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The objectives of the survey reported in this publication were to gain insight into existing consumer education practices in New Jersey public schools and to provide information helpful in the development and improvement of consumer education programs. Findings from questionnaires mailed to a random sample of local school superintendents showed that consumer education was practically nonexistent in elementary schools and only occasionally available in middle schools. Relatively comprehensive coverage was provided at the high school level through courses in home economics, business education, and distributive education, with some emphasis on consumer education in other disciplines. But consumer education was not generally considered important enough to be included in the educational programs of all students; only about one-third of the students in New Jersey's public schools had the opportunity to develop consumer skills through formal education programs. The survey indicated a need for more curriculum development, resource materials, and teacher expertise so that all disciplines in the elementary and secondary school curriculum would be involved in consumer education. Tabulated data from the survey give responses by grade level, subject area, and consumer concept. (MF)

The intensity of information processing engendered in different phases of standard memory tasks was examined in six experiments. Processing intensity was conceptualized as system capacity consumed, and was measured via a divided-attention procedure in which subjects performed a memory task and a simple reaction-time (RT) task concurrently. The more intensely a subject processed the memory information at any given point in the memory task, the less the residual capacity he could devote to the RT task, and the longer his RT to a signal occurring at that point should have been. Thus, RT served as an index of expended processing capacity. (EPC). Viewed collectively, the results shed considerable light on EPC during information input (list study) and output (recall). Input processing was enhanced by learning, list organization, input clarity, low information load, and an imagery memonic. Output processing was enhanced by learning, list organization, low information load, freedom of recall order, recency of input, and high item imagery. The results suggest ways in which learning and memory in practical situations can be conceptualized, diagnosed, and improved. (Author)

The purpose of this study was to determine the characteristics of students living in a quiet resident hall to assess how they differed from other resident hall students personally and in terms of their environmental perceptions of the University of Missouri at Columbia. Thirty-five students were randomly selected from 2 "quiet" halls and 35 from 2 conventional halls. Information was obtained on their SCAT scores, GPA, major, division, age, classification, and parental education, and they were administered Pace's College and University Environmental Scale (CUES). Their responses showed perceptions of the college environment along 7 dimensions: practicality, community, scholarship, awareness, propriety, campus morale, and teacher quality and faculty-student relationship. Employing the psychometric process of scoring, the findings showed a marked difference between the residents of quiet and conventional halls. The quiet hall resident was usually an older student, generally an upper classman, who perceives his environment as characterized by intellectuality, scholastic discipline, consideration for others, and propriety. (AF)

Anticipated improvements in the educational level of the Nation's labor force, projected to the year 1985, are discussed and illustrated by tables and charts. These present data concerning the following: years of school completed by persons 25 years old and over in the civilian labor force, by sex and race, 1950 to 1985; projected educational attainment of the civilian force 25 years old and over, by age and sex, 1975, 1980, and 1985; percent of persons in population and civilian labor force with 4 years of high school or more, by age and sex, selected years; percent of persons 25 and over in civilian labor force with 4 years of high school or more, by age, race, and sex, selected years; percent of men and women 25 and over in civilian labor force with 4 years or more of college, by age, selected years; projected educational attainment of the white civilian labor force 25 years old and over, by age and sex, 1975, 1980, and 1985; and projected educational attainment of the Negro and other races civilian labor force 25 years old and over, by age and sex, 1975, 1980, and 1985. A continued upgrading to 1985 is predicted as the educational attainment of whites and Negroes, men and women, converges toward a median of 12.6 years. (DB)

A discussion of the development of an early childhood education program in American Samoa focuses first on the creation of a televised series. The show, directed to children under six, deals with familiar Samoan village life and includes original songs, rhymes, and stories. At the same time, the concept of learning centers in each community is explored, utilizing and training parents as teachers. Teacher education training sessions are described with attention to the demonstration method, preceded and followed by discussion. Also considered are the facilities (usually the home of a teacher), instructional materials, and daily activities. The growth of the early childhood centers is noted to be from none to 135 in two years; planned growth and additional needs are depicted. (RJ)

As an interdisciplinary educational program, consumer education is an ongoing process and must not be limited to one grade level nor to one or two disciplines. When implementing a consumer education program, consideration of necessary administrative adjustments and a delineation of the steps to be followed in curriculum development should be made. School administrators will be concerned with adjustments in time, money, facilities, and personnel. Curriculum development depends largely on the teacher, students, and school's resources and involves stating the objectives, developing a program of activities and experiences, and evaluating the students and the program. A related document is available as VT 013 771 in this issue. (SB)

Answer to how long it takes to get a junior college (2-year) degree; the percentage of the total enrollment who drop out without completing one hour for credit; the average number of hours taken, or completed, by a student; and the percentage of students expected to complete one quarter successfully provided the central themes for this study. The answers were obtained by summarizing 50,000 data records for 8,000 students on grades and number of quarters completed. An IBM 1130 computer was used. Two matrices were constructed to report the summarized data. The first consisted of the quarters from fall 1966 through summer 1971 (20 quarters) and total hours earned with a range from 0 through 14. The second matrix showed students who earned from 90 hours through 108 hours. The latter proved the most useful. Analysis of these data provided the following answers: (1) it took 8.16 quarters to get a junior college degree; (2) over the five-year period studied, 18.32% of the enrolled students dropped out without completing one hour for credit; (3) the average number of credit hours taken was 10.23 and the average number completed was 8.51; and (4) one can expect 82.73% of the enrolled students to complete one quarter successfully. (AL)

A study was conducted to assess and account for high school student aspirations for post-secondary education. This study intends to shed some light as to why or why not a Vermont high school student will aspire to further education, the content of that aspiration, and factors which determine that aspiration. Major topics discussed include: (1) correlation between the aspiration rate and the continuation rate, (2) variables that account for aspiration rates, (3) high school student preference for specific post-secondary services, (4) analysis of educational aspiration, and (5) analysis of continuation rates. Results are given. (CK)

The report is based on a longitudinal study of a national sample of males in the high school class of 1969. They were followed from the beginning of 10th grade (1966) to one year after high school (1970). The most important determinants of unemployment among young men recently out of high school are family background and intelligence. High unemployment is associated with two groups: those with low intelligence who come from low status families and those with very high intelligence who come from high status families. For full-time workers in entry jobs: (1) the status of their job is determined by background, intelligence, and the availability of high status jobs in the area of employment; (2) wages are a function of the prevailing wage rate for unskilled workers. Full-time workers display a high level of job satisfaction. Variation is associated with job expectations prior to entry and with both monetary and non-monetary job benefits. Type of job (Census classification), satisfaction, and descriptions of job characteristics are all intercorrelated. There is a 12-page glossary. (Author)

The work force is expected to expand to 101.8 million by 1980. Rate of growth will then decline, reaching 107.7 million by 1985 and 112.6 million by 1990. Projected data are presented in text, graphs, and tables compared with actual 1960 and 1970 figures. Numbers and percentages are divided according to sex and age. (MS)

Consumer education should be integrated throughout the curriculum in an inter-disciplinary manner. English teachers have unparalleled opportunity to provide students with excellent foundations for critical and interpretive reading and thinking in the area of advertising, as they are involved with reading, vocabulary building, and both oral and written communication. Suggestions for individual and group activities are listed for various age levels and specific areas of consumer education, including money management, credit, advertising, shopping for goods and services, and consumer rights and responsibilities. (LL)

International understanding, as an objective of the study of modern languages at the secondary school level, is emphasized due to recent advances in linguistic science and the trend toward interdisciplinary approaches to language study. Special attention is directed to the realization that language and culture are inextricably interwoven and to the design of a curriculum which would develop international understanding as well as communication skills. Other related topics discussed are: (1) native speakers, (2) international contracts, (3) audiovisual materials, (4) role playing, (5) foreign atmosphere, (6) current events, (7) reading, and (8) activities in correlation with other subjects. Curriculum planning, resources for teachers, definition of foreign language study objectives, and urgent needs in the area are also examined. (RL)

Work papers and summaries of the discussions of participants at a historically significant conference, held to redefine the role of foreign language instruction in the secondary school, are published in this bulletin. Papers are included on: (1) the increased need for foreign languages, (2) status of foreign languages in high school, (3) changing character of high school foreign language teaching, (4) newer objectives and evaluative techniques, (5) teacher preparation and professional growth, and (6) responsibility for improving the high school program. A conference summary and the Modern Language Association of America (MLA) statement of qualifications for high school language teachers are also provided. (RL)

Some guidelines, suggested for secondary school counselors, concerning foreign language study and vocational opportunities are briefly discussed, with major attention focused on the appendixes containing foreign language entrance and degree requirements for the bachelor of arts (B.A.) and bachelor of science (B.S.) degrees at different colleges. A table of world languages and some references are also included. For a companion document see FL 000 171. (AF)

This guide to coping with problems arising from the psychology and needs of disadvantaged youth examines the characteristics of the disadvantaged youth and especially his family background; the role of the counselor, including establishing rapport with the disadvantaged youth and testing and counseling him; educational and vocational counseling; means of motivating the disadvantaged youth; identification of the able disadvantaged youth; the extension of guidance services through community resources; some comments made by counselors during interviews with the authors; and the impact of the disadvantaged youth upon the counselor. [Not available in hard copy due to marginal legibility of original document.] (EM)

In 1968, a new phase of the total educational play for American Samoa aimed at increasing power in language and thinking. An in-school program, including a televised component was designed for all the 5-year-olds entering school in September. A curriculum was devised to encourage the use of the Samoan language. Materials were imported when commercially available products were too expensive or did not reflect Samoan culture. A pilot project with 15 Samoan 5-year-olds was conducted to determine the appropriateness of the curriculum materials, to observe the response of the children and their parents to the program, and to begin to train Samoans who would be teaching. The program was repeated using two groups of children who were observed by 111 Samoan teachers and assistant principals participating in the 5-week workshop. During August and part of September, 800 Samoan children who would be entering school, participated in the Early Childhood program. The groups averaged 15 in number and were taught by the teachers attending the workshop. Classroom activities were similar to the experimental programs. Early Childhood personnel guided teachers in conducting the successful program. It was felt that the majority of the teachers did a better than average job. The children responded well to the activities, curriculum materials, and the telecast. (JS)

This report presented a review of the Florida Inter-American Learning Institute (FILI), which began at Tallahassee in March 1968. FILI was designed as a "half-way house" where foreign students could increase their ability to communicate in English. Students enroll for one or two 11-week periods during which they receive instruction in reading, writing, speaking, and understanding English. When students have reached an established level of proficiency they are permitted to attend regular courses as unofficial auditors and thereby gain exposure to classroom requirements similar to those of institutions where they will pursue their academic career. Three additional phases of the program that have not yet been implemented will provide: Spanish instruction for American students planning to study in Latin America; English instruction for international entrepreneurs who wish to do business with American firms; and Spanish instruction for American businessmen who wish to expand their enterprises. A junior college international center to serve as a clearinghouse for foreign students applying to, or enrolled at, a Florida junior college, is also planned. A fact sheet showing enrollments and nations represented in the program, institutions students have transferred to, and the program faculty and staff was included. (MB)

This working paper is the fifth in a series on Youth in Transition. Included are four papers plus comments on these papers. The findings are based on information gathered from approximately 2,000 high school teachers and 300 counselors. The teachers' and counselors' perceptions of the way our high schools are run and the impact of those schools on them are the two points investigated. Davidson, in the first paper, presents a design for the study of boys in their high school environment. Methods and techniques are explained with diagrams included. In the second paper, Johnston's findings include that teachers perceive the actual influence picture in the schools to be very hierarchical with those at the top exercising most of the power. Teacher influence is only moderate and is limited to the classroom. The third paper concludes that the large majority of high school teachers view themselves as satisfied with their career choice and job. The most satisfied also feel they have more influence than do less satisfied teachers. Rodgers notes, in the fourth paper, that administrators increase counselor satisfaction and their assessment of the quality of counseling to the extent that they are concerned with problems in their schools and are innovative in their approaches to these problems. (KJ)

The research concerned differences within a basically rural low-income population on changes for social mobility. Mobility potential referred to differential chances for moving from a status of economic dependency to one of self-sufficiency. Two aspects of mobility potential, individual and situational, were conceptualized as influencing movement through mobility channels. Socioeconomic, demographic, and attitudinal data were collected in structured interviews with 231 female AFDC (Aid For Dependent Children) recipients selected from welfare roles in 2 Mississippi counties. Correlational analysis was used to compare the interview data with scores on a five-item index of mobility potential. Comparisons indicated that the AFDC population was generally homogeneous in socioeconomic status and life styles. However, differences between high and low mobility potential groups were found on the following psychological characteristics: (1) individuals with high mobility potential were not adjusted to their present life situation, showed a desire toward conformity to general societal norms and values, and had greater feelings of isolation than those with low mobility potential; and (2) individuals with low mobility potential were adjusted to their life situation and placed great value upon security. (Author/TL)

A plan for orientation activities prior to and during the first weeks of school for new teachers of the educable mentally retarded is presented. Kinds of teachers who will be oriented, qualities of an adequate orientation program, steps taken in program planning, plan implementation, and followup orientation are discussed. Also included are materials given to teachers, program agendas, a graph showing the training and experience of the new teachers, a questionnaire survey of teacher opinion concerning orientation activities, a report on administration of the special curriculum in the regular school, and letters to teachers scheduling the orientation. (LE)

Foreign language should become an integral part of the elementary school curriculum available to all students by the year 2000. Justification for including language instruction in the core of common learning includes such considerations as (1) language learning, cultural adjustments, and intercultural understanding can best be achieved in childhood years, and (2) equal educational opportunities exist most effectively at the elementary level. To achieve the hoped for instructional goal within the next 30 years, the profession must initiate new programs and strengthen those already functioning through (1) teaching experimentation and innovation, (2) the expanded use of existing instructional materials and the development of new media, and (3) the application of new administrative devices. (AF)

A study compared instances of self-supervision with more traditional supervision of student teachers to determine the relationships between this variable and teacher attitudes and interaction behavior. Eighty-four secondary education student teachers were engaged in self-supervision, or were more traditionally supervised, or both. Self-supervising student teachers were videotaped with no supervisor present during each of two 20-minute microteaching sessions; after each session they analyzed their own video tapes using interaction analysis, in which they had received previous training. Traditionally supervised student teachers, who had not had interaction analysis training, were observed by a supervisor during each of their two 20-minute lessons and then met with him for a 30-minute conference. Each student teacher estimated the amount of his indirect and direct influence behavior after each lesson. Pre- and posttest Minnesota Teacher Attitude Inventory (MTAI) scores and the results of the investigator's interaction analysis of each student's video tapes provided the data which was subjected to analyses of variance and covariance. Among the conclusions were that self-supervision tends to promote indirect teaching and higher scores on the MTAI and that estimates by student teachers of the percentage of indirect teaching they exhibit in their lessons are very inaccurate under both traditional and self-supervision. (JS)

The Detroit Main Library's reference and research facilities have been used by increasing numbers of non-residents, although there has never been reciprocal financial support from suburban areas. Costs have increased and the city tax base has declined. In order to continue to operate as a metropolitan research library and to solve financial problems, the Detroit Public Library, Wayne State University, and the Michigan State Library began a research and demonstration project in August, 1966. Objectives of the project were to (1) provide service to all residents of the six-county metropolitan area, (2) analyze resulting use and users, (3) determine costs, (4) suggest alternative possibilities for financial support, and (5) "sell" the expanded service and necessary financial support. Major conclusions are: (1) Non-resident use is mostly limited to the Standard Metropolitan Statistical Area (SMSA) and the SMSA residents should have access and share financial support. (2) No correlation is seen between number of residents in a geographical area and use of Detroit's Main Library. (3) Most of the non-residents' use was in-the-building use. (4) Students were heaviest non-resident and resident users. (5) Extent of non-resident use indicates new financial support patterns would be appropriate. (6) Evidence suggests state support of Main Library Service to non-residents. (7) Visits to the Main Library appear to be a valid index of use. Suggested areas for further study are cited. (CC)

This address evaluates standardized language test results of students at the College of William and Mary in terms of their class grades and continuity of enrollment in language programs. Implications of the Scholastic Achievement Test (SAT) and the College Entrance Examination Board (CEEB) test scores reflecting actual linguistic proficiency and secondary school training are examined extensively. Reasons for studying foreign languages are discussed with emphasis on recent trends in enrollment, particularly the dropout rate at the college level, throughout the country. Tables of comparative test scores and correlative final grade averages are included. (RL)

The document describes an educational development service designed to replace the more traditional student counseling service of a community college. It is committed to the principles of service, education and research and the implementation of both preventive and remedial programs which optimize all educational and personal growth opportunities. Six procedural tenets are listed: (1) the service will attempt to assess and meet new needs of the community college, (2) all programs of the service should remain integrated to avoid departmentalization, (3) the service will try to maintain a small staff student ratio, (4) the service will be decentralized to operate throughout the campus, (5) the program will be concerned with all students and go to them for suggestions, and (6) the college strives for a staff which exemplifies faith, understanding and acceptance. Three basic functions of the program are discussed: (1) remedial and rehabilitative, (2) preventive and (3) educative and developmental. The remainder of the paper deals with the community college's entrance and placement program, its academic advising program, its learning assistance program and its counseling program. (MC/Author)

Mount Royal College, a Canadian community college, has an open door policy on admissions. Hence it needs a strong counseling division in order to place entering students at appropriate skill levels. Since the American College Testing Program tests have seen limited use in Canada, research is needed to establish and validate local norms. The usefulness of the Cooperative English Test (Reading) and Van Wagenen Scales in the prediction of both freshmen English grades and freshmen grade point averages is investigated here. Their predictive value was found to be extremely low. Nonetheless, the test scores were found to have some limited utility in the counseling process and this may be enhanced by further research on the local norms collected on students that have entered the college since 1966. (DG)

This book is the fifth in a series of monographs documenting the Youth in Transition project, a longitudinal study covering the high school years of a nationwide representative sample of 2213 young men. The project began by collecting data on the sample as they entered Grade 10 in 1966 and has continued by re-interviewing the sample at the end of Grade 11 (1968), Grade 12 (1969), and one year after graduation (1970). Data from the most recent interview was examined to determine which factors influenced a young man to select the alternative of military science instead of finding a job or continuing his education. From the data, it appears that even prior to entrance into Grade 10 many young men are keyed to the choice of advanced education after high school. Such a choice is highly predictable from aptitude and family background. The same is not true for work or military choice; these choices were adopted only in the later years of high school and then somewhat reluctantly. There were almost no background characteristics distinguishing enlistees from those who took jobs. In addition to discussing the plans, attitudes, and behavior of young men from 1969-70, the monograph also contains an examination of some of the issues surrounding the debate over an all-volunteer armed forces and an indication of the feasibility of attracting volunteers to such a force using various incentives. (SB)

A PREPARATION LABORATORY WAS DESIGNED TO FAMILIARIZE STUDENTS IN ADVANCED MAMMALIAN PHYSIOLOGY WITH LABORATORY SKILLS AND TECHNIQUES AND THUS SHORTEN THE TIME THEY SPEND IN SETTING UP ACTUAL EXPERIMENTS. THE LABORATORY LASTS 30 MINUTES, IS FLEXIBLE AND SIMPLE OF OPERATION, AND DOES NOT REQUIRE A PROFESSOR'S PRESENCE. THE BASIC TRAINING UNIT IS THE INDIVIDUAL LEARNING CARREL, EQUIPPED WITH KODAK CAROSEL MODEL AV 900, VIKING DECK TAPE, KOSS HEADPHONES, AND 16" X 16" CARDBOARD SCREENS. THREE MOVIE PROJECTORS, A CENTER TABLE AND A STORAGE CABINET COMPLETE THE LABORATORY SETTING. LABORATORIES WERE DEVELOPED IN NINE AREAS OF PHYSIOLOGY. WRITTEN OVERVIEWS, SLIDES, TAPES, SINGLE CONCEPT FILMS, AND LINEAR PROGRAMS PROVIDE THE STUDENT WITH A KNOWLEDGE OF REQUIRED EXPERIMENTAL PROCEDURES. ALTHOUGH THERE WERE NO CONTROL GROUPS TO BE COMPARED, A COMPARISON BASED ON ESTIMATES SHOWED THAT STUDENTS WHO WENT THROUGH PREPARATION LABORATORIES REQUIRED ABOUT 105 MINUTES TO COMPLETE PRE-EXPERIMENT SETUPS AS COMPARED TO 135 MINUTES FOR STUDENT NOT USING THE FACILITY. QUESTIONNAIRES ALSO REVEALED STUDENTS' PREFERENCE FOR THE PREPARATION LABORATORIES. THERE WAS NO EVIDENCE THAT PREPARATION LABORATORIES PROVIDED A BETTER KNOWLEDGE OF PHYSIOLOGY. (JO)

Designed to acquaint parents with how modern languages are being taught in the schools today, this booklet discusses audiolingual aims and methods and explains the role of electronic equipment, visual aids, and modern textbooks in language instruction. A concluding section advises parents on how to encourage and guide their child's study of a second language, and a brief bibliography and a short film list are included for further reference. (AF)

Responses to questionnaires sent only to schools known to have language laboratories show that as of 1958, 240 colleges and universities and 64 secondary schools in the U.S. have such laboratories. Of 40 foreign languages, French, Spanish, German, and Russian are taught most frequently. Laboratory organization plans vary; they include classrooms, listening rooms, practice laboratories, mobile laboratories, and drill rooms. Representative scheduling is 30 minutes per session, four times a week, with no more than one session a day. For 91 colleges and universities that submitted cost data, installation costs ranged from under $1,000 to over $10,000, with yearly maintenance averaging $21 for 137 colleges and $67 for 19 high schools. Forty-six colleges and universities charge student fees averaging five dollars per semester. The aural-oral approach favored by language teachers is aided by audio-instructional materials which encourage studentparticipation and which feature several native speakers on one recording. While further research is needed to discover if language laboratories can alleviate teacher shortages, these findings indicate self-evaluation, and advancement. Appendices include the questionnaire, a sample description of laboratory design and functions, and a list of laboratories. (JO)

A stratified random sample of 84 student teachers in secondary school academic subject areas was distributed into four treatment groups according to a trichotomization of their scores on the Minnesota Teacher Attitude Inventory (MTAI). Each student teacher taught two 20-minute lessons with the same content to different classes of five pupils. On group supervised itself using videotape and Flanders' system of interaction analysis; another group was supervised in a more traditional manner (supervisor present). The two remaining groups experienced both self-supervision and teacher supervision. Upon program completion the MTAI was retaken (in one group retesting was at delayed intervals). Analysis of variance indicated the following: (1) No significant relationship exists between attitudes and teaching behavior before supervisory treatment. (2) Supervisory treatment tends to promote a significant relationship between attitudes and teaching behavior. (3) Self-supervision tends to promote indirect teaching and higher MTAI scores. (4) Estimated by student teachers of the precentage of indirect teaching they exhibit in their lessons are very inaccurate under both traditional and self-supervision. (5) No significant relationship exists between time and attitude change in student teachers supervised in a traditional manner. (Author/LP)

THE PROJECTIONS ARE BASED ON BUREAU OF THE CENSUS UNPUBLISHED POPULATION PROJECTIONS BY COLOR AND ON THE ASSUMPTIONS THAT PAST TRENDS IN LABOR FORCE PARTICIPATION RATES WILL CONTINUE, THAT THE SIZE OF THE ARMED FORCES WILL NOT CHANGE SIGNIFICANTLY, AND THAT THE ECONOMY WILL OPERATE AT RELATIVELY HIGH LEVELS CONSISTENT WITH AN UNEMPLOYMENT RATE OF ABOUT 4 PERCENT. RECOGNIZING THE UNCERTAINTY OF THE PROJECTIONS, IT IS ESTIMATED THAT BETWEEN 1965 AND 1980 -- (1) THE TOTAL NONWHITE LABOR FORCE WILL HAVE RISEN BY 41 PERCENT COMPARED WITH ONLY A 28 PERCENT INCREASE IN WHITE WORKERS, (2) THE NUMBER OF NONWHITE WORKERS WILL INCREASE FROM 8.7 MILLION TO 12.3 MILLION WHILE WHITES WILL INCREASE FROM 69.7 MILLION TO 89.1 MILLION, (3) THE EXPECTED GROWTH OF THE TOTAL POPULATION ACCOUNTS FOR 86 PERCENT OF THE PROJECTED LABOR FORCE INCREASE, (4) THE NUMBER OF YOUNG, AGES 14 TO 24, NONWHITE WORKERS WILL INCREASE BY NEARLY 30 PERCENT AND YOUNG WHITE WORKERS BY 20 PERCENT, AND (5) AMONG WORKERS AGED 25 TO 54, THE NUMBER OF WHITE WOMEN WILL INCREASE BY ABOUT 31 PERCENT, NONWHITE BY 27 PERCENT, NONWHITE MEN BY 3 PERCENT, AND WHITE MEN WILL NOT INCREASE. FOR BOTH COLOR GROUPS, BOTH SEXES, AND ALL AGE GROUPS, ACTUAL FIGURES FOR THE 1960 AND 1965 AND PROJECTED FIGURES FOR THE 1970, 1975, AND 1980 POPULATION, LABOR FORCE, AND LABOR FORCE PARTICIPATION RATES ARE GIVEN. THIS DOCUMENT APPEARED IN "MONTHLY LABOR REVIEW," SEPTEMBER 1966, AND IS AVAILABLE FROM U.S. DEPARTMENT OF LABOR, BUREAU OF LABOR STATISTICS, WASHINGTON, D.C. 20210. (ET)