Attributes the lack of success among youth employment/education programs over the past 50 years in part to inadequate evaluation of concept development, program implementation, and individual outcomes. Discusses objectives, implementation, and results of various private and government-supported youth employment and school to work plans. (JCD)

Argues that the present structure of federal programs for elementary and secondary education is unwieldy and does too little to promote access and quality. Several broad directions for reform are outlined, including coordination at the local school level, but the idea of major program consolidation is rejected. (Author/DB)

This paper looks at the often troubled development of the White House Conference on Families and at the views of its director, John Carr, on its appropriate topics and objectives. (SJL)

For the average out-of-school youth, teenage unemployment has little effect on the wages earned as an adult. There is indirect evidence that government training programs offset part of the effect of long-term teenage unemployment. (JOW)

Compares social reform strategies in Britain and America. Illustrates how programs in both countries had similar difficulties, including diffusion of research findings, clarification of objectives, and political manipulation of social research. (SK)

Death rates among those referred to project services were lower within the first six months after enrollment, and the mortality rate difference was maintained throughout the first year. Death rate differences were related to specific long-term care services recommended and received, and to initial functional health status. (Author)

The major candidates in the 1980 presidential election, Jimmy Carter, Ronald Reagan, and John Anderson, present their opinions on the problems facing elementary education today, their plans for improving it, and their views on the future of the new Department of Education. (SJL)

Under the skilled supervision of a master carpenter hired to direct this Comprehensive Employment and Training Act project, seven high school students and two beginning workers are learning the varied and complex skills of building maintenance, renewing their city's schools, and bringing home a badly needed paycheck. (LRA)

Describes food service programs administered through the U.S. Department of Agriculture (USDA) and its Food and Nutrition Service (FNS). (MLF)

Provides data on Research and Development (R&D) spending by U.S. industry, outlays by the chemical industry, basic research vs applied research vs development, spending by other industries for chemical research, pharmaceutical research, and budgets of individual companies. (Author/HM)

Presents an overview of the drafting of regulations for the development and implementation of programs authorized by federal education laws in connection with the Education Amendments of 1978. States that all regulations have been recodified, that is, simplified and clarified. Lists office of education contacts for comments on regulations…

The poor record of affirmative action plans in government demonstrates that the Carter administration's plan to reform the Civil Service is not working. It is the management that has failed to take the steps necessary to translate pronouncements into practice. (Author/EB)

Describes the job training programs at the Hampden District Regional Skills Center, Springfield, Massachusetts, financed under the Comprehensive Employment and Training Act of 1973. The center trains 650 persons at a time and places more than 800 trainees a year in jobs through involving industry in the planning and training. (MF)

Professor Donald C. Orlich of Washington State University charges that, with few exceptions, the hundreds of research and development projects funded by the federal government since 1953 have brought no significant improvement in instruction. He is especially critical of the Experimental Schools Program. (Author/SJL)

Reviews the need for pairing computer and videodisc technology to represent and organize complex information and to provide learners with more powerful tools for learning and problem solving. Both the instructional applications and economics of intelligent videodisc are noted, as is the effort of the National Science Foundation to support such…