Search

Prepared by an attorney, this guide is intended for school personnel involved in the work placement of students. Pertinent youth employment laws are condensed and interpreted, providing a reference guide for both school personnel and employers. Information is provided about the Fair Labor Standards Act of 1938, the Hittle Juvenile Employment Act, minimum wages, hours of work, responsibility of the work coordinator, and non-paying work experience. Also included are answers to questions frequently asked by employers, work coordinators, and school administrators. (NJ)

Subbaccalaureate credentials, including associate's degrees and postsecondary certificates below the bachelor's level, are a large and growing part of the postsecondary education enterprise. For example, in 2015, fully 51 percent of all undergraduate credentials were awarded at the subbaccalaureate level, up from 48 percent in 2003. Horn and Li (2009) found a 25 percent growth in subbaccalaureate credentials from 2002 to 2007, compared to an 18 percent growth rate for bachelor's degrees. Finally, Hussar and Bailey (2018) examined trends in associate's and bachelor's degrees, and found that the number of associate's degrees awarded increased 70 percent from 2001-02 to 2014-15, and was projected to increase 34 percent from 2014-15 to 2026-27, while the corresponding increases for bachelor's degrees were 47 percent and 10 percent. Most of these subbaccalaureate credentials (74 percent in 2015) are awarded in occupational, rather than in academic, fields of study, which corresponds to 38 percent of undergraduate education (Hudson 2018). Key findings of the report are: (1) In 2011-12, some 38 percent of all credential-seeking undergraduates were pursuing an associate's degree or certificate in an occupational field of study-- that is, 38 percent were subbaccalaureate occupational students as defined in this Brief; (2) Health sciences was the most common field of study pursued by subbaccalaureate occupational students (36 percent), followed by business and marketing (17 percent); (3) The majority of subbaccalaureate occupational students were White (54 percent), while Black and Hispanic students each made up 19 percent of subbaccalaureate occupational students. The percentage of Black students was larger in subbaccalaureate occupational programs than in subbaccalaureate academic programs (16 percent) or bachelor's degree programs (14 percent), and the percentage of Hispanic students was larger in subbaccalaureate occupational programs than in bachelor's degree programs (13 percent); (4) The majority of subbaccalaureate occupational students were female (60 percent), and they constituted a larger percentage of the students in these programs than in either subbaccalaureate academic programs (56 percent) or bachelor's degree programs (55 percent). However, the percentage of females in subbaccalaureate occupational programs varied by field of study, with larger percentages in service-related fields, such as education, than in more technical fields, such as computer and information sciences; (5) Subbaccalaureate occupational students were older (age 28), on average, than both subbaccalaureate academic students (age 26) and bachelor's degree students (age 25); (6) Subbaccalaureate occupational students were more often first-generation college students (48 percent) than were subbaccalaureate academic students (43 percent) or bachelor's degree students (31 percent); and (7) Subbaccalaureate occupational students most often enrolled in public 2-year institutions (65 percent), followed by for-profit institutions (20 percent).

The Forum, a collaboration of 22 Federal government agencies involved in research and activities related to children and families, was founded in 1994 and formally established in April 1997 under Executive Order No. 13045. The mission of the Forum is to foster coordination and collaboration and to enhance and improve consistency in the collection and reporting of Federal data on children and families. During alternate publication years of "America's Children: Key National Indicators of Well-Being," the Federal Interagency Forum on Child and Family Statistics (the Forum) typically publishes a Brief report, highlighting a short selection from its 41 key indicators. This report presents the At-A-Glance section to show significant data changes for those indicators highlighted. Indicators include: (1) Demographic Background; (2) Family and Social Environment; (3) Economic Circumstances; (4) Health Care; (5) Physical Environment and Safety; (6) Behavior; (7) Education; and (8) Health.

The federal government pays for a wide range of goods and services that are expected to be useful some years in the future. Those purchases, called investment, fall into three categories: physical capital, research and development (R&D), and education and training. There are several economic rationales for federal investment. It can provide public goods that the private sector and state and local governments would not provide efficiently, such as national defense and basic scientific research. It can promote long-term economic growth--as education spending does by developing a skilled workforce, as R&D spending does by prompting innovation, or as infrastructure spending does by facilitating commerce. And it can support the work of the federal government by, for instance, providing the structures and equipment necessary to perform federal activities. In 2012, the federal government spent $531 billion on investment, representing 15 percent of federal spending and 3 percent of gross domestic product (GDP). This report focuses on investment that the federal government makes either directly or through grants. [This report was written with guidance from Joseph Kile and Chad Shirley.]

The Federal Interagency Forum on Child and Family Statistics' primary mission is to enhance data collection and reporting on children and families. "America's Children: Key National Indicators of Well-Being, 2013" provides the Nation with a summary of national indicators of children's well-being and monitors changes in these indicators. The purposes of the report are to improve reporting of Federal data on children and families, make these data available in an easy-to-use, non technical format, stimulate discussions among policymakers and the public, and spur exchanges between the statistical and policy communities. There are many interrelated aspects of children's well-being, and only selected facets can be included in this report. This report draws on various overarching frameworks to identify seven major domains that characterize the well-being of a child and influence the likelihood that a child will grow to be a well-educated, economically secure, productive, and healthy adult. The seven domains are family and social environment, economic circumstances, health care, physical environment and safety, behavior, education, and health. These domains are interrelated and can have synergistic effects on well-being. Each section of the report corresponds to one of the seven domains and includes a set of key indicators. These indicators either characterize an aspect of well-being or an influence on well-being. These are: (1) Family and Social Environment; (2) Economic Circumstances; (3) Health Care; (4) Physical Environment and Safety; (5) Behavior; (6) Education; and (7) Health. Appended are: (1) Detailed Tables; and (2) Data Source Descriptions. (Contains 68 tables and 159 notes.)

Many education reporters are drawn to the beat because of its complexity and rich variety. Few topics provide such a wealth of political, business, human interest, breaking news, feature, and investigative stories. A reporter's day can start in a classroom with 4-year-olds struggling to learn to read, and end at a school board meeting with politicians struggling to get a $1 billion budget passed. As they grow in knowledge and skills, reporters begin to appreciate the intricacies of both processes--as well as the connections between them. In a beat that is so wide-ranging and evolving, reporters will inevitably differ in interests and approach. Some will become spreadsheet experts who can analyze test scores and budgets with an ease others dream of. Others will immerse themselves in classrooms and specialize in telling the frontline stories of educators and children. And some will closely track the political landscape, reporting in depth on policy debates and changes at the national, state, or local level. This guide lays out the basic standards education journalists should strive to follow, regardless of their particular specialties or areas of expertise. It draws on the comprehensive work of Oregonian reporter Bill Graves, who wrote the "Education Writers Association's" first set of standards 11 years ago. It has been updated to reflect the transformation of the industry, including the rapid growth in online journalism and social media; it has also been revised to incorporate changes on the beat, such as the rise of charter schools and online education, as well as shifts in federal education policy. The recommendations presented here should be viewed as guidelines, not rules. [This guide was made possible in part by a grant from the Ethics and Excellence in Journalism Foundation.

In the context of an emerging national focus on evaluating school personnel, the 2009 federal State Fiscal Stabilization Fund (SFSF) program requires that states collect data from all local education agencies about their practices for evaluating teachers and principals. In response, the California Department of Education designed and administered the California Teacher and Principal Evaluation Survey, the state's first comprehensive data collection effort focused on teacher and principal evaluation. More than 99 percent (1,482) of the state's 1,490 local education agencies returned the survey during the summer of 2010. Because the SFSF program did not require states to produce a summary report of the findings of their data collection, the California Department of Education has not aggregated the survey responses, instead posting them only by individual local education agency (California Department of Education 2011). Both the California Department of Education and the Integrated Leadership Development Initiative, a California cross-agency collaboration focused on improving school and district leadership, requested an analysis and summary report of the survey results not only to inform their work but also to help other California decisionmakers interested in reform of teacher and principal evaluation. In addition, they wanted to know whether the educator evaluations of districts and direct-funded charter schools differ in their consideration of student achievement outcomes or student growth data and in how evaluation results are used. Four research questions guided this analysis of the California survey data: (1) How did local education agencies describe their teacher and principal evaluation systems?; (2) To what extent did local education agencies report that student achievement out-comes or student growth data were used in evaluating the performance of teachers and principals? How did the responses of districts differ from those of direct-funded charter schools?; (3) To what extent did local education agencies report using evaluation results to inform personnel decisions for teachers and principals? How did the responses of districts differ from those of direct-funded charter schools?; and (4) To what extent did local education agencies report using evaluation results to distinguish teachers and principals across multiple rating categories? The key findings indicate that: (1) Sixty-one percent of the 1,482 responding local education agencies indicated that their teacher evaluation systems are based on the California Standards for the Teaching Profession; (2) Forty-one percent reported that their local school board approves their teacher evaluation system; 64 percent reported that their local school board approves their principal evaluation system; (3) For teacher evaluation, 57 percent reported using student achievement outcomes or growth data as partial or primary evidence; for principal evaluation, 79 percent reported using these data; (4) Compared with responding districts, direct-funded charter schools reported greater use of student achievement or growth results as partial or primary evidence for educator evaluation. The differences were more pronounced in teacher evaluation: 82 percent of responding charter schools reported such use of student achievement or growth results, compared with 45 percent of districts. For principal evaluation, the figure was 85 percent of charter schools and 76 percent of districts; (5) Local education agencies reported using evaluation results in a variety of ways. They reported using results more often for high-stakes decisions about removal and retention and less often for decisions about compensation and promotion, particularly for teachers. Teacher evaluation results were reportedly used as partial or primary evidence for removal decisions in 96 percent of local education agencies, for retention decisions in 93 percent, for promotion decisions in 54 percent, and for compensation decisions in 20 percent. Principal evaluation results were used as partial or primary evidence for removal decisions in 96 percent of local education agencies, for retention decisions in 94 percent, for promotion decisions in 67 percent, and for compensation decisions in 37 percent; (6) A larger percentage of direct-funded charter schools (27 percent) than of districts (18 percent) reported using teacher evaluation results as the primary basis for decisions about professional development, promotion (17 percent versus 6 percent), and compensation (10 percent versus 1 percent). Both had a similar percentage report using evaluations in decisions on retention (41 percent in both) and removal (41 percent in both); (7) Differences between the two local education agency types in the use of principal evaluations were less uniform. A larger percentage of direct-funded charter schools (9 percent) than of districts (3 percent) reported using principal evaluation results as the primary basis for compensation decisions. However, a smaller percentage of direct-funded charter schools than of districts reported using principal evaluation results as the primary basis for decisions related to removal (36 percent versus 43 percent), retention (35 percent versus 40 percent), and professional development (19 percent versus 24 percent). Both direct-funded charter schools and districts had a similar percentage report using evaluations in promotion decisions for principals (13 percent and 14 percent); and (8) More than two-thirds of local education agencies reported having two or three performance rating levels for their teachers (37 percent had two levels, and 35 percent had three) and principals (40 percent had two levels, and 30 percent had three). Local education agencies with two rating levels reported that 98 percent of their teachers and 83 percent of their principals were rated in the highest category; agencies with three rating levels reported that 91 percent of their teachers and 98 percent of their principals were rated in the highest category. Appended are: (1) The literature on teacher and principal evaluation practices; (2) Study data and methods; (3) Additional data tables; (4) Instructions for completing the Teacher and Principal Evaluation Survey items, May 25, 2010; (5) Sample screenshots from the California Teacher and Principal Evaluation Survey; (6) Letter from the California Department of Education requesting corrections to the Teacher and Principal Evaluation Survey, July 15, 2010; (7) Letter from the California Department of Education requesting corrections to the to the Teacher and Principal Evaluation Survey, September 24, 2010; and (8) Excerpts from "Federal Register" and specific State Fiscal Stabilization Funds report requirements pertaining to the California Teacher and Principal Evaluation Survey. (Contains 1 box, 8 tables, 14 figures and 19 notes.)

Character education has become one of the fastest growing reform movements in K-12 education today, partially in response to unacceptable levels of student misbehavior and inadequate endorsement of good character values (Williams 2000). Between 1993 and 2009, 36 states passed laws mandating or recommending some aspect of character education in schools. Character education programs also have strong support from parents, teachers, and school administrators (Character Education Partnership 2010; Glanzer and Milzen 2006). But despite the widespread popularity of such programs, relatively few randomized controlled trials have examined the impact of these programs on the character traits, behavior, and academic outcomes of students (What Works Clearinghouse 2007). This study examines the impact of the Lessons in Character (LIC) program--an English language arts-based character education program--on student academic achievement, social competence, and problem behaviors and, secondarily, on the school environment. The program consists of literature-based supplementary material aligned with California English language arts standards and designed to integrate easily into the current English language arts curricula. The LIC curriculum is designed to be easy to implement in the classroom and to involve minimal teacher training, which distinguishes the program from other character education programs. The following confirmatory research questions guide this study: (1) Do students in grades 4 and 5 who attend schools in the LIC intervention group exhibit higher scores on measures of academic achievement after two academic years of potential LIC exposure than their counterparts who attend schools in the control group?; (2) Do students in grades 4 and 5 who attend schools in the LIC intervention group exhibit higher scores on measures of social competence after two academic years of potential LIC exposure than their counterparts who attend schools in the control group?; and (3) Do students in grades 4 and 5 who attend schools in the LIC intervention group exhibit fewer problem behaviors after two academic years of potential LIC exposure than their counterparts who attend schools in the control group? The impact analyses did not find that LIC improved student academic achievement, social competence, or problem behaviors on any of the analyzed measures. Nor were statistically significant impacts on the school environment measures of expectations and student belonging detected. Moreover, analyses of teacher reports of program implementation indicated that 30 percent of teachers reported that, in year 1, they implemented the number of core lessons recommended by the developer and that, in year 2, 23 percent reported having done so. The failure to detect program impacts on student and school environment outcomes could be due to the weak implementation of the program, an intervention design that simply does not work in bringing about changes in student and school environmental outcomes, or methodology limitations of the study. An important limitation of the study was that retention rates differed between teachers in intervention and control schools. Although participation rates in intervention and control schools did not differ and there were no statistically significant differences in the baseline characteristics of teachers or students in the intervention and control schools, it is possible that there were important unobserved differences between intervention and control samples that could have resulted in biases in estimated program impacts. Appended are: (1) Statistical power estimates; (2) Teacher and student recruitment and retention by grade level and data source; (3) Survey items used to measure confirmatory and intermediate outcomes; (4) Internal consistency reliability and intraclass correlations of confirmatory and intermediate outcomes measures; (5) School-level and teacher-level baseline characteristics for retained sample; (6) Covariates included in impact analysis models; (7) Sensitivity analyses--primary impacts on student-level outcomes; (8) Sensitivity analyses--primary impacts on teacher-level outcomes; (9) Sensitivity Analyses--exploratory impacts on student-level outcomes; (10) Sensitivity analyses--exploratory impacts on teacher-level outcomes; (11) Teacher survey; (12) Student survey; and (13) Teacher implementation log. (Contains 65 tables, 6 figures, 2 boxes and 27 footnotes.)

The national imperative for increased postsecondary level completions has never been clearer. In order to remain competitive in an ever-changing global market, the United States must produce an educated workforce; one that is ready to lead and inspire a 21st century economy. Recognizing this urgency, the President, several foundations, policy organizations, and states recently set several bold college completion goals. Since last year, the State Higher Education Executive Officers have added to the public dialogue with the release of a series of reports, including trends in national degree production and costs related to postsecondary completions and sub-baccalaureate certificate and degree growth. This report is a follow-up to "Degree Production and Cost Trends: A National Analysis", released in August 2010. With a focus on completions by program area over the last five years, the following questions continue to drive the authors' research and analysis: (1) What trends can be observed in completion production?; (2) Are there different state factors driving results?; and (3) What are the policy implications of a state's completion production? This analysis uses data downloaded directly from the Integrated Postsecondary Education Data System (IPEDS), unlike the "Degree Productions and Costs Trends" report, which utilized the "Delta Cost Project's" dataset. To maintain consistency across these reports, institutions included in this analysis were based on data reported in the 2009 IPEDS Institutional Characteristics Survey. They include Title IV, public, postsecondary institutions from all fifty states that reported both full-time equivalent (FTE) and completions by Classification of Instructional Programs (CIP) code. This analysis looks at degrees and certificates awarded by fields of study based on data collected in the IPEDS Completions Survey. The National Center for Education Statistics (NCES) created the first CIP taxonomy in 1980 to track fields of study, which was revised in 1985, 1990, 2000, and, 2010. For the purposes of this analysis, the 2-digit CIP series is utilized rather than the 6-digit or 4-digit CIP codes, the latter of which are more specific descriptions of a field of study. Further, the 57 individual 2-digit CIP codes were categorized into nine groups (see Appendix 1b); seven of those groups are examined in this report: (1) Arts and Humanities; (2) Business and Communication; (3) Education; (4) Health; (5) Science, Technology, Engineering, and Math (STEM); (6) Social and Behavior Sciences and Human Services; and (7) Trades. Additionally, this report groups academic awards as follows: (1) Certificate includes: Award of less than 1 academic year; Award of at least 1 but less than 2 academic years; and Award of at least 2 but less than 4 academic years; (2) 2 or 4 Year Degree includes: Associates degree and Bachelors degree; (3) Advanced Degree includes: Masters degree; Doctors degree; and First-professional degree; and (4) Post Degree or Advanced Certificate includes: Post-masters certificate; Postbaccalaureate certificate; and First-professional certificate. Although this report looks at total completions rather than a ratio of completions by student, parts of the analysis use FTE to put completions data into greater context. IPEDS describes FTE as "a single value providing a meaningful combination of full-time and part-time students." IPEDS provides two different measures of FTE, one based on enrollment and the other based on contact and credit hours, in other words institutional activity. Since the FTE calculated from contact and credit hours represents an institution's annual activity, this report uses this annual student FTE measure for the years analyzed in this study, 2003-2004 to 2008-2009. Appended are: (1) Carnegie Classification Institution Types; and (2) SHEEO Groupings of Program Areas Based on 2-Digit CIP Codes. (Contains 10 figures, 6 tables and 5 footnotes.) [This paper was written with support from Chris Crumrine and Tanya I. Garcia.

The purpose of this document is to describe AED's extensive experience in six countries that have undergone periods of violent conflict or natural disaster followed by extended and complex periods of increasing resilience, and if possible extract lessons learned from it. The focus is on what we have learned about effectively and sustainably restoring education in a context of development. This paper is timely for two reasons. First, the number of low-income countries experiencing crises, especially war, continues to escalate (Collier 2009). Second, there is a growing consensus among countries and donors that restoring education systems should begin as soon as the security of teachers and students can be assured and not wait until the termination of relief efforts. Education should be part of the solution from the beginning of the rebuilding process. It is hoped that this paper will facilitate that work in the future. This paper begins by reviewing AED's work over the last two decades in six countries on two continents (El Salvador,Guatemala, Honduras, and Nicaragua in Latin America, and Ethiopia and Namibia in sub-Saharan Africa), considering their history and education sector as they move from fragility and attempt to consolidate education reform. This section seeks to extract lessons concerning the actual relationship between the education sector and fragility or resilience and what this has meant for AED's role promoting change in the education sector through its interactions with governments and donors. A second section takes the findings and underlines the interaction between donor, recipient, and implementer. A final section suggests paths for conceptual and operational development to better integrate assistance in crises with assistance for development in the education sector, and considers how this may be related to the degree of fragility or resilience, and how this may be further examined. (Contains 9 tables, 7 figures, 43 footnotes, and 25 additional resources. An annex presents trends in education, assistance and investment in six countries.)

The teaching of mathematics, which arguably is so abstract as to transcend place and community and even culture (according at least to a Platonic view of mathematics), will seem to some observers particularly ill-suited to instruction in place- or community- or culture-based approaches. Nevertheless, current thinking in mathematics education, with its emphasis on the construction of meaning and the application of problem solving to "real-world" situations, might logically be interpreted as supporting these varied approaches to instruction. Because both rural education and math education scholars collaborated in conducting this study, the project did indeed have its eye as much on the "community purposes of mathematics instruction" as on the "mathematical purposes of community engagement". The related complexities are legion--and, the authors find, them interesting. This report begins by stating the study questions quite simply (then in a very wide context, and then, before turning to the reports of the seven sites studied, carefully distinguishing "place-based education" from its close, and valued, cousins. The beginning of the report, then, provides theoretical frameworks necessary for readers to understand the intentions and purposes of the study. The empirical work is objectively conducted on such a basis. (Contains 5 figures, 7 tables and 26 footnotes.)

More than 3 million students were enrolled in graduate or first-professional programs in the United States during the 2007-08 academic year. These students varied widely both in their demographic characteristics and in the degree programs they pursued. These Web Tables use data from the most recent National Postsecondary Student Aid Study (NPSAS:08) to show the variation in demographic and enrollment characteristics among students enrolled in graduate-level programs. A glossary is included. (Contains 30 tables and 3 endnotes.)

The Common Core of Data (CCD) is an annual collection of public elementary and secondary education data by the National Center for Education Statistics (NCES) in the Institute of Education Sciences of the U.S. Department of Education. The data are reported by state education agencies (SEAs). The finance data are reported to the U.S. Census Bureau, which acts as the data collection agent for NCES. The data are collected through an online data collection site. Student membership data are reported to the U.S. Department of Education's ED"Facts" data collection system. This report presents findings on public education revenues and expenditures using fiscal year 2008 (FY 08) data from the National Public Education Financial Survey (NPEFS) of the CCD survey system. Programs covered in the NPEFS include regular, special, and vocational education; charter schools (if they reported data to the SEA); and state-run education programs (such as special education centers or education programs for incarcerated youth). While the tables in this report include data for all NPEFS respondents, the discussion in the text is limited to the 50 states and the District of Columbia. Appendices include: (1) Methodology and Technical Notes; and (2) Common Core of Data Glossary. (Contains 8 tables, 3 figures, and 3 footnotes.) [For the Fiscal Year 2007 edition, see ED504440.]

This paper presents the degrees conferred by Connecticut institutions of higher education in 2007-08. Connecticut colleges and universities awarded 36,634 degrees in 2007-08 (up 1.6% over 2006-07), the state's seventh consecutive year of growth and a 28 percent increase since 1998. Once again, the top five degree-producing disciplines were business, health professions, education, social sciences/history and liberal arts and sciences. Those five fields comprise 57 percent of all degrees and are up 22 percent over the last decade. All but business and education (both down 1%) saw gains in 2008. Degrees across the health professions increased seven percent to 4,179 in 2008 and are 29 percent above their production in 2004. Nursing degrees were down two percent (i.e., 20 fewer awards) in 2008, but are up 32 percent above 2004. Degrees across four other fields important to Connecticut's economy (engineering, physical and biological sciences and computer science) increased six percent over 2007 and rose a cumulative 14 percent since 2004. Forty-two percent (1,457) of teacher preparation awards were in the 10 critical shortage areas identified last year by the State Department of Education. Degrees awarded to minority students increased 1.3 percent. Degrees earned by African Americans fell (2.6%) for a second consecutive year, but degrees to Hispanics/Latinos were up 6.0 percent. Minority students earned 17.6 percent of all awards in 2007-08, up from 13.4 percent 10 years ago. Women earned 59.1 percent of all degrees, up from 55.3 percent two decades ago, down slightly from their record high of 60.3 percent set in 2005-06. Appended are: (1) Degrees and Certificates Granted by Colleges and Universities in Connecticut, 2007-08; (2) Degrees and Certificates by Level and Race/Ethnicity Connecticut Colleges and Universities, 2007-08; and (3) Degrees and Certificates by Level, Discipline and Gender of Recipient Discipline Connecticut Colleges and Universities, 2007-08. (Contains 7 tables.)

To advance the economic and social health of the country, the federal government directs resources to children--the country's future workers, parents, and voters. This helps ensure the well-being of children and helps them develop their potential and future contributions to our common welfare. Federal resources are used to promote the health and development of the young, protect their safety and well-being, ensure their basic needs are met, help protect their families from financial hardship, and provide education. These resources constitute total federal expenditures on children, which is allotted through both direct spending on programs that serve children and through tax benefits that offer their families financial assistance. Building on a series of earlier reports, this report seeks to inform a national conversation about how best to invest the country's resources by examining federal expenditures on children. To this end, actual federal spending on children was tracked from 1960 through 2008 and projected spending through 2019 under current policies. Less than one-tenth of the federal budget was spent on children in 2008, $295 billion out of a total of $2,983 billion in outlays. Well over a third of the federal budget (38 percent) was allocated to the elderly and disabled for the non-child portions of Social Security, Medicare, and Medicaid. The children's share of the tax expenditure budget was also less than 10 percent. This third annual Kids' Share report examines expenditures on children during a time federal budgets are undergoing much change. The report's estimate of how much of the federal budget was directed toward children in 2008 is based on detailed budget data released in May 2009 and captures the effects of early responses to the recession. The effects of the American Recovery and Reinvestment Act of 2009 do not appear in the 2008 expenditures but do figure prominently in the expenditure projections included in the final section of the report. After an initial section explaining the methodology involved in estimating children's expenditures across more than 100 federal programs and tax provisions, the report presents findings in four areas: expenditures in 2008, historic trends across the budget, historic trends within children's expenditures, and projections through 2019. (Contains 15 figures, 4 tables, and 18 endnotes.)

This reference guide provides an overview of Department of Education programs authorized and funded under federal law for fiscal year 2006. It includes information as well on the laboratories, centers, and other facilities funded by the Department that provide important programs and resources for education. It provides information for students, teachers, administrators, researchers, and policymakers. The reader will find information on financial assistance offered to state and local education agencies, institutions of higher education, other postsecondary institutions, public and private nonprofit organizations, and individuals, among others. Also included are: a program index; a subject index; and a list of commonly requested web sites. [This document was produced by the US Department of Education's Office of Communications and Outreach.]

There is a common perception that technical and vocational education and training (TVET) is diversifying and expanding in terms of its supply and demand. Practitioners and policymakers often believe that educational systems are offering a wider array of programmes at different levels and in various fields of study. They also assume that these programmes are attracting larger and more diverse populations. Yet, there has been a shortage of comparable quantitative data and indicators on global TVET participation. There are several reasons for this void: lack of data for a vast number of countries; comparability issues; methodological difficulties in defining relevant indicators; and even the misrepresentation of TVET as being less relevant than other forms of education. Fortunately, comparable data are becoming increasingly available as these programmes become more visible and justly valued. This, in turn, fuels the debate over which indicators should be used to measure the perceived progress. This report aims to stimulate an important process to fill the information gap. It provides basic information on the supply of these programmes and their demand as indicated by student participation. Nevertheless, it is important to note that measures of participation do not reflect the un-met demand in many countries. Indeed this is one of the study's main limitations. In addition, the reported data, which are provided to the UNESCO Institute for Statistics (UIS) by education ministries or their equivalents, refer solely to formal education programmes. As a result, this study provides only a cross-sectional view: additional monitoring will be required to track trends over time. It is expected that this initial attempt at quantifying global participation in TVET will provide a starting point for fruitful discussion among policymakers and practitioners. Sections in this report include: (1) Introduction; (2) The Challenges of TVET Global Monitoring; (3) Types and Levels of TVET Provision; (4) Statistical Overview of TVET across ISCED (International Standard Classification of Education) Levels; and (5) Statistical Tables. Appended are: (1) Glossary; (2) Definitions of indicators; (3) Description of ISCED97 levels, classification criteria, and sub-categories; and (4) Regions. (Contains 16 figures, 3 boxes, 10 tables, and 102 footnotes.) [This report was developed by UNESCO Institute for Statistics (UIS) and prepared by UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training.]

This handbook is for youth placed in foster care through local departments of social services (DSS) (not the juvenile justice system). The handbook was written for youth entering foster care for the first time as well as youth already in foster care, in the hope that youth entering or already in foster care will find the information helpful. The handbook describes youths' rights and responsibilities while in foster care. It also describes what happens when they are older and leave foster care. It represents minimum New York State requirements, but individual counties or agencies may have some additional rules. [This handbook was produced by the New York State Office of Children & Family Services with the help of Youth in Progress.]

Based on the view that the tax structure in Tennessee is inadequate and produces chronic problems, especially for the state's children, this Kids Count report identifies unmet education, health care, and resource needs of the children in Tennessee. Following introductory remarks discussing the current tax structure and state spending, Section 1 of the report presents Tennessee rates and ranks nationwide for the following indicators of child well-being: (1) low birthweight infants; (2) infant mortality; (3) child deaths; (4) teen deaths by accident, homicide, and suicide; (5) teen births; (6) children with parents lacking full-time, year-round employment; (7) high school dropout rates; and (8) children living in poverty. For selected indicators, the reduction required for the state as a whole and each county to reach the highest ranked state and to reach the national average is listed in tables. Section 2 details unmet education and training needs, including needs related to early childhood education, elementary and secondary education, and higher education, as well as an industrial recruiter's view regarding education, and information on Tennessee households owning a computer and the use of educational technology. Section 3 delineates unmet health needs, focusing on the impact of the state's child health insurance program and the physical health of Tennessee's children. Section 4 addresses unmet resource needs, highlighting the problem of income and poverty in the state, Tennessee's economic deficit, and the statewide debate regarding tax reform. Section 5 compares selected indicators in Tennessee with those for other states nationwide, asserts that insufficient revenue makes it difficult to provide even a basic level of adequate services for the state's children, and concludes that the state's economic well-being and the future of its children depend on Tennessee doing better. (Contains 55 references.) (KB)

The federal government supports many information clearinghouses and research institutions that produce free and low-cost publications and materials to support and enrich the work of professional counselors. This sourcebook is designed to help counselors tap into and take greater advantage of these resources. The 75 resources listed in this booklet provide the following: syntheses of current research, statistics, and research reports; background material about current and emerging policy issues; information about model programs and policies; materials and resources for school guidance and counseling programs; and educational pamphlets for counselors' office waiting rooms. Topics covered are adoption, aging, AIDS/HIV, child abuse and family violence, crime and violence, disabilities, education, employment and career development, health, mental health, smoking, substance abuse, and youth and families. Most of the resources in this guide are supported by the federal government. In a few instances, non-profit organizations that provide useful information to the public at no cost or for a nominal charge are included. Contains an index. (Author/MKA)

Every four years, public opinion polls become a national obsession in the months leading up to the presidential election, with new results breathlessly reported nearly every day. But polling is not exclusively the province of political reporters. A handful of national surveys released each year focus on education, including the Phi Delta Kappa/Gallup poll about public attitudes toward education and MetLife's annual survey of teachers. There is also often polling done for statewide education-related elections, such as ballot measures or state superintendent races, and, periodically, by news outlets and advocacy organizations on various education-related issues. Newly released polling data can make for illuminating stories about where the public stands on key education issues and can be a valuable resource for future story ideas and contextual information. Not all polling data are equal, though. While you do not need a statistics degree to figure out which polls are worth your time, you do need to approach a new poll with the same skepticism you bring to the rest of your reporting. Think of it like an interview--if there are questions the poll tries to gloss over or does not answer, it could be hiding something. [This guide was made possible in part by a grant from the Ethics and Excellence in Journalism Foundation.]

This report describes the methods and procedures used for the field test of the Beginning Postsecondary Students Longitudinal Study First Followup 1996-98 (BPS:96/98). Students in this survey were first interviewed during 1995 as part of the National Postsecondary Student Aid Study 1996 field test. The BPS:96/98 full-scale student sample includes students who started their postsecondary education during the 1995-96 academic year. Evaluation of procedures used in the field test has led to refinements that benefit the full-scale study. The introductory chapter describes the study and the unique purposes of the field test. Chapter 2 reviews the study design and methodology for the field test. Chapter 3 presents overall outcomes of data collection and the special procedures implemented during the field test. Chapter 4 examines issues related to the quality of the data collected. The major recommendations for changes in the design of the full-scale study are included by topic in chapters 3 and 4, and summarized at the end of chapter 4. Materials used in the field test, including 5 facsimile interviews are provided as five appendixes to the report. (Contains 2 figures and 17 tables.) (SLD)

This manual is a guide to setting up a project to work with disadvantaged urban youth. It is based on the Dalston Youth Project, an English program that combines mentoring with an education program to reconnect young people to mainstream education, training, and employment opportunities. The manual is designed to be used by statutory bodies, voluntary organizations, and individuals who are interested in starting community-based mentoring and education programs. It reviews the steps in setting up, developing, and implementing a program, from identifying local needs to fund raising. It also examines all aspects of the mentoring process, including matching mentors and mentees. Seventeen appendixes contain sample materials and supplemental material for program development and implementation. (SLD)

The curriculum is designed to introduce Korean language and culture in grades 4 and 5, and consists of a teacher's manual and student activity book. The teacher's manual contains: an introductory section describing the curriculum's content and objectives, making suggestions for classroom interaction and discussions, and listing needed instructional materials for each unit; 19 lesson plans, each outlining objectives and procedures; and visual aids, games, recipes, readings, and other supplementary materials; and an annotated bibliography of 48 additional resources. Unit topics include: introduction to Korean culture; the Korean alphabet; greetings; the role of language; spelling and writing in Korean; schools; classroom relationships; identifying objects; counting and calendars; introducing oneself and others; family; Korean neighborhoods; food and markets; Korean communities in the United States; and national holidays and festivals. The student activity book contains exercises for the 19 lessons and the same visual aids, games, recipes, readings, and bibliography. (MSE)

This guide is designed for the Romanian language training of Peace Corps volunteers, focusing on skills and situations common in that context. It consists of 11 instructional units corresponding to 11 topics: greetings and farewells; new friends; food; moving around town; shopping; travel; telephone usage; people and characteristics; seasons; health and illness; and school. Each lesson contains a brief dialogue, vocabulary and phrase list, grammar notes, and a number of exercises to reinforce learning. Notes on elementary grammar are appended. Text and exercises are primarily in Romanian, with some English used to give instructions. (MSE)

This unit was developed to give students in grades 7-12 a fuller understanding of the Latin American world, which is a growing part of the multicultural atmosphere in the United States. The unit is used currently in the seventh grade gifted Language Arts program at B. T. Washington Junior High School (Florida). The unit includes; (1) basic information on mythology; (2) specific study of the Aztecs, Mayas, and Incas; (3) cultural exploration of Mexico and Peru; and (4) a cross-cultural and literary analysis of three Latin-American short stories. The unit may be done in whole or in part. The myths, cultural exploration, and literature are not interdependent. Due to copyright laws, the short stories and myths are not included in this packet. Only the lesson plans and answer keys are included here. It will be necessary to purchase the following two books if the short stories and mythology units are to be utilized: "Contemporary Latin-American Short Stories" (Pat McNees Mancini) and "Warriors, Gods, and Spirits from Central and South American Mythology" (Douglas Gifford). (EH)

This packet shares general impressions and interpretations of Mexico offered by a participant in a 5-week Fulbright-Hays Seminar. Included are suggestions on how to use this information to open up communication between the school and Mexican students and their parents. In addition to the background information and statistics, the material also has included personal interpretations and observations. The packet includes the following sections: (1) "Geography of Mexico"; (2) "The North and the South"; (3) "The Mexican Education System"; (4) "Parent Involvement"; and (5) "Children's Literature." Curriculum guides from Mexico written in Spanish are provided. (EH)

The ideologies, beliefs, and perceived roles of Southeast Asian bilingual teachers working in the Merrimack Valley (Massachusetts) were studied. The focus is on the city of Lowell, where there has been a rapid influx and a large concentration of Cambodians, Laotians, and Vietnamese students of limited English proficiency. Thirteen male and 13 female Southeast Asian bilingual teachers, many of whom substituted prior teaching experience for teaching certificates, were asked about (1) educational priorities; (2) professional development and improvement beliefs and plans; (3) vision and ideals about the school and their expectations; (4) teaching effectiveness; and (5) their ideas about the teacher's role. Educational priorities were usually discipline, positive attitudes, motivation, native language skills, and English proficiency. The aim of education and the teacher's role was seen as going beyond the cognitive to include the affective domain. Teachers believed students should be educated without distinction of gender. They intended to improve themselves professionally and were aware of limitations caused by their lack of certification. Twenty-two tables present survey findings. (Contains 10 references.) (SLD)

It is never too early for parents to think about college for their children. This resource book was designed to help parents and educators work with students to ensure that their children have the option of going to college. The booklet provides tips on academic preparations and also offers ideas on how parents can plan for the costs of a college education. Although it was written primarily as a long-term planning guide for parents, this guide should likewise assist guidance counselors and teachers. The book helps parents set high expectations for their children's future, know what college options are available, and plan college finances. The guide addresses these issues in seven chapters: (1) General Questions about College; (2) Preparing for College; (3) Choosing a College; (4) Financing a College Education; (5) Long-range Planning; (6) Important Terms; and (7) Other Sources of Information. Also included are exercises and checklists parents can use when discussing career plans, college inquiries, college preparation, and financial preparation with their children. Ten charts furnish quick references on finances, recommended high school courses, and other commonly-asked questions. Information about opportunities in each state, complete with addresses, phone, and fax numbers, appears in the back. (RJM)

This volume is part of a set that documents the data collection of the 1990-91 Schools and Staffing Survey (SASS). Volume I provides the essential background information for the survey. This volume is the restricted-use codebook, which contains the variable names and position numbers for all survey and sampling variables. All data variables have been imputed to compensate for item nonresponse, and the imputed values may be identified by checking the status of any record of the variable's imputation flag. This volume contains a discussion of the created variables and user notes. Three appendixes contain the Teacher Demand and Shortage Public and Private School Codebook. the Public and Private School Administrator Codebook, and the Public and Private School Teacher Codebook. (SLD)

The textbook for Mongolian is designed for the language training of Peace Corps volunteers serving in Mongolia, and intended for use with an instructor. Each lesson is based on a specific language use competency, and lessons are organized according to ten themes. Lessons contain a dialogue, vocabulary, grammar notes, supplementary vocabulary in some cases, and exercises to reinforce learning. Cultural notes are included within each theme. Themes include: greetings; classroom orientation; family and age; employment, basic information about Mongolia; community services (post office, food, clothing, color, money); seasons and weather; appointments; transportation; health and health services; and additional community services (restaurants, banks, hairdressers, long distance telephone calls). Translations of the dialogues and a Mongol-English glossary are included. (MSE)

The second volume on reading authentic Polish is the continuation of a supplementary textbook to be used either in the classroom or in independent study. The materials included in it are unaltered authentic texts from Polish newspapers, magazines, and other mass media that provide exposure to the context and format of everyday reading matter. The varied readings, exercises, and suggestions on developing and using reading strategies are intended to help Americans become more skillful in reading Polish. The textbook consists of 20 units in 2 groups, for advanced and advanced-plus proficiency levels on the American Council of the Teaching of Foreign Languages scale. Each unit and accompanying exercises focus on one topic. Topics include: transportation; food; housing; health; commerce; communications; entertainment; education; politics; and environmental conservation. An introductory section discusses the process of reading and describes common reading strategies to be emphasized in the materials. Each unit consists of a series of texts with comprehension exercises. Most texts are photocopies and some have photographs. Answer keys to the exercises, a list of references for each unit, and a list of copyrights for texts are appended. (MSE)

Designed to be used as complementary instructional material for American students as well as second-generation Iranians in America, this work presents a collection of material for teaching Persian language and culture. Research and analysis of some relevant linguistic issues, interactive methodology of language teaching and acquisition, and models of instructional material are included. An introductory section includes discussion of elements of learning, successful understanding and communication, and a schematic classification of the content of the volume. The four main sections of the volume are as follows: (1) Instructional Tools (language, meaning and the Holy Koran, Islam, phonetics and phonology, writing, and verbs); (2) Instructor's Material (communicative interaction material for the classroom, communicative performance alternatives such as scenario and role playing, proficiency, and testing strategic interaction); (3) Classroom Material (Noruz, marriage, politeness protocols, and education and training); and (4) Additional Tools lexicon of the vocabulary used in lesson plans, selected readings, selected references, and a bibliography. Appended are the ACTFL provisional proficiency guidelines. Contains 55 references. (Author/LB)

This guide identifies and describes the subject areas covered by the ERIC Clearinghouses. Each Clearinghouse scope statement is provided in the following three-part format: (1) Formal Statement--A comprehensive and detailed description of the scope areas, mainly for use by the ERIC Facility in assigning documents (on the basis of their subject matter) to Clearinghouses for processing, for Clearinghouses in referring documents to other Clearinghouses, and as an aid in indexing a document from the point of view of more than just one Clearinghouse; (2) Explanatory Notes--Supplementary notes that modify, qualify, and explain the formal statement; for use primarily within the ERIC network to ensure that operating staff know of special arrangements for coverage made between or among Clearinghouses; (3) Brief Statements--A summary statement for use in broadly disseminated, systemwide promotional flyers and brochures requiring fairly brief treatment of Clearinghouse scope areas. Scope of interest statements for each Clearinghouse are followed by an alphabetical listing of subject index terms particularly applicable to that scope. The terms are made up primarily, but not necessarily entirely, of Descriptors from the ERIC Thesaurus. The final section of the Guide contains a composite alphabetical listing of all of the applicable subject terms and constitutes, in effect, an overall index to the Guide. It is useful in bringing together concepts/terms covered by more than one Clearinghouse, as well as in determining which Clearinghouse covers a particular concept. (WTB)

This issue of "DataPoints" shows how median earnings for individuals with associate degrees in STEM are $60,000 and $48,000 for individuals with a certificate in STEM, compared to $53,000 for bachelor's-degree earners in humanities and $46,000 for a bachelor's degree in education.

The economic census furnishes an important part of the framework for such composite measures as the gross domestic product estimates, input/output measures, production and price indexes, and other statistical series that measure short-term changes in economic conditions. Specific uses of economic census data include the following: Policymaking agencies of the federal government use the data to monitor economic activity and to assess the effectiveness of policies; State and local governments use the data to assess business activities and tax bases within their jurisdictions and to develop programs to attract business; Trade associations study trends in their own and competing industries, which allows them to keep their members informed of market changes; Individual businesses use the data to locate potential markets and to analyze their own production and sales performance relative to industry or area averages. The following are appended: (1) Explanation of Terms; (2) NAICS Codes, Titles, and Descriptions; (3) Coverage and Methodology; (4) Geographic Notes; and (5) Metropolitan and Micropolitan Statistical Areas.

The purpose of this paper is to offer a successful pedagogy in the teaching of "Understanding Culture Differences for Business" using Internet sources. The use of the pedagogy has helped the author and several faculty (in the author's University located in the U.S.) to popularize the learning of the origins of national culture and how culture impacts on business management practices and systems. The paper, in the form of a "tool kit," provides a detailed session-by-session guide and also offers a culture model and framework, a student Country Cultural Research Guide (with grading and evaluation suggestions) and a listing of selected web sites, simulation games, video tapes, and references (books and articles) useful in the successful teaching of intercultural communication in a school of business. (Contains 1 figure.)

Many investigations of children's rights and child development in Bulgaria have not addressed the overall deterioration of the social environment that may have disproportionately affected children. This paper investigates the changes that occurred in Bulgaria over the past decade of transition from a totalitarian government to a democracy in three dimensions of child welfare recognized as fundamental child rights: economic well-being, health, and education. The analysis of child welfare relies primarily on statistical data gathered annually. The paper also focuses on particularly vulnerable groups of children, those born of teenage and single mothers and those living in institutions. Findings indicate that the decline in real income over the past decade has been large for all family types and particularly severe for families with several children. The deterioration in child economic well-being has been accompanied by a worsening in indicators of children's health, including infant mortality and child morbidity. The preschool enrollment rate has almost reached its pre-transition level in the late 1990s. Although the teen fertility rate fell in the 1990s, it is still high, and the share of births to unmarried mothers has risen dramatically. The rate of placement in infant homes and orphanages increased during the transition at the same time that living conditions in these institutions deteriorated sharply. The paper concludes with recommendations for public policy. (Contains 23 figures, 14 appended tables, and 63 references.) (KB)

Examines the link between movement experiences--and their consequences during infancy--and cognitive development. Explains how movement stimulates cognitive development, the role of aerobic activity, and the importance of skill development. Offers suggestions for enhancing preschool motor learning experiences, practicing movement fundamentals, reinforcing classroom activities through movement, and building a foundation for a healthy lifestyle. (KB)

Provides five fully developed library media activities that are designed for use with specific curriculum units in reading, language arts, science, and social studies. Library media skills, curriculum objectives, grade levels, resources, instructional roles, procedures, evaluation, and follow-up are described for each activity. (LRW)

This middle school curriculum guide provides support for teaching and learning about issues related to achieving a fair and just Australian society. An Introduction, the first and core chapter, introduces information, concepts, teaching strategies, and thinking tools used throughout the materials. The materials support learning areas for health and physical education and studies of society and environment. Organized into four main chapters ("Australia Fair?", "Work", "Health", and "Education"), the guide offers teaching activities accompanied by student materials to stimulate discussion and further research. Each chapter is designed to investigate topics in the past, present, and future. The guide's approach provides students with a historical context, opportunities to critically analyze what is happening today, and the means to envisage a better tomorrow. The materials give students opportunities to practice a range of essential cross-curriculum skills, including interacting positively with others, gaining group and team skills, and developing literacy. Appendices are: (1) "Resources" (Extracts from SOSE and H&PE statements, Figures/tables/graphics); (2) "Acronyms Explained"; and (3) "Medical Glossary." (BT)

This study is designed to facilitate access for policymakers to the wealth of recent reports on American education. Section 1 examines the findings and compares the recommendations of nine of these reports in such areas as school organization and management, curriculum, and teachers and teaching. The report synopses in section 2, which are largely verbatim and comprise the bulk of the study, focus on these findings and recommendations as they pertain to education. The nine reports selected for examination are: "Academic Preparation for College: What Students Need to Know and Be Able to Do"; "Action for Excellence: A Comprehensive Plan to Improve Our Nation's Schools"; "America's Competitive Challenge: The Need for a National Response"; "High School: A Report on Secondary Education in America"; "Making the Grade"; "A Nation at Risk: The Imperative for Educational Reform"; "The Paideia Proposal: An Educational Manifesto"; "A Place Called School: Prospects for the Future"; and " A Study of High Schools." The study's final section offers an annotated bibliography of other education reports and projects recently made available, relating them to a set of critical areas similar to that presented in section 1. Each report or project description is accompanied by information on how to obtain it. (JBM)

This publication reports on research and development expenditures projected for the year 1985. The support pattern for research and development activities within four major sectors of the economy are considered: industry, government, universities and colleges, and other nonprofit organizations. A summary of the projections methodology is followed by a discussion of the combined research and development expenditures for all sectors. Individual sector projections comprising the national estimates and their respective methodologies are described in detail. (DT)

Until recently, American farmworkers have been poor and unorganized. As a result, they have been powerless to protect themselves from different forms of discrimination and exploitation. The rights of farmworkers have been traded off by social reformers in State legislatures as well as the Congress. In the last few years, this has begun to change because of intensive farmworker organizing efforts. This paper reviews the economic status of migrant farmworkers, placing major emphasis on their relationship to the law. Topics covered are: key Federal and State statutes affecting farmworkers; regulations; cases; the relationship of farmworkers to the justice system; economic disadvantagement and legal discrimination; and the effectiveness of agribusiness efforts. (NQ)

The learning unit for grade levels 8, 9, or 10 is based upon viewing and discussing the film "Morocco: Chaoui Faces His Future." Among the learning objectives of the unit are the following: (1) to expand inquiry skills and the ability to formulate concepts, generalizations, and hypotheses; (2) to introduce the student to the interplay of forces of tradition and change in Morocco; (3) to help the student acquire knowledge about how Moroccan teen-agers serve as instruments of change, the historical forces which have helped shape Morocco, the people, and customs, the diversity of life styles, the geography, technology, economy, and the role of formal education in Morocco; (4) to help students generalize upon this information about Morocco to gain a broader understanding of North Africa, the Middle East, and the Third World. Teaching techniques used include analysis of a film, questioning techniques, and classroom discussion. This unit includes a list of learning objectives, basic information on Morocco, a general analysis of the film, instructions for using it and a series of questions with which to facilitate discussion. A bibliography of references on Morocco is also provided. (Author/RM)

Deomographic, social, and economic data for persons of Spanish origin in the United States are presented. Data were collected in March 1973 by the Bureau of the Census as a supplement to its monthly Current Population Survey. Persons of Spanish origin are divided into: Mexican, Puerto Rican, Cuban, Central and South American, and other Spanish. Some of the characteristics described are: age, sex, residence, years of school completed, income, employment, occupation, marital status, and family. (NQ)

A description is provided of the structure, contents, and potential uses of a National Storehouse of Educational Materials Successes. The Storehouse is depicted as being a collection of evidence relating to what works in education. Details are presented on its contents, its expected users, the functions it could serve, and its operational and organizational features. Six organizational models are discussed and an appendix is included which gives some selected examples of the Storehouse's components. (PB)

A lack of comprehensive up-to-date textbooks designed specifically for use in the computers in the education field motivated the development of this resource handbook. There are major sections entitled: computers in education; teaching about computers; the computer as an aid to learning; the computer as a teacher; the computer as a classroom management tool; administrative uses of computers; computing facilities; computers in special education; computers in research; and inservice training. Each chapter begins with an introductory overview and concludes with a section of abstracts of relevant articles. There are extensive lists of additional information sources, including books, periodicals, nonprint materials, people, and institutions. (WDR)

Prepared for the use of those interested in American Indian education and/or Indian affairs, this 1974 annotated resource reference guide contains over 1500 entries. Names, addresses, and annotations accompany entry citations which are organized under the following 24 subject headings: (1) Government Agencies; (2) State Agencies; (3) Bureau of Indian Affairs (BIA) and State Public School Contracts; (4) BIA Contracts with Specific Public School Districts; (5) Tribal Councils and Indian Organizations; (6) Urban Groups and Centers; (7) Indian Action Groups; (8) General Indian Interest Groups; (9) Religious Groups; (10) Business Organizations; (11) Industry and Commerce; (12) Indian Arts and Crafts; (13) Indian Interest--The Arts; (14) Monuments and Parks; (15) Museums; (16) Libraries; (17) Book Audio-Visual Materials; (20) Records, Cassette Tapes, Maps and Pictures; (21) University and Audio-Visual Materials; (2) Records, Cassette Tapes, Maps and Pictures; (21) University and College Indian Programs; (22) Other Schools; (23) Foundations; and (24) Indian Self-Help Programs. (JC)

Mandated by the Education Amendments of 1974, this document is the first attempt to describe and interpret the condition of American education in a statistical report. Using the theme of participation, the data identifies participants in education, portrays what goes on in schools, explores changing patterns of age participation in types of schooling, looks at where education takes place, and describes educational financing. (Author/DW)