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The purpose of this report is to provide an evaluation of the experiences of the 2005-2006 pilot junior kindergarten schools. Data sources included administrative data provided by the Department of Education (DOE) as well as surveys and focus group interviews conducted with pilot school teachers and principals. Surveys were returned from 113 teachers representing thirty-one different schools, or 84 percent of the pilot school cohort. Surveys were also returned from twenty-four school administrators (mostly school principals), representing 65 percent of the pilot school cohort. A total of thirty-six teachers and thirty-three administrators, representing thirty-three of the thirty-seven pilot schools, participated in the focus group interviews. Major findings, and recommendations are provided. [This report was sponsored by the Hawai'i State Department of Education.]

This document describes a study of a home-based language stimulation program for disadvantaged children. The project sought to train parents to act as the primary change agents during a period of expected rapid developmental progress in their children's language skills. The subjects were 73 two- to five-year-old children and their parents, primarily from low-income, predominantly African American, single-parent families. Data were collected on parental educational background, beliefs, and practices. These variables served as predictors of the children's baseline language ability. Results indicate that the quality and frequency of home reading interactions were related to maternal education, literacy interest and skill, and beliefs about reading aloud. For the intervention portion of the project, subjects were randomly assigned to one of three groups. A training group received instruction and feedback in language stimulation techniques to use at home during a daily picture-book reading routine. Members in a reading group read to their children on a regular basis, but did not receive any instruction. A control group received the same pre- and post-test assessment batteries as did the other groups, without being asked to read aloud at home. Results indicate that expected changes occurred in parent-child reading interactions in the parent training group. Included are seven tables; two appendixes, one containing a list of manuscripts, presentations, and work in progress, and the other consisting of parent training lesson outlines. A list of 88 references is also included. (JB)

Explored the extent to which 14 junior high school teachers and 60 of their male students perceived differences in the teachers' student-directed behaviors as a function of the students' achievement level and race. Students felt teachers acted negatively toward low achievers and positively toward average achievers and African American students. (MDM)