Over five million children in the US are served by Title I schools. Following the implementation of the Improving America's Schools Act (IASA) in 1994, Title I has sought to assist schools in helping children to gain the knowledge they need for academic success.

As one of the foremost journals specifically aimed at the improvement of the educational experience of at-risk students, JESPAR assists researchers, policy makers, and practitioners in identifying what programs and policies work in our schools today.

Volume 11, No. 1
A Randomized Experimental Evaluation of the Impact of Accelerated Reader/Reading Renaissance Implementation on Reading Achievement in Grades 3 to 6
John A. Nunnery, Steven M. Ross, and Aaron McDonald

Best Policies and Practices in Urban Educational Reform: A Summary of Empirical Analysis Focusing on Student Achievements and Equity
Jason J. Kim and Linda M. Crasco

Bringing Assessment Literacy to the Local School: A Decade of Reform Initiatives in Illinois
Linda R. Vogel, William C. Rau, Paul J. Baker, and Dianne Ashby

Schoolwide Impact and AVID: How Have Selected Texas High Schools Addressed the New Accountability Measures?
Karen M. Watt, Charles A. Powell, Irma Doris Mendiola, and Griselda Cossio

The Voyager Universal Literacy System: Results from a Study of Kindergarten Students in Inner-City Schools
Joy A. Frechtling, Xiaodong Zhang, and Gary Silverstein

Freshman Year Dropouts: Interactions between Student and School Characteristics and Student Dropout Status
Keith Zvoch

Notes on Contributors
Journal of Education for Students Placed At Risk
University of Louisville
College of Education and Human Development
Leadership, Foundations and Human Resource Education, Room 333
Louisville KY 40292
Phone: (502) 852-0616
Fax: (502) 852-4563
Email: jespar@louisville.edu
Lawrence Erlbaum Associates, Inc., 10 Industrial Avenue, Mahwah, NJ 07430-2262
For assistance, please email jespar@louisville.edu.