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In 1992, the U.S. Departments of Defense and Education created a new high school program aimed at encouraging at-risk youth to remain in school until graduation. The program is a marriage of the defense-sponsored Junior Reserve Officers Training Corps (JROTC) program and a comprehensive high school reform initiative referred to as career academies. This report focuses on an examination of the effects of the JROTC Career Academy program on student outcomes, including grades, attendance, and graduation. The authors found that grade-point averages for the JROTC Career Academy students were significantly higher than would have been expected if they had been in the standard academic program in six of ten cases. The differences in grade-point averages were generally substantial, with most in the range of one-quarter to one-half grade point. In seven of ten cases, absenteeism for the JROTC Career Academy students was significantly lower than what would have been expected if they had been enrolled in the standard academic program. These differences were dramatic, with absenteeism less than half of what would have been expected in a majority of cases. The major motivational factor that students in focus groups mentioned was the nurturing environment the JROTC Career Academy afforded them.

Career academies --- Children with social disabilities --- Education

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Academic achievement --- Children with social disabilities --- School improvement programs --- Education (Elementary) --- Success for All (Program)

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On the occasion of its 30th anniversary, PEB invited experts to debate the continuing need for educational buildings at a one-day seminar in June 2001 entitled “Temples of Learning or White Elephants? What Future for Educational Buildings?” The OECD Centre for Educational Research and Innovation presented possible scenarios for schools over the next 15 to 20 years. The effects of information and communication technologies (ICT) on the learning environment were addressed at both school and tertiary levels, as well as the views of teachers and other users of educational facilities.

Children with social disabilities --- Community and school --- School health services --- Students --- Social work with children --- School improvement programs --- Education, Special Topics --- Education --- Social Sciences --- Mental health services

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Children --- -Foster children --- -Children with social disabilities --- -#SBIB:316.334.1O280 --- Socially handicapped children --- Children with disabilities --- People with social disabilities --- Foster youth --- Childhood --- Kids (Children) --- Pedology (Child study) --- Youngsters --- Age groups --- Families --- Life cycle, Human --- Institutional care --- -Education --- -Relaties tussen personeel, school en community: algemeen --- Children with social disabilities --- Foster children --- #SBIB:316.334.1O280 --- Education --- Relaties tussen personeel, school en community: algemeen

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Youth and violence --- Violence in adolescence --- Violence in children --- at-risk youth --- Children with social disabilities --- Juvenile delinquency --- Violence --- Social Problems --- Behavior --- Age Groups --- Social Behavior --- Behavioral Symptoms --- Criminology --- Sociology --- Persons --- Behavior and Behavior Mechanisms --- Social Sciences --- Named Groups --- Psychiatry and Psychology --- Anthropology, Education, Sociology and Social Phenomena --- Aggression --- Crime --- Adolescent Behavior --- Adolescent --- Juvenile Delinquency --- Social Welfare & Social Work --- Child & Youth Development --- Services for --- Prevention