for Writing," by William Tillett; "Use of CSR for Writing," by Elaine Ludovici; (5) "Use of Realtime Writer for Writing," by Linda Tixier and Ivonne Lamazares; (6) "Use of PLATO for Math," by Bill Hajdukiewicz; (7) "Use of CSR for Math," by Carl Babski; and (8) "Using CSR for Math," by Don Orr. Each case study includes descriptions of the course in which the software is used, the students, the software, the study design and monitoring activities, providing student outcomes, and recommendations. Next, four M-DCC administrators, Victor Nwankwo, Ed Eisel, Jeffrey Lukenbill, and Gregg Sharp, offer their perspectives on Project SYNERGY. Finally, Michaela Segall provides an overview of the implementation by M-DCC's Department of Basic Communication Studies of holistic evaluation of student writing as an exit requirement. (JSP) ED345803

Ashworth, K. P. (1990). Math and Science: A Nation Still at Risk. Principal v69 n3 p15-17 Jan 1990. NAEP (National Assessment of Educational Progress) assessments indicate obvious discrepancies between the level of math taught in school and what students can do. NAEP science results show that performance on moderately complex tasks has remained virtually unchanged for almost a decade. Schools must do better. Includes three references (MLH) UMI EJ402335

B

Backhouse, J. K. (1989). Better Mathematics for Low Attainers. Educational Studies in Mathematics v20 n1 p105-10 Feb 1989. Described is the work of the Low Attainers Mathematics Project which has produced the report "Better Mathematics." The methodology for the report is described. Some remarks for bringing about large scale changes in teaching methods through research are included. (Author/MVL) EJ391262

Barwick, M. A., & Siegel, L. L. S. (1996). Learning Difficulties in Adolescent Clients of a Shelter for Runaway and Homeless Street Youths. Journal of Research on Adolescence v6 n4 p649-70 1996. Examined prevalence of arithmetic and reading difficulties in adolescents at a homeless/runaway shelter. Found that 52% had reading disability, 28.5% had arithmetic/written work difficulty, and 19.5% were achieving normally. Also found that groups did not differ in reported history of such things as substance abuse, maltreatment, court involvement, and school experiences. (EV) Report/ISSN: ISSN-1050-8392 EJ534650

Bengis, L., & Others, A. (1991). SEEK and College Discovery Summer Programs: Prefreshman, English-As-A Second Language, Postfreshman, and Science, Mathematics & Technology Institutes. 1990 Evaluation Report. New York Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. This study evaluates four summer programs (two prefreshman programs, one postfreshman program, and a Science, Mathematics, and Technology Institute) designed to assist at-risk college students in the City University of New York. Section I describes the two prefreshman programs: (1) the SEEK and College Discovery Prefreshman Summer Program, which provides 6 weeks of basic skills instruction in reading, writing, and mathematics; and (2) the SEEK English-As-A Second Language Prefreshman Summer Program, which offers 6 weeks of intensive English as a Second Language instruction. Using course completion and fall registration rates and pretest and posttest scores as evaluation measures, both programs were found to be effective. Section II describes the evaluation of the 1990 Postfreshman Summer Program, which is designed to meet the needs of continuing students who had encountered difficulty or had not yet met minimum university skill standards. Pretests and posttests, completion rates, and a student survey found high rates of completion and increased score levels especially in reading and mathematics. Section III presents the findings of the evaluation of the 1990 Summer Science, Mathematics, and Technology Institute. Completion rates and testing results indicate that this program made a significant contribution in preparing students for more advanced college-level mathematics and science courses. The high completion rates especially attest to its effectiveness. Included are 12 graphs, two data tables, and six references. (JB) ED340801

Berenson, S. B., & Others, A. (1992). The At-Risk Student in College Developmental Algebra. School Science and Mathematics v92 n2 p55-58 Feb 1992. Reported is a two-part study to identify factors that contribute to student success in a remedial mathematics course for first-year college students. Data from 263 students testing into remedial algebra was collected on 3 academic variables, 2 affective variables, and class attendance. Multivariate analysis results failed to find moderate correlation between the six variables, suggesting no predictive model exists. (MDH) UMI Report/ISSN: ISSN-0036-6803 EJ446406

Betters, E. B. (1991). Alternative Curriculum for Student-at-Risk: Integrating State Minimum Skills for Math and Communications. Florida Available in paper copy and microfiche. EDRS Price - MF01/PC04 Plus Postage. A curriculum was developed for 18 at-risk students at the fourth grade level, integrating state minimum skills for math and communication. The goal was to teach basic skills and critical thinking skills (CTS), and to see an increase in motivation, self-esteem, and student attendance through a hands-on project of building a dollhouse and its furniture. Results indicated that the three-phase program of four weeks, five weeks, and three weeks respectively, showed an increase in all areas addressed. (Four tables of data are included. Extensive appendixes include past reading scores, pre and post test results, student' examples, self-esteem and attitude survey, CTS checklists, list of skills which may be incorporated into the program, and comments from individuals involved. Seventeen references are attached.) (PRA) ED333502

Bittner, J. (1995). Title I Team Teaching to Deliver In-Class Services. Teaching and Change v3 n1 p38-51 Fall 1995. Describes a Title 1 classroom model that required one day per week of team teaching all students by the regular classroom teacher and Title 1 staff. The remaining four days could involve a standard pull-out or other type of service delivery system. The article explains how the program correlates to the new reauthorization laws. (Author/SM) UMI Report/ISSN: ISSN-1068-378X EJ520871

Blank, R. K., & Engler, P. (1992). Has Science and Mathematics Education Improved since "A Nation At Risk"? Trends in Course Enrollments, Qualified Teachers, and Student Achievement. Science and Mathematics Indicators Project. District of Columbia Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Council of Chief State School Officers, One Massachusetts Avenue, N.W., Suite 700, Washington, DC 20001-1431 ($2.00 per copy, prepaid). This paper draws on new data from four recent surveys, and outlines national and state indicators on three key questions concerning progress in science and mathematics education: (1) Are students receiving more instruction in science and mathematics now than 10 years ago? (2) Has the supply of qualified teachers in science and mathematics improved? and (2) Are students learning more science and mathematics? Data and findings from the national transcript studies of high school graduates conducted by the National Center for Education Statistics (NCES), the National Assessment of Education Progress (NAEP) assessments in science and mathematics, the Council of Chief State School Officers' State Indicators of Science and Mathematics Education, and the NCES Schools and Staffing Survey were used to address these questions. The analyses show that some improvements have been made in all three areas. High school course enrollments in science and mathematics have risen significantly. Scores on the NAEP science and mathematics assessments have increased since 1982, particularly for students at ages 9 and 17; however, the level of student proficiency is still too low. In mathematics, U.S. students score below the level of proficiency that is expected for their age and grade level. There is wide variation by state in course enrollments and student achievement. Most states have not experienced shortages of science and mathematics teachers but this general picture can mask shortages of teachers with strong preparation in science and mathematics as well as greater teacher shortages in school with more poor and minority students. (45 references) (KR) ED342679

Blank, R. K., & Engler, P. (1992). Has Science and Mathematics Education Improved since "A Nation At Risk?". ERS Spectrum v10 n2 p18-26 Spr 1992. Students are taking more science and mathematics courses in high schools, and the data suggest that state policies are related to the increased enrollments. State graduation requirements have had limited success in increasing study of more advanced science and mathematics. NAEP proficiency scores for 17 and 19 year olds have increased significantly since 1982. (23 references) (MLH) Report/ISSN: ISSN-0740-7874 EJ444364

Bolge, R. D. (1995). Examination of Student Learning as a Function of Instructor Status (Full-Time versus Part-Time) at Mercer County Community College. New Jersey Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. A study was conducted at Mercer County Community College in Trenton, New Jersey, to determine whether there was any significant difference in the amount of learning attained by students who received instruction from full-time and part-time faculty members. Two independent samples of 50 students each were randomly drawn from the population of 637 students enrolled in Basic Mathematics course sections in fall 1994. Group I was taught by full-time faculty, and group II was taught by part-time faculty. All sections and students in the sections were given number designations. Based on students' pre- and post-test scores on the mathematics subtest of the New Jersey College Basic Skills Placement Test (NJCBSTPC), the study found no significant difference between the amount of learning of students taught by full-time and part-time faculty. Group I had a mean posttest score on the NJCBSTPC of 177.8400, with a standard deviation of 4.186, while group II had a mean score of 177.9800, with a standard deviation of 3.514. (Contains 44 references.) (KP) ED382241

Bosch, K. A., & Bowers, R. R. S. (1992). "Count Me in, Too": Math Instructional Strategies for the Discouraged Learner. Clearing House v66 n2 p104-06 Nov-Dec 1992. Describes discouraged learners, and discusses how to work with them effectively in mathematics instruction. (SR) UMI Report/ISSN: ISSN-0009-8655 EJ465230

Brickle, & Woodrow, I. (1990). Improving the Problem Solving Skills of At-Risk High School Mathematics Students through Cooperative Work Groups and Computer-Assisted Instruction. Georgia Available in paper copy and microfiche. EDRS Price - MF01/PC04 Plus Postage. The negative impact of low attendance and the lack of effective, alternative classroom learning strategies are factors that mitigate against student interest and success in mathematics, particularly with respect to inner-city at-risk students. The goal of this practicum was to improve the problem-solving skills of a group of 50 alternative high school students by strengthening these students' appreciation of and interest in mathematics, by increasing students' schedule of attendance in scheduled mathematics classes, and by improving students' performance on the school's standardized basic skills test in mathematics. For a period of three months, computers, manipulatives, cooperative groups, and Socratic questioning in the mathematics classroom were used to address a variety of learning preferences. No measurable differences could be noted from the pre- and post-test interest survey responses. However, improved student performance and documented increases in class attendance suggest that the design of mathematics instruction to accommodate differences in students' learning preferences is an effective strategy for addressing the unique needs of the at-risk alternative high school student. The report includes 28 references and the student and teacher questionnaires. (JJK) ED332874

Bruder, I., & Others, A. (1992). School Reform: Why You Need Technology to Get There. Electronic Learning v11 n8 p22-28 May-Jun 1992. Reviews five goals currently on the national agendamath reform, increasing the high school graduation rate, literacy, science reform, and early childhood interventionand provides an example of how a specific school is using technology to address each one of these goals. Sidebars describe several additional special programs involving technology. (LAE) UMI Report/ISSN: ISSN-0278-3258 EJ447583

Bryan, T., & Bryan, J. (1991). Positive Mood and Math Performance. Journal of Learning Disabilities v24 n8 p490-94 Oct 1991. In two studies involving 18 secondary-level students with learning disabilities and 32 elementary-level at-risk African-American and Hispanic students, it was found that students exposed to positive-mood induction completed more math problems accurately than control children, and the secondary-level experimental students expressed greater self-efficacy for math than controls did. (Author/JDD) UMI Report/ISSN: ISSN-0022-2194 EJ437715

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Campbell, F. A. (1996). Family Factors Associated with High and Low Reading and Mathematics Scores in Children from Low Income Families. North Carolina Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Home environments have been linked to cognitive development and academic performance, with suggestions that family factors exert more influence on language and literacy learning than on mathematics achievement. This study's purpose was to learn how selected family factors might be differentially related to primary grade achievement in reading and mathematics in children from low-income families. Family factors were contrasted in first graders who scored in the highest and lowest quartile on Woodcock-Johnson tests of reading and mathematics. Participants were 167 children from low-income families (80% were African American) in a Head Start Transition Demonstration program, which provides low-income families with elementary school children the same support as received in Head Start. Children who did well in reading were from homes with higher scores on the Home Screening Questionnaire, were from smaller families, had better educated mothers, and were rated as more healthy. Children who did better in math were from families who scored high on the questionnaire and tended to have more contact with their fathers. Regression analyses indicated that transition treatment interacted with family size and showed a trend toward interacting with the questionnaire scores to predict reading scores summed across kindergarten and first grade. Treatment interacted with maternal education to predict similarly summed mathematics scores. Quality of the home environment independently predicted math scores. The conclusion was that children's learning is heavily influenced by home environment. Contains 26 references. (Author/BGC) ED400063

Carmine, J. (1990). Kindergarten Education and the Reading, Language and Mathematics Achievement of First Graders. Illinois Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. This study examined the effect of prekindergarten attendance on first graders' academic achievement. A literature review reported the results of other studies on the effects of early educational experiences, such as Head Start, on at-risk students' elementary school achievement. In general, these studies indicated that early educational intervention increased cognitive gains in the primary grades, but these gains were not sustained in the upper grades; that motivational and attitudinal gains from early intervention were sustained through later formal schooling; and that students from poverty areas demonstrated greater gains than did middle class children. In the present study, the Comprehensive Test of Basic Skills was administered in April of the school year to 53 first-grade students of predominantly middle to low socioeconomic class. Of these students, 10 had attended a developmental prekindergarten; the rest had not. Results indicated that there was no difference in the reading, language, and mathematics achievement between the two groups. A list of 11 references is included. (BC) ED341454

Caughy, M. O. B. (1996). Health and Environmental Effects on the Academic Readiness of School-Age Children. Developmental Psychology v32 n3 p515-22 May 1996. Examined how health and environmental risk affected mathematics and reading readiness among 867 5- and 6-year-old children from the National Longitudinal Survey of Youth. Interaction analysis indicated that child morbidity was predictive of poor mathematics performance only for children from impoverished homes. (MDM) UMI Report/ISSN: ISSN-0012-1649 EJ526418

Chavkin, N. F. (1996). Social Work and Mathematics: Strange Bedfellows or Productive Partners? Clearing House v69 n6 p327-29 Jul-Aug 1996. Describes a program to improve mathematical skills of off-track students through a partnership among a university, public school, local telephone company, and the community (including families and social agencies). Shows significant improvements in students' academic achievement, and notes that all of the teachers felt the social work aspect had a large impact on some of their students. (SR) Report/ISSN: ISSN-0009-8655 EJ540670

Conner, T. J. (1990). Learning To Program in BASIC through the Use of Graphics. New York Available in paper copy and microfiche. EDRS Price - MF01/PC08 Plus Postage. Many organizations and experts in the field of mathematics education have recommended the inclusion of technology and, more specifically, computer programing within the course of study for the teaching of school mathematics. The incorporation of these recommendations with respect to the teaching of remedial mathematics poses a problem, since students, who have demonstrated difficulties with arithmetic in the past, tend to find the process of programing very much more difficult due to its abstract nature. This project details an examination of a computer-based mathematics learning activity for low-achieving and/or at-risk 10th, 11th, and 12th grade inner-city students (n=14). Following the procedural outline of the Instructional Systems Design Model, the project makes use of the BASIC Programing Language, along with supplementary materials, to foster the motivation necessary for the students to reach the project's objective, precisely that each student create a program that will produce a graphic image which is a reflection of what that student had planned. This report includes the following chapters: (1) an introduction detailing background, rationale, purpose, definitions, assumptions, limitations, and methods; (2) an analysis of student needs, instructional goals, previous literature, existing course materials, and a developmental plan; (3) the design of task analysis, instructional objectives, and assessment specifications; (4) the schema for learning activity development and review; (5) the plan for implementation of materials for instruction and data collection; (6) a summary of methods and procedures, conclusions, and recommendations; and (7) 11 appendices which include the student survey, the task analysis form, the project plan outline, the performance objectives, the instructional strategy, the instructional materials, the evaluation materials, specific high school lesson plans, evaluation results, improved instructional and evaluation materials, and an instructional materials locator. The foremost result was that students involved in the project displayed significant improvement in attendance patterns, which result directly manifested itself in an overall improvement in assignment completion, as well as moderate increases in achievement levels. (19 references) (JJK) ED338484

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Dean, J. W., & Williams, H. H. G. (1993). Project PRIMEMeeting Great Expectations. NASSP Bulletin v76 n549 p1-8 Jan 1993. Algebridge, the first phase of a University of Arizona project (PRIME) to promote higher education among minority middle school students, makes algebra more accessible by smoothing students' transition to abstract thinking and pinpointing potentially frustrating concepts. The program helps at-risk youngsters dispel their fear of math and clear the first major hurdle for college-bound students. (MLH) UMI Report/ISSN: ISSN-0192-6365 EJ457247

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Elliott, A., & Hall, N. (1990). An Evaluation of Computer Based Activities in an Early Intervention Program. A Report to the Early Special Education Program. Australia; New South Wales Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. This study investigated ways of using computer-based learning activities to complement curriculum practices in preschool programs with an early intervention component through the use of computer-based learning activities. Particular attention was given to supporting the development of young children's early mathematical skills. The study took place in a preschool center in the Illawarra region of New South Wales that served at-risk children and families in crisis. The focus of the study was on teaching methodologies and learner experiences that were likely to develop the skills necessary for successful integration into formal schooling. Participants were 11 students (6 in the experimental group and 5 in the control group) who had difficulty in using language fluently and effectively in a range of situations; were unable to persevere with tasks and activities; lacked purposefulness, imagination, and variety in play; lacked initiative; and lacked normal social skills and emotional maturity. Children in the experimental group took part in 7-12 sessions at a computer over a 6-8 week period. Total computer time ranged from 140 to 240 minutes. Paired control group subjects had access to nonmathematical computer-based activities. Findings indicated that experimental group subjects gained dramatically and significantly in mathematical skills and understanding. Appendices include the pretest and posttest, descriptions of software used in the study, and criteria for evaluating early childhood software. (RH) ED323028

Engelmann, S., & Others, A. (1991). Making Connections in Mathematics. Journal of Learning Disabilities v24 n5 p292-303 May 1991. Shortcomings of mathematics curricula are described and research on the use of sameness analysis with learning-disabled and at-risk students is outlined. The paper then illustrates how to teach addition-subtraction and multiplication-division relationships and their interrelationships in the context of solving word problems in mathematics. (Author/JDD) UMI Report/ISSN: ISSN-0022-2194 EJ429943

Enright, B., & Others, A. (1992). Helping Mainstreamed Students Develop Successful Test-Taking Skills. Diagnostique v17 n2 p128-36 Win 1992. Fourth grade and fifth grade mainstreamed and at-risk students, who were offered systematic review of content and practice to become comfortable with achievement test formats and timed situations during mathematics instruction, scored significantly higher than control students on three measures on a mathematics achievement test. (Author/JDD) UMI Report/ISSN: ISSN-0737-2477 EJ452892

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Falkowsky, C. (1993). Bilingual Russian Academic and Career Educational Services (Project BRACES). Final Evaluation Report, 1992-93. OREA Report. New York Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Contract no.: T003A20290. Bilingual Russian Academic and Career Educational Services (Project BRACES) is a federally-funded program serving 141 native Russian-speaking, limited-English-proficient (LEP) students in one Brooklyn (New York) high school in 1992-93, its first year of operation. Students were recent immigrants of the former Soviet Union who were generally working on grade level in the subject areas, but were in danger of dropping out because of limited English skills and differences in educational systems. Students received instruction in English as a second language (ESL), native language arts (NLA), mathematics, science, social studies, career awareness, employment skills, English survival skills, and computer use. Staff development, parent involvement and educational activities, curriculum development, and provision of academic, cultural, and social support services were also important program components. The program met its objectives for NLA, content area courses, computer skills, vocational courses, English survival skills, career awareness/employment skills, dropout prevention, attendance, and curriculum development. It did not quite meet its ESL objective. Recommendations for program improvement include making the ESL objective more realistic and expanding parent involvement services. (Author/MSE) ED370401

Fantuzzo, J. W., & Others, A. (1992). Effects of Reciprocal Peer Tutoring on Mathematics and School Adjustment: A Component Analysis. Journal of Educational Psychology v84 n3 p331-39 Sep 1992. The relative impact of structured peer learning and group reward components of a reciprocal peer tutoring intervention on mathematics performance of 64 academically at-risk students in grades 4 and 5 was examined. Results indicate additive and distinctive effects of both components, with the highest gain for the component combination. (SLD) UMI Report/ISSN: ISSN-0022-0663 EJ452403

Fantuzzo, J. W., & Others, A. (1995). Effects of Parent Involvement in Isolation or in Combination with Peer Tutoring on Student Self-Concept and Mathematics Achievement. Journal of Educational Psychology v87 n2 p272-81 Jun 1995. Urban at-risk elementary school students (n=72) who experienced both parent involvement (PI) and reciprocal peer tutoring interventions or the PI intervention alone reported higher self-concept and greater gains in mathematics achievement than students in practice control conditions. (SLD) UMI Report/ISSN: ISSN-0022-0663 EJ509338

Farmer, B., & L., C. (1993). Dissertations in the Field of Developmental Education. A Selected Annotated Bibliography. Louisiana Available in paper copy and microfiche. EDRS Price - MF01/PC04 Plus Postage. This annotated bibliography contains abstracts of 36 dissertations on developmental education at the postsecondary level. Citations are listed alphabetically by author and range in date from 1985 through 1992. Substantial descriptive abstracts are provided for each citation. (DB) ED363248

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Gates, J. D. (1984). A Response to the National Reports. NASSP Bulletin v68 n470 p13-15 Mar 1984. The director of the National Council of Teachers of Mathematics reviews proposals for surmounting a crisis in mathematics education that were made in "An Agenda for Action: Recommendations for School Mathematics of the 1980's" and have been incorporated into recent task force reports. The need for national leadership is highlighted. (MJL) UMI EJ294974

Gill, S., & Reynolds, A. A. J. (1996). Role of Parent Expectations in the School Success of At-Risk Children. Pennsylvania Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. This study explored the relationship of parents' educational expectations to the academic achievement of inner-city children at risk of school failure. A group of 745 sixth-grade African American children, who had complete information on parent variables and child outcome measures, were selected from a larger data set from the Chicago Longitudinal Study investigating the academic adjustment of 1,539 children. These children from low-income families graduated from Chicago's government-funded kindergarten program in 1986, and were comparable to the original sample on sex, parent education, and socioeconomic status. Parents reported educational expectations for their children's future success on a 7-point Likert scale in 1990-1992, when children were in grade 4-6. Children reported their perceptions of parent expectations during the same period. The child outcome measures were reading and mathematics achievement scores on the Iowa Tests of Basic Skills measured in 1992. Results indicated that parent expectations were moderately correlated with children's educational achievement for math and reading. Parent expectations added significant variance to reading and math achievement. Children's perceptions of parent expectations also added significant variance to reading and math achievement. Parent expectations had a substantial direct effect on grade six reading and math achievement. Children's perceptions of parent expectations also had significant direct effect on both the outcomes. (KDFB) ED401019

Goolsby, C. B., & Others, A. (1987). Factors Affecting Mathematics Achievement in High Risk College Students. Georgia Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. This study investigated the relationship of several affective variables as predictors of academic performance in mathematics. The predictor variables studied were: (1) attitude toward success in mathematics; (2) confidence in learning mathematics; (3) perceptions of teacher attitude; (4) mathematics anxiety; and (5) locus of control. The sample of students studied were from a population who were denied regular admission to a large southern state university because they did not meet minimum admission standards. The students were conditionally admitted and enrolled in a developmental algebra course. The high school grade point average and the Scholastic Aptitude Test-Quantitative score were also used as predictors in order to provide a standard by which to compare the predictive efficiency of the affective variables. The dependent variable was the student's course grade in the first quarter. Results indicated that of the affective variables, a new variable created by averaging the level of confidence score and the mathematics anxiety score was the best predictor of mathematics performance. (Author/TW) ED283684

Goolsby, C. B., & Others, A. (1988). Factors Affecting Mathematics Achievement in High Risk College Students. Research & Teaching in Developmental Education v4 n2 p18-27 Spr 1988. Examines attitudinal variables (e.g., math anxiety, attitude toward success), locus of control, high school grade point average (HSGPA), and Scholastic Aptitude Test Quantitative (SATQ) scores as predictors of first-quarter grades in a developmental mathematics course. Reports that HSGPA, SATQ, and self-confidence were significant predictors of success. Notes gender-based differences. (PAA) Report/ISSN: ISSN-1046-3364 EJ415367

Gore, K. (1991). Computers and Thinking Skills: The HOTS Program (DISKovery). Language Arts v68 n2 p153-58 Feb 1991. Describes the Higher Order Thinking Skills (HOTS) computer program developed at the University of Arizona. Explains that HOTS attempts to build thinking skills, encourage self-confidence, and improve standardized test scores, especially in reading and mathematics, among at-risk students in grades four through seven. (SG) UMI Report/ISSN: ISSN-0360-9170 EJ421175

Gose, B. (1995). 60's Program Lives On at Brandeis. Chronicle of Higher Education v41 n19 pA43-44 Jan 20 1995. Founded in 1968, the Transitional Year Program at Brandeis University (Massachusetts) continues to offer intensive remedial math and English for students who might not be admitted to college otherwise. The tuition-free program has been highly successful in turning mediocre high school performance into college achievement. Most participants are minority group members. (MSE) UMI Report/ISSN: ISSN-0009-5982 EJ497817

Green, P., & Scott, L. (1995). "At-Risk" Eighth-Graders Four Years Later. Statistics in Brief. District of Columbia Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Report/ISSN: NCES-95-736. The early identification of students at risk of school failure and the development of strategies to improve their chances of success in school are important topics for researchers, policy makers, and educators. This report examines high school outcomes and determines, through data from the National Education Longitudinal Study of 1988, if any outcomes are related to risk factors that can be identified at the beginning of high school. "At-risk eighth-grade students were identified as those who: live in single-parent families; have family incomes of less than $15,000; have an older sibling who has dropped out; have parents who did not finish high school; have limited proficiency in English; or are at home without adult supervision more than three hours a day. About 26% of eighth graders nationally major finding is that of students identified as having multiple risk factors in eighth grade, only 60% graduated from high school on time, compared with 90% of students with no risk factors. Sixty-five percent of students with multiple risk factors failed to complete a basic sequence of high school courses. At-risk students were more likely to test poorly in mathematics, and they were more likely to report getting into trouble at school. Students with multiple risk factors in eighth grade were also more likely to have a child in 1992. Four figures and three tables present study findings. A brief appendix discusses methodology. (Contains eight references.) (SLD) ED386496

Greenwood, C. R. (1991). Classwide Peer Tutoring: Longitudinal Effects on the Reading, Language, and Mathematics Achievement of At-Risk Students. Journal of Reading, Writing, and Learning Disabilities International v7 n2 p105-23 Apr-Jun 1991 . This article illustrates how classwide peer tutoring (CWPT) is used to orchestrate classroom processes related to gains in at-risk students' academic performance. The article discusses such classroom process variables as engaged time, success rate, monitoring, and questioning, and reviews CWPT's effectiveness in relation to each variable. (Author/JDD) Report/ISSN: ISSN-0748-7630 EJ431377

Gronlund, L., & E., E. (1993). Striving for Excellence: The National Education Goals. Volume II. Maryland Available in paper copy and microfiche. EDRS Price - MF01/PC04 Plus Postage. Contract no.: RR9202400. This document consists of 39 ERIC Digests, which are two-page research syntheses written by each of the 16 Clearinghouses that form the Educational Resources Information Center (ERIC) System. The digests describe issues, exemplary programs and promising practices, and research results related to the National Education Goals, a framework for action originally adopted in 1990. The introductory digest, "Understanding the National Education Goals," describes where America currently stands in relation to achieving the Goals. Background information, such as why and how the Goals were developed and the federal government's new focus, is also covered. The next three digests describe the roles that librarians, teacher educators, and counselors (respectively) play in regard to supporting and accomplishing the Goals. The remaining digests are grouped into six sections that specifically address each Goal: Goal 1Readiness for School; Goal 2High School Completion; Goal 3Student Achievement and Citizenship; Goal 4Science and Mathematics; Goal 5Adult Literacy and Lifelong Learning; and Goal 6Safe, Disciplined, and Drug-Free Schools. (LMI) ED363932

Gross, S. (1993). Early Mathematics Performance and Achievement: Results of a Study within a Large Suburban School System.

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Hartman, J. (1989). Identifying High School Students Likely To Fail a Minimum Competency Test in Mathematics Required for Graduation. Florida Educational Research Council Research Bulletin v21 n3 Win 1989 Florida Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Florida Educational Research Council, P.O. Box 506, Sanibel, Florida 33957 ($3.00 per individual copy, 10% discount on orders of 5 or more, prepayment required on orders less than $20.00. $10.00 for annual subscription.). In the State of Florida, the percentage of tenth grade students passing the Statewide Student Assessment Test-Part II (SSAT-II) Mathematics has declined one or two percentage points each year since 1985. Early, accurate identification and placement of these students for remedial instruction should help reverse this Florida trend. Accurate identification of these students, however, has proved to be challenging. The main purpose of this study was to determine the best combination of predictor variables that will enable educators to identify students who are likely to fail a minimum competency test in mathematics. Students included in the study were from a large urban school district. An ex post facto design and a stepwise discriminant analysis procedure were used to analyze the cognitive, biological, and school-related predictor variables selected for the study based on theory as well as the availability of valid, reliable measures. The best combination included four variables and accurately classified 88 percent of the students who failed the SSAT-II Mathematics. (Author/MH) ED341544

Heller, L. R., & Fantuzzo, J. J. W. (1993). Reciprocal Peer Tutoring and Parent Partnership: Does Parent Involvement Make a Difference? School Psychology Review v22 n3 p517-34 1993. Examined Reciprocal Peer Tutoring (RPT) and parent involvement interventions on mathematics achievement of academically at-risk fourth and fifth graders (n=84). Found that students who received RPT plus parent involvement displayed higher levels of accurate mathematics computations than either RPT Only or control students and that students in RPT Only condition had higher scores than control students. (Author/NB) UMI Report/ISSN: ISSN-0279-6015 EJ486050

Henderson, R. W. S., & John, L. (1997). Thematically Integrated Middle School Mathematics: A School-University-Business Partnership. California Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. Contract no.: R117G10022. This report examines the accomplishments of a collaborative project to enhance student learning and motivation in mathematics in a middle school serving a changing population of students, the majority of whom are Latino. The partnership joined together the mathematics teachers and site administrator of the school, university mathematicians and educational researchers, and the management and workers from a research-and-development-oriented electronics firm. The partners in the project believed that a thematic approach to mathematics instruction might address a number of the hypothesized causes of low achievement. Results suggest that the project school is doing an especially effective job at the seventh grade level. All students showed improvement against the national norms regardless of mathematics curriculum. Eighth grade data were less encouraging but the students who were taught using a thematic curriculum held their own against the national norms. Students in the thematic class scored better on the Mathematics in Manufacturing criterion test that sampled material covered in a manufacturing unit. Contains 33 references. (PVD) ED409187

Henderson, R. W., & Landesman, E. E. M. (1992). Mathematics and Middle School Students of Mexican Descent: The Effects of Thematically Integrated Instruction. Research Report No. 5. California Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Dissemination Coordinator, National Center for Research on Cultural Diversity and Second Language Learning, Center for Applied Linguistics, 1118 22nd Street, N.W., Washington, DC 20037. Contract no.: R117G10022. This paper reports the effects of thematically integrated mathematics instruction on achievement, attitudes, and motivation in mathematics among middle school students of Mexican descent. A school-university collaborative effort led to the development and testing of a thematic approach undertaken as a means of contextualizing instruction for students considered to be at risk for school failure. Instruction relied heavily on small collaborative learning groups and on hands-on activities designed to help students make real-world sense of mathematical concepts. As hypothesized, experimental and control students made equivalent gains in computational skills, but experimental students (who received thematic instruction) surpassed controls in achievement on mathematical concepts and applications. The two programs did not have a differential effect on students' attitudes toward mathematics or self-perceptions of motivation in mathematics, but motivational variables did predict achievement outcomes for both groups. Issues related to the opportunity to learn the full range of mathematics content of the curriculum within a thematic approach are examined. (Contains over 50 references.) (Author) ED355117

Henderson, R. W., & Landesman, E. E. M. (1995). Effects of Thematically Integrated Mathematics Instruction on Students of Mexican Descent. Journal of Educational Research v88 n5 p290-300 May-Jun 1995. Reports a college-school project that examined the effects of thematically integrated mathematics instruction on Mexican American middle school students' mathematics achievement, attitudes, and motivation. Students receiving thematic instruction surpassed traditionally instructed students on mathematics concepts and applications. The two programs did not have differential effects on attitudes toward mathematics. (SM) UMI Report/ISSN: ISSN-0022-0671 EJ517087

Henriksen, Melvin, E., Wagon, & Stan, E. (1991). Reliability, Recursion, and Risk. American Mathematical Monthly v98 n10 p937-47 Dec 1991. The discrete mathematics topics of trees and computational complexity are implemented in a simple reliability program which illustrates the process advantages of the PASCAL programing language. The discussion focuses on the impact that reliability research can provide in assessment of the risks found in complex technological ventures. (Author/JJK) UMI EJ443594

Higbee, J., & Dwinell, P. (1996). Correlates of Self-Esteem among High Risk Students. Research and Teaching in Developmental Education v12 n2 p41-50 Spr 1996. Examines the relationship between self-esteem and affective variables (such as, text anxiety, mathematics anxiety, and academic autonomy) used to predict success among high-risk students. Indicates that significant positive correlations were found between self-esteem and academic autonomy, lifestyle choice, and interpersonal relationships. Provides strategies for overcoming low student self-esteem. (36 citations) (MAB) Report/ISSN: ISSN-1046-3364 EJ526388

Higbee, J., L., E., Dwinell, P., & L., E. (1994). Fountains of Opportunity. National Association for Developmental Education Annual Conference Proceedings (18th, Kansas City, Missouri, March 2-6, 1994). Illinois Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. This proceedings publication addresses issues in developmental education at the postsecondary level. Papers are: "Public Relations: Making Videos to Promote Your Program" (Carol H. Bader and Kathy Liles); "Winning Strategies Through Individualized Learning in the Success Center" (Deanna L. Culbertson and Phillip C. Johnson); "Implementing Holistic Approaches in the Community College Reading Center" (Andra L. Dorlac); "Instructional Strategies to Promote Motivation of Developmental College Students" (Margaret Drew); "Integrating Teacher/Student Learning Preferences With Effective Note-Taking" (Dorothy H. Fancher); "A Teaching Excellence Program for Developmental Education" (Christine Hall et al.); "Your Teaching Experiences and Students With Disabilities" (Bonnie MacLean Hodge and Jennie Preston-Sabin); "Transition to College: Leveling the Playing Field" (Marjorie L. Illingsworth and Ronald D. Illingsworth); "Effective Writing Conferences: Teaching and Learning, One to One" (Margaret Kantz et al.); "Opportunity for Developmental Faculty: Videotape Project on Collaborative Learning" (Cathy W. Leist et al.); "Beyond the 3 Rs: Fostering Student Responsibility" (Patricia McClure and Barbara Henry); "Developing Visualization and Spatial Skills" (Jan Melancon); "MBTI Learning Style Preferences and Mathematics Instruction Methods" (Dorothy C. Newman and Charlotte Matthews); "Humor in the Mathematics Classroom? But Seriously" (Chuck Nicewonder); "Establishing a Training Program for Learning Assistants" (Gary M. Parilis and Bob Nelson); "Adult Literacy Models: Incorporating Creative and Critical Thinking Development" (Emily Miller Payne and Barbara G. Lyman); "On Seeing Black Through Both Blue and Brown Eyes" (Patricia T. Price et al.); "The Role of Institutional Support in Developmental Student Retention" (Ruth Salter and Ann Gray Noblett); "Producing and Utilizing Multicultural Videos in Developmental Writing" (Jaime Sanchez and Annette Sanchez); and "Successful Experiences and Outcomes of Cooperative Learning" (Donna Saye and Tammy Abbott). (Individual papers contain references.) (NAV) ED394413

Higbee, J., L., E., Dwinell, P., & L., E. (1995). Architects of the Future. Selected Conference Papers, Volume 1. National Association for Developmental Education Annual Conference Proceedings (19th, Chicago, Illinois, February 22-26, 1995). Illinois Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. This conference proceedings publication addresses issues in developmental education at the postsecondary level. Papers included are: "Developmental Studies Teachers to Retention Specialists: Assets, Not Liabilities" (Carol H. Bader); "Primary and Secondary Orientation Support for One Underrepresented Group" (Allen R. Barlow and Kerri Heavens); "Magazines in Developmental Writing: An Innovative Reading-Writing Connection" (Sandra Karnei Chumchal); "Summary of the Final Report of the American Mathematical Association of Two Year Colleges: Standards for Developmental and Introductory College Mathematics" (Betsy Darken); "Effects of Testing Methods on Outcomes in Developmental Algebra" (Jeanette W. Glover); "Breaking Down the Barriers" (Ellen Hendrix et al.); "A Fair Chance for All" (Trevor Hulme and Allen R. Barlow); "Academic Probation: A Road to Academic Success" (Marjorie L. Illingworth); "Arts Internships as Transition Space for Students At Risk" (Linda Adler Kassner and Terence Collins); "Tutor Training Enhanced By Knowledge of Tutee Expectations" (Joan L. Krabbe and Mark A. Krabbe); "Supplemental Instruction in Biology at the College Level" (Ofra N. Peled and Anna C. Kim); "Building Mathematical Understanding: From Counting to Chaos" (Patrick Perdew et al.); "Educating the Postsecondary Student with Learning Disabilities" (Linda Schnapp); "Integration of Basic Composition and Reading" (Caroline Stern); "Activities to Promote Achievement Among Mathematics Students" (Pamela V. Thomas and Jeanne L. Higbee); "Developing Experiential Learning Assignments for Composition Courses" (Edna M. Troiano); "Supplemental Instruction's Impact on Affect: A Follow-Up and Expansion" (Julia N. Visor et al.); "Mathematics Survival: A Linked Course" (Gideon L. Weinstein); and "Student's World: A Writing Assignment" (Annette C. Williams). (Individual papers contain references.) (NAV) ED394414

Higbee, J., L., E., Dwinell, P., & L., E. (1996). Defining Developmental Education: Theory, Research, & Pedagogy. NADE Monograph. Illinois Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. This monograph presents seven papers on the research, and pedagogical aspects of developmental education and implications for a definition of developmental education. After an introductory paper by the editors, the papers are: (1) "The New Science: Connections with Developmental Education" (Dana D. Darby); (2) "Issues Affecting the Definition of Developmental Education" (Emily Miller Payne and Barbara G. Lyman); (3) "Enhancing Education Through Cooperative Learning" (Eleanor Myers); (4) "Effects of Learning Support on College Algebra" (Cheryl B. Stratton); (5) "Foundation for A Constructivist, Whole Language Approach to Developmental College Reading" (David C. Caverly and Cynthia L. Peterson); (6) "The Educational Experience of Nontraditional Age Female African American Students" (Sandra Karnei Chumchal); and (7) "Defining Developmental Education: A Commentary" (Jeanne L. Higbee). (Individual papers contain references.) (NAV) ED394415

Hofmeister, A. M. (1993). Elitism and Reform in School Mathematics. Remedial and Special Education (RASE) v14 n6 p8-13 Nov-Dec 1993. Special educators are urged to exercise caution in using the standards developed by the National Council of Teachers of Mathematics as comprehensive criteria for developing and selecting programs for learners at risk for school failure. The need to transpose the standards into valid, replicable, instructional programs is stressed. (Author/DB) UMI Report/ISSN: ISSN-0741-9325 EJ474325

Holland, P. W. (1989). A Note on the Covariance of the Mantel-Haenszel Log-Odds Ratio Estimator and the Sample Marginal Rates. Program Statistics Research Technical Report No. 89-85. New Jersey Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Report/ISSN: ETS-RR-89-19. A simple technique, developed by A. Phillips (1987) is used to approximate the covariance between the Mantel-Haenszel log-odds-ratio estimator for a 2 x 2 x k table and the sample marginal proportions. These results are then applied to obtain an approximate variance estimate of an adjusted risk difference based on the Mantel-Haenszel odds-ratio estimator. The adjusted risk difference is of potential value in those applications where at least one of the sample rates is descriptive of a relevant population rate. The example applies to the use of the Mantel Haenszel estimator to study the differential difficulty of test questions across groups of examinees. (Contains 11 references.) (Author/SLD) ED395963

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Jackman, D., & H., E. (1997). AERA Vocational Education Special Interest Group Proceedings (Chicago, Illinois, March 24-28, 1997). District of Columbia Available in paper copy and microfiche. EDRS Price - MF01/PC04 Plus Postage. This proceedings consists of five research papers presented during the 1997 annual meeting of the American Educational Research Association (AERA). The papers were presented during the sessions of the AERA Vocational Education Special Interest Group. "Predictors of Occupational Choice among Rural Youth: Implications for Career Education and Development Programming" (Carol A. Conroy) confirms existing knowledge in regard to the often unrealistic occupational and educational aspirations held by adolescents: the job opportunities that are likely to be available do not match their expressed interests. "Impact of Environmental Variables on Community College Dental Assisting Students Who Are At-Risk for Persistence" (Debra Daniels) finds a significant difference between graduates and nongraduates on age, enrollment status, hours of employment, college grade point average, and finances. "Student Perceptions about Applied Mathematics" (Malcolm G. Keif, Bob R. Stewart) reports students completing Applied Mathematics 1 or 2 possessed comparable perceptions toward math as a school subject as students completing algebra. "Work-Based Learning: Student Perspectives on Quality and Outcomes" (Cathleen Stasz, Dominic Brewer) reports students in unpaid internships and paid work experience perceive the quality of their work experiences to be similar. "Distance Education Effectiveness as Perceived by Secondary Students" (Michael K. Swan et al.) reports students were satisfied with the quality of interactive video network or interactive television network and believed these courses lived up to their expectations, they did as well in them as in traditional classes, and it was an effective way to teach courses in small rural schools. (YLB) ED405497

Jitendra, A., & Others, A. (1996). The Differential Effects of Two Strategies on the Acquisition, Maintenance, and Generalization of Mathematical Word Problem Solving by Students with Mild Disabilities and At-Risk Students. Pennsylvania Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. This study examined the differential effects of two instructional strategies, an explicit schema-based strategy and a general cognitive strategy, on the acquisition, maintenance, and generalization of mathematical word problem solving by students with mild disabilities and at-risk students. Twenty-three second, third, fourth, and fifth graders were randomly assigned to each of the 2 treatment conditions (schema and traditional). Results indicated that both groups' performance increased from pretest to posttest. Generally, students in both groups maintained their use of word problem solving skills. However, word problem solving scores from the posttest to delayed posttest showed a slight decrease for the traditional group, while an increase in scores was noted for the schema group. The performance of the schema group (84%) surpassed that of their normally achieving peers (82%). In addition, generalization of word problem solving skills to novel word problems occurred for both groups. Contains 41 references. (Author) ED395786

Jitendra, A., & Xin, Y. Y. P. (1997). Mathematical Word-Problem-Solving Instruction for Students with Mild Disabilities and Students At Risk for Math Failure: A Research Synthesis. Journal of Special Education v30 n4 p412-38 Win 1997. Summarizes 14 mathematics word-problem-solving intervention studies for elementary and secondary students with disabilities or who were at-risk for math failure. Interventions included representational techniques (diagramming), strategy-training procedures (cognitive and metacognitive), task variations (sequencing and word-problem context), and computer-assisted instruction. With one exception, all studies reported positive effects of intervention. (Author/CR) Report/ISSN: ISSN-0022-4669 EJ540986

Johnson, R. E. (1993). Factors in the Academic Success of African American College Males. South Carolina Available in paper copy and microfiche. EDRS Price - MF01/PC08 Plus Postage. The most prevalent factors in the academic success of African American male undergraduate students at the University of South Carolina were studied. Scholastic Aptitude Test (SAT) mathematics and verbal scores and high school rank were the independent, cognitive variables; and self-esteem, academic self-concept, religiosity, African self-consciousness, and mother's level of education were the independent, non-cognitive variables (affective psychosocial constructs describing feelings, perceptions, and attitudes). Subjects were 239 African American male students enrolled in 1992. Each completed several survey instruments. Results indicate that a combination of both cognitive and non-cognitive variables are important to the success of African American males in this study. Variables that reached statistical significance include high school rank, academic self-concept, SAT verbal, self-esteem, and African self-consciousness, although only rank, academic self-concept, and SAT verbal have a significant positive relationship with academic success. African self-consciousness has a significant negative relationship with academic success. This result is examined in terms of black identity models and the need for multicultural curricula. Nine tables present study data. Five appendixes contain the surveys and cover letters and information about college enrollment. (Contains 148 references.) (SLD) ED364639

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Kangas, J. (1992). Success and Retention Rates for Gateway U Classes, Spring 1992. Research Report 256. California Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. In spring 1992, a program was initiated at San Jose City College (SJCC) in California to assist underprepared student entering reading, writing, and math courses below the level of transfer English and math courses. The program entitled Gateway U (GU), included the following components: weekly surveys of students during the first 4 weeks of class to determine if students understood their assignments, and if they wanted to see a tutor, talk with the instructor, or study with other students; a program assistant who immediately contacted students having difficulty; block scheduling of reading, writing, and math classes; student study groups; and assistance for students on visits to student services offices. A total of 259 students participated in GU. Success and retention rates were compared to the 796 students who were in remedial class sections that were not a part of GU. Program outcomes included the following: (1) 64% of the GU students (n=167) were successful in their courses (receiving letter grades of A, B, C, or credit) as compared with 45% of non-GU students (n=358); (2) class retention (of those receiving letter grades of A, B, C, D, or credit) for GU students was 72% (n=186) as compared with 53% for non-GU students (n=421); (3) 81% of the time (based on 22 of 27 comparisons) GU class sections had higher success rates than non-GU sections; (4) 85% of the time (23 of 27 comparisons) GU sections had higher retention rates than non-GU sections; and (5) 86% of the students in GU were ethnic minorities, including 52% Hispanic, 23% Black, and 5% Asian, compared with 73% ethnic minorities in non-GU sections. Data tables are included. (PAA) ED349049

Kasten, M., & Howe, R. R. W. (1988). Students at Risk in Mathematics: Implications for Elementary Schools. ERIC/SMEAC Mathematics Education Digest No. 2. Ohio Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. ERIC/SMEAC, The Ohio State University, 1200 Chambers Road, Room 310, Columbus, OH 43212 ($1.00 single copy; ordered in sets by year and field of study, $3.00). Report/ISSN: EDO-SE-88-6 Contract no.: RI88062006. Two groups of students at risk of not developing adequate mathematical knowledge and skills are (1) the "typical or usual" and (2) "the nominal mathematics students"those who do not achieve at a satisfactory level in mathematics and/or do not enroll in mathematics courses beyond typical required courses. This digest provides information for preventing and reducing the problems related to at-risk students. Included are: (1) descriptions of the potential dropout and of the nominal mathematics student; (2) a summary of at-risk students; and (3) an outline of ways to reduce the number of mathematically at-risk students. This section lists some variables associated with elementary school mathematics programs which in various combinations tend to produce a lower percentage of dropouts and a lower percentage of nominal mathematics students. Seventeen references are listed. (YP) ED321971

Kaufman, P., & Others, A. (1992). Characteristics of At-Risk Students in NELS:88. National Education Longitudinal Study of 1988. Contractor Report. District of Columbia Available in paper copy and microfiche. EDRS Price - MF01/PC05 Plus Postage. U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. Report/ISSN: ISBN-0-16-038011-1; NCES-92-042. The study described in this report examined the characteristics of eighth-grade students who were at risk of school failure. The study used data from the National Education Longitudinal Study of 1988, which is a large-scale, national longitudinal study begun in the spring of 1988 when 25,000 eighth graders attending public and private schools across the nation were surveyed along with the students' parents, teachers, and school principals. The students were re-surveyed in 1990, and the base year and follow-up data of NELS:88 taken together provide a wealth of information about eighth graders' as they move in and out of the U.S. school system and into the varied activities of early adolescence. This study, focused on at-risk students within the eighth grade cohort, examined the following sets of variables: (1) basic demographic characteristics; (2) family and personal background characteristics; (3) the amount of parental involvement in the student's education; (4) the students' academic history; (5) student behavioral factors; (6) teacher perceptions of the students; and (7) characteristics of the students' schools. Black, Hispanic American, and Native American students and students from low-socioeconomic backgrounds were more likely to be at-risk. Male eighth graders were more likely to have low basic skills, but were no more likely to drop out. After controlling for sex and socioeconomic status, Black and Hispanic American dropout rates were found to be the same as that for Whites. However, even when controlling for sex and economic status, Black and Hispanic American students were more likely than White students to perform below basic proficiency levels. Included are 15 tables in the text and 31 tables in 2 appendixes. (JB) ED349369

Knapp, M. S., & Others, A. (1993). Academic Challenge for the Children of Poverty. Study of Academic Instruction for Disadvantaged Students. Volume 1: Findings and Conclusions. California Available in paper copy and microfiche. EDRS Price - MF01/PC18 Plus Postage. Report/ISSN: ED/OPP-93-33 Contract no.: LC88054001. The Study of Academic Instruction for Disadvantaged Students explored the nature and effects of alternatives to conventional practices in mathematics, reading, and writing instruction in schools that serve high concentrations of children from low-income backgrounds. This report presents what was learned by describing and analyzing instructional practices in approximately 140 first- through sixth-grade classrooms in 15 high-performing elementary schools across 6 districts in 3 states. Findings dispel the myth that academically challenging work should be postponed until children of poverty have mastered all relevant basic skills. The alternative practices studied helped children connect their academic learning with the world outside school. More often than not, teachers combined conventional modes of instruction with alternative practices. The challenge for teachers is not to discard what they have been doing, but to expand their repertoires to teach a more challenging curriculum. Local and state policymakers can play a key role by doing whatever is necessary to support educational goals. The Federal Government can exercise leadership, particularly in promoting professional development. The overall conclusion is that instruction that emphasizes meaning and understanding has proved its worth. Findings are summarized in 72 tables, 1 exhibit, and 4 figures. (SLD) ED358213

Kostelecky, J. M. (1992). The Will and the Way to Educate. Technos v1 n2 p11-14 Sum 1992. Provides a profile of Abdulalim Shabazz and his philosophy and practices relating to excellence in mathematics education. Highlights include his career at Clark Atlanta University; graduate mathematics students; teaching students based on need rather than test scores and background requirements; and gender equity in higher education, especially for African-American males. (LRW) Report/ISSN: ISSN-1060-5649 EJ469134

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Leinwand, S. J. (1992). Sharing, Supporting, Risk Taking: First Steps to Instructional Reform. Mathematics Teacher v85 n6 p466-70 Sep 1992. Offers activities that foster sharing, supporting, and risk taking for teachers seeking to change instructional practice to implement the NCTM "Professional Teaching Standards." Reviews common obstacles to change, reviews individual and collective professional behaviors that support change, and makes eight recommendations to enhance the possibility of instructional reform. (MDH) UMI Report/ISSN: ISSN-0025-5769 EJ453628

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Magid, A., & Others, A. (1988). Freshman Strategy Seminar. A Pilot Study. New York Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. In fall 1987, a Freshman Strategy Seminar (FSS) was pilot tested and evaluated at Erie Community College's (ECC's) South Campus to assist students lacking basic English and mathematics skills. Developmental class sections in writing, reading and math were reserved for the FSS students, in the hope that a cluster course approach would reduce attrition among this high-risk group. The FSS students also took one elective selected from a list of courses appropriate for their basic skills levels, and met regularly with instructors to determine progress and needs for student services. This report on the FSS pilot test covers orientation and advisement procedures, faculty involvement, and the methods and outcomes for each aspect of the program. For the Reading, Writing, and Mathematics Pilot Programs, separate sections provide information on student selection, the use of tutors and a skill laboratory in instruction, reading scores on pre- and post-tests, final grades, success and retention rates, student use of support services, and needs for additional remediation. Problems are identified, and recommendations offered. (EJV) ED297796

McCormick, M. E., & Wold, J. J. S. (1993). Intervention Programs for Gifted Girls. Roeper Review v16 n2 p85-88 Dec 1993. This paper reviews intervention programs developed to combat the phenomenon of gifted and talented females becoming at risk for academic underachievement at the onset of adolescence, especially in math and science. The programs described encourage nontraditional career choices, report changes in attitude toward math/science, and report improved self-concept or self-confidence. (JDD) UMI Report/ISSN: ISSN-0278-3193 EJ479448

McCuen, S., & Others, A. (1996). Beacon PAL: Peer Assisted Learning Project Update and New Beacon Outcomes] Research Briefs, Number 11, January 1996. California Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. In spring 1992, American River College (ARC), in California, began a Beacon College project to involve students in the life of the college through the Peer Assisted Learning (PAL) program, involving semester-long, collaborative study groups in selected math and science classes. These two reports describe project outcomes for 1995 and as of January 1996. The first report provides a 1995 project update, describing the project focus, reviewing 1992-94 outcomes, and discussing changes made in the program after first-year evaluations. This report also provides outcomes for the 1994-95 academic year, indicating that the course success rate for all Beacon students at ARC and Sacramento City College was 87.7%, compared to 54.8% for non-Beacon students. The report from 1996 describes outcomes for all students participating in the PAL project at ARC and includes the following data: (1) for all 3,002 students who took PAL courses, 887 also participated in the collaborative study groups; (2) these PAL participants had a success rate of 86.6%, compared to 55.2% for the 2,115 non-participants in the classes; and (3) while English placement assessment scores were not significantly different for participating and non-participating students, both success and persistence rates were higher for participating students. Data tables are included. (TGI) ED393517

McKenzie, F. D. (1994). Stealing Second Base: Progress in Education Requires Risk. School Business Affairs v60 n1 p54-55 Jan 1994. Systemic reform efforts are being widely utilized as a tool in school improvement. In the next decade, math and science are becoming a focus for improvement, as are the issues of privatization and collaboration. Asks school business officials questions to reveal how dedicated to change they are. (KDP) UMI Report/ISSN: ISSN-0036-651X EJ477465

Means, B., & Knapp, M. M. S. (1991). Cognitive Approaches to Teaching Advanced Skills to Educationally Disadvantaged Students. Phi Delta Kappan v73 n4 p282-89 Dec 1991. Abandoning conventional assumptions about skills hierarchies leads to a new set of curricular principles focusing on complex, meaningful problems, embedding basic skills instruction within more global tasks, and connecting instruction to students' experience and culture. Teachers can then model powerful thinking strategies, encourage multiple problem-solving approaches, and stress dialogue in teaching and learning. (25 references) (MLH) UMI Report/ISSN: ISSN-0031-7217 EJ435782

Means, Barbara, E., & Others, A. (1991). Teaching Advanced Skills to At-Risk Students. Views from Research and Practice. Jossey-Bass Education Series. California Not available from EDRS. Document Not Available from EDRS. Jossey-Bass Inc., Publishers, 350 Sansome Street, San Francisco, CA 94104-1310 ($26.95). Report/ISSN: ISBN-1-55542-393-0. This book presents six instructional models for teaching at-risk students. Each chapter is followed by a commentary section by an educational expert. Chapter 1 contrasts compensatory education as it is today with the kind of curriculum and instruction that would emerge based on the principles espoused in later chapters. Chapter 2 describes an experimental arithmetic curriculum that draws the child's informal knowledge about numbers and mathematics concepts into the classroom and treats educationally disadvantaged children as mathematical reasoners. Chapter 3 presents Cognitively Guided Instruction, another elementary school mathematics program that increases students' mathematics reasoning by increasing teachers' understanding of the way children think about mathematics. Chapter 4 covers reciprocal teaching, an approach to fostering strategies of reading comprehension. Chapter 5 examines how to teach the advanced skills of writing using a model for engaging at-risk students in "epistemic" writing. Chapter 6 describes two programs aimed at instilling the comprehension and composition skills of critical literacy, arguing for a fundamental change in the school as a whole. Chapter 7 examines a cognitive apprenticeship for disadvantaged students, drawing on the experiences of two schools. Chapter 8 focuses on issues surrounding the implementation of these instructional models. Each chapter provides references. (JB) ED356304

Mendoza, Y. (1996). Developing and Implementing a Parental Awareness Program To Increase Parental Involvement and Enhance Mathematics Performance and Attitude of At-Risk Seventh Grade Students. Florida Available in paper copy and microfiche. EDRS Price - MF01/PC06 Plus Postage. A practicum program was developed and implemented to increase parental involvement, teach parents how to help their children, reverse parents' and students' negative attitudes toward mathematics, and enhance mathematics performance of at-risk seventh-grade students. The objectives of the program were to increase parental involvement by 40 percent, increase parental knowledge and reverse their negative attitudes toward mathematics by 40 percent, to change students' attitude toward mathematics and increase motivation by 40 percent, and to enhance student achievement by 35 percent. This practicum was implemented with seventh-grade mathematics students who were enrolled in an alternative education program. Parents and students attended specialized evening workshops, and additional motivational strategies were used in the classroom. Surveys, questionnaire, and observation were used to measure achievement of the objectives. Results indicated that all the objectives were successfully met by both the target parents and students. (Seven appendixes include a parent participation survey, an attitude and beliefs toward mathematics survey, parent involvement survey, post evaluation questionnaire, and anecdotal comments. (Contains 66 references.) (AA) ED400971

Mercer, C. D., & Miller, S. S. P. (1992). Teaching Students with Learning Problems in Math to Acquire, Understand, and Apply Basic Math Facts. Remedial and Special Education (RASE) v13 n3 p19-35,61 May-Jun 1992. Ten research-supported instructional components are presented for promoting mathematics achievement in students with learning problems. A curriculum (Strategic Math Series) found to be effective in teaching students with learning problems to acquire and understand basic facts and apply them in problem-solving activities is described. (Author/JDD) UMI Report/ISSN: ISSN-0741-9325 EJ450011

Mercer, C. D., & Others, A. (1993). First Invited Response: Reforming Reforms in Mathematics. Remedial and Special Education (RASE) v14 n6 p14-19 Nov-Dec 1993. This response to EC 607 382 considers the history of efforts to reform mathematics instruction; current reform efforts; effects of reform movements on low achieving students; and refinements needed to improve current reform efforts, including recognizing the contributions of various models, adopting a teacher-learner verification strategy, and considering the diversity of learners. (DB) UMI Report/ISSN: ISSN-0741-9325 EJ474326

Midkiff, R. B., & Others, A. (1991). Learning Style Needs of At-Risk Students: Teaching Math and Social Studies the Way They Learn. Arkansas Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Extensive data verify the existence of individual differences among youngsters: differences so extreme that identical methods, resources, or grouping procedures can prevent or block learning for most of them. While research shows that most students cannot learn effectively by just listening and imitating, most teachers continue to teach as they were taught, not as they were taught to teach. Many educational authorities agree that accommodating students' learning styles can produce an increase in achievement and attitude test scores, student morale, self-confidence, and self-esteem. Reductions in the number of discipline referrals and in the amount of tension in schools have also been associated with teaching according to students' learning styles. Instruction in mathematics and social studies content and skills is easily organized according to students' learning styles and needs and is easily adapted to problem-solving strategies. This document discusses the need for improvement in math and social studies instruction, characteristics and needs of academically at-risk students, the process of implementing a learning styles model, and emotional, sociological, physical, and psychological stimuli. Learning activities that could be incorporated into an elementary social studies unit are described. Contains 31 references. (RH) ED331632

Midkiff, R., & Others, A. (1991). Alternative Methods of Math and Social Studies Instruction for At-Risk Students Based on Learning Style Needs. Reaching Our Potential: Rural Education in the 90's. Conference Proceedings, Rural Education Symposium (Nashville, TN, March 17-20, 1991); see RC 018 473. Arkansas Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. This paper advocates using teaching methods in math and social studies instruction that take into consideration the students' learning styles to increase achievement for at-risk students. Rural at-risk students need mathematics and social studies instruction that will prepare them for the 21st century. Traditional methods of instruction have not been successful for at-risk students. Teachers need to consider how environmental, emotional, sociological, physical, and psychological stimuli can be accommodated through instructional strategies. Learning styles are defined in terms of how individuals react to 21 elements of the instructional environment. Semantic mapping strategies can be used to provide structure for students who need it. Students who lack persistence can be given short tasks with breaks between them. Sociological needs of students can be accommodated through grouping students in pairs or cooperative learning groups. Physical needs of students can be met through hands-on activities and direct involvement. Academically at-risk students who are global learners benefit from strategies such as guided imagery, semantic maps, and story maps. Unit teaching offers a broad field for providing varied experience for individual students, appealing to a wide range of learning style preferences. This paper includes a list of suggested activities for a fifth grade unit on Native Americans that incorporates a variety of learning styles. (KS) ED342529

Mikulecky, L. J. (1990). Stopping Summer Learning Loss among At-Risk Youth. Journal of Reading v33 n7 p516-21 Apr 1990. Describes the Summer Training and Education Program (STEP) designed to reduce summer learning losses, improve reading and math skills, increase graduation rates, and reduce the incidence of teen parenthood. Reports that STEP succeeds in slowing, and in many cases stopping, summer learning losses of at-risk students. (RS) UMI EJ406812

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Naughton, P. W. (1993). Vocational Education Preparation. Community College Journal of Research and Practice v17 n4 p309-14 Jul-Aug 1993. Describes Hawaii Community College's vocational preparation (Voc Prep) program, which focuses on basic communication, literacy, and mathematics skills to prepare students to enter vocational programs. Compares the Voc Prep learning community model, which includes vocational and basic skills instruction, personal development, and counseling, with other models. Discusses retention outcomes. (MAB) Report/ISSN: ISSN-1066-8926 EJ465842

Nevares, L. (1992). Credit Where Credit Is Due. Executive Educator v14 n12 p50-53 Dec 1992. An Austin (Texas) high school's Credit Plus program accelerates high-risk students by helping them make up credits missed through failure or poor attendance and prepare them for graduation. The program succeeds because of its application and assessment process, low student-teacher ratio, positive physical and mental environment, structured environment, appropriate curriculum, and attendance incentives. Similar projects are summarized. (MLH) UMI Report/ISSN: ISSN-0161-9500 EJ454352

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O'Connor, P. J. (1985). Mathematics for the Eighties: A Study of Two Effective Math Programs. OSSC Bulletin v2 n2 Oct 1985 Oregon Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Publication Sales, Oregon School Study Council, University of Oregon, 1787 Agate Street, Eugene, OR 97403 ($4.00 prepaid; quantity discounts; $1.50 for shipping and handling). This bulletin describes two exemplary mathematics programs in Oregon: the Math Lab at Mountain View Junior High School in Beaverton and the Academy Math Program at Jefferson High School in northeastern Portland. The Math Lab at Mountain View is a weekly supplemental unit that is integrated into general math and pre-algebra courses for seventh and eighth graders. After an overview of the program, the discussion focuses on positive attributes, the lab packet design, time and resources, teacher preparation and role, the lab day routine and structure, student discipline and consequences, student response, parental support, tangible results, and desired changes. The Academy Math Program at Jefferson, described in the second chapter, is part of a federally funded high school program designed to offer business math to potential dropout students. The emphasis is on training in problem-solving skills with broad applications in the business world, and on student involvement with community business people who serve as "mentors." Initial problems in implementation are discussed, along with the changes being considered for the 1985-86 program. The final chapter discusses how these two programs take advantage of recent research in mathematics education. Both programs emphasize cooperative over competitive learning and problem solving, though drill and repetition are still essential parts of the curriculum. Both programs have improved student performance in mathematics, and both promote student enthusiasm for math and for self-directed study. References and interviews are included, along with two appendixes providing sample materials from each program. (TE) ED261455

Opuni, K. A., & Others, A. (1995). Beating the Odds: A Support Program for at-Risk Students. ERS Spectrum v13 n2 p37-43 Spr 1995. Summarizes a third-year evaluation of the Houston Independent School District's Beating the Odds (BTO) program, initiated in the 1988-89 school year. Designed for at-risk secondary students, BTO provides in-school counseling and guidance, community outreach and family case management, and specialized teacher training. The program helped curb the district's high dropout rate and improved math achievement. (MLH) Report/ISSN: ISSN-0740-7874 EJ505015

Organization. (1989). ChoiceChanceControl. That's Life. Learning about Insurance through Secondary School Courses. Insurance Basics for Everyone; Social Sciences; Mathematics; Consumer Economics. Indiana Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. Insurance Education Foundation, 3601 Vincennes Road, Indianapolis, IN 46268 (free for teachers; others $50; including related videotape). This guide, which is designed for use with secondary school students, contains four units of activities that teach the fundamentals of insurance within the context of a broad range of subjects, including social sciences, history, civics, government, mathematics, consumer economics, business, economics, life skills, family management, home economics, and driver education. A total of 21 learning activities are presented in units on the following topics: how insurance works, social sciences, mathematics, and consumer economics. Each contains some or all of the following: suggested areas of the curriculum in which to use the activities, introduction, unit objectives, unit discussion topics, background information, learning activities, activity answers, and speaker suggestions. Concluding the guide are master copies of seven activities, a glossary, and an annotated list of 17 sources of insurance-related classroom resources. Included with the guide is the Insurance Professionals' How-To Guide for ChoiceChanceControl Classroom Involvement. (MN) ED377327

Organization. (1990). National Education Longitudinal Study of 1988: A Profile of the American Eighth Grader. Research in Brief. District of Columbia Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402-9325 ($9, include stock number 065-000-00404-6). Report/ISSN: IS-90-990. The National Education Longitudinal Study of 1988 (NELS:88) is the first nationally representative longitudinal sample of eighth-grade students in public and private schools. Data provide measures of student performance and allow for the examination of attitudes and activities of eighth graders as they pass through the education system. Overall, 53 percent had none of the six commonly used risk factors, while 20 percent had two or more. A majority had high educational aspirations, but many were not planning to enter high school programs that would lead them to realize their goals. More than two-thirds reported positive feelings about school. Nineteen percent overall and 30 percent of Hispanic, Black, and American Indian students were not proficient in basic mathematics skills for everyday tasks. Fourteen percent of all eighth graders and about 30 percent of students who usually speak a language other than English were not able to perform basic reading tasks. About 18 percent of the students had repeated at least 1 grade. Typical students reported spending four times as many hours each week watching television as they spent doing homework. NELS:88 data will be used for many years to analyze important issues in American education. Follow-ups began in 1990 and will continue at 2-year intervals. (SLD) ED360352

Organization. (1992). Project SYNERGY: Software Support for Underprepared Students. Year Two Report. Florida Available in paper copy and microfiche. EDRS Price - MF01/PC04 Plus Postage. With funds from the International Business Machines (IBM) Corporation, Project SYNERGY was launched in January 1990 to address the problem of students entering colleges underprepared in basic skills and to make use of the tremendous potential for significant remediation through computers. Twenty-two institutions in the United States and Canada, led by Miami-Dade Community College (M-DCC), participated in reviewing and implementing computer software for community college students. This Year Two Report of the project is presented in three parts. Following introductory comments by Kamala Anandam, in part I Lorne Kotler summarizes the results of the software review process, undertaken by faculty in the participating institutions, which included 255 reviews of 172 different software packages. This section contains 22 tables detailing ratings of individual software programs for reading, writing, and mathematics. Part II, introduced by Victor Nwankwo, provides six software implementation case studies conducted by faculty at M-DCC, including: (1) "Use of PLATO Programmed Logic for Automated Teaching Operations for Reading," by Daisy Walker; (2) "Use of CSR Computer Systems Research, Inc. for Reading," by Gabriel Read; (3) Use of PLATO for Writing," by William Tillett; (4) "Use of CSR for Writing," by Elaine Ludovici; (5) "Use of Realtime Writer for Writing," by Elena Perez; and (6) "Use of PLATO for Math," by William Hajdukiewicz. Finally, part III presents an overview of future plans for four follow-up projects, and for Project SYNERGY II. Appendixes include lists of software attributes, reading, writing, and mathematics objectives, and software publishers; and descriptions of the electronic classroom and applications software. (JSP) ED345804

Organization. (1992). Summaries of 1991-92 EDCORE Grant Winners. New York Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. This document includes a pamphlet and report pertaining to International Paper Company's EDCORE (Education and Community Resources) grant program. The pamphlet describes the program which awards grants in communities where International Paper Company's employees live and work. It highlights three EDCORE grants in Louisiana, Wisconsin, and Maine. The accompanying report contains information on 1991-92 EDCORE grant winners. One hundred forty-seven grants totalling $549,167 were awarded in school districts in the states of Alabama, Arkansas, California, Louisiana, Maine, Mississippi, New York, Oregon, Pennsylvania, South Carolina, Texas, and Wisconsin. Grant descriptions are organized alphabetically by state, and within state by the International Paper Company Facility which is in partnership with local school districts. Grants fall into the categories of John Hinman Teacher Fellowships, School Projects, and Open Opportunity Grants. Each grant description contains the title, the teacher or coordinator, the school, the amount awarded, and a brief summary of the project. Grant topics include: (1) whole language instruction; (2) enhanced science programs; (3) geography instruction; (4) cooperative learning; (5) student publishing; (6) higher level thinking skills; (7) community involvement; (8) enhanced mathematics instruction; (9) reading programs; (10) environmental education; (11) outdoor education; (12) writing instruction; (13) educational technology; and (14) programs for at-risk students. (KS) ED344715

Organization. (1992). The Des Moines Plan for Student Success. Focus on Program Evaluation. Iowa Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. Report/ISSN: DMPS-92-220. The Des Moines (Iowa) Plan for Student Success provides an academic program for about 6,500 students having difficulty in reading/writing and/or mathematics in K-12. The Plan is a comprehensive kindergarten through grade 12 program with five components: (1) a Kindergarten Enrichment Program; (2) the Reading Recovery Program; (3) the reading/writing laboratory and instruction program; (4) the mathematics laboratory and instruction program; (5) the inservice component; and (6) a parent involvement component. It receives funding from several sources, including Chapter 1. Student growth in reading is evaluated annually with the Silver Burdett-Ginn end-of-level tests. About one-third of participants are on grade level by the end of a year of the Plan. All grade levels showed significant gains between 1991 and 1992. Students in some grade levels are also making more than a year's growth in a year's time in mathematics. Longitudinal studies are being conducted with 2,334 students in reading/writing and 1,993 students in mathematics since the 1987-88 school year. In all areas and levels, at least 30 percent of the students no longer met criteria for the Plan by the spring of 1991. The district plans to extend the Reading Recovery Program to six more schools and to provide alternative delivery systems for the laboratories. The inservice component will be reviewed, and alternatives and options will be developed to minimize classroom absences. Fourteen tables and 14 figures provide information about the study participants. (SLD) ED355259

Organization. (1993). American River College Beacon Project: Student Catalyst Program - Peer Assisted Learning. First Semester Summary Report. California Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. The Peer Assisted Learning (PAL) Project at American River College (ARC) in Sacramento, California, was developed to improve retention rates among underrepresented students in math and science classes with high dropout rates. The project involved a group of 24 paid student Learning Assistants (LA's) who successfully completed the targeted courses and underwent a training program in small group peer assisted learning. The LA's met for 3 hours each week throughout the semester with a group of between two to six students, met weekly with the course faculty member to discuss student progress, and also met with one another to share their experiences. As part of the project, representatives from 10 "associate" colleges in central and northern California participated in the development and evaluation of the PAL, and received copies of all materials generated. To evaluate the program, focus groups were held with 15 LA's, 12 faculty members, and 32 study group students; pre- and post-semester surveys were administered to tutored and non-tutored students; and course grades and retention rates were examined. Highlighted findings included the following: (1) among students, 69% reported that the sessions were quite, very, or extremely helpful, and another 12% said they were helpful; (2) faculty reported that LA's were very helpful and brought students to an improved level of course performance; (3) LA's reported improved knowledge of the subject area, and a greater feeling of connection to the college; and (4) while tutored students reported lower high school grade point averages than non-tutored students, they performed as well or better than non-tutored students in project courses. (PAA) ED355995

Organization. (1993). Living with HIV/AIDS in School. Sedletter v6 n2 p1-15, Jun-Aug 1993 Texas Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. This newsletter article is concerned with understanding what schools can and must do to sustain life in the age of human immunodeficiency virus and Acquired Immune Deficiency Syndrome (HIV/AIDS). The article looks at the incidence of AIDS and reviews legislation related to AIDS infection and school attendance. School policy as it relates to students who have tested positive for HIV is considered. It is noted that the only known cure is prevention and the only prevention is active, effective education. Consequently, the state of HIV/AIDS education in the schools today is critically examined. The need for behavior modification in addition to knowledge about HIV/AIDS is discussed. The overrepresentation of young, black, and Hispanic persons among AIDS victims is considered, and the need for women to recognize the dangers of AIDS is emphasized. While prevention is stressed as the most desirable goal, when prevention efforts have not succeeded or when such efforts were nonexistent, the need for empowered care among AIDS victims is advocated. The need for health care for HIV/AIDS as a long-term chronic illness is stressed. The article concludes with a section on policy ideals. A sidebar called "AIDS 101" provides basic facts about HIV/AIDS. (NB) ED361637

Organization. (1994). American River College Beacon Project, Student Catalyst Program: Peer Assisted Learning. Final Report. California Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. In spring 1992, American River College, in California, began a Beacon College project to involve students in the life of the college through the implementation of a Peer Assisted Learning program. In the program, the college established semester-long collaborative study groups in selected math and science classes. Prior to the semester, faculty selected students who had successfully completed the courses to become learning assistants (LAs). LAs were trained in tutoring and collaborative techniques and worked an average of 6 hours per week, spending 3 hours with their collaborative groups, 2 hours preparing, and 1 hour in weekly meetings with faculty. In implementing the project, problems were identified with respect to student attendance at group meetings, room assignments, compensation for the LAs, and making sure that LAs acted as facilitators rather than mini-lecturers. To assess the project, formative evaluations were conducted by using focus groups conducted among students and faculty at the end of the first two semesters. These evaluations indicated that faculty felt that the LAs helped improve performance among students in their group, LAs reported that they had improved their knowledge and skills in the subject area and felt more connected to the college, and students indicated that they felt a greater sense of competency and connection with instructors. Appendixes contain detailed evaluation data, background information on the project, and a Beacon College Project Director questionnaire. (TGI) ED393516

Organization. (1994). Illinois Prekindergarten Program for Children At Risk of Academic Failure. FY 93 Summary Report. Illinois Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. The Illinois Prekindergarten Program for Children at Risk of Academic Failure was a grant program for public school districts to enhance growth and development of children ages 3 to 5 who are at risk of academic failure. The program has experienced significant growth since its initial implementation, and the number of participating projects increased 13 percent compared to FY 92. This report presents a review and evaluation of the Illinois Prekindergarten At-Risk Program for the 1992-1993 school year. The evaluation ranked children's academic performance in reading, mathematics, language, and behavior. The report describes child characteristics according to each child's ethnicity, family structure, health, primary language, free-lunch status, and any previous preschool experiences. In addition, the projects' characteristics are described in terms of eligibility requirements, instructional settings, educational staff, teacher-child ratio, collaboration with other programs and agencies, and parent participation and involvement. Findings suggest that the program has had a positive influence on students' kindergarten readiness and that performance levels have been sustained in the early elementary grades. Based on the evaluation results, recommendations include: (1) the state should continue to expand the program to include all at-risk children; (2) the at-risk program should continue to emphasize the role of parents; and (3) the state should increase funding to make services available to more children. Four appendices contain the State Board of Education policy statement on early childhood education, the School Code of Illinois, data tables and figures on scores and funds, four references, and a map of Illinois showing the number of projects and number of children served in each county in FY93. (AP) ED380216

Organization. (1994). Risk Assessment and Energy Choices. Grades 9-12. District of Columbia Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Report/ISSN: DOE/EM-0212. This brochure contains an activity for grades 9-12 that involves students in an examination of real versus perceived risks. Students perform a risk factor analysis, and evaluate benefits and risks of energy sources. The activity can be conducted by individuals or small groups. Students rank a series of life-threatening risks and compare them to other classmates or groups and average the results. The class rankings are compared to rankings created by several professional groups and the actual number of deaths per risk factor in 1982. Students quantify the perceived risk factor associated with each risk and plot the results on a "Risk Factor Analysis Plot Grid." Finally, students apply the method to an analysis of energy decisions related to energy sources and their risks. Teacher instructions provide 10 reference materials and 8 resources, background information, procedure for the activity, discussion questions, and extensions. Worksheets are included. (LZ) ED386378

Organization. (1995). Grade 8 Early Warning Test (EWT), March 1995. State Summary. New Jersey Available in paper copy and microfiche. EDRS Price - MF01/PC06 Plus Postage. The New Jersey Grade 8 Early Warning Test (EWT), which consists of reading, mathematics, and writing sections, is to be used as a primary indicator for identifying students who may need instructional intervention in those content areas. The EWT is designed to give an indication of the progress students are making in mastering skills needed to pass the Grade 11 High School Proficiency Test. Three proficiency levels have been established for the EWT. Students scoring in the lowest level (Level III) need instructional intervention. A total of 71,219 students took at least 1 section in March 1995. This report includes a series of tables summarizing test results for the state, Special Needs Districts, all other districts, and District Factor Groups. Six tables present this information, followed by a 66-page report in tabular form that contains district-by-district and school-by-school results grouped by District Factor Group (a measure of socioeconomic status). Of the regular students who took all 3 EWT sections, 76.9% scored in Levels I or II, while only 42.1% of students in Special Needs Districts scored at Levels I and II. (Contains seven tables.) (SLD) ED393902

Organization. (1995). International Colloquium on Education: British and American Perspectives (4th, Swansea, Wales, United Kingdom, May 22-24, 1995). Proceedings. United Kingdom; Wales Available in paper copy and microfiche. EDRS Price - MF01/PC06 Plus Postage. Report/ISSN: ISBN-0-90094-438-2. This collection of studies represents collaboration between the Departments of Education of the University of Wales Swansea and the University of Wisconsin-La Crosse. The papers are as follows: (1) "Analysing the Social Climate of Schools and Classrooms" (Robert W. Bilby); (2) "Reading Whose World?" (Diane Cannon); (3) "The National Council of Teachers of Mathematics' Standards: Systemic Change for the Twenty-first Century" (M. Elizabeth Cason); (4) "Developing Baseline Assessment: A Useful Tool or a Necessary Evil?" (Gill Harper-Jones); (5) "A Critical Analysis of Identification, Evaluation, Placement and Programming Processes for Students in the United States Who Are Identified as Having Exceptional Needs" (Hal Hiebert); (6) "The Effects of Recent Government Policy on the Provision of English Language Instruction for Children of Ethnic Minorities in South Wales" (Graham Howells); (7) "Cooperative Learning in the Workshop: Integrating Social Skills, Group Roles and Processing to Facilitate Learning in the Integrated Language Arts Classroom" (Carol A. Kirk); (8) "Issues and Concerns: Meeting Needs of Teachers Who Work with At-Risk Youth" (Bob Krajewski); (9) "Inservice Education for Teachers through the University of Wisconsin-La Crosse Continuing Education and Extension" (Barbara Manthei); (10) "Reconnecting Educators: The Responsibility of University Faculty to Public School Facultya UW-La Crosse Case Study" (James R. Parker); (11) "Education Policy Making in Wales: A Research Agenda" (Robert Phillips); (12) "Issues and Trends in American Education from the Perspective of an Educator/Student" (Marilyn Pitzner); (13) "Developing Thinking Skills in Mathematics" (Sonia Jones and Howard Tanner); and (14) "The Role of the Subject Head of Department in Secondary SchoolsA Neglected Area of School Effectiveness Research?" (C. K. Turner). (ND) ED403238

Organization. (1995). Making City Schools Work. What We Know, What It Takes. Cityschools v1 n3 Fall 1995 Illinois Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. North Central Regional Educational Laboratory, 1900 Spring Road, Suite 300, Oak Brook, IL 60521-1480. Contract no.: RP91002007. This issue features the opinions of some highly respected, but often controversial, educators who stand outside the mainstream of education reform. They often advocate more structured and top-down approaches to the problems of urban students as they consider the standards that must be created to promote achievement for all students. "No Magic Tricks: It's a Systems 'Thang'" by Anne C. Lewis argues that urban districts can provide the systemic context needed to make city schools places of high achievement for students and teachers. "What Works with City Kids: An Effective School Model" by Lenaya Raack presents the visions of educators Asa Hilliard and Barbara Sizemore for creating successful urban schools. "First in the World: Federal Math and Science Initiative Targets City Schools" by Dan Weissmann recounts efforts of the National Science Foundation to improve urban schools. "Full-Service Schools and High-Risk Youth: Collaborating To Make a Difference" by Joy Dryfoos describes the combined efforts of human services providers and school personnel. Four former urban superintendents offer suggestions and challenges for today's urban schools in "Unsung Heroes: Ex-Superintendents Speak Out." Finally, this issue's CITYSCHOOLS Profile by Donna M. Williams looks at the work of Lisa Delpit, a crusader for urban and minority children. (SLD) ED390974

Organization. (1996). Looking beyond One's Self through SKILL. Winds of Change v11 n1 p14-16 Win 1996. Scientific Knowledge for Indian Learning and Leadership (SKILL) was implemented by South Dakota School of Mines and Technology in 1990 to improve the college readiness of American Indian students in math and science. Over 2,000 Indian students have participated in SKILL's academic-year programs, elementary summer programs, 4-week residential programs, and the 4-year NASA Honors Program. (LP) Report/ISSN: ISSN-0888-8612 EJ520536

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Pinkerton, S. D., & Abramson, P. P. R. (1993). Evaluating the Risks: A Bernoulli Process Model of HIV Infection and Risk Reduction. Evaluation Review v17 n5 p504-28 Oct 1993. A Bernoulli process model of human immunodeficiency virus (HIV) is used to evaluate infection risks associated with various sexual behaviors (condom use, abstinence, or monogamy). Results suggest that infection is best mitigated through measures that decrease infectivity, such as condom use. (SLD) UMI Report/ISSN: ISSN-0193-841X EJ473779

Prichard, K., W., E., Sawyer, R., & McLaran, E. (1994). Handbook of College Teaching. Theory and Applications. The Greenwood Educators' Reference Collection. Connecticut Not available from EDRS. Document Not Available from EDRS. Greenwood Press, 88 Post Road West, Westport, CT 06881 ($75). Report/ISSN: ISBN-0-313-28142-4; ISSN-1056-2192. This collection of 34 essays focuses on the practical application of theory within the domain of college classroom teaching, dealing primarily with undergraduate teaching at two- and four-year institutions. Part 1 examines the psychological foundations of teaching and learning, with chapters on cognition, student motivation, student and faculty epistemology, and student personality factors. Part 2 considers methods of college instruction, with chapters on lecturing, discussion, workshops, team teaching, team learning, laboratories, case-study, tutorials and independent study, field trips, and television teaching. Part 3 examines teaching in specific academic areas, with chapters on biology, chemistry, English, ethnic studies, French, history, mathematics, physics, psychology, and women's studies. Part 4 concentrates on special problems that confront undergraduate faculty, with chapters on such issues as teaching large classes, teaching small classes, faculty-student relationships, student behavior problems, at-risk students, and students with disabilities. Part 5 examines the role of the college instructor, with chapters on classroom management, textbook selection, test design, and student evaluation. (Each essay contains references.) (MDM) ED382062

Puleo, V. T. (1987). Comprehensive Instructional Management System: Effects on Elementary Mathematics Achievement. Spectrum v5 n3 p10-13 Sum 1987. Examines the effects of a Comprehensive Instructional Management System (CIMS) on mathematics achievement at a Kingston (New York) elementary school during 1982-83. Describes program components (curriculum, assessment, instructional support, and staff development) and reports dramatic achievement gains for a high-risk student population. Includes one figure, one table, and eight references. (MLH) EJ359276

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Rendon, L., I., E., Hope, R., & O., E. (1996). Educating a New Majority: Transforming America's Educational System for Diversity. California Not available from EDRS. Document Not Available from EDRS. Jossey-Bass, Inc., 350 Sansome St., San Francisco, CA 94104 ($34.95). Report/ISSN: ISBN-0-7879-0130-X. This book presents 20 papers on the current status and future needs of disadvantaged minority students in the elementary, secondary, and higher education systems. Papers are grouped into four sections: current challenges to minority education; restructuring schools to foster minority student success; reforming higher education; and leadership imperatives. Papers are: (1) "An Educational System in Crisis" (Laura I. Rendon, Richard O. Hope); (2) "Education, the Economy, and Tomorrow's Workforce" (Ray Marshall, Robert W. Glover); (3) "Ending the Crisis in the K-12 System" (Jose A. Cardenas); (4) "Responding to the New Demographics in Higher Education" (Shirley Vining Brown); (5) "Changing State and Federal Roles in Improving Minority Education" (Dewayne Matthews); (6) "Understanding the Need for Restructuring" (Ruth S. Johnson); (7) "Promoting Effective Teaching for Diversity" (Vinetta C. Jones, Rochelle Clemson); (8) "Developing Alternatives to Tracking and Grading" (Jeannie Oakes, Martin Lipton); (9) "Strengthening Mathematics Education: Critical Skills for the New Majority" (Beverly J. Anderson); (10) "Involving Parents and Communities in School Reform" (Estrella M. Triana, Shirley M. Malcom); (11) "Indian Nations at Risk: An Educational Strategy for Action" (William G. Demmert, Jr.); (12) "Reflecting Inclusiveness in the College Curriculum" (Mildred Garcia, Daryl G. Smith); (13) "Closing the Gap between Two- and Four-Year Institutions" (Laura I. Rendon, Hector Garza); (14) "Developing a 'Pipeline' Recruitment Program for Minority Faculty" (Lionel A. Maldonado, Charles V. Willie); (15) "Ensuring Campus Climates that Embrace Diversity" (Shanette M. Harris, Michael T. Nettles); (16) "Expanding External Support for At-Risk Students" (L. Steven Swerling); (17) "Revitalizing Minority Colleges and Universities" (Richard O. Hope); (18) "Creating Schools for All Learners" (Tony Cipollone et al.); (19) "Creating a New Kind of Leadership for Campus Diversity" (Blandina Cardenas Ramirez); and (20) "Educating a New Majority: Mandate for the new Century" (Richard O. Hope, Laura I. Rendon). (Most papers contain references.) (DB) ED388162

Reynolds, A. J. (1992). Grade Retention and School Adjustment: An Explanatory Analysis. Educational Evaluation and Policy Analysis v14 n2 p101-21 Sum 1992. Studied effects at grade 4 of early grade retention for 1,255 low-income mostly African-American children (20.4 percent had been retained from kindergarten to grade 3). Retention negatively affected cognitive reading and mathematics achievement, had no relation to teacher ratings of school adjustment, and positively affected children's perceived school competence. (RLC) UMI Report/ISSN: ISSN-0162-3737 EJ450931

Reynolds, A. J. (1994). Effects of a Preschool Plus Follow-On Intervention for Children at Risk. Developmental Psychology v30 n6 p787-804 Nov 1994. Investigated the effects of the Chicago Child Parent Center and Expansion Program for six social competence outcomes up to two years postprogram. Duration of intervention was significantly and positively associated with reading and mathematics achievement, teacher ratings of school adjustment, parental involvement in school activities, grade retention, and special education placement. (WP) UMI Report/ISSN: ISSN-0012-1649 EJ498077

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"Section A: Teaching, Schools, and Opportunity to Learn.". Journal of Negro Education v62 n3 p269-87 Sum 1993. Studies racial and ethnic differences in mathematics achievement for elementary school students in a large suburban school system in the Washington (DC) metropolitan area. Results with more than 5,000 students show minority students performing at a lower level than majority students. Issues of teacher attitudes, teaching methods, and the role of constructivism are explored. (SLD) UMI Report/ISSN: ISSN-0022-2984 EJ473818

Saint-Laurent, L. (1996). PIER: An Inclusive Model for At-Risk Students. Canada; Quebec Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. This study compared the inclusive PIER program (French acronym for program intervention with at risk students), which was implemented in 13 third grade classes in Quebec (Canada) and compared with 13 third grade classes using a traditional resource room pull-out program over the course of a full school year. A total of 165 at-risk and 441 non at-risk students participated. The PIER program emphasizes four components: (1) collaborative consultation; (2) cooperative teaching; (3) parent involvement; and (4) strategic and adapted instruction in reading, writing, and mathematics. Three achievement tests and five affective tests were administered in September and the following June. On the academic tests, the at-risk students in the PIER settings had significantly higher scores in writing and similar scores in reading and mathematics, compared to students in resource room pull-out programs. Regular students in the PIER settings had significantly higher scores in both reading and mathematics compared to control group students. On the affective measures, student attitudes toward school became more positive in the PIER settings. On no measures did students in the PIER setting (either at-risk or regular) perform less well than students in the traditional pull-out setting. Separate analysis of students with learning disabilities found the PIER program resulted in higher (but not statistically significant) achievement in mathematics and writing and more positive attitudes toward school. (DB) ED400666

Salerno, C. A. (1995). The Effect of Time on Computer-Assisted Instruction for At-Risk Students. Journal of Research on Computing in Education v28 n1 p85-97 Fall 1995. Discusses whether the mathematics achievement of at-risk fifth-grade students using computer-assisted instruction (CAI) differs from that of at-risk students using other methods of instruction. Found that boys using CAI made greater gains than boys using paper and pencil activities, and that at-risk girls made gains in math skills regardless of delivery method. (JKP) UMI Report/ISSN: ISSN-0888-6504 EJ516557

Schultz, E. (1991). Two Classes Are Better than One. Teacher Magazine v3 n2 p26 Oct 1991. Research indicates a second period of math or reading can help at-risk students keep abreast of their classes. Students who take a second period of math or reading at school instead of other electives show significant gains in standardized test scores. Double-dose remediation can be implemented with little additional cost. (SM) Report/ISSN: ISSN-1046-6193 EJ438508

Schwartz, W. (1987). Teaching Science and Mathematics to At Risk Students. ERIC Digest. New York Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. ERIC Clearinghouse on Urban Education, Institute on Urban and Minority Education, Box 40, Teachers College , Columbia University, New York, NY 10027 (single copies free). Report/ISSN: ERIC/CUE-D-36. Traditionally, disadvantaged groups, such as women and minorities, have not excelled in science and math. Often the lack of literacy and achievement in these subjects is due to the following factors: (1) cognitive differences between how the information is presented and how the students process it; (2) lack of familiarity, because of cultural differences with the context in which the material is taught; (3) family stress due to poverty and/or unemployment; (4) racial and cultural biases that may lead teachers and parents to believe that minorities and women cannot get jobs in technology or aren't suited for them, and therefore shouldn't waste effort learning subjects that will be of no career use; (5) the perception that physically disabled students cannot function safely in a technological environment; and (6) tracking that steers certain groups away from academic or technical courses. Recently a range of successful educational policies, programs, and methods have been identified to help these students. They are the following: (1) high quality programs with longevity and continuity; (2) high quality diverse staff who are role models for the participants; (3) recontextualization, which allows students to understand the material in the context of their own lives; (4) cultural and language sensitivity; (5) anxiety-reducing strategies; (6) improved programming; and (7) cooperative, heterogeneous grouping of students. Out-of-school programs and parental help are also effective in helping disadvantaged students. (VM) ED289948

Schwartz, W. (1988). Teaching Science and Mathematics to At-Risk Students. Equity and Choice v4 n2 p39-45 Win 1988. Cognitive, social, and organizational problems put some groups at a disadvantage in learning mathematics, science, and technology. Recent programs and policies have begun to improve these inequalities. Minorities and women can benefit from long-term programs that help them to recontextualize information, reduce their anxiety, and spend more time on tasks. (VM) EJ371506

Seever, M. F. (1991). Summative Evaluation of the STEPS Program: 1986-1991. Missouri Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. This report provides an end-of-year summative evaluation of the STEPS (Striving Toward Excellence in the Performance of Students) program, which was first implemented in elementary schools in 1983-84. The program, which is based on research on effective schools, focuses on school improvement efforts in six areas: (1) aligning instruction with district objectives; (2) using effective or innovative techniques of instruction; (3) fostering strong leadership by principals; (4) setting high achievement expectations for all students; (5) developing a positive school climate with an academic emphasis; and (6) involving parents in the educational process. The program is especially concerned with the improvement of reading and math instruction. It also aims to reduce the gap between minority and nonminority student scores. Presented are data for the 1990-91 school year concerning demographics, program implementation, observations, achievement, and teachers' and parents' perceptions of the program. Most teachers surveyed indicated that the STEPS program had positive effects on their school climate and on reading and math instruction. A large majority of parents said they were proud of the school their child attended; that they would recommend the school to other parents; and that, overall, they were satisfied with the program. A final section of the report draws conclusions about the status of program affairs and provides recommendations based on the 1991 data. Appended are seven references and related materials. (GLR) ED344702

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Telese, J. A., & Kulm, G. (1995). Performance-based Assessment of At-risk Students in Mathematics: The Effects of Context and Setting. Pennsylvania Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. Contract no.: RE117E20049. A team of university and public school mathematics educators designed performance-based mathematics assessment tasks designed to align with the Texas Assessment of Academic Skills for 93 students who had been identified as at-risk in mathematics. Scenarios were developed based on four contexts: (1) familiar activity; (2) social issue; (3) hands-on; and (4) technology. Each context was administered in three settings: individually, aided by a proctor, and small group. The data analysis consisted of two repeated measures analyses of variance with context and setting, and content and setting as the main factors. The repeated measures were operations, concepts, or problem-solving scores. The results indicated that context was not significant, but content was significant. Setting was significant in both analyses. Generalizability studies (G-studies) were conducted to measure dependability of raters and students. The G-studies indicated that the six raters were dependable when assigning scores. The problem-solving domain was the most dependable knowledge domain rated and the concept domain was least dependable. An appendix provides scoring rubrics and sample questions. Thirteen tables and four figures. (Contains 48 references.) (SLD) ED382685

Telese, J., & Kulm, G. (1995). Mathematics Assessment Scenarios for At-Risk Students. Urban Review v27 n2 p121-40 Jun 1995. Describes the work of a team of university and public school mathematics educators to design mathematics assessment tasks that are effective for at-risk students. Perspectives are offered on the need for alternative mathematics assessment and the dangers inherent in the undertaking. Practical design considerations are discussed. (SLD) UMI Report/ISSN: ISSN-0042-0972 EJ509398

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Walker, B., & J., E. (1989). The Failure of Basic Skills: Who's at Risk? A National Video Teleconference (April 6, 1989). Illinois Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Public Broadcasting Service, Elementary Secondary Service, 1320 Braddock Place, Alexandria, VA 22314 (manual, $3.00; VHS videotape, $295) and North Central Regional Laboratory, 295 Emroy Avenue, Elmhurst, IL 60126 (manual, $3.00). Contract no.: 400-86-004. A national video teleconference addressed the failure of basic skills and rote instruction to engage students in learning and to promote understanding in ways consistent with the realities of an information-based society. Focusing on instructional strategies that actively engage students in what they are learning and that help them connect learning to the world outside of school, the first three presentations discuss: (1) the development of academic tasks that promote meaningful science learning; (2) instructional strategies that help teachers use problem-solving and communication in mathematics education; and (3) the use of informal writing as a way of helping students understand. Program interventions with a similar orientation toward learning are described in the remaining three presentations. One of the programs concerns using parents to support instruction in an early reading program involving teachers, parents, and community leaders; another, called "Finding Out/Descubrimiento" is a cooperative learning, hands-on approach that promotes higher level thinking about mathematics and science in second language instruction; and the third is the Choice and Challenge Program, which is designed to keep rural students in school. (RH) ED331593

Weissman, J., & Others, A. (1995). Assessing Developmental Education through Student Tracking. AIR 1995 Annual Forum Paper. Illinois Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. The effectiveness of developmental education policies at a comprehensive community college was investigated using a new student tracking system. A sample of 1,644 students were tracked from fall 1992 until the end of the fall 1994 semester, 1,226 of whom evidenced basic skills and were eligible for college-level courses, and 418 of whom were classified as skill-deficient. After the fall 1994 semester, 179 skill-deficient students had not remediated and 239 students had remediated. The college-level and skill-deficient students were compared on persistence and performance. Also examined were links between skill-deficient students' academic performance and their enrollment patterns in developmental education courses exclusively, college-level courses and remedial courses, and college-level courses only. Additional concerns were rates of remediation and types of problems (math only, language only, or both, and reading and/or writing deficiency, or both). Results support the following recommendations: skill-deficient students should be required to remediate upon initial enrollment; these students should be allowed to take college-level courses along with remedial studies, but language deficient and triple-deficient students should be encouraged to finish remediation before beginning college-level courses. In conclusion, the results point to guidelines for designing or revising policies governing developmental education programs. (Contains 11 references.) (SW) ED386983

White, P. A., & Others, A. (1996). Upgrading the High School Math Curriculum: Math Course-Taking Patterns in Seven High Schools in California and New York. Educational Evaluation and Policy Analysis v18 n4 p285-307 Win 1996. Student course-taking patterns in seven high schools in California and New York that attempted to enroll lower level math students in more meaningful math courses were studied. Results show that the new transition math courses are partially successful in providing a common curriculum to students with diverse math preparation. (SLD) Report/ISSN: ISSN-0162-3737 EJ538584

White, R. C., & Others, A. (1978). A Survey of Needs of Texas Biology Teachers Relative to Teaching Cardiovascular Diseases and Associated Risk Factors. School Science and Mathematics v78 n7 p559-65 Nov 1978. The data show that biology teachers spend relatively little time on diseases of the cardiovascular system. Approximately one period per year is spent on each of eight given cardiovascular disease risk factors. (MP) Reprint: UMI EJ195050

Whittlesy, E. (1991). Sierra College Algebra Student Survey Results. California Available in paper copy and microfiche. EDRS Price - MF01/PC04 Plus Postage. In 1991, a survey was conducted at California's Sierra College (SC) to determine the types of students enrolling in algebra classes and to explore their attitudes about mathematics. The student population surveyed consisted of all students enrolled in 27 algebra class sections on the SC campus. The survey focused on students' reasons for enrolling in the algebra class, learning preferences and practices, math anxiety/reflexes and attitudes, self-description of academic ability, world view, and background information. After the elimination of unusable responses and extreme data, the final data results were based on 786 returns. The groups of students identified by their responses to survey questions included the math anxious, the underprepared, the re-entry, the underrepresented, the vocational, the transfer, and the single parent. In all, 14 group reports were generated. Study findings included the following: (1) a comparison of student and faculty responses indicated that the faculty were more critical of their students than the students were of each other; (2) younger students had higher levels of anxiety and more negative attitudes toward math than older students; (3) students perceived "mastery learning" as an important element in learning the material, suggesting that faculty should experiment with alternative teaching strategies and environments and try to match them to the needs of the student; and (4) overall, a "helpful teacher" was seen by the student groups as an important contributor to success in algebra. Appendixes provide the survey instrument and tabulated data descriptions of each of the 14 student groups identified in the survey. (JMC) ED332765

Wilkie, & Carolyn, E. (1996). Selected Proceedings from the Annual Conference of the Pennsylvania Association of Developmental Educators (PADE) (14th, University Park, Pennsylvania, March 16-17, 1995). (14th, March 16-17, 1995). Pennsylvania Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. This publication contains seven peer-reviewed papers from a conference on college developmental education with the theme of student success. The papers are: (1) "Reversing the Academic Probation Dilemma" by John Foreman and Nancy Ann Rossi on programming for students on academic probation; (2) "Reading and Writing: Tools for Problem Solving across the Curriculum" by Kimberly Neal and Carol Lewis on problem-solving as a curriculum integration strategy; (3) "Peer Revision: Empowering Basic Writers" by Eileen Master on peer revision including a peer review form, a revision checklist, and guidelines for revising expository compositions; (4) "Layered Diagrams: An Effective Way for Teaching the Paragraph" by Robert W. Holderer on a basic strategy for composing paragraphs; (5) "Some Successful Strategies for Developmental Writing Teachers" by James Boswell on practical strategies for teaching writing and study skills to high risk students; (6) "Card Games and Math Concepts Produce Successful Students" by Paul Hrabovsky Includes instructions for several games; and (7) "Helping Students To Be Organized When Taking Math Tests" by Wayne George on strategies for assisting students with studying for math tests. Most papers contain extensive references. (JB) ED392371

Williams, G. R. (1993). Efficacy of Computer Assisted Instruction in the Areas of Math Application and Reading Comprehension. Alabama Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. The purpose of this research was to determine whether a computer assisted instruction (CAI) program increased the reading and math standardized test scores for selected sixth grade high risk students in a rural school district. Fifty-four randomly selected students' scores on the Stanford Achievement Test (SAT) Series were compared before and after CAI with the Computer Curriculum Corporation (CCC) software. The students received two 20-minute sessions a week in the CAI lab: Ten minutes were used for math and ten for reading. This particular software provided immediate feedback and allowed students to work at their own pace. The results showed that there was a significant difference in the reading comprehension scores with no difference in the area of math application. The conclusions drawn from this research are that in order for CAI programs to be successful, they must be closely monitored for the individual student's progress and time in the CAI lab, and teachers should be aware of the CAI curriculum in order to help supplement student needs. (Contains 21 references.) (JLB) ED371752

Wong, K. K., & Others, A. (1996). Prospects: Special Analyses. Final Report. Illinois Available in paper copy and microfiche. EDRS Price - MF01/PC08 Plus Postage. Contract no.: EA94084101. This report examines variations in school and classroom attributes that were associated with improved student achievement outcomes. Of particular interest were those attributes of Chapter 1 and regular school programs that contributed to improved outcomes for educationally at-risk students. A secondary focus was to measure the relationships between academic achievement and various student background attributes, particularly, Chapter 1 participation in math and reading services. The study analyzed data from "Prospects: The Congessionally Mandated Study of Educational Growth and Opportunity," a 6-year longitudinal evaluation of the impact of the Chapter 1 program. The Comprehensive Test of Basic Skills reading and math vertical scale scores were used to fit each student's academic growth trajectory over three testing pointsspring 1991 through spring 1993. Hierarchical Linear Models (HLMs) were used to model individual student growth trajectories for 1991-93, school-specific effects on the growth trajectories, and the consequences of variations in school attributes for the school effects. Overall, the results supported some features of the effective-schools model and the idealized school-level attributes advocated by proponents of systemic reform. However, the data did not support the assertion that a focus on student-centered, advanced-skills instruction would improve Chapter 1 students' learning. Second, schoolwide alignment and coordination of Chapter 1 and the regular program was related to increased educational growth. Third, greater school-level decision-making autonomy alone did not influence longitudinal achievement. However, in some cases, schools that integrated collaborative principal-teacher leadership with a clear mission shared by all staff were more likely to contain students with improved learning rates. Policy for high-poverty schools should therefore incorporate: (1) strong collaborative leadership provided by both principals and teachers; (2) a longer academic year; (3) instruction for at-risk students that focuses on the basics through a teacher-directed approach; and (4) collaboration between Chapter 1 and regular staff. Forty-nine tables and appendices containing statistical data are included. (LMI) ED402656

Woods, J. (1993). Chapter 1 Summer 1993 Programs. OER Report. New York Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. Office of Educational Research, 110 Livingston Street, Room 740, Brooklyn, NY 11201. This report presents evaluation information concerning a 1993 New York City Chapter 1 summer program's four components: Project Welcome Plus/Study Skills in Communication Arts (PWP/CA); the programs Basic Skills Academy/Comprehensive Competencies program and Auxiliary Service for High Schools Basic Skills; Basic Reading; and Project YOU. These programs were designed to target Chapter 1 students who were at risk of dropping out because they lacked basic skills. Student data revealed that some of the components met or surpassed their evaluation objectives while others did neither. Data evaluation includes the following findings: 75 percent of the students improved in their writing skills, surpassing the objective of 60 percent; both of the Basic Skills programs met their evaluation objectives for reading, writing, and mathematics improvements; almost three quarters of the Basic Reading program's students earned credit for a summer content-area course that exceeded the evaluation objective for this program; Project YOU failed to meet its evaluation objective, and only 28 percent of the students who completed this program improved their writing skills. Recommendations by the New York City Board of Education's Office of Educational Research conclude the report. (GLR) ED372170

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