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 practioners in identifying what programs and policies work in our schools today.

Editor's Introduction
Sam Stringfield

Communications Feature

 Indicators for Monitoring Progress of Title I: A New Annual Series of Reports
Rolf Blank and Jennifer Manise

Case Study

The Persistent Dream: A Principal's Promising Reform of an At-Risk Elementary Urban School
Carol A. Mullen and R. Lynne Patrick

Research Articles

Child Abuse: What Teachers in the 90s Know, Think, and Do
Janice M. Stuhlmann and Richard Fossey

Dropping Out Among Mexican American Youth: Reviewing the Literature Through an Ecological Perspective
Robyn S. Hess

Community-Based Support for Preschool Readiness Among Children in Poverty
Colleen Huebner

Book Reviews

When Children Don't Learn: Student Failure and the Culture of Teaching, by Barry M. Franklin (Ed.)
Beverly Caffee Glenn

Being Responsive to Cultural Differences, by Mary E. Dilworth (Ed.)
Marilyn Irving

New American High Schools, by David D. Marsh, Judy B. Codding and Associates, forward by Lauren Resnick
Marion Eaton

Forging Links: Effective Schools and Effective Departments, by Pam Sammons, Sally Thomas & Peter Mortimore
Eugene Schaffer
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.