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The third volume in a 10-volume report on the historical development (1966-1973) of the 8 administrative Area Offices of the Indian Health Service (IHS) Mental Health Programs, this report presents information on the Alaska Area Office. Included in this document are: (1) The Context (geography and demography of Alaska, IHS and regional relationships with other agencies); (2) The Initial Stage: Introduction of IHS Mental Health Services (the original mental health unit and the concept of patients as people); (3) Growth: Development of Specialized Services (whether to be a special medical ward, psychological school consultations, alcoholism programs, and training with police and state troopers); (4) Expansions: Development 1968-1973 (budget and personnel changes, dividing responsibility with the State Department of Mental Health, and reciprocity through consultation); (5) Decentralization (Nome 1971-72 IHS mental health activities, Anchorage's Alaska Native Medical Center, other service units, and summary); (6) Patient Characteristics and Flow; (7) An Overview (current and potential problems--urban emphasis, staff morale, paraprofessional utilization, budget, need for epidemiology, administrative clarity, etc.--and achievements--balanced development, personnel retention, relationships with other agencies, patient involvement, developmental tasks, and evaluation); (8) Appendix. (JC)

The fifth volume in a 10-volume report on the historical development (1966-1973) of the 8 administrative Area Offices of the Indian Health Service (IHS) Mental Health Programs, this report presents information on the Billings Area Office. Included in this document are: (1) General Description (geography, demography, and transportation facilities and problems); (2) Social Service Branch Sponsorship Prior to 1969 (development of consultation contracts 1963-68, report prepared for budget hearings December 1968, and outline for Mental Health Career Development Fellowship Hearings December 1968); (3) Continuity: First Chief of Billings' Mental Health Programs (expanding the role learned as a resident, expansion of service unit staffing, serving as an IHS consultant); (4) Discontinuity: Second Chief of Mental Health Programs (two chiefs at once, a new model of service standards, status and power struggles mirrored in the service units, and educational network developed); (5) Efforts to Restore Stability (Associate Arts degree in human services contract, alcoholism program, and decentralized deployment staff); (6) Current Status of Service Unit Programs: 1973 (program descriptions of: Blackfeet, Flathead, Rocky Boy's, Fort Belknap, Fort Peck, Crow, Northern Cheyenne, and Wind River reservations; Intermountain School; and detoxification programs); (7) Summary and Concluding Comments (achievements and problems). (JC)

A 1975 survey of students attending postsecondary institutions in New Jersey focuses primarily on students' financial needs but also includes a great deal of general descriptive information about the students. Only the responses of full-time undergraduate students are included. The sample was random and completed by individual colleges. Covered are: (1) personal and academic characteristics and plans of respondents; (2) student expense budgets; (3) family contribution; (4) available student aid; and (5) patterns in meeting college expenses. Appendices include the survey instrument and a list of participating colleges. (Author/KE)

This volume, part of the interim report on the National Home Start Evaluation, includes cost of the 16 Home Start projects and outcome data from the six summative sites. Findings and recommendations are presented on the intra-project cost-effectiveness of Home Start and the cost-effectiveness of Home Start as a Head Start option. Home Start, a federally-funded 3-year (1972-1975) home-based demonstration program for low-income families with 3- to 5-year-old children was designed to enhance a mother's skills in dealing with her own children and to provide comprehensive social-emotional, health and nutritional services. Cost findings are presented in detail in Chapter II. Both OCD dollars spent on Home Start as well as "in-kind" levered resources from other government agencies and private sources are presented so that a full comparison between projects can be made in terms of total monetized resources delivered to project families. Chapter III sets forth an analysis of intra-project efficiency in terms of technical efficiency (the home visit content and length) and cost efficiency. The chapter ends with a presentation of hypothetical model budgets for different project sizes located in different parts of the country designed to assist OCD in making future decisions about funding home based options. Chapter IV contrasts Home Start costs with Head Start costs at four sites. (Author/MS)

Based on one school district's project for the the 1973-74 school term, this report covers the activities of 10 rural North Carolina schools involved in an Elementary and Secondary Education Act, Title I, reading laboratory program during its fifth year of operation. Contents of the report include an analysis of the district's needs, a sketch of the context of the program, descriptions of the program's scope and personnel, and discussions of preservice-inservice education, facilities, materials and equipment, parental involvement, evaluation, and budget. (JM)

This report is designed to help the average school district voter, the new school board member, the PTA participant, and the civic organization member understand the operation of State aid distribution to the school districts of New York State. The publication provides a simplified version of the Educational Finance Task Force Proposal that was enacted by the New York State Legislature and which replaces the Diefendorf shared-cost formula for operating aid. The components of general and special purpose aid described in the report are: (1) operating expense, (2) pupils with special educational needs, (3) pupils with handicapping conditions, (4) secondary pupils, (5) summer session, (6) evening session, (7) growth, (8) budget, (9) building expense, (10) transportation, (11) high tax, (12) special services aid for large city schools, and (13) reorganization incentive. A glossary of terms is included. (Author)

The "First Annual Report by the National Advisory Council on Indian Education (NACIE) to the United States Congress" is presented in two parts. Recommendations in Part 1 cover: (1) Self Determination and Management Know-How; (2) A Master Plan for Indian Education Personnel; (3) Language Deprived Indian Children--A Solution; (4) The Revitalization of Indian Affairs Agencies; (5) Title IV. The Indian Education Act--an Historic Break-through; and (6) A Bicentennial Education Goal for Native Americans. Part 1 also includes key administration Indian policy statements by President Nixon and Caspar W. Weinberger, Secretary of Health, Education, and Welfare; a special report on "Who Are American Indians?"; and the 1975 NACIE budget. (NQ)

By reviewing the literature on metric education, the authors identified eight major categories of concern: (1) national planning, (2) state planning, (3) budget needs, (4) curriculum development, (5) inservice training, (6) exemplary programs, (7) legislation, and (8) anticipated needs. A 16-item questionnaire to assess status with respect to these areas was developed and sent to state supervisors of science and mathematics. Responses were received from 46 states, the District of Columbia, and 4 territories. Data were analyzed and used to estimate the extent to which states were able to meet four objectives: comprehensive planning, effort for legislation, provision of curricular materials and inservice training, and budgetary support. It was concluded that states exhibited these abilities only slightly. The authors recommend that objectives for full metric education be developed, and that communication channels among states be established to aid in the development of materials. They also advise that metric consultants be identified, that efforts to pass legislation be intensified and that the approach to metric education be an interdisciplinary one. The questionnaire used and data collected are appended to this report. (SD)

Questionnaires sent to 60 black colleges were designed to provide information concerning characteristics of the chief officers, including salaries by size of institution and by level of education, experience of selected admissions officers, supporting staff, student recruitment duties, admissions procedures, space and facilities, and budgeting and finance. Results of the survey based on the 40 returned responses indicate that admissions officers in balck colleges are adequately trained to fulfill their professional obligations. Admissions officers are being treated increasingly as professionals, important cogs in the wheels of academic governance at black colleges, and they are receiving faculty rank and tenure. These administrators are chairing important committees and serving on committees that affect the basic policies and operations of their institutions. In many cases, however, admissions of officers may spread too thinly without adequate assistance. (MJM)

This annual report details the Utah State Board of Regents actions and presents the financial, curricula, and planning data for 1973-74. Sections 1 and 2 cover the commissioner's report and a listing of events of the year. Section 3, academic affairs, reviews the role assignments at various universities and curricular studies, cooperation with the Western Interstate Commission of Higher Education, the Veterans' Approval Program, statewide educational television, and number of degrees conferred. Sections 4 and 5 present figures concerning budgets, finance,and capital facilities. (MJM)

As an appendix to "Evaluation of White Shield School, Roseglen, North Dakota. Part A", August 1974, this document substantiated findings of an evaluation team. A brief on-site visitation report stated that students wanted more flexible course requirements and firmer student discipline; teachers wanted more authority clarification on discipline (Bureau of Indian Affairs or school district); parents wanted a school program evaluation, relative to Indian student dropout and failure; and school board members wanted wider offerings in extra curricular activities and special courses that would relate positively to the Indian segment of the student population. Findings substantiated the emphasis given in this study to Indian student failure, dropout causes, and alienation, justifying the initial Indian parent concern. Included are blank questionnaires for determining the extent of school community relations, parents' rights, and information about school board meetings; copies of comparative contracts and budgets; letters; minutes (a meeting on school consolidation); individual parent reports; student disciplinary rules; memorandums; etc. (JC)

In response to a request from concerned Indian members of the community of Roseglen, North Dakota, an evaluation team visited White Shield School (an elementary/secondary school of 303 students, 50 percent Indian) on May 13-17, 1974 to survey: identification and classification of goals, objectives, and purposes; distinguishing between perceptions of administrators, faculty, students, community, tribal leaders, and parents; school facilities; operational costs, particularly per student cost; student personnel (via personal records and interviews); educational goals (vs. actual program), establishing priorities, and recommending programs in terms of long range educational plans. Findings emphasized a high rate of failure and underachievement among Indian students; minimal community school interaction (due to poor administration, which minimized informational communication); lack of written education, parent/school, administrative, or personnel policies; lack of available data on curriculum policy; and a recognizable tax break in favor of non-Indian constituencies. The cooperative agreement between the Bureau of Indian Affairs, and the school district was found to be "vague" and "outmoded,...obviously not drawn up by a lawyer." (JC)

This 18th biennial report of the Oklahoma state system of higher education documents the accomplishments of Oklahoma higher education and provides summary data for use of individuals interested in the progress and prospects of higher education in Oklahoma. Highlights are viewed from the state-level coordinating agency of the Oklahoma State Regents for Higher Education. Discussed are: enrollments, degrees, accreditation, student aid, educational legislation, testing programs, appropriations, budgets, income and expenditures, indebtedness, capital improvements, new college funds, and student fees. Also presented is a historical record of the State Board of Regents, the governing boards, and the Boards of Regents of the various Oklahoma colleges and universities. (KE)

A new organization is proposed that will serve as a regional library network for the midwestern United States: the Midwest Regional Library Network (MIDLNET). MIDLNET must meet four requirements in order to assure its success: it must meet the needs of the major academic research libraries in the area, it should be a limited sponsor network, it must allow administrative and decision-making roles to the states involved, and it must have an organizational structure that will not restrict potential services or activities. Conceived as a non-profit corporation run by a board of directors, the organization's five major objectives will be to: (1) reduce per-unit costs of library operations and services, especially through computer applications; (2) provide rapid and efficient delivery to library users; (3) coordinate and improve library planning and research in the Midwest; (4) provide a vehicle for area participation in federal funding for regional network development; and (5) coordinate a materials preservation program. After its initial three years, MIDLNET's funding will come from user fees and federal aid. (Author/SL)

The overriding reason for this analysis centers on the widespread, but varied, application of student-faculty ratios (SFR) as a contributing factor in determining the faculty budgeting requirements of public and private institutions. A survey was conducted among heads of state budget offices, heads of central administration for university systems, presidents of public liberal arts colleges, presidents of technical schools, heads of national associations, and state higher education boards to determine how they apply the concept of SFR in the management of public colleges and universities. Of particular concern at this time is the appropriateness of using the ratio data for budgeting purposes in a period of stabilized, and in the near future, declining enrollments. Accordingly, the study identifies alternatives to use of SFR in the budget process. (Author/JMF)

The report is the initial segment of a two-phase analysis of the distribution of Federal postsecondary occupational education funds in New York State. It examines the rationale behind New York's distribution of Federal funds as well as detailing the results of those administrative decisions. The document represents the first compilation of its kind and is intended to serve both as a model for reporting the distribution of Federal Vocational Education Act funds for postsecondary education and as a reference guide for the local administrator. Tables of data show how and where funds have been allocated over the five fiscal years of 1970-74 and provide a basis for making projections concerning trends for future allocations. Budgetary categories represented in the tables are: administrative, instructional, equipment, guidance and counseling, and staff development. Occupational clusters represented are: agriculture; distributive; health; office; trade, industrial, and service; engineering-related; and multi-occupations. (Author/AJ)

The working papers that document the planning, construction, equipping, and operation of a laboratory facility dedicated to educational research and development (R&D) are organized into three volumes. Volume I sets forth the technical substance of the 12 working papers. This volume, Volume III, contains the technical attachments for Working Papers 6-12 stated in Volume I. There are 73 technical attachments in this volume. Some of the nine attachments for Working Paper 6 include an analysis of aspects of audit contrary to GAO standards, a summary of analyses of auditors' draft report, and an "acceptable" audit report. Working Paper 7 has 10 attachments. Some of them include the contracting officer's preliminary findings, the final decision of contracting officer, and HEW Grant Appeals Board Rules. The three attachments for Working Paper 8 are the proposal from the moving company, the housing questionnaire, and the guidelines for reimbursement of moving expenses. The single attachment for Working Paper 10 is the bidding documents for custodial and maintenance services. Three of the fifteen attachments for Working Paper 12 are functional specifications for components of an R&D equipment system, a budget summary for R&D equipment, and the contract for procurement of an R&D equipment system. (SK)

Prepared as a program planning tool for participants of the Bureau of Indian Affairs (BIA) Chief Area Education Officers 1974 conferences, this initial annual report includes topics discussed during the conferences; conference addressed presented by the Director of Indian Education Programs; conference evaluations; and selected reports presented by Area Office representatives. Specifically, the following are presented: (1) Introduction (the basic theme is identified as that of sharing mutual problems and concerns between Washington management and the field offices); (2) Conference Locations and Agendas (Albuquerque, New Mexico; Scottsdale, Arizona; and Warm Springs, Oregon); (3) Keynote Addresses by Dr. Sockey ("New Directions in Indian Education"; "The Year Ahead"; "Excellence in Indian Education"; "Where Are We Headed?"); (4) The Evaluation Instrument (covers major conference topics--Secretarial Objective on School Management Options; What do we do next?; career development; budget; accountability objective; enrollment trends in off-reservation boarding schools; school facilities objective; school construction standards; community facilities as part of school construction; review and interpretation of revised Johnson O'Malley (JOM) regulations; JOM contracting procedures; the Indian Self-Determination and Educational Assistance Act; student rights and responsibilities). (JC)

Detailing the decisions and procedures involved in the development of a community school (K-9) on the Tobique Indian Reserve in New Brunswick, Canada, this report describes the initial stages of development and presents the viewpoint of the education project director. Among the procedures, processes, problems, and conflicts described are: (1) selection of the education project director; (2) use of a community survey to determine community educational needs and preferences; (3) creation of a 4-member team of advisors to aid the chief and council in deciding on facility type and program direction; (4) securing an architect who could be made to respect Reserve authority rather than that of Indian Affairs; (5) recruitment of a suitable director; (6) a communication breakdown between the school board, the chief, and the advisory team; (7) conflict between the Reserve and Indian Affairs over land, money, personnel, etc. (an "approved" budget went from $313,000 to $250,000); and (8) authority conflicts among all decision makers. Despite the numerous problems cited, this report indicates that the school did open sometime in 1975 but still needs: (1) an acceptable education agreement; (2) renewal of discussions between the chief, council, and school board; (3) negotiation of a realistic budget and fiscal control with Indian Affairs; and (4) on-going staff and curriculum development. (JC)

This report provides background information needed for a determination of the feasibility of establishing a program to train dental hygienists and dental assistants at Luzerne County Community College, and presents data needed to design such a program in a comprehensive community college. Information presented describes: the constituency and functions of a dental auxiliary advisory committee, program objectives and characteristics, curriculum content and course descriptions, personnel and budget requirements, program administration needs, facility needs, and accreditation and licensing requirements. In addition, findings of a labor market survey of all Luzerne County dentists are presented. Respondents reported the number of dental auxiliaries currently employed, their immediate needs for additional dental auxiliaries, and their anticipated needs over the next three years. Seventy-seven percent of the respondents indicated that they would prefer to employ a college trained assistant to training one themselves. An analysis of an existing dental auxiliary education program at another Pennsylvania community college is included, and the survey instrument is appended. (Author/DC)

The Chicano Studies (CS) Program at Cerritos College (California) is administratively recognized but instructionally dependent, with courses offered through four of the college's Divisions. Pressure has been brought to bear by the Citizens' Resource Committee to grant the program administrative autonomy, a separate instructional budget, and a full-time Coordinator. This study examines the reorganizational needs of the CS program in light of these demands and the college situation. Employment trends of part-time and full-time CS instructors and instructor turn-over rates were analyzed. A comparison of part-time instructor attrition in regular and CS sections of the same courses revealed that both exceeded the 33 percent limit regarded as essential for program stability. A descriptive survey of 10 urban community colleges with CS programs in California was conducted; three programs were administratively autonomous, half had independent budgets, and all 10 reported that most classes were taught by full-time faculty. On the basis of the findings, employment of a full-time Coordinator, full-time faculty, and central budget coordination are recommended, but administrative autonomy is not recommended. A review of the literature is included. (BB)

Since the formal organization of the Michigan Library Consortium, its financial support has come through membership fees and a grant from the Michigan State Library from Title III funds. The financing of the consortium is already a complex operation and will become even more complex as new programs are undertaken, since funds have been accepted for specific purposes which must be respected. Another method of financing the consortium is proposed here with the specific example of participation in the Ohio College Library Center (OCLC). OCLC in its financing arrangement has set up an organization to reduce overhead costs and to avoid cash flow problems. The former must be assumed by the consortium. The consortium should follow the wisdom of OCLC in the latter. (Author/SL)

The Program for Development of Community College Faculty was designed to provide statewide coordination and resources for individualized faculty development programs at 18 of Alabama's two-year colleges. It featured a year-long (1971-72) on-campus program of faculty development planned and implemented by certain faculty members from each community college who were designated as "catalytic agents" and who participated in an intensive training session during summer 1971. The program also included a time-sequenced series of evaluations which continued three years after other program activities had ended. This report describes the program in detail, outlines its budget, and presents summaries of the evaluation results. It was found that program participants became slightly more open-minded and formed more positive attitudes toward basic community college concepts during their year of inservice training, and that it was the "catalytic agents" who benefited most from the program. It is recommended that any replication of this project include: (1) more lead time in selecting "catalytic agents" and in staff planning, (2) either more funding or a more limited scope, (3) the recruitment of at least two "catalytic agents" for each participating college, and (4) the requirement that each "catalytic agent" form program strategies before leaving the summer session. Appended are a list of participating colleges and the evaluation instruments. (DC)

As the second report on ISUPS, this document evaluates the period of July 1973 to December 1974 and presents sections dealing with: (1) higher education and American Indian students; (2) recommendations based on first year operations; (3) second year operations; (4) development and research; (5) evaluation reports from the districts; (6) the budget; (7) literature pertinent to dropout rates; (8) the implications for ISUPS. The most significant program change cited is the development of "outreach campuses" which, by initiating locally tailored courses on the Indian reserves, should facilitate reduction in dropout rates, costs, and the number of on-campus students and also facilitate increases in intercollegiate communication, coordination, and competition. Among the major program adaptations mentioned are: (1) more stringent selection criteria; (2) extension of the summer orientation program from 2 to 6 weeks; (3) compulsory attendance for tutorial sessions; (4) utilization of paid senior students as counseling liaisons between newer students and staff; (5) a title change to distinguish between ISUPS and university programs; (6) a proposed concurrent orientation period to extend throughout the semester; (7) the addition of 13 new native studies courses; (8) creation of the position of Academic Coordinator; and (9) a proposed "common core" of course work for outreach locations. (JC)