Describes how indirect costs, which have been incurred by a school district or an educational agency to support Federally financed projects, may be reimbursed in accordance with 1969 amendments to the ESEA. (JF)

Calls for increased Federal spending on health, education, and welfare as an alternative to present defense spending. (LR)

Tells the story of the New Deal's educational activities, concentrating on (1) redefinition of the federal government's responsibility for education, (2) the effect of federal intervention on the education of Blacks and other educationally deprived groups, and (3) the nature of federal administration and its consequences. (MP)

A study of employers found interest in business incentives for hiring workers over age 55. The probability of financial windfalls from such programs as the Targeted Jobs Tax Credit suggests caution in the implementation of such incentives. (SK)

The author reviews the accomplishments of the five Learning Disability (LD) Institutes and cites several failings, including lack of longitudinal studies and low level of cooperation among institutes. Successes are seen to include information on the nature and complexity of LD and on important variables in pupils' academic and social success.…

Summarizes recent developments with reference to gifted education in the nation, outlines some of the current concerns in the field, and concludes with some implications for career education for the gifted and talented. (Author)

The National Institute of Child Health and Human Development is the federal agency with the explicit legislative mandate to support mental retardation research. Examination of funding trends within that institute over the past 10 years reveals a steady and linear decline in relative support for mental retardation research. (Author)

Reviews the historic role of the federal government in support of the arts and music education from 1790 to the early 1960s and recent cooperative ventures between artists and art educators. Federal support resulted from practical, economic, and cultural necessity. In the future, it may result from aesthetic necessity. (AM)

Discusses factors which affect the rate of productivity (the end of the farm-to-nonfarm shift, increased foreign competition, more highly educated workforce, rising cost of energy). Also discusses worker concerns over job security and how these concerns are reflected in union demands. (CT)

The author offers opinions regarding the resources invested in evaluation and the evaluators' awareness of the need to justify the profession in terms of social utility. (GK)

Describes the background, design, and findings of several large-scale, government sponsored income maintenance experiments. Suggests that whether or not the findings indicate that a guaranteed income program could ameliorate poverty, its implementation would be unlikely in view of systemic obstacles. (Author/GC)

After outlining the scope of the U.S. Office of Education's involvement in comparative and international studies, the author presents a bibliographic essay describing publications and reprints from USOE's international programs. (SJL)