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In this compilation, five alumni of the Institute for Educational Leadership's Journalism Fellowship Program assess the impact of policies and conditions under the Reagan administration on state education in Washington, Wisconsin, Massachusetts, Nebraska, and Texas. An introduction reviews the Reagan administration's education program and budget. A summary of the impacts found by the journalists notes that the poor, minorities, and large urban school districts were hardest hit but that other elementary, secondary, and higher education programs were affected. It also mentions the responses of states and state lobbyists. A brief discussion outlines some of the implications of the federal programs for education. The articles' authors and titles are as follows: Constantine Angelos in Washington, "'A Double Whammy' State and Federal Cutbacks"; David Bednarek in Wisconsin, "Federal Cuts Affect Urban Poor and Minorities"; Muriel Cohen in Massachusetts, "Local Funds Limited by Property Tax Lid"; Jack Kennedy in Nebraska, "State Unlikely to Make Up Federal Cuts"; and Dale Rice in Texas, "'Building a Cadillac on a Model T Budget.'" (RW)

This booklet describes the networking function of the Far West Teacher Corps Network, one of 12 networks set up in 1974 to share information on Teacher Corps projects and practices. In the first section, Teacher Corps networks are defined. Section 2 outlines the background and growth of the Far West Network in terms of its goals and accomplishments. Section 3 discusses the management role of the executive secretary in the network, and Section 4 deals with Teacher Corps networking experiences, with conclusions for effective participation. Design of future Teacher Corps networks is considered in Section 5, based on responses by Far West Network project directors and deans, Teacher Corps experiences, and reports on other networks. A developmental model is suggested, consisting of identifying local needs, implementing a network delivery system, and publishing documents and reports. (FG)

Designed for public policy makers and their counterparts in business and education, this monograph focuses on the role of community colleges in the economic development process. This study shows two-year community, junior, and technical colleges can play a greater active role in this process than ever before. Section 1 argues that economic development requires the time, resources, and efforts of private-sector businesses and financiers, public and private economic development agencies and groups, and colleges and professional associations. This section also looks at the economic development capabilities of two-year colleges. After recommending that community colleges be made early and active partners in the strategic planning process, section 2 considers the community college's role in developing, marketing, and implementing an economic development plan. Section 3 offers examples of two-year colleges providing "one-stop assistance" for business through, for example, entrepreneurship and technical training, business assistance centers, small business centers, other small business help, foreign trade, and contract procurement. Section 4 briefly describes ways in which two-year colleges can help business and industry to incorporate new technologies into their operations through training, applied research, education, and demonstrations. Section 5 discusses the role of two-year colleges in occupational skills training, pointing to North and South Carolina's examples of statewide industrial training efforts; innovative funding approaches used in other states; and the role of the Job Training Partnership Act. Sections 2 through 5 conclude with recommendations for development agencies, college administrators, and business leaders. Finally, section 6 outlines the benefits for all participants in the economic development process. (UCM)

Together in one volume are the essential points of nine national education reports that are most often referred to and discussed, plus a review of a report concerning vocational education. Chapters present and synthesize the major findings and recommendations of the national reports, according to the area of focus--goals and instruction, for example. Listed in order of their publication are the reports discussed: (1) "The Paideia Proposal" (Adler); (2) "A Nation at Risk" (National Commission on Excellence in Education); (3) "Action for Excellence" (Task Force on Education for Economic Growth); (4) "Academic Preparation for College" (College Board); (5) "Making the Grade" (Twentieth Century Fund Task Force on Federal Elementary and Secondary Education Policy); (6) "High School: A Report on Secondary Education in America" (Carnegie Foundation); (7) "Educating Americans for the 21st Century" (National Science Board Commission); (8) "A Place Called School" (Goodlad); (9) "Horace's Compromise: The Dilemma of the American High School" (Sizer); and (10) "Educating for Tomorrow's Jobs" (National Research Council). Following these are two short observations from other writers (Robert Hampel, Marshall Smith and Lawrence Stedman) about the education reports. The Council for Basic Education reflects on its position on education issues in the concluding chapter of the volume. The appendix presents how the reports were put together, by whom, how long they were in preparation, the method of inquiry used, and the release date of each report. Directions are provided for ordering copies of the reports reviewed. (MLF)

The book reports on a study of 65 handicapped adults working in special education programs and includes case studies. Positions occupied by these handicapped adults include aides, teachers, administrators, speech therapists, psychologists, and guidance counselors; their handicaps include blindness, cerebral palsy, deafness, and dwarfism. The advantages to hiring such people to work in special education are pointed out, and the ways they overcome obstacles in their work are illustrated. (DLS)