Marcus, Dora; And Others (1993). Lessons Learned from FIPSE Projects II. This monograph describes 30 college and university programs funded by the Fund for the Improvement of Postsecondary Education from 1989 to 1991. Each description includes information on program purpose, project activities, major insights and lessons, project continuation, and available information. The first group of 10 are programs focused on assessment and include an assessment resource center, area concentration achievement testing with curricular evaluation, computers and college writing, assessment seminars, New Pathway Curriculum impact evaluation, liberal education model assessment, college-wide measures toward general education goals, comprehensive assessment in academic disciplines, and a regional assessment network. Another group of four programs address college teaching: professional development, medical scholars, and database and online service orientation. Nine projects address curriculum and teaching in the disciplines including laboratory education, undergraduate mathematics, economic curricula, scientific thinking, French language and culture, case study physics, music theory, biology instruction, and freshman chemistry. Two programs address general education. Three projects involve teacher education and two programs address ethics instruction. The following institutions are included: University of Tennessee; Austin Peay State University (Tennessee); City University of New York; Harvard University (Massachusetts); Miami University (Florida); State University of New York; Winthrop College (South Carolina); University of California; Ohio State University; Salem State College (Massachusetts); Clemson University (South Carolina); Denison University (Ohio); Dickinson College (Pennsylvania); Tufts University (Massachusetts); University of Maryland; New Mexico State University; Northwestern University (Illinois); University of Oregon; University of Rhode Island; University of North Texas; Indiana University of Pennsylvania; Northern Virginia Community College; Union College (New York); University of Connecticut; and Saint Cloud State University (Minnesota).   [More]  Descriptors: College Faculty, College Instruction, College Outcomes Assessment, College Science

Office of Policy and Planning (ED), Washington, DC. (1992). Changing Schools: Insights. Over 1,000 communities in 45 states, territories, and the District of Columbia, are mobilized under the AMERICA 2000 banner to reach the 6 National Education Goals. This collection of papers, written by those who have wrestled with the process of school reform, offers useful insights to communities as they begin their process of transforming education. Following an introduction by Lamar Alexander, Secretary of Education, are the following papers: (1) "The Process of School Transformation" (Jane L. David); (2) "Overcoming Barriers to Educational Change" (Michael G. Fullan); (3) "AMERICA 2000 and U.S. Education Reform" (Richard F. Elmore; (4) "The Need for Systemic School-Based School Reform" (Sophie Sa); (5) "Learning from Accelerated Schools" (Henry M. Levin); (6) "Key Lessons from the School Change Process in Prince George's County (Maryland)" (Michael K. Grady and John A. Murphy); (7) "Real Change Is Real Hard: Lessons Learned in Rochester" (Adam Urbanski); (8) "The California Partnership Academies: Design and Implementation" (Marilyn Raby); (9) "The Boston University/City of Chelsea Public Education Partnership" (Peter Greer); (10) "Restructuring Categorical Programs for Low Performing and Handicapped Students" (Stephen Fink); (11) "The Ten Schools Program: A Comprehensive Intervention for Children of Color" (Melba F. Coleman); (12) "Learning Lessons: The Process of School Change" (Beverly Caffee Glenn); and (13) "Achieving Fundamental Change in Education Within an American Indian Community: Zuni Public School District, New Mexico" (Hayes Lewis).    [More]  Descriptors: Change Strategies, College School Cooperation, Educational Change, Educational Innovation

Leahy, Meredyth A. (1986). Recommendations for Expanding and Enhancing Adult Education Staff Development in Pennsylvania. The purpose of this report was to develop a plan for adult education staff development directed towards enhancing and expanding the delivery of training to Adult Basic Education (ABE), General Educational Development (GED), and English-as-a-Second Language (ESL) staff in Pennsylvania. It is intended to provide guidance and direction to adult education staff development in the state, and to do so in a way that allows both short-term (i.e., GED teacher training) and long-term (i.e., increased participation) goals. Staff development activities since the 1950s are reviewed, including the 1972-75 regional adult education staff development efforts funded by the U.S. Office of Education. A short review of the literature covers the philosophy of staff development, assumptions regarding staff development, and competencies of the staff development specialist. Approaches to and issues of staff development in Pennsylvania, including the production of a "Handbook for ABE in Pennsylvania," are discussed, and efforts in other states (Virginia, Oregon, Michigan, Connecticut, Texas, and New Mexico) are similarly reviewed. Among the 20 recommendations for a revitalized staff development program in Pennsylvania are the following: centralize the program; make a 3-year commitment; divide the state into six regions to facilitate data collection, program evaluation, etc.; relate goals and objectives directly to the goals set forth in the state plan; establish close ties with local programs; and provide staff development specific to the needs of program directors. Issues in GED teacher training and priorities for ABE/ESL teachers are also described. It is concluded that staff development in Pennsylvania is problem-ridden but crucial because current methods are neither sufficient nor reliable. (LB)   [More]  Descriptors: Adult Basic Education, Change Strategies, English (Second Language), High School Equivalency Programs

McKenney, James F. (1991). AACJC/Metropolitan Life Foundation Registered Nurse Shortage Project: Status Report. The American Association of Community and Junior Colleges's Nurse Shortage Project was designed to alleviate the nurse shortage by helping community colleges improve recruitment, retention, and graduation in nursing programs through direct mini-grants, with a special emphasis on Tech Prep/Associate Degree initiatives between secondary schools and community colleges. Mini-grants of an average $8,000 were awarded for the following projects: "Minority High School Apprentice Program in Nursing" (Florida Community College [CC] at Jacksonville); "Promoting Career Opportunities in Nursing to the Minority and Male Population of Galveston" (Galveston College, Texas); "Hocking Technical College Career Ladder Nursing Opportunity Program" (Ohio); "2 + 2 High School/College Nursing Education Program" (Kauai CC, Hawaii); "Language Enrichment for Nursing Students" (LaGuardia CC, New York); "Salish Kootenai College Project for Recruitment and Retention of Native Americans in Associate Degree Nursing" (Montana); "Production of Two High Interest, Four-Minute Videos to Recruit Under-Represented High School Students into Nursing" (Santa Barbara City College, California); "A Proposal to Facilitate the Upward Career Mobility of Licensed Practical Nurses to Complete the Associate Degree and Registered Nurse Requirements" (Umpqua CC, Oregon); "Nursing Tech-Prep Career Ladder Completion Project Emphasizing Minority/Male Success" (Washtenaw CC, Michigan); "Registered Nurse Shortage Project at Wytheville CC" (Virginia); "A Project to Increase Admission, Retention, and Graduation Potential of Minority Nursing Students" (CC of Philadelphia, Pennsylvania); "Marshalltown High School – Marshalltown CC Tech Prep Nursing Curriculum Project" (Iowa); "Multiple Entry Nursing Career Ladder" (Monroe CC, New York); "Accelerated Curriculum–Licensed Practical Nurse (LPN) to Registered Nurse (RN)" (New Mexico Junior College). This status report provides a 1- to 2-page summary of the objectives and results of the 10 Round One college projects, and brief summaries of the proposals for the 9 Round Two projects.   [More]  Descriptors: Articulation (Education), Career Ladders, Community Colleges, Cooperative Planning

Bureau of the Census (DOC), Suitland, MD. Population Div. (1988). [Statistical Profiles and Characteristics of the American Indian Population: 1980 Census.]. This packet includes six statistical profiles of American Indians and Alaska Natives based on the 1980 census, and a report on 1990 census plans for Native Americans. Three general profiles outline statistics on: (1) the American Indian population as a whole; (2) selected characteristics of American Indian men; and (3) selected characteristics of American Indian women. Each of these profiles contains bar graphs illustrating statistics on total population, regional population, media age, educational attainment, families maintained by men and women, unemployment rates, labor force participation rates, median family income, poverty rates, and occupations. The first profile also provides statistics on population distribution of American Indians in the United States as a whole and in the 10 largest American Indian reservations. "A Statistical Profile of the American Indian Population for the Top Ten States with the Largest Number of American Indians: 1980" compares many of the above items for California, Oklahoma, Arizona, New Mexico, North Carolina, Washington, South Dakota, Michigan, Texas, New York, and the United States. "A Statistical Profile of the American Indian Population for the Top Ten Standard Metropolitan Statistical Areas (SMSAs) with the Largest Number of American Indians: 1980" compares data for the metropolitan areas of Los Angeles, Tulsa, Oklahoma City, Phoenix, Albuquerque, San Francisco, San Bernadino, Seattle, Minneapolis, and Tucson. "Educational Characteristics for the American Indian, Eskimo, and Aleut Population in the United States: 1980" details information on school enrollment by age and educational level and on high school and college graduates by age and sex. "1990 Census Plans for American Indians and Alaska Natives" outlines outreach and planning efforts, the tribal and village liaison program, goals for census data products, the local review program, and geographic issues.   [More]  Descriptors: Alaska Natives, American Indian Reservations, American Indians, Census Figures

Esbeck, Tim, Comp.; Falcone, Lisa, Ed. (1993). Economic Development Practices among Small/Rural Community Colleges. In developing this compendium of exemplary economic development practices among small and/or rural two-year colleges, the American Association of Community Colleges Commission on Small/Rural Community Colleges (CSMCC) sent out a call for program descriptions to all community colleges with less than 3,000 full-time employees or that were self-designated as small or rural. A sample of the best submissions were selected by committee for inclusion in this publication. Following a brief introduction and a listing of CSMCC members, the report presents one-page summaries of 89 economic development programs. The program summaries are grouped into the following categories: (1) efforts in entrepreneurship/new business development, including Bessemer State Technical College's (Alabama) business incubator program and Phillips County Community College's (Arkansas) ethanol production facility study; (2) processes for technology deployment, including Gateway Community Technical College's (Connecticut) automotive cooperative program and Clovis Community College's (New Mexico) instruction via fiber optics program; (3) industrial recruitment and retention efforts, including Alabama Aviation and Technical College's retiree recruitment program and Illinois Central College's economic development consortium; and (4) college relationships with business and industry, including Allen County Community College's (Kansas) robotic installation assistance program and Alexandria Technical College's (Minnesota) center for total quality management training. Each program summary includes the program name; name of the college, the executive officer, and the college address; the program contact person and his/her telephone number; a summary of exemplary accomplishments; a description of what was done and how it was done; resource requirements; and a list of key factors in success. Descriptors: College Role, Community Colleges, Cooperative Programs, Economic Development

Eisenhower National Clearinghouse for Mathematics and Science Education, Columbus, OH. (1995). Guidebook to Excellence 1995: A Directory of Federal Resources for Mathematics and Science Education Improvement for the Southwest Region. This document is a comprehensive directory of Federal offices, programs, and facilities for K-12 education in mathematics and science for the Southwest Region. The purpose of this directory is to assist educators, parents, and students in attaining the National Education Goals, particularly Goal 4: "By the year 2000, U.S. students will be first in the world in science and mathematics achievement." The guidebook describes programs, along with contact information, that assist students who will go on to study in college or technical school, as well as programs to improve general mathematical and scientific literacy. The directory is divided into three sections. Section One: Agency Overviews contains general information about each of the 16 federal agencies that collaborated with the Eisenhower National Clearinghouse to produce this publication. Each agency highlights its involvement in mathematics and science education and acquaints the reader with agency-specific background information. Each agency also lists its administrative offices for mathematics and science education to give readers a source for additional information on its organization and operation. Section Two: National Programs for Elementary and Secondary Education features nationwide agency-sponsored mathematics and science programs. Each program entry includes with program name, a brief program description, and contact information. Section Three: Regional Highlights lists, within state groupings, agency resources that are available in the Southwest Region, which includes Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. The document concludes with an index of teacher programs; student programs; comprehensive programs; evaluation, dissemination, and technical assistance programs; and educational technology programs.   [More]  Descriptors: Elementary Secondary Education, Federal Programs, Mathematics Curriculum, Mathematics Education

Shartrand, Angela (1996). Supporting Latino Families: Lessons from Exemplary Programs. Volumes I and II. This report highlights 11 family support programs that are serving one of the fastest growing groups in the United States–the Latino population. The programs described in this report differ from each other in terms of their structures and the types of families and communities served. They represent a range of geographic areas and vary in terms of sponsorship, goals, and services offered. In 1990, Latinos comprised only 9% of the total U.S. population, a figure that is expected to increase dramatically over the next decade. About 90% of Latinos live in urban areas and face the common challenges of urban life. After a discussion of data collection and analysis, the report considers program design and implementation, reviewing: (1) program approaches; (2) context; (3) goals; (4) strategies; and (5) outcomes. A consideration of the lessons learned from these programs makes it apparent that success depends on the fit between program philosophies and goals, the cultural sensitivity the program displays, the participation encouraged in the community, program flexibility, and the match between needs and services. An appendix presents brief profiles of the 11 programs. An abstract and the appendix are included in Spanish. Volume 1 contains 2 tables and 27 references. Volume II includes in-depth profiles of the following programs: (1) Advance Family Support and Education Program, San Antonio (Texas); (2) Bushwick Family Support Center of Family Dynamics, Inc., Brooklyn (New York); (3) Families in Partnership, Albuquerque (New Mexico); (4) Circulo de la Vida Familiar, Boulder County (Colorado); (5) Family Focus Nuestra Familia, Chicago (Illinois); (6) Family Visitor Program, Glenwood Springs (Colorado); (7) Florida First Start Program, Dade County; (8) Fruitvale Head Start Program, Oakland (California); (9) Betances Family Resource Center, La Casa de Puerto Rico, Hartford (Connecticut); (10) The Naranjo Migrant Child Development Center, The Foundation Center, Courtland (California); and (11) Project Early, Kansas City (Missouri). Descriptors: Cultural Awareness, Cultural Differences, Data Collection, Family Programs

Clark, Terry A.; Lacey, Richard A. (1997). Learning by Doing: Panasonic Partnerships and Systemic School Reform. A diverse and growing body of research points to the need for an overhaul of America's public education systems. The Panasonic Foundation created its Partnership Program for systemic educational reform in 1987. Since then, the foundation has collaborated with 16 school districts and 3 state departments of education. This book informs others interested in initiating, building, and maintaining systemic school reform. The book sets conceptual and strategic frameworks for collaborative reform, describes how Panasonic makes a partnership, highlights critical components such as technical assistance, and presents a series of vignettes and cases to illustrate how its approach has evolved over nearly a decade of school-reform experience. The introduction provides an overview of the Panasonic partnerships. Chapter 1 describes how partnerships are initiated and formalized through a key "unleashing" event, usually focused on professional development. Technical assistance for systemic reform is described in chapter 2 as the key component of the partnership strategy. The third chapter presents a case study of the first partnership, in Santa Fe, New Mexico. Other major components of the reform strategy, which illustrate how systemic capacity to pursue change is built and sustained, are presented in the fourth chapter. Chapter 5 includes a case study of a more recent partnership in Allentown, Pennsylvania. The final chapter summarizes the lessons learned about the selection and nurturing of partnerships, critical factors in educational reform, and the foundation's enabling function in the reform process; and discusses plans for future partnerships. Four appendixes contain a list of the Senior Panasonic Foundation consultants; the framework for the foundation; four templets for partnerships; and where the Panasonic foundation has worked. A glossary and an index are included. Descriptors: Corporate Support, Elementary Secondary Education, Partnerships in Education, Philanthropic Foundations

Campbell, John Martin (1996). The Prairie Schoolhouse. This book documents the history of the prairie schoolhouse through text and photographs. The prairie schoolhouse was a product of the Western Homestead Era, those years beginning late in the 19th century when the federally owned grass prairies east of the Rockies and the sagebrush country of the interior Northwest were opened to farming. Homesteading, the process whereby a citizen could acquire a piece of federal land, dates to a U.S. congressional act of 1862. The farmers who came to stake a claim on the prairies wanted their children to be educated. Thus, in regions of abundant homesteads, one-room schools were built every 2-4 miles, usually by the farmers themselves. A single teacher taught grades 1-8. The typical prairie schoolhouse was a simple rectangular structure with a pitched roof having a central ridge, either gabled at each end or hipped. The two major varieties of the prairie schoolhouse, the south and the north prairie styles, were determined largely by climate and the availability of construction materials. Regardless of variety, there were only minor differences in the size of the schoolroom itself and in its arrangement and furnishing. Although resources were scarce and most teachers were not educated beyond the eighth grade, prairie schoolhouses turned out hundreds of thousands of literate teenagers who became functioning members of mainstream U.S. society. The combined effects of the Great Depression and the Dust Bowl drove farmers from their land, and by the early 1950s more than 5 million prairie residents had abandoned their homesteads. Of the thousands of homestead schools that 80 years ago dotted the western prairies, nearly all have disappeared, and most of those remaining have fallen to ruin. The 60 photographs in this book document remains of prairie schoolhouses and homestead structures in Washington, Oregon, Montana, Colorado, Nevada, New Mexico, North Dakota, South Dakota, and Nebraska. Contains a bibliography. Descriptors: Boards of Education, Educational Facilities Design, Educational History, Elementary Education

Garcia, Juan R., Ed; And Others (1988). In Times of Challenge: Chicanos and Chicanas in American Society. Mexican American Studies Monograph Series No. 6. This anthology compiles articles and essays on Chicano and Chicana political concerns in the 1980's, on cultural aspects of the Chicano experience, and on historical issues and events. The papers are: (1) "Chicano Politics after 1984" by Christine Marie Sierra; (2) "Hacia una Teoria para la Liberacion de la Mujer" (analysis of the relationship of women's economic exploitation to patriarchal and racial oppression) by Sylvia S. Lizarraga; (3) "The Chicano Movement and the Treaty of Guadalupe Hidalgo" by Richard Griswold del Castillo; (4) "Assimilation Revisited" (social mobility versus cultural loss) by Renato Rosaldo; (5) "En Torno a la 'Teoria de las Dos Culturas' y su Aplicacion a la Literatura Chicana" (examination of Dieter Herms' application of Lenin's theory of two cultures to Chicano literature) by Lauro Flores; (6) "Anticlericalism in Two Chicano Classics" by Lawrence Benton; (7) "The Relationship of Spanish Language Background to Academic Achievement: A Comparison of Three Generations of Mexican American and Anglo-American High School Seniors" by Raymond Buriel and Desdemona Cardoza; (8) "The Causes of Naturalization and Non-Naturalization among Mexican Immigrants" by Celestino Fernandez; (9) "The Los Angeles Police Department and Mexican Workers: The Case of the 1913 Christmas Riot" by Edward J. Escobar; (10) "The Rediscovery of the 'Forgotten People'" (the socioeconomic situation of the Taosenos–Chicanos in Taos County, New Mexico–since they were studied by George Sanchez in 1940) by Ruben Martinez; and (11) "La Vision de la Frontera a Traves del Cine Mexicano" (historical analysis of Mexican movie depictions of the border region) by Norma Iglesias. Descriptors: Anthologies, Mexican American History, Mexican American Literature, Mexican Americans

Bishop, Kathleen Kirk, Ed.; Taylor, Mary Skidmore, Ed.; Arango, Polly, Ed. (1997). Partnerships at Work: Lessons Learned from Programs and Practices of Families, Professionals and Communities. Designed to celebrate family/interprofessional collaborative partnerships, this publication describes high-quality examples of how families and professionals at the family, community, state, and national levels have worked together to create programs and practices that are family-friendly and responsive to what families have said they want and need. Following the preface offering a call to action, the publication's contents are: (1) "Creating the Context: Family-Centered, Community-Based, Culturally Sensitive Partnerships" (Kathleen Kirk Bishop and Polly Arango); (2) "The Gallivan-Hackett-Waters Story: Three Generations of Partnerships" (Pat Hackett-Waters, Glen Gallivan, and Lucille Hackett); (3) "Family Voices: A Grassroots Public/Private Partnership" (Polly Arango, Betsy Anderson, Julie Beckett, Josie Woll, Trish Thomas, Maggie Schwarz, and Bob Craig); (4) "Peanut Butter & Jelly: A Culturally Sensitive, Community-Based Family Center in New Mexico" (Sylvia Ruiz, Antionette Tellez-Humble, Maida Trujillo, Stella Primavera-Stanz, Troy Martinez, and Debbie Sanchez); (5) "PACER's Team Training on Transition: A Statewide Partnership with Youth in Minnesota" (Ceci Shapland and Corey Jackson); (6) "Project Unity: Family Empowerment and Community Renewal in Texas" (Jeannie Heller and Jaslin Evette Smith); (7) "Applying Lessons Learned: Family-Centered, Interprofessional Education and Practice" (Bonnie Strickland); and (8) "Responses and Recommendations ('Recommendations for Practice' by Mary Skidmore Taylor; 'Family Response' by Betsy Anderson; 'Social Work Response' by Paula Allen-Mears; 'Health Response' by Tom Tonniges and Dianne Haas; and 'Education Response' by Dean Corrigan)." The publication's appendix lists suggested readings and references; describes the National Commission on Leadership in Interprofessional Education; and lists principles of family/professional collaboration, key elements of family-centered care, fundamentals of cultural competence, and Board members of Project Unity.   [More]  Descriptors: Cooperation, Family Programs, Integrated Services, Interprofessional Relationship

Fideler, Elizabeth F., Ed.; Bazer, Gerald, Ed. (1989). Community College Exemplary Instructional Programs, 1988-1989. Second in an annual series, this volume presents brief descriptions of a number of outstanding community college instructional programs identified by the National Council of Instructional Administrators (NCIA). Each description includes the address and telephone number of the college in which the program operates, and the names of the college president and a contact person. Section I provides complete program descriptions of the co-recipients of the 1988-89 Annual NCIA Exemplary Instructional Program Award; i.e., Ceramic Engineering Technology at Hocking Technical College (Ohio); and Customer Service Technology at Guilford Technical Community College (North Carolina). Section II contains shorter descriptions of the four programs which received honorable mention in the NCIA competition. They are Commercial Graphics at Randolph Community College (North Carolina); the Critical Literacy Project at Oakton Community College (Illinois); the Early Childhood Education Program at San Juan College (New Mexico); and Environmental Science in Action at Rose State College (Oklahoma). In section III, the following 15 NCIA award finalists are described: Certificate Program in Victims' Assistance; Flight Technology; Florida School of the Arts; Foreign Languages Department; Greenhouse and Grounds Maintenance; Hazardous Materials Technology; Interdisciplinary Humanities Program; Long Term Care Administration; Nuclear Engineering Technology; Nuclear Security Training; Ophthalmic Dispensing Technology; Passport Program; Professor Sam–Touch Model/Interactive Video for Teaching Biology; The Talent Program; and Telecommunications Instructional Consortium. Finally, section IV presents brief descriptions of over 300 institutional entries for the NCIA award, grouped by type of program. An index of participating colleges and a NCIA membership application conclude the volume.   [More]  Descriptors: Awards, Community Colleges, Demonstration Programs, Instructional Innovation

Steinschneider, Janice (1993). Potential Sources of Federal Support for School-Based and School-Linked Health Services. Volume III. A Guide to School-Based and School-Linked Health Centers. Volume III of a three-volume guide to school-based and school-linked health centers, this document notes that communities that wish to continue existing school-based health clinics or to start new ones may need to explore federal support for health center operations. This manual identifies federal health, education, and social programs which support the kinds of services provided by school health centers. Some of these programs described cover a broad array of health services; other cover specific types of services; still others support demonstration or model projects. For each of these programs, the manual identifies the program's purpose and structure, who may be served with the funds, what services they may receive, major programmatic and administrative requirements for funded service providers, application procedures, and a federal contact person for additional information. The 15 chapters in the manual focus on: (1) the flow of federal funds; (2) Health Care Block Grants; (3) Title V: Maternal and Child Health Services Block Grant; (4) Preventive Health and Health Services Block Grant; (5) Substance Abuse Prevention and Treatment Block Grant; (6) Community Mental Health Services Block Grant; (7) Medicaid; (8) Section 330: Community Health Centers; (9) Drug-Free Schools and Communities – state grants; (10) Title X: Family Planning Services; (11) Women, Infants, and Children (WIC) Program; (12) Social Services Block Grant; (13) Child Care and Development Block Grant; (14) direct grants for innovative, demonstration or special projects; and (15) three state case studies (New Jersey, New Mexico, and California). The manual focuses on requirements found in the federal law. Appendices include: (1) a list of acronyms; (2) a list of federal agencies with responsibility for adolescent services; (3) Medicaid federal financial participation rates by state; and (4) state contacts for selected federal programs.   [More]  Descriptors: Elementary School Students, Elementary Secondary Education, Federal Aid, School Health Services

Office of Vocational and Adult Education (ED), Washington, DC. Div. of Adult Education and Literacy. (1992). Portraits of Excellence. The Secretary's Awards for Outstanding Adult Education and Literacy Programs. This booklet describes 10 outstanding adult education and literacy programs, one for each of the country's 10 geographic regions, that won awards from the U.S. Secretary of Education in 1992. The winners embody the best elements of how the adult learning system will move the nation to meet the National Education Goal for Adult Literacy and Lifelong Learning (Goal 5), so that every adult American will be literate and possess the kind of workplace skills necessary to compete in an ever-changing world. Each one-page program description presents the program's outstanding features and provides the name, address, and telephone number of a contact person. Photographs are included in each description. The booklet also summarizes the background of the awards, gives the 10 key characteristics used to distinguish excellent programs in the 1992 competition, and lists the regional runners-up. The programs are as follows: (1) Adult Academy Center for Public Service, Brown University, Providence, Rhode Island; (2) Rochester Family Learning Center, Rochester, New York; (3) Arlington Education and Employment Program, Arlington, Virginia; (4) Worksite Education Program, Louisville, Kentucky; (5) The Adult Education and Literacy Program, Township High School, District 214, Arlington Heights, Illinois; (6) Adult Basic Education Program, Dona Ana Branch Community College, Las Cruces, New Mexico; (7) Parkway Area Adult Basic Education, Creve Coeur, Missouri; (8) The Adult Learning Center, Western Wyoming Community College, Rock Springs, Wyoming; (9) Pima County Adult Education, Pima County Superintendent of Schools, Tucson, Arizona; and (10) Adult Literacy Project, Tacoma Community House, Tacoma, Washington.   [More]  Descriptors: Adult Basic Education, Awards, Demonstration Programs, Evaluation Criteria