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This readings-with-text is a compilation of important contributions to the study of urban education over the past few decades. This edited volume includes a variety of articles dealing with the issues and problems of urban education and some possibilities for transforming urban schools through the lens of equality of educational opportunity.

Data from the National Longitudinal Transition Study-2 were analyzed to determine the effect of receiving transition planning education and having a transition plan that specified needed postsecondary accommodations on the receipt of disability-specific services and generally available supports at the postsecondary level by students with disabilities. The analyses included a nationally representative cohort of 1,210 students. Propensity model analyses indicated that both variables significantly increased the odds that students with disabilities would receive disability-specific and generally available supports at 2-year institutions. In addition, students with transition plans specifying accommodations were more likely to receive disability-related supports at career/technical education (CTE) schools and CTE students who had received transition planning education in high school were more likely to receive generally available supports. The results provide important implications for policy and practice, and a strong foundation for further exploration of the linkages between transition planning experiences and receipt of disability-specific and generally available supports at postsecondary schools. Given the significant change in responsibility faced by students with disabilities in college in regard to decision making and self-advocacy, transition planning for students with disabilities needs to include explicit instruction related to accessing needed services at the college level. (Contains 2 tables). [This paper was published in "Exceptional Children," v82 n4 p497-514 2016 (EJ1104758).].

This book has all of the standard references found in the area of supervision. It is a good general and comprehensive reference. The book is reality-based and written in a concise and understandable style. Includes sections on inclusion and technology that keep the reader abreast of the latest topics. Features new case studies and learning activities to reflect the changing nature of public education. Adds a chapter on teaching and learning and its role in supervision. For School Administrators and Instructional Supervisors.

Handbook of Multicultural Assessment offers the most comprehensive text on testing of racial and ethnic minorities in the United States. This thoroughly revised and updated edition includes the most current and state-of-the-art assessment information in a variety of psychological and educational domains. The book highlights new and innovative testing practices and expands the populations of interest to include recent immigrants and refugees. It also includes ways to overcome barriers in the assessment process as well as forensic assessment. This important resource offers an instructional text for conducting culturally competent psychological assessment for clinicians, educators, and researchers.

The fifth edition of this text instructs students on how to evaluate tests and testing practices and encourages them to try and develop new and better testing instruments to predict the controversies of the future.