The Time for Assertive Action: School Strategies for Promoting the Education Success of At-Risk Children. Report of the Commissioner's Task Force on the Education of Children and Youth At-Risk.

Institution	New York State Education Dept., Albany.
Titel	The Time for Assertive Action: School Strategies for Promoting the Education Success of At-Risk Children. Report of the Commissioner's Task Force on the Education of Children and Youth At-Risk.
Quelle	(1988), (35 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Bilingual Education; Cooperative Programs; Curriculum Development; Dropout Prevention; Dropout Programs; Educational Improvement; Equal Education; Financial Needs; High Risk Students; High School Students; Low Income Groups; Minority Groups; Parent Participation; School District Autonomy; School Organization; Secondary School Curriculum; State Aid; Statewide Planning; Teacher Improvement; Urban Education; New York + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching improvement; Unterrichtsentwicklung; Problemschüler; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ethnische Minderheit; Elternmitwirkung; School district; School districts; Autonomy; School autonomy; Schulautonomie; School organisation; Schulorganisation; Planwirtschaft; Stadtteilbezogenes Lernen
Abstract	State, school and community must take responsibility for cooperative educational reform targeted at improving educational opportunities for poor, minority students who are at risk of dropping out of New York State's public high schools. Program recommendations include the following: (1) early childhood education programs; (2) mechanisms to ensure equal educational achievement; (3) innovative learning environments; (4) elimination of limitations on local school districts; (5) greater autonomy for school personnel tied to increased accountability; (6) teacher recruitment, training and in-service policies and practices that encourage respect for racial and cultural diversity; (7) recruitment, retention and promotion of minority and bilingual personnel; (8) study of cultural diversity; (9) services for language minority students; (10) revised special education practices; (11) comprehensive data systems; (12) parent participation; (13) discipline policies and behavior standards; and (14) individualized and group services provided through collaborative arrangements. Fiscal recommendations include the following: (1) fiscal resources to support the program recommendations; (2) consolidation of selected formula aid, and competitive grants; (3) enhanced flexibility in school-based administration; (4) increased state aid; (5) fiscal incentives to school districts for improved performance; (6) enhanced equity in the distribution of State aid; and (7) greater investment in the physical conditions of the schools. A brief bibliography is included. (FMW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC