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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 practioners in identifying what programs and policies work in our schools today. |
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Editor's
Introduction Do We
Know Whom to Serve? Issues in Using Risk Factors to Identify Dropouts How Can
We Help? What We Have Learned From Recent Federal Dropout Prevention
Evaluations Career
Academies: Additional Evidence of Positive Student Outcomes Book
Reviews Handbook
of Research on Improving Student Achievement (2nd ed.), edited
by Gordon Cawelti Spreading
Resiliency: Making It Happen For Schools and Communities, by
Mike M. Milstein and Doris Annie Henry Making
Content Comprehensible for English Language Learners: The SIOP Model,
by Jane Echevarria, Mary Ellen Vogt, and Deborah J. Short |
| 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. | |