The Journal of Education for Students Placed at Risk (JESPAR) is the only academic journal to date that provides quantitative and qualitative research focused exclusively on improving the education of students placed at risk. JESPAR publishes literature and report reviews, research articles on promising reform programs, and case studies on "schools that work." In doing so, JESPAR facilitates communication among all the stakeholders (researchers, policy-makers, and educators) who are actively involved in improving the education of students placed at risk.

Editors' Introduction
Sam Stringfield and John Hollifield

Communications Feature

The New Improving America's Schools Act and Title I
Mary Jean Le Tendre

A State Perspective on Improving America's Schools
Janet Carroll

Case Studies

Editors' Introduction to the Hawthorne Case Study Series
Samuel C. Stringfield and John H. Hollifield

Hawthorne Elementary School: The Teacher's Perspective
Debra Mentzer and Tricia Shaughnessy

Hawthorne Elementary School: The University Perspective
Bruce M. Frazee

Hawthorne Elementary School: The Evaluator's Perspective
Gail Owen Schubnell

Research Articles

Success for All: A Summary of Research
Robert E. Slavin, Nancy A. Madden, Lawrence J. Dolan,
Barbara A. Wasik, Steven Ross, Lana Smith, and Marcella Dianda

Stories of Mixed Success: Program Improvement Implementation in Chapter 1 Schools
Catherine A. George, James B. Grissom, and Anne E. Just

Book Reviews

Schooling Homeless Children, by Sharon Quint
Jim Golubich

Share the Knowledge: A Review of the Core Knowledge Series
Pamela S. Nesselrodt

Journal of Education for Students Placed At Risk
Center for Social Organization of Schools
Johns Hopkins University
3003 North Charles Street, Ste. 200
Baltimore, MD 21218
Phone: (410) 516-7495
Fax: (410) 516-8890
Lawrence Erlbaum Associates, Inc., 10 Industrial Avenue, Mahwah, NJ 07430-2262
This website designed and maintained by Kirsten Ewart Sundell. For assistance, please email jespar@csos.jhu.edu.