NASSP Bulletin

The development and implementation of a Professional Development School (PDS)— sponsored summer program for at-risk secondary students is described. Literature related to PDSs and summer programs is followed by a presentation of data findings and analysis. Attendance and grade point average data gathered on the 17 participating rising ninth graders indicate that the described summer program had a positive student impact. Benefits for the university and school constituents as well as implications for future practice and research are described.

The purpose of this study was (a) to research the impact of electronic communication on the role of the principal and school leaders and (b) to investigate patterns of unanticipated consequences or phenomena that have developed within the organization along with the widespread use of electronic media. Twelve themes were identified and grouped into two main categories of the principal's role and computer-mediated communication.

Online polling was examined as a procedure for decision makers to find out how students perceive conditions of learning at their school. Students in Grades 7-12 from eight schools completed online polls about learning on the Internet, time management, and tutoring. Principals favorably evaluated polling as a method for gathering information and changed certain policies and practices based on input from students. Local school context was determined to be the most significant influence in shaping perceptions regarding improvement.

High school students continue to struggle in algebra, especially in large inner-city schools with underprivileged students. Students are not the only ones skirmishing with algebra. Teachers and school leaders are just as frustrated as they search for answers to complex teaching and learning problems. Two high school principals report the results of action research they gleaned from visitations to successful high schools similar to their own in demographics in order to raise proficiency levels in mathematics in their own schools. Among the results include the focused and empowered leadership of department chairs and specific instructional pedagogies that are fostered and shared among teachers and mathematics coaches.