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Nine foundations are the focus of this study of the educational activities of major philanthropic foundations. The foundations are: (1) Ford; (2) Grant; (3) Russell Sage; (4) Carnegie; (5) Danforth; (6) Kellogg; (7) Lilly; (8) Mott; and (9) Rockefeller. After a brief overview of foundation activities, general themes, appropriations and projects, and the use of dollars are discussed. Foundations are compared with government support of educational innovation and experimentation, and an evaluation of foundation performance is presented. Appendices list: (1) categories for study of foundation grants; (2) constant dollar coefficients; and (3) the questionnaire for recipients of foundation and government grants to education. (KE)

This yearbook contains 19 articles discussing current knowledge and concerns about youth from the ages of 15 through 25. Section I, dealing with youth as a stage of life, discusses the major themes and the implications of youth; sex differences in the opportunities, demands, and developments of youth; the physical and emotional health of youth; and the objectives of youth's self-development and social relations. Section II focuses on the psychological and social processes by which young people become adults in contemporary society. Specifically discussed are the psychohistory of protest leaders and followers; youth and the meaning of work; youth and experiential learning; sex, sex roles, and marriage among youth in the 1970s; and a generational analysis of youth in the 1970s. Section III emphasizes cultural pluralism and presents relevant data on youth in various subcultures including blacks, rural "WASP," Mexican Americans, Asian Americans, low income families, and women. An epilogue compares the study of youth that was presented in the 1944 yearbook with the study presented in this 1975 yearbook. The book also contains a subject index, background information on the National Society, and a list of the society's publications. (Author/RM)

Seventy-four male eminent social scientists provided career stage data by which adult development theory was tested. All were born between 1893 and 1903 and met the criteria of a distinguished (and for several still active) scholarly career. The subjects were separated into four groups on the basis of their degree of productivity as of age 60. Critical career events were content analyzed and compared. Distinct career paths through and beyond retirement emerged. Among other things, the active publishers have had a less varied career in terms of the different academic roles possible in colleges and universities. Obtaining the Ph.D. followed by research in one setting well beyond retirement characterize these individuals. The moderately active and inactive publishers began with high school teaching and administration, later had college posts as department heads or deanships, and reported sharper separation from academic work at age 65. The data for these distinguished social scientists do not corroborate psychological adult development theories. There are distinct career events, but not necessarily distinct stages; those stages that do occur do not cluster at either definable chronological or career ages. The different patterns, however, have important implications for healthy and productive academic careers. (Author)

This book provides an in-depth analysis of urban education and related issues. The issues examined are not only fundamentally important for urban education, but in addition, several issues that have recently become prominent in considering the future of big cities are discussed. For instance, the effects of desegregation on middle class enrollment in big city school districts (white flight) is examined, as well as other issues including: (1) the potential and feasibility of establishing specialized schools to improve educational opportunity and maintain integration (magnet and alternative schools), and (2) the types of effective desegregation policies for big-city schools and the whole society. A discussion and background material on a number of topics is provided, in order to help the reader develop policies and plans for application in urban and metropolitan school systems. These topics include: (1) extensive detail on the nature and role of big city magnet and alternative schools, (2) thorough coverage of specific ways in which colleges and universities can systematically assist in improving big city schools, (3) an intensive analysis of Jesse Jackson's program for improving teaching and learning conditions in big city schools, and (4) a comprehensive set of guidelines for moving toward desegregation in big city schools and neighborhoods. The selection of materials in the book was guided by the belief that these materials would provide concrete knowledge of the major issues involving desegregation of big city schools and that they would create an understanding of the larger issues of which desegregation is a part. (Author/AM)