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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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Study Career Academies and Urban Minority Schooling: Forging Optimism Despite Limited Opportunity Gilberto Conchas Research
Articles Labels
Needn't Stick: "At-Risk" First Graders Rescued with Appropriate
Intervention The Use
of Newly-Added Resources in Urban Schools to Foster School Improvement:
Contexts, Mediating Factors, and Their Impact Book
Reviews Creating
New Schools: How Small Schools Are Changing American Education,
edited by Evans Clinchy Becoming
Good American Schools: The Struggle for Civic Virtue in Education
Reform, by Jeanne Oakes, Karen Hunter Quartz, Steve Ryan, and
Martin Lipton Multicultural
Gifted Education: Education and Psychology of the Gifted Series,
by Donna Y. Ford and J. John Harris III |
| 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. | |