Three experiments investigated the relationship between women's romantic fantasies and their interest in personal power. Romantic fantasies (associating partners with chivalry and heroism) were assessed using the Implicit Association Test and self-reports. In each experiment, women's implicit romantic fantasies were dissociated with their conscious beliefs. More important, implicit (but not explicit) romantic fantasies negatively predicted women's interest in personal power, including projected income, education goal, interest in high-status jobs, and group leadership appeal. By contrast, men's implicit romantic fantasies were not routinely linked to their interest in personal power. In concert, the findings are consistent with positing a "glass slipper" effect for women that may be an implicit barrier to gender equity.

Explanations for implicit and explicit attitude dissociation have largely focused on causes of explicit attitudes. By contrast, this article examines developmental experiences as potential sources of implicit (more than explicit) attitudes, using attitudes toward smoking and body weight, which have shown dissociation with self-reports. In Study 1, smokers' implicit and explicit attitudes toward smoking were uniquely predicted by their early and recent experiences with smoking, respectively. In Study 2, participants' childhood and current weight uniquely predicted implicit and explicit body weight attitudes, respectively. Furthermore, being raised primarily by a beloved, heavyweight mother predicted proheavy implicit (but not explicit) attitudes. In Study 3, people's reports of pleasant dreams in childhood (but not currently) predicted their implicit attitudes toward dreams. In concert, results provide support for theorizing that implicit and explicit attitudes may stem from different sources of information and are, therefore, conceptually distinct.

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Noting that many of the nation’s high schools are beset with major problems, such as low student reading and math achievement, high dropout rates, and an inadequate supply of effective teachers, Steve Fleischman and Jessica Heppen survey a range of strategies that educators have used to improve low-performing high schools. The authors begin by showing how the standards-based school reform movement, together with the No Child Left Behind Act requirement that underperforming schools adopt reforms supported by scientifically based research, spurred policy makers, educators, and researchers to create and implement a variety of approaches to attain improvement. Fleischman and Heppen then review a number of widely adopted reform models that aim to change “business as usual” in low-performing high schools. The models include comprehensive school reform programs, dual enrollment and early college high schools, smaller learning communities, specialty (for example, career) academies, charter high schools, and education management organizations. In practice, say the authors, many of these improvement efforts overlap, defying neat distinctions. Often, reforms are combined to reinforce one another. The authors explain the theories that drive the reforms, review evidence of their reforms’ effectiveness to date, and suggest what it will take to make them work well. Although the reforms are promising, the authors say, few as yet have solid evidence of systematic or sustained success. In concluding, Fleischman and Heppen emphasize that the reasons for a high school’s poor performance are so complex that no one reform model or approach, no matter how powerful, can turn around low-performing schools. They also stress the need for educators to implement each reform program with fidelity to its requirements and to support it for the time required for success. Looking to the future, the authors suggest steps that decision makers, researchers, and sponsors of research can take to promote evidence-based progress in education.

Many high schools use online courses to allow students to retake failed classes in an effort to help get students back on track and graduate. However, there is limited evidence available on the effectiveness of online credit recovery in improving students’ long-term outcomes compared with traditional face-to-face credit recovery courses. In this paper, we examine longer term outcomes for ninth graders who failed Algebra I and were randomly assigned to an online or face-to-face algebra credit recovery course. In particular, we look at math credits earned through four years of high school and rates of on-time graduation. We find no statistically significant differences in longer term outcomes between students in the online and face-to-face courses. Implications of these null findings are discussed.