This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Jake Huber, Jennifer S. Johns, Evalyn Dearmin, Shelley H. Billig, Laguna Hills League for Innovation in the Community Coll., Hilde Howden, Carolyn L. Attneave, NM. Planning Albuquerque Public Schools, Washington Congress of the U.S., and Teresa LaFromboise.
(1987). The APS Mathematics Program Curriculum Evaluation, 1985-86. The mathematics program of the Albuquerque (New Mexico) Public Schools (APS) was evaluated during the 1985-86 school year. Data were collected via surveys, interviews, analyses of student achievement data, and reviews of publications. The subjects were 506 teachers, 90 counselors, 1,502 students, 100 principals, and 965 parents. Evaluation questions focused on goals, content, teaching strategies/materials, and effectiveness. Teaching basic math knowledge, thinking, and problem solving; preparing students for further education and jobs; and enabling students to use math in daily life were all considered to be very important by the subjects. Also important was encouraging students to enjoy math for its own sake or in their leisure time. Specific concerns were: (1) curriculum modification; (2) needs of special groups of students; (3) more mathematics for those not bound for college; (4) incorporation of consumer mathematics into preparation of college-bound students; (5) excellence of textbooks; and (6) time spent in instruction at the elementary level. School personnel and parents rated the program as somewhat effective in all of its goals. Student achievement results showed above average performance with steady growth, although some algebra scores were below the national average. Students were fairly positive and confident about their abilities, with elementary students the most and high school students the least positive. Nine data tables and six graphs are provided. Descriptors: Content Analysis, Counselor Attitudes, Curriculum Evaluation, Educational Objectives
(1975). Regional Interstate Planning Project Program . . . Vol. V. Educational Administrative Renewal. Seminar Report. The Regional Interstate Planning Project (RIPP) is composed of representatives from ten state departments of education who meet periodically to discuss topical educational issues of general concern. RIPP member states include Idaho, Montana, Wyoming, Nevada, Utah, Colorado, Arizona, New Mexico, Texas, and Oklahoma. This particular booklet reports on a RIPP seminar on administrative renewal in educational management, which was held November 12-14, 1975 in Lake Tahoe, Nevada. The report consists mainly of edited transcripts of various presentations made at the seminar. Titles of the presentation include: "Educational Management and Buggy Whips,""The Open Management System,""Decision Making for Effective Administration,""A Linking Agency: Productive Collision Can Foster Renewal,""The Colorado Department of Education and District-Based Renewal Programs,""Shadows of the Past: Restriction or Opportunity for Renewal?""Adapting to Change Through a Collegial System,""Renewal through an Exchange Program,""Superintending in a New Era: Experience Keeps a Dear School,""Title IV and Administrative Renewal Proposals," and "Renewal in Societies and Men." [More] Descriptors: Administrative Change, Administrators, Change Strategies, Conference Reports
(1986). Plan for the Development and Improvement of Residential Services for Persons with Developmental Disabilities. The report describes a 1.5-year project to create a comprehensive plan for the development of residential services for persons with developmental disabilities in New Mexico. Findings represent input from advocates, family members, state officials, community representatives, legislators, and local service administrators. Part One of the report describes the context and guiding concepts for the plan, touching on issues of service system design, implementation, and overall goals. An overview of the target population is also presented. Information collected on the incidence and prevalence of developmental disabilities in the state is reviewed, service demands projected, and the current service system described in comparison to other states. Part Two of the report presents the phased objectives that comprise the recommendations for system development and expansion over the next five years. Objectives cover all aspects of implementation, including planning, needs assessment, quality assurance and monitoring, system organization, resource development, management and information, finance, and interagency cooperation. The report includes references, 41 figures, and five appendices (sample survey forms and interview guide, descriptions of levels of functioning and of client services, and information on the Inventory for Client and Agency Planning. [More] Descriptors: Accountability, Agency Cooperation, Community Services, Delivery Systems
(1988). Computerized Adaptive Testing: The State of the Art in Assessment at Three Community Colleges. A description is provided of the experiences of three community colleges in implementing computerized adaptive testing to assess the entry-level skills of students. Chapter 1 provides background information on the project, which utilized The College Board's Computerized Placement Tests (CPT's), a battery of untimed, individualized tests of reading comprehension, sentence skills, arithmetic, and algebra. Chapter 2 contains William C. Ward's essay, "Using Microcomputers for Adaptive Testing," which reviews the advantages of computer-assisted testing, considers the differences between adaptive and diagnostic testing, and discusses the potential role of computers in test preparation, problem simulations, and other areas. The next three chapters describe the implementation and outcomes of the project at Central Piedmont Community College (North Carolina), Santa Fe Community College (New Mexico), and Miami-Dade Community College, South Campus (Florida). Finally, chapter 6 draws from the experiences of the three institutions to offer guidelines concerning planning; facility design; equipment and furnishings; scheduling and facility use; staffing and orientation; reporting, storing, and using test results; and evaluation. Descriptors: Adaptive Testing, Community Colleges, Computer Assisted Testing, Diagnostic Tests
(1988). Indian Education–Part 2. Hearing on S.1645 To Reauthorize Certain Indian Educational Programs, before the Select Committee on Indian Affairs. United States Senate, One Hundredth Congress, First Session (September 29, 1987). This hearing concerns a bill (S.1645) to: (1) reauthorize funding for Bureau of Indian Affairs (BIA) schools and dormitory facilities; (2) prevent termination or alteration of BIA-funded schools except by specific provision of law or as requested by tribal governing bodies; and (3) require full disclosure to the tribal governing body of any relevant action under consideration by the Department of Interior of BIA. The bill also covers modifications to the funding formula for BIA schools, coordination of educational programs between BIA schools and public schools, extension of gifted and talented programs, details of funding for Navajo Community College, and policies on consultation between the Department of Interior and Indian tribes and organizations. Congress criticizes the BIA for denying the Indian people an effective voice in BIA programs, and supports Indian self-determination through grants to tribally controlled schools. New Mexico Senator DeConcini, a bill sponsor, stated that this bill is a reaction to recent BIA proposals made with tribal consultation. Statements came from senators and from representatives of the Department of Education, national Indian organizations, and tribal councils, schools, and education departments, and addressed the principle of direct government to government consultation on education issues, the failure of BIA to maintain the quality of Indian education, funding problems of cooperative schools integrating BIA and public school students, adult Indian education, measures of enrollment, and Indian eligibility problems. The Department of Interior statement strongly opposed enactment of the bill. [More] Descriptors: Access to Education, American Indian Education, American Indian Reservations, Federal Aid
(1987). Title IV Indian Education Program Evaluation 1986-87. Albuquerque (New Mexico) public schools used a Title IV Part A grant to improve academic and behavioral functioning of American Indian elementary and secondary school students. The program's focus was tutoring provided to 899 Indian students from Canoncito Navajo Reservation, the Isleta Pueblo, and the city. A project coordinator, a resource teacher, and 34 tutors served 18 elementary schools, 16 middle schools, and 10 high schools in the district. The program achieved its two academic objectives. During the 1986-87 school year, elementary and middle school students mastered an average of eight competencies each in mathematics and language arts. Ninety percent of these students mastered at least four mathematics competencies; 69% mastered at least four language competencies. Students in grades 6-12 made a mean gain of 1.23 points in grade point average on a scale in which A plus equals 13 and F equals 1. Behavior ratings fell short of the objectives, but 75% of teachers felt that the observed improvement justified the time spent out of class. Eighty-five percent of teachers thought the program was somewhat or very successful in meeting student needs. The Parent Advisory Committee (PAC) held 17 meetings, 3 public hearings, and 3 parent training sessions. The working relationship between the PAC and project administrators was commended in the State Department of Education audit report. Includes eight data tables and recommendations to improve math tutor training and academic skills evaluation instruments. [More] Descriptors: Academic Achievement, American Indian Education, American Indians, Elementary Secondary Education
(1989). Tuition and Fees in Public Higher Education in the West, 1988-89. Information Series, 13. The ninth in an annual series of reports contains tabular presentations of tuition and fee charges for full-time, full-year attendance at public institutions in 15 western states (Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, North Dakota, Oregon, South Dakota, Utah, Washington, and Wyoming). Charges are reported for community college students, resident and nonresident undergraduates at four-year institutions, and resident and non-resident graduate students. For each category, student charges are reported for the current and prior academic years (1988-89 and 1987-88) and for 1984-85, to show the percent change over 1- and 5-year periods. Arithmetic averages for specific groups of institutions and states and percentage changes in these averages from previous years are also provided. Highlights of the findings include: (1) tuition and fees continued to increase, and increases varied from 5.4% for nonresident undergraduates and 6.2% for resident graduate students; (2) for community college students, full-time attendance charges increased 5.6% to $689, excluding California; and (3) for nonresident students, tuition and fees are over three times the charges for resident students. [More] Descriptors: Community Colleges, Fees, Graduate Students, Higher Education
(1975). Service Networks and Patterns of Utilization: Mental Health Programs, Indian Health Service (IHS). Volume 1: Overview and Recommendations. Constituting an overview of a 10-volume report on the historical development and contemporary activities (1966-1973) of each of the 8 administrative Area Offices of the Indian Health Service (IHS) Mental Health Programs, this volume includes: the methods used for data collection (personal interviews with both past and present IHS key officials, area site visits, and examination of area reports); the report's limitations; the historical context for viewing the introduction of Mental Health Programs into IHS; the Headquarters for Mental Health Programs located in Albuquerque, New Mexico; the major accomplishments of IHS Mental Health Programs; selected themes appearing in the Area narratives (often in terms of polarities of opinion and practice); and 76 specific recommendations for identified problem areas. Recommendations re: issues yet to be resolved include: need for epidemiologic data; adaptation and integration of mental health services with indigenous cultures and practices; balance between direct and indirect mental health services; mental health consultation activities with other IHS staff and external agencies; services for special populations; alcoholism and alcohol abuse; drug abuse and inhalents; accidents, violence, and suicide; issues internal to IHS and mental health program administration (evaluation; recruitment, selection and retention of professional and paraprofessional personnel; institutional racism; etc.). [More] Descriptors: Agency Cooperation, Agency Role, Alcoholism, American Indians
(1975). Regional Interstate Planning Project Program . . . Vol. III. The Role of State Departments of Education in International Community Education. Seminar Report. The Regional Interstate Planning Project (RIPP) is composed of representatives from ten state departments of education who meet periodically to discuss topical educational issues of general concern. RIPP member states include Idaho, Montana, Wyoming, Nevada, Utah, Colorado, Arizona, New Mexico, Texas, and Oklahoma. This particular booklet reports on a RIPP seminar on the role of state departments of education in international community education, which was held April 1-3, 1975 in El Paso, Texas. The report consists mainly of edited transcripts of various presentations made at the seminar. Titles of the presentations include: "Present and Future Challenges in Education: The International Dimension,""The Role of State Departments in International Community Education,""International Education in Utah,""The International Dimension in a Unitary Education System,""Cooperation Among Provinces and Territories of Canada,""The Environment of an Elected State Superintendent,""International Education in USOE,""Community Education in Arizona,""The Need for a Community Education Strategy,""Implementing Utah's Position on Community/International Education,""The Grass Roots Level in Community Education,""The Texas Approach to Community Education," and "Resistance to Community Education in Oklahoma." [More] Descriptors: Community Education, Conference Reports, Elementary Secondary Education, International Education
(1974). Rio Grande Youth Care Center. Final Report. A non-profit counseling and referral center, the Center was established in 1972 to alleviate delinquency problems in Los Lunas (New Mexico), with special reference to Chicanos. The Center used specific direct youth services to identify: barriers to services for Chicanos in Los Lunas and to provide referral services to overcome those barriers; methods to increase the capability of a neighborhood Chicano group to provide services; methods to increase the participation of Chicano youth in the decision-making process of social services at the state and local level; and methods of dealing with and alleviating the problem of cultural and racial differences. Personal interviews were conducted with 250 Chicano youth; 3,200 questionnaires were administered to youth, school teachers and administrators, youth serving agencies, and law enforcement personnel. Utilizing a statewide children and youth resource directory and staff personal knowledge, agencies with specific services to the Chicano community were identified. Chicano professional manpower and organizations provided training sessions to increase the staff's capacity in program development and management. Between 1972 and 1974, the Center served 316 youth, of which 80% were Chicanos. The program was successful in its efforts to: prevent delinquency, promote Chicano involvement and attitude change, and develop rapport between youth, parents, school and public agencies. Descriptors: Alcoholism, American Indians, Black Youth, Community Services
(1975). Regional Interstate Planning Project Program . . . Vol. IV. Education Management Information Systems. Seminar Report. The Regional Interstate Planning Project (RIPP) is composed of representatives from ten state departments of education who meet periodically to discuss topical educational issues of general concern. RIPP member states include Idaho, Montana, Wyoming, Nevada, Utah, Colorado, Arizona, New Mexico, Texas, and Oklahoma. This pariticular booklet reports on a RIPP seminar on educational management information systems, which was held July 1-3, 1975 in Helena, Montana. The report consists mainly of edited transcripts of various presentations made at the seminar. Titles of the presentation include: "Adequate, Accurate, and Timely Information in Educational Decision-Making,""The National Center for Educational Statistics: New Mandates, Different Functions,""MIS, IMS, and EMIS–Cooperative but not Identical Systems,""Assessing Information Services in the SEA,""EMIS Development–Pitfalls and Admonitions,""The Concept of System Evaluation,""Establishing an Information System in a State Department of Education,""Up from the Basement: The Perspective of the Data Processor," and "Data as the Center of the Universe." [More] Descriptors: Conference Reports, Decision Making, Educational Administration, Elementary Secondary Education
(1976). The State of State Documents: Past, Present, Future. This report, prepared cooperatively by the Planning Committee of the Austin, Texas Legislative Reference Library and 14 participating states, is intended to give participants an overview of the status of state documents in these states and of nationwide state documents planning. It is also intended to provide necessary background information for more interstate cooperation in state documents. The first section describes nationwide programs–Center for Research Libraries, Council of State Governments, Information Handling Services, and the Library of Congress "Monthly Checklist of State Publications." Guidelines for minimum state servicing of state documents and a statement of the American Association of State Libraries follow. State reports are given for Arizona, Arkansas, Colorado, Kansas, Louisiana, Nebraska, Nevada, New Mexico, North Dakota, Oklahoma, South Dakota, Texas, Utah, and Wyoming. Additional topics covered are selection and acquisition aids, selected reference sources (including a comparative chart of federal/state sources), revised standards for state author heading lists, Hordusky Questionnaire on State Document Checklists, and depository and model legislation. A separate section covers checklists–guidelines, current checklists, and summaries of responses to a New York State documents questionnaire. [More] Descriptors: Government Publications, Resource Materials, State Government, State of the Art Reviews
(1988). Tuition and Fees in Public Higher Education in the West, 1987-88. Information Series, 12. The eighth in an annual series of reports contains tabular presentations of tuition and fee charges for full-time, full-year attendance at public institutions in 14 western states (Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, North Dakota, Oregon, Utah, Washington, and Wyoming). Charges are reported for community college students, resident and nonresident undergraduates at four-year institutions, and resident and non-resident graduate students. For each category, student charges are reported for the current and prior academic years (1987-88 and 1986-87) and for 1983-84, to show the percent change over 1- and 5-year periods. Arithmetic averages for specific groups of institutions and states and percentage changes in these averages from previous years are also provided. Highlights of the findings include: (1) tuition and fees continued to increase, and increases varied from 6.1% for nonresident undergraduates and 7.1% for resident graduate students; (2) for community college students, full-time attendance charges increased 6.7% to $657, excluding California; and (3) for nonresident students, tuition and fees are over three times the charges for resident students. [More] Descriptors: Community Colleges, Fees, Graduate Students, Higher Education
(1989). Results of a Process for Improving Chapter 1 Programs. Between 1985 and 1988, the Northwest Regional Educational Laboratory Chapter 1 Technical Assistance Center developed, refined, and disseminated a research-based process for improving local compensatory education programs. Known as the Chapter 1 Improvement Process (CHIP), the effort combined knowledge from five research areas into a year-long, cross-district interactive program improvement effort. This paper provides an in-depth examination of the development and effects of the CHIP model. After a review of the relevant literature, the development of the CHIP model is discussed, followed by a brief description of the CHIP workshop series. The results of a follow-up study in the winter of 1989 using qualitative data obtained from interviews with 35 participants from 33 school districts in Colorado, Wyoming, and New Mexico are then presented, along with an analysis of the findings and relevant illustrations. The three-session CHIP workshop program is based on literature associated with teacher effectiveness, school effectiveness, educational change, content area advances, research on Chapter 1 effectiveness, and exemplary Chapter 1 programs. The CHIP model coordinates federal and state law and regulations, parental participation, compensatory programs and instruction, regular class instruction, other school programs, district staff, community members, and student achievement and other student gains. [More] Descriptors: Compensatory Education, Educational Change, Educational Cooperation, Educational Improvement
(1988). Zuni Adolescent Suicide. This paper provides information regarding a joint curriculum project between Stanford University and the Pueblo of Zuni in New Mexico. The project is an outgrowth of the Stanford/Zuni Committee, a unique collaborative effort that is guarded by sensitivity to previous Indian research experiences and a commitment to useful consultation with the tribe. This report presents the epidemiology of Zuni suicide and notes that the suicide rate of Indian youth is three times that of white youth. Treatment programs used in other reservation communities are briefly reviewed. The document describes the Stanford prevention strategy, which uses a social skills training model. The project operates under the belief that favorable outcomes could result from the use of an intervention that focuses primarily on developing in students the independent use of target skills outside the school context. Although the project is not complete, it is hoped that Zuni students will be able to regulate their own behavior better as they acquire the transactional skills of coping. The project's curriculum and proposed implementation plan are described in detail. [More] Descriptors: Adolescents, American Indian Culture, American Indian Education, Cooperative Programs