The Navajo-Hopi Long Range Act and the War on Poverty, had much in common in terms of assumptions and patterns of interaction between reformers and those being reformed: part of this consistancy may be attributed to a failure on the part of the reformers to examine and profit from the experiences of previous reformers. (Author/JM)

Discusses the practical considerations that face Indian communities as they begin to move toward transforming the rhetoric of "Indian control" into the reality of quality education. (Author)

OE's office of legislation groups 24 pieces of federal education legislation according to the fiscal year of scheduled termination. (Editor)

Describes a community education center at Gallaudet College, Washington, D.C., whose purpose is to develop and expand community education for the deaf through leadership development services, promotion and dissemination services, and consultation services. (Author/DN)

The question of who has the legal responsibility for providing educational services to American Indians and how this responsibility is reflected in policy is discussed. (FF)

A report of the Title I, Elementary and Secondary Education Act, reading improvement project at the Chilocco Indian School (Oklahoma) is presented. (FF)

Looks at the arguments for and against education vouchers and compares a recent New Hampshire voucher program with an earlier voucher experiment in California. (DN)

Every possible resource should be used in the continuing problem of improvement of reading instruction for every child in the nation. Resources may be near at hand through the national, State and local programs sponsored by Right To Read. A report of the program's successes. (Author/JN)

Supporters of educational television cite impressive statistics to document the claim that ETV is a success. However, the movement is a failure largely because educators cannot accept the new technology. (DS)

Proposes a trust fund for children that would allow 75 cents for every child in the country under 18. Each State would receive its allocation based on the number of children under 18 and the number of children receiving aid to dependent children in that State. (Author/JN)

Argues that only if revenue sharing is genuinely responsive to citizen needs and in fact, secures self-initiated involvement of citizens in program execution will it be ultimately successful in developing self-supporting individuals and communities. (JF)

Four positive remarks about the essential components of career education are followed by criticism of the federally-sponsored pilot models. Three further reservations are directed toward the priorities given educational reform. (KM)

Project IMPACT, a federal funded concept, is described as having accomplished its rather ambitious goal-the establishment of model school programs that are arts-centered. (Author/RK)