King, Richard A. (1982). Conceptual Issues in the Financing of Nonpublic Schools. Both proponents and opponents of public support for private education argue that their own proposals for funding education offer the only means for achieving diversity, efficiency, and equity in education. Proponents of public support for private schools claim that diversity of educational options can only be guaranteed through government support of those options, that efficiency will be improved through assurance of competition for government funds, and that only with government support can private education be made available to all. Opponents state that government regulation of private education would destroy diversity, that public support of schools furthering the views of special interest groups would be inefficient in that it would undercut the public mission of developing democratic ideals, and that increased public support would only enable the economically strong to escape from public schools even more easily, destroying any equity that now exists. The author of this paper describes enrollment and funding trends affecting a parochial school in New Mexico, discusses the arguments for and against public support of private education, and presents a framework for analyzing any proposals for funding nonpublic education according to their effects on diversity, efficiency, and equity, and according to their relative impacts on public and private schools.   [More]  Descriptors: Educational Economics, Educational Vouchers, Efficiency, Elementary Secondary Education

Barbett, Samuel (1996). Residence and Migration of First-Time Freshmen Enrolled in Higher Education Institutions: Fall 1994. E.D. TABS. This report presents 23 tables of data on residence and migration of first-time freshmen based on the 1994 "Fall Enrollment" survey, part of the Integrated Postsecondary Education Data System. The survey counted 2.14 million first-time freshmen. More than 366,000 (17 percent) migrated between states. The percent of freshmen who left their state to attend college ranged from a low of 6.7 percent in Utah to a high of 50.2 percent in Alaska. In-migrants comprised almost 76 percent of the District of Columbia's total freshmen enrollment and over half the freshmen in New Hampshire, Rhode Island, and Vermont. First time freshmen who had graduated in the previous 12 months comprised 69 percent of the total. Twenty-two percent of freshmen were enrolled in private higher education institutions. Over half of the freshmen who migrated between states did so to enroll in private institutions. The percent of freshmen enrolled in private institutions ranged from more than 40 percent in the District of Columbia, Massachusetts, New Hampshire, Pennsylvania, Rhode Island, and Vermont to less than 10 percent in Alaska, Arizona, California, Mississippi, Nevada, New Mexico, Washington, and Wyoming. Also, 84 percent of those migrating out of state did so to attend a 4-year school. The tables report the data by state or territory. Information on the survey methodology is appended.   [More]  Descriptors: College Freshmen, Data Collection, Higher Education, National Surveys

McKernan, Rose-Ann (1998). African-American Students in APS: A Special Report Prepared for the Superintendent's Community Council on Equity. A Report in Support of Goals II and VII. The purpose of this report is to provide an initial set of indicators for the success of African American students in the Albuquerque, New Mexico, Public Schools (APS). The major data gathering activity was a survey of parents and students completed by 244 students and 251 parents. Parents and students presented a relatively positive picture of their schools. Both respondent groups believed that students were treated fairly in the schools and that they were safe in school. Both groups believed that teachers care about students, and that there is at least one staff member in whom a student might confide if there were a problem. Based on the percentage of district enrollment of African American students, they are under-represented in honors and enriched classes and in gifted education but over-represented in remedial special education. A higher percentage of African American high school students pass all six subtests of the competency examination than at the district or state levels. Based on the 1998 senior survey, Albuquerque African American students have a higher rate of acceptance into postsecondary institutions. The city's African American students have an average of 19 on the ACT college entrance examination; although this is still 2 points lower than the APS average, it is 2 points higher than the national average for African Americans. About 48% of African American students were eligible for free or reduced cost lunch, and those students eligible for free lunch scored lowest of all groups studied. High levels of success among junior and senior African American students, coupled with low early literacy rates and high dropout rates, pose a challenge for appropriate comparisons to other ethnic groups. The findings suggest that programs focused on at-risk African American students should include early literacy intervention and dropout intervention with staff cultural awareness training. An appendix contains enrollment and population figures for ethnic subgroups. (Contains 28 tables and 6 figures.)   [More]  Descriptors: Academic Achievement, Black Students, Early Intervention, Educational Indicators

Santana, Ray; And Others (1974). Parameters of Institutional Change: Chicano Experience in Education. During the 1960's, the Chicano movement directed considerable attention, energy, and resources toward educational change. The predominant mood was optimism and anticipation of major institutional change; the predominant tactic used was militant confrontation. Countless confrontations occurred and numerous plans and strategies for educational change were formulated during this period. These led to varying degrees of change. Composed of 2 parts, this publication examines and assesses the Chicanos' efforts to create institutional change. Case histories of Chicano experiences in attempting to create educational change are discussed in Part I. Among these are: (1) the Los Angeles Blowouts in East Los Angeles in March-April 1968; (2) the conference in Santa Barbara in April 1969 which resulted in "El Plan de Santa Barbara"; (3) Chicano Commencement which was a mass walkout of the June commencement at San Jose State College in 1968; and (4) the Bilingual/Bicultural program in Silver City, New Mexico. Part II consists of conceptual essays bearing directly on experiences described in the case histories that reflect on the cultural relevance and the idealogical, legal, and political characters of educational institutions. Descriptors: Bilingual Education, Case Studies, Change Agents, Change Strategies

Sloane, Martin E., Ed. (1973). Title IV and School Desegregation: A Study of a Neglected Federal Program. In general, civil rights staff in the Department of Health, Education and Welfare have agreed that Title IV, 1964 Civil Rights Act grants should support Title VI enforcement efforts by providing a carrot of Title IV money to complement the stick of Title VI enforcement. How best to utilize Title IV grants for this purpose, however, has been the subject of continuing disagreement. From the beginning of the program, some officials have argued that local Title IV programs should focus on educational problems which may become visible in the process of desegregation. Other staff members have contended that the emphasis should be on desegregation per se and that local programs funded under Title IV should help build understanding across lines and improve interpersonal relations. In its examination of Title IV, the Commission has concentrated its investigation on the Southern and border States where the bulk of Title IV funds have gone. The Commission also has investigated the operation of the program in New Mexico, where some program innovations have been undertaken which seemed to merit special consideration. In examining the role of Title IV as a facilitator of the desegregation process, the Commission has looked at programs developed by individual school districts, training institutes, and desegregation centers established in colleges and universities, and at Title IV units in State departments of education.   [More]  Descriptors: Civil Rights, Desegregation Methods, Federal Aid, Federal Programs

Sullivan, Michael; And Others (1994). Local Heroes: Bringing Telecommunications to Rural, Small Schools. This book provides information supplemental to the accompanying videotape regarding the implementation and use of two-way, full-motion interactive television. Based on a study conducted by the Southwest Educational Development Laboratory, "Local Heroes" describes in detail how citizens have implemented the technology in small rural schools and communities in southwestern states and provides guidelines for implementing such technology. Six sections contain an overview of the role of rural schools as a focal point for the community and the role of telecommunications in preserving rural schools by providing services comparable to those in urban communities; an analysis of the technology; a "Getting Started" section, which goes from defining the primary need to bolster the curriculum, through working with the local phone company, to discussing the importance of the teacher to the success of the technology; guidelines and suggestions for implementation; a prototype detailing procedures for implementing full-motion interactive video in small rural schools; and a narrative depiction and history of six projects in the states of New Mexico, Oklahoma, and Texas. Appendices discuss existing research and give further details on the implementation process and the research methodology used. Contains 39 references.   [More]  Descriptors: Distance Education, Elementary Secondary Education, Instructional Innovation, Interactive Television

Spolsky, Bernard (1970). Getting Down to the Grass Roots: Affiliate Affairs. This paper argues the case for the establishment of local affiliates of Teachers of English to Speakers of Other Languages (TESOL). The author considers the process of language acquisition ("the central business of growing up and of becoming a useful member of society") and the role that both formal and informal education play in it. The author finds the area at which language and education intersect very important, because it is at this point that the child learns special uses of English such as reading and writing and the use of the "standard" forms of his language. This area is especially important for those students whose native language is not English, but it was only with the passing of the Bilingual Education Act that the special needs of such students were recognized. The TESOL organization, although instrumental in getting teachers involved in dealing with the problems of non-native speakers, does not really reach enough people. Local affiliates of TESOL could, however, perform the necessary function of "getting experts, teachers, and community…together to talk about and work out strategies to handle their problems." The programs of the New Mexico Association for TESOL and Bilingual Education, of which the author is president, are discussed in order to illustrate the role which local affiliates can play in making bilingual education programs more effective.   [More]  Descriptors: Bilingual Education, Bilingual Students, Child Language, Community Cooperation

American Association of Colleges for Teacher Education, Washington, DC. (1970). Excellence in Teacher Education. Distinguished Achievement Awards of the American Association of Colleges for Teacher Education, 1970. This booklet describes the programs of the 1970 award recipients. Descriptions are arranged according to the three award categories: (1) The Distingushed Achievement Award to Marshall University (W. Va.) for its participation and leadership in the Multi-Institutional Student Teaching Center in cooperation with Kanawha County and six sister institutions as well as with the state department of education, the lay community, and professional organizations. (See also ED 032 257.) (2) Recognition for Distinguished Achievement to Baker University (Kansas) for its Cooperative Urban Teacher Education Program, to Jackson State College (Miss.) for its Cooperative In-Service Program for Administrators and Teachers and Librarians, to Eastern Washington State College (Wash.) for its program, the Preparation and Retraining of Teachers to Work with Rural and Indian Youths in Schools throughout the Northwest, and to Arizona State University for its pilot project in secondary teacher education. (3) Special recognition to Inter-American University (Puerto Rico), to Lock Haven State College (Pa.), to St. Cloud State College (Minn.), to the University of New Mexico, and to Wisconsin State University. Included also are brief descriptions of each of the 97 other entries in the 1970 awards program.   [More]  Descriptors: College School Cooperation, Disadvantaged Youth, Elementary School Teachers, Field Experience Programs

National Center for Education in Maternal and Child Health, Arlington, VA. (1995). Healthy Tomorrows Partnership for Children: Abstracts of Active Projects FY 1995. The Healthy Tomorrows Partnership for Children Program (HTPCP) was developed to support special projects demonstrating how states, local agencies, organizations, and communities can work together to improve health of mothers and children. The HTPCP supports a coalition that includes the federal and state governments, professional organizations, foundations, corporate leaders, and families. The HTPCP grant projects described in this document encourage community-based approaches, strengthening the ability of communities to build public-private preventive health strategies. For each of the 54 programs described the problem addressed by the program is given, along with the goals and objectives, methodology, and an evaluation statement. This document details Healthy Tomorrows projects in the following states: (1) Alaska; (2) California; (3) Colorado; (4) Connecticut; (5) District of Columbia; (6) Georgia; (7) Hawaii; (8) Idaho; (9) Illinois; (10) Louisiana; (11) Maryland; (12) Massachusetts; (13) Michigan; (14) Minnesota; (15) Missouri; (16) Nebraska; (17) New Mexico; (18) New York; (19) North Carolina; (20) Ohio; (21) Oregon; (22) Pennsylvania; (23) Rhode Island; (24) South Carolina; (25) Texas; and (26) Wisconsin.   [More]  Descriptors: Agencies, Child Health, Child Rearing, Community Cooperation

National Center for Education in Maternal and Child Health, Arlington, VA. (1995). Healthy Tomorrows Partnership for Children: Abstracts of Active Projects FY 1996. The Healthy Tomorrows Partnership for Children Program (HTPCP) is was developed to support special projects demonstrating how states, local agencies, organizations, and communities can work together to improve health of mothers and children. The HTPCP supports a coalition that includes the federal and state governments, professional organizations, foundations, corporate leaders, and families. The HTPCP grant projects described in this document encourage community-based approaches, strengthening the ability of communities to build public-private preventive health strategies. For each of the 52 programs described the problem addressed by the program is given, along with the goals and objectives, methodology, and an evaluation statement. This document details Healthy Tomorrows projects in the following 28 states: (1) Alaska; (2) California; (3) Colorado; (4) Connecticut; (5) District of Columbia; (6) Georgia; (7) Hawaii; (8) Idaho; (9) Illinois; (10) Kansas; (11) Maryland; (12) Massachusetts; (13) Michigan; (14) Minnesota; (15) Mississippi; (16) Missouri; (17) New Hampshire; (18) New Mexico; (19) New York; (20) North Carolina; (21) Ohio; (22) Oregon; (23) Puerto Rico; (24) Rhode Island; (25) South Carolina; (26) Texas; (27) Virginia; and (28) Wisconsin.   [More]  Descriptors: Agencies, Child Health, Child Rearing, Community Cooperation

Miller, Greg, Ed. (2000). 21st Century Research for Agricultural Education. Proceedings of the National Agricultural Education Research Conference (27th, San Diego, California, December 6, 2000). These proceedings contain 48 presentations and 15 poster abstracts. Papers include "Computer Tasks Required in Selected Undergraduate Agriculture Courses" (Johnson, Ferguson, Vokinnns, Lester); "College of Agriculture Faculty Perceptions of Electronic Technologies in Teaching" (Dooley, Murphy); "Steering Through Turbulent Waters While Developing a Community of Practice" (Corn, Trexler); "Personality Types and Final Grades in Group Organization and Leadership Development" (Wingenbach); "Leadership Styles of Florida's County Extension Directors" (Rudd); "Involvement of Volunteers in Agricultural Education Programs in New Mexico" (Rosencrans, Seevers); "Safety and Health Attitudes and Beliefs of Entry-Year Agriculture Teachers in Texas" (Ullrich, Hubert, Murphy); "Examination of Pollution Prevention in Montana Secondary Agricultural Education Laboratories" (Bass, Frick); "Professional Development Needs of State Extension Specialists" (Radhakrishna); "Balancing Work and Family" (Place, Andrews, Crago); "Impact of Overseas Assignments on Individual, Organizational, and Community Attitudes, Behaviors, and Support for International Extension Involvement" (Place); "Principals' Perceptions of Integrating Science into Agriculture Programs" (Thompson); "Factors That Encouraged, Discouraged, and Would Encourage Students in Secondary Agricultural Education Programs to Join the FFA" (Gliem, Gliem); "Assessing Research Capacity in Agricultural Education" (Greiman, Birkenholz);"Educational Needs of Beginning Farmers in Iowa as Perceived by Providers of Agricultural Education" (Nelson, Trede); "Qualitative Study of the Influence of Farm Leaders' Ideas on a Sustainable Agriculture Education Program" (Grudens-Schuck); "Evaluation of a Workshop for Agricultural Entrepreneurs" (Mueseler, Terry, Holcomb); "Predictors of FFA Program Quality" (Vaughn, Moore); "Image Factor" (Croom, Flowers); "Building Confidence and Personal Pride" (Balschweid, Talbert); "Exploring the Past of the New Farmers of America" (Wakefield, Talbert); "Overcoming Barriers to Learning in Distance Education" (Irani, Scherler, Harrington, Telg); "Evaluation of a Multidisciplinary Course Delivered at a Distance" (Dooley, Patil, Lineberger); "Interest in Online Leadership Education and Implications for Instructional Design Strategies" (Murphrey, Boyd); "Predicting College Agriculture Students' Academic Performance and Retention" (Garton, Dyer, King, Ball); "Assessment of Agricultural Education Graduates' Preparation for Careers in Teaching and Industry" (Cartmell, Garton); "Clinical Experiences for Agricultural Teacher Education Programs in North Carolina, South Carolina, and Virginia" (Dobbins, Camp); "Cooperating Teachers' Perceptions of Important Elements of the Student Teaching Experience" (Edwards, Briers); "Description of the Nature and Impact of Teaching Events and Alternate Forms of Beginning Teacher Assistance Experienced by Beginning Minnesota Agricultural Education Teachers" (Joerger, Boettcher); "Using Think-Aloud Protocols to Compare Cognitive Levels of Students and Professors in College Classrooms" (Whittington, Lopez, Schley, Fisher); "Beliefs About a Constructivist Model for Teaching Compared with Traditional Teaching Methods Among Teacher Education Students" (Wardlow, Scott); and "Perceptions of Freshman Agriculture Majors of Alternative Versus Conventional Agricultural Paradigms" (Graham). Poster abstracts include "Curriculum Model for Distance Education AgEdS 315 Leadership and Group Dynamics" (Carter, Teig); "Biotechnology and Agriscience Research Course and Curriculum Development" (Wilson); "Learning Assessment Tool for a New Natural Resources Curriculum in Utah's Agricultural Education Program" (Middleton, Francis, Call, Straquadine); "Teaching Portfolios" (Thompson, Nelson); "Integrating Animal Science Courses in High School Agricultural Education Programs in North Carolina" (Gibson, Mathias, Hass); and "Using Real Cases for Instruction" (Graham).   [More]  Descriptors: Adult Education, Agribusiness, Agricultural Education, Agricultural Sciences

California State Dept. of Education, Sacramento. (1972). Conservation and Environmental Education in the Western States. In an effort to facilitate cooperation on a state and regional basis to develop and support environmental education programs, the Western Regional Environmental Education Project is being conducted. The purpose of this report is to provide baseline data on the status of state level programs conducted by Departments of Education and resource management agencies when the project began. A separate report is compiled for each state covering the following topics: state laws or policies; educational agency–activities and responsibilities; resources agency–activities and responsibilities; outstanding local programs; state level advisory committee; special state funding programs; testing and evaluation; resident outdoor programs; and additional information. Also included are a general summary of the above information; conclusions in the areas of personnel, funding, legislation, state agency cooperation, and evaluation; a data summary chart; list of state publications; the 1971 State Progress Survey questionnaire; and a list of council members from the 13 western states: Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, Washington, and Wyoming. This work was prepared under an ESEA Title V contract.   [More]  Descriptors: Conservation Education, Environmental Education, Natural Resources, Programs

National Center for Voluntary Action, Washington, DC. (). Voluntary Action Center Guidelines. This booklet has been prepared to aid communities that wish to start Voluntary Action Centers. It is a digest of experience to date. The 10 questions answered in the booklet are as follows: (1) What is a Voluntary Action Center?; (2) What does a Voluntary Action Center do?; (3) Who can start a Voluntary Action Center?; (4) What is the usual process for starting a Voluntary Action Center?; (5) What is the relationship of the local center to other voluntary and volunteer-using agencies in the community? . . . and to local government?; (6) Who decides what the program of the local Voluntary Action Center will be?; (7) What is the operating structure of a Voluntary Action Center?; (8) What are the expenses involved in running a Voluntary Action Center?; (9) Does the National Center for Voluntary Action fund the local Centers?; and (10) What does the National Center do for the local centers? Brief descriptions of how Voluntary Action Centers have been started in Albany, N.Y., Albuquerque, New Mexico, Hartford, Connecticut, New York City, and Staunton, Virginia are available upon request to the National Center for Voluntary Action, 1735 Eye Street, N.W., Washington, D.C. 20006; the names and addresses of Directors of Voluntary Action Centers in various areas are available from the same source.   [More]  Descriptors: Community Action, Community Programs, Counseling Services, Guides

Schultz, Tom; And Others (1995). Early Childhood Reform in Seven Communities: Front-Line Practice, Agency Management, and Public Policy. Volume II: Case Studies. Studies of Education Reform. The administration and funding of early childhood education programs has been the focus of recent policy debates. This volume is the second report of three, which are derived from a study that examined how local organizations implement complex government programs for early childhood education. The study analyzed and documented significant local examples of innovative and successful reforms in early childhood services. This volume contains seven narrative case studies of local early childhood initiatives, including Head Start grantees, local school districts, and child-care agencies. The case studies provide detailed descriptions of the community context, service strategies, organizational and fiscal attributes, and outcomes of each initiative. All projects serve children from birth to 5 years of age who are from families of low to moderate incomes; involve sponsorship by one or more state or federal programs; and include a significant component of outreach, involvement, and service to parents and other family members. The seven sites include: (1) Child Development, Inc. (Russellville, Arkansas); (2) Inn Circle, Inc. (Cedar Rapids, Iowa); (3) Sheltering Arms, Inc. (Atlanta, Georgia); (4) "The Parent Services Project (Fairfax, California); (5) James E. Biggs Early Childhood Center (Covington, Kentucky); (6) Jersey City, New Jersey Early Childhood Program; and (7) Family and Child Education (FACE) (Canoncito and Torreon, New Mexico).   [More]  Descriptors: Early Childhood Education, Early Intervention, Educational Cooperation, Educational Finance

National Council on Employment Policy (DOL), Washington, DC. (1980). The Local Focus on Youth. Program Evaluations. Youth Knowledge Development Report 3.15. This evaluation of programs conducted in fiscal 1978 under the Youth Employment and Demonstration Projects Act (YEDPA) consists of an overall picture of the 1978 YEDPA program experience and case studies of programs in 12 states. Findings and recommendations are presented concerning the implementation of YEDPA programs by Comprehensive Employment and Training Act (CETA) prime sponsors. Examined in a summary of the YEDPA program experience in fiscal 1978 are the evolving roles of local education agencies in local youth manpower programs, YEDPA clients in 1978, interaction of YEDPA and the Summer Program for Economically Disadvantaged Youth (SPEDY), local accountability, and the difficulties of spending on target in 1978. Planning for 1979 and the dynamics of local change are discussed. Covered next are prime sponsor staff stability and the role of regional offices. The bulk of the report is devoted to case studies of YEDPA programs in the following 12 states: Connecticut, Texas, New Mexico, Michigan, Georgia, Massachusetts, Ohio, Illinois, North Carolina, Oregon, Washington, and California. (Related youth knowledge and development reports are available separately through ERIC–see note.)   [More]  Descriptors: Agency Cooperation, Career Awareness, Career Education, Case Studies