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The primary purpose of "National CrossTalk" is to stimulate informed discussion and debate of higher education issues. This issue contains the following articles: (1) Florida's Unnatural Disaster: The State's Economic Bubble Has Burst, Leaving Higher Education in a Double Bind (Jon Marcus); (2) Saudi King's Modern University: Partnerships Are Sought in Attempt to Establish a World-Class Institution (Robert A. Jones); (3) Hard Times: Tuitions Rise, Services Cut, as University Officials Try to Ride Out a Severe Economic Downturn (Jon Marcus); and (4) Financial Challenges: Oregon's Opportunity Grant Program Must Overcome New Hurdles Due to the Recession (Kathy Witkowsky). Other Voices, a regular feature, contains the following articles: (1) Recessions Past and Present: Higher Education Struggles with State Cuts, Rising Tuitions and a Climate of Uncertainty (David W. Breneman); (2) Accountability Measures: States Rely on New "Data Systems" to Track Institutional Success and Student Outcomes (Kevin Carey); and (3) Great Expectations: Can Research Change the Character of the Affirmative Action Debate? (David L. Kirp).

"National CrossTalk" is a publication of the National Center for Public Policy and Higher Education. The National Center promotes public policies that enhance opportunities for quality education and training beyond high school. The primary purpose of "National CrossTalk" is to stimulate informed discussion and debate of higher education issues. This issue of "National CrossTalk" contains the following articles: (1) Texas Returns to Affirmative Action: Readjustment and Confusion in the Aftermath of Recent U.S. Supreme Court Decisions (Carl Irving); (2) Can Athletics and Academics Coexist? Colleges and Universities Wrestle with Big-Time Sports (Don Campbell); (3) A Helping Hand: The Community College of Denver Reaches Out to First-Generation Students (Kay Mills); and (4) Ambitious Agenda: Michael Crow Has Brought an Entrepreneurial Spirit to Arizona State University (Kathy Witkowsky). Other Voices, a regularly featured section, presents: (1) Access Denied: Low-Income Students Are Hit Hardest by the Latest Round of Tuition Hikes and Budget Cuts (David L. Kirp); (2) The Business We're in: When Standard Formulas Fail, the Work of Policymakers Has Got to Change (Gordon K. Davies); and (3) "Policy Speak" in the Crosshairs: Jargon-Heads Face Friendly Fire (Todd Sallo). "Responding to the Crisis in College Opportunity," a special supplement to "National CrossTalk," is also included.

With its definitions of individuals' and employers' rights and obligations, the Americans with Disabilities Act (ADA) is a mandate and a statement of our moral and ethical values as a culture. Persons with disabilities and employers must apply ADA's "triple standard" of reasonable accommodations for performing essential job functions without undue hardship to find individuals that match jobs and jobs that match individuals. Ten years after ADA's passage, workers with disabilities are older, work fewer hours, and are more likely to be single and less likely to have a college degree. They are still disproportionately represented in low-growth, low-wage occupations. Under ADA, the individual has the right to choose when or whether to disclose his or her disability or related information, but employers cannot be expected to provide reasonable accommodation for an undisclosed disability. Job seekers are advised to script and rehearse disclosure, minimizing medical terms, omitting medical treatment history, and describing the disability briefly with stress on strengths and willingness to improve and ability to perform with or without accommodations. Reasonable accommodations range from simple to complex and cheap to expensive; information on them is available from many sources, including websites. Strengthened mechanisms are needed to help workers with disabilities and employers find appropriate matches between jobs and skills. (Contains 14 references.) (YLB)

The CRitical Issue Bibliography (CRIB) Sheet describes resources related to affirmative action. The bibliography is divided into four sections designed to help provide a foundation for those implementing an affirmative action program or conducting research on this topic. Overview describes resources that describe the history of affirmative action, explain the assumptions of affirmative action, and review the way affirmative action is being practiced. Practice focuses on documents that describe affirmative action programs in admissions, hiring, financial aid, and contracts. The third section, Legal/Policy, describes documents that provide a legal understanding of affirmative action, and the final section, Attitudes/Beliefs, targets documents that contribute to the understanding of opinions about affirmative action. The annotated bibliography contains 55 citations, all for documents in the ERIC database, and describes 3 Web sites for further information. (SLD)

This article describes affirmative development, a concept designed to complement colloquial notions of affirmative action, which emphasizes the creation and enhancement of competence in addition to the more traditional emphasis on the equitable reward of competence. In 1903 and 1958, W.E.B. DuBois examined whether 20th century problems related to color or socioeconomic status. More recent writings have validated his prediction that inequalities in distribution of income and wealth would emerge as more critical than color. Although color and other sources of cultural identity continue to be the basis for social divisions, it appears to be the unequal distribution of resources and perceived threat of loss of those resources that enable cultural, gender, racial, and religious bias to flourish. After defining wealth and capital, the paper discusses affirmative action and proposes adjustments that target larger and more diverse groups (those that are low on wealth and wealth-derived capital resources). It describes an affirmative development policy within education that would emphasize deliberate or affirmative development of academic ability in a broad range of students who have historically been deprived of resources and who are under-represented among academically high achieving students. It also emphasizes the need to develop students' intellectual competence. (SM)

Senate Rostrum, the Academic Senate for California Community Colleges Newsletter, discusses issues pertaining to California community colleges and the formation of statewide policies on academic and professional matters. The April 2001 issue discusses: (1) California's Master Plan; (2) defining a "high quality education"; (3) faculty evaluation of administrators; (4) occupational education subcommittees of local academic senates; (5) observations of alternative academic calendars (quarter vs. semester system); (6) the fall 2000 Plenary Session of the Academic Senate; (7) possible revisions of the Disciplines List which sets the minimum qualifications for the faculty of California community colleges; (8) faculty dialogues through IMPAC (Intersegmental Major Preparation Articulated Curriculum); and (9) the National Student Clearinghouse which provides student transfer data. The October 2001 issue discusses: (1) equal opportunity in California's public postsecondary education; (2) relations between the Academic Senate and local academic senates; (3) a report from the Curriculum Committee; (4) the upcoming formal review of the Disciplines List; (5) a report from the Affirmation Action/Cultural Diversity Committee; (6) the transfer mission; (7) a report from the Basic Skills Committee; (8) issues in occupational education; (9) the formation of a consultation task force for student counseling; (10) a report from the Technology Committee; and (11) the Academic Senate's Web site. (JS)

This document consists of articles 12-22 published in the electronic journal "Educational Policy Analysis Archives" for the year 2001: (12) "Affirmative Action at Work: Performance Audit of Two Minority Graduate Fellowship Programs, Illinois IMGIP and ICEOP" (Jack McKillip); (13) "School Reform Initiatives as Balancing Acts: Policy Variation and Educational Convergence among Japan, Korea, England, and the United States" (Jaekyung Lee); (14) "Conceptualizing the Process of Education Reform from an International Perspective" (Benjamin Levine); (15) "Calculating the Benefits and Costs of For-Profit Public Education" (Alex Molnar); (16) "Wealth Redistribution, Race and Southern Public Schools, 1880-1910" (Kenneth Ng); (17) "Comments on Ng's Wealth Redistribution, Race, and Southern Public Schools, 1880-1910" (Sherman Dorn); (18) "Thinking out of the Box: One University's Experience with Foreign-Trained Teachers" (Belinda Bustos Flores); (19) "Genero y construccion de identidad profesional: el caso de la maestra en vias de profesionalizacion (de los anos 50 a los 60 en el franquismo intermedio)" (Sonsoles San Roman Gago); (20) "Transfondo de las diferencias etnicas en la escuela: Un estudio de caso en Soria, Espana" (Serafin Aldea Munoz); (21) "Impact of Grants-in-Aid on Collegiate Education: Evidence and Implications of a Regional Study in India" (M. R. Narayana); and (22) "La politica universitaria argentina de los 90: Los alcances del concepto de autonomia" (Adriana Chiroleu, Osvaldo Iazzetta, Claudia Voras, and Claudio Diaz). (SLD)

This document is comprised of four Faculty Association of California Community Colleges (FACCC) newsletters. The September 1999 issue is entitled "Capitol Comments: Read What Lawmakers Say about Community Colleges in Response to the Third FACCCTS Legislator Poll." This newsletter contains the following articles: "Capitol Comments," which examines how community colleges have touched the lives of legislators, why they think highly of the California Community Colleges system, and how they plan to help; and "Authors Debunk Prop 209 Myths," which demonstrates how practical affirmative action can be. The December 1999 issue is entitled "The Spirit of Advocacy." This newsletter contains the following articles: "Transform Partnership for Excellence," which sheds some light on the problems with Partnership for Excellence and why community college leaders must insist on changing; and "Transition to Trustee: A Faculty View," in which the author writes about her experience running for elected office, her toughest decisions as a trustee so far, and why she encourages other faculty members to follow the same path. The March/April 2000 issue focuses on scholarship and public policy, accreditation and quality, the SATs, and the 50 Percent Law, which calls for at least half of each college's unrestricted operational expenditures to go toward direct instruction. Finally, the June 2000 issue examines why American voters nominated Bush and Gore, and discusses Internet research and college FAQs (frequently asked questions). These newsletters also contain a variety of Feature columns and articles such as "Letters to the Editor,""Fast FACCCTS,""Budget: Investment in Education,""Daylight Shines on Part-Timers,""Higher Ed's Challenges," and "Talking about Teaching." (VWC)

This theme issue includes five articles that focus on educational policy in the Texas legislature in relation to student retention, Internet access, and sexual harassment. "1999 Texas Legislative Session--End of an Era?" (Albert Cortez, Maria Robledo Montecel) examines educational equity issues facing legislators: school funding, including the facilities allotment, funding formulas, and special program allotments; disciplinary alternative education programs; reporting of student dropout rates; reading initiatives; public money for private schooling; and affirmative action in higher education. "Retention Fails, but Continues To Be Promoted" (Pam McCollum) reviews national and state histories of retention policies, including social promotion versus in-grade retention, the failures and costs of social promotion, summer schools, transitional schools, research on retention, and alternatives to retention. "The E-Rate and the Battle for Equity in Educational Technology" (Felix Montes) discusses the Internet as a vital resource, whether the government should intervene to ensure equity, the current status of the Telecommunications Act and E-rate, and efforts to save the E-rate. "Reflections: Making Policy through the State Board of Education" (Joe J. Bernal) gives a state board member's view on what an individual member can accomplish by reviewing his efforts to reform the Texas social studies curriculum. "Sexual Harassment: Historical Background and Litigation Update" (Maria Aurora Yanez) briefly reviews the legislative and legal history of sexual harassment, its impact on students, recent legislation and litigation, and related services available from the IDRA Desegregation Assistance Center. Also included in this issue is a cumulative index for January 1998-December 1998 and a sidebar listing the theme for each 1998 issue. (SAS)

Over the last 20 years, the college enrollment rate of Latino high school graduates has dropped dramatically in comparison to that of non-Latino Whites. Among college graduates, the only category in which Latinos earned a degree at a higher rate than non-Latino Whites was at the associate's degree level. Latinos have nearly reached parity with non-Latino Whites in the earning of bachelor's degrees, but Latinos have lost ground in the rate of master's degrees they earn. At the doctoral level, despite some earlier gains, Latinos have again lost ground to non-Latino White men. Finally, the overall educational attainment rate for Latinos has remained low. In fact, relative to non-Latino White men, Latinos have lost ground in their overall educational attainment over the last 20 years. California and Texas, where the two largest Latino populations live, have effectively eliminated affirmative action programs through Proposition 209 and Hopwood v. University of Texas, thereby restricting Latino access to higher education. The decline in student financial aid since the early 1980s has also negatively affected access to higher education. Latinos have difficulty adjusting to college because of their relatively lower representation among college student populations, discrimination, lack of university social networks, and lack of validation of their educational worth from faculty and family. Recommendations include facilitating Latino transfers from 2-year to 4-year institutions, improving Latinos' adjustment to college through mentors, and increasing financial aid. (Contains 30 references.) (TD)

This annual serial issue of the Maryland Association for Higher Education (MAHE) contains seven papers on developmental education programs and other academic support services at postsecondary institutions in Maryland. The papers are: (1) "Report of the Remedial Education Subcommittee, Maryland Partnership for Teaching and Learning, K-16 Work Group" (Charlene R. Nunley), which presents 18 recommendations including replacement of the term "remedial" with "developmental"; (2) "The Maryland Community College Skills Assessment Project" (Sandra W. Tomlinson), which reports on efforts to reform and standardize assessment efforts; (3) "Innovation and Achievement in Educational Development at Prince George's Community College" (David P. James, Craig A. Clagett, Margaret A. Taibi), which describes implementation of enhancements to that institution's developmental education program during 1996-98; (4) "Improving Minority Student Success: Crossing Boundaries and Making Connections Between Theory, Research, and Academic Planning" (Morris Keaton, Craig A. Clagett, Isa N. Engleberg), which describes efforts to study and improve the academic success of minority students; (5) "The Changing Picture of the Legality of Affirmative Action Programs in Student Admissions and Financial Aid" (Shin Lin), which summarizes the legal status of affirmative action in student admissions; (6) "Two Weeks vs. Two Years of Developmental Mathematics" (Roxann King), which describes brief review courses students take just prior to taking college mathematics courses; and (7) "Study Skills Make a Difference in Developmental Mathematics" (Yvonne Seon and Roxann King), which describes a series of workshops at Prince George's County Community College for at-risk developmental mathematics students. (Individual papers contain references.) (DB)

This theme issue includes five articles that focus on technology for education to benefit all students, including limited-English-proficient, minority, economically disadvantaged, and at-risk students. "Coca-Cola Valued Youth Program Students Meet Peers Via Video Conference" (Linda Cantu, Leticia Lopez-De La Garza) describes how at-risk student tutors learn to use e-mail, fax, and video equipment through participation in a video conference with other student tutors. A sidebar shows how the program supports Texas middle school academic standards. "Financial Aid: Challenges and Possibilities for Minority Students" (Felix Montes) discusses the increasingly hostile environment towards minorities exhibited by higher education institutions following court decisions weakening affirmative action, and reviews four financial aid and college information web sites. "Creating a Grade Book on the Computer" (Charles A. Cavazos) presents step-by-step instructions for computer novices on how to create a grade book using spreadsheet software. "Reflections: Mike the Knife" (Jose A. Cardenas) draws on a personal anecdote to argue that the underachievement of students from atypical populations is due to the tendency of schools to interpret student differences as lack of mental capability. "Integrating Technology into Your Curriculum" (Joseph L. Vigil) discusses strategies for integrating technology into curricula that enhance human interaction, guidance, and modeling. A list of 43 web sites includes the categories: charter schools, general education and equity, magnet schools, national origin equity, race equity, gender equity, sexual harassment prevention, and technology in education. Sidebars present a teacher's Internet use guide; a school opening alert informing undocumented immigrant students, in English and Spanish, of their rights to attend public schools; and facts concerning student computer use. (TD)

This document consists of six issues of the ARL (Association of Research Libraries) Newsletter, covering the year 1997. Each issue of the newsletter includes some or all of the following sections: "Current Issues," reports from the Office of Scholarly Communication, Office for Management Services, and Coalition for Networked Information, "Federal Relations,""Statistics and Measurement,""Diversity,""ARL Activities," and a calendar of events. Topics covered include: partnerships to develop geographic information systems services; licensing electronic resources; increasing minority representation in the library profession; projections of 1997 purchasing strategies; themes in literature on the topic of change; the difference between Affirmative Action and Equal Employment Opportunity; museum collaboration in marketing ventures for digital images; California Digital Library; balancing the academic versus market value of university presses; new program directions for the Coalition for Networked Information; American Institute of Physics and American Physical Society prevail in lawsuit by Gordon and Breach Science Publishers; developing a community of trainers at University of British Columbia Library; role of identifiers in networked information applications; measuring the performance of interlibrary loan and document delivery services; Texas digital library programs; introduction in Congress of the "Digital Era Copyright Enhancement Act"; and shared leadership systems where authority and responsibility are distributed throughout the organization. A special copyright issue (June 1997) covers CONFU (Conference on Fair Use) guidelines, Fair Use in a digital environment, managing intellectual property in the digital environment, and Canadian copyright law. (SWC)

This newsletter includes five articles about educational and school policies, primarily related to equality of educational opportunity. "Texas Legislature Considers Much for Education, Accomplishes Little" (Albert Cortez, Anna Alicia Romero) summarizes educational legislation considered by the Texas legislature in the session ending in June 1997. Issues included increases in state education spending negated by cutbacks in local revenues; modest increases in minimum teacher salaries; continued underfunding of education for low-income, limited-English-proficient, gifted and talented, and special education students; continued funding inequality between school districts; and two bills that would increase the chances of minorities being admitted to institutions of higher education without including race as a factor. "Sexual Harassment Policies and Schools" (Maria Aurora Yanez-Perez) points out that the Civil Rights Act applies to education and schools, and discusses definitions of sexual harassment, written policies, staff and student training, and grievance procedures. "Hispanic Dropouts: Addressing the Leak in the Pipeline to Higher Education" (Maria Robledo Montecel) states that rising Hispanic dropout rates are linked to inadequacies throughout the educational system, points out past pitfalls to be avoided, and identifies strategies for reversing the trend. "Equal Access: Mask of Discrimination" (Oscar M. Cardenas) addresses the myth that equal opportunity can be achieved by treating each child alike. "Policies Affecting Bilingual Education and ESL Programs" (Elisa de Leon Gutierrez) discusses proposed new standards for Spanish language arts and English as a second language in Texas schools, testing of limited-English-proficient students, and the importance of language skills to Texas' success in the global economy. (TD)

This newsletter includes three articles, two of which focus on standards for student evaluation and for admission to higher education. "A Measuring Stick for Standards and TEKS: Meeting the Needs of Second Language Learners" (Laura Chris Green, Adela Solis) examines beliefs embodied in the notion of standards; defines content, performance, and opportunity-to-learn standards; discusses development of the Texas Essential Knowledge and Skills (TEKS), new curriculum and instructional guidelines; and calls for modifications to TEKS to meet the needs of students learning English as a second language. "Criteria for Diversity: THECB's Advisory Committee Suggests New Criteria" (Albert Cortez) discusses Hopwood vs. the State of Texas, which challenged use of racial and ethnic factors in college admissions and financial decisions; examines possible criteria promoting student diversity in college admissions; and lists recommendations for legislation and institutional practices from an advisory committee of the Texas Higher Education Coordinating Board (THECB). In an unrelated article, "Equity and Excellence: Current Issues in the 75th Texas Legislative Session" (Albert Cortez, Anna Alicia Romero) examines state educational policy issues: school finance equity, property taxes, public funding for private schools, language policy and bilingual education, access to public education for immigrant students, minority access to higher education, alternative educational placements for disruptive students, and school accountability. Also included is "The Analogy of the Amoeba" (Jose A. Cardenas), commentary on the need to adapt instructional programs to student needs and characteristics. Contains references. (SV)

This quarterly newsletter provides information about the programs, issues, and concerns, of women students, faculty, and administrators in higher education. Each of the four issues (comprising one year's worth) has several regularly appearing sections that present brief news summaries and reports covering topics such as working in academe and elsewhere, around the campus, women's studies, women of color, athletics, sexual harassment, sexual assault, resources, World Wide Web resources, and job opportunities. A column on the activities of the American Council of Education's Office of Women in Higher Education also appears in each issue. Some issues also offer a feature article that presents a more detailed discussion of a topic; two such articles appearing in this volume of the newsletter include one that focuses on the origins of the Title IX Education Amendments of 1972, which prohibit sexual discrimination in educational institutions receiving federal money, and another which presents various strategies and responses for handling sexual harassment. (MDM)

This newsletter focuses on schoolwide approaches to issues of major concern to educators, from the perspective of providing equal education for all children. "Supporting School Improvement in Reading through Professional Development" (Rogelio Lopez del Bosque, Abelardo Villarreal) describes a professional development program that empowers administrators and teachers to take ownership of a student-centered curriculum that, in turn, motivates students to adopt new reading strategies. The program also builds capacity in the school district to initiate and sustain positive change. "Desegregation to Inclusion: Embracing a Full Spectrum of Diversity" (Laura Chris Green) discusses a full inclusion program in which teacher support teams and regular, bilingual, and special educators merge their expertise to help individual students and restructure their classrooms as needed for all students. "Alternative Schools: Short-term Solution with Long-term Consequences" (North Carolina Education and Law Project) summarizes the qualities that alternative schools need to succeed, the features that make them fail, and the unintended impact of alternative schools on regular public schools. "The Hopwood Case: What It Says, What It Doesn't Say, The Future of the Case and 'The Rest of the Story'" (Albert Kauffman) analyzes a Fifth Circuit Court of Appeals ruling that struck down the University of Texas law school's admissions policy and that is being interpreted as the death of affirmative action. "High Failure Rates: Quality or Ineffectiveness?" (Abelardo Villarreal) proposes a process through which a task force of parents, administrators, and teachers can address high failure rates in their school. "School Restructuring: A Continuing Imperative" (Roy Johnson) presents various elements, steps, tasks, and stages of school restructuring that have been identified by reform experts, and calls for a systemic strategy that combines the involvement of all stakeholders. (TD)

This theme issue includes four articles on racism in colleges and public schools and on strategies to build ethnic and racial tolerance. "Affirmative Action: Not a Thing of the Past" (Linda Cantu) reviews the history of affirmative action and its positive effects on Hispanic and Black enrollment in higher education, discusses current efforts to dismantle affirmative action, and counters claims of reverse discrimination against White males. "Everything Old Seems New Again...Or Is It? Recognizing Aversive Racism" (Bradley Scott) discusses "aversive racism" (unconscious racial bias in persons espousing egalitarian values), provides examples of aversive racism in public schools, suggests ways that schools can preserve ethnic identity in the context of racial integration, and lists strategies that school administrators can use to prevent racism. "Celebrating Cultural Differences: Integrating the Language and Cultural of Staff and Students in Campus Life" (Aurelio M. Montemayor) describes a workshop in which educators recognize and categorize different aspects of culture and develop classroom activities that draw on students' family background and history. In "Sparing My Children from 'the Feeling,'" Raul Yzaguirre recounts the bias and discrimination experienced for decades by his family because of a "Mexican" name although six generations have been Americans by birth, and warns of "big brother" anti-immigration schemes. (SV)

This document consists of four issues (a year's worth: Nov 1995; Jan,Mar,Oct 1996) of a newsletter devoted to issues of importance regarding community college education and provides updates on activities and policies of the Academic Senate for California Community Colleges. The November 1995 issue highlights affirmative action and offers a legislative update, disciplines review, and articles on the implementation of cross-enrollment initiative SB 1914 and service learning. The January 1996 issue focuses on common course numbering, the curriculum colloquium, highlights from the fall 1995 Senate Session, and the California State University remediation proposal. The March 1996 issue highlights workforce development and provides a legislative update as well as articles on technology issues, the search for the new chancellor, and faculty development. The October 1996 issue focuses on the 1996 Fall Plenary Session, the Camarena settlement, accountability curriculum, vocational education, and affirmative action. Each issue also includes a message from the Senate President. (YKH)

This document consists of all of volume 6 (26 issues) of the serial "The Hispanic Outlook in Higher Education," a biweekly journal which addresses issues in higher education for Hispanic Americans. Each issue presents four feature articles, a policy update called "Outlook on Washington" and several opinion pieces. Feature articles address the following topics: political activism, racial harassment, the freshman year experience, the status of minorities 40 years after the Brown decision, Latino leaders, Hispanic education, Hispanic colleges, bilingualism, race-based scholarships, Black-Latino coalitions, affirmative action, recruitment/retention of minority students, the Latino immigrant, Latino political organization, Columbus Day controversy, Latino businesses, diversity education at the elementary level, racism and tenure denial, African influence in Latino culture, the Hispanic Association of Colleges and Universities, the Scholastic Assessment Test, gifted minorities, teaching values, Equity 2000, training multilingual journalists, ethnic studies, immigrants challenge bilingual education, the U.S. census, Hispanic women, the inclusive classroom, women in government, Hispanic-Serving institutions, Chicanos in Texas, Black women college presidents, stereotype anxiety, Hispanics at Black colleges, financial aid, the National Hispanic Scholarship Fund, Project 1000 and graduate education, defining minorities, community colleges, the National Internship program, Summit of the Americas, English as the nation's official language, top colleges and universities for Hispanics, California's cross-cultural centers, creative writing, radio for Hispanics, the Hispanic Business College Fund, cooperative education, access to computer technology, career networking for Hispanics, Hispanic and Deaf, multimedia and teaching of Spanish, Latino arts, the bilingual teacher, rising costs of community colleges, Puerto Rican studies, and athletics. (DB)

Volume 19 of the newsletter of the National Association for Bilingual Education, which spans the period from September 1995 to August 1996, contains a variety of articles on issues and developments in bilingual education policy and programs, including: two way bilingual education; language information from the 1990 Census; cultural influence and learning styles among Korean students and Korean-Americans; American Indian and Alaska Native education; affirmative action; federal policy formation and appropriations; the English-only movement; English-as-a-second-language (ESL) teaching; educational technology and language-minority students; Asian-American student diversity; bilingual program staff development; cooperative learning; stabilizing indigenous languages; ESL for home use; Internet resources; Laotian students; program administration; teaching linguistically diverse populations; parent involvement and influence; Goals 2000; bilingual teacher education; local policy formation; software selection; classroom first language use; special education; urban education; native language instruction; program exit criteria; and Chinese-American child literacy education. Program descriptions, editorials, professional notes and resources, event calendars, and book reviews are also included in each number. (MSE)

Focusing on the challenge of expanding administrative opportunities for minorities, the 10 essays in this volume explore the problem of underrepresentation of minority administrators at community colleges and suggest strategies for improving diversity. The following articles are provided: (1) "Paradox and Promise: Leadership and the Neglected Minorities," by George B. Vaughan; (2) "From the Projects to the Presidency: An African American Odyssey," by Raymond C. Bowen; (3) "Increasing the Latino Leadership Pipeline: Institutional and Organizational Strategies," by Isaura Santiago Santiago; (4) "The Powers of the Presidency," by Rafael L. Cortada; (5) "The Community College Presidency: An Asian Pacific American Perspective," by M. Jack Fujimoto; (6) "Gateways to Success: Urban Community Colleges and Administrative Diversity," by Gilbert H. Muller; (7) "Affirmative Action as an Equal Opportunity Opportunity," by Donald G. Phelps and Lynn Sullivan Taber; (8) "Professional Development Resources for Minority Administrators," by David R. Pierce, James R. Mahoney, and Arnold M. Kee; (9) "The Unfinished Agenda," by Reginald Wilson; and (10) "Sources and Information: Expanding Opportunities for Minority Administrators," by Jonathan Holub and Elizabeth Foote. (BCY)

This document consists of the issues of a 1996 newsletter on women students, teachers, and administrators in higher education. Each issue includes feature articles, news on higher education, profiles of significant people in the field, and job announcements. The issues' main articles concern: (1) a successful campaign to increase female representation throughout the University of Michigan campus; (2) how downsizing integrated work/family issues on the Ohio State University campus; (3) American Bar Association suggestions on how to end law school sexism; (4) Bennington College's efforts to link student and academic services; (5) how leaders can create ethical campus climate; (6) the stir caused by a poster of women artists 24 years after its creation; (7) how homophobia intimidates women athletes; (8) organizations' need for the human spirit; (9) campuses joining to "right the standard" that waivers; (10) maintaining diversity amid threats to affirmative action; (11) University of Akron women fighting back after gender purge; and (12) a consultant's prediction that in 10 years, half of Higher Education Chief Executive Officers will be women. Individual issues also contain additional articles, news items, research briefs. (MAH)

This quarterly newsletter provides information about the programs, issues, and concerns of women students, faculty, and administrators in higher education. Each of these four issues (comprising 1 year's worth) presents brief summaries of news items or reports in regularly appearing sections covering campus news, the workplace, sexual harassment, sexual assault, violence on campus, women in athletics, and women's studies. Other regular sections list the resources available (paper and electronic) in areas such as women's health and women in science. A column on the activities of the American Council on Education's Office of Women in Higher Education also appears in each issue. A limited number of employment opportunities are also advertised. (CH)

Community colleges are under pressure from internal and external forces to recruit and retain minority faculty members. According to recent studies, approximately 90% of the total faculty at two- and four-year public and private colleges are white. The highest percentage of faculty of color are employed at public four-year institutions (12.6%) and the lowest percentage at private two-year colleges (2.6%). Various strategies have been suggested for recruiting minority faculty, including the following: (1) keep an open mind about credentials and recognize the value of non-academic experiences; (2) include area minority professionals on search committees; (3) utilize minority media in recruitment campaigns; (4) recruit through business and industry partnerships; (5) include minorities on interview committees; (6) keep candidate pools open until minority applicants are found; (7) maintain dialogue and faculty exchanges with historically black colleges; (8) implement long-range programs that encourage minority and women students; and (10) diversify the entire campus. Retention strategies have also been proposed to retain minorities, including begin with a thorough orientation; promote collegiality; schedule diversity training and staff development programs; and incorporate minority faculty into decision-making and all facets of campus life. Examples of successful minority recruitment and retention programs are in place at Maricopa and California Community Colleges. (KP)

This digest of a full report with the same title reviews the literature on the legal implications of college faculty reappointment, promotion, and tenure decisions, with an emphasis on how an understanding of the relevant legal principles can inform practice. It briefly summarizes issues in the following areas: the role of the courts in reappointment, promotion, and tenure decisions; reasons for tenure being the subject of numerous faculty lawsuits; the contents of the faculty employment contract; the constitutional guarantees of due process for untenured faculty members; the courts' balancing of institutional and individual First Amendment rights; protection from illegal discrimination in reappointment, promotion, and tenure decisions; the legal boundaries of affirmative action; the courts' concern for balance between the importance of confidentiality for the peer review system and the need to prohibit discrimination; the liability exposure of administrators and faculty members participating in the peer review process. The digest also lists specific steps that can be taken by administrators, faculty members, and institutional attorneys to minimize the risk of litigation. (CK)

This book addresses the legal implications of reappointment, promotion and tenure decisions bearing on college faculty with an emphasis on how understanding the relevant legal principles can inform practice. It uses scenarios and cases to illustrate the conflict between institutional and individual rights and the potential legal problems associated with employment contracts, due process requirements, academic freedom, employment discrimination, affirmative action, and peer review. Specific issues addressed include: the role of the courts in reappointment, promotion, and tenure decisions; reasons tenure is the subject of numerous faculty lawsuits; the contents of the faculty employment contract; constitutional guarantees of due process for untenured faculty members; how the courts balance institutional and individual First Amendment rights; protection of faculty from illegal discrimination; the legal boundaries of affirmative action; the courts' concern for balance between the confidentiality of the peer review system and protection from discrimination; and the liability exposure of administrators and faculty members participating in the peer review process. Individual chapters address: (1) tenure in American higher education; (2) the faculty employment contract; (3) constitutional rights in employment decisions; (4) employment discrimination; (5) affirmative action, diversity, and individual rights; (6) legal implications of peer review; and (7) recommendations for policy and practice. A list of relevant court cases is attached. (Contains 100 references.) (CK)

This document consists of the 11 issues of a newsletter on women students, teachers, and administrators in higher education. Each issue includes features articles, news on higher education, profiles of significant people in the field, and job announcements. The issues' main article topics are: (1) pay equity for coaches, particularly a case at the University of Minnesota; (2) the importance of the process within which a campus climate study is conducted; (3) campuses where women from faculty and administration unite for equity; (4) continued support for affirmative action among education leaders; (5) bias in women's athletic programs following a recent court ruling against Brown University (Rhode Island); (6) campus leaders explain why colleges and universities must take risks and adapt in today's competitive higher education; (7) the personal impact of organizational restructuring and institutional change; (8) issues in the aftermath of Shannon Faulkner's withdrawal from the Citadel (South Carolina); (9) how using negotiation, rather than court battles, can successfully settle athletic program sex bias disputes; (10) new styles of leadership among women executives and managers; and (11) how colleges can recruit and support dual career couples. (JB)