At a time of tremendous expansion of early childhood services, funds to train the needed work force are almost unavailable outside of the Head Start community. This problem is compounded by the limited amount of attention that the topic of early childhood teacher preparation and professional development has received from researchers and…

This report examines the impact of government cutbacks in social services, compensatory education, nutrition, and youth employment/training on private, nonprofit organizations serving children and youth. Data was gathered via a mailed survey (1982-83) in 12 metropolitan areas and 4 rural counties. Among the conclusions are the following: (1)…

This budget report for the Nebraska Technical Community College (NTCC) Areas contains information on enrollment, revenues, expenses, and capital improvements for the colleges as a whole and for each NTCC Area. Following a general summary of the appropriations and spending history of the colleges and a list of program sites statewide, the report…

A study was conducted of nine State University of New York (SUNY) and three City University of New York (CUNY) community colleges to determine the impact of supplemental financial aid on the operation and financing of community college business and technical degree programs. The study sought to assess the extent and reasons for business and…

A conference was held for college presidents, student work supervisors, and students who are involved in student-work programs. Attending the conference were representatives of the following colleges: Alice Lloyd College, Pippa Passes, Kentucky; Berea College, Berea, Kentucky; Berry College, Mount Berry, Georgia; Bethune-Cookman College, Daytona…

This report provides brief descriptive information about State compensatory education (SCE) programs in 17 States: (1) California; (2) Connecticut; (3) Florida; (4) Georgia; (5) Hawaii; (6) Maryland; (7) Michigan; (8) Nebraska; (9) New Jersey; (10) New York; (11) Ohio; (12) Oregon; (13) Rhode Island; (14) Texas; (15) Utah; (16) Washington; and…

Intended for persons interested in further investigation of training programs and students or others contemplating careers in the health occupations, this report contains information gathered through: (1) surveys of institutions conducting health occupations training, (2) reviews of school catalogs, brochures, national publications, and research…

The No Child Left Behind Act of 2001 (NCLB) alters federal-state relations by expanding the federal role further into a primary function of state and local governments and raises questions about how federal, state, and local policies interact--that is, conflict or reinforce each other. Early indications suggest that states are differently…

A database was assembled from data collected on all people served by the Developmental Disabilities divisions of Nebraska, South Dakota, and Wyoming, including state institutions and state-funded programs (n=5,928). Information included provider expenditures associated with each individual, allocations made by individual reimbursement rates,…

Examines 3 of 26 curriculum documents distributed by the Ontario Ministry of Education in one year to demonstrate that policy statements pay little heed to costs involved. Discusses variables in curricular change: teacher availability and training, student characteristics, materials and physical facilities, instructional technology, and finances.…

Costs for caring for severely mentally disabled persons receiving housing subsidies and/or case management services or who were in a state hospital were compared in two Ohio counties. Comparisons for 82 persons found differences among community-based group settings, but the state hospital costs at least 3 times higher. (SLD)

Reviews the debate from the standpoint of entitlement about the education of children who are classified as seriously emotionally disturbed or socially maladjusted. It examines how research has supported or contradicted the notion of entitlement from the standpoint of prevalence, classification, intervention, and cost. Ethical guidelines are…

Since the early 1970s, secondary vocational education (SVE) in Minnesota has been funded either by paying districts a flat percentage of eligible costs or by paying a percentage of eligible costs plus paying for certain excess costs. By the mid-1980s, a number of questions and concerns about SVE funding were emerging. Among the specific concerns…

There are five major groups of stakeholders in vocational education and training (VET) in Australia: national and state governments; the technical and further education (TAFE) sector; private VET providers; employers; and students and trainees. The questions of who should provide and who should pay for VET in New South Wales (NSW) were explored…

This collection of papers presented at a 1996 conference on children's mental health focuses on financing strategies of systems of care. Individual papers have the following titles and authors: (1) "Arizona's Implementation of Managed Care in the Public System: A State's Perspective" (Stephen Perkins and Valinda Mores); (2) "The…