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The author shares his perspective on the fundamentals of expository writing criteria for high school students. He asserts that while style, fluency, tone, and correct grammar are certainly important in writing, content has value as well, but across the U.S. even the most prestigious writing workshops for teachers generally bypass substance to focus on style. However, students must know facts, dates, and the viewpoints of various experts and authors to write their college term papers. It is suggested that writing about oneself can be the work of genius, but limiting high school students to thinking and writing almost entirely about themselves can lead them to believe that they don't need to seek information about anything outside of their own feelings and experiences.

The article looks at the performance of teachers in the U.S. after their first few years of teaching. A study challenges the assumption that teachers face a performance plateau during first few years on the job. The association between student achievement and years of teaching experience is described. In addition, the article discusses how schools can promote teacher improvement.

The article discusses the opinions of U.S. Latino high school students on schools as addressed by the research program Project FUERTE (Future Urban Educators conducting Research to Transform Education). Topics include problems with a deficit perspective on cultural diversity and academic achievement, opportunity gaps caused by tracking, and school improvement efforts.

The article discusses the increasing number of students in the U.S. who live below the poverty line and who deal with hunger daily, particularly focusing on efforts to solve the problem of childhood hunger. It addresses the negative impact of hunger on children's educational outcomes, as well as notes the action of teachers to prevent their students from going hungry. Other topics explored include the importance of breakfast for student achievement, the work of the No Kid Hungry campaign, and problems of feeding students over the summer during school vacation.

The author argues that the 2012 U.S. Common Core State Standards for education may not promote academic achievement, and cites research into the effects of teacher development and instructional materials on the success of Common Core implementation. Curriculum evaluation, elementary reading and mathematics scores from the U.S. National Assessment of Educational Progress (NAEP), and teacher effectiveness are also discussed.

The article presents suggestions from schools that won the Education Trust's Dispelling the Myth award about ways to decrease the achievement gap in U.S. schools among minority and low-income students. School principal Elain Thompson talks about academic success belonging to the entire school, not only to students, teachers, and administrators. Former principal Molly Bensinger-Lacy comments on teacher expectations as her key to success. Other suggestions include the importance of performing inspections so principals can directly oversee their schools, educational accountability, tenacity, providing support to teachers, and using measurements of student achievement effectively.

In this article the author examines elements of mastery learning. The discipline is defined as an instructional approach developed by educator Benjamin S. Bloom that incorporates feedback, the corrective process, and congruence among learning components. A number of topics are addressed including the the impact of mastery learning on the Response to Intervention teaching method, the use of diagnostic pre-assessment and pre-teaching, and the importance of of high-quality, group-based initial instruction.

The article discusses demographics of English language learners (ELLs) in U.S. schools. The authors note high numbers of ELLs in preschools and elementary grades and discuss the geographic distribution of immigrant families in the U.S. They note that Mexico is the largest source of immigrants to the U.S. and that Spanish is the native language of a majority of ELLs. They discuss how family language, socioeconomic status and parental education can affect the academic achievement of ELLs. They suggest how the employment of bilingual teachers and the use of educational interventions and peer-assisted learning can improve ELL achievement. They recommend collaboration between federal and state governments, educators and education researchers.

The authors assert that U.S. educators, struggling under the accountability requirements of the 2001 No Child Left Behind Act, might have a hard time imagining an assessment program driven by teachers' need for formative information about student learning instead of by high-stakes accountability demands. However, they say, for New Zealand educators, it is an integral part of a comprehensive assessment program designed to help teachers enhance students' literacy skills. They explain that New Zealand assesses the learning progress of elementary and middle-level students through the National Educational Monitoring Project, which offers an innovative approach to understanding student achievement in language arts. The article explores the frameworks and distinctive qualities of the program.

Explains that students are more likely to succeed when they feel connected to school. Explanation on the meaning of school connectedness; Abundance of researches that emphasize the importance for students to feel connected to their schools; Three school characteristics that help students feel connected to school while simultaneously encouraging student achievement; Ways by which schools can encourage school connectedness. INSET: Wingspread Declaration on School Connections.

Provides information on a research on the impact of the High School Puente educational program on the attitudes of Latino students in the U.S. Percentage of Latino students who earned a college degree in 2000, according to the U.S. National Center for Educational Statistics; Reasons behind the undereducation of Latino students; Details of the High School Puente educational program for Latino students.

Discusses the role of the Regional Minority Consortium in launching an initiative to remedy the educational achievement gap in the suburban district schools in the U.S. Advantage of the math enrichment program designed and implemented by the team in the North Harbor School District; Action taken by South Hills School District in response to the findings of the team members; Solution sought by the action research team to bolster access to the Advanced Placement Academy in Rolling Brook district.

Discusses the impact of stereotype threat on the intellectual performance of students in the U.S. Factors that affect student achievement; Role of educators in minimizing stereotype threat of students; Ways to cope with stereotype threats.

Discusses the impact of racism on the academic performance of minority students in the U.S. Factors to consider to attain the best education in the country; Role of educators in redefining the entrance and placement requirements in college; Ways to confront and combat racism, according to the book "Black Man Emerging" by Joseph White and James Cones.

Highlights the role of effective health education programs in enhancing students' health and raising academic achievement. Types of behavior identified by the U.S. Centers for Disease Control and Prevention which cause serious problems among people over 5 years old; Health education standards that use a skills-based approach to learning; Details of the Health Education Assessment Project launched by the Council of Chief State School Officers' State Collaborative on Assessment and Student Standards.

Highlights the significance of Title I of the Elementary and Secondary Education Act of 1965 in the U.S. to educational achievement. History of Title I; Purpose of Title I; List of potential strategies for accelerating the school-year learning of poor and minority students.

Recommends ways to encourage U.S. minority students to study science, mathematics and engineering. Action to be taken in order to address the achievement gap between minority and white students; Measures suggested for educators to ensure the success of minority students in mathematics and science; Characteristics common to high-achieving minority students.

Highlights the impact of a school wide commitment to reading and writing strategies in all content areas on student achievement at Herbert Hoover High School in San Diego, California. Details on the instructional strategies used in literacy; Benefits of the strategies.

Discusses several teaching strategies for educators in the U.S. Categories of teaching strategies; Components of a complete lesson plan; Instructional approaches that foster student achievement and active learning; Types of assessment; Role of schools in ensuring the effectiveness of novice teachers.

Examines how students in the United States have fared under a variety of assessment and accountability systems, such as curriculum-based external exit examinations. Overview of external assessments; Benefits of external exit examinations; Success of curriculum-based exit examinations.

Provides information on the Los Angeles' Better Educated Students for Tomorrow after-school program in California. Growth of government spending on after-school programs in the United States; Three learning principles implemented by staff members of the after-school program; Effects of the program on the school attendance, attitudes and achievement of students.

Calls for the elimination of homework requirements in schools in the United States. Debate about assignments; Negative effects of homework on students and their families; Problem faced by teachers in determining who did the homework of students; Myths about the influence of homework on academic achievement and test scores.

Discusses the barriers to the achievements of students. Findings of a study on students in small high schools in Chicago, Illinois; Factors that are conducive to student learning; Reason for building large schools that fail a significant percentage of students.

Reports on the 1990 state-by-state assessment survey conducted by the U.S. National Assessment of Educational Progress (NAEP) to provide comparisons of student achievement to state policymakers. Number of states involved in the survey; Plans of NAEP to conduct a second cycle of the assessment; Challenges faced by NAEP; Benefits of the survey to the states.

Focuses on the school effectiveness study in Louisiana. Laws that directed the examination of conditions related to school achievement among elementary school children in Louisiana; Significant outcome variance at the school level; relationship between outcome and process measures.

Evaluates a cognitive instruction project (CIP) for minority students in Paterson, New Jersey. Effectiveness of CIP in improving academic performance; Theoretical foundation of the program; Community involvement in the program.

Focuses on the poor standing of U.S. students in mathematics and science achievement. Comparison of the achievement levels of U.S. students with students in other industrialized nations; Approaches to the educational crisis; Recommendations for curricular reforms and structural changes.

The article provides some insights into the results of a study conducted by the International Association for the Evaluation of Educational Achievement concerning the top ranking of the United States among nations in school retentivity and educational yield. Apparently, nations with school systems with the highest rates of retentivity or holding power do not suffer any loss in educational quality as far as the most able students are concerned, which then result to a high educational yield. Education quality was then compared in several countries including the United States, Japan, Sweden, France, England and the Netherlands, among others.

The article presents a survey studying the kinds of comprehensive examinations presently required of students enrolled in master's degree programs in education in accredited institutions of higher education in the United States. Master's degree programs in education most frequently required a comprehensive examination, rather than cited such an examination optional or not required. Specifically, 69 percent of the programs required a comprehensive examination; 26 percent did not specify this requirement; and 5 percent regarded a comprehensive examination optional. Sixty percent of the institutions that regarded a comprehensive examination optional volunteered the explanation that a thesis may be elected by the student in lieu of the comprehensive. In some institutions, the comprehensive examination has been discontinued with emphasis shifted to more stringent admission requirements, rather than rejection by some means at the end of the master's degree program. Master's degree programs most frequently required both a general comprehensive examination and an examination in the major area or specialization of the student.

The article discusses findings of a follow-up study of the Frostig Visual-Perception training program. An overview of the 1965-1966 evaluation of the training program is provided. The study aims to replicate the former research and to follow up the participants to determine the predictive validity of the Frostig tests and the cumulative effects of the program upon future reading achievement. The design and methods of the study is described. The analysis of variance showed significant differences between treatments and among grades. Also, there is a moderate degree of correlation between Frostig scores and the Metropolitan Reading Readiness scores.

The article discusses on the collaboration among school guidance counselors and curriculum workers in working for the personal and academic development of child in 1960s in the U.S. The author emphasized that guidance counselors have had a significant role in interpreting the emotional impacts of curricular experiences on the child's self concept and on his relationship with other children. Counselors also have an important role in assessing the materials used in education. Together with teachers, counselors also plans appropriate means on how children should approach an understanding of education.

The article reports on a 1950 census of current practices being followed in elementary school evaluation in the U.S. During the past academic year, in which the "census" was taken, a group of educators in the United States and Hawaii received personal letters in which they were asked to send the article author copies of elementary school evaluation instruments they had at hand and to indicate where additional instruments could be obtained. Public school systems, private and campus schools, institutions of higher education, professional organizations and state departments were among the 200 sources to which inquiries ultimately were directed. By May 1950, some 200 pieces of printed material had been received and processed. While the sampling obtained cannot be defended as completely representative it probably is a reasonably good reflection of materials in current use. To be even more explicit, instruments in circulation which were contributed as evaluative devices tended to be achievement tests, means of rating teachers, check lists for use in judging instructional practices and related items such as material resources, hand-books setting forth criteria, or widely divergent devices for studying children.

The article presents the "Educational Leadership" themes for 2008 to 2009 in the U.S. The theme for the September 2008 issue will be "The Positive Classroom" which will explore the role of safe, orderly, engaging classrooms in producing high student achievement. Next is "Expecting Excellence" for the October 2008 issue which will look at school programs and practices that go beyond proficiency to foster excellence. Another is "Giving Students Ownership of Learning" for the November 2008 issue which will focus on the role of students in shaping curriculum, setting standards and learning goals and designing the format of classes.

Discusses how administrators and teachers at Shaker Heights Middle School in Ohio help students complete their homework assignments. Main components of academic achievement; Concerns of students regarding assignments; Details on four after-school programs of the school.

Examines the effect of reduced class size in primary classes in Indiana. Implementation of individualized instruction; Teacher-student interactions; Academic achievement differences.

Analyzes findings of research on the relationship between principal leadership and student achievement conducted in Seattle, Washington, elementary schools. Strategic interactions between principals and teachers; Implications for school policy-making.

The article presents a discussion of research conducted by the Organisation for Economic Cooperation and Development (OECD) regarding educational finance in the U.S. It examines the relationship between per-pupil spending in the U.S. and student academic achievement, compares the American educational system with that of nations such as Japan, and argues that the rhetoric used in U.S. education policies is not actually backed up by its funding practices. It also addresses issues related to teacher salaries and inequities in funding for poor schools in the U.S.

Focuses on the identification of complementary resources, methods and programs that improve student's academic achievement and their attitudes towards school in the United States. Findings of the study conducted by Paul Trautman on student achievement in New York; Factors that led to the classification of student types in California; Name of the center that has provided many programs which provide alternatives for students in Winconsin.

Provides information on several Web sites for educators working to close educational achievement gaps. Educational Testing Service Web site which discusses the factors that affect academic achievement of students; Education Commission of the States Web site which focuses on the efforts of states to measure and close the gaps in the U.S. schools; Education Trust Web site which includes fact sheets and publications about achievement gap.