A project was conducted to evaluate the extent to which educators and Comprehensive Employment and Training Act (CETA) prime sponsors have been able to coordinate successfully their activities. Data were gathered through a survey of select Virginia administrators, planners, and advisory council members located in state agencies and public and…

Introducing this paper is a discussion of the trend during the 1960s and 1970s toward greater state and federal involvement both in financing and in developing programs for special pupil populations. The authors then summarize, as of the 1980 fiscal year, the state and federal roles in programs for the handicapped and in bilingual and compensatory…

Prepared to satisfy requirements of the Library Services and Construction Act (LSCA) PL 95-123, this long-range plan presents library service goals and objectives for the Connecticut library system for the next five years. The background of long range planning, the planning process, and problems to be overcome are developed within the framework of…

The purpose of this report is to review the actions of the United States Office of Education (OE) in the administration and operation of Title I of the Elementary and Secondary Education Act, as amended by the 1978 Education Amendments. The report describes the changes Congress mandated OE to implement and examines OE's response to these specific…

A cost analysis study of the Association of Research Libraries' member institutions who have depository status was conducted in order to evaluate the benefits received from the federal depository system. Information received from a small sample of the member libraries provides the basis for discussion of costs and benefits. Cost factors considered…

In spite of the pressing need for good day care programs resulting mainly from a dramatic increase in the number of working mothers, there is no (federal) program of child care in the United States, except for the very poor. From the hypothesis that the lack of government response to growing day care needs reflects negative public attitudes toward…

Due to an increased awareness of the need for accountability in vocational education, much attention is being focused upon competency-based vocational education. The U.S. Office of Education is supporting work for the development of competency measures for vocational skill areas. Two occupational competency tests in each of seven areas will be…

A DISCUSSION OF TITLE 1 FEATURES AND SERVICES IS PRESENTED. THE LEGISLATION IS INTENDED TO MEET THE NEEDS OF ALL STUDENTS IN PRESCHOOL, ELEMENTARY SCHOOL, AND SECONDARY SCHOOL, INCLUDING MENTALLY AND PHYSICALLY HANDICAPPED STUDENTS. THE PROGRAMS SET UP UNDER TITLE 1 MUST BE EVALUATED ANNUALLY, AND REPORTS OF RESULTS MUST BE DISSEMINATED. THE…

THESE ABSTRACTS DESCRIBE TITLE I COMPENSATORY EDUCATION PROJECTS CONDUCTED FOR DISADVANTAGED YOUTH IN THE MINNEAPOLIS PUBLIC SCHOOLS DURING 1965-66. EACH ABSTRACT LISTS THE PROJECT'S ADMINISTRATOR, APPROVAL DATE AND DURATION, BUDGET, PARTICIPATING SCHOOLS, AND PERSONNEL, AND PROVIDES A BRIEF NARRATIVE DESCRIPTION OF EACH PROJECT. (LB)

MAJOR PROBLEMS OF THE FEDERALLY-FUNDED FELLOWSHIP AND TEACHER CORPS PROGRAMS ARE (1) THE COURSES ARE PROFESSOR-ORIENTED (LITTLE EMPHASIS IS GIVEN TO MAKING SURE THAT THE CURRICULUM IS RELATED TO REALISTIC SCHOOL SITUATIONS) AND (2) THE TEACHER IS SO ISOLATED IN THE UNIVERSITY SETTING THAT HE CAN MAKE NO LINKAGE BETWEEN HIS LEARNING AND HIS…

Presented are the major international energy policy issues facing all nations, and a basis for analyzing current and proposed United States' energy policies and initiatives. Eleven issues are examined, all of which relate to one central theme: Are U.S. international energy and related policies consistent with domestic energy goals, national…

A guide for administrators' use in determining Elementary Secondary Education Act Title I eligibility of students in their schools is divided into five sections. Section I describes four rules which must be followed in identifying Title I students, and which will be monitored during the year by consultants visiting the school. Section II suggests…

This guidebook is written for those who question the process of earning credit for experience and what knowledge and skills might lead to a credit award, and should assist educators who are approached for accreditation of knowledge and skills learned on a Comprehensive Employment and Training Act (CETA)-funded job. There are five sections: the…

Recommendations made by a Special Subpanel on Mental Health of Asian and Pacific Americans of the President's Commission on Mental Health are discussed in this paper. The subpanel determined that racism is the most pervasive mental health problem confronting Asian and Pacific Americans. The nine recommendations made by the subpanel focus on social…

This report describes the methodology and presents the findings of a survey of State education agencies concerning the extent of eligibility of school districts for ESEA Title I schoolwide projects and the extent of their participation in such projects. Information provided includes: (1) the number of districts that applied for Title I funds in…