Improved Test Scores, Attitudes, and Behaviors in America's Schools

Education is a profession in which billions of federal dollars have been spent to reduce academic underachievement—particularly for minority children from poverty homes. Few funded programs have reduced failure on standardized achievement tests. Despite either repetition or innovation, most children who fail do not perform substantially better the next time around. On the other hand, practitioners who have used the Dunn and Dunn learning-styles approaches have reported statistically higher standardized achievement test scores among average, poorly achieving, and special education students.

This book is based on the practical, diverse experiences of more than thirty different supervisors throughout the United States. Representing a variety of urban and suburban locations with diverse student populations, each supervisor was able to obtain significantly higher standardized achievement test scores for his or her student populations.

RITA DUNN is Professor, Division of Administrative and Instructional Leadership, and Director, Center for the Study of Learning and Teaching Styles, St. John's University, New York./e She is the recipient of more than 20 national awards for the quality of her research and teaching and is the author of 21 books.

THOMAS C. DEBELLO is Principal at Setauket Elementary School, Setauket, New York and the author of many practitioner-oriented articles on successful school-based learning-style practices.