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These writers cite the differences from the upper grades that are found in the pre- high-school grades in a nonpublic school, and examine the quality of educational services attainable when the student body is small.
These writers provide a lucid and highly readable tracing of the evolution of the role of the state vis-à-vis the nonpublic schools. Illustrations of court actions and federal legislation reveal a chronology of change in the authority and responsibility of state governance, notwithstanding...
Offered here is a well-argued set of reasons for more equitable and effective public funding of nonpublic schools serving categorical needs of learners.
Well-versed in bringing controversial matters to public attention, the author acknowledges the good work of the nonpublic schools while deploring the prospect of further direct or indirect government aid. The reader is invited to weigh this article particularly in contrast with those of Kearny...
In the absence of research evidence favoring a particu lar form of grade organization, says this writer, it is entirely reasonable that school districts select the format that best fits with local facility and curricular configurations.
Extracts from Coleman's recent study are com pared with a current similar, but smaller investigation by the author. A case is made for the practice of the values of justice, trust, and freedom in a consciously caring education environment.
As guest editor for this issue, I visited Secretary Terrel H. Bell in his office at the Department of Education. I had not been there since the department was established. The resulting tape, substantially as it was transcribed, follows. -S.P.M.
Affording first hand insights into the urban school environ ment, this writer provides compel ling evidence of the historic and contemporary, mission of service of the Catholic schools in American education.
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