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Social, emotional, and affective experiences are impossible to separate from thinking, doing, and being in the world. Increasingly, schools and community-based organizations are recognizing this truth through the adoption of programs that focus on the emotional lives of children and youth, especially when emotions are fraught, and lives have been difficult. Programs such as social emotional learning (SEL) frameworks and trauma-informed practices (TIP) are not only popular, they are deemed "essential" in almost every corner of the social services sector. The authors in this issue suggest that these programs often focus on those who are marginalized through race, class, and/or experiences of violence, including family violence, while ignoring the social conditions that create marginalization and its effects, and neglecting the many strengths and strategies deployed by these children and youth. This focus can lead to labeling and/or silencing legitimate expressions of resistance and difference in a quest to elicit specific types of behavioral and cultural conformity for students to be deemed "learning ready." This issue explores the sometimes troubling beliefs and assumptions at work in popular social and emotional learning and trauma-informed pedagogies as well as some of the impacts of this new attention. This special issue begins with five articles that describe how implementations of SEL and TIP shape not only the systems they are set in, but the lives of children and youth who are served within them. The subsequent six articles move toward envisioning how educators and practitioners can rethink this work with and for the children and youth who are most profoundly impacted by SEL and TIP frameworks.

The National Center for Education Statistics (NCES) surveys the changing landscape in education finance by commissioning papers from members of the school finance research community. Papers that address the questions of the current and future financial condition for school districts are presented here. The papers, which are intended to promote the exchange of ideas among researchers and policymakers, take two separate tacks. One set explores the present financial condition of school districts, focusing on how a retiring work force may influence the finances of school districts, how school districts respond to fiscal exigencies, and the efficacy of urban school districts. The other papers propose an imaginative new way of funding education, at the school level, and simulates the results for Texas, offering a summary of issues and problems related to school-based funding approaches. The recurrent theme revolves around the proposition that state aid should be distributed to schools rather than to school districts. Some of the specific topics addressed here include the dynamics of teacher salary expense, how school districts respond to fiscal constraint, the condition of urban school finance, reinventing education finance, and exploring alternatives for school-based funding. (RJM)

Dedicated to the memory of Raymond E. Schultz, the essays in this monograph discuss the role of the community college in serving minority students. An introductory essay by Fred F. Harcleroad summarizes Schultz's contributions to community college education. John E. Roueche then discusses the provision of equal educational opportunity to non-traditional, high-risk students. Arguing that equal access must be coupled with equal opportunities for success, Roueche identifies barriers to student success in teacher attitudes, traditional curricula, and conventional instructional methods. Next, Apolonio Coronado notes the success of community colleges in providing access for minority students and discusses concomitant trends and problems in the areas of student financial aid, the cycle of failure experienced by many minority students, the increased diversity of the minority student population, the maintenance of developmental studies programs, and the threat of impending fiscal cutbacks. Donald T. Rippey then examines the following prerequisites to the success of developmental studies programs serving low-income minorities: skill assessment, enhancement of students' self-esteem, and a positive learning environment. Alfredo de los Santos and two coauthors present a statistical analysis of the enrollment of Hispanics in postsecondary education in the United States and in Texas and California. (JP)

Policy issues relating to the integration of information and communications technology into higher education are addressed, primarily for those with policy development responsibility at the state level. The following chapters are included: (1) "State Higher Education Policies in the Information Age: An Introduction to the Issues" (Robert G. Gillespie, Richard W. Jonsen, and John P. Witherspoon); (2) "Implications of Introducing New Technologies into Higher Education" (Mara Mayor); (3) "The State Environment: A Context for Developing Telecommunications Policy" (James R. Mingle); (4) "Principles and Guidelines for a Coordinated Telecommunications Plan" (Dwight D. Dively); (5) "Finance Issues in the Telecommunications Age" (Michael B. Goldstein and Suzanne H. Woolsey); (6) "The Role of the Faculty in the Use of Learning Technologies" (Patricia J. Dewees and Lee C. Frischknecht); (7) "Ownership of Intellectual Property and Implications for State Policy" (Richard D. Marks); (8) Strategies for Familiarizing Policymakers and Educators with Information Technologies" (Ralph D. Mills); and (9) "State Leadership: The Key to Successful Integration of New Technologies into Higher Education" (Patrick M. Callan). Two appendices are provided: a policy on televised instruction adopted by the Coordinating Board of the Texas College and University System, and a description of Project ALLTEL (Assessing Long Distance Learning Via Telecommunications) and its recommendations. (KM)

In recent years, two-year colleges have tried various strategies to improve student outcomes and remediate skill deficits in order to promote academic and employment success. Promising approaches include career pathways, dual-enrollment, competency-based credentialing, sectoral strategies, wrap-around services, and acceleration. Taken together, the papers on this panel provide important insights into these innovations in higher education. Four abstracts comprise the content of this Society for Research on Educational Effectiveness (SREE) 2017 symposium. The abstract titles include: (1) Accelerating Connections to Employment: A Collaborative Approach to Career Pathways Training and Workforce Development (Yvette Lamb and Christina McHugh); (2) Final Impact Findings from Accelerating Opportunity (Theresa Anderson, Lauren Eyster, Daniel Kuehn, Burt Barnow, and Robert I. Lerman); (3) College Count$: Evidence of Impact (Michael Scuello and Robert Harrington); and (4) A Summative Outcomes Evaluation of TAACCCT-Funded Competency-Based Education Programs at Three Community Colleges (Ann Person and Jaime Thomas). [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]

This article deals with the activities of the Texas Folklore Society from 1957 to 1962. Hermes Nye was the society's president in 1957 and was in the midst of one of his most exciting folkloring times. The society's meeting was held in Dallas on April 12-13. The 1957 meeting was scheduled by tradition to meet in Austin. The meeting lasted for two days, only twelve papers were presented. A definite sign of the times was a resolution passed at the 1957 Dallas business meeting, which occurred in those early days of desegregation. The society's publication for 1957 was Madstones and Twisters, which did not come out until the spring of 1958 and caused a minor flap among the editors because of its tardiness. The extra book published by the society for 1958 was Américo Paredes' With His Pistol In His Hand published by Frank Wardlaw at The University of Texas Press. In 1959, the society's meeting was held on March 27 to 28 in Austin. The society's publication for 1959 was And Horns on the Toads. The program of the 1960 meeting consisted of two sessions of eleven papers.

This collection of papers on HIV/AIDS prevention and education in rural communities includes: "Understudied HIV/STD Risk Behaviors among a Sample of Rural South Carolina Women: A Descriptive Pilot Study" (William L. Yarber, Richard A. Crosby, and Stephanie A. Sanders); "Risk and Co-Factors among Women Related to HIV Infection and AIDS Treatment" (Nancy T. Ellis); "Management of the Care of HIV-Infected Pregnant Women" (James G. Anderson, Marilyn M. Anderson, Linda L. Casebeer, and Robert E. Kristofco); "A Longitudinal Study of HIV/AIDS Related Mortality among African American and Hispanics in Texas During 1997" (Dennis Daniels and Haydee Encarnacion); "Perceived Behavioral Control for HIV/STD Prevention among African-American Undergraduate Students" (Andrew J. Kanu and Caroline G. Kanu); "Psychosocial Distress among Gay and Bisexual Men Living with HIV/AIDS in Small U.S. Towns and Rural Areas" (Timothy G. Heckman and Jeffrey G. Miller); "Rural and Non-Rural Adolescents' HIV/STD Sexual Risk Behaviors: Comparisons from a National Sample" (Richard A. Crosby, William L. Yarber, Kele Ding, Ralph DiClemente, and Brian Dodge); and "Family Physicians' Knowledge, Attitudes, and Practices Regarding HIV/AIDS Prevention" (Mohammad R. Torabi, Sandra Aguillon, and Ifeng Jeng). (Papers contain references.) (SM)

The four papers presented here were chosen for presentation at the 1993 annual meeting of the State Higher Education Finance Officers. "A Clean Slate: Principles for Moving To a Value-Driven Higher Education Funding Model," by Brenda Norman Albright and Diane Suitt Gilleland, outlines principles for moving from an accounting-driven funding model, emphasizing input factors, to a value-driven funding model, emphasizing state higher education needs and financial incentives that will meet needs more effectively. It suggests shifting to a new funding philosophy and offers a customized campus sketch of clean-slate funding. "Linking Budgeting to Academic Planning: The Wisconsin Case" (Kathleen R. Sell) presents five policy tools used by the University of Wisconsin System to combine budget and academic planning to improve instructional quality. "An Attempt To Implement Performance-Based Funding in Texas Higher Education: A Case Study" (Mark Bateman and Roger W. Elliott) chronicles a failed attempt to establish performance-based funding in Texas and suggests lessons learned. "Important Safeguards in Funding Processes for Public Higher Education" (J. Kent Caruthers and others) notes that objectives of funding processes have changed focus over time and warns of potential pitfalls in adapting funding processes to meet changing policy objectives in the 1990s. (Some papers contain references.) (JDD)

Eight papers presented at a March 1993 conference address the role of education in systems of care for children's mental health. Papers have the following titles and authors: (1) "Interagency Collaboration through a School-Based Wraparound Approach: A Systems Analysis Summary of Project WRAP" (Lucille Eber and Carol Stieper); (2) "Baseline Findings from a Study Focusing on the Mental Health of Children in Three Demonstration Project Sites in Texas: The School of the Future Project" (Scott S. Keir et al.); (3) "The City Lights Primary Prevention and Early Intervention Demonstration Project" (Bert L'Homme et al.); (4) "Attitudes of Regular Teachers and Administrators toward Mainstreaming (Inclusion)" (Claudia S. Greene); (5) "Perceptions and Experiences of Special Educators Regarding the Inclusion of Students with Emotional Behavioral Disturbances" (Linda T. Inatsuka et al.); (6) "Perceptions of Students Experiencing Emotional Behavioral Disorders and Their Peers Regarding Inclusive Classrooms" (Karen Topper et al.); (7) "Perceptions of Regular Educators Regarding the Inclusion of Students with Emotional Behavior Disorders" (Ruth Walker Hamilton et al.); and (8) "Perceptions of Parents Regarding Their Involvement and Experience with Collaborative Educational Teams for Students with Emotional Behavior Disorders" (Julie Welkowitz et al.). Individual papers contain references. (DB)

This volume contains papers of interest to Texas Association for Community Service and Continuing Education (TACSCE) members. The editorial, "Planning to Fail" (Silvia Lesko), emphasizes the importance of strategic planning. A perspective paper, titled "Continuing Education as a Vehicle for Economic Development and/or Recovery" (Phillip Speegle), looks at the role of continuing education in the next decade. "The Humanities in Texas Continuing Education" (Mary McIntire) is the President's Award paper. Based on a survey of 67 TACSCE institutions (32 responses), it takes the position that humanities programs are worth doing; public humanities programming is alive and well, though not necessarily in university and college continuing education; humanities programming can succeed in urban and rural areas; and TACSCE should assume a leadership role in humanities public programming in Texas. The runner-up President's Award paper is "An Exploratory Study of Nonparticipation by Older Adults in Organized Educational Activities" (Allan Pevoto). It reports a study to identify the reasons for nonparticipation through interviews with 33 older adult nonparticipants. Two major categories are suggested as describing the basis for nonparticipation: a negative self-image and lack of interest in courses offered. "1989 Personnel Profile/Salary Survey and Institutional Profile" (Howard Smith et al.) presents results of a comprehensive survey of 281 institutions regarding continuing education personnel, salaries, and programming. (YLB)

This section presents a historical background of the Texas Folklore Society from 1934 to 1938. In 1934 the society had been working for collecting, preserving and presenting the traditions of Texas to those who would listen to it. It had published eleven books and had gathered for nineteen annual meetings. It was an influential cultural and academic organization. Byron Shipp, TFS treasurer, resigned and member Marcelle Lively Hamer had taken over on February 19, 1934. During the twenty-first annual session of the Texas Folk-Lore Society in Dallas, Texas on April 19, 1935, guests told some folk anecdote, gave a rhyme, recited a proverb or gave other folk business. Over fifty percent of the papers given at the 1935 meeting dealt with Negro or Mexican folklore.

This is the 2011 Yearbook of the National Council of Professors of Educational Administration (NCPEA). This Yearbook contains five parts. Part I, Invited Chapters, includes: (1) NCPEA President's Message, 2011 (Gary W. Kinsey); (2) Shadows and Images II (Lloyd Duvall); and (3) Micropolitics in the School: Teacher Leaders' Use of Political Skill and Influence Tactics (Donald J. Brosky). Part II, Critical Issues in Shared Leadership, includes: (4) Complexities in the Workload of Principals: Implications for Teacher Leadership (Caryn M. Wells, C. Robert Maxfield and Barbara A. Klocko); (5) Professional Learning Communities: A Feasible Reality or a Chimera? (Ronald A. Lindahl); (6) Superintendent Leadership as the Catalyst for Organizational Learning: Implications for Closing the Achievement Gap (Victoria L. Kelly and George J. Petersen); (7) Special Education Director Burnout in Montana (Debra Lynn Ferris and William G. Ruff); (8) Superintendent Decision-making and Problem-solving: Living on the Horns of Dilemmas (Walter S. Polka, Peter R. Litchka, Frank F. Calzi, Stephen J. Denig and Rosina E. Mete); and (9) The Administration of Special Education Programs in Rural Schools: The Roles and Responsibilities of Educational Administrators (Michael K. Redburn and William Ruff). Part III, Critical Issues in Promoting Academic Achievement, includes: (10) The Effective Practices and Beliefs of School Principals in High Achieving Hispanic Majority Mid-Level Schools (Johnny Briseno, Sandra Harris and Jason Mixon); (11) Creating Shared Meaning in High Performing, Low Socioeconomic Urban Elementary Schools: Going Extra, Above, and Beyond (JoAnn Danelo Barbour and Olga Pacot); (12) Increasing Student Success in Rigorous Courses: Promising Practices in Reform Identified by a School-University Partnership (Betty J. Alford); (13) Principals and Teachers Stated Beliefs as Compared with Their Perceptions of Multiage Implementation (Dean Halverson and Ruth Ann Tobey Brown); and (14) Distinguishing Practices for Administrators: A Case Study of a University's Lab Settings' Journey to Academic Excellence (Gloria Gresham). Part IV, Critical Issues in School Improvement, includes: (15) Self-Efficacy and Principal Involvement in Character Education (Robert Tatman, Stacey L. Edmonson and John R. Slate); (16) Navigating the Politics of Change in a Suburban School District: A Phenomenological Study (Emily Reichert and Mike Boone); (17) Redefining Curriculum Leadership for Principals: Perspectives of Texas Administrators (Sandra Stewart and Janet Tareilo); (18) Structured Inequity: The Intersection of Socioeconomic Status and the Standard Error of Measurement of State Mandated High School Test Results (Christopher H. Tienken); (19) The Social Justice Implications of the Deteriorating U.S. Economy on Public Schools in Selected U.S. School Districts in Colorado and Illinois (John W. Hunt and Gregory N. Pierson); and (20) Experiences with PTELL in Six Illinois School Districts: Leadership Perceptions and Student Performance (Keven D. Forney, Neil Sappington and Guy Banicki). Part V, Critical Issues in Educational Leadership Preparation, includes: (21) Preparing Future School Leaders to Foster Site Level Cultural Proficiency: Investigating the Work of Successful Schools First-hand (Kathryn Singh); (22) Shifting From a Face-to-Face to an Online Educational Leadership Program: A Case Study (Ross Sherman, Vance Vaughn, Peggy B. Gill, Wesley Hickey and Genie B. Linn); (23) Service to the Profession: The Forgotten Element of Tenure and the Importance of Faculty Mentoring (Janet Tareilo); (24) Blazing a New Trail for the Educational Turnaround Leader (Rayma L. Harchar, Mitzi P. Trahan and Janet G. Broussard); and (25) Developing and Supporting Early Childhood Teacher Leaders: A Leadership Project Connecting University, Community and Public School Resources (C. Robert Maxfield, Julie Ricks-Doneen, Barbara A. Klocko and Lisa Sturges). An author index is included. Individual papers contain tables, figures, references and appendices.

This volume presents the 2010 Yearbook of the National Council of Professors of Educational Administration (NCPEA). This year's theme is "Promoting Critical Ideas of Leadership, Culture and Diversity." This yearbook contains five parts. Part 1, Invited Chapters, includes the following: (1) President's Message: Critical Issues in Leadership (Joe Pacha); and (2) It's Not the Bicycle, It's the Ride: Eight NCPEA Living Legends Respond (Living Legend 2009) (Theodore Creighton, Marilyn Grady, Louis Wildman, Robert Beach, Rosemary Papa, Martha McCarthy, Charles Achilles and John Hoyle). Part 2, Critical Issues in Education Leadership Preparation, includes the following: (3) Cohort Cohesiveness or Collective Chaos? Groupthink Phenomenon in the Preparation of Educational Leaders (Marla Susman Israel, Judith Docekal and Beverly B. Kasper); (4) Revisiting and Redesigning a Faculty-Developed Team Instructional Model (Patricia Ann Marcellino); (5) Developmental Skills Assessment for Future Superintendents (Lynn K. Bradshaw and Kermit Buckner); and (6) Advocating for Quality Programs: A Critical Issue in Leadership Preparation (Judith A. Zimmerman, Carol Engler, A. William Place and Anita Varrati). Part 3, Critical Issues in Leadership, includes the following: (7) Transformational Leadership: Research, Effects, and Applications (Fred C. Lunenburg); (8) Critical Issues for Leadership: Early Transition of Implementation to a Professional Learning Community, A Conceptual Design (Caryn M. Wells); (9) Reconciling Supervisory Beliefs and Behaviors: A Case Study about a Collaborative Performance Appraisal Initiative (Michael Chirichello and Kevin J. Walsh); (10) High School Athletic Director Roles: Views from Rural School Superintendents (Joe F. Young, Jr., Stacy Edmonson and John R. Slate); (11) A Social Justice Framework for Navigating the Sea Change in Public School Life (Carol A. Mullen); (12) Meeting Critical Academic and Socioemotional Needs of Middle School Students: A Case Study Illuminating a Middle School Principal's Successful Practices (Betty Alford); (13) Reasons Small Schools are Successful with Student Achievement: Themes from High Student Achievement School Districts (Pauline M. Sampson, Ralph L. Marshall and Lee Stewart); (14) What Critical Issues Do Principal Preparation Programs Need to Address in Business and Community School Partnerships? (Peggy B. Gill, Wesley D. Hickey and Genie Linn); and (15) Collective Efficacy and the Teacher Leadership Academy: A Case Study (Lloyd C. Kilmer and Diane Funke-Schumacher). Part 4, Critical Issues in Management, includes the following: (16) School Safety: A Critical Issue for Leadership at the Summit (Brant T. Graham, E. Jane Irons, Nancy Leffel Carlson and Charles L. Nix); (17) Effects of Principal's Pay and Pay Satisfaction for Student Achievement at the Elementary School Level (I. Phillip Young, Karen Holsey Young, Maiyoua Vang and Jose M. Castaneda); (18) Students with Special Learning Needs and the 65% Instructional Expenditure Ratio Mandate (Timothy B. Jones and John R. Slate); and (19) The Relationship of School District Size to Academic Performance and Cost Expenditures in Alabama's Public Schools (Ronald Lindahl). Part 5, Critical Issues in Curriculum, includes the following: (20) The Quandary of Best Practices in Curriculum: Critical Issue for Educational Leaders (Vance Vaughn and Ross Sherman); (21) A Critical Issue for School Leaders: Promoting Math Achievement through the Development of Student Resiliency (Mona Chadwick, Sandra Harris and Michael H. Hopson); and (22) Improving Rural Student Writing: A Critical Leadership Issue (Shirley J. Mills and Jody C. Isernhagen). An author index is included. Individual papers contain tables, figures, references and appendices.

This volume presents the 2009 Yearbook of the National Council of Professors of Educational Administration. This year's theme is "Remembering Our Mission: Making Education and Schools Better for Students." This Yearbook contains six parts. Part 1, Invited Chapters, includes the following: (1) President's Message: Remembering Our Mission (Sandra Harris); (2) Preparation and Opportunity (Living Legend 2008) (Marilyn L. Grady); and (3) Teaching and Assessing Dispositions in Principal-Preparation Programs: A Conundrum (Ronald Lindahl). Part 2, Preparation and Professional Development of School Leaders, includes the following: (4) Los Principios y Los Lideres Escolares Del Cambio Democratico: The Principles and the Principals of Democratic Change for Culturally and Linguistically Diverse Students (Betty Alford and Mary Catherine Nino); (5) Preparing Future School Leaders: How Can it be Accomplished Online? (Al Ramirez, Brian Burnett, Sandra S. Meagher, Jaime McMullen Garcia and Regina Lewis); and (6) Front-Line Education Administration (EDAD) Requires Concepts of Schooling Outcomes Beyond Test Scores (C. M. Achilles). Part 3, Theory in Leadership, includes the following: (7) A Comprehensive Theory and Practice of Constructivist Leadership (Arthur Shapiro); and (8) The Synergistic Leadership Theory: A 21st Century Leadership Theory (Beverly J. Irby, Genevieve Brown and LingLing Yang). Part 4, Diversity Issues in Leadership, includes the following: (9) Fostering Resiliency: Making Schools a Better Place for Students with Dyslexia (Christine Butler and Stacey L. Edmonson); (10) Leadership in Children's Books: Bridging Values of Equity in Creating Gender Awareness (Patricia Ann Marcellino and Lori Berman-Wolf); and (11) Leadership for Social Justice: Voices of Female School Principals (Julia Ballenger, Sandra Harris, Janet Tareilo, Sharon Ninness and Sandra Stewart). Part 5, Policy and Standards, includes the following: (12) High School Exit Exams and Conditional Standard Error or "Mis"measurement (Christopher H. Tienken); (13) Money Matters: Making Schools Better for Children--An Equity Study of Mean Per-Pupil Instructional Expenditures Among Property-Wealthy and Property-Poor Small School Districts in Texas (Clyde W. Steelman Jr., E. Jane Irons and Nancy Leffel Carlson); (14) Leadership in the Effective Change Zone: A Case Study of the High-Touch Needs of Educators Implementing the Georgia Performance Standards (Walter S. Polka); and (15) Challenging the Battleship Mentality of Education Leadership and Practice: A Metaphor Borrowed from History (Donald E. Larsen). Part 6, Professional Learning Communities and Leadership, includes the following: (16) Seeking to Make Schools Better for Students: High School Principals Implementing Professional Learning Communities (PLCS) (Caryn M. Wells and Lindson Feun); (17) Looking for the Crossroad: Merging Data Analysis and the Classroom Through Professional Learning Communities Dialogue (Sharion H. Jackson and Rebecca B. Good); and (18) We are True Witnesses on the Side of Those Who are Oppressed: People of Color and Co-Created Leadership (Christa Boske). An author index is included. Individual papers contain tables, figures, references and appendices.

This book contains 30 chapters on the tech prep initiative in Texas: "The Identity of Tech Prep in Texas" (Tunstall); "A Snap-Shot of the Impact of the Tech Prep Initiative in the Governor's 24 Planning Regions" (Brown); "The Tech Prep Consortium Directors: The Architects for the Future of Texas" (Hensley et al.); "Tech Prep: Jewel in the Crown" (Pickle); "Synthesis of Literature Related to Tech Prep Outcomes" (Key); "North Texas Tech Prep Consortium" (Vaughan); "The Rationale for Tech Prep in the Panhandle of Texas" (McGee); "The Seguin Center for Career Excellence" (Lawlis); "Career Preparation Today for Tomorrow" (Elmore); "Making Our Students Marketable" (Schatz); "Collaboration at Its Best" (Pfeifer); "Career Pathways: A Holistic Approach" (Sanford); "Shadowing Programs for Small Rural Communities" (Wendt); "Apprenticeship Training: The Electromechanical Technology and Agricultural Science and Technology Connection" (Lovelady); "Transfer Planning Guides: A Southwest Texas Approach to Transfer Opportunity" (De Leon); "Working with Senior State Institutions to Establish Transfer Credits for Various Departments and Majors" (Springer); "SCANning the Curriculum: Teaching Workplace Skills" (Hull); "Integration of Academics with Career and Technology through Development of Community Contacts" (Duke); "Epistecybernetics: A New Way of Thinking about Developing, Articulating, and Evaluating Tech Prep Curricula" (Hensley, Rivers); "The Calculus Knowledge Register for Tech Prep" (Sisler); "Creating an Information, Market-Driven Education and Workforce Development System: The Role of Labor Market and Follow-up Information" (Froeschle); "An Analysis of Tech Prep Strategic Planning" (Hensley et al.); "A SWOT [Strengths, Weaknesses, Opportunities, Threats] Analysis of the Texas Approach to Tech Prep Development" (Opp); "Tech Prep--The English Translation" (Sutliff); "The Summer Jobs for Youth Program: An Investment in the Future Well Worth the Price" (Bloomquist, Lackey); "The Importance of Private-Sector Leadership in Tech Prep" (Maldonado, Bubb); "Motorola Career Pathways Program: From School-to-Work to Workforce Development" (Green); "Work that Educates: How to Make Structured Work-Based Learning Work" (Egloff); "Dialogue between Educators and Industry: The Link to Institutionalization of Tech Prep Programs" (Krause); and "Education, Technology and the World of Work: Creating the Future" (Schmitz, Schmitz). (KC)