January 24, 1996

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Vol. 15, Issue 18
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While education research may at times dwell on the arcane and obscure, education professors at the University of Maine want to make sure their work is in sync with the practical needs of classroom teachers.
As an American abroad and working in the field of political-education reform in Central and Eastern Europe, I have been following the conversations about U.S. civics education--or, more precisely, education for democracy--with great interest over the past year. I am struck by the liveliness of the discussions taking place simultaneously in both "the West" (including the United States and Western Europe) and "the East"--even as many of us concerned confess that much of what countries conduct in the area of civics has been ad hoc and of low priority compared with other educational issues.
Days before Washington hosted the "Million Man March" and the National African-American Leadership Summit last fall, the U.S. Department of Justice released a report showing that one-third of the African-American men between the ages of 20 and 29 are in the criminal-justice system, either in prison, in jail awaiting trial, on probation, or paroled. Unfortunately, America's schools helped put many of them where they are.
FOUNDATION SUPPORT: Coverage of specific topics in Education Week is supported in part by grants from the Eli and Edythe Broad Foundation, the Bill & Melinda Gates Foundation, the CME Group Foundation, the Carnegie Corporation of New York, the Jack Kent Cooke Foundation, the Joyce Foundation, the NoVo Foundation, the Noyce Foundation, the Raikes Foundation, the Wallace Foundation, and the Walton Family Foundation. The newspaper retains sole editorial control over the content of the articles that are underwritten by the foundations. Additional grants in support of Editorial Projects in Education’s data journalism and video capacity come from the Leona M. and Harry B. Helmsley Charitable Trust and the Schott Foundation for Public Education. (Updated 1/1/2017)

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