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The General Accounting Office's (GAO's) director of health care-public health issues testified before Congress regarding growing concerns about the adequacy of the health care work force and lessons learned from the experience of the National Health Service Corps (NHSC) in addressing the maldistribution of health care professionals. The following were among the key points made during the testimony: (1) recruitment and retention of adequate numbers of qualified health care workers are major concerns for many health care providers today; (2) although current data on supply and demand for many categories of health workers are limited, available evidence suggests emerging shortages in some fields (especially among nurses and nurses aides); (3) vacancy rates for health care workers in rural areas and inner cities are especially high; (4) working conditions and wages contribute to job dissatisfaction among nurses and nurses aides; (5) although demand for most health workers will continue to grow, demographic pressures may limit their supply; (6) the NHSC illustrates the challenges in addressing shortages of health professionals in certain locations; (7) better coordination of placements with waivers for J-1 visa physicians is needed; and (8) loan repayment is a better approach than scholarships. (A list of 10 related GAO reports is appended.) (MN)

This report presents the collective results of studies funded under the Office of Juvenile Justice and Delinquency Prevention congressional directive. The studies confirm that young African-American males are disproportionately involved as offenders and victims of violence, that firearms play a large role in juvenile violence, and that gang members are frequently involved in violence. The studies also show that although many juvenile offenders live in impoverished and high-crime areas, the majority of youth who live in such environments are not involved in serious delinquency. Recommendations emphasize four major areas of intervention: gangs, guns, high-risk juveniles, and locations and times of highest risk for juvenile violence. Examples of programs that address each area are provided. It is argued that the findings from these studies provide additional evidence that violence is taking an alarming toll on minority communities, particularly urban African-American and Hispanic communities. Consequently, there is a need for concentrated prevention efforts in those inner-city neighborhoods that experience the highest level of juvenile violence. Chapters include "Characteristics and Patterns of At-Risk Juveniles and Factors that Contribute to Violence Committed by or against Juveniles,""Accessibility of Firearms and the Use of Firearms by or against Juveniles,""Conditions Associated with an Increase in Violence Committed by or against Juveniles,""Recommendations for Prevention and Control of Juvenile Violence." (Contains 43 references.) (GCP)

This report examines the characteristics of children in the United States who change schools frequently, their success in school relative to children who have never changed schools, and the help that federal educational programs and policies can provide. One in six of the nation's third-graders were found to have changed schools at least three times since beginning first grade. Unless policymakers focus greater attention on the needs of these children, who are often from low-income, migrant, and limited English proficient families, they may continue to be low achieving in math and reading, and they may repeat a grade. The Department of Education (DOE) can play a role in helping mobile children by ensuring that they have access to federally funded educational programs and by encouraging states to implement more effective student record transfer systems. The bulk of the report consists of six appendixes that: (1) describe the characteristics and achievement rates of mobile children; (2) report on a comparison study of two high-mobility rate schools; (3) discuss shortcomings of federal education programs for mobile children; (4) describe a proposed student record system; (5) provide comments from the DOE; and (6) list the major contributors to the report. (MDM)

Testimony given at a congressional hearing on the unique problems of urban and rural schools, the federal role in addressing these problems, and the availability of resources at state and local levels is presented in this report. Representative William Jefferson described the disadvantages of urban schools, compared to suburban schools, with respect to reaching the six national education goals for the year 2000. He spoke in support of the proposed Urban Schools of America Act (USA), which would fund urban school improvement at the local level, renovation of facilities, research and evaluation activities, technical assistance, and staff development. Lois Adams-Rogers, from the Kentucky Department of Education, discussed rural poverty in Kentucky, rural cultural influences on education, the special needs of rural education, the Kentucky Education Reform Act of 1990, and the need for federal aid. Dale Lestina represented Organizations Concerned about Rural Education (OCRE), whose goals are reforming rural school curriculum, developing rural schools as community centers, and promoting the role of rural schools in community economic revitalization. OCRE supported the proposed Rural Schools of America Act of 1991, which would fund early childhood programs, parent involvement activities, school-community linkages, capital improvement, and educational innovation. Superintendents from Tucson (Arizona) and Portland (Oregon) outlined the poor status of urban schools on the national education goals. Also included are charts of the share of statewide expenditures and poverty enrollment for 47 cities and estimated USA grants to eligible cities. (SV)

The United States Senate's Subcommittee on Juvenile Justice heard testimony on minority overrepresentation in the juvenile justice system and the sentencing of minorities within that system. In particular, the Subcommittee heard testimony from eight witnesses who suggested short- and long-term approaches for helping to eliminate racial bias in the juvenile justice system, as well as the need for more family and community services. Before the witnesses testified, Senator J. R. Biden, Jr., addressed the subcommittee on the pressing nature of the issues. The following witnesses appeared in two panels: (1) T. Cavalier, an apprentice at Youth Development, Inc. (Albuquerque, New Mexico); (2) R. Chavez, the Assistant Executive Director of Youth Development, Inc. (Albuquerque, New Mexico); (3) I. Fulwood, Jr., Chief of Police in Washington (District of Columbia); (4) C. Hunter, a graduate of Kenosha County (Wisconsin) Community-Based Services Program; (5) D. Ramirez, a judge in Denver (Colorado); (6) L. LeFlore of the Institute of Juvenile Justice Administration and Delinquency Prevention (Hattiesburg, Mississippi); (7) C. Williams of the Center for the Study of Social Policy (Washington, District of Columbia); and (8) C. O'Donnell of the Center for Youth Research, University of Hawaii (Honolulu, Hawaii). The witnesses described their personal experiences either as minority individuals in the juvenile justice system or as workers within the system and made suggestions for change and correction. (JB)

This document comprises a bill introduced in the U.S. Senate to provide Federal aid to urban schools determined to be most in need of financial assistance. The proposed legislation, which, if enacted is to be called the "Urban Schools of America (USA) Act of 1991," also allocates funds for research in urban education. The purpose of the Act is to accomplish the following: (1) assist urban schools in meeting national education goals; (2) improve the educational and social well-being of urban public school children; (3) close the achievement gap between urban and non-urban school children, while improving the achievement level of all children nationally; (4) renovate and repair urban school buildings and facilities; (5) conduct coordinated research on urban education problems, solutions, and promising practices; (6) improve the nation's global economic and educational competitiveness by improving its urban schools; (7) encourage community, parent, and business collaboration in the improvement of urban schools; and (8) review regulations the simplification of which might improve the achievement of urban school children. The bill includes 18 findings by Congress and is divided into the following major sections: Title I, "Urban School Improvement"; Title II, "School Building Repair and Renovation"; Title III, "Urban School Research"; and Title IV, "General Provisions." (AF)

This study focuses on eight cities in the Model Cities Program and the effects of the program on national urban policy and the ability of cities and counties to cope with urban problems. The cities (Boston, Chicago, Dayton, Indianapolis, Newark, New York, Savannah, and Seattle) were chosen not only for their geographic and population representativeness, but also because they were reported to be making some noticeable impact on their communities. However, these few cities have been used only as a base for an analysis of the full program. Findings of studies conducted by the Department of Housing and Urban Development and others (plus other studies done by the author) involving as little as one city and as many as all 147 cities in the Model Cities Program, are used for comparative purposes, to confirm or qualify some points. The document is in the form of eight case studies and deals with the major components of the Model Cities Program and what impact they have had on relieving urban problems in each area. Its focus is on the operation of local general government and how this has been affected by the objectives, organization, and methods imposed by the Model Cities Program. The overall analysis is a synthesis of these experiences and how they have measured up to the program's main objectives. (Author/JM)

The oral testimony and prepared statements of educational researchers and practitioners comprise this record of a hearing on the proposed national research and development center for the effective education of disadvantaged youth. Committee members expressed concern about Department of Education Office of Educational Research and Improvement (OERI) accountability in funding and review processes for the proposed center. The failure of OERI administrators to testify was noted. The idea of "learning grant colleges," based on the agricultural extension programs of land grant institutions, was forwarded as a delivery system for research, development, and dissemination. Testimony suggested that the plan for the proposed center reflected too little commitment to the educational needs of the disadvantaged and too little input from advocates and knowledgeable persons. Argument was made for distribution of funding among existing centers, and systemic responses to developmental needs of the disadvantaged. Commitment to the premise that all children can learn was advanced as a critical step in the process. The following issues were seen to require careful consideration: (1) student role ascription; (2) collaboration; (3) governance; (4) grant awarding; (5) funding; (6) dissemination; and (7) systematic equity. A key role for educational technology in disadvantaged education was urged. Increased academic involvement and decreased partisan interference in education were recommended. (AF)

These hearings before the Senate Select Committee on Nutrition and Human Needs focused on the Food Stamp Programs problems in Detroit, Michigan. Testimony was heard from such witnesses as the following: Coleman Young, Mayor of the City of Detroit; Eleanor Josatis, Chairwoman; Mayor-Common Council's Task Force on Hunger and Malnutrition; Muriel Wagner; Merrill-Palmer Institute; Ella Bragg, State Director-Welfare Rights Organization; Barbara Reviere, Mayor's Citizens Commission, City of Detroit; Andrew Brown, United Auto Workers Community Relations Department; Walter Brame, Detroit Urban League; Ann Byrne, Nutritionist-Wayne County Department of Health; and others. Appendixed to the hearings are newspaper articles, proceedings of the Sub-Committee on Detroit Food Stamp Emergency, Detroit City Council; and additional testimony submitted by such institutions as: Womens International League for Peace and Freedom; Jewish Community Council of Metropolitan Detroit; Household Workers Organization; Associated Food Dealers of Michigan; Operation HOPE; Community Mental Health; Catholic Interracial Council of Detroit; Senior Centers, Inc.; Detroit Task Force on Hunger and Malnutrition; Metropolitan Detroit Welfare Reform Coalition; Committees United for Action, Inc.; Jewish Labor Committee, and others. (JM)