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This paper describes a study of Project SPLASH!, a program for minority adolescent girls with high potential in mathematics and science. This paper aims to contribute to the knowledge base on characteristics of program interventions which may increase the representation of women and minorities in the fields of mathematics and science. Findings on student and parent perceptions regarding the goals of the program, gender issues, causal attribution, self-esteem, and motivation are shared. Goals shift as girls are mentored by practicing scientists. Students reveal preferences for co-educational programs, active learning, outdoor education, and no formal grading in comparison to more relational components of this program. Ethnic self-esteem data suggests higher self-esteem among African American than Hispanic participants. Issues of socialization such as matched gender and ethnic role models are minimized by the participants. Contains 25 references. (DDR)

Examines the relationship between sense of community as perceived by freshman African American students at predominantly White public institutions and the intent of these students to re-enroll. Findings indicate that students who did not intend to re-enroll had a significantly lower mean College and University Community Inventory score on one subscale related to perception of community. (Contains 14 references and 8 tables.) (GCP)

This article provides a systematic synthesis of the agency and court rulings that apply Section 504 of the 1973 Rehabilitation Act, the Americans with Disabilities Act, and the Individuals with Disabilities Education Act to interscholastic athletics. The resulting framework also offers insight into how these federal statutes may pertain to participation of students with disabilities in other extracurricular activities. (Contains references.) (Author/DB)

A comprehensive written documentation system for teacher evaluation usually includes classroom observations, assessment documents, principal's log, specific incident reports, and summary memoranda. Principals should be specific, involve others, be timely, treat all employees alike, state facts and conclusions, and use negative language where necessary. Includes 27 annotated references. (MLH)

Describes the University of Notre Dame's live telecasts on family issues. Indicates that the telecasts, which began in 1988, are cosponsored by local Notre Dame alumni clubs, schools, churches, and service agencies. Describes particular programs and the promotional and information materials developed in conjunction with the programs. Underscores the value of follow-up discussions. (MAB)

Residence communities which were designed to house graduate students have become facilities for all students aged 21 or older. This study surveyed 25 colleges that offer housing to older students, examining the areas of programming, facilities, relationship with the graduate school, student or community governance, and the population itself. The results revealed that, at most institutions, the common characteristic shared by these students is age: all students were 21 or older, with international and older undergraduate students housed in the same facility as graduate students. Facilities were apartment or suite configurations with a variety of cooking facilities and meal plans. Social programming was the primary focus of programming efforts. Relationships between the graduate or professional schools and graduate housing department were usually informal. Opportunities for participation in student government varied. Participation in residents' associations varied with student interest. Although resident staffs were managerial in focus, many were trained to respond to the needs of international students. Respondents felt more could be done to meet the needs of this older student population. (A list of surveyed institutions is included.) (ABL)