The purpose of this document is to provide educational researchers and administrators with the material needed to replicate the study, Assessment of School-Supervised Work Education Programs, within a sphere of interest limited geographically, vocationally, or in other functional ways. The procedures used to carry out this study and produce its…

The primary objectives of the Continuing Education of Girls Who Must Leave School Because of Pregnancy Project (CEG), which is funded under Title I of the 1965 Elementary Secondary Education Act, are to reduce the percentage of female dropouts from Detroit schools via the enrollment of 110 pregnant girls in the project, to have the enrolled girls…

An analysis of a student attitude questionnaire administered in the spring of 1970 to students in 39 secondary schools in the state of Utah reflects attitudes which students bring to foreign language classrooms. Results of the survey indicate that students share positive attitudes toward language study both before and after enrollment in a…

Project Outreach, funded under Title VIII of Public Law 90 - 247, is designed to introduce basic and widespread changes in Sheridan School District organization, curriculum offerings, pupil services, and teacher training. By concentrating on meeting the total needs of all students, most specifically alienated youth who are potential dropouts and…

Youth manpower programs, despite their accumulated expertise in serving disadvantaged school dropouts, have been allocated a subsidiary, compensatory role in serving those youth who experience difficulty with formal education methods. The Experimental Manpower Laboratory at Mobilization for Youth has proposed to the New York City Board of…

The main purpose of the program, funded under ESEA, Title I is to help pupils in non-public schools, located in disadvantaged areas cope with social, emotional or physical difficulties that interfere with academic progress. The field staff consisted of 30 full-time and 47 part-time guidance counselors, 18 full-time social workers, three full-time…

This document is an English-language abstract (approximately 1,500 words) of a description of the UAR Ministry of Education's efforts during 1970 to implement national education policy. All children of compulsory age were admitted to elementary school. This required the construction of new facilities in rural areas to combat absenteeism and…

Middle College High School, located on the urban campus of LaGuardia Community College in New York, concentrates on motivating potential dropouts to graduate from high school and go on to college. Its establishment in 1974, problems, and successes are described, along with other institutions' efforts at dropout prevention. (LBH)

California's problems of educational and occupational underachievement for Hispanics, a large and growing proportion of the state's population, are examined in light of the state's efforts and concerns in providing equal education, lowering the language barrier, and encouraging academic persistence. (MSE)

Discusses the necessity of retention systems for talented black students at white universities. Programs must take into consideration their financial needs, the process of transition from high school to college, and the opportunity for professional development. Examines components of a minority achievers program at Indiana University in…

A 24-city program called "Career Beginnings" designed to encourage students who might be on the verge of dropping out to finish high school and attend college is described. The program brings together colleges, high schools, and businesses in an effort to improve the prospects of disadvantaged high-school students. (MLW)

For poor and minority teenagers the lack of adequate life options may increase their desire for early pregnancy. Since teen mothers face probable poverty and single parenthood, it is imperative that schools and school social workers provide counseling, health services, and work preparation as well as academic skills training. (VM)

The educational reform movement has proven largely irrelevant to urban minority students' needs. Dropout prevention programs have bestowed meaningless diplomas, while side-stepping the root causes of failure and underachievement. Urban high schools are large and impersonal and have a sour, dispirited atmosphere that discourages learning. Clearly,…

Emphasis on basis skills, standardized testing and curriculum standardization in alternative education programs creates the same conditions that originally lead students to drop out. Flexibility of alternative education programs is important. These nontraditional programs should exist as part of the many options that can meet the needs of…

Cites the high dropout rates for native students in Saskatchewan urban centers and suggests that the inner-city native alternative school may be the best way to return students to some form of education leading to eventual employment. Lists 17 "do's" and "don'ts" for effective alternative schools. (JHZ)