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The primary function of a school system is to educate; however, the safety and security of personnel and facilities must be guaranteed. The author suggests that only way such a guarantee can be affected is by selecting a person who has the background ability to organize a system that will guarantee the safety and security of people and property. The particular approach will be guided by the size and problems being experienced by the individual school system. A qualified person with a sound program will not only help school administrators avoid frustrating and disruptive situations, but will also have funds that are being drained from budgets as a result of acts of vandalism. (Author/MLF)

In September, 1969, a radically innovative program for middle school children was undertaken at Theodore Roosevelt Junior High School, one of eight junior high schools in School District 4J, Eugene, Oregon. Because the Roosevelt program is one that goes far beyond the usual idea of innovation, it is anticipated that this program description will be useful in providing incentives for educators to pursue new concepts in curriculum construction and program planning. This analysis was limited to the initial three years of the program development and to its first year of operation, 1969-1970. First, some background information about the program is presented. Then, the authors discuss the development of the program--detailing both the formal and informal actions which led to the program inception--and describe the initial summer workshop. The presentation next covers the implementation of the program, the first year of operation, problems encountered and solutions formulated, and analyses of actual student choices. Following these analyses are an evaluation of the first year, some conclusions reached in the second workshop, examples of student and parent reactions, and a discussion of the direction for the second year. A summary and an overview of the program after the first year conclude the publication. A short bibliography is included. (Author/EA)

The author states that hundreds of schools throughout the country are discovering that a positive factor for academic achievement is parental involvement. Schools are finding out that parents "do care" and that, given the opportunity, they can influence and further enchance the educational opportunities of their children. Some question facing the schools are, "How do we begin to draw parents closer to the schools?,""What types of programs can we use with parents?," and "What are some of the new roles concerning education that parents can play?" The author tries to answer some of these questions by referring to the parental involvement component of the bilingual program at the Education Service Center, Region XIII, Austin, Texas. (SK)

This publication lists 34 types of schools which are under the supervision of the national educational, social welfare and correctional administrations in Sweden. Each type of school is described according to the following categories: educational stages, normal age group, duration of studies, terms used for classes, examinations, diploma or degree, articulation after graduation, categories and titles of teaching and senior administrative staff, and "other remarks". (CH)

Fifty-three types of educational institutions in Finland are briefly described according to the following descriptive categories: educational stages, normal age group, duration of studies, terms used for classes, examinations, diploma or degree, articulation after graduation, categories and titles of teaching and senior administrative staff, and "other remarks." (CH)

It is the identification of the crucial variables and means of measuring them wherein lies a major problem related to the organization, administration, and the productive effectiveness of schools. The purpose of this study is to further refine a means of measuring and diagnosing dysfunctions in school systems in relationship to the variables identified. It aims to determine the nature of school organizational processes as measured by the School Organizational Development Questionnaire (SODQ) across the wide spectrum of different school organizations. More specifically, the study intends to (1) investigate in a number of school systems of various sizes in various regions of the United States discrepancies in school organizational processes at various levels of the school system and with different segments of the school population; (2) provide participating institutions with the result of the study for their own purposes in school organizational development; (3) provide the documentation necessary for replicating the study; and (4) determine the measurement characteristics of the SODQ. (Overall pale copy.) (Author/WM)

A 2-YEAR STUDY IN WISCONSIN WAS MADE TO DETERMINE IF AN EDUCATIONAL ADMINISTRATIVE UNIT BETWEEN THE STATE AND LOCAL DISTRICTS WAS NEEDED, IF NEEDED, WHETHER THEIR COUNTY SCHOOL SUPERINTENDENT STRUCTURE WAS ADEQUATE, AND TO DEVELOP CRITERIA FOR THE TYPE OF INTERMEDIATE ADMINISTRATIVE UNIT NEEDED IF THEIRS WAS INADEQUATE. NINE ASSUMPTIONS FOR THE STUDY WERE LISTED. DATA WERE COLLECTED FROM THE LITERATURE ON THE INTERMEDIATE UNIT OF EDUCATIONAL ADMINISTRATION AND BY PERSONAL INTERVIEWS AND QUESTIONNAIRES FROM ALL COUNTY SUPERINTENDENTS OF SCHOOLS, ALL ADMINISTRATORS OF LOCAL SCHOOL DISTRICTS WHICH EMPLOYED THREE OR MORE TEACHERS, ALL MEMBERS OF THE STATE DEPARTMENT OF PUBLIC INSTRUCTION WHO HAD A SPECIFIC RELATIONSHIP TO PUBLIC SCHOOL ADMINISTRATION, AND A SELECTED GROUP OF LAY CITIZENS. THE STUDY INDICATED THAT AN INTERMEDIATE ADMINISTRATIVE UNIT WAS NEEDED, BUT THAT THEIR COUNTY SCHOOL SUPERINTENDENCY WAS NOT ADEQUATE. NINE CRITERIA FOR DEVELOPING SATISFACTORY INTERMEDIATE ADMINISTRATIVE UNITS IN WISCONSIN WERE LISTED. THE AUTHOR STATED THAT THE STUDY HAS RELEVANCE FOR MANY OTHER STATES HAVING SIMILAR PATTERNS OF SCHOOL ORGANIZATION. THIS ARTICLE IS PUBLISHED IN THE "ADMINISTRATOR'S NOTEBOOK, " VOLUME 8, NUMBER 2, OCTOBER 1959. (RB)

Titles of theses and dissertations directly related to school health and school health education have been selected for inclusion in this compilation. Although each citation is listed only once by author and is not cross-referenced, categories are defined to aid in locating specific titles. These include: (1) Community and Public Health, (2) Curriculum Development, (3) Evaluation--health knowledge, attitudes, and practice; instruments, (4) Health and Physical Education, (5) Health Instruction--general; materials and resources; methods and techniques; misconceptions; needs and interests, (6) History and Biography, (7) Professional Preparation, (8) Research: Techniques and Analysis, (9) School Health Services, (10) Total School Health Program, and (11) Specific Health Topics--driver and traffic safety; environmental health; mental health, nutrition and weight control; safety; sexuality, marriage, and family life; and stimulants and depressants. Resources used in locating the titles were "Completed Research in Health, Physical Education, and Recreation", Volume 1 (1959) through Volume 10 (1968); "Research Quarterly", (March 1958 through May 1969); "Health, Physical Education, and Recreation Microcard Bulletin," Volume I (1949) and Volume II (May 1969); and "Dissertation Abstracts", Volume 20 (1960) through Volume 29 (February 1969). (BL)

Ninety-three book and article citations which appeared during 1971 are included in this English translation of an annotated bibliography containing information about Yugoslavian educational resources and school systems. Works cited refer to history, educational development, school reform, teacher training, and various levels of the schools and institutions. Curricula, audiovisual aids, polytechnical education, self education, physical education, educational problems, management, legislation, and educational statistics are also covered. A related document is ED 051 710. (SJM)

A NEW YORK CITY SCHOOL VOLUNTEER PROGRAM HAS BEEN IN OPERATION SINCE 1956 TO RECRUIT, TRAIN, AND SUPERVISE LAY CITIZENS IN ASSISTING TEACHERS AND TUTORING STUDENTS ON A REGULAR WEEKLY OR BIWEEKLY BASIS DURING THE 9-MONTH SCHOOL YEAR. THE DOCUMENT DESCRIBES (1) THE STRUCTURE AND SERVICES OF THAT PROGRAM, (2) THE SELECTION OF SCHOOLS, (3) THE INTERVIEWING, TRAINING, PLACEMENT, AND SUPERVISION OF THE APPLICANTS, AND (4) A DESCRIPTION OF THE PRESENT OFFERINGS, DISCUSSED WITH RESPECT TO THEIR HISTORY, VOLUNTEER TRAINING NEEDED, PROGRAM PHILOSOPHY, AND WORK OF THE VOLUNTEERS. THOSE OFFERINGS WHICH ARE DISCUSSED INCLUDE "THE READING HELP PROGRAM,""THE CONVERSATIONAL ENGLISH PROGRAM," AND "THE EARLY CHILDHOOD PROGRAM." A NEW "SUMMER PROGRAM" IS BRIEFLY PRESENTED. THE SCHOOL VOLUNTEER PROGRAM PROVIDES SERVICES FOR CHILDREN IN PREKINDERGARTEN THROUGH HIGH SCHOOL. (RB)

As the church seeks to respond to the human needs arising in our ever-changing society, it must constantly reassess its role in nonmetropolitan areas. At this critical juncture in the history of our country, the nature of the church's mission in town and country is a subject of great debate. For both urban and rural America, this CARA (Center for Applied Research in the Apostolate) study advises that the church's role in an era of change requires both theological and ethical analysis of the sociological facts so that the church can make an adequate response to the dilemmas of our communities. While the scope of this response will differ in the urban and nonmetropolitan areas, its nature is the same. This includes sustaining the community; helping the diocese or the parish to interpret its responses and catalyze this response; and, through its preaching and sacramental ministry, uniting all men with God and with one another more effectively. It is within this perspective that the 8 articles in this book are presented. The articles result from 2 projects: the Office of Pastoral Studies at St. John's School of Divinity, Collegeville, Minnesota, and the Micro-City Project. Intended as an introduction to the small community today and its projected future, these lectures provide an understanding of the change affecting small communities as well as ideas that might help the individual face the realities of change so that he can evaluate and plan in a spirit of hope rather than defeat. (LS)

This booklet presents statistics concerning primary education in Guatemala. The first section covers enrollment, considering such factors as type of school and location. Other sections provide statistics on teachers, their locations, the number of schools, enrollment in terms of students repeating grades or leaving school, students advancing out of grade six, and population and enrollment of school-age children. (VM)

The conference intended to stimulate dialogue between psychologists and educators for the purpose of developing "creative propositions" that address the functions of schooling with the most relevant and advanced psychological knowledge. Most broadly, the papers and critiques are concerned with how psychology could be used to improve: (1) socialization; (2) curriculum development; (3) teaching; and (4) guidance. Some attention is also given to the total functioning of schools, especially organizational change and the community base. Papers deal variously with: (1) an interactional view of learning which weds Dewey and Piaget; (2) the new view of intelligence as a gradually accumulated fund of skills interaction with social experience; (3) the role of school psychologists as teacher advisers; (4) current brain research and its relationship to the problems of education; and (5) the lack of a productive theory of change process. A dissatisfaction with the current schooling process pervades the proceedings. Alternatives and innovations are suggested. (TL)

White tenth graders in eight tokenly desegregated suburban high schools comprised the sample. A number of hypotheses were tested, all of which examine aspects of the relationship between racial attitudes and three sets of independent variables; (1) the ascribed roles and statuses which white students bring with them into the school setting; (2) the statuses he achieves within that context; and (3) the totality of his inter-racial experiences. The single major dependent variable was the students' attitudes toward a busing program which transported black students to their schools. Results show: (1) that white students who experienced equal status contact with blacks prior to the busing program and those who associated with the bused students in school activities were more likely to have positive feelings about the busing program; and (2) contact with bused students in the classroom was not related to tolerant attitudes. In general, the evidence supports the contention that the negative effects of status factors are stronger than the positive effects of cross-racial association. (TL)

AN ATTEMPT WAS MADE TO DEVELOP TWO FORMS OF A SELF-EVALUATIVE CHECKLIST--ONE FOR EVALUATING EDUCATIONAL MEDIA PROGRAMS IN HIGHER EDUCATION INSTITUTIONS, AND ANOTHER FOR EVALUATING PROGRAMS IN SCHOOL SYSTEMS. THE PROCEDURES USED IN THE STUDY WERE DEVELOPMENTAL IN DESIGN. THEY REQUIRED THE DEVELOPMENT OF CRITERIA UPON WHICH TO BASE AN EVALUATIVE INSTRUMENT, DEVELOPMENT OF THE INSTRUMENT, AND THE FORMATION OF SUPPORTIVE MATERIALS. CONSULTANTS WERE SELECTED TO ASSIST IN THE DEVELOPMENTAL PHASES. EVALUATIVE CHECKLISTS WERE PILOT TESTED IN 15 SCHOOLS AND INSTITUTIONS FOR THE PURPOSE OF ESTABLISHING VALIDITY. AFTER REVISION, ON THE BASIS OF INITIAL TESTS, THE LISTS WERE FIELD TESTED IN A LARGE NUMBER OF SCHOOLS AND INSTITUTIONS LOCATED IN ALL MAJOR GEOGRAPHICAL AREAS OF THE COUNTRY. REVISIONS WERE MADE IN LIGHT OF THE FINDINGS, AND A FINAL DRAFT PREPARED OF THE CHECKLISTS, CRITERIA, AND INVENTORY CHECK SHEET. BASED ON THE EXPERIENCE GAINED, THE FOLLOWING MAJOR CONCLUSIONS WERE REACHED--(1) THE CHECKLISTS APPEARED TO BE VALID, AND (2) USE OF THE INSTRUMENTS SHOULD PERMIT SCHOOL AND INSTITUTION ADMINISTRATORS TO INFER ADEQUACY OF THEIR MEDIA PROGRAMS. A NUMBER OF RECOMMENDATIONS WERE MADE CONCERNING FUTURE USE OF THE INSTRUMENTS. (JC)

Categories of effective and ineffective behavior in regard to Goal Four of the Quality Education Program (regarding interest in school and learning) are listed. Both the rationales for areas of effective student behavior and the categories of teacher strategies are also included. (See TM 001 375 for project description.) (MS)

The push to eradicate illiteracy in Turkey was started in the early days of the Turkish Republic and has continued to the present, according to this report. The policies followed to increase the level of literacy in Turkey have differed from one time to another, and some of the measures that were taken became subjects of political controversy. The literacy figures given are based on census data taken by primary teachers in rural villages and small settlements where illiteracy is a problem. The political background and early efforts on literacy training--nation schools, literacy classrooms, the outcomes of literacy courses, some conclusions about the literacy campaigns, the literacy classrooms at the present and their problems--are sketched. The approaches used in literacy training are described in 3 sections (1) early literacy training efforts, including the adoption of the Latin Alphabet; (2) the institutions involved--people houses and people rooms (1932-51), people education centers and reading rooms, and other programs, for example, literacy training in the Army, 4-H clubs, agriculture extension courses, health education programs, home economics programs, and mobil courses for village boys and girls; and (3) the present plans for literacy training through primary education--the problems of expansion, the policies followed to solve the problems, and the planned targets for primary education. Overall results of the efforts on literacy training are discussed, and data showing differences in literacy rate by sex and age group are presented. (FF)

This report describes a 21-month research project, the overall goal of which was to develop behavioral objectives and guidelines for a civics curriculum for the 1970's. The project staff first set out to learn whether secondary school students were concerned with greater participation in institutional decision making, and to consider the implications of student responses to the project goal. Approximately 7,000 junior and senior high school students were given an open ended questionnaire that asked them to describe a dilemma in democracy with which they were personally acquainted. The principal findings of the survey were that a large majority of students feel they are regularly subjected to undemocratic decisions, and that most of these students perceive their schools as essentially undemocratic. Drawing on these results, the project drew up a Manual of Objectives and Guidelines for High School Civic Education. It focuses on democratic decision making as the heart of an appropriate civic education, and sets out ten objectives that define an operating code of democratic citizenship. The manual also provides guidelines that identify ideal points in the educational sequence at which civic competence should be stressed. (A copy of the questionnaire, and lists of objectives and guidelines from the Manual are included in the report.)

"Project 8 Children" was conducted for a three year period in three New Orleans public schools for educating diverse populations of student within a single community. At the end of that time an evaluation of project results was conducted. Operational objectives and scope of the project were continually revised as time went on. This process was healthy and accounted for the project's gradual improvement. It also prevented the establishment of baseline data for evaluation purposes. According to the evaluators, the project's main objective, as stated above, was partially reached. The achievement of results was hindered by the overall resistance to change by school personnel, conflicting priorities, personal allegiances, activities spread too thinly, and the expenditure of time, money, and effort on services that contribute little to the total student body's increase in educational improvement. Those gains which did occur were difficult to identify due to insensitive statistical instruments, inadequate testing, and the lack of a control group. (Author)

A bill providing for the creation of a National Fire Academy in order to provide for and encourage training, education, and research and development is discussed. Specific objectives of the bill include: (1) To provide a working knowledge and an understanding of the current problems and difficulties, both administrative and operational, with respect to the fire services, (2) To create an active interest among eligible individuals in the career of firefighting, and in related areas, including the administration of fire protection organizations, (3) To provide a program of continuing education for individuals seeking to further their skills and abilities in the areas of firefighting and administration of fire protection organizations, and (4) To explore with fire departments, related agencies, and professional firefighting organizations, ways in which the National Bureau of Standards and the National Fire Academy can stimulate discussion, conferences, seminars, specialized courses and research to best serve the needs of the country to provide effective fire prevention. (Author/CK)

This report contains digests of 171 of 265 court decisions concerning students which were compiled from court decisions published in the National Reporter System during the calendar year 1970. The decisions on school desegregation and permissible length of male students' hair have been reported here on a selective basis because of the volume and the number of repetitive issues. Those desegregation cases and hair style cases for which digests do not appear are listed by name and citation under the major issue or principle involved. The 171 decisions digested in this compilation are from 39 states and the District of Columbia and are primarily of a civil nature. The case digests are classified under seven headings: (1) Admission and attendance, (2) School desegregation, (3) Student discipline, (4) Student injury, (5) religion/sectarian education, (6) transportation, and (7) miscellaneous. (Author/RK)

This hearing, which concerned section 214 of the Foreign Assistance Act of 1961 (as amended), focused on dealing with the sharp increase in the number of institutions in the Middle East requesting funds for American schools and hospitals abroad. Thus, this record of hearing contains testimony to provide clarifications about the purposes and goals of section 214, the administering of funds appropriated, the roles of Congress and the Agency for International Development (AID), and guidelines concerning what constitutes an American school or hospital abroad. Also contained in this record of hearing are documents submitted for the record (including a set of criteria used by AID for screening prospective recipients, a delineation of institutions that have not received or requested assistance on a continuing basis, and a tabulation of American sponsoring organizations that have received or applied for grants for more than one institution). Appended are requests of AID and of Congress for appropriations in FY 1972 and a summary of AID to recipient institutions during FY 1959-71. (GC)

Individually Guided Education (IGE) is an elementary school program that replaces the self-contained classroom with an instructional unit composed of a unit leader, three to five teachers, paraprofessionals and clerical aides, and 100 to 150 children. Its program includes innovations such as nongraded instruction, team teaching, continuous progress, peer-group instruction, and differentiated staffing. IGE has seven major components: 1) an organization for instruction, a related administrative organization at the building level and another arrangement at the central office level; 2) a model of instructional programing for the individual student; 3) a model for developing measurement tools and evaluation procedures; 4) curriculum materials; 5) a program of home-school communications; 6) good communication among parts of the school system, and 7) continuing research and development. The first two of these are explained in this booklet, which also recounts experiences of schools which have adopted the program. A list of such schools is included. (JK)

This document is a compilation of 163 English-language abstracts concerning various aspects of education in Australia, Brazil, Bulgaria, Denmark, Finland, France, Hungary, Iceland, India, Israel, Japan, Mexico, Nigeria, Philippines, Thailand, UAR, U.S., USSR, and Yugoslavia. The abstracts are informative in nature and are approximately 1,500 words long each. They are based on documents submitted by each nation to the International Bureau of Education as representative of their best and most substantial work in the field of education. The titles and institutions appear in both translation and transliteration, for documents not written in English. Series No. 1, issued in September 1968, is numbered 1-67/E--19-67/E; series No. 2, issued in March 1969, is numbered 68.1E--68.55E; series No. 3, issued in October 1970, is numbered 70/1E--70/21E; series No. 4, issued in March, May, and September 1971 is numbered 1-68. (MH)

The goal of civic education in a democracy must be mindful political activism. If civic education is to have a positive effect on the development of this activism: 1) it must provide curricular content which reflects the reality of political/social life; and, 2) teachers and administrators must exemplify, in and out of school, a model of active and mindful civic behavior worthy of emulation, and the school as an institution should furnish a model of such behavior. On both counts, I must be very critical of the reality of American education. The greatness of America is exaggerated; its problems, mistakes and weaknesses are minimized or ignored; and, little heed is given to how political and economic power has been and continues to be exercised. Schools are concerned more with maintaining authority and exacting obedience than with building self-esteem and individuality. And, while teachers may rule the school with an iron hand, they are notoriously placid and uninspiring citizens. The real trouble lies with a conception of education which, if it was ever valid, no longer fits our circumstances. It is time that American education outgrows its babysitting, propagandistic role, that it abandon its pretense to be the guardian of all wisdom, that it be more willing to share its problems and perplexities with youth, and devote itself to the cultivation of moral sensibility and intellectual honesty. (Author/AWW)

A description of the Kramer Project to improve the general welfare of children and families is given. The purpose of the project is to provide age-appropriate developmental guidance from early infancy through the end of childhood years. The school, located in the heart of Little Rock, Ark., provides an educational program for children from infancy through sixth grade. It involves 250 children from 127 families and two foster homes. Approximately 150 additional families are involved through home visits and other research projects. Sixty percent are black. One-third are from families receiving some type of welfare. Components of the program include a comprehensive early childhood program beginning in early infancy; a dynamic elementary program offering continuity of developmental support; day care for all children who need the service; a broad research program in child development and education; a comprehensive array of supportive family services; and a training program for staff and students. Though the program is still in the experimental stage, it has engendered a great amount of interest. (DJ)

This guide was designed to serve as a framework for developing a health program in relation to the needs of an individual school's pupils and available community resources. The roles and responsibilities of the various personnel involved in the health program are delineated to provide guidelines for the development of cooperative and coordinated programs to effectively meet the health needs of the school population. The school health program that is suggested is divided into three general phases: (1) health services; (2) healthful school environment; and (3) health education. A number of factors are described, both inside and outside the school, which may determine the success of a health program. These include: (1) the contribution of health related organizations, religious groups, service and social groups and professional organizations; and (2) the attitudes of a variety of health care personnel. (Author/BW)

A project designed to put into practice elements of new and tested concepts in the behavioral sciences is described. It contains elements of humanistic education, systems analysis, group counseling and group guidance, and principles known to improve communication between people and to lead to a better understanding of self. The suggestions within this booklet have been tried in schools in the state of New York in classroom and faculty groups and found to work in particular situations. However, they have been designed as an ideal program and have not all been used in a single school situation. The Problem Solving Project, Phase II, is a booklet designed to outline a basic program for the leaders or facilitators of the small groups which serve as instructional tools. A self-learning program for trainers and selection procedures for student leaders and trainers are included. (Author/BW)

The manuscripts resulting from the seventeen different current issues in reading that were discussed at the thirteenth Annual International Reading Association Convention in Boston in 1968 are published in this volume. The topics include reading research, content area reading, speed reading, comprehension, reading skill sequence, reading instruction for the disadvantaged, visual and auditory modalities, programed instruction, dyslexia, teacher preparation, theories of remedial reading, and several specific methods of reading instruction. For each issue an objective paper that discusses the topic and presents research in regard to it, a pro paper that provides arguments and research in favor of the topic, and a con paper that offers limitations of the issue are given. The compiler-editor, Nila Banton Smith, presents a concluding chapter summarizing all of the many issues discussed and providing one view of the future of reading. (TO)

Previously faced with the problem of curriculum reform, elementary and secondary schools now must deal with the deeper social problems of poverty, racial discrimination, sexism, and relevance. Since the survival of many schools hinges on their adaptability, they will require procedures for studying ways of responding to change and of evaluating proposals for action. Yet, many pressures bear on the school systems, making reform a slow process. This report analyzes characteristics that make an organization flexible or capable of coping with change and suggests some elements that might be used in fashioning a strategy for dealing with change in schools. While stressing the importance of the school culture as a determinant of school conditions, the report offers suggestions for strengthening or improving the culture through collective action by teachers and principals and through a conscious plan for dealing with change in the school. (Author/LAA)

Procedures that have been developed for switching from a graded to a nongraded pattern of school organization have frequently failed to live up to their expectations. There appears to be a need for more clearly defined procedures and purposeful innovation as distinct from change for its own sake. Nongrading should serve to provide alternative learning environments for the student rather than to facilitate the roles of the teacher and the administrator. The literature in this review challenges each school to implement the basic concept by devising those methods particularly suited to its situation. Guides to the implementation process emphasize the central role of administrative leadership. Several case studies show how schools have worked with the challenge of nongrading. (Author)

A manual for assessing the effectiveness of an elementary school , taking differences in the school's resources into account, is presented. The Pennsylvania State Board of Education established the Bureau of Educational Quality Assessment which developed a measurement package in Phase I. Field tests were conducted on grade 5 students in 1968 in 355 elementary schools to provide a basis of comparison in Phase II. Students were tested on progress in relation to 10 educational goals adopted by the state, and the schools were stratified according to building enrollment and average per-pupil expenditure for education. The ten educational goals identified were: Self Understanding, Understanding Others, Basic Skills-Verbal, Basic Skills-Math; Interest in School, Citizenship, Health Habits, Creative Potential, Creative Output, Vocational Development, Appreciating Human Accomplishment, and Preparing for a Changing World. The actual assessment of the schools began in Phase III. The assessment includes information on pupil achievement, teacher questionnaires, a school information form filled out by administrators and the Bureau of Statistics files. Predictions are made of what performance should be expected of students by using regression analysis of school condition variables. Schools are then rated according to how the student achievement related to the predicted scores. (DJ)