Editor's Introduction
Sam Stringfield

JESPAR begins its seventh year of publication in remarkably good condition. In 2002 we will feature two regular issues and two special issues, all of which are well underway as this first issue goes to press.

The current issue features four excellent research articles and four valuable book reviews. In the introductory article, Mark Beasley discusses the effects of risk factors on the cognitive readiness of preschoolers for school and learning. He goes on to describe culture-related experiences that might intervene in these risk-causing circumstances.

The two following articles, by Mark Dynarski and Philip Gleason, describe results from a carefully conducted evaluation. The authors dissect the use of "risk factors" in the identification of students at risk of dropping out, and make initial forays into possible solutions. Readers will find that the authors offer troubling information on the ability of the current generation of quantifiable risk factors to identify those students who eventually drop out. These papers present substantial challenges to our field.

Lawrence Hanser and his colleagues Marc Elliot and Curtis Gilroy end our research section on a positive note. They provide research supporting the development of career academies. Given that career academies are one of the major thrusts of secondary educational reform in the new century, their study is both important and reassuring.

In our book review section, six authors with substantial experience in school reform review four important books. Our reviewers point out both the strengths and limitations of volumes on improving student achievement, resiliency, helping English language learners, as well one that offers a broad critique of the entire reform movement.

Subsequent issues of JESPAR Volume 7 will include special issues examining recent research on Direct Instruction; scholarship from Howard University's CRESPAR researchers; and more case studies, research articles, and book reviews. We look forward to your feedback, and further contributions.