Although there is no single program or idea that will fix the entire American educational system, findings from the national demonstration project College and Career Transitions Initiative (CCTI) demonstrate considerable promise of the role pathways can play in helping students find their way through education to work and on to their careers.…

Maryland's Employment Initiatives (EI) program was implemented in Fall 1982 to help Aid for Dependent Children applicants and recipients find unsubsidized employment. Baltimore City and Wicomico County were selected as the sites for two demonstration projects. To maximize limited resources, three agencies in each site--the State Work Incentive…

During its second year, Maryland's Employment Initiatives (EI) program continued to help Aid for Dependent Children applicants and recipients obtain unsubsidized employment. It provided employment and training opportunities to Work Incentive Demonstration Program participants at two sites: Baltimore City (OPTIONS) and Wicomico County (Basic…

The third operational year of the Employment Initiatives (EI) saw expansion throughout Maryland with the addition of new projects in Anne Arundel, Allegany, Dorchester, Frederick, and Harford counties during October 1984. In July 1985, other projects were funded in Baltimore City, Southern Maryland, and Montgomery County. EI offered a package of…

To continue upper division coursework past 15 credit hours, students at Southwest Texas State University must pass the College Level Examination Program (CLEP) General Examination in English Composition with Essay, with a minimum score of 421 and 45 semester hours of credit, and the CLEP General Examination in Mathematics, with a minimum score of…

Project Catch-Up, an ESEA Title I program, operates in Newport Beach and in Costa Mesa, California. It is said to be designed to provide remedial instruction in reading and arithmetic to underachieving children, kindergarten through sixth grade, in schools serving low socioeconomic level suburban areas. Among its key features are the following:…

The authors outline how the University College (UC) model can serve as an effective vehicle for others.

This document presents brief descriptions of successful approaches that states, local school districts, and individual schools have taken to incorporate and/or expand the teaching of basic competencies. Two presentations made at the Southern Regional Education Board's meeting on "Strengthening the Academic Preparation of Vocational Students"…

This report briefly describes 40 exemplary special and regular education programs for students in Oregon with serious emotional disturbances (SED) or who are otherwise at risk. The program descriptions are grouped into 11 areas to highlight key program features. These are quality indicators, prevention, remediation, organization, coordination,…

This final report summarizes the activities and findings of a research project which developed a model program for preschoolers "at risk in language." A total of 22 children, including 17 children "at risk" and 5 peers, participated in the program; the children served by the project showed increased facility with language in…

The general objective of this project is to enhance the educational and psycho-social development of seventh and eighth grade students who are experiencing learning or psycho-social deficits. This is accomplished through a meaningful tutorial relationship with a senior citizen aide. Together the adolescent student and tutor create educational…

During the 1986-1987 school year, 80 educationally and economically disadvantaged students from three counties in Virginia were recruited into a program that was designed to support their education and encourage them to stay in school. Students participated in after-school workshops to improve their decision-making and interpersonal skills, and…

A prototype collaborative communication model was employed in vocational, academic, alternative, and Job Corps classrooms serving students with communication inadequacies. Instruments for evaluation of work-force entry-level communication skills were developed, and support services targeting weaknesses were provided. Results have been positive at…

This project, conducted by Spoon River College (Canton, Illinois), demonstrated the feasibility of a theoretical model developed by Wayne Giles and Gary Conti for training Comprehensive Employment and Training Act (CETA) clients. The model proposed the interfacing of long-term simultaneous training in academic skills, vocational skills, and…

To address the Comprehensive Employment and Training Act (CETA) client's need for career development experience and skills, the Affirmative Action Office of Dane County (Wisconsin) and the Adult Work Experience Program (AWEP) staff plan to implement a year-long training program aimed at job exploration, internship, and personalized decision…