NASSP Bulletin

Increased accountability, rising academic standards, and high-stakes assessments place pressures on education agencies to provide alternative exit options for high school students. This study highlights state-level diploma options, graduation requirements, and the potential impact on students, specifically those with disabilities and others at risk. Findings illustrate the need for alternative diploma options that have value and meaning for all students.

This qualitative case study explored visionary leadership in action by focusing on the strategies that some middle school principals use before implementing schoolwide reforms. Ninety-eight middle level principals were surveyed and 44 were interviewed. Findings indicate that visionary leadership in action involves an initial exploration of possible change areas; discussions and education regarding the issues involved; and support, commitment, and ownership. In addition, time, the courage to change, a plan to involve all, and openness and appreciation to explore thoroughly are required characteristics of the visionary middle level principal who desires to successfully implement reform.

Research on the effects of class size on achievement in high school has been plagued by methodological problems. Nonetheless, studies do show that small classes promote student engagement, enriched curricula, positive teacherstudent interaction, increased time on instruction rather than on discipline, and high teacher morale. All of these factors are as important for educating adolescents as they are for schooling younger children.

The purpose of this study was to investigate the effects of mentoring on job placement for preservice principals. Do preservice principals need mentoring?Do preservice principals use mentors? How is mentoring defined? What characteristics are used to identify potential mentors for preservice principals? Does mentoring effect job placement for preservice principals?

Because there is no overall teacher shortage, but rather specific subject area shortages and an adverse selection and allocation problem, the No Child Left Behind Act's requirement that all teachers be "highly qualified " is important and attainable. To improve teacher quality, principals should be given more flexibility and control over teacher hiring and compensation.