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Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children.

Special education and gifted and talented programs were designed for children whose educational needs are not well met in regular classrooms.From their inceptions, these programs have had disproportionate representation of racial and ethnic minority students.What causes this disproportion?Is it a problem?.

This article explores four elements of effective standards-based instructional leadership: vision and commitment, high expectations and trust, effective communication, and courage to collaborate. The principal's role is highlighted and discussed.

According to Chinese philosophy, crisis and opportunity go hand in hand. The standards movement can be described as being in a state of crisis, a crucial time whose outcome will make a decisive difference for better or worse. On the one hand, a great deal of progress has been made; on the other, some of the standards-driven reforms represent significant threats to students, principals, and teachers.

Education research is seen as increasingly integral to education policy and practice, and must contribute to achieving national educational improvement objectives. Urges educational researchers to assume a leading role in restructuring American education in the 1990s by turning their attention to the following four priorities: (1) assessment; (2) motivation; (3) collaboration; and (4) dissemination. (AF)

Education reform involves setting standards and successful implementation of the standards before student achievement actually increases. Suggestions for turning lofty principles into concrete actions are provided.

Over time, Congress has put the reauthorization of various programs on cycles that prevent lawmakers from considering and understanding the relationship between these programs and children's needs. When reauthorizing the Elementary and Secondary Education Act, Congress should consider allowing schools to pool funds from all federal programs targeted at specific categories of children. (MLH)

[...] the state is changing its exams for elementary students and is considering changes in high school course requirements. [...] by phasing in the exams, the state is allowing districts and schools to adapt their policies and practices to prepare students and to build support for the change.