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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. |
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SPECIAL ISSUE: The CREDE Synthesis Project: Implications for Research, Policy, and Practice Guest Editor’s Introduction: Research in Diversity and Education: Process and Structure in Synthesizing Knowledge English Language Learners in U. S. Schools: An Overview of Research Findings Professional Development for Teachers of Diverse Students: A Summary of the Research From Pipelines to Partnerships: A Synthesis of Research on How Diverse Families, Schools, and Communities Support Children’s Pathways through School Science Education and Student Diversity: Synthesis and Research Agenda Systemic Educational Reform for Racially and Linguistically Diverse Students: A Summary of the Evidence 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 |
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| Lawrence Erlbaum Associates, Inc., 10 Industrial Avenue, Mahwah, NJ 07430-2262 | |
| For assistance, please email jespar@louisville.edu. | |