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The article focuses on the resolution, submitted by the North American Assembly of State Arts Agencies, regarding arts and education in the U.S. The resolution aims to create a better learning environment for students and to support the teachers working toward better educational quality in American schools. The North American Assembly believes that arts are fundamental in American public education to encourage an open society and that they give way to the acceptance of cultural democracy. In addition, the committee considers an open teaching method in schools as a way to nurture students' capacities.

The article comments on the paper written by Arthur H. Chamberlain on the relation of the National Education Association and the State Associations. The paper marks an epoch in the educational history of the United States, and must be published in every educational magazine. Chamberlain has been referred to as the father of the State Association idea.

Does administration, in its various fields of research and practise, draw upon a common, central body of theory? What are the commonalities, if any, that span the administration of business firms, voluntary organizations, governmental agencies, public school systems, universities and other organizations? These were the concerns of a faculty seminar held by the University of Washington, in June, 1965 at a resort location. Fifteen faculty members of the University participated, drawn from the fields of economics, anthropology, psychology, psychiatry, law, business administration, public administration, educational administration and military administration. To provide points of departure for the discussion, participants were invited to submit working papers for circulation to the members of the seminar. These were intended to epitomize the contributor's approach to his field of administration, or in the case of the basic disciplines, the relevance of his discipline to administration. Discussions were informal. After two days of canvassing the basic disciplines and the attitudes of members identified with the administrative profession, the group applied itself to an estimate of points of substantial agreement.

In the last few years the U.S. has become increasingly conscious of its educational program and policies. Not only have Congress, state legislatures and local bodies paid greater attention to this issue, but large numbers of books, articles, talks and academic studies have also been devoted to it. This concern has been stimulated by developments in the cold war which apparently have increased the power of Soviet Union relative to the U.S. This paper discusses the contribution of college graduates to economic growth and military technology. The economic effects of education can be divided into the effect on incomes of persons receiving education and the effect on incomes of others. The limited available evidence did not reveal any significant discrepancy between the direct returns to college education and business capital and thus direct returns alone do not seem to justify increased college expenditures. This puts the burden on external or indirect returns since they would have to be important to justify increased expenditures.

The article reports on the Council for Exceptional Children (CEC) Policy Statements approved by the Delegate Assembly in the U.S. The Organization and Administration for Special Education policy statement is prepared by the CEC Policies Commission and is originally derived from a paper by Ernest Willenberg. Such statements suggest some of the major principles on which a special education administrative organization should be based. Special education shares with regular education the basic responsibility of public educational systems to fulfill their right to education for every child.

The article focuses on the proposed policy statements by the Council for Exceptional Children on the organization and administration of special education in the U.S. It informs that the statements were developed from a paper by Ernest Willenberg, in collaboration with Evelyn Deno, Paul Voelker, Paul Mckinnon and Willard Abraham. The statements were first published in the February 1971 issue of "Exceptional Children." The article outlines the major policies on which a special education administrative organization should be based.

This paper reviews several programs for children with special needs, from historical perspectives, current involvements, and one particular orientation, called the ‘child development model.’ With respect to programs based on the child development model, it is recommended that each state consider planning toward the eventual organization of a child development agency, responsible for all children with special needs, irrespective of their characteristics, educational attainments, and prognoses. Further, it is recommended that, to the degree programs encourage and support the maintenance of children in community environments, they should be rewarded in both specific and general ways; and for purposes of better guaranteeing human rights and due process, citizen advisory and other advocacy groups should be organized throughout a state and given such support as would be needed to make these groups active and responsive grass roots partners in policy and decision making. [ABSTRACT FROM AUTHOR]

The passage of legislation concerning the development of adequate educational programs for the gifted and handicapped children has been supported by The Council for Exceptional Children acting in unison with various organizations. This paper presents (a) a brief review of CEC's past efforts to improve federal legislative provisions; (b) organizational policy statements that were adopted in order to increase CEC's effectiveness as an instrument for the encouragement of legislation for handicapped children; and (c) a look into the future of special education based on current trends. [ABSTRACT FROM AUTHOR]

Professor Mace was a member of the Team sent by the British Institute of Management under the auspices of the Anglo-American Council on Productivity to study Education for Management in the United States. In this paper—presented in the first instance at a General Meeting of the British Psychological Society on 8 December, 1951—he gives some of his impressions and reflections on psychological aspects of administrative studies. He desires it to be known that the views set out in the paper are purely personal, and that neither the British Institute of Management nor other members of the Team are in any way committed to the opinions here expressed. [ABSTRACT FROM AUTHOR]

The property tax, in spite of continuing political and economic attack, remains the primary source of finance for primary and secondary schools in the United States. Constitutional attack may be the only force strong enough to budge it from the forefront. Yet, any widespread change will be some years away, given the apparent strength of the property tax as a fiscal institution. In recognition of this longevity, this article examines the fiscal pressure on the property tax resulting from economic change in West Virginia, a state in which the property tax is the predominant local revenue source and education is the predominant local responsibility. West Virginia includes a wide range of economic regions, encompassing areas that are extremely depressed to areas in continuing boom. This study of property tax resiliency, or base responsiveness to expenditure demand, proposes to establish the local economic structures that are most likely to have trouble with use of this tax base. The result suggests that the locally-administered property tax as it is currently levied in the jurisdictions studied is not a reliable source of revenue when the jurisdiction is one in which declining areas predominate.

The article discusses several research papers related to organization, administration, and supervision of special education which were published between 1963 and 1965. In their study of problems peculiar to administrators and supervisors of special education in 13 Western U.S. states, two researchers in 1964 found that administrators and supervisors were concerned with their inability to carry out research. In their summary of the reported special program enrollment of exceptional children in local public schools, two other researchers in 1963 noted an increase of more than 100 percent in the decade 1948-1958. The report of the U.S. President's Panel on Mental Retardation published in 1963, emphasized that a successful national campaign to combat mental retardation must be staged largely at the state level. A researcher in his opinion survey of, college and university heads of departments of special education, state directors of special education, and professors of school administration, found substantial agreement to support the traditional classifications of exceptional pupils identified with special education.

The article reports on a preliminary study of the relative standing, in both schooling and ready knowledge, of groups of liberal and conservative U. S. adults. The article states that the findings of the study provide a new perspective on the "attitudes-enlightenment" problem, and seem to afford some clews as to where certain types of education and information campaigns might make headway and where they might encounter important psychological barriers. The article provides information about the procedures or methods taken for arranging the data for the study. One of the techniques employed in the study was "Contrasted Groups" in which people in the survey who approved or agreed with a criterion attitude question were compared on information and education with people who disapproved or disagreed with the proposition. The result or the findings were summarized in form of tables. The 16 attitude areas were indicated in the first column together with the approximate date or dates when the questions were asked, and with the putatively liberal answers in capital letters. The most obvious conclusion is, apparently, that no consistent superiority obtains for either liberals or conservatives.

The article discusses the problems related to general science courses in the secondary schools in the U.S. Teachers are facing issues from the students on the loopholes of general science. The author aims to provide the background on the nature of the problems, perception over the field, overview of the students' ideal standards, evaluation of general science teachers' experience in the course itself and the struggles and hindrances experienced by teachers. A new educational policy that involves guidelines will provides divergence of opinion.

New state laws pertaining to "accountability" in education in crease the importance of good program evaluation. A critical review of the literature is presented that distinguishes formal evaluation of a learning disabilities program as a whole from diagnostic evaluation of an individual child. The value of total program evaluation for making more scientifically-based decisions in future programming is demonstrated. Formal program evaluation is viewed on three levels: (1) evaluation of specific programs run by a local educational agency; (2) evaluation of programs across a whole state; and (3) evaluation of programs nation-wide. Several general models for program evaluation are described and criticized. The view is advanced that fewer models should be built in the future and that more agencies should be formed which offer help in devising custom-made program evaluation schemes for ongoing learning disabilities programs. [ABSTRACT FROM AUTHOR]

The article reports on the criticism thrown by the community to the little school store that had been long operating since 1932 as accounted by the headline in the local newspaper in the U.S. This public relations (PR) problem developed because the former administration never explained as to why or how the store was operated for the last 20 years. And in order for the new school administration to handle the growing PR conflict, they circulated a questionnaire explaining the store's importance and polling the public's opinion on the store's termination. Surprisingly, 12 percent of the respondents voted for no. Meanwhile, a committee of teachers were accounting the store's monthly sales and income before community and business clubs.

This article looks into the selective admissions and retention policies and practices in teacher education institutions in the U.S. It points out that selection is related to success in teaching. High standards approach to selection process indicate the improvement of the image of the education major student. It was found out that emotional stability, moral and ethical fitness, general intelligence and demonstrated ability to work with children were the five important criteria for selection and retention. In general, this paper aims to determine the extent of agreement of regulations and testing procedures in teacher education institutions.

This article presents a study of effective school superintendencies in the U.S. It is noted that public school administrators tend to be confused to their role and function. It points out that public school administrators need to be logically consistent in their thoughts and actions. Many of the major questions regarding theory in school administration can be answered only by research into the relationships among role, personality, and conceptual understandings of administrators. Thus, this paper is related with the results of a research project dealing with the logical consistency, values and authoritarianism of public school superintendents.

The article seeks to clarify the position of Arthur E. Bestor in his paper, "Educational Wastelands," to point out some weaknesses in his argument, and to examine some of the arguments directed against him. Bestor's general contention is that the school exists to promote intellectual training, by which he means the cultivation of the ability to think. Contrary to the claim of Bestor, the author thinks that the professor has deliberately employs many logical fallacies in order to elicit support of the public in his contempt for professional education.

This article presents an update on a higher education bill in the U.S. as of May 1972. Although higher education legislation continues to be delayed in a House-Senate conference committee by such thorny issues as public school bussing, general aid to institutions, and the program of student support, several important decisions have been reached. Two of these concern the administration's proposed National Foundation for Higher Education (NFHE) and the National Institute of Education (NIE). Put most briefly, the former is out and the former is in. The NFHE was designed in part as a response to those who argued that higher education was receiving short shrift of all sorts and was being criticized for lack of innovation at the same time that support for innovation was denied. Actually the proposal drew relatively little attention and more yawns than passion on either side. This was partly because many felt it to be an organizational exercise whose real merit depended entirely on its undetermined staffing and budget. As it is, the House-Senate conference sought to accomplish some of the same results without the bureaucratic fanfare. Thus, the Department of Health, Education, and Welfare (HEW) was authorized to hire up to five top-level administrators and to establish an advisory commission to promote higher education innovation.

Two recent amendments to The National Defense Education Act of 1958 enlarged its scope to include the education of exceptional children. The new Title XI allows colleges and universities to plan institutes in critical subjects for teachers of exceptional children. The amended Title ill provides for instructional materials to be used for all school children, including the exceptional. This paper briefly presents the Titles' provisions and indicates those who would be eligible. [ABSTRACT FROM AUTHOR]

The article reports that the Eastern Section of the Association for the Education of Teachers in Science has held its 1955 spring meeting at the Connecticut State Teachers College at Willimantic on May 6 and 7. Highlights of the first day's program included visitation at the practice school conducted by William Forbes, discussion of the Willimantic science offering in the program of general education by Charles Prewitt, and discussion of the science offering in relation to the professional program by Robert Wickware.

Business education in the United States is designed to conform to a set of assumptions about industrial needs and teaching approach that may no longer be appropriate. A major re-orientation for business schools that would make them more student-oriented and more concerned with current and future industrial trends is recommended. [ABSTRACT FROM AUTHOR]

The author reports that as of 1968, the United States is the only country in the world to have transitioned from an agrarian society, through an industrial phase, and into a service economy. More than 50 percent of the population is employed in the service sector and the population has shifted to suburban living. Such an economic change has social policy implications for the federal government which include social security, welfare, and medical benefits. A discussion is presented of three pieces of federal legislation: the 1965 Medicare amendments to the Social Security Act, the Education Act of 1965, and the Economic Opportunity Act of 1964.

The article reports the author's opinions regarding the article "Missions, Matrices, and University Management," by Paul W. Hamelman, published in the March 1970 issue. The author focuses on critiquing Hamelman's statements about planning-budgeting-programming systems used for the management of universities and colleges. Hamelman's comments regarding the effect of legislative budget cuts on the quality of higher education in the U.S. are also discussed.