THE THREE USUAL WAYS TO ORGANIZE A JUNIOR COLLEGE ARE (1) AS PART OF A COUNTY SCHOOL DISTRICT, (2) IN ITS OWN DISTRICT, AND (3) UNDER THE STATE. FLORIDA USES THE FIRST SYSTEM. ITS ADMINISTRATION IS LIKE ANY OTHER TYPE OF COLLEGE, BUT IT SERVES THE SAME AREA AS THE COUNTY SCHOOLS AND IS RUN BY THE SAME BOARD OF TRUSTEES. IN CASES WHERE IT SERVES…

THE OHIO BOARD OF REGENTS PREPARED THIS GUIDE, COVERING THE MAJOR POINTS OF THE STATE LAW, SO THAT PRELIMINARY PLANNING FOR A JUNIOR COLLEGE MAY BE EXPEDITED. IT DEFINES A COMMUNITY COLLEGE DISTRICT, WHICH MAY BE ESTABLISHED BY THE BOARD(S) OF COUNTY COMMISSIONERS OR BY THE VOTERS. ON APPROVAL BY THE SECRETARY OF STATE, THE DISTRICT MUST APPOINT A…

THE NEED FOR AN ADULT BASIC EDUCATION CENTER IS ILLUSTRATED BY STATISTICS ON ILLITERACY IN THE UNITED STATES FROM THE 1960 CENSUS. ELEVEN PERCENT OF ADULTS WERE FUNCTIONALLY ILLITERATE AND NEARLY 2.3 MILLION HAD NEVER BEEN ENROLLED IN A SCHOOL. CONCERN TO ERADICATE ILLITERACY IN OTHER PARTS OF THE WORLD IS SHOWN IN UNESCO'S RESOLUTION AND…

Three major papers pertaining to the strengths and weaknesses of voluntary and more formal forms of institutional coordination (and other related issues) were presented to Washington's Association for Higher Education: (1) Warren Deem, in treating with the question of how the state's total higher education efforts might be more effectively…

Intended for county boards of public instruction, school administrators, and special educators in Florida, the booklet provides guidelines for the development of county plans for special programs. The following are specified: criteria and calendar for approval of county plans; basic considerations for program development; supervision and…

This guide describes the goals and abjectives of schools and classes for pregnant minors, the financial assistance provided by the California Legislature, and the legal implications. It discusses the services to be provided the pregnant minor (psychologically, realistically, financially, and ideally), how to obtain community support, what…

Hearing before the Senate Special Committee on Aging was held to consider the need for funds to provide professional training in the field of gerontology as authorized under the Older Americans Act. Provision for special skills training was made under title IV of the Act but no funds were included for it in the 1975 and 1976 budgets. A statement…

This issue of the Multi-State Consortium on Performance-Based Teacher Education (PBTE) newsletter presents: (1) the goals of the states of Florida, Vermont, and Washington for public school education; (2) an examination of the most frequently proposed controversial issues concerning PBTE; (3) description of a plan for the development of school…

Intended for use by personnel in Florida local education agencies, this guide presents an overview of each of the eight components in a system for planning and conducting a data-based locally directed evaluation of secondary or postsecondary vocational education programs. The system is described as one whereby program products are compared with…

Following an analysis of Vermont's present system of allocating state and federal vocational education funds, alternative formulas and methods for allocation are presented. The first chapter focuses on concerns raised with the present system, particularly the data used to allocate money and the focus on concern for distribution across institutions…

The Michigan accountability system, based on statewide objectives-referenced testing at two grade levels generated considerable controversy, including this response to criticisms of an evaluation of the program by a panel of three persons. The contract under which the evaluation was performed is quoted to show that the authors of the report were…

The Nebraska Assessment Battery of Essential Learning Skills (N-ABELS) is a goal-oriented instrument with an evaluation component providing a basis for determining acquisition of twelve skills defined as learning goals. Each goal is stated in terms of an acceptable performance standard which clearly describes what the student must do. The skills…

In order to assess the impact of Title I programs, models specifying criteria, techniques and methodologies for evaluation were developed. These models prescribe pre- and post-test results for both Title I and non Title I children. This report describes the status of the use of the models, the experience of people who used them during the 1976-77…

Guidance Services Position Statement was prepared in response to a need expressed by people engaged either in developing school guidance activities or in expanding and improving such activities. The intent was to provide a guide or a framework upon which a guidance program might be constructed or made more effective. Five major sections focus on:…

The report examines the major activities, input, and results of the Illinois Office of Education's Area Learning Resource Center Project, a program through which state and national resources and services are transmitted to special education programs and personnel at the local level. It is reported that the project accomplished its goals by…