National Advisory Council on Indian Education, Washington, DC. (1990). Elementary Schools. INAR/NACIE Joint Issues Sessions. National Indian Education Association (NIEA) Annual Conference (22nd, San Diego, California, October 16, 1990). This report summarizes two joint sessions held by the Indian Nations At Risk Task Force and the National Advisory Council on Indian Education to hear testimony on issues in Native American education at the elementary school level. Issues and problems fell into the areas of: (1) the special needs of high-risk elementary students, the need for alternative programs, misdiagnosis of Native students into special education, the need for parent activism in the special education process, problems of fetal alcohol syndrome and emotionally disturbed children; (2) the impact of standardized testing, bilingual education issues, and the need for cultural education and culturally relevant programs; (3) barriers to parent participation and empowerment arising from teacher and administrator attitudes and from bureaucratic regulations at Bureau of Indian Affairs (BIA) schools; (4) unacceptable BIA funding practices, and financial problems impacting facilities, transportation, curriculum, and materials; and (5) accountability of tribal government and the BIA. Recommendations and working strategies are proposed. The benefits of small schools and low teacher-student ratios are discussed, particularly for low-achieving students and for students from more traditional tribal communities.   [More]  Descriptors: American Indian Education, American Indians, Elementary Education, Elementary School Students

Council of Chief State School Officers, Washington, DC. (1990). Voices from Successful Schools: Elements of Improved Schools Serving At-Risk Students and How State Education Agencies Can Support More Local School Improvement. The effect of successful school practices on educational outcomes of disadvantaged students is examined in this project report. A second focus is to determine ways in which state education agencies can support local school improvement efforts in the secondary and middle schools. As part of a larger long-term effort to improve the educational achievement of children considered at risk, the study involves a review of current research, expert consultation, and site visitation of 19 exemplary schools. Information is provided on the school improvement initiation process; methods for improvement, which include management, instruction, and early intervention and categorical programs such as Chapter 1, special education, and bilingual education; staff training; evaluation and accountability; parent involvement; community and business support; and state intervention. Recommendations include provision of technical assistance by state education agencies, identification of successful schools, improved teacher training, increasing the priority of early childhood education, use of innovative instructional methods and incentives, improved program information dissemination, and promotion of family and community support programs. The appendix lists the participating schools from nine states: California, Connecticut, Florida, Louisiana, Maryland, Michigan, New York, Pennsylvania, and Virginia.   [More]  Descriptors: At Risk Persons, Disadvantaged Youth, Educational Assessment, Educational Improvement

Massachusetts State Dept. of Education, Boston. Bureau of Early Childhood Programs. (1989). Future Trends in Early Childhood Programs. Volume III. The Emerging Role of the Public Schools in Child Care: Case Studies. This report provides an overview of the involvement of public schools in Massachusetts in child care, focusing on 12 child care programs strongly affiliated with public schools. The programs investigated responded to local needs in a variety of ways. Programs included a teen parenting program; a bilingual education program; child care for local town employees; before- and after-school child care; infant and toddler care; preschool education in a rural area; provision of tuition subsidies for families unable to afford child care; and outreach, training, and resources for parents and community-based providers. Based on the findings, the Early Childhood Advisory Council of the Massachusetts Board of Education declared its support for the role of the public schools in child care. The council recommends that schools considering involvement in child care programs for young children include the following elements in program development: (1) a strong, qualified leader who is responsive to the needs of children, families, staff, and community; (2) communication and collaboration with other programs, including public school programs; (3) parent involvement in program planning and decision-making; (4) a career ladder that includes adequate salaries and benefits and establishes a clear relationship between staff qualifications and professional development; (5) a funding arrangement that leads to long-term security; and (6) support from local school administration. Descriptors: Case Studies, Day Care, Early Childhood Education, Educational Practices

Texas Education Agency, Austin. (1990). Texas Educational Assessment of Minimum Skills: Student Performance Results 1989-1990. District and Campus Results, Volume 3. This third volume of the Texas Educational Assessment of Minimum Skills (TEAMS) Student Performance Results reports school district and campus performance results alphabetically, based on the percentage of students passing all tests taken in 1989-90. Performance results of special education students are excluded. District and campus results are compiled excluding both special education and bilingual education students. Section I aggregates district results by certain demographic characteristics, which are explained in Appendix A. Section II reports performance results aggregated across grades for each campus and district in the state. These results are based on the grade 11 exit level results from the October 1989 TEAMS administration and the results for grades 3, 5, 7, and 9 from the TEAMS administration in February 1990. Grade 3 Spanish results are not included in either district or campus aggregations. In all, 196 pages of statistics in tabular form are provided. Each table illustrates: (1) the number of students tested in 1989-90; (2) the number of students passing all tests taken in 1989-90; (3) the percentage of students passing all tests taken in 1989-90; (4) the percentage of students passing all tests taken in 1988-89; (5) the change in percentage of students passing from 1988-89 to 1989-90; and (6) the percentage of students passing all tests taken in 1989-90 excluding special education and bilingual students. Descriptors: Academic Achievement, Achievement Tests, Campuses, Cutting Scores

New Jersey State Dept. of Education, Trenton. (1991). Funding Education under the Quality Education Act of 1990. New Jersey's school funding reform initiative, the Quality Education Act of 1990 and its 1991 amendments, are described in this booklet. The amendments attempt to equalize the tax burden of all districts, provide property relief, and impose stricter spending limitations. In the new foundation funding system, the state provides aid based on a district's capacity to meet the state-determined, statewide standard of per-pupil expenditures. The distribution of each of the types of state education aid are described. The first section provides information on state foundation aid, such as calculation of the maximum foundation budget, district local fair share, and state foundation aid; on spending limits; and on special needs districts. State aid for other costs is described in the next section, which includes categorical aid for special and bilingual education, at-risk students, and county vocational schools; state aid for transportation, pension and social security, and debt service; and transition aid. Appendices describe the calculation of state education aid for a sample district, special needs districts, special education categories, state aid totals for 1991-92, and the impact of Quality Education Act amendments. A glossary is included. Descriptors: Categorical Aid, Educational Equity (Finance), Educational Finance, Elementary Secondary Education

O'Reilly, Fran E.; And Others (1990). A Digest and Comparative Analysis of Major Federal Programs Affecting Infants and Toddlers with Handicaps and Their Families. This study analyzes major federal programs designed to provide services to children, from birth through age 2, who have developmental delays or a high probability of developmental delays, and their families. Programs were selected based on their provision of education or health-related services to infants and toddlers with handicaps and their families, and on the relevance of the program to policymakers working with Part H of Public Law 99-457, the Education of the Handicapped Act Amendments, 1986. The digest includes such programs as those legislated by the Education of the Handicapped Act, Head Start Act, Developmental Disabilities Assistance and Bill of Rights Act, and Bilingual Education Act. The study also contains a comparative analysis component, which compares the statutory language of the programs for their consistency or conflict with each other and with requirements of Part H. This section assesses the programs in seven areas: identification and evaluation; individualized service plan; case management services; parent training; procedural safeguards; advisory council; and other. A digest of selected provisions of 25 major federal programs affecting infants and toddlers with handicaps and their families is presented in an appendix.   [More]  Descriptors: Advisory Committees, Comparative Analysis, Disabilities, Due Process

Davidson, Mary E.; And Others (1988). Monitoring Commission's Response to the Annual Desegregation Review, 1986-87. Part II: Recommendations on Educational Components. This report summarizes the response of a monitoring commission to a 1986-87 report on the educational components of a court-mandated school desegregation plan in Chicago (Illinois). The Board of Education was required to alleviate the effects of both past and ongoing segregation by providing educational and related programs for predominantly Black and Hispanic American schools. Overall, the report was very well written and a great improvement over the 1985-86 report. The summary of the major litigation of 1986-87 between the board and the Federal Government demonstrates the important issue of funding the desegregation plan. The following educational components are reviewed: (1) general curriculum and instruction; (2) the Chicago Effective Schools Project; (3) programs in racially identifiable schools; (4) student leadership; (5) magnet schools and programs; (6) vocational and technical high schools; (7) special education and testing; (8) dropout prevention; (9) bilingual education; (10) student discipline; (11) staff development; (12) public participation; (13) faculty desegregation and affirmative action; (14) evaluation; and (15) monitoring. Descriptors: Black Students, Budgets, Compliance (Legal), Desegregation Litigation

Hoem, Anton (1981). Financing, Organisation and Governance of Education for Special Populations. Series III. Studies of Selected Population Groups. Linguistic and Indigenous Minorities: The Sami (Lapp) Case in Norway. This report examines the condition of formal education among the Sami people (Lapps) in Norway. Part I discusses developmental phases in the formal education of indigenous minorities: (1) initial rejection of formal education imposed by the majority society; (2) gradual acceptance of formal education as the minority becomes acculturated and urbanized, sometimes accompanied by a rejection of native language and culture; and (3) revitalization of the traditional language and culture, a process often nurtured by the majority society within the school system. Part II discusses Sami schooling within this framework and describes bilingual education efforts, school financing and organization, specialization of teacher education for the Sami school, and school governance by Sami councils. Part III weighs questions of educational equity and the feasibility of cultural revitalization for a small cultural minority group, and suggests differences in the situation at the individual and societal levels. Part IV outlines a systematic framework for investigating these questions at the societal level and for determining economic, organizational, and administrative solutions.   [More]  Descriptors: Acculturation, Cultural Pluralism, Elementary Secondary Education, Equal Education

Ramirez, David; And Others (1990). Efforts to Help Parents of LEP Students Take Many Forms, BEOutreach. Parents of limited-English-proficient (LEP) students often face linguistic and cultural challenges while trying to support their children's education. Parents depend on educators to help them strengthen their abilities in these areas. Language, literacy, and cultural needs may vary widely, and parent education programs should be adapted to this diversity. Three different program types, each different in funding source and organization, serve as models and each is described in this overview: (1) the Title VII Family English Literacy Program (FELP), funded through the federal Office of Bilingual Education and Minority Languages Affairs, which provides instruction for parents and out-of-school youth and focuses on parenting and language development contributing to academic success; (2) the Chapter 1 Even Start Program, which provides family-centered educational services to help parents become full partners in their children's education, assists children in achieving their full potential, and provides parent literacy training; and (3) the Systematic Training for Effective Parenting (STEP) programs for improving family relationships and helping children become responsible and confident. These programs use a commercially available curriculum, are implemented by school districts, and are funded through various sources. The story on Even Start was contributed by David Ramirez; the story on STEP was contributed by Marisol Naso and Evangelina Mirande. All three of these projects respond to California state board of education policy on parent involvement. Descriptors: Adult Literacy, Elementary Secondary Education, Family Programs, Federal Programs

Rado, Marta; Foster, Lois (1992). Multiple Perspectives on Adult Biliteracy. In the context of multicultural Australia, bilingual education has generally become a viable educational option for all school age students, but there is less interest in developing bilingual skills in adults with a non-English speaking background (NESB). This paper arises out of a 1991 research study on "The Literacy Needs of NESB Women." One focus of the paper is to identify the position on adult biliteracy taken by key parties in the adult literacy and basic education field, including the industry training board, private employers, non-government organizations, and the government. A second focus is to explore the arguments in favor of developing the biliteracy of NESB adults and of promoting positive attitudes towards biliteracy among those directly concerned, such as students, teachers, administrators, and politicians. Strategies for implementing literacy programs for adults are discussed. It is concluded that biliteracy has not attained a high profile and that first- and second-language literacy are interrelated dimensions of literacy for Australia's NESB population. Contains 44 references. Descriptors: Adult Literacy, Attitude Change, Bilingualism, Cultural Pluralism

Teaching in Rural Alaska: Journal of Applied Ambiguity (1986). Teaching in Rural Alaska: Journal of Applied Ambiguity. Volume 4. A Forum for Teachers in Rural Alaska Associated with the Cross-Cultural Orientation Program. As a component of the University of Alaska's Cross-Cultural Orientation Program (X-COP), this journal provides a forum for rural Alaska teachers to share experiences and ideas. Articles in this issue discuss: (1) a highly rated school in Manokotak–a Yup'ik Eskimo community that is intergrating schooling into its contemporary Yup'ik culture; (2) songs as beginning reading materials to aid oral language development and bilingual education; (3) definitions and characteristics of "culture"; (4) advantages of traditional village life in Newtok, Alaska; (5) changing beginning reading instruction by reducing skill practice and Socratic questioning exercises and increasing teacher modeling of reading and direct student involvement in the reading lesson; and (6) a second-year rural teacher's advice on teacher-community relationships, laughter as a cross-cultural link, use of local social and learning patterns in the classroom, use of local teacher aides, and computers to assist individualized instruction. This issue also contains poems, anecdotes, descriptions of teaching experiences, a description of a memorial potlatch, an essay on expanding cognizance of our own behaviors–particularly teaching behaviors and methods–by learning from other species, and addresses of X-COP participants and other rural teachers. Descriptors: Alaska Natives, Cross Cultural Training, Elementary Secondary Education, Multicultural Education

National Advisory Council on Indian Education, Washington, DC. (1990). Early Childhood Education. INAR/NACIE Joint Issues Sessions. National Indian Education Association (NIEA) Annual Conference (22nd, San Diego, California, October 16, 1990). This report summarizes two joint sessions held by the Indian Nations At Risk Task Force and the National Advisory Council on Indian Education to hear testimony on issues in Native American early childhood education. Issues and problems fell into the areas of: (1) Head Start, its funding problems, and its relationship to public and Bureau of Indian Affairs schools; (2) early childhood programs, the need for such programs to prepare preschool children for the increasingly academic demands of kindergarten, culturally biased assessment tests in kindergarten, and de facto segregation among different programs; (3) entrance into kindergarten, school readiness problems, and shortage of kindergarten slots in states where it is not mandatory; (4) increasing education requirements and low salaries for early childhood teachers; (5) parent education, parent advocacy training, and parent participation; (6) financial problems in child care on American Indian reservations; (7) bilingual education issues and promotion of language acquisition and communications skills in young children; and (8) lack of programs for urban American Indians not enrolled in recognized tribes. Recommendations are offered, and exemplary programs are described that involve school-based day care for teen parents and students, preschool programs incorporating Native language and culture, and an urban Indian center that preserves Indian identity among members of 72 tribes. Several pieces of relevant research are noted.   [More]  Descriptors: American Indian Education, American Indians, Ancillary School Services, Day Care

National Advisory Council on Indian Education, Washington, DC. (1990). Open Discussion with NACIE and Task Force Members. INAR/NACIE Joint Issues Sessions. National Indian Education Association (NIEA) Annual Conference (22nd, San Diego, California, October 16, 1990). This report summarizes an open discussion between members of the Indian Nations At Risk Task Force and the National Advisory Council on Indian Education (NACIE) and conference attenders following 2 days of testimony about issues in Native American education. An administrator outlined the loss of educational opportunity for Native Americans during the 1980s due to decreased federal funding, disregard of treaty rights, and bureaucratic entanglements, and outlined recommendations for tribally controlled teacher education, alternative education programs, increased funding, substance abuse prevention, and bilingual education programs. An attorney urged the Task Force and the NACIE to draft federal policy supporting tribal government control of public schools on the reservation, and outlined educational ramifications of the Supreme Court's recent refusals to support tribal sovereignty in other areas. Other topics of discussion included the need for additional programs for handicapped and gifted students; the need for teacher training in American Indian culture, substance abuse prevention, and suicide prevention; Indian identity and tribal sovereignty as resources to use in negotiations with the federal government; encouraging political involvement of community members at the local level; poverty, welfare, lack of self-esteem, and the need to pursue self-sufficiency on the reservations. The responsibilities of the Task Force were described.   [More]  Descriptors: American Indian Education, American Indians, Dropouts, Educational Policy

Davidson, Mary E.; And Others (1984). The Town Meetings. Occasional Paper Number One. During the 1983-84 school year the Office of Equal Educational Opportunity (OEEO) of the Chicago (Illinois) Board of Education organized 11 Desegregation Town Meetings to enlist parents and citizens in carrying out a court-mandated school desegregation plan. The meetings provided the following information: (1) the priorities of the desegregation plan; (2) the functions of the OEEO; (3) the relationship of parents to the local schools; and (4) the allocation of OEEO funds. Each meeting included presentations on several of the following topics: (1) effective schools; (2) magnet schools/student transfers; (3) finance and budget; (4) bilingual education; (5) affirmative action; (6) special education; (7) the High School Renaissance Program; and (8) the Uniform Discipline Code.  Audience size varied according to the location of the meeting, and the racial composition of the audience generally reflected the racial composition of the respective neighborhood. Questions and comments from the audiences reflected the problems of the particular districts. An observer who attended 10 of the 11 meetings reported that all of the panelists at all of the meeetings were well-prepared and that informational packets were distributed at every meeting. Problems included the failure to provide a translator and information packets in Spanish at a meeting in a predominantly Hispanic American neighborhood, the inability of panelists to answer some questions, and the difficulty of drawing large audiences. Statistical data are presented in two tables. Descriptors: Community Support, Compliance (Legal), Desegregation Plans, Meetings

Illinois Community Coll. Board, Springfield. (1991). Teacher Education in Illinois Public Community Colleges. In 1990, the Illinois Community College Board (ICCB) conducted a study to determine ways in which the community college system could increase its participation in the preparation of elementary and secondary teachers. Drawing information from ICCB course files and unit cost data, as well as a survey of the colleges, the study investigated the employment outlook for teachers; the number of community college students planning to major in teacher education; courses available in teacher education at the colleges; the number of credit hours generated in teacher education courses; methods used to promote teacher education; and articulation agreements between community colleges and four-year institutions. Study findings included the following: (1) statewide employment outlook data anticipate teacher shortages in math, science, special education, and bilingual education through the year 2000; (2) during fall 1990, the 38 districts reporting data identified 9,439 students planning to major in teacher education; (3) during fall 1990, a total of 951 teacher education courses were approved in the Illinois community colleges; (4) credit hours produced in teacher education in 1990 decreased relative to the number of credit hours produced across all baccalaureate/transfer programs; (5) frequently mentioned promotional approaches included brochures and newsletters; and (6) 22 colleges reported teacher-education articulation agreements with four-year institutions. Data tables, references, and a list of promotional methods used at selected community colleges are included.    [More]  Descriptors: Articulation (Education), Community Colleges, Education Courses, Education Majors