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Investigates effects on universities of two factors: (1) the degree to which "open" or "restricted" entrance requirements affect the composition of the student body; and (2) the degree to which a "professional" or "collegial" self-image is prevalent among the faculty and staff. (Author/PG)

A SURVEY WAS MADE OF 18 UNIVERSITIES WITH ACCREDITED PROGRAMS FOR SCHOOL ADMINISTRATOR PREPARATION TO ASCERTAIN HOW THE SOCIAL SCIENCE DISCIPLINES HAVE BEEN INTEGRATED INTO THEIR PROGRAMS, AND TO EVALUATE THE HYPOTHESIS THAT INCREASED EMPHASIS UPON AN INTERDISIPLINARY APPROACH WOULD PRODUCE MORE EFFECTIVE SCHOOL ADMINISTRATORS. FINDINGS WERE COMPILED FROM PERSONAL INTERVIEWS WITH RESPONSIBLE PERSONNEL AT EACH INSTITUTION. ALL OF THE SCHOOLS OFFER PROGRAMS IN EDUCATIONAL ADMINISTRATION LEADING TO THE D.ED. OR THE PH.D. A RELATIVELY CONSISTENT PATTERN EXISTS AMONG THE SCHOOLS WITH RESPECT TO COURSE WORK, FIELD EXPERIENCES, STATISTICS, INTERNSHIPS, SEMINARS, AND DISSERTATION RESEARCH. ALL INSTITUTIONS INCLUDE COURSE WORK IN THE SOCIAL SCIENCES, WITH DISCIPLINES AND THEIR FREQUENCIES AS FOLLOWS--SOCIOLOGY (17), ECONOMICS (16), POLITICAL SCIENCE (15), PSYCHOLOGY (11), ANTHROPOLOGY (8), BUSINESS ADMINISTRATION (5), PUBLIC ADMINISTRATION (4), HISTORY (3), PHILOSOPHY (2), GOVERNMENT (2), COMMUNICATIONS (2), AND HUMAN RELATIONS (1). SEMESTER HOURS REQUIRED FOR INTERDISCIPLINARY STUDIES RANGE FROM NO MINIMUM TO A MINIMUM OF 24, WITH MOST SCHOOLS FAVORING SOCIAL SCIENCES. ABOUT HALF THE SCHOOLS ARRANGE SEMINARS FOR THEIR STUDENTS THROUGH THE INTERDISCIPLINARY CLASSES OFFERED FOR GRADUATE STUDENTS IN ALL DEPARTMENTS. PROBLEMS EXIST IN (1) OBTAINING ADEQUATE PERSONNEL TO TEACH THE SOCIAL SCIENCE DISCIPLINES, (2) CONFUSION OVER THE CONTENT AND RELEVANCE OF SUCH TRAINING, AND (3) CONFLICTS WITH PERSONNEL IN THE SOCIAL SCIENCE FIELDS OVER STUDENT LOAD IN THE RESPECTIVE DEPARTMENTS. ONE SCHOOL REPORTED REAL EVIDENCE AND ONLY TWO REPORTED VERBAL EVIDENCE OF THE EFFECTIVENESS OF THE INTERDISCIPLINARY APPROACH, A LACK ATTRIBUTED TO ITS RECENT INTRODUCTION. THE STUDY RECOMMENDS THAT EACH DEPARTMENT OF EDUCATIONAL ADMINISTRATION INCORPORATE INTO ITS PROGRAMS THE MOST RELEVANT CONTENT OF THE SOCIAL SCIENCES AND CULTIVATE INTERACTIONS WITH SOCIAL SCIENCE DEPARTMENTS. (JK)

Bibliographical information and annotations for the articles published in "Elementary English" from 1924 through 1967 are organized under 35 topical headings arranged alphabetically and cross-referenced. Both author and topic indexes to the entries are provided. (This document previously announced as ED 025 521.) (LH)

Research conducted at Cornell University over the past decade suggests seven different learning competency factors are more pertinent to ineffective learning at the secondary school and college levels than reading competency. The Cornell Learning and Study Skills Inventory (CLASSIC) was developed to assess these factors, to serve as a means for corrective action in the area, and also to enable individuals to make a self assessment of these factors determined to be critical to learning effectiveness. Each of the seven part scores on CLASSIC covers one of the factors: (1) Goal Orientation, (2) Activity Structure, (3) Scholarly Skills, (4) Lecture Mastery, (5) Textbook Mastery, (6) Examination Mastery, and (7) Self Mastery. A Reading Validity Index is a rather unique aspect of CLASSIC. Eleven pairs of items are designed in such a manner that one item in each of eleven pairs of items is a reversal or partial reversal of the other; so that if the subject marks one item in a certain manner, he must mark the second item in the pair in a reverse manner to have self-agreement. Where there is an absence of self-agreement, the Inventory scores are not considered to be valid. Forms for both secondary and college students are available from Psychologists and Educators Press, Jacksonville, Illinois. Reliability for both forms is in high 80s and low 90s for the 120 items on the inventory. (Author/PR)

Five objectives of any comprehensive Community Services program are to: (1) provide educational services for all age and occupational groups, utilizing the skills and knowledge of college staff and outside experts, (2) take educational, cultural, and recreational activities to the total community, (3) become a center of community life, (4) provide the community with leadership in solving educational, social, and economic problems, and (5) promote intellectual, cultural, and recreational life in the college district. Functions necessary to carrying out these objectives are to: offer college-credit extension courses, non-credit short courses, vocational training, and cultural and recreational programs; provide special services; and secure funds to be used in solving community problems. The comprehensive Community Services program must also have Community Services Board Policies that can be implemented through administrative regulations and procedures, as well as an Advisory Council and Committees. The scope and progress of the program depends upon how extensively the community is involved. (Appendixes to the paper provide: A Comprehensive Community Service Program; Community Services Program Outline; Check List for Effective Programs of Community Services; Systems Analysis Analogue Model--Application; Steps in Program Development; and A Community Services Systems Flow. One appendix, Community Services Group Mission Statements, Design Criteria, Performance Goals, was deleted due to marginal reproducibility, and another appendix, Community Services Working Paper Number 4; Effective Organization and Administration Practices, is available as ED 037 193.) (DB)

Provided are 15 papers originally presented at a 1971 national conference on the education of mentally retarded persons. Papers deal with the following topics: current issues in the education of the mentally retarded, right to education, information and practical politics, a program for improving mealtime behaviors of a severely retarded child, transportation services, curriculum development, residential education programs, classification and placement, severely and profoundly retarded persons in the public schools, the Developmental Disabilities Act's implications for continuing education, practical insights needed for achieving sound educational programs, effecting change in the educational system, and federal legislation and the mentally retarded child. (DB)

The rationale and procedures of effective community service organization and administration are described and examples are given of comprehensive community service programs. Emphasizing the need for each college to set priorities and develop an administrative structure according to the unique conditions of both the college and its community, the author identifies several major service areas. These are special services, short courses, conferences, institutes, workshops, cultural programs, vocational-technical programs, extension courses, and specialized need programs. Means of promoting and publicizing the programs are detailed, and the program at Oakland Community College (Michigan) is appended for use as a program model. This report is the fourth in a series of community service working papers. For the first three papers, see ED 032 051, ED 032 052, and ED 032 053. (MC)

There is a growing need for supportive personnel with technical preparation in water and wastewater purification and water resource conservation. A curriculum and program guide was developed in 1965-66 by Fayetteville Technical Institute for use by institutions interested in establishing a program to educate technicians. Meeting the need for increasing water technician programs lies within the reach of our national leaders, particularly employers. Methods such as improving student recruitment and student development programs, upgrading present employees in post-high school programs, and utilizing funds provided by current vocational education legislation should be utilized. A suggested reference availability list is appended. (GR)

Because an English teacher's work involves communication at the highest level with the past, present, and future, he must be more sensitive than other men to changes in the communicative process. The communication approaches of the classical period, dialogue and argumentation, gave way to a more "manuscript culture" in the Middle Ages, and, by modern times, books had almost completely replaced oral communication. Today, however, communication by sound is enjoying a revitalization. This trend is illustrated in the new emphasis on spoken language, in the audio-visual resources available in libraries and homes, and in the enormous influence of radio and television. The heightening of the oral-aural element has subtly enlarged the personalist element in American culture. The TV discussion show, the emphasis on personality problems, and the perpetual search for personal identity reflect this self-conscious personalism. For language and literature study, the cultural change has shifted the focus from rhetoric back to dialogue and has underlined the importance of voice in human activities. To respond today to literature and culture, the teacher must seriously reflect on contemporary communications media. (LH)

From a systems analysis viewpoint, an evaluation system is a subsystem that is superimposed on the educational system to provide information for decisions related to its maintenance and goals. Educational outcomes, viewed as a much broader concept than the traditional view of changes in pupil behavior, represent the starting point for any evaluation activity in education. To evaluate an instructional program in terms of all of its significant interactions, an evaluation strategy (plan) is required which systematically provides information concerning both (1) input and output changes caused by related subsystems and (2) output changes caused by alterations of the system under consideration. (JH)

Topics suggested by 101 elementary school teachers in Illinois, intended for teachers of writing in the elementary grades (also adaptable for junior and senior high school classes), are divided into the following categories: (1) Description (e.g., Me, My World, My Dreams); (2) Characterization (e.g., Personal, Plant and Animal); (3) Dramatization (e.g., Playwriting, Character Portrayal); (4) Narration (e.g., Stories, Special Days); (5) Imaginative Writing (e.g., Other Places, Anything Goes, Words as Ideas); (6) Reporting (e.g., Lead Questions, Human Interest); and (70 Miscellaneous (e.g., Puzzles). Motivational techniques (e.g., using literature, games, props, discussion, and media) and a "writing tables" which suggests activities to encourage imaginative development also offer suggestions for student writing. (MF)

This is a collection of raw data and brief descriptions of the neighborhoods which compose the inner city of Providence. It was compiled so that staff, teachers, and the community leaders could think together about the implications of these data for the schools, education, and for the social studies project. Demographic data on the seven neighborhoods includes: 1) the adult, youth, non-white, and childless populations; 2) occupational distribution; 3) welfare statistics; 4) income statistics; 5) educational level of adults; and, 6) percent of housing deterioration. Descriptive information includes: 1) a history of each neighborhood; 2) the relationship among neighborhoods; 3) ethnic composition; 4) general economic problems; 5) community structure; 6) major youth concerns, and the drop-out rate; and, 7) the attitudes and values commonly held by disadvantaged communities. Tables and maps are also included. See SO 000 643, SO 000 694, and SO 000 695 for additional project information. (VLW)

Computerized speech could enhance the effectiveness of computer-assisted instruction as an educational tool. Digital audio under computer control allows a very wide range of replies, but it poses special problems in the areas of listener attitudes and speaker intelligibility. This paper discusses the design and implementation of special tests to discover a speaker who would be most pleasing and intelligible to students using a random access digital audio in a computer-assisted instruction system. Auditions were for both amateur and professional speakers, male and female. Junior college students rated the voices for likeability and intelligibility. Those who scored highest in the two tests all had some professional voice training and spoke in a mid-range pitch. As was expected , there was a correlation between intelligibility and attitude. Appendices contain raw scores and illustrative figures. (JY)

To determine comparative achievement of Title I pupils from 1966 through 1968, as measured by composite scores on the Iowa Testing Program, basic skills data were analyzed for 1,794 pupils on a two-grade span at the elementary level (grades 3-5 and 4-6) and educational development data were analyzed for 1,203 pupils on a two-grade span at the secondary level (grades 9-11 and 10-12). Composite scores for a control group comprised of a 3-year sample of 1,353 elementary and 3,726 secondary non-Title I pupils were also analyzed. Multiple regression analysis of the data--based on high, average, and low ability groupings of participants--failed to indicate the effectiveness of a gross achievement measure across grade level and time for Title I programs. However, the study distinguished achievement for test and control groups as related especially to per pupil cost and achievement of specific objectives by grade level. Cost analysis and computer storage layout data are appended. A related document is ED 013 853. (Diagrams of storage layout, pp74-78, may reproduce poorly because of marginal legibility). (JK)

A systems theory approach to information requirements in education and in evaluation strategies is applied to decision making. Educational decision making itself involves long range planning, system structuring to implement goals, system allocation (cost), and system monitoring which provides the feedback. Each level requires differential information about such classification areas as curriculum, pupil, staff, finance, facility, and community. For the evaluation process a methodology is proposed that meets information needs by providing (1) data elements based on a common definition of each category, (2) a "picture of the relationships between data content across classification areas," (3) information on multiple questions across these areas, and (4) alternatives of cost, practice, and procedure. This theoretical structure is applied to both the evaluative and the decision-making process in educational programs. (NH)

THIS LISTING OF SELECTED NATIONAL SCIENTIFIC AND TECHNICAL SOCIETIES WAS PUBLISHED TO ASSIST FEDERAL, STATE, AND LOCAL SCHOOL ADMINISTRATORS, SUPERVISORS, DEPARTMENT HEADS, TEACHERS, LIBRARIANS, AND GUIDANCE PERSONNEL TO UNDERSTAND BETTER THE SERVICES OF SUCH SOCIETIES AND TO PROVIDE AN EASILY ACCESSIBLE AND SCIENTIFIC GUIDE TO THEM. CHAPTER HEADINGS ARE--(1) SCIENTIFIC AND TECHNICAL SOCIETIES, (2) IMPORTANCE OF SOCIETY MEMBERSHIP TO INSTRUCTORS, (3) SCHOOL ADMINISTRATORS AND TECHNICAL SOCIETIES, AND (4) SELECTED SCIENTIFIC AND TECHNICAL SOCIETIES. THE LATTER COVERS THE FOLLOWING TECHNOLOGIES--(1) AERONAUTICAL AND AEROSPACE, (2) AGRICULTURAL, (3) ARCHITECTURAL AND BUILDING CONSTRUCTION, (4) CHEMICAL, (5) CIVIL, (6) ELECTRICAL AND ELECTRONIC, (7) FIRE PROTECTION, (8) FISHERIES AND OCEANOGRAPHY, (9) FORESTRY AND FOREST PRODUCTS, (10) HEALTH RELATED, (11) INSTRUMENTATION, (12) MECHANICAL, (13) METALLURGICAL, (14) PRINTING AND GRAPHIC ARTS, (15) SANITATION AND ENVIRONMENTAL CONTROL, AND (16) SCIENTIFIC DATA PROCESSING. A BRIEF HISTORY, PURPOSE, MEMBERSHIP TOTAL, AND PUBLICATIONS ARE GIVEN FOR EACH OF THE 275 SOCIETIES LISTED. THIS DOCUMENT IS AVAILABLE AS FS 5.280--80037 FOR 35 CENTS FROM SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C. 20402. (EM)

WITH THE COMPLETION OF THE FIRST GRADE BY THE FIRST HEAD START CLASS IN LUBBOCK, TEXAS, THIS STUDY WAS UNDERTAKEN TO PRESENT DATA ON THE EFFECTIVENESS OF THE HEAD START PROGRAM IN IMPROVING DISADVANTAGED CHILDREN'S CHANCES FOR SCHOOL SUCCESS. TWO HUNDRED AND NINETY-FIVE URBAN AREA HEAD START CHILDREN FROM NEGRO, ANGLO-AMERICAN, AND MEXICAN-AMERICAN FAMILIES WERE COMPARED WITH A CONTROL GROUP MATCHED ON SEX, ETHNIC GROUP, AND ECONOMIC LEVEL. WHENEVER POSSIBLE, THE MATCHED PAIRS OF CHILDREN WERE IN THE SAME SCHOOL CLASSROOM SO THAT THE TEACHER COULD OBSERVE AND MAKE SUBJECTIVE EVALUATIONS OF HEAD START AND CONTROL CHILDREN ON 8 FACTORS SUCH AS PARTICIPATION, ATTENDANCE, AND EDUCATIONAL ACCOMPLISHMENT. A SOCIOLOGICAL RATHER THAN AN INDIVIDUAL APPROACH WAS USED IN MAKING THIS EVALUATION. TO MEASURE SCHOOL SUCCESS, GRADES WERE OBTAINED AND COMPARED FOR ALL CHILDREN INVOLVED. RESULTS SHOWED THAT THE CONTROL GROUP WAS SUPERIOR TO THE HEAD START GROUP BOTH AT THE END OF THE FIRST YEAR OF SCHOOL AND ALSO AT THE END OF THE SECOND SCHOOL YEAR WHEN ADDITIONAL EXAMINATIONS AND STANDARDIZED TESTS COMPARED THE 140 MATCHED PAIRS STILL AVAILABLE OUT OF THE ORIGINAL GROUP OF 295. APPENDIXES RELATED TO 1966 DATA (END OF FIRST YEAR) AND 1967 DATA (END OF SECOND YEAR) ARE INCLUDED IN THE REPORT. (MS)

Results of some of the Modern Language Association (MLA) Cooperative Foreign Language Tests, administered to students of Spanish, German, and French in grades 9-12 in the Pennsbury School District of Pennsylvania are compared with the national norms. Although most of the comparison is set up in tablees a summary of the analysis is included. Frequency distributions of the students' converted scored are illustrated with graphs. (AF)

THIS DETAILED FOUR-PART REPORT ASSESSES THE FIRST YEAR OF COMPENSATORY EDUCATION PROJECTS ESTABLISHED IN IOWA UNDER TITLE I OF THE 1965 ELEMENTARY AND SECONDARY EDUCATION ACT. OVER 95 PERCENT OF IOWA'S SCHOOL DISTRICTS, MANY OF THEM IN RURAL AREAS, PARTICIPATED IN THE PROJECT. THE MOST SIGNIFICANT SHORTCOMING OF THE LOCAL PROJECTS WAS THEIR LACK OF INVOLVEMENT AT THE PRESCHOOL AND EARLY ELEMENTARY LEVELS. DURING THE FIRST YEAR READING REMEDIATION WAS THE PRINCIPAL OBJECTIVE OF MOST OF THE LOCAL PROJECTS, BUT IT IS HOPED THAT IN THE SECOND YEAR THEY WILL PURSUE A GREATER VARIETY OF PROGRAMS. THE 60 PROJECTS WHICH STATED CURRICULUM CHANGE AS A MAJOR GOAL AVERAGED 6.06 CHANGES. THE SALARIES PAID TO PROJECT ADMINISTRATORS AND TEACHERS WERE SLIGHTLY LOWER THAN THOSE PAID TO THEIR NONPROJECT COUNTERPARTS. AS COMPARED WITH A SAMPLE OF NONPROJECT PUPILS, TITLE I PUPILS HAD A LOWER LEVEL OF ACHIEVEMENT, LOWER ASPIRATIONS AND EXPECTATIONS, AND POORER SCHOOL ATTENDANCE. THE CHIEF INSTRUMENTS USED TO COMPARE THESE TWO GROUPS WERE THE IOWA TESTS OF EDUCATIONAL DEVELOPMENT, THE IOWA TESTS OF BASIC SKILLS, AND THE IOWA PUPIL INVENTORY. AN ATTEMPT WAS ALSO MADE TO ANALYZE THE INTERACTIONS OF PUPILS, TEACHERS, AND EDUCATIONAL PROGRAMS IN TERMS OF ACHIEVEMENT, ATTENDANCE, AND CHANGE IN ASPIRATION, TO FIND SIGNIFICANT PREDICTORS TO EVALUATE TITLE I PROJECTS. THE COMPLETE ANALYSIS OF THIS IMFORMATION WILL APPEAR IN THE FINAL REPORT. (LB)

THE PURPOSE OF THIS REVISED CURRICULUM GUIDE IS TO AID ADMINISTRATORS, SUPERVISORS, AND TEACHERS TO PLAN, DEVELOP, AND EVALUATE PROGRAMS. THE BASIC MATERIALS WERE PREPARED BY THE TECHNICAL INSTITUTE DIVISION OF THE OKLAHOMA STATE UNIVERSITY PURSUANT TO A U.S. OFFICE OF EDUCATION (USOE) CONTRACT. THE FINAL DRAFT WAS PREPARED BY USOE PERSONNEL. TECHNICAL ACCURACY WAS CHECKED BY NINE ENGINEERS, INDUSTRIALISTS, AND EDUCATORS. THE CONTENTS INCLUDE SUGGESTED COURSE OUTLINES, SEQUENCE OF TECHNICAL EDUCATION PROCEDURE, LABORATORY LAYOUTS, LISTS OF LABORATORY EQUIPMENT AND COSTS, SUGGESTED TEXTS AND REFERENCES, A DISCUSSION OF LIBRARY FACILITIES, AND A SELECTED LIST OF SCIENTIFIC AND TECHNICAL SOCIETIES. THE COURSE OUTLINES INCLUDE HOURS REQUIRED, COURSE DESCRIPTION, MAJOR DIVISIONS (OUTLINE), TEXTS AND REFERENCES, AND VISUAL AIDS. THE APPENDIX ALSO CONTAINS EXAMPLES OF INSTRUCTIONAL MATERIALS AND REPORT WRITING STANDARDS. INSTRUCTORS SHOULD BE TECHNICALLY PROFICIENT AND HAVE INDUSTRIAL EXPERIENCE. STUDENTS SHOULD HAVE ONE YEAR OF HIGH SCHOOL ALGEBRA, GEOMETRY, AND PHYSICS AS A PREREQUISITE. THIS DOCUMENT IS AVAILABLE AS GPO NUMBER FS 5.280--80009A FOR $1.00 FROM SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C. 20402. (EM)

SCHOLARS MUST RECOGNIZE AND UNDERSTAND THE KNOWLEDGE EXPLOSION IN THE HUMANITIES. THERE ARE AN INCREASING NUMBER OF LANGUAGES, LITERATURES, AND ORAL TRADITIONS AVAILABLE FOR STUDY AS WELL AS NEW MATERIALS, INSIGHTS, AND TECHNIQUES OF STUDY IN EVERY HUMANISTIC FIELD. BUT BEYOND THE QUANTITY AND VARIETY IN RESEARCH, THE KNOWLEDGE EXPLOSION INVOLVES THE NEED FOR A NEW KIND OF HISTORICAL SENSE, A KNOWLEDGE OF CHANGES WITHIN THE HUMANITIES WHICH WERE NOT APPARENT TO THOSE IN ANY AGE MUCH BEFORE OUR OWN. THESE CHANGES ARE MOST APPARENT IN THE AREAS OF THE CULTURAL RELEVANCE OF LITERATURE, THE EDUCATIONAL SIGNIFICANCE OF VERBAL PERFORMANCE AND ITS INTERACTION WITH THE NEWER MASS MEDIA, AND A SENSE OF THE SYNCHRONIC PRESENT, WHICH INCLUDES THE PAST. BECAUSE OF THESE CHANGES AND THE GENERAL PUBLIC'S INSISTENCE ON THE RELEVANCE OF THE HUMANITIES, SCHOLARS SHOULD MAKE THEIR WORK RELEVANT. THE SCHOLAR ALSO MUST DEVELOP PRODUCTIVE ATTITUDES TOWARD THE TOOLS, ESPECIALLY THE COMPUTER WHICH PRESENT-DAY TECHNOLOGY PROVIDES FOR HANDLING MASSES OF MATERIALS. HE MUST ACQUIRE AND ENCOURAGE OTHERS TO ACQUIRE SKILLS NEEDED TO MAINTAIN CONTACT WITH THE PAST, LEST THE FRUITFUL RELATIONSHIP OF PAST, PRESENT, AND FUTURE BE LOST. THIS SPEECH WAS DELIVERED AT THE PLENARY MEETING OF THE MLA STANDING COMMITTEES, NEW YORK CITY, MARCH 30, 1967, AND APPEARED IN "PMLA," VOLUME 82, NUMBER 4, SEPTEMBER 1967, PAGES 1-7. (BN)

A STEP BY STEP OUTLINE OF THE SYSTEM DEVELOPED TO MAKE AND KEEP RECORDS FOR A 2-YEAR FOLLOWUP STUDY OF IOWA HEADSTART PARTICIPANTS (SUMMER 1965), SUPPLIES DETAILED INFORMATION FOR THE ESTABLISHMENT OF A SIMILAR SYSTEM. THE IOWA EDUCATION INFORMATION CENTER OF THE UNIVERSITY OF IOWA AND THE OFFICE OF ECONOMIC OPPORTUNITY COOPERATED TO DEVELOP AN INFORMATION RETRIEVAL SYSTEM INCLUDING PUPIL IDENTIFICATION AND CONTINUOUS FILE MAINTENANCE. INCLUDED IN THIS FINAL REPORT OF THE PROJECT ARE COPIES OF THE TAPE LAYOUTS RELEVANT TO THE FILES, AND RETRIEVAL FORMATS NEEDED TO EXTRACT INFORMATION ABOUT THE HEADSTART POPULATION. A LONGITUDINAL FILE HAS BEEN SUCCESSFULLY MAINTAINED ON 79.4 PER CENT OF THE ORIGINAL HEADSTART PARTICIPANTS, A VERY GOOD RECORD CONSIDERING THE NUMBER OF PUPILS ENROLLED IN PAROCHIAL SCHOOL IN IOWA. (MS)

THE COORDINATING COMMITTEE ON HIGHER EDUCATION PREPARED A COMPREHENSIVE UPDATING OF PREVIOUS STATEMENTS ABOUT LONG-RANGE PLANNING IN VIEW OF NEW DEVELOPMENTS. THE PURPOSE OF THE STUDY IS TO PROVIDE A NEW PROVISIONAL PLAN BASED ON THE GOALS OF HIGHER EDUCATION IN WISCONSIN FOR ALL INSTITUTIONS IN THE WISCONSIN SYSTEM. THE STUDY IS BASED PRIMARILY ON ENROLLMENT PROJECTION DATA AND EXTENDS TO SEVEN BROAD AREAS--(1) STUDENTS--STUDENT AFFAIRS, ENROLLMENT, FINANCIAL AID, (2) THE OUTREACH PLAN--BACKGROUNDS, NEW DEVELOPMENTS SUCH AS VOCATIONAL AND ADULT EDUCATION, COMMUTING, COSTS, (3) ACADEMIC PROGRAMS, (4) FACULTY, (5) PHYSICAL FACILITIES--GUIDELINES, UTILIZATION, BUILDING PROGRAMS, PLANNING, FUNDING, HOUSING, (6) FINANCE--CURRENT BUDGET, STUDENT FEES, COST ANALYSIS, FEDERAL GRANTS, FUTURE ESTIMATES, BUDGET RESPONSIBILITIES, AND (7) THE INSTITUTIONS--GROWTH, OFFERINGS, ENROLLMENT, FACULTY, PROGRAMS AND DIAGRAMS OF CAMPUS LAYOUT. SOME SIXTY RECOMMENDATIONS ARE GIVEN RELATIVE TO THE ABOVE AREAS. THESE RECOMMENDATIONS ARE BASED ON THE POLICY THAT ALL AREAS BE SUPPORTED AND DEVELOPED TO THE EXTENT THAT IS CONSISTENT WITH SOUND EDUCATIONAL AND FINANCIAL CONSIDERATIONS. (HH)

THIS GUIDE PRESENTS FUNDAMENTAL PRACTICAL CONCEPTS CONCERNING BEHAVIOR, CLASSROOM ENVIRONMENT, AND CURRICULUM FOR THE CHILD UNDER STRESS. THE ANGRY CHILD, THE CONFUSED CHILD, THE DESTRUCTIVE CHILD, AND THE QUIET CHILD ARE DISCUSSED. THE GENERAL GOALS OF CLASSROOM CONTROLS AND EFFECTIVE METHODS OF ACHIEVING THESE GOALS ARE DISCUSSED. LISTS OF TEACHING AIDS FOR SCIENCE, ARITHMETIC, SOCIAL SCIENCE, READING, AND GENERAL USE ARE INCLUDED IN THE SECTION WHICH VIEWS THE NORMAL CURRICULUM AS BOTH FOUNDATION AND GOAL FOR EDUCATING CHILDREN UNDER STRESS. THE APPENDIX LISTS FIVE CURRICULUM GUIDES, A 189-ITEM BIBLIOGRAPHY, ACHIEVEMENT TEST SCORES FOR EIGHT CHILDREN, AND TWO SCHOOL RECORD FORMS. (JW)