TY - RPRT T1 - Recommendations for High School Preparation for Postsecondary Education and Employment. A Report Submitted to the Florida State Board of Education by the Task Force on High School Preparation for Postsecondary Education and Employment. AN - 62805006; ED370633 AB - Blueprint 2000 is the Florida state policy moving Florida education toward higher standards in the long term, requiring extensive collaboration among the public schools, community colleges, state universities, and the Florida Department of Education. The Task Force on High School Preparation for Postsecondary Education and Employment was formed in June 1993 and charged to review high school graduation requirements and make recommendations to the State Board of Education and the 1994 Legislature to ensure that students are prepared for postsecondary education and that graduation requirements conform to the competency-based goals of the Blueprint 2000 plant. This report presents the 11 Task Force recommendations for: (1) raising expectations by making changes in course requirements, focusing on competencies rather than credits, changing grade point average requirements, aligning curriculum and assessment, and making changes in assessment; (2) ensuring a caring learning environment by supporting staff development to prepare staff for greater involvement with students and for interdisciplinary and/or integrated instruction; (3) providing flexibility for transition to Blueprint 2000 via a modified funding system to support interdisciplinary and/or integrated instruction between vocational and academic courses; and (4) enhancing school, college, and university collaboration. The report concludes with a timeline for implementation of the high school preparation recommendations. Appendixes include a listing of task force members, resource persons, meeting dates, high school graduation requirements, and 1993-94 math and science courses by levels. (KP) Y1 - 1993/11// PY - 1993 DA - November 1993 SP - 26 KW - Florida KW - ERIC, Resources in Education (RIE) KW - State Legislation KW - College Bound Students KW - Higher Education KW - College School Cooperation KW - High Schools KW - Evaluation Criteria KW - Policy Formation KW - Statewide Planning KW - Grade Point Average KW - Course Selection (Students) KW - College Preparation KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62805006?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Degrees in Science and Mathematics: National Trends and State-by-State Data. AN - 62803337; ED366614 AB - This compilation of recent statistical information on science and mathematics degrees in the United States also describes the larger environment of employment of individuals with science and mathematics degrees and provides some information on non-U.S. citizens receiving degrees in these areas. Data are derived from four survey programs of the National Center for Education Statistics, as well as from other government agencies. On the national level, bachelor's degrees in science and mathematics declined by close to 16 percent between 1985-86 and 1989-90, in contrast to an increase of 6 percent in bachelor's degrees overall. Decreases were found for every state. In contrast, master's degrees in science increased in 37 states and doctoral degrees in science increased in 44 states in the same period. On the national level, master's degrees in science and mathematics rose by 9 percent and doctor's degrees in these field rose by 25 percent. Increases were noted for computer sciences, engineering, and health sciences, but decreases were seen for the agricultural sciences, life sciences, and physical sciences. Nonresident aliens were awarded over 50 of all doctor's degrees in engineering and mathematics in 1989-90, and master's and doctor's degrees in these field increased at a faster rate for nonresident aliens than for U.S. students. Forty-five tables and four charts summarize information on degrees attained. A glossary of terms and a guide to data sources are included. (SLD) AU - Harworth, Irene Y1 - 1993/11// PY - 1993 DA - November 1993 SP - 207 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. SN - 0160420717 KW - Bureau of Labor Statistics KW - Bureau of the Census KW - High School Transcript Study 1987 KW - Higher Education General Information Survey KW - Integrated Postsecondary Education Data System KW - National Education Goals 1990 KW - Recent College Graduates Study 1987 (NCES) KW - ERIC, Resources in Education (RIE) KW - Salaries KW - Masters Degrees KW - Geographic Distribution KW - Educational Trends KW - Higher Education KW - Teacher Supply and Demand KW - National Surveys KW - School Statistics KW - Census Figures KW - Mathematics KW - Foreign Students KW - Degrees (Academic) KW - Sciences KW - Bachelors Degrees KW - State Surveys KW - Doctoral Degrees KW - Employment Patterns KW - Tables (Data) KW - Trend Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62803337?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Digest of Education Statistics 1993. AN - 62809090; ED362971 AB - This document, consisting of 7 chapters, 34 figures, 412 tables, plus 20 appended tables, provides statistical data on most aspects of U.S. education, both public and private, from kindergarten through graduate school. The chapters cover the following topics: (1) "All Levels of Education"; (2) "Elementary and Secondary Education"; (3) "Postsecondary Education" which include college and university education as well as vocational and adult education; (4) "Federal Programs for Education and Related Activities"; (5) "Outcomes of Education"; (6) "International Comparisons of "Education"; and (7) "Learning Resources and Technology." The publication contains information on a variety of subjects including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, federal funds for education, employment and income of graduates, libraries, and international education. Supplemental information on population trends, attitudes on education, education characteristics of the labor force, government finances, and economic trends provides background for evaluating education data. Included among data not appearing in previous editions are the following: teachers' opinions on the education system; financial statistics of urban, suburban, and rural school districts; plans and activities of high school sophomores; public elementary and secondary school expenditures, by function and state; and international literacy and geography achievements of students. A short introduction provides a brief overview of current trends in American education, and each chapter highlights significant trends. Guides to tabular presentations and sources are provided along with definitions and an index. (MLF) AU - Snyder, Thomas D. AU - Hoffman, Charlene M. Y1 - 1993/10// PY - 1993 DA - October 1993 SP - 571 PB - U.S. Government Printing Office, Superintendent of Documents. Mail Stop: SSOP, Washington, DC 20402-9328. SN - 0160420520 KW - High School Sophomores KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Employment Level KW - Salaries KW - Educational Finance KW - Academic Achievement KW - Elementary Secondary Education KW - Educational Trends KW - Higher Education KW - Educational Attainment KW - Degrees (Academic) KW - Public Schools KW - Preschool Education KW - Federal Programs KW - Enrollment KW - Student Costs KW - Library Statistics KW - Institutional Characteristics KW - Microcomputers KW - Teacher Characteristics KW - School Demography KW - National Norms KW - Mathematics Achievement KW - Dropout Rate KW - School Statistics KW - College Faculty KW - Student Financial Aid KW - Information Technology KW - Ethnic Groups KW - Government Publications KW - Educational Assessment KW - Technical Education KW - Tables (Data) KW - Private Schools KW - Adult Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62809090?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Numerous statistical tables contain small print. F N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Youth Indicators 1993: Trends in the Well-Being of American Youth. AN - 62805764; ED364586 AB - This publication was created to meet the needs of policymakers who must establish a context for viewing trends in the well-being of youth. It cuts across disciplines and agency lines, presenting statistics that address important aspects of the lives of youth--family, work, education, health, behavior, and attitudes. Taken together, the data create an outline of the conditions under which young people live in America today and the many challenges they face. An objective is to present changes over time, rather than just snapshots of contemporary conditions. When possible, tables go back as far as 1950. A total of 63 indicators are treated in this report, and each indicator contains a table, a chart, and a brief descriptive text. Tables provide current and trend information, while charts illuminate the tables, highlighting their most important aspects. Indicators are grouped into the following sections that feature particular areas of youth experience: (1) home (demographics and family composition and income); (2) school (description, outcomes, and out-of-school experiences); (3) health; (4) citizenship and values; and (5) the future, especially educational aspirations and employment plans). A glossary is included. (SLD) AU - Snyder, Thomas D. AU - Fromboluti, Carol Sue Y1 - 1993/10// PY - 1993 DA - October 1993 SP - 157 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. SN - 0160429552 KW - Indicators KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Citizenship KW - Socioeconomic Status KW - Family Structure KW - Elementary Secondary Education KW - Educational Trends KW - National Surveys KW - Child Welfare KW - Outcomes of Education KW - Demography KW - Health Needs KW - Educational Environment KW - Poverty KW - Occupational Aspiration KW - Policy Formation KW - Academic Aspiration KW - Youth Problems KW - Graphs KW - Tables (Data) KW - Youth KW - Trend Analysis KW - Futures (of Society) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62805764?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Projections of Education Statistics to 2004. Pocket Projections. AN - 62804732; ED365700 AB - "Pocket Projections" gives a sampling of what has happened in education in the last decade and what will happen in education over the next decade. In tabular form data are given for the following topics: (1) projected population; (2) elementary school and secondary school enrollment; (3) high school graduates; (4) classroom teachers; (5) pupil/teacher ratios; (6) expenditures; (7) higher education enrollment; (8) earned degrees; and (9) higher education expenditures. The figures are derived from data from the National Center for Education Statistics and the Census. The complete book "Projections of Education Statistics to 2004" provides additional information in these areas with supplemental tables. Ordering information for the complete report is included in this booklet. (SLD) AU - Hussar, William J. Y1 - 1993/10// PY - 1993 DA - October 1993 SP - 13 KW - ERIC, Resources in Education (RIE) KW - High School Graduates KW - Elementary Secondary Education KW - Educational Trends KW - Higher Education KW - National Surveys KW - Elementary School Teachers KW - Secondary School Teachers KW - School Statistics KW - Census Figures KW - Enrollment Projections KW - Expenditures KW - Degrees (Academic) KW - Teacher Student Ratio KW - Population Trends KW - Tables (Data) KW - Trend Analysis KW - Futures (of Society) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62804732?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the full report, see ED 363 654. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Projections of Education Statistics to 2004. AN - 62803879; ED363654 AB - This edition is the 23rd report in a series begun in 1964. It includes projections for enrollment, graduates, classroom teachers, and expenditures to the year 2004. Projections reflect the 1990 Census, with the incorporation of 1992 estimates and assumptions for fertility rate, net immigration, and mortality rate. The report also contains a section on methodology, describing models and assumptions used to develop the national projections, which are based on an age-specific enrollment rate model, exponential smoothing models, and econometric models. Most of the projections include three alternatives, based on different assumptions about growth paths. Although the first alternative set of projections in each table is deemed to represent the most likely projection, the low and high alternatives provide a reasonable range of outcomes. Chart 1 provides an overall summary of forecast assumptions. Total enrollment for public and private elementary and secondary education and for higher education is projected to increase to 55.7 million over the projection period, with increases in the numbers of high school and college graduates, the numbers of teachers, and total expenditures. Data are presented in 62 graphs and 44 tables. Five technical appendixes about methodology contain an additional 35 tables. (SLD) AU - Gerald, Debra E. AU - Hussar, William J. Y1 - 1993/10// PY - 1993 DA - October 1993 SP - 186 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. SN - 0160420911 KW - Census 1990 KW - Educational Information KW - Smoothing Methods KW - ERIC, Resources in Education (RIE) KW - Teacher Characteristics KW - Research Methodology KW - Student Characteristics KW - Elementary Secondary Education KW - Educational Trends KW - Higher Education KW - National Surveys KW - School Statistics KW - Census Figures KW - Enrollment Projections KW - Models KW - Data Collection KW - Graphs KW - Tables (Data) KW - Trend Analysis KW - Futures (of Society) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62803879?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For earlier projections, see ED 354 256 and ED 354 N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Time To Complete Baccalaureate Degree. Indicator of the Month. AN - 62802292; ED366657 AB - Most students planning to enter college do so immediately after graduating from high school, and most baccalaureate programs can be completed within 4 years. Taking longer may have a variety of causes and a number of implications, including costs for the individual and the institution. Approximately 31% of college graduates in 1990 completed their baccalaureate degree within 4 years of graduating from high school, while 43% completed it within 4 years of entering college. This percentage was larger for females than males, for students at private colleges than for those at public colleges, and for White students than for Blacks, Hispanic Americans, or American Indians. Between 1977 and 1990, the percentage completing college within 4 years of graduating from high school declined and the percentage taking more than 6 years to graduate increased. Two tables present statistics about graduates by sex, control of institution, and race and ethnicity. Two graphs illustrate trends in times of degree completion. (SLD) Y1 - 1993/10// PY - 1993 DA - October 1993 SP - 4 PB - Carol Sue Framboluti, 555 New Jersey Ave., Washington, DC 20208 (for camera ready copy of this Indicator). KW - Recent College Graduates Survey 1978 (NCES) KW - Recent College Graduates Survey 1987 (NCES) KW - ERIC, Resources in Education (RIE) KW - Educational Indicators KW - Public Colleges KW - Private Colleges KW - Higher Education KW - Racial Differences KW - Educational Attainment KW - American Indians KW - Time to Degree KW - Time Factors (Learning) KW - Bachelors Degrees KW - Ethnic Groups KW - Degree Requirements KW - Sex Differences KW - College Graduates KW - Asian Americans UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62802292?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Indicator extracted from "The Condition of Educati N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - [Displaying Education Data to Managers and Policy Makers.] AN - 62800816; ED365691 AB - Some approaches to displaying education data to managers and policy makers that may be pertinent to environmental data as well are discussed. The National Center for Education Statistics produces many publications each year, including "The Digest of Education Statistics,""The Condition of Education Statistics," and "Projections of Education Statistics." Similar publications can be imagined for environmental data, including the same sorts of indicators to present key features. Issues that will have to be considered in preparing an indicator series on the environment would be: (1) whether confidentiality is a factor in the design of the data system; (2) whether data are collected by sample surveys; (3) how subject-matter specialists fit in; and (4) whether the suggested approach is so "exotic" as to require justification. The previous presentations have shown that better methods for displaying data are needed, and that tools are available to develop them. Two figures illustrate the discussion. (SLD) AU - Cohen, Michael P. Y1 - 1993/10// PY - 1993 DA - October 1993 SP - 3 KW - Data Display KW - National Center for Education Statistics KW - ERIC, Resources in Education (RIE) KW - Technological Advancement KW - Environment KW - School Administration KW - Research Reports KW - Management Information Systems KW - Administrators KW - Educational Indicators KW - Information Dissemination KW - Confidentiality KW - Environmental Research KW - Elementary Secondary Education KW - Higher Education KW - National Surveys KW - Policy Formation KW - Sampling UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62800816?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Discussion from the Annual Meeting of the American N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Reinventing Chapter 1: Annual National Conference of State Chapter 1 Coordinators. Conference Presentations (September 20-23, 1993). AN - 62801713; ED364616 AB - This document provides the individual and panel presentations for the Annual National Conference of State Chapter 1 Coordinators concerning Compensatory Education Programs. Presentations and their authors are as follows: (1) "Chapter 1 and School Reform: An Overview" (Richard W. Riley); (2) "Systemic Reform and Educational Opportunity" (Marshall S. Smith); (3) "How American Education Can Change under Our Proposal for ESEA" (Thomas W. Payzant); (4) "Ensuring High Quality Education for All Students" (Mary Jean LeTendre); (5) "Chapter 1: The National Association President's Perspective" (Ethel Lowry); (6) "Invest in People" (Anthony J. Alvarado); (7) "Chapter 1: The Council of Chief State School Officers Executive Director's Perspective" (Gordon M. Ambach); (8) "Connecting Chapter 1 with Reform Efforts: Lessons from the Principles of Quality Management" (Kenneth R. Freeston); (9) "Making Chapter 1 Work" (Augustus F. Hawkins); (10) "Reinventing Chapter 1/Leadership for Change: The Effective Schools Perspective" (Lawrence W. Lezotte); (11) "Educating the Disadvantaged: A Vision for Success" (George J. McKenna, III); (12) "National Community Service" (Terry Peterson); and (13) "Restructuring Chapter 1: The Impact of New Directions in Assessment and Standard Setting" (Warren Simmons). Panel presentations presented cover reauthorization of Chapter 1 legislation from the perspectives of Congress, the Commission, and six educational associations. Final sections examine the reauthorization/collaboration implications for Chapter 1. An appendix contains exhibits of recognized Chapter 1 projects in 21 urban school districts. (GLR) Y1 - 1993/09/23/ PY - 1993 DA - 1993 Sep 23 SP - 77 KW - Education Consolidation Improvement Act Chapter 1 KW - Reform Efforts KW - ERIC, Resources in Education (RIE) KW - Educational Legislation KW - Elementary Secondary Education KW - Urban Schools KW - Equal Education KW - Public Schools KW - Federal Programs KW - Educational Change KW - Policy Formation KW - Economically Disadvantaged KW - Program Development KW - Educational Planning KW - Disadvantaged Youth KW - Educationally Disadvantaged KW - Compensatory Education KW - Homeless People KW - Educational Quality UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62801713?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Parent and Student Perceptions of the Learning Environment at School. Statistics in Brief. AN - 62811276; ED361882 AB - Findings of a study that examined parent and student perceptions of school learning environments are presented in this document. The data are from the 1993 National Household Education Survey (NHES:93), a national survey conducted by Westat for the National Center for Education Statistics. This report is based on data from telephone interviews conducted with 10,117 parents of students in grades 6-12 and 6,504 students in grades 6-12. A Positive School Environment Scale (PSES) was constructed of seven elements. Overall, parents and students gave relatively positive ratings to the schools with which they had direct and current experience. School ratings varied by school characteristics: public schools were rated lower than private schools; larger schools were rated lower than smaller schools; and middle/junior high schools were rated lower than elementary schools. Despite the generally positive assessments, low percentages of youth strongly agreed that they were challenged at school, that they enjoyed school, and that students and teachers had respect for each other. Low percentages of students also reported that their friends thought it very important to work hard for good grades and to behave well in school. Overall scores did not differ by racial/ethnic or urban/rural factors. Five tables are included. (LMI) AU - Chandler, Kathryn Y1 - 1993/09// PY - 1993 DA - September 1993 SP - 18 VL - NCES-93-281 KW - ERIC, Resources in Education (RIE) KW - Learning KW - Educational Environment KW - Student Attitudes KW - Satisfaction KW - Teacher Attitudes KW - Elementary Secondary Education KW - Institutional Environment KW - Organizational Climate KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62811276?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - NAEP 1992--Reading State Report for Colorado: The Trial State Assessment at Grade 4. AN - 62810414; ED369068 AB - The National Assessment of Educational Progress' (NAEP) 1992 reading assessment was administered to nationally representative samples of 4th-, 8th- and 12-grade students attending public and private schools, and to state representative public-school samples of 4th graders in 43 jurisdictions. In Colorado, 2,897 fourth-grade students in 122 public schools participated in the reading assessment. The sample of students was directly representative of 95% of the eligible student population in participating schools in Colorado. Data were summarized on the NAEP reading proficiency scale ranging from 0 to 500, and results were reported according to three achievement levels at each grade--basic, proficient, and advanced. Major findings were that: (1) the overall average proficiency of the students was 218, about the same as that of students across the nation (216); (2) the lowest performing 10% of the fourth graders had proficiency levels below 175 while the top 10% of the fourth graders had proficiency levels above 257; (3) 60% were at or above the basic level, 22% were at or above the proficient level, and 4% were at or above the advanced level; (4) White students demonstrated higher proficiency that did Black, Hispanic, or American Indian students, but about the same as did Asian students; (5) boys had a lower average reading proficiency than girls; and (6) 70% of the students were taught by teachers who placed heavy emphasis on the integration of reading and writing. (Contains 31 tables and 13 figures of data. A procedural appendix, reading stimuli and example items, a discussion about setting the achievement levels and anchoring the achievement levels, and an appendix of data are attached.) (RS) Y1 - 1993/09// PY - 1993 DA - September 1993 SP - 205 VL - NAEP-23-ST07 KW - Colorado KW - National Assessment of Educational Progress KW - Trial State Assessment (NAEP) KW - ERIC, Resources in Education (RIE) KW - Intermediate Grades KW - Reading Achievement KW - Teacher Behavior KW - Public Schools KW - Reading Instruction KW - Grade 4 KW - Reading Ability KW - Sex Differences KW - Educational Assessment KW - Reading Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62810414?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Readiness for Kindergarten: Parent and Teacher Beliefs. Statistics in Brief. AN - 62807361; ED363429 AB - Opinions vary widely as to what young children should know or be capable of doing to be ready for kindergarten. This paper looks at the beliefs held by two groups who play critical roles in the early education of children: parents of preschoolers and kindergarten teachers. Two surveys that were sponsored by the U.S. Department of Education and were conducted in the spring of 1993 asked parents and teachers to rate several attributes and attitudes in terms of their importance to any child's readiness for kindergarten. Parents and teachers agreed that it was very important or essential that the children be able to communicate their needs and wants verbally, and that the children be enthusiastic and curious in approaching new activities. There was considerable disagreement on other characteristics, however. A majority of the parents believed that for a child to be ready to enter kindergarten, knowing the letters of the alphabet, being able to count to 20 or more, and being able to use pencils and paint brushes were very important or essential, whereas few kindergarten teachers shared these beliefs. Four tables and seven endnotes are included. Contains 16 references. (MDM) AU - West, Jerry Y1 - 1993/09// PY - 1993 DA - September 1993 SP - 11 VL - NCES-93-257 KW - ERIC, Resources in Education (RIE) KW - Kindergarten KW - Teacher Attitudes KW - Student Needs KW - Parent Attitudes KW - Early Childhood Education KW - National Surveys KW - Preschool Children KW - School Readiness KW - Prior Learning UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62807361?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Statistical Analysis Report. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - NAEP 1992--Reading Report Card for the Nation and the States: Data from the National and Trial State Assessments. AN - 62807170; ED369067 AB - The National Assessment of Educational Progress' (NAEP) 1992 reading assessment was administered to nationally representative samples of fourth-, eighth-, and twelfth-grade students attending public and private schools, and to state representative public-school samples of fourth graders in 43 jurisdictions. Nearly 140,000 students were assessed in all. Data were summarized on the NAEP reading proficiency scale ranging from 0 to 500, and results were reported according to three achievement levels at each grade--basic, proficient, and advanced. Major findings were that (1) 59% of the fourth graders, 69% of eighth graders, and 75% of twelfth graders reached the basic level or beyond; (2) 25%, 28%, and 37% of grade 4, 8, and 12 students met or exceeded the proficient level, respectively; (3) from 2% to 4% of students at any of the grade levels achieved the "advanced" performance level; (4) fourth graders within the basic level generally understood simple narratives; (5) eighth graders reading within the basic level demonstrated literal understanding of passages; (6) twelfth graders within the basic level were able to interpret aspects of the passages they read and make connections between their reading and their own knowledge; (7) students attending private schools had higher average reading proficiency than students at public schools; (8) considerable variation in performance existed within and across participating states; (9) females had higher average reading proficiency than males at all three grade levels; and (10) fourth graders appeared to be learning reading through varied instructional approaches. (Contains 67 tables and 9 figures of data; a detailed description of anchoring the achievement levels, an overview of procedures, state contextual background factors, and reading passages are attached.) (RS) AU - Mullis, Ina V. Y1 - 1993/09// PY - 1993 DA - September 1993 SP - 323 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. VL - NAEP-23-ST06 KW - National Assessment of Educational Progress KW - Trial State Assessment (NAEP) KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Grade 12 KW - Reading Achievement KW - Teacher Behavior KW - Reading Instruction KW - Grade 4 KW - Reading Ability KW - Sex Differences KW - Elementary Secondary Education KW - Educational Assessment KW - Reading Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62807170?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Happy 50th, Smokey Bear! A Learning Kit about Forests and Fire Safety for Grades K-3. AN - 62805904; ED366553 AB - In 1994, Smokey Bear turns 50! For a half century, Smokey has been helping children and adults protect forests and wildlands from careless fire. With this kit students can celebrate Smokey's message using a variety of activities that include dramatic play, stories, games, and things to make and do. Through these activities, students learn about Smokey Bear, about forests as habitats, and about what they can do to protect the forests. The kit encourages children to recognize Smokey Bear as a symbol of forest fire prevention and to take pride in their own responsible behavior toward fire. The lessons and activities in the guide were designed for the classroom teacher of kindergarten and first, second, and third grades. The kit provides 11 lessons that include both individual and whole group activities. The booklet provides teachers with background facts about Smokey Bear, fire, and forest habitats. Ten other activities comprise the main body of the document. Each activity is described, and objectives, grade level, group size, and materials are specified. A reading list, additional classroom resources, a colorful poster, and a puzzle are included. (LL) AU - Hall, Meryl Y1 - 1993/09// PY - 1993 DA - September 1993 SP - 40 PB - Smokey Bear Kit, Office of Elementary and Secondary Education, Smithsonian Institution, Arts and Industries Building 1153 MRC 402, Washington, DC 20560 (free to teachers). KW - Forest Service KW - National Forests KW - Smokey Bear KW - ERIC, Resources in Education (RIE) KW - Teachers KW - Practitioners KW - Safety Education KW - Instructional Materials KW - Habitats KW - Primary Education KW - Educational Games KW - Resource Materials KW - Learning Activities KW - Elementary School Teachers KW - Fire Protection UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62805904?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Public Elementary and Secondary Schools and Agencies in the United States and Outlying Areas: School Year 1991-92. E.D. TABS. AN - 62803253; ED363647 AB - This report is based on information from the 1991-92 "Public Elementary and Secondary School Universe" and the "Public Elementary and Secondary Education Agency Universe" surveys of education in the United States. These are two of the surveys of the Common Core of Data collected annually by the U.S. Department of Education's National Center for Education Statistics. Nineteen tables summarize statistical information for each school and education agency as supplied by state education agency officials. The 84,578 public schools represent a slight increase over the number for the previous school year. The average student body size of public schools of 522 in 1991-92 was slightly larger than that of 1990-91, with high schools generally larger than elementary schools. The median pupil-teacher ratio in 1991-92 was 18.3 students for each teacher in elementary schools, 17.0 students for each teacher in middle schools, and 15.4 students for each teacher in high schools. The number of school districts declined slightly to 15,173. The 1.2 percent of school districts in the largest size range (25,000 or more students) served some 29.1 percent of the nation's public school students. Two appendixes contain sample survey forms for the school and agency surveys. The text also contains information on survey methodology and definitions and abbreviations. (SLD) AU - McDowell, Lena Y1 - 1993/09// PY - 1993 DA - September 1993 SP - 37 KW - Common Core of Data Program KW - Public Elementary and Secondary Agency Universe KW - Public Elementary and Secondary School Universe KW - ERIC, Resources in Education (RIE) KW - State Boards of Education KW - Institutional Characteristics KW - State Agencies KW - School Districts KW - Elementary Secondary Education KW - Urban Schools KW - National Surveys KW - School Statistics KW - Public Schools KW - Teacher Student Ratio KW - School Size KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62803253?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the 1990-91 report, see ED 350 316. Nineteen t N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Library and Information Services Policy: A Forum Report (Washington, D.C., September 23-24, 1993). AN - 62710193; ED376816 AB - This report is the result of a meeting to consider the need for broad assessment of the fundamental changes in library and information services needed to keep pace with the electronic age. Participants agreed to plan for the establishment of an annual series of policy forum meetings for participants from a variety of disciplines to consider issues and developments in library and information services data needs. The forum focused on four papers addressing critical issues facing library and information services: (1) "Measuring the Impact of Technology on Libraries" (Martin Dillon); (2) "Multitype Library Collaboration: Measures of Implicit Impact" (Mary Treacy Birmingham); (3) "Information To Enhance Planning for Education for Library and Information Services Professionals: What Do We Need To Know?" (June Lester); and (4) "Statistical Support for Urban Library Services" (Eleanor Jo Rodger). Two appendices present a news release about the forum and an excerpt from "Libraries at Large," a 1969 publication of the Federal Institute of Library and Information Science. (SLD) Y1 - 1993/09// PY - 1993 DA - September 1993 SP - 116 KW - ERIC, Resources in Education (RIE) KW - Technological Advancement KW - Information Services KW - Library Cooperation KW - Library Education KW - Higher Education KW - Needs Assessment KW - Library Services KW - Measurement Techniques KW - User Needs (Information) KW - Information Technology KW - Access to Information KW - Urban Areas KW - Policy Formation KW - Educational Planning UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62710193?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - NAEP 1992 Reading State Report for Utah. The Trial State Assessment at Grade 4. AN - 62427268; ED426391 AB - In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in NAEP's history, voluntary state-by-state assessments were made. In 1992, the NAEP Program included an expanded TSA in fourth-grade reading. The 1992 reading assessment considered students' performance in situations that involved reading different kinds of materials for different purposes. The fourth-grade assessment measured two global purposes for reading--reading for literary experience and reading to gain information. In Utah, 2,829 students in 108 public schools were assessed. This report describes the reading proficiency of Utah fourth-graders and compares their overall performance to students in the West region of the United States and the nation (using data from the NAEP national assessments). The distribution of reading results and reading achievement level results are provided for subpopulations of students (race/ethnicity, type of location, parents' educational level, and gender, and performance according to purpose for reading). To provide a context for the assessment data, participating public school students, their reading teachers, and principals completed questionnaires which focused on: policies and practices related to reading (time for instructional activities and instructional resources for reading); delivery of reading instruction (instructional materials and activities, workbooks/worksheets/writing, discussion and group activities, time to read, reading and use of libraries, assessing progress in reading); reading instructors (preparation, experience and professional development); students' home support for literacy (reading outside of school and in the home and hours of television watched per day). The average reading proficiency of fourth-grade public school students in Utah on the NAEP reading scale was 222 compared to 216 nationwide. (CR) Y1 - 1993/09// PY - 1993 DA - September 1993 SP - 205 SN - 0886851483 KW - National Assessment of Educational Progress KW - State Reading Assessments KW - Trial State Assessment (NAEP) KW - Utah KW - ERIC, Resources in Education (RIE) KW - Intermediate Grades KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Grade 4 KW - Standardized Tests KW - Student Evaluation KW - Tables (Data) KW - Reading Research KW - National Competency Tests KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62427268?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the entire report covering the nation and the N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Transition Personnel Preparation Projects, 1992. AN - 62376015; ED440479 AB - This document is a catalog of approximately 50 projects concerned with the transition from school to work of students with disabilities and sponsored by the Division of Personnel Preparation (DPP) of the Department of Education's Office of Special Education and Rehabilitative Services for the fiscal year 1992. The introduction notes that these transition training programs vary widely in terms of the roles that personnel is being prepared for, whether a specific disability is targeted, level of training program, special population to be recruited or served, and the service delivery model. A chart tracks numbers of new transition training grants by year (since 1984) and by DPP competition. Another chart lists grant recipients and projects by state and institution. Each project abstract typically contains information on the following: grantee, project director, telephone number, grant number and period, grant amount, grant title, and overview of the project (goal, objectives, content, methodology, expected outcomes, and evaluation plan). (DB) AU - Baker, Betty Y1 - 1993/08/30/ PY - 1993 DA - 1993 Aug 30 SP - 61 KW - Office of Special Educ Rehabilitative Services KW - ERIC, Resources in Education (RIE) KW - Program Descriptions KW - Federal Aid KW - Training KW - Transitional Programs KW - Disabilities KW - Grants KW - Delivery Systems KW - Secondary Education KW - Education Work Relationship KW - Program Descriptions KW - Federal Aid KW - Training KW - Transitional Programs KW - Disabilities KW - Grants KW - Delivery Systems KW - Secondary Education KW - Education Work Relationship UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62376015?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Trends in Degrees Conferred by Institutions of Higher Education: 1984-85 through 1990-91. E.D. TABS. AN - 62894733; ED359888 AB - Using two large national survey databases, a study was done of trends in degrees conferred by colleges and universities. The data were gathered from: (1) the Integrated Postsecondary Education Data System (IPEDS) 1986-87 through 1990-91 "Completions" surveys, and the 1990 and 1991 "Consolidated" surveys; and (2) the Higher Education General Information Survey (HEGIS) 1984-85 survey of "Degrees and Other Formal Awards Conferred in Institutions of Higher Education." These surveys collected information on degrees conferred by level of award (associate's, bachelor's, master's, doctor's, first-professional; race, ethnicity, and sex of recipients; and major field of study. The results are displayed in eight tables. Highlights of the study include the following: (1) the number of all degrees awarded in 1990-91 increased by 2.7 percent over the previous year with the greatest increase occurring among Hispanics; (2) degrees awarded to women accounted for 54 percent of the total degrees in 1990-91; (3) computer and information sciences, engineering and related technologies, and theology were the only fields experiencing a decline in bachelor's degrees awarded; and (4) over the 6-year span of the study the number of master's and doctor's degrees had the largest overall percentage increases. Appendixes contain a crosswalk for selected fields and four additional tables. (JB) AU - Morgan, Frank Y1 - 1993/08// PY - 1993 DA - August 1993 SP - 67 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. SN - 0160418860 KW - Higher Education General Information Survey KW - Integrated Postsecondary Education Data System KW - ERIC, Resources in Education (RIE) KW - Masters Degrees KW - Educational Trends KW - Majors (Students) KW - Higher Education KW - National Surveys KW - Associate Degrees KW - Degrees (Academic) KW - Minority Groups KW - Bachelors Degrees KW - Sex Differences KW - Professional Education KW - Doctoral Degrees KW - Tables (Data) KW - Trend Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62894733?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - New Teachers in the Job Market, 1991 Update. Contractor Report. Statistical Analysis Report. AN - 62888664; ED360313 AB - This report on the supply of newly qualified teachers (NQTs) is based primarily on data from the Recent College Graduates (RCG) study of 1991. The survey, which was originally designed to provide information on NQTs alone, was expanded to cover graduates in all major fields of study; however, it continues to emphasize graduates qualified to teach at the elementary or secondary school level. It focuses on the number, characteristics, and teaching status of NQTs who were defined as college graduates receiving a bachelor's or master's degree between July 1, 1989, and June 30, 1990; who became eligible or certified to teach during that same period; and who had not been employed as teachers before receiving their degree. The number of NQTs who graduated from the nation's colleges and universities increased from 126,200 in 1986 to 140,500; the number at the master's level decreased by 1,000. Of the NQTs in 1991, 71 percent were female. Among NQTs, about 50 percent had a grade point average of 3.25 or above, compared to 42 percent of other bachelor's degree recipients. Fifty-nine percent of the NQTs had majored in education, about the same as the percentage in 1987 (57 percent). One year after graduation, 91 percent of the NQTs were employed, 73 percent full-time. The average annual salary for NQTs who were employed full time was $19,200 in 1991, compared to $24,200 for other bachelor's degree recipients. Of all NQTs, 85 percent were eligible or certified to teach at the elementary or secondary level. A bibliography of RCG reports and numerous text tables and figures are included. Four appendixes provide tables containing additional data referenced in text, tables with standard errors for data reported in text, technical notes, and definitions of terms and codes used in the report. (LL) AU - Gray, Lucinda Y1 - 1993/08// PY - 1993 DA - August 1993 SP - 86 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. SN - 0160420237 KW - New Teachers KW - Recent College Graduates Study 1987 (NCES) KW - Recent College Graduates Study 1991 (NCES) KW - ERIC, Resources in Education (RIE) KW - Education Majors KW - Teaching (Occupation) KW - Teacher Characteristics KW - Masters Degrees KW - Elementary Secondary Education KW - Teacher Supply and Demand KW - National Surveys KW - Teacher Salaries KW - Beginning Teachers KW - Teacher Employment KW - Teacher Certification KW - Bachelors Degrees KW - College Graduates KW - Graduate Surveys UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62888664?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For 1987 survey report, see ED 324 368. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - School Engagement & Students at Risk. AN - 62808909; ED362322 AB - To examine the proposition that students who do not remain active participants in class or school may be at risk for school failure, regardless of status characteristics such as ethnicity or family income, two studies of engagement and achievement were conducted. The studies used a nationwide sample of eighth-grade students from the U.S. Department of Education's National Educational Longitudinal Study of 1988 (NELS:88) survey. The first study examined the association of participation in school and classroom activities with academic achievement in 15,737 eighth-graders attending public schools. The study found that participation and academic achievement were positively related, even after controlling for gender, ethnicity, and socioeconomic status. The second study examined behaviors that distinguish students who are at risk, but who are successful in school subjects, from their less successful peers. A sample of 5,945 eighth-graders identified as at risk by virtue of race, home language or socioeconomic status were classified as unsuccessful, passing, or successful, based on reading and mathematics achievement tests. It was found that achievement groups were distinct in terms of variety of classroom participation behaviors, out-of-class participation, and interactions with their parents regarding school. Three major conclusions were drawn from the investigation: (1) behavioral risk factors are indeed related to significant outcomes of schooling; (2) risk behaviors have their roots in the early school years or before; and (3) more attention should be given by educators and researchers to encouraging the potential of "marginal" students. Further research is needed to identify manipulable aspects of classroom and school processes that encourage student engagement. Appendices provide details of the measures used in the studies and the standard deviations and correlations of the measures. Contains 91 references. (MDM) AU - Finn, Jeremy D. Y1 - 1993/08// PY - 1993 DA - August 1993 SP - 117 VL - NCES-93-470 KW - National Education Longitudinal Study 1988 KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - High Risk Students KW - Elementary School Students KW - Class Activities KW - Student Participation KW - Academic Achievement KW - National Surveys KW - Longitudinal Studies KW - Grade 8 KW - School Activities KW - Public Schools KW - Academic Failure KW - Student Behavior UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62808909?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Dropping Out of School: 1982 and 1992. Issue Brief. AN - 62803224; ED364571 AB - In recent years, concern over students dropping out of school has increased. A primary focus is the size of the dropout population, a question that has been addressed in two National Center for Education Statistics (NCES) longitudinal studies. Both studies provide the data needed to consider the dropout experiences between the sophomore and senior years of two groups of students a decade apart in time. Over the 10 years between the 1980-82 High School and Beyond survey (HS&B) and the 1990-92 data from the National Education Longitudinal Study of 1988 (NELS:88) (follow-ups), there was a 43 percent reduction in the percent of sophomores who dropped out of school. The NELS:88 rate for the sophomore cohort of 1990 is 6.2 percent. Relative rankings for racial and ethnic groups did not change over the decade, and in both cohorts the dropout rates for Hispanics were higher than those for Whites and Asians. Rates for Blacks were between those of Hispanic Americans and Whites. In both periods, failure in school and dislike for school were major factors leading students to drop out of school. Pregnancy and marriage were important factors influencing females' decisions to leave school early. Three figures illustrate the discussion. (SLD) AU - McMillen, Marilyn Y1 - 1993/08// PY - 1993 DA - August 1993 SP - 3 VL - NCES-93-901 KW - High School and Beyond (NCES) KW - National Education Longitudinal Study 1988 KW - ERIC, Resources in Education (RIE) KW - High Risk Students KW - Etiology KW - Early Parenthood KW - Educational Trends KW - Asian American Students KW - Racial Differences KW - National Surveys KW - Longitudinal Studies KW - Cohort Analysis KW - Pregnancy KW - Dropouts KW - White Students KW - Dropout Research KW - High Schools KW - Ethnic Groups KW - Academic Failure KW - Black Students KW - Hispanic American Students KW - High School Students KW - Trend Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62803224?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Nationally Recognized Accrediting Agencies and Associations. Criteria and Procedures for Listing by the U.S. Secretary of Education and Current List. AN - 62632630; ED396631 AB - This document consists of the U.S. Department of Education's current list of the approximately 95 accrediting agencies and associations in the United States recognized as reliable authorities concerning the quality of postsecondary education or training offered by institutions or programs. The introductory section points out that the United States has no centralized authority exercising national control over its educational institutions and that nongovernmental, peer evaluation of educational institutions and programs by private educational associations insures a basic level of quality. The full text of the federal regulations regarding the procedures and criteria for recognizing accrediting agencies is provided. The document includes a discussion of the functions of accreditation, the accrediting procedure, types of accreditation, and the role of nongovernmental coordinating agencies. Accrediting bodies are listed under the following categories: regional institutional accrediting associations; regional institutional accrediting commissions; national institutional and specialized accrediting bodies (by subject); and accrediting agencies and associations recognized for their preaccreditation categories. Usually provided in each listing is agency name; dates of original, most recent, and next regular review; director, address, and phone number. (CK) Y1 - 1993/08// PY - 1993 DA - August 1993 SP - 28 KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Peer Institutions KW - Institutional Evaluation KW - Accreditation (Institutions) KW - Agency Role KW - Accrediting Agencies KW - Standards KW - Quality Control KW - Educational Quality KW - Academic Standards KW - Postsecondary Education KW - Peer Institutions KW - Institutional Evaluation KW - Accreditation (Institutions) KW - Agency Role KW - Accrediting Agencies KW - Standards KW - Quality Control KW - Educational Quality KW - Academic Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62632630?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Pocket Condition of Education, 1993. AN - 62893218; ED359656 AB - A small sample of the 60 indicators reported on in the full annual report "Condition of Education, 1993" are provided in this brief booklet, i.e., the following six tables: (1) enrollment rates in prekindergarten education; (2) international comparisons of reading literacy; (3) mathematics and science course-taking patterns; (4) transition from high school to work; (5) international comparisons of public expenditures for education; and (6) time to complete baccalaureate degree. (LMI) Y1 - 1993/07// PY - 1993 DA - July 1993 SP - 13 KW - Indicators KW - ERIC, Resources in Education (RIE) KW - Time to Degree KW - Postsecondary Education KW - School Demography KW - Elementary Secondary Education KW - Educational Trends KW - Educational Resources KW - Educational Assessment KW - Pamphlets KW - Tables (Data) KW - School Statistics UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62893218?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For full document on which these examples are base N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Schools and Staffing Survey, 1990-91: Sample Design and Estimation. Technical Report. AN - 62890874; ED360380 AB - The Schools and Staffing Survey (SASS) represents the union of three surveys by the National Center for Education Statistics (NCES), the Teacher Demand and Shortage Survey, the School and School Administrator Surveys, and the Teacher Survey. The SASS measures critical aspects of teaching supply and demand, the composition of the teacher and administrator workforce, and the status of teaching and schooling in general. The merger of the studies produces one database. SASS is designed to provide estimates to meet its analytical goals: (1) national estimates for public and private schools; (2) state estimates for public schools; (3) state/elementary, state/secondary, and national combined public school estimates; (4) detailed association estimates and grade school estimates for private schools; (5) estimates of change from 1988 to 1991 in school level characteristics; and (6) national estimates for schools with greater than 25% American Indian enrollment. This report describes the procedures used in the following areas: (1) school and teacher sample stratum allocation; (2) overlapping 1988 and 1991 SASS samples; (3) public school sample design; (4) local education agency sample design; (5) private school sample design; (6) teacher sample design (including within school teacher allocation); (7) weighting; (8) imputation; (9) variance estimation techniques; and (10) frame evaluation. Changes in the study design since the inception of the study in 1987-88 are reviewed. Twenty figures and 24 tables illustrate the study design and changes. Four appendixes describe the Common Core of Data; and explain sample reallocation, school overlap, and the effect of a population correction. (SLD) AU - Kaufman, Steven AU - Huang, Hertz Y1 - 1993/07// PY - 1993 DA - July 1993 SP - 137 KW - Common Core of Data Program KW - Schools and Staffing Survey (NCES) KW - ERIC, Resources in Education (RIE) KW - Teacher Characteristics KW - Research Methodology KW - Elementary Secondary Education KW - Teacher Supply and Demand KW - National Surveys KW - Elementary School Teachers KW - Secondary School Teachers KW - School Statistics KW - Research Design KW - Administrator Characteristics KW - Public Schools KW - Estimation (Mathematics) KW - Data Collection KW - School Surveys KW - Sampling KW - Sample Size KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62890874?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Teacher Supply in the United States: Sources of Newly Hired Teachers in Public and Private Schools. Statistical Analysis Report. AN - 62808395; ED361352 AB - Data for this report are taken from the 1987-88 Schools and Staffing Survey (SASS), which was designed to measure teacher supply and demand conditions, characteristics of the teacher workforce, and factors related to teacher supply and demand. This analysis used a subsample of the SASS teacher sample consisting of 2,041 newly hired public school teachers and 954 newly hired private school teachers. In the 1987-88 school year, 152,000 teachers were newly hired, 112,000 in public and 40,000 in private schools. Only 27 percent of public and 19 percent of private school teachers were supplied by the pool of "newly minted" college graduates who have traditionally met the nation's demand for new teachers. The primary source for new hires was the reserve pool of former teachers. Reentrants supplied 41 percent of new hires for public schools and 44 percent in private schools. Transfers from other teaching positions supplied 19 percent of public and 23 percent of private new hires. A fourth source of new hires was the delayed entrant, first-year teachers who engaged in other activities after completing their degrees but before entering teaching. Measures of teacher qualifications are needed to distinguish better among teachers of varying quality. Continued reporting of these data will be useful in tracking the relative contribution of each supply source in meeting the demand for newly hired teachers. Ten tables and five figures present survey findings. Technical notes on survey methodology are included, and an appendix contains 10 tables of standard errors. (SLD) AU - Rollefson, Mary R. Y1 - 1993/07// PY - 1993 DA - July 1993 SP - 54 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. VL - NCES-93-424 KW - Reemployment KW - Schools and Staffing Survey (NCES) KW - ERIC, Resources in Education (RIE) KW - Teacher Characteristics KW - Elementary Secondary Education KW - Public School Teachers KW - Teacher Supply and Demand KW - National Surveys KW - Elementary School Teachers KW - Secondary School Teachers KW - School Statistics KW - Beginning Teachers KW - College Graduates KW - Teacher Recruitment KW - Employment Patterns KW - Teacher Qualifications KW - Tables (Data) KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62808395?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Public Elementary and Secondary State Aggregate Data, by State for School Years 1991-92 and 1990-91. E.D. TABS. AN - 62806037; ED361351 AB - This report presents non-fiscal information on public elementary and secondary schools for the 1991-92 school year and finance data for the 1990-91 school year (fiscal year 1991). Statistics are based on data from two of the four surveys of the Common Core of Data program of the National Center for Education Statistics. In comparing findings of the State Nonfiscal Survey of Public Elementary and Secondary Education and the National Public Education Financial Survey with those of previous years, several findings stand out. There were 42.0 million students in public schools in 1991-92, an increase of 1.9 percent over the previous year's total. The 2.2 million high school graduates for 1990-91 represent a decrease from 1989-90, although the ratio of graduates to 12th-grade enrollment increased slightly. Of the 4.5 million school staff reported for 1991-92, 53.5 percent were teachers and 410,000 were teacher aides. The national ratio of total students to total teachers in 1991-92 was 17.3 students per teacher, a slight increase over the previous year. Total reported revenues for public elementary and secondary education were 222.8 billion dollars for 1990-91, compared with 207.7 billion dollars for 1989-90. Expenditures averaged 4,890 dollars per pupil in membership. Data are presented in 14 tables, with 14 tables of state aggregate data, revised final tabulations, in Appendix A and the survey forms in Appendix B. (SLD) AU - Johnson, Frank H. Y1 - 1993/07// PY - 1993 DA - July 1993 SP - 74 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. SN - 0160418763 KW - Aggregation (Data) KW - Common Core of Data Program KW - National Center for Education Statistics KW - National Public Education Financial Survey KW - State Nonfiscal Survey of Public Elem Sec Educ KW - ERIC, Resources in Education (RIE) KW - High School Graduates KW - Expenditure per Student KW - Educational Finance KW - Elementary Secondary Education KW - National Surveys KW - School Statistics KW - Income KW - Comparative Analysis KW - Public Schools KW - Teacher Student Ratio KW - Enrollment KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62806037?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the previous report in this series, see ED 347 N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Schools and Staffing in the United States: Selected Data for Public and Private Schools, 1990-91. Schools and Staffing Survey. E.D. Tabs. AN - 62873237; ED359225 AB - This report on the Schools and Staffing Survey (SASS) of 1990-91 presents data on public and private schools, school administrators, and teachers. Data reported for schools include programs or services offered, schools with students receiving Chapter 1 services, graduation rates, and college application rates. The SASS was first conducted in 1987-88 and repeated in 1990-91. It is planned for 3-year intervals in the future. The approximately 80,000 public schools and nearly 25,000 private schools account for approximately 76 percent and 24 percent, respectively, of the almost 105,000 schools in the United States. Of the nation's 44.8 million children in kindergarten through 12th grade, about 89.6 percent were enrolled in public schools. Among the highlights from the survey are the following: (1) some 8.5 percent of public school teachers and 14.5 percent of private school teachers were newly hired in 1990-91; (2) almost 5.4 million public school students and about 200,000 private school students received publicly funded Chapter 1 services in 1990-91; (3) the percent of public high school graduates who applied to college averaged 53 percent compared to 76 percent private school rates; (4) a Master's degree is the highest degree held by 60.5 percent of public school principals and 47.4 percent of private school principals; (5) about one-quarter of public school teachers and 11 percent of private school teachers had over 20 years of full-time teaching experience in school year 1990-91; and (6) the average base salary of public school teachers was $31,296 and $19,783 for private school teachers. Study data are presented in 38 tables, and there are 26 tables of supplemental data in Appendix A. (SLD) AU - Bobbitt, Sharon A. Y1 - 1993/06// PY - 1993 DA - June 1993 SP - 114 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. VL - NCES-93-453 KW - Schools and Staffing Survey (NCES) KW - ERIC, Resources in Education (RIE) KW - Administrators KW - College Bound Students KW - Teacher Characteristics KW - Research Methodology KW - Elementary Secondary Education KW - Teacher Supply and Demand KW - National Surveys KW - Elementary School Teachers KW - Secondary School Teachers KW - School Statistics KW - Graduation KW - Public Schools KW - Educationally Disadvantaged KW - School Personnel KW - Compensatory Education KW - School Surveys KW - Tables (Data) KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62873237?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the teacher followup survey, see TM 019 968; f N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Adult Education: Main Reasons for Participating. Statistics in Brief. AN - 62868342; ED358365 AB - A survey of educational activities of adults in the United States was a component of the 1991 National Household Education Survey, a telephone survey of 12,568 adults. This survey found that 32 percent of adults, defined as persons aged 17 and over, were enrolled in a part-time educational activity over a 12-month period in 1990-91. Eleven percent of senior citizens participated in such educational activities. Most frequently, participants wanted to improve, advance, or keep up to date in their current jobs. Other reasons included personal enrichment, training for a new job, and obtaining a diploma or degree. The reasons cited depended on the participants' age, sex, race/ethnicity, and educational attainment. Young adults were more likely to participate to obtain a diploma or train for a new job. Men were more likely to enroll in courses to improve or update their work skills in their current jobs; women were likely to enroll in courses for personal, family, or social reasons. More Whites than Blacks or Hispanics took courses to improve skills in the workplace. Whites were more likely to enroll for a diploma or degree than Blacks and less likely to train for a new job or to enroll in basic skills than Hispanics. Adults with some postsecondary education were more likely to participate in adult education. (Three data tables and one figure illustrate participation rates and main reason for participating by age, sex, parental status, race/ethnicity, and educational attainment and standard errors for those participation rates.) (YLB) AU - Kopka, Teresita L. AU - Peng, Samuel S. Y1 - 1993/06// PY - 1993 DA - June 1993 SP - 9 VL - NCES-93-451 KW - ERIC, Resources in Education (RIE) KW - Lifelong Learning KW - Individual Characteristics KW - Blacks KW - Males KW - Race KW - National Surveys KW - Whites KW - Older Adults KW - Hispanic Americans KW - Participation KW - Ethnic Groups KW - Academic Aspiration KW - Learning Motivation KW - Females KW - Parents KW - Educational Background KW - Student Motivation KW - Participant Characteristics KW - Educational Research KW - Sex KW - Adult Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62868342?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Teaching, Administrative, and Others Work Experience of Public School Principals. Issue Brief. AN - 62866699; ED357511 AB - The National Center for Education Statistics 1990-91 Schools and Staffing Survey examined the prior work experience of elementary and secondary public school principals. The survey found that 98.7 percent of principals had taught an average of 10.6 years before taking their administrative positions. The number of years of teaching increased with age; those under 40 spent an average of 8 years teaching, and those 50 or over spent an average of 11.3 years teaching. Nearly half of the principals surveyed, 49.8 percent, held other administrative positions in education for an average of 5.7 years before becoming principals. About 17 percent of the principals held nonteaching, nonadministrative positions such as guidance counselor, librarian, or curriculum specialist before becoming principals, averaging about 6 years in those positions. (JPT) AU - Hammer, Charles H. AU - Rohr, Carol L. Y1 - 1993/06// PY - 1993 DA - June 1993 SP - 3 VL - IB-2-2-93; NCES-93-452 KW - Schools and Staffing Survey (NCES) KW - ERIC, Resources in Education (RIE) KW - Work Experience KW - Administrator Effectiveness KW - Public Schools KW - Principals KW - Administrator Qualifications KW - Elementary Secondary Education KW - Administrator Characteristics KW - Occupational Surveys UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62866699?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Condition of Education, 1993. AN - 62864973; ED357513 AB - The current status of education for 1993 is presented in the form of education "indicators"--key data that measure the health of education, monitor important developments, and show trends in major aspects of education. The 60 indicators have been divided into 6 areas: (1) access, participation, and progress; (2) achievement, attainment, and curriculum; (3) economic and other outcomes of education; (4) size, growth and output of educational institutions; (5) climate, classrooms, and diversity in educational institutions; and (6) human and financial resources of educational institutions. The report includes the text, tables, and charts for each indicator plus the technical supporting data, supplemental information, and data sources. Indicators on issues in elementary and secondary education are integrated with those on issues in postsecondary education to reflect the continuity of educational experiences. New indicators include the following: (1) age of first graders; (2) participation in adult education; (3) educational attainment of Hispanics, by recency of migration; (4) course taking in college for recent graduates and for recently graduated full-time teachers; (5) education and labor-market outcomes of high school diploma and GED graduates; (6) health characteristics of adults, by years of schooling; (7) participation in school decision making; (8) time in the classroom; and (9) international comparisons of reading literacy. (MFL) AU - Alsalam, Nabeel Y1 - 1993/06// PY - 1993 DA - June 1993 SP - 511 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. VL - NCES-93-290 KW - Health Status KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Access to Education KW - Student Characteristics KW - Educational Finance KW - Academic Achievement KW - Elementary Secondary Education KW - Educational Trends KW - Educational Attainment KW - Outcomes of Education KW - Ethnic Distribution KW - Hispanic Americans KW - Comparative Education KW - Enrollment KW - Educational Resources KW - Institutional Characteristics KW - School Demography KW - Educational Indicators KW - Surveys KW - School Statistics KW - Labor Market KW - Government Publications KW - Educational Assessment KW - Tables (Data) KW - Educational Quality KW - Adult Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62864973?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the 1992 report, see ED 344 347. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Current Elementary and Secondary Expenditures--1990s and Beyond. Issue Brief. AN - 62863235; ED358577 AB - This issue brief presents projections for current expenditures in public elementary and secondary schools in the United States. The following areas are examined: the historical association between the economy and the level of expenditures; the importance of funds from state and federal governments; the effect of the next decade's anticipated enrollment increases on current expenditures; and factors that affect the accuracy of the projections for current expenditures per pupil. Four tables/graphs are included. (LMI) AU - Hussar, William J. Y1 - 1993/06// PY - 1993 DA - June 1993 SP - 4 KW - ERIC, Resources in Education (RIE) KW - Expenditures KW - Costs KW - Federal Aid KW - Business Cycles KW - Elementary Secondary Education KW - Educational Trends KW - Educational Economics KW - Economic Impact KW - State Aid KW - Income UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62863235?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Based on "Projections of Education Statistics To 2 N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - America's High School Sophomores: A Ten Year Comparison, 1980-1990. AN - 62858957; ED360318 AB - This study of high school sophomores in 1980 and 1990 compares the experiences of students in the two cohorts, identifying changes in in-school and out-of-school activities, academic achievement, self-concept, values, plans, and aspirations. Similarities and differences between the two groups are documented using data from the National Education Longitudinal Study of 1988 (NELS:88) and High School and Beyond (HS&B, 1980). HS&B and NELS:88 sophomores are marked by basic demographic differences, including the smaller size of the NELS:88 1990 cohort, reflecting the baby bust of the 1970s, and a higher proportion of racial minority and poverty status sophomores in 1990. NELS:88 sophomores also reflect the influence of various waves of school reform since the late 1970s and early 1980s. Overall, the comparison paints a pictures that is in most respects encouraging in its portrayal of the high school academic orientation and postsecondary expectations of the 1990 sophomore class. Positive changes, however, are typically small or moderate in magnitude. Among the findings are: (1) general and college preparatory program placement has increased, at the expense of vocational program placement; (2) patterns of extracurricular participation changed especially in musical activities (31% in 1980 to 22% in 1990) and in hobby clubs (21% in 1980 to 7% in 1990); (3) changes in sophomores giving high importance to particular life values (e.g., marriage and family 83% rating this as very important in 1980, 72% in 1990); (4) small but statistically significant increase in the number of females aspiring to traditionally male-dominated non-professional occupations (15.6% in 1980 versus 18.% in 1990). Sixteen tables and 13 figures present data from the 2 studies. Three appendixes contain information about the survey sample sizes, standard errors, and other methodological and technical information. Appendix A contains an additional 20 data tables. (Contains 46 references.) (SLD) AU - Rasinski, Kenneth A. Y1 - 1993/06// PY - 1993 DA - June 1993 SP - 121 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. VL - NCES-93-087 KW - High School and Beyond (NCES) KW - High School Sophomores KW - National Education Longitudinal Study 1988 KW - ERIC, Resources in Education (RIE) KW - Values KW - Grade 10 KW - Academic Achievement KW - National Surveys KW - Longitudinal Studies KW - Cohort Analysis KW - Comparative Analysis KW - School Activities KW - Minority Groups KW - Self Concept KW - Poverty KW - Educational Change KW - Racial Composition KW - Academic Aspiration KW - Recreational Activities KW - Statistical Data KW - Sample Size KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62858957?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - School Enrollment Expected To Surpass Historic All-Time High. Issue Brief. AN - 62856941; ED360377 AB - Future trends in enrollment projections are useful to school planners who are involved in making decisions about long-term requirements for school facilities and teachers. The 5- to 17-year-old population is expected to increase by 13 percent over the projection period to 2003. During the projection period, total enrollment is expected in 1996 to surpass the level of 1971 (the previous peak), which is 2 years earlier than the previous projection. Enrollment in kindergarten through grade 8 reached its low in 1984 and has risen since, while enrollment in grades 9 through 12 did not reach a low until 1990. Enrollment in high schools is projected to increase by 22 percent. Trends are likely to differ by region and state. The present projections, the first ones based on 1990 Census figures, are higher than those previously presented. Three tables present enrollment projections and a comparison with past projections. (SLD) AU - Gerald, Debra E. AU - Hussar, William J. Y1 - 1993/06// PY - 1993 DA - June 1993 SP - 3 KW - Census 1990 KW - ERIC, Resources in Education (RIE) KW - Educational Demand KW - Elementary Secondary Education KW - National Surveys KW - Educational Supply KW - Decision Making KW - School Statistics KW - Census Figures KW - Enrollment Projections KW - Comparative Analysis KW - Enrollment Trends KW - Educational Planning KW - Population Trends KW - Trend Analysis KW - Futures (of Society) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62856941?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - All data are from "Projections of Education Statis N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Education Statistics on Disk [machine-readable data file]. AN - 62780483; ED362567 AB - Five diskettes present EDsearch (Education Statistics on Disk) (formerly Digest-on-Disk), a computerized search and retrieval system designed to provide an easy way to locate and display specific information contained in the wealth of statistical tables produced by the National Center for Education Statistics (NCES). This version of the program includes the complete contents of the following NCES publications: (1) 1992 Digest of Education Statistics (409 tables, 35 figures, chapter introductions, and supporting materials); (2) 1992 Condition of Education (text, tables, charts, and supplemental tables and notes for all 60 indicators, plus chapter introductions and supporting materials); (3) Historical Trends: State Education Facts 1969 to 1989 (41 tables, chapter introductions, and supporting charts and appendices; state charts accompanying the tables are not available); (4) 120 Years of American Education: A Statistical Portrait (37 tables, 21 figures, chapter introductions, and supporting materials); (5) 1991 Youth Indicators (tables and charts for all 59 indicators, and supporting text); and (6) Glossary and Guide to Sources (Digest and Condition Glossary and Guide to Sources have been merged). Tables, figures, and text files are stored in a compressed form. The program's convenient menus and search screens offer several powerful ways to retrieve and display information of interest by descriptor term (keyword) index, table of contents, free text searching, and saved search. Once a set of records has been defined and retrieved, individual tables and files can be displayed, printed, or saved to disk in file formats, which can be accessed and manipulated by most word processing, spreadsheet, and database programs. (RLC) Y1 - 1993/06// PY - 1993 DA - June 1993 EP - 0 PB - National Center for Education Statistics, Office of Educational Research and Improvement, U.S. Department of Education, 555 New Jersey Avenue, N.W., Washington, DC 20208. KW - Condition of Education (NCES) KW - Digest of Education Statistics KW - Educational Information KW - Historical Trends State Educ Facts 1969 to 1989 KW - United States KW - Youth Indicators KW - 120 Years of American Educ Statistical Portrait KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Educational Trends KW - Higher Education KW - National Surveys KW - Search Strategies KW - Computer Software KW - Databases KW - Floppy Disks KW - State Surveys KW - Statistical Data KW - Graphs KW - Charts KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62780483?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=&rft.atitle=Education+Statistics+on+Disk+%5Bmachine-readable+data+file%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1993-06-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=Adult+Work+Skills+and+Knowledge.+Selected+Results+from+the+First+National+Assessment+of+Career+and+Occupational+Development.+Career+and+Occupational+Development+Report+No.+05-COD-01.&rft.title=Adult+Work+Skills+and+Knowledge.+Selected+Results+from+the+First+National+Assessment+of+Career+and+Occupational+Development.+Career+and+Occupational+Development+Report+No.+05-COD-01.&rft.issn=&rft_id=info:doi/ LA - English DB - ERIC N1 - Availability - Level 3 - Indexed only N1 - SuppNotes - System requirements: IBM or compatible personal co N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - National Assessment of College Student Learning: Getting Started. A Summary of the Beginning Activities. AN - 62873699; ED359856 AB - This report explores the issues and concerns related to the development of a process to assess college student learning. Its primary focus is the attainment of National Education Goal 5.5 by the year 2000 which reads, "The proportion of college graduates who demonstrate an advanced ability to think critically, communicate effectively, and solve problems will increase substantially." The primary source of information for this report came from a set of 15 papers commissioned as background for a study design workshop held in November 1991, 45 reviews of the papers, and the proceedings of the study design workshop, "National Assessment of College Student Learning: Issues and Concerns." Chapter 1 addresses what it means to undertake a national assessment of college student learning and raises issues inherent in such a national assessment. Chapter 2 considers what specific skills should be assessed (critical thinking skills, assessment in the workplace, assessment in the colleges--basic skills and general intellectual skills, literacy and writing assessments, and necessary research). Chapter 3 raises six standards and other measurement issues: (1) relationship of standards to the task of defining a national assessment of college student learning; (2) historical context for standards; (3) relationship of standards of National Assessment of College Student Learning to the overall charge of Goal 5; (4) the testing of subject-specific content domains; (5) reasonableness of a single set of standards; (6) and the debate over portfolio assessment and its relationship to standards and values issues. (Contains over 450 footnotes.) (GLR) AU - Greenwood, Addison Y1 - 1993/05// PY - 1993 DA - May 1993 SP - 192 PB - Superintendent of Documents, U.S. Government Printing Office, Mail Stop: SSOP, Washington, DC 20402-9328. VL - NCES-93-116 KW - National Education Goals 1990 KW - ERIC, Resources in Education (RIE) KW - Administrators KW - Policymakers KW - Practitioners KW - Educational Objectives KW - Academic Achievement KW - Higher Education KW - Skill Development KW - Outcomes of Education KW - Evaluation Methods KW - Competency Based Education KW - Program Development KW - Educational Planning KW - College Students KW - Standards KW - College Outcomes Assessment KW - Student Evaluation KW - Educational Assessment KW - Academic Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62873699?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For a related document, see ED 346 808. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Programs and Plans of the National Center for Education Statistics, 1993 Edition. AN - 62861926; ED360389 AB - This is the third periodic report on the programs and plans of the National Center for Education Statistics (NCES). The challenge facing the NCES is to collect and analyze data that track the growth and change in educational experience in the United States. Current programs toward this goal, future plans, and major publications of the NCES are described. In addition to updating the descriptions of traditional standard data collections, such as the Common Core of Data (CCD) and the Integrated Postsecondary Education Data System (IPEDS), this edition focuses on some of the NCES's new and innovative work. The availability of data sets, including the CCD and IPEDS databases, in electronic, machine readable format is highlighted. The work of the NCES is described in the following sections: (1) elementary and secondary education; (2) postsecondary education; (3) educational assessment; (4) national longitudinal studies; (5) vocational education; (6) library statistics program; and (7) annual publications. Each section describes the studies and surveys conducted in each respective area, with plans, selected publications, and the data collection calendar for work in the area. (SLD) AU - Davis, Celestine AU - Sonnenberg, Bill Y1 - 1993/05// PY - 1993 DA - May 1993 SP - 147 VL - NCES-93-241 KW - Common Core of Data Program KW - Educational Information KW - High School and Beyond (NCES) KW - Integrated Postsecondary Education Data System KW - National Assessment of Educational Progress KW - National Center for Education Statistics KW - National Longitudinal Study High School Class 1972 KW - ERIC, Resources in Education (RIE) KW - Library Statistics KW - Program Design KW - Postsecondary Education KW - Government Role KW - Research Projects KW - National Programs KW - Elementary Secondary Education KW - National Surveys KW - Longitudinal Studies KW - Research Design KW - Databases KW - Agency Role KW - Program Development KW - Statistical Data KW - Vocational Education KW - Educational Assessment KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62861926?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the 1990 and 1991 editions, see ED 322 224 and N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Current Funds Revenues and Expenditures of Institutions of Higher Education: Fiscal Years 1983 through 1991. E.D. TABS. AN - 62850137; ED357668 AB - This report presents revenue and expenditure data on the nation's accredited institutions of higher education over the 9-year period from fiscal year (FY) 1983 through FY 1991. Data are from the Integrated Postsecondary Education Data System "Finance" surveys from FY 1987 through FY 1991 and the Higher Education General Information Survey from FY 1983 through FY 1986. This report includes information only on institutions of higher education which are accredited at the college level by an agency recognized by the Secretary, U.S. Department of Education. Among the data are the following: (1) in FY 1991, institutions of higher education received revenues of nearly $150 billion and expended approximately $146 billion, with expenditures increasing at a greater rate than revenues; (2) tuition and fees continue to be an important revenue source for public and private institutions; (3) federal sources of revenue for all institutions increased just above the rate of inflation in FY 1991; (4) one of the largest sources of revenue for public institutions is state appropriations, although revenue increases from this source did not keep pace with inflation in FY 1991; (5) sales and services (including educational activities, auxiliary enterprises and hospitals) make up a growing proportion of revenues for both public and private institutions; (6) instruction continues to be the largest single expenditure category; (7) scholarship and fellowship expenditures (not including Pell Grants) increased 13.5 percent for all institutions from FY 1990 to FY 1991; and (8) states with at least 7 percent of total expenditures going towards scholarships and fellowships (not including Pell Grants) were all in the Northeast region. (GLR) AU - Keough, Kristin Y1 - 1993/05// PY - 1993 DA - May 1993 SP - 42 KW - Consumer Price Index KW - ERIC, Resources in Education (RIE) KW - Financial Support KW - Statistics KW - Research Methodology KW - Educational Finance KW - Public Colleges KW - Private Colleges KW - Higher Education KW - Income KW - Expenditures KW - Comparative Analysis KW - Data Collection KW - Universities KW - Nonprofit Organizations UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62850137?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the 1982-1990 report, see ED 346 807. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Reinforcing the Promise, Reforming the Paradigm. Report of the Advisory Committee on Testing in Chapter 1. AN - 62777664; ED361465 AB - The Advisory Committee on Testing in Chapter 1 evaluated current testing policies in the Chapter 1 program and offered the U.S. Department of Education advice on improvements and alternatives to the current system. After analyzing existing testing procedures, the committee concluded that Chapter 1's overreliance on a single testing method, aggregated gain scores on standardized norm-referenced tests, does not provide adequate information by which to judge the progress of students, the quality of the school-level program, or the effectiveness of the national program. The Committee recommended that: (1) the Federal Government periodically evaluate the national effectiveness of Chapter 1 by evaluating the achievement of a representative sample of eligible student beginning in grade 3; (2) states should develop and implement several types of standards; (3) local education agencies should assess the progress of participant children using state-developed assessment methods; (4) teachers should assess students using a variety of methods; (5) school districts should use multiple indicators; (6) assessment should be compatible with schoolwide service delivery; (7) a transition period of 5 years should be allowed; and (8) funds should be set aside for staff development. A copy of the Committee charter is provided. (Contains 6 references.) (JB) Y1 - 1993/05// PY - 1993 DA - May 1993 SP - 74 VL - ED/OPP-93-22 KW - Education Consolidation Improvement Act Chapter 1 KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Guidelines KW - Elementary Secondary Education KW - Standardized Tests KW - Test Use KW - Advisory Committees KW - Federal Programs KW - Educational Policy KW - Disadvantaged Youth KW - Educationally Disadvantaged KW - Remedial Instruction KW - Program Evaluation KW - Compensatory Education KW - Student Evaluation KW - Educational Assessment KW - Achievement Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62777664?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Data Compendium for the NAEP 1992 Mathematics Assessment of the Nation and the States. AN - 62551064; ED405200 AB - This report documents the results of the National Assessment of Educational Progress (NAEP) 1992 mathematics assessment and provides comparisons to the findings from a comparable survey conducted in 1990. It serves as a valuable reference volume which presents a diverse array of student, demographic, educational, and background characteristics. Chapters include: (1) "Overall Mathematics Achievement for the Nation and the States"; (2) "Overall Mathematics Achievement for Demographic Groups for the Nation and the States"; (3) "Mathematics Achievement by Content Area for the Nation and the States"; (4) "Mathematics Achievement by Content Areas for Population Subgroups for the Nation at Grades 4, 8, and 12 and the States at Grades 4 and 8"; (5) "Student Performance on Constructed-Response Questions for the Nation and the States"; (6) "Students' Perceptions of Mathematics"; (7) "Course-Taking Patterns for the Nation and the States"; (8) "Instructional Time and Emphases for the Nation and the States"; (9) "Instructional Approaches for the Nation and the States"; (10) "Use of Calculators and Computers in the Nation and the States"; (11) "Characteristics of Fourth- and Eighth-Grade Mathematics Teachers"; (12) "Student Motivation on NAEP's 1992 Assessment for the Nation and the States"; and (13) "Achievement by Academic Emphasis in the Home for the Nation and the States". Appendices include: (1) "What Students Know and Can Do in Mathematics"; (2) "Guidelines for Sample Participation and Explanation of Derivation of Weighted Population"; (3) "State Contextual Background Factors"; (4) "Overview of Procedures Used"; and (5) "Mean Proficiencies, Standard Deviations, and Percentiles for National Demographic Subpopulations". (JRH) Y1 - 1993/05// PY - 1993 DA - May 1993 SP - 857 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. SN - 0160417783 KW - ERIC, Resources in Education (RIE) KW - Evaluation KW - Educational Strategies KW - Student Attitudes KW - Academic Achievement KW - Mathematics Teachers KW - Elementary Secondary Education KW - Calculators KW - Computer Uses in Education KW - Mathematics Education KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62551064?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - State Higher Education Profiles. A Comparison of State Higher Education Data for Fiscal Year 1989 and Fiscal Year 1990. Combined Fifth and Sixth Editions. AN - 62873493; ED359908 AB - This report represents an updated edition (fiscal years 1989-90 data are combined) of the State Higher Education Profiles (SHEP) report providing statistics and indicators on enrollment, revenues and costs, financial aid, degrees and other formal awards conferred, and faculty compensation for accredited institutions throughout the United States and Puerto Rico. It also indexes each state's statistics to the national average for that statistic and ranks states on selected statistics for the 1990 year. Twelve basic data tables for fiscal year 1989 and 13 tables for fiscal year 1990 are included for each state, the District of Columbia, and the nation. Data are presented in three chapters. Chapter 1 provides national data for 1988-89 and 1989-90 fall enrollment numbers, educational and general revenues and expenditures, degrees conferred, and faculty salaries. Chapters 2 and 3 examine the same data at the state level, with chapter 2 presenting state rankings and chapter 3 providing the state profiles. Appendices supply a glossary of terms, a listing of SHEP institutions by state; the response rates for each of the surveys by control, level of institution, and by state; and a profile section on Puerto Rico. (GLR) AU - Barbett, Samuel F. Y1 - 1993/04// PY - 1993 DA - April 1993 SP - 1555 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. SN - 0160417422 KW - ERIC, Resources in Education (RIE) KW - Administrators KW - Practitioners KW - Financial Support KW - Educational Facilities KW - Postsecondary Education KW - Educational Finance KW - Public Colleges KW - Private Colleges KW - Higher Education KW - National Surveys KW - Income KW - College Faculty KW - Student Financial Aid KW - Degrees (Academic) KW - Comparative Analysis KW - Enrollment KW - Statistical Data KW - Statistical Surveys UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62873493?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the fourth edition, see ED 345 652. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 1990-91. Statistical Analysis Report. AN - 62872185; ED359226 AB - Basic descriptive information is provided about the 100 largest school districts in the United States and its outlying areas during the 1990-91 school year. The 100 largest public school districts, representing fewer than 1 percent of all school districts, were responsible for educating 23 percent of all public school students. Characteristics that are noted include average and medium size, student-teacher ratios, number of high school graduates, numbers of pupils receiving special education, and minority enrollment as a proportion of total enrollment. This information is contained in nine basic tables. Almost all of these districts encompass large cities, but only about half are confined to city limits. About 70 percent are in coastal states, and of the 89 districts for which student racial/ethnic information was reported, 47 districts have over 50 percent minority enrollment. The 100 districts employ about 23 percent of the nation's public school teachers and accounted for about 17 percent of all public schools and over 19 percent of public high school graduates. Schools in these districts tended to be 39 percent larger than the average U.S. school and to have a slightly higher pupil/teacher ratio than those in other districts. The nine basic tables and the three tables listing selected statistics present data collected by the National Center for Education Statistics for the Common Core of Data. One figure illustrates the location of these districts. Three appendixes list the largest districts and contain the survey documents for the elementary school and secondary school universes and the school agency universe. (SLD) AU - Sietsema, John Y1 - 1993/04// PY - 1993 DA - April 1993 SP - 51 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. VL - NCES-93-131 KW - Common Core of Data Program KW - Large School Districts KW - United States KW - ERIC, Resources in Education (RIE) KW - Institutional Characteristics KW - High School Graduates KW - Special Education KW - School Districts KW - Elementary Secondary Education KW - Urban Schools KW - Geographic Regions KW - School Statistics KW - School District Size KW - Public Schools KW - Minority Groups KW - Teacher Student Ratio KW - Urban Areas KW - Enrollment KW - School Surveys KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62872185?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the 1988-89 report, see ED 335 387. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - NAEP 1992 Mathematics Report Card for the Nation and the States. AN - 62862275; ED360190 AB - This report presents the mathematics assessment results from the 1992 National Assessment of Educational Progress (NAEP). The assessment included nearly 250,000 fourth-, eighth-, and twelfth-grade students attending approximately 10,000 schools across the nation and the states. Students' performance is categorized into three achievement levels: Basic, Proficient, and Advanced. Among the major findings were that: (1) for the nation there were statistically significant increases in average mathematics proficiency in all grades and in both public and private schools from 1990 to 1992; (2) despite these positive findings, 60 percent of the students in grades 4, 8, and 12 were estimated to be at or above the Basic level on the 1992 mathematics assessment; (3) considerable variation in performance existed within and across states and territories; (4) increases in mathematics proficiency between 1990 and 1992 did little to alter the relative standings of the demographic groups; (5) gains were noted in the content areas of numbers and operations, measurement, geometry, data analysis, and algebra, and (6) one-fifth of the 4th graders, two-thirds of the 8th graders, and 90 percent of the 12th graders demonstrated ability in solving two-step problems involving multiplication and division. Chapter 1 contains overall achievement results for the states by grade and by state. Chapter 2 contains results for the nation and states by the demographic groups of race/ethnicity (White, Black, Hispanic, Asian/Pacific Islander, American Indian); gender; type of community (advantaged urban, disadvantaged urban, extreme rural, and other); parents' highest level of education; and type of school (public, Catholic, private). Chapter 3 contains national and state mathematical content areas of estimation, numbers and operations, measurement, geometry, statistics, algebra, and functions. The four appendices, one-third of the document, discuss NAEP's anchor-level results, the guidelines for sample participation, state contextual background factors, and an overview of the procedures used in the 1992 mathematics assessments. (MDH) AU - Mullis, Ina V. Y1 - 1993/04// PY - 1993 DA - April 1993 SP - 389 PB - Education Information Branch, Office of Educational Research and Improvement, U.S. Department of Education, 555 New Jersey Avenue, N.W., Washington, DC 20208-5641. VL - RN-23-ST02 KW - Mathematics Education Research KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Elementary School Mathematics KW - Minority Group Children KW - Mathematics Achievement KW - Elementary Secondary Education KW - Secondary School Mathematics KW - National Surveys KW - Mathematics Skills KW - Mathematics Education KW - Sex Differences KW - Mathematics Tests KW - Student Evaluation KW - Educational Assessment KW - Achievement Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62862275?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Public Libraries in the United States: 1991. E.D. TABS. AN - 62848262; ED357769 AB - State and national FY91 data are aggregated from individual public libraries in the United States. These data were collected under the fourth annual census of the Federal-State Cooperative System (FSCS) in July of 1992. Respondents for this voluntary census were 9,050 public libraries identified in the 50 states and the District of Columbia by state library agencies. This report begins by presenting highlights of the findings, including the following: over 69% of the population of legally served areas in the United States is served by 959 (nearly 11 percent) public libraries and their outlets; public libraries reported a total of 108,187 paid full time equivalent staff; and nationwide, public libraries reported nearly 629 million book and serial volumes, 20 million audio materials, about 615,000 films, and over 5.5 million video materials in their collections. The introduction then describes the universe represented by the data, data collection and use of technology, quality review, and unit and item responses to the survey. Also included are caveats for using the data, information for ordering related machine-readable data and publications, and a source for additional information on public library statistics. The data are presented in 16 pairs of tables, which make up the major part of the report. These tables summarize information that was supplied to National Center for Education Statistics (NCES) in machine-readable format by state library agencies on a voluntary basis. The information includes data on staffing, service outlets, operating income and expenditures, size of collection, and service measures such as reference transactions, interlibrary loans, circulation, and public service hours. Four appendices provide information on the background of the FSCS; data error messages and historical data check criteria; characteristics file specifications; and data element specifications for 1991. (MES) AU - Chute, Adrienne Y1 - 1993/04// PY - 1993 DA - April 1993 SP - 218 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328 (Stock No. 065-000-00561-1, $7.50). SN - 0160417155 KW - ERIC, Resources in Education (RIE) KW - Financial Support KW - Library Statistics KW - Library Personnel KW - Library Collections KW - Public Libraries KW - National Surveys KW - Library Services KW - Library Circulation KW - Library Expenditures KW - State Libraries KW - Library Surveys KW - Reference Services KW - Branch Libraries KW - Interlibrary Loans KW - Nonprint Media UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62848262?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the 1990 report, see ED 346 887. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Heaven or Hell? The Teaching Environment of Beginning Teachers. AN - 62782473; ED362522 AB - This study expands on research conducted by Bobbitt and Weaver (1992) that assessed the experience of beginning teachers in the context of the "crucible versus cradle" paradigm. Using nationally representative data on teachers from the National Center for Education Statistics' Schools and Staffing Survey (SASS) of 1990-91, the analysis sought to determine those characteristics of teachers and schools that relate to how new teachers perceive their working conditions. The sample consisted of regular, full-time public school teachers (N=5,275) and regular, full-time private school teachers (N=1,459) who had 3 or fewer years of full-time teaching experience. A scale measuring the combined effects of each teacher's perceptions of their assignment difficulty and the support that the school gives to new teachers was developed from items on the SASS Public School Teachers questionnaire. Findings indicated that beginning teachers in elementary schools are much more likely to feel "nurtured" than their counterparts in secondary schools, regardless of whether they were in public or private schools, and that Black, non-Hispanic public school teachers experienced more positive teaching environments than any other racial/ethnic group. The document concludes with a discussion of implications for further research and four statistical tables. (LL) AU - Bobbitt, Sharon A. Y1 - 1993/04// PY - 1993 DA - April 1993 SP - 25 KW - Nurturance KW - Perceived Environment KW - Schools and Staffing Survey (NCES) KW - ERIC, Resources in Education (RIE) KW - Institutional Characteristics KW - Context Effect KW - Beginning Teacher Induction KW - Classroom Environment KW - Teacher Characteristics KW - Teacher Attitudes KW - Elementary Secondary Education KW - Elementary School Teachers KW - Secondary School Teachers KW - Beginning Teachers KW - Difficulty Level KW - Comparative Analysis KW - Public Schools KW - Educational Experience KW - Teaching Conditions KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62782473?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Paper presented at the Annual Meeting of the Ameri N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Interpreting NAEP Scales. AN - 62781697; ED361396 AB - This report deals with a variety of ways that have been, or could be, used to interpret the scales used in the National Assessment of Educational Progress (NAEP). Policymakers, researchers, and other users of assessment results need to understand the methods used for reporting NAEP. Having a reference is particularly important as the methods of reporting are changing. Chapter 1 covers the following methods that have been used, or could be used, to interpret scales: (1) percentage correct for each item; (2) average percentage correct; (3) item mapping; (4) scale anchoring; (5) achievement levels; (6) using scoring rubrics; and (7) benchmarking. The contrast between anchor levels and achievement levels is discussed. Chapter 2 discusses the distinction between norm-referenced and criterion-referenced interpretations, and the validity of the inferences drawn from NAEP interpretations. Issues of validity are especially important with regard to achievement levels, because they represent an effort to go beyond describing, to prescribing recommended levels of achievement for the nation. Eleven figures and four tables present analysis data. An appendix provides exemplar exercises for scale anchoring and for achievement levels. (SLD) AU - Phillips, Gary W. Y1 - 1993/04// PY - 1993 DA - April 1993 SP - 106 KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Researchers KW - Elementary School Students KW - Research Methodology KW - Criterion Referenced Tests KW - Scoring Rubrics KW - Academic Achievement KW - Test Validity KW - Elementary Secondary Education KW - Scoring KW - Secondary School Students KW - National Surveys KW - Norm Referenced Tests KW - Policy Formation KW - Student Evaluation KW - Educational Assessment KW - Scaling KW - Educational Research KW - Test Results KW - Test Interpretation UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62781697?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - National Testing and Assessment Strategies: Equity Implications of Leading Proposals for National Examinations. Outline of Remarks at a National Seminar on Equity and Educational Testing and Assessment. AN - 62777784; ED361369 AB - An outline of remarks made at a National Seminar on Equity and Educational Testing and Assessment in March of 1993 is provided. Issues of equity in education and educational assessment are discussed in the context of the National Assessment of Educational Progress (NAEP). The NAEP is a national test in the sense that it monitors what is happening in the nation, but it is not a national examination for individual students in the sense that the term has been used in recent discussions. There continues to be considerable debate about the proper role for the NAEP. The National Council on Education Standards and Testing has suggested that the present NAEP functions well as a measurement of and report on trends, and should be kept separate from a new national system of examinations. The NAEP has been sensitive to equity issues and eliminating bias in assessment. As the NAEP moves into the area of performance assessment, new equity issues are emerging. Some recent examples of differences in performance by racial groups are highlighted. For the NAEP to be the diagnostic tool it is meant to be, the Federal Government needs to improve the capability of its assessment data, and educators must make sure that teachers and principals receive the training they need to use NAEP information effectively. (SLD) AU - Elliott, Emerson J. Y1 - 1993/03/12/ PY - 1993 DA - 1993 Mar 12 SP - 7 KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Performance Based Assessment KW - Testing Programs KW - Training KW - Government Role KW - National Programs KW - Elementary Secondary Education KW - Educational Trends KW - Professional Development KW - Federal Government KW - Racial Differences KW - Equal Education KW - Test Use KW - National Competency Tests KW - Test Bias KW - Seminars KW - Student Evaluation KW - Educational Assessment KW - Trend Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62777784?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Trends in Enrollment in Higher Education by Racial/Ethnic Category: Fall 1982 through Fall 1991. E.D. TABS. AN - 62871253; ED355848 AB - This report presents findings from two institutional-based postsecondary education fall enrollment surveys conducted by the National Center for Education Statistics: the Higher Education General Information Survey, and the Integrated Postsecondary Education Data System (IPEDS) surveys. The report includes eight tables (80 percent of the report) that summarize fall enrollment information. Tables 1 and 2 show enrollment trends for institutions of higher education by racial/ethnic categories and by selected institutional characteristics (by control of institution and by type of institution), biennially for fall 1982 through fall 1990, and 1991. Tables 3 and 4 provide data on total enrollment in institutions of higher education by racial/ethnic category and by selected student characteristics (by sex and by level of study) from biennially, fall 1982 through fall 1990, and 1991. Table 5 shows final fall 1990 enrollment in institutions of higher education, by state and by racial/ethnic category. Table 6 shows final fall 1991 enrollment in institutions of higher education, by state and by racial/ethnic category. Table 7 shows the rates of response to the IPEDS fall 1991 enrollment survey, by state. Finally, table 8 shows the percentage of student enrollment that was imputed for each sector by state (fall 1991). Among the findings it is revealed that: (1) larger numbers of women enroll in higher education than men; (2) undergraduate enrollments in higher education increased from 1982 to 1991 across all racial/ethnic groups; and (3) enrollment by minority groups increased at a higher rate than for white, non-Hispanics. (GLR) AU - Schmitt, Carl M. AU - Pluta, Mark J. Y1 - 1993/03// PY - 1993 DA - March 1993 SP - 22 VL - NCES-93-448 KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Graduate Study KW - Undergraduate Study KW - Surveys KW - Public Colleges KW - Private Colleges KW - Higher Education KW - Comparative Analysis KW - Minority Groups KW - Ethnic Groups KW - Enrollment Trends KW - Racial Composition UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62871253?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Teacher Salaries--Are They Competitive? Issue Brief. AN - 62866763; ED357489 AB - Recent concern about teacher shortages has raised questions about the attractiveness of the teaching profession. This issue brief examines whether teacher salaries have increased in recent years, how they compare with salaries in other entry-level occupations, and how they vary within and across school districts in the nation. Data on scheduled teacher salaries for school years 1987-88 and 1990-91 were obtained from the Schools and Staffing Survey (SASS), a nationally representative sample of public school districts. Findings indicate that teacher salaries are important indicators of the relative economic well-being of teachers and of general teacher supply-and-demand conditions in the United States. First, teacher salaries kept pace with the increase in the cost of living during 1988-91. Second, although teachers may find higher salaries in certain regions of the country and in the larger school districts, entry-level teacher salaries are not competitive with salaries paid in other entry-level positions. Third, the real cost in salary to new bachelor degree recipients who choose a teaching career, particularly for those in computer science, mathematics, and physical sciences, remains high. Three tables are included. (LMI) AU - Rollefson, Mary AU - Rohr, Carol L. Y1 - 1993/03// PY - 1993 DA - March 1993 SP - 3 KW - ERIC, Resources in Education (RIE) KW - Teacher Shortage KW - Teaching (Occupation) KW - Teacher Recruitment KW - Teacher Persistence KW - Elementary Secondary Education KW - Teacher Supply and Demand KW - Elementary School Teachers KW - Educational Economics KW - Teacher Welfare KW - Teacher Salaries KW - Secondary School Teachers UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62866763?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Indian Education: A Federal Entitlement. 19th Annual Report to the U.S. Congress for Fiscal Year 1992. AN - 62780906; ED361157 AB - The annual report of the National Advisory Council on Indian Education (NACIE) compiles statistical information on the education of American Indians and Alaska Natives and includes recommendations for the improvement of federal Indian education programs. Part 1 describes the purpose and functions of NACIE. Part 2 contains NACIE's recommendations to Congress including revisions to current legislation such as the Indian Education Act. Part 3 presents a chronological view of the development of Indian education during the past 200 years and summarizes resolutions of the White House Conference on Indian Education, adopted January 1992. Part 4 is comprised of a discussion of "Land for Education" and a paper by Kirke Kickingbird and G. Mike Charleston titled, "Responsibilities and Roles of Governments and Native People in the Education of American Indians and Alaska Natives." Part 5 describes grants issued to local educational agencies through the Indian Education Act, and lists fellowship recipients. Part 6 is a paper by D. Michael Pavel titled, "American Indians in Higher Education." Data tables detail enrollments and funding of tribally controlled schools and colleges, Bureau of Indian Affairs schools, and Indian adult education programs. Appendices contain: (1) fiscal year 1992 program profiles; (2) Office of Indian Education showcase project descriptions; (3) tables and figures for Indian Education funding in fiscal year 1992; (4) NACIE Alumni, 1972-1992; and (5) fiscal year 1992 federal register notices. (KS) Y1 - 1993/03// PY - 1993 DA - March 1993 SP - 341 KW - Indian Education Act 1988 Title V KW - National Advisory Council on Indian Education KW - Office of Indian Education KW - ERIC, Resources in Education (RIE) KW - Federal Aid KW - Government Role KW - Grants KW - Elementary Secondary Education KW - Higher Education KW - Educational History KW - American Indians KW - Federal Legislation KW - Federal Programs KW - Enrollment KW - Budgets KW - American Indian Education KW - Federal Indian Relationship KW - Alaska Natives UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62780906?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the 1991 annual report, see ED 356 120. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Digest of Education Statistics, 1992. Pocket Digest. AN - 62870673; ED357030 AB - The National Center for Education Statistics annually compiles data covering all aspects of education for its "Digest of Education Statistics." This pocket version presents an overview of education in the United States, with greater detail on elementary and secondary education, higher education, and population characteristics. The overview tables contain data for the 1970-71, 1980-81, 1985-86, and 1991-92 school years on enrollment, instructional staff, expenditures, and federal funds for education. Numbers of schools, enrollment, numbers of teachers, high school graduates, finances, and pupil-teacher ratios are summarized for elementary and secondary education. The higher education section lists numbers of colleges, enrollment, degrees conferred, and finances. The population characteristics reviewed are for the years 1960, 1970, 1980, and 1991; and they concern enrollment by eight selected age groups and educational attainment of persons over age 25 years. (SLD) Y1 - 1993/02// PY - 1993 DA - February 1993 SP - 13 KW - Educational Information KW - ERIC, Resources in Education (RIE) KW - High School Graduates KW - Federal Aid KW - Educational Finance KW - Elementary Secondary Education KW - Higher Education KW - National Surveys KW - Educational Attainment KW - Annual Reports KW - School Statistics KW - Expenditures KW - Enrollment KW - Population Trends KW - Tables (Data) KW - Age Differences UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62870673?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the complete digest, see ED 349 706. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Federal Support for Education, Fiscal Years 1980 to 1992. AN - 62866023; ED354623 AB - This report attempts to provide a comprehensive picture of total federal financial support for education since fiscal year 1980 when the U.S. Department of Education became an independent agency. Six detailed tables in the appendix have additional historical data for fiscal years 1965, 1970, and 1975. Assembling data on federal funds for education is difficult because education programs are found in dozens of federal departments and agencies. To the extent possible, outlays, the actual amount of dollars spent, were used. Education funding is categorized as on-budget support, nonfederal funds generated by federal programs, and federal tax expenditures. On-budget funding for federal programs is generally set through annual Congressional appropriations. This report shows current and constant dollar comparisons. Data are presented in 13 tables and 3 figures. Additional technical information appears in the Sources and Methodology section followed by a list of definitions. Federal support for education is estimated to be $75.8 billion in fiscal year (FY) 92, an increase of 93 percent since FY 80. After adjustment for inflation, the increase amounts to 13 percent. Between FY 80 and FY 92, after adjusting for inflation, federal program funds for elementary and secondary education increased 3 percent; postsecondary education funds declined 23 percent; other education funds increased 51 percent; and funds for research at universities and university-administered research and development centers increased 48 percent. (MLF) AU - Hoffman, Charlene M. Y1 - 1993/02// PY - 1993 DA - February 1993 SP - 49 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. VL - NCES-93-192 KW - Federal Agencies KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Student Loan Programs KW - Federal Aid KW - Educational Finance KW - Elementary Secondary Education KW - Higher Education KW - Federal Government KW - Annual Reports KW - School Statistics KW - Expenditures KW - Tax Allocation KW - Education KW - Federal Legislation KW - Government Publications KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62866023?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Some tables in appendices contain small print that N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Estimates of 1985-86 Bachelor's Degree Recipients' Course-Taking Behavior. Recent College Graduates Study. E.D. TABS. AN - 62861835; ED354809 AB - This publication presents estimates of 1985-86 bachelor's degree recipients' course-taking behavior in 10 major tables. The data are based on transcripts collected as part of the 1987 Recent College Graduates Study which collected data on almost a million college graduates. The data presented here discuss nine major fields of study: business and management, education, engineering, health care, public affairs and social services, math/computer science/physical science, social science, humanities, and psychology. Highlights of the findings include the following: the average number of courses taken by bachelor's degree recipients ranged from 48 courses for social science majors to 58 courses for engineering majors; the average grade point average of graduates in the 10 major fields of study ranged from 2.6 to 2.8 and did not differ substantially from field to field; the percentage of graduates who took one or more foreign language courses varied from 21 percent for engineering majors to 66 percent for social science majors; and more graduates majored in business and management than in any of the other major fields of study. Also included are a section on study methodology and appendixes containing a standard error table, a classification of major fields, and occupational codes. (JB) AU - Stowe, Peter Y1 - 1993/02// PY - 1993 DA - February 1993 SP - 96 KW - ERIC, Resources in Education (RIE) KW - Science Education KW - Education Majors KW - Business Education KW - Public Affairs Education KW - Undergraduate Study KW - Liberal Arts KW - Majors (Students) KW - Higher Education KW - National Surveys KW - Mathematics Education KW - Medical Education KW - Allied Health Occupations Education KW - Engineering Education KW - Bachelors Degrees KW - Computer Science Education KW - Grade Point Average KW - Course Selection (Students) KW - College Graduates UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62861835?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - National Household Education Survey. Profile of Preschool Children's Child Care and Early Education Program Participation. Statistical Analysis Report. AN - 62860609; ED355046 AB - The National Household Education Survey (NHES) collects data on the educational activities of the United States population. NHES is designed as a telephone survey of the noninstitutionalized population of the United States. The survey was fielded for the first time in 1991 and will be conducted annually beginning in 1993. Each survey will examine a different topic or topics related to education. This report presents findings from the 1991 NHES, which examined young children's participation in nonparental care and early education programs. The first part of the report provides background information on the survey. The second part presents data on the relationship between preschoolers' participation in nonparental care and early childhood education programs, and child characteristics, family characteristics, and maternal employment. The third part presents data on the relationship between the number of hours per week preschoolers spend in nonparental care and early education programs, and child characteristics, family socioeconomic characteristics, and maternal employment. Preschool children's participation in home-based and center-based programs is discussed in the fourth part. The fifth part examines the relationship between children's participation in the child care arrangement in which they spend the most time per week, and child characteristics, family characteristics, and maternal employment. The sixth part discusses characteristics of center-based programs, including group size and child-staff ratios. The report is summarized in the seventh part. A discussion of the survey methodology is included. (Contains 17 references.) (BC) AU - West, Jerry Y1 - 1993/02// PY - 1993 DA - February 1993 SP - 45 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328, (Stock No. 065-000-00554-9, $3.25). VL - NCES-93-133 KW - Caregiver Child Ratio KW - Center Based Programs KW - Home Based Programs KW - National Household Education Survey KW - ERIC, Resources in Education (RIE) KW - Family Characteristics KW - Research Methodology KW - Mothers KW - Employed Parents KW - Day Care KW - Early Childhood Education KW - Preschool Children UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62860609?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - A Preliminary Report of National Estimates from the National Assessment of Educational Progress, 1992 Mathematics Assessment. AN - 62859829; ED351397 AB - This report contains preliminary results from the 1992 mathematics assessment by the National Assessment of Educational Progress (NAEP) of nationally representative samples of about 26,000 4th, 8th and 12th grade students in 1,500 public schools and private schools in 44 states; and compares data to findings from the 1990 NAEP mathematics tests. An introduction addresses specifications for the 1992 assessment, and describes reporting in terms of achievement levels established by the National Assessment Governing Board (NAGB). Another section offers national student profiles for the three grades, including comparisons to student profiles from the 1990 assessment. A mathematics achievement section considers national performance by race/ethnicity, gender, region, community type, and school type; and offers comparisons with 1990 assessment data. Data show that: (1) student mathematics achievement improved between 1990 and 1992 (the average proficiency score increased for the 3 grades, a greater percentage of students at all 3 grade levels reached the achievement level standard of basic or above, and a greater percentage of students in grades 4 and 8 reached the achievement level standard of proficient or above); and (2) about 2 in 10 students reached the solid academic achievement level (proficient or above), while nearly 4 in 10 did not reach the partial mastery level (basic or above), 18 percent of fourth graders reached the proficient level or above, as did 25 percent of the eighth graders and 16 percent of the 12th graders, 36 to 39 percent of the students were below the basic level, and 2 to 4 percent reached the advanced level. Six tables are included. An appendix provides additional data and supporting material. (RLC) AU - Elliott, Emerson J. Y1 - 1993/01/12/ PY - 1993 DA - 1993 Jan 12 SP - 37 VL - NCES-93-447 KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 12 KW - Mathematics Achievement KW - Comparative Testing KW - Elementary Secondary Education KW - National Surveys KW - Grade 8 KW - Public Schools KW - Estimation (Mathematics) KW - Grade 4 KW - Mathematics Tests KW - Student Evaluation KW - Educational Assessment KW - Private Schools KW - Trend Analysis KW - Achievement Tests KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62859829?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - From a draft report by Ina V. S. Mullis, John A. D N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Opportunity To Learn: Issues of Equity for Poor and Minority Students. AN - 62873567; ED356306 AB - This study evaluated how public school districts collect, disaggregate, and analyze student outcome data. A survey was mailed to research directors and test directors responsible for assessments in 142 public school districts to determine if the districts have the capacity to analyze opportunity to learn (OTL) data, what their interest level is in the data, and what obstacles they face in collecting and analyzing OTL data. At least 20 percent of the respondents received follow-up telephone interviews. District size, urbanicity, and geographic area were analyzed using open-ended responses. Ninety-one (64 percent) of the school districts responded. Respondents ranged from program evaluators to assistant superintendents; 56 percent were directors and managers of research and evaluation, and 61 percent came from urban public school districts. Results show that OTL is virtually an unknown concept in the United States. Students' differences in academic achievement are not being related to an analysis of OTL. Most districts limit test data disaggregation to race/ethnicity. Lack of OTL information hampers teachers' abilities to improve their teaching practices. Policy recommendations include: (1) raise the awareness and knowledge levels of all parties responsible for educating students; and (2) train public school district personnel to use OTL information, encourage OTL data collection, and do more research on the quality of instructional delivery. Fourteen data tables, the OTL Questionnaire, "Opportunity To Learn: The Need for a Comprehensive Definition for Substantive Data Analysis" (Floraline I. Stevens), and the OTL Survey Follow-Up Interview Protocol are included. (Contains 49 references.) (RLC) AU - Stevens, Floraline I. AU - Grymes, John Y1 - 1993/01// PY - 1993 DA - January 1993 SP - 69 VL - NCES-93-232 KW - Educational Information KW - Opportunity to Learn KW - ERIC, Resources in Education (RIE) KW - High Risk Students KW - Minority Group Children KW - School Districts KW - Elementary Secondary Education KW - Urban Schools KW - Equal Education KW - School Statistics KW - Outcomes of Education KW - Public Schools KW - Poverty KW - Economically Disadvantaged KW - Disadvantaged Youth KW - Educationally Disadvantaged KW - School Personnel KW - Mail Surveys KW - Data Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62873567?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Partnerships for Learning. AN - 62868279; ED359686 AB - This journal issue focuses on cooperative partnership programs for the improvement of educational services to students with disabilities. The eight articles are: (1) "Partner-Based Prelinguistic Intervention: A Preliminary Report" by M. Jeanne Wilcox (which found the intervention procedures had a strong effect on mother-child dyads); (2) "Helping Parents to Help Their Children" by Beth Dohrn, James Bryan and Tanis Bryan (which describes two pilot studies to increase the effectiveness of parent involvement stressing attribution training); (3) "Homework, Grading, and Testing: National Surveys of School District Policies" (Michael H. Epstein et al.); (4) "A Green Mountain Challenge: Assessing the Impact of School Reform on Children with Disabilities" by Pam Kay et al. (a Vermont effort at systematic educational reform); (5) "Partnerships Between Therapists, Parents, and Children" by Mary C. Lawlor and Elizabeth A. Cada (describing a University of Illinois project); (6) "Inservice Programs for Related Services Teams Serving Medically Fragile Children" by Forrest C. Bennett et al. (describing a demonstration project in Oregon and Washington); (7) "From Vision to Reality: The Opened Door" by Ruby Frazier (describing "Projects with Industry" in Lansing, Michigan) and (8) "Effective Consumer-Service Provider Interactions in Vocational Rehabilitation" (Thomas Czerlinsky and Shirley K. Chandler). All articles include references. (DB) AU - Nathanson, Jeanne H. Y1 - 1993 PY - 1993 DA - 1993 SP - 45 PB - OSERS News in Print, Room 3129, Switzer Building, 330 C St., S.W., Washington, DC 20202-2524 (free). VL - 5 IS - 4 KW - Medically Fragile KW - ERIC, Resources in Education (RIE) KW - Practitioners KW - Community KW - State Programs KW - Parent Education KW - Cooperative Programs KW - Mothers KW - Vocational Rehabilitation KW - Early Childhood Education KW - National Surveys KW - School Business Relationship KW - Inservice Education KW - Grading KW - Therapists KW - Parent Child Relationship KW - Educational Change KW - Disabilities KW - Ancillary School Services KW - Homework KW - Parent Participation KW - Agency Cooperation UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62868279?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - What Are the Most Serious Problems in Schools? Issue Brief. AN - 62867836; ED355620 AB - The Schools and Staffing Survey (SASS), conducted by the National Center for Education Statistics in 1987-88 and 1990-91, asked teachers and principals their view of problems in their schools. When asked about a range of school problems including absenteeism, student drug abuse, and physical conflicts among students, teachers and principals could respond that each problem was either a serious problem, moderate problem, minor problem, or not a problem in their schools. The 1990-91 survey demonstrated that both teachers and principals perceive the lack of parental involvement as a serious school problem. Among secondary school teachers, at least 10 percent of public school teachers cited apathy, poverty, absenteeism, disrespect for teachers, parental alcoholism and/or drug abuse, and tardiness as serious school problems. Behaviors and attitudes of students were more likely to be seen as problematic by teachers at the secondary level than at the elementary level. Parental alcoholism was described as "serious" by both public elementary and secondary teachers. Private school teachers were less likely to report student attitudes and behaviors or parental substance abuse as serious problems. In 1991, fewer secondary school teachers at both public and private schools cited student alcohol and drug abuse as serious problems than in 1988. Fewer teachers cited weapons possession as a serious problem in 1991 than in 1988. (TEJ) AU - Bobbitt, Sharon A. AU - Rohr, Carol L. Y1 - 1993/01// PY - 1993 DA - January 1993 SP - 3 PB - Special Surveys and Analysis Branch, National Center for Education Statistics, 555 New Jersey Ave., N.W., Washington, DC 20208-5651. KW - Schools and Staffing Survey (NCES) KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Practitioners KW - Principals KW - Teacher Attitudes KW - Elementary Secondary Education KW - School Security KW - Elementary School Teachers KW - Violence KW - Secondary School Teachers KW - Behavior Problems KW - Attendance Patterns KW - Public Schools KW - Student Behavior KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62867836?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Pocket Guide to Federal Help for Individuals with Disabilities. AN - 62866656; ED355702 AB - This publication contains information on government-wide benefits and services for which individuals with disabilities may be eligible. Information is organized into sections on programs for specific disability groups, vocational rehabilitation, education, employment, financial assistance, medical assistance, civil rights, housing, tax benefits, and transportation. Contact information is provided for governmental offices involved in service provision. A separate section describes the Americans with Disabilities Act and key offices to contact regarding its requirements in the areas of employment, public services, public accommodations, and telecommunications. (PB) Y1 - 1993 PY - 1993 DA - 1993 SP - 37 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. KW - Americans with Disabilities Act 1990 KW - ERIC, Resources in Education (RIE) KW - Financial Support KW - Housing KW - Educational Legislation KW - Government Role KW - Vocational Rehabilitation KW - Elementary Secondary Education KW - Civil Rights KW - Employment KW - Adults KW - Civil Rights Legislation KW - Taxes KW - Human Services KW - Transportation KW - Public Agencies KW - Federal Legislation KW - Federal Programs KW - Disabilities KW - Advocacy KW - Agency Role KW - Medical Services UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62866656?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For a previous edition, see ED 295 382. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Projections of Education Statistics to 2003. Pocket Projections. AN - 62866442; ED354276 AB - Each year the National Center for Education Statistics (NCES) publishes a pocket summary of their "Projections of Education Statistics." This summary reviews data on U.S. education from 1980-81 and provides predictions of educational data until 2002-03. Included are tables summarizing population trends and tables of elementary school and secondary school enrollment, graduates, classroom teachers, pupil/teacher ratios, and expenditures. For higher education, enrollment, earned degrees, and expenditures are summarized. Forecasts are made using data from the NCES and the Bureau of the Census. General projection methodology is briefly considered. Exponential smoothing and linear regression are the two major projection techniques used. (SLD) AU - Hussar, William J. Y1 - 1993 PY - 1993 DA - 1993 SP - 13 KW - Educational Information KW - ERIC, Resources in Education (RIE) KW - Predictive Measurement KW - Elementary Secondary Education KW - Educational Trends KW - National Surveys KW - Tables (Data) KW - School Statistics KW - Census Figures KW - Trend Analysis KW - Regression (Statistics) KW - Futures (of Society) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62866442?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the full 170-page report summarized here, see N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - 120 Years of American Education: A Statistical Portrait. AN - 62866128; ED355277 AB - This compilation aggregates all relevant statistics about the history of the U.S. educational system into one convenient book. The statistical surveys of what is now the National Center for Education Statistics date from 1870. The level of detail in the surveys by this office gradually increased until, by 1920, the statistical program included a detailed breakdown of public school expenditures by purpose and of higher education income by source of funds. Expansion has continued through the new national surveys of recent years. Chapters review education characteristics of the U.S. population over the years; and the status of elementary school, secondary school, and higher education in U.S. history. Twenty-one figures illustrate trends in: (1) enrollment; (2) level of schooling completed; (3) income of graduates; (4) attendance; (5) teachers; (6) student-to-teacher ratios; (7) numbers of high school graduates; (8) sources of revenue; (9) expenditures; (10) graduates from higher education; (11) revenue sources for higher education; and (12) expenditures in higher education. Thirty-five tables present information grouped by population, elementary and secondary education, and higher education. Two appendixes contain tables which provide information about the state of the nation's economy in the 20th century. (SLD) AU - Snyder, Thomas D. Y1 - 1993/01// PY - 1993 DA - January 1993 SP - 153 KW - National Center for Education Statistics KW - ERIC, Resources in Education (RIE) KW - Institutional Characteristics KW - Elementary Secondary Education KW - Educational Trends KW - Higher Education KW - National Surveys KW - Educational Attainment KW - School Statistics KW - Educational History KW - Population Trends KW - Graphs KW - United States History KW - Tables (Data) KW - Trend Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62866128?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Innovations in Special Education and Rehabilitation. AN - 62862172; ED357518 AB - This bulletin issue contains seven papers describing innovations in various areas of special education and rehabilitation. "Training Criminal Justice Personnel To Recognize Offenders with Disabilities" (Keith L. Curry and others) examines prevalence figures of disabilities among incarcerated adults and describes the "Effectively Communicating with Handicapped Offenders" training program. "Preparation of Families for Incidental Teaching and Advocacy for Their Children with Autism" (Gail G. McGee and others) points out that family supports may be most effective when parents can participate in designing an individualized program tailored to their unique family needs. "Serving the Needs of Children with AIDS and Their Families" (Geneva Woodruff) describes families' needs and types of programming that meet families' needs, focusing on Project STAR. "Serving Students with Emotional and Behavioral Disorders through a Comprehensive Community-Based Approach" (Michael H. Epstein and others) addresses issues and strategies involved in developing integrated services. "Transition Planning for Individuals Who Are Deaf and Blind: A Person-Centered Approach" (Phyllis Perlroth and others) describes the "Transition Occupational Placement for Students" project. "True or False? Truly Collaborative Relationships Can Exist between University and Public School Personnel" (Terri Vandercook and others) defines characteristics for collaboration. "Early Childhood Community Integration: An Option for Preschool Special Education" (Mary Beth Bruder) describes the Early Childhood Special Education Community Integration Project at the Pediatric Research and Training Center of the University of Connecticut School of Medicine. (JDD) AU - Nathanson, Jeanne H. Y1 - 1993 PY - 1993 DA - 1993 SP - 45 PB - OSERS News in Print, Room 3129 Switzer Bldg., 330 C St., S.W., Washington, DC 20202-2524 (free). VL - 5 IS - 3 KW - Family Needs KW - ERIC, Resources in Education (RIE) KW - Special Education KW - Training KW - Law Enforcement KW - Community Programs KW - Acquired Immune Deficiency Syndrome KW - Mainstreaming KW - Incidental Learning KW - Elementary Secondary Education KW - College School Cooperation KW - Criminals KW - Emotional Disturbances KW - Deaf Blind KW - Behavior Disorders KW - Preschool Education KW - Transitional Programs KW - Disabilities KW - Interpersonal Communication KW - Child Advocacy KW - Program Development KW - Educational Innovation KW - Police KW - Autism UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62862172?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Photographs will not copy clearly. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Educational Experiences and Needs of Middle School Students in Poverty. AN - 62784075; ED364628 AB - Students in poverty areas still perform poorly on achievement tests, have high dropout rates, and are not receiving the kind of assistance they need. This paper reports the educational experiences and needs of middle school students in poverty. Specific topics include: (1) the distribution of middle school students in poverty by social background, community type, and geographic region; (2) educational opportunities for middle school students in poverty as measured by school characteristics, curriculum, teacher qualification, and special services; (3) deficiencies in student performance in school; and (4) educational emphases for the future. In addressing most of these topics, students in poverty are compared with less economically disadvantaged students. Study results do not show any significant differences in curriculum requirements and offerings; thus, no special effort would be necessary in that area. However, the study does reveal deficiencies in teacher qualifications for students in poverty. More qualified and experienced teachers, especially teachers with positive attitudes toward students, are needed in schools where students in poverty concentrate. In these schools, emphasis should be placed on programs for improved safety and discipline, teacher improvement, improved student attendance and classroom behaviors, and improved communication with parents including support to parents in teaching students what is right. (Contains 7 references.) (GLR) AU - Peng, Samuel S. AU - Lee, Ralph M. Y1 - 1993 PY - 1993 DA - 1993 SP - 25 KW - ERIC, Resources in Education (RIE) KW - Low Income Groups KW - Special Needs Students KW - Teacher Improvement KW - Middle School Students KW - Junior High Schools KW - Academic Achievement KW - Educational Attitudes KW - Educational Improvement KW - Middle Schools KW - Grade 8 KW - Economically Disadvantaged KW - Student Needs KW - Disadvantaged Youth KW - Educationally Disadvantaged KW - Urban Youth KW - Poverty Areas KW - Junior High School Students KW - Educational Quality UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62784075?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Learning Programs at Home: An Explanation of the High Academic Achievement of Asian American Students. AN - 62781811; ED364629 AB - An explanation of why Asian American students perform better than others in school may lie in the nature of the learning programs they receive at home. The purpose of this paper is to define such programs that account for most of the differences in academic achievement among racial/ethnic groups. Data were used from the National Education Longitudinal Study of 1988 concerning family characteristics and learning activities at home from parents and students, as well as school experience and school performance of students, and the findings from previous research in the area of student performance. Areas analyzed involved such categories as demographic environment of the family, discipline and effort, parental assistance, educational pressure, and educational opportunities. The first analysis examined whether the selected variables of learning programs at home were significantly related to student achievement as measured by the combined test scores of students on reading and mathematics tests. A second analysis examined whether there were differences in these variables between Asian American students and students from other racial-ethnic backgrounds. Two major findings were drawn from the study: (1) learning programs at home are important factors in student academic achievement (students from families supportive of learning are likely to have high achievement scores); and (2) learning programs at home account for most of the difference in student achievement among racial-ethnic groups. (Contains 22 references.) (GLR) AU - Peng, Samuel S. AU - Wright, DeeAnn Y1 - 1993/01// PY - 1993 DA - January 1993 SP - 18 KW - National Education Longitudinal Study 1988 KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Teachers KW - Practitioners KW - Family Influence KW - Home Study KW - Junior High Schools KW - Academic Achievement KW - Asian American Students KW - Racial Differences KW - National Surveys KW - Family Involvement KW - Grade 8 KW - Comparative Analysis KW - High Achievement KW - Ethnic Groups KW - Parent Child Relationship KW - Parent Participation KW - Cultural Differences KW - Asian Americans KW - Performance KW - Junior High School Students KW - Learning Readiness UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62781811?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Paper presented at the Winter Conference of the Am N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Implementation of the Individuals with Disabilities Education Act: Fifteenth Annual Report to Congress. AN - 62780166; ED363058 AB - This fifteenth annual report is intended to provide Congress with a status report on the nation's progress in providing a free appropriate public education for all children with disabilities, as required under the Individuals with Disabilities Education Act (IDEA). First, an executive summary identifies report highlights. Among these highlights are: a 3.9 percent increase in the number of children and youth with disabilities; full implementation of Part H requirements (services to infants, toddlers, and preschool children) by 18 states; a movement towards greater independence for out-of-school youth with disabilities; and increased training for federal officials responsible for reviewing and approving state plans. Chapter 1 provides national statistics and child count data for school year 1991-92 on numbers of children receiving services in various categories and settings, exit status, and personnel employed and needed. Chapter 2 discusses early childhood programs for children with disabilities, with emphasis on Part H and Section 619 of IDEA as well as two discretionary programs to improve service delivery. The independence of out-of-school youth with disabilities is the subject of chapter 3, which reports data from the National Longitudinal Transition Study on outcomes for youth with disabilities 3 to 5 years after leaving school. Chapter 4 describes federal efforts to assist states and localities in implementing special education and related services, with particular attention to activities of the Office of Special Education Programs (OSEP). Additional detail is provided in appendices which include data tables, OSEP special education personnel training information, information about special studies contracts on evaluation of IDEA, summaries and abstracts of state agency/federal evaluation studies, information about additional special populations, and profiles of the program agenda. (DB) Y1 - 1993 PY - 1993 DA - 1993 SP - 603 KW - Individuals with Disabilities Education Act KW - ERIC, Resources in Education (RIE) KW - Special Education KW - Federal Aid KW - Educational Legislation KW - Access to Education KW - Independent Living KW - Delivery Systems KW - Elementary Secondary Education KW - Longitudinal Studies KW - Pupil Personnel Services KW - Outcomes of Education KW - Federal Legislation KW - Preschool Education KW - Disabilities KW - Statistical Data KW - Incidence KW - Compliance (Legal) KW - Federal State Relationship KW - Infants KW - Education Work Relationship UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62780166?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the 14th annual report, see ED 347 779. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Participation of Private School Students in Chapter 1: Information for Private School Educators and Parents. AN - 62776727; ED365748 AB - Chapter 1 is a federal assistance program that provides supplementary financial aid to public school districts, attempting to improve the educational opportunities of educationally deprived children residing in high poverty areas. The program assists qualified students in both public and private schools. This brochure answers questions that private school educators and parents often ask about the Chapter 1 program. The same standards for residence and achievement level apply to students whether they are enrolled in public or private schools. The public school district determines who will participate, selecting children with the greatest need first, and determining the subjects and grade levels to be included in the Chapter 1 project. Services must be provided by personnel employed by the public school district who maintain contact with the students' private school instructors. Services to religiously affiliated private schools must be provided in sites not physically or educationally identified with the functions of the religiously affiliated schools, such as nearby schools or portable units. This provision does not preclude computer-assisted instruction within the school. Parents from private schools participate in program activities as do the parents from public schools. Funding and the steps that private school officials must take to receive services and meet requirements are outlined. (SLD) Y1 - 1993 PY - 1993 DA - 1993 SP - 11 VL - ED/OESE-92-39 KW - Education Consolidation Improvement Act Chapter 1 KW - Hawkins Stafford Act 1988 KW - ERIC, Resources in Education (RIE) KW - Practitioners KW - Parents KW - Financial Support KW - Elementary School Students KW - Student Participation KW - Delivery Systems KW - Elementary Secondary Education KW - Secondary School Students KW - Eligibility KW - Public Schools KW - Educational Opportunities KW - Federal Programs KW - Economically Disadvantaged KW - Parent Participation KW - Disadvantaged Youth KW - Educationally Disadvantaged KW - Compensatory Education KW - Private Schools KW - Selection KW - Academic Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62776727?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Transitions. AN - 62772718; ED364035 AB - This theme issue on transitions for individuals with disabilities contains nine papers discussing transition programs and issues. "Transition Issues for the 1990s," by Michael J. Ward and William D. Halloran, discusses self-determination, school responsibility for transition, continued educational engagement of at-risk students, and service coordination. "Systems Change and Transition Services for Secondary Youth with Disabilities" (Lawrence C. Gloeckler) points out the need for understanding the public policy context of changes in the education system and the interagency service structure. "Putting Youth with Disabilities to Work: A Business-Education Partnership" (Richard M. Balser and others) describes a cooperative program of a medical center and two school districts in Maine. "City Lights School: Fostering Transition for Emotionally Disturbed and Delinquent Adolescents" (Gila R. Shusterman and others) describes a Washington, D.C., school which offers individualized, nonresidential services to disadvantaged, inner city African Americans. "Community Life Options for Persons with Developmental Disabilities" (Jeffrey A. Gliner and Pat Sample) offers three case studies from a supported recreation intervention program. "H.E.L.P. Career Opportunities" (Victoria Amey-Flippin and Rita Brusca) describes the Handicap Educational Liaison Program at Northeastern Illinois University which facilitates career placement opportunities of college students. "Power: A Transition Model for Facilitating Student Choice" (Kay Holjes and Melanie Mattingly) discusses a holistic program of work, education, and recreation for North Carolina students with mental retardation. "Building on Today for Tomorrow: Making a Difference with Families" (Kathryn Moery) describes a Chicago, Illinois project in which families of students with disabilities work closely with school staff to make the transition from high school to adult independent living. "Computer Technologies Program: A Partnership in Progress" (Joan Breves) describes a program begun by IBM to prepare students with disabilities as competitive and well-qualified programmers. (JDD) AU - Nathanson, Jeanne H. Y1 - 1993 PY - 1993 DA - 1993 SP - 53 PB - OSERS News in Print, Room 3129, Switzer Building, 330 C St., S.W., Washington, DC 20202-2524 (free). VL - 6 IS - 1 KW - ERIC, Resources in Education (RIE) KW - Cooperative Programs KW - Programers KW - Employment Opportunities KW - School Business Relationship KW - Secondary Education KW - Family Involvement KW - Transitional Programs KW - Educational Change KW - Disabilities KW - Recreational Activities KW - Program Development KW - Education Work Relationship UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62772718?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - AWARE: User's Guide, Version 1.0. AN - 62559987; ED399505 AB - As part of an early awareness initiative, the United States Department of Education developed an interactive software package to provide early information to middle school and high school students about postsecondary education opportunities, costs of attendance, and availability of financial aid. This user's guide describes how to install and use the graphical menu-driven AWARE software program. AWARE includes three components: (1) an interactive game, "The Search for Infinite Wisdom," targeted at 5th through 8th grade students which focuses on staying in school, planning ahead, and financial aid; (2) three screen shows comprising a component on higher education and financial aid, focusing on why to stay in school, how to choose a school, and how to get money for school; and (3) a financial need estimator providing a calculation of estimated financial need and types of financial aid that might be available for a student based on entry of six data items. It also includes a screen show covering other eligibility requirements for financial aid and ways to reduce the cost of education. Appendices are: (1) List of Occupations; (2) How to Choose a School Checklist; (3) List of Sources; and (4) AWARE Error messages. (JBJ) Y1 - 1993 PY - 1993 DA - 1993 SP - 43 KW - ERIC, Resources in Education (RIE) KW - Students KW - Administrators KW - Counselors KW - Practitioners KW - Intermediate Grades KW - School Counselors KW - Junior High Schools KW - Computer Software KW - Computer Uses in Education KW - Middle Schools KW - College Choice KW - Student Financial Aid KW - College Planning KW - Paying for College KW - High Schools KW - College Admission UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62559987?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For use with a PC-based software program, included N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Projections of Education Statistics to 2003. AN - 62868723; ED354256 AB - This edition, 22nd of a series begun in 1964, provides revisions of projections shown in "Projections of Education Statistics to 2002," and includes statistics on elementary schools, secondary schools, and institutions of higher education at the national level. Included are projections for enrollment, graduates, classroom teachers, and expenditures to the year 2003. These projections reflect the 1990 census and assumptions of a higher fertility rate and net immigration, and a lower mortality rate than previously projected. A methodology section describes models and assumptions used to develop the projections, which are based on an age-specific enrollment rate model, exponential smoothing models, and econometric models. Most projections include three alternatives, based on different assumptions about growth paths. The first set of alternatives in each table is deemed to be the most likely. Total public and private elementary and secondary enrollment is projected to increase to 54.2 million over the projection period. Enrollments in public and private institutions of higher education are projected to increase over the projection period. One chart, 60 figures, and 44 tables present projections. Appendixes include: (1) projection methodology and 23 tables; (2) 11 supplementary tables; (3) data sources; and (4) a glossary. (SLD) AU - Gerald, Debra E. AU - Hussar, William J. Y1 - 1992/12// PY - 1992 DA - December 1992 SP - 182 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. SN - 0160382505 KW - Educational Information KW - Projection Research KW - ERIC, Resources in Education (RIE) KW - High School Graduates KW - Teacher Characteristics KW - Student Characteristics KW - Elementary Secondary Education KW - Educational Trends KW - Higher Education KW - School Statistics KW - Census Figures KW - Enrollment Projections KW - Expenditures KW - Degrees (Academic) KW - Predictive Measurement KW - College Graduates KW - Graphs KW - Tables (Data) KW - Futures (of Society) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62868723?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the pocket-sized summary of these projections, N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Private School Universe Survey, 1989-90. E.D. TABS. AN - 62862436; ED355247 AB - The Private School Universe Survey is designed to collect data from all private schools in the 50 states and the District of Columbia. The 1989-90 survey provides data for this report for schools with kindergarten through grade 12 by school size, school level, religious orientation, geographic region, and program emphasis. Data were collected from 26,712 schools, with 4,838,497 students and 331,533 full-time-equivalent teachers. Fifty-five percent of the students attended Catholic schools, with 32 percent attending other religiously affiliated schools, and 13 percent in non-sectarian schools. Most private school students (2.8 million) were enrolled at the elementary school level. Forty-four percent of the teachers worked in the Catholic schools, with 36 percent in other religiously affiliated schools, and 21 percent in non-sectarian schools. Eighty percent of the private school teachers worked full time. Fourteen tables present survey data. A "Technical Notes" section provides methodological information. Appendix A contains 14 standard error tables, and Appendix B presents the Private Schools Survey instrument for 1989-90. (SLD) AU - Gerald, Elizabeth Y1 - 1992/12// PY - 1992 DA - December 1992 SP - 65 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. SN - 0160415918 KW - Private School Survey (NCES) KW - ERIC, Resources in Education (RIE) KW - Institutional Characteristics KW - Full Time Faculty KW - Parochial Schools KW - Elementary Secondary Education KW - Geographic Regions KW - National Surveys KW - Elementary School Teachers KW - Secondary School Teachers KW - School Statistics KW - Curriculum KW - Enrollment KW - School Surveys KW - School Size KW - Tables (Data) KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62862436?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Academic Libraries: 1990. E.D. TABS. AN - 62860190; ED355943 AB - This report is based on information from the 1990-91 Integrated Postsecondary Education Data System (IPEDS) Academic Libraries survey, a U.S. Department of Education vehicle for collecting data from all postsecondary institutions in the United States. The data in this report represent colleges and universities with accreditation at the higher education level as recognized by the Secretary of Education; at the national level, 87 percent of the libraries responded. The tables in the publication summarize library staff, library operating expenditures, library collections, library loan transactions, and library service per typical week for libraries in higher education institutions. Statistics are presented for the nation and state-by-state. Staff and service data are for fall 1990, while the remainder of the data cover the 1990 fiscal year (i.e., any 12-month period between July 1, 1989, and September 30, 1990, that corresponds to the institution's fiscal year). The survey form is included. (KRN) AU - Williams, Jeffrey Y1 - 1992/12// PY - 1992 DA - December 1992 SP - 88 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. SN - 016038267X KW - Integrated Postsecondary Education Data System KW - ERIC, Resources in Education (RIE) KW - Library Statistics KW - Online Searching KW - Library Equipment KW - Library Personnel KW - Library Collections KW - Higher Education KW - National Surveys KW - Library Services KW - Library Circulation KW - Academic Libraries KW - Library Instruction KW - Library Expenditures KW - Library Surveys KW - Reference Services KW - Library Collection Development KW - Interlibrary Loans KW - Users (Information) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62860190?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Public and Private Elementary and Secondary Education Statistics: School Year 1992-93. Early Estimates. AN - 62858459; ED354622 AB - The estimates in this publication are key statistics reported early in the 1992-93 school year. They include the number of students in membership, teachers, and high school graduates for public and private elementary and secondary schools, and total revenues and expenditures for the operation of public elementary and secondary schools. The public school estimates consist of three kinds of data: preliminary actual counts for individual states; estimates derived by the states for the National Center for Education Statistics (NCES); and imputed values developed by NCES using a combination of state-specific and national data. Private school early estimates are based on a national probability sample of private schools surveyed in fall 1992. The highlights of the report include the following estimates for the 1992-93 school year: (1) total student membership in all the nation's schools (public and private) is estimated to be 47.6 million students; (2) 2.5 million students are expected to graduate from high school; (3) there are 2.5 million public school teachers; (4) and the cost of public education is $5,372 per student. Data are presented in 13 tables. Technical notes explain the data collection and estimation processes. (MLF) AU - Bobbitt, Sharon A. Y1 - 1992/12// PY - 1992 DA - December 1992 SP - 27 KW - ERIC, Resources in Education (RIE) KW - Catholic Schools KW - High School Graduates KW - Expenditure per Student KW - Educational Finance KW - Elementary Secondary Education KW - Educational Trends KW - Early Childhood Education KW - School Funds KW - National Surveys KW - Elementary School Teachers KW - Secondary School Teachers KW - School Statistics KW - Enrollment Projections KW - State Departments of Education KW - Comparative Analysis KW - State Government KW - Public Schools KW - Teacher Student Ratio KW - School Surveys KW - Government Publications KW - Tables (Data) KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62858459?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the 1991-92 statistics, see ED 341 726. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Future of NAEP. AN - 62851587; ED355285 AB - This memorandum presents the report and recommendations of the Ad Hoc Committee on the Future of the National Assessment of Educational Progress (NAEP). The Ad Hoc Committee was created by the National Assessment Governing Board in 1992 to prepare recommendations on non-mandated subjects to be assessed by the NAEP and to prepare a discussion paper on policy issues facing the NAEP. The Committee received 107 written responses to the discussion paper from interested individuals and agencies. Focus groups drawn from similar entities provided further commentary. Unanimity of opinion did not exist among commentators, but the following views were predominant: (1) the NAEP should collect state-level data regularly; (2) the NAEP should reflect current and evolving practices; (3) the NAEP should be independent; (4) achievement levels should be set and used; (5) when possible, the NAEP should be equated with tests from other nations; (6) state and local districts should use the NAEP to link local results with national and international results; (7) Congress should allow states and districts to use NAEP results; and (8) legislation should be amended to permit an annual assessment. Recommendations based on these views are presented. Attachments include a schedule of the NAEP assessment through the year 2000, analysis of discussion paper comments, and alternative scenarios for the future of the NAEP. (SLD) AU - Hume, Jerry Y1 - 1992/11/19/ PY - 1992 DA - 1992 Nov 19 SP - 35 KW - Focus Groups Approach KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - State Programs KW - Guidelines KW - School Districts KW - Elementary Secondary Education KW - National Surveys KW - Test Use KW - Longitudinal Studies KW - National Competency Tests KW - Advisory Committees KW - Comparative Analysis KW - Federal Legislation KW - Predictive Measurement KW - Educational Policy KW - Data Collection KW - Educational Assessment KW - Achievement Tests KW - Futures (of Society) KW - Evaluation Utilization UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62851587?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Trends in School and Home Contexts for Learning. NAEPfacts. AN - 62869081; ED353330 AB - This document focuses on trends in school and home frameworks for learning found in National Assessment of Educational Progress (NAEP) data from 1977 to 1990. Trends in classroom instruction, course taking, students' attitudes, homework versus television viewing, and reading habits and home support for literacy are considered. One table provides data on trends in attitudes toward mathematics at ages 13 and 17 years in 1978 to 1990; and another table provides data on trends in television watching at ages 9, 13, and 17 years from 1982 to 1990. Six questions for discussion are listed. Although classrooms should be student, rather than teacher, centered, NAEP trend data indicate that old habits are difficult to change. Results for science and mathematics show movement toward more advanced high school coursework. NAEP data show that students with more positive attitudes about the value of what they are learning generally have higher achievement levels; however, NAEP trend data also show that students' attitudes changed little either in liking particular subjects or in understanding their utility. NAEP trends for doing homework and watching television are either stable or moving in the wrong direction. Students appear to be infrequent readers, and the few changes that have occurred over time reflect decreases in students' propensity to read. (RLC) AU - Mullis, Ina Y1 - 1992/11// PY - 1992 DA - November 1992 SP - 5 KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Practitioners KW - Parents KW - Learning KW - Elementary School Students KW - Family Influence KW - Reading Habits KW - Academic Achievement KW - Elementary Secondary Education KW - Educational Trends KW - Secondary School Students KW - National Surveys KW - School Statistics KW - Classroom Techniques KW - Television Viewing KW - Student Attitudes KW - Homework KW - Course Selection (Students) KW - Educational Assessment KW - Trend Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62869081?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Filling the Gaps: An Overview of Data on Education in Grades K through 12. AN - 62863022; ED352400 AB - The elementary and secondary education data collection system has undergone a major transformation over the past decade, becoming a coordinated, cohesive system. This report reviews what the National Center for Education Statistics (NCES) can and cannot say about education in the United States for kindergarten through grade 12. Six issue areas have been defined by the Indicators Panel convened by the NCES. In the first part of this document, six types of data are juxtaposed against the following six issue areas: (1) institutions and their characteristics; (2) finance; (3) staffing; (4) curriculum and course content; (5) students; and (6) achievement. The second part of this report is then organized into sections that provide information on continuing data collections, new initiatives, and remaining gaps for each of these broad types of education data. Each section contains a description of the availability of the data specific to its subject, a bibliography of current and planned NCES publications on the topic, and a summary chart of the availability of data. The NCES remains committed to providing timely and policy-relevant data. The data collection system maintains its relevance by remaining flexible and responsive to new policy needs. An appendix provides a short profile of each national survey that collects data on education in kindergarten through grade 12. (SLD) AU - Bobbitt, Sharon A. Y1 - 1992/11// PY - 1992 DA - November 1992 SP - 90 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. VL - NCES-92-132 KW - Educational Information KW - National Center for Education Statistics KW - ERIC, Resources in Education (RIE) KW - Institutional Characteristics KW - Information Systems KW - Course Content KW - Student Characteristics KW - Educational Indicators KW - Educational Finance KW - Academic Achievement KW - Elementary Secondary Education KW - Educational Trends KW - National Surveys KW - Educational Change KW - Curriculum KW - Policy Formation KW - Statistical Data KW - School Personnel KW - Data Collection KW - Trend Analysis KW - Information Needs UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62863022?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Teacher Attrition and Migration. Issue Brief. AN - 62858383; ED352356 AB - This issue brief addresses the following questions: (1) How many teachers leave the profession in a year's time, and why? and (2) Are public school teachers more or less likely than private school teachers to leave the profession or move to different schools? Data were gathered from the National Center for Education Statistics 1987-88 Schools and Staffing Survey and the 1988-89 Teacher Followup Survey. Results suggest: (1) private schools regularly have to replace a larger percentage of their teacher work force than do public schools; (2) the combination of attrition and migration means an even larger proportional loss of teachers for the private sector in comparison with the public sector; (3) some reasons given for leaving the profession include better pay, other career opportunities, dissatisfaction with teaching as a career, family or personal move, health, pregnancy, or retirement; (4) teachers move to other schools for reasons such as reduction-in-force, lay-off, school closing, school reorganization, and reassignment; and (5) better salary and benefits offered in the public sector attract numerous private school teachers. For further information, three U.S. Department of Education reports are listed. (LL) AU - Hammer, Charles H. AU - Rohr, Carol L. Y1 - 1992/11// PY - 1992 DA - November 1992 SP - 4 KW - ERIC, Resources in Education (RIE) KW - Teacher Transfer KW - Teaching (Occupation) KW - Teacher Behavior KW - Career Change KW - Teacher Attitudes KW - Elementary Secondary Education KW - Teacher Employment Benefits KW - Teacher Salaries KW - Migration Patterns KW - Teacher Employment KW - Labor Turnover KW - Comparative Analysis KW - Faculty Mobility KW - Public Schools KW - Employment Patterns KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62858383?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Basic Student Charges at Postsecondary Institutions: Academic Year 1991-92. Tuition and Required Fees and Room and Board Charges at 4-Year, 2-Year, and Public Less-Than-2-Year Institutions. Statistical Analysis Report. AN - 62855370; ED351983 AB - This report lists in tabular form the typical tuition and required fees and room and board charges for academic year 1991-92 at nearly 4,900 4-year, 2-year, and public less-than-2-year postsecondary institutions (collegiate and non-collegiate) in the United States and its outlying areas. Separate figures are given for tuition and fee charges to in-state and out-of-state students at the undergraduate and graduate levels, along with the costs for room and board, and the number of meals per week covered by the board charge. The report opens with national statistics on tuition and required fees at postsecondary institutions for academic year 1991-92. These data are followed by tuition and required fees and room and board charges at individual institutions. Tables list public and private 4-year institutions offering a bachelor's degree or higher award; public and private 2-year institutions offering a postsecondary award of at least 2 but not less than 4 academic years; and public less-than-2-year institutions offering a postsecondary award of less than 2 academic years. Schools are listed alphabetically by state, and schools in outlying areas, such as Puerto Rico, follow the state listings. At the beginning of the tables are state averages for the various student charges. (GLR) AU - Kroe, Elaine Y1 - 1992/11// PY - 1992 DA - November 1992 SP - 154 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. SN - 0160382378 KW - ERIC, Resources in Education (RIE) KW - Administrators KW - Practitioners KW - Postsecondary Education KW - Graduate Study KW - Undergraduate Study KW - Public Colleges KW - Private Colleges KW - Higher Education KW - Tuition KW - Fees KW - Degrees (Academic) KW - Comparative Analysis KW - Colleges KW - Community Colleges KW - Statistical Data KW - College Students KW - Universities KW - Student Costs UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62855370?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Postsecondary Education Facilities Inventory and Classification Manual. AN - 62855331; ED351958 AB - This publication is intended to supersede the Higher Education and Facilities Inventory and Classification Manual (FICM) first published in December 1972. Like the earlier manual, this revised and updated version provides a common framework and coding structure to be used in collecting and reporting inventory data on college and university "buildings" and on the spaces within these structures, primarily "rooms." Following an introductory chapter, Chapter 2 of the manual discusses basic concepts and definitions recommended by the manual. Chapter 3 provides guidance for starting such a system, particularly for institutions not yet engaged in this type of reporting and analysis. Chapter 4 integrates the primary concepts related to building definitions, measurements, and data elements. Chapter 5 contains the materials relevant to room use definitions, including the extensive room use coding structure. Chapter 6 provides a list of commonly asked questions and answers arising from the use of the manual. Nine appendices provide greater detail on the coding structures, discuss optional data elements related to architectural features and room suitability, the use of such data for inter-institutional data exchange and reporting; and provide crosswalks and overviews of coding changes contained in this revised manual. Provided also is a glossary that serves as an index for locating references in the manual that define basic inventory terms and components. (GLR) AU - Korb, Roslyn Y1 - 1992/11// PY - 1992 DA - November 1992 SP - 149 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. VL - NCES-92-165 KW - ERIC, Resources in Education (RIE) KW - Administrators KW - Practitioners KW - Property Accounting KW - Educational Facilities KW - Documentation KW - Coding KW - Space Classification KW - Guidelines KW - Higher Education KW - College Buildings KW - Facility Inventory KW - Classification KW - Architectural Character KW - Building Plans KW - Standards KW - Recordkeeping UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62855331?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Prepared by the Working Group on Postsecondary Phy N1 - Last updated - 2014-03-21 ER - TY - JOUR T1 - What Young Children Do at Home AN - 1310360000 AB - Reading and TV-watching are among the most common family activities for 3- to 8-year-olds. JF - Principal Y1 - 1992/11/01/ PY - 1992 DA - 1992 Nov 01 SP - 21 CY - Washington PB - National Education Association of the United States, Dept. of Elementary School Principals. VL - 72 IS - 2 SN - 0271-6062 KW - Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1310360000?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Apio&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=Principal&rft.atitle=What+Young+Children+Do+at+Home&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1992-11-01&rft.volume=72&rft.issue=2&rft.spage=21&rft.isbn=&rft.btitle=&rft.title=Principal&rft.issn=02716062&rft_id=info:doi/ DB - Periodicals Index Online N1 - Last updated - 2013-02-25 ER - TY - GEN T1 - Digest of Education Statistics, 1992. AN - 62865079; ED349706 AB - This document, consisting of 7 chapters, 35 figures, 409 tables, plus 20 appendix tables, provides statistical data on most aspects of United States education, both public and private, from kindergarten through graduate school. The chapters cover the following topics: (1) all levels of education; (2) elementary and secondary education; (3) postsecondary education; (4) federal programs for education and related activities; (5) outcomes of education; (6) international education; and (7) learning resources and technology. A wide range of information is presented on a variety of subjects including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, federal funds for education, employment and income of graduates, libraries, and international education. Supplemental information on population trends, attitudes on education, education characteristics of the labor force, government finances, and economic trends provides background for evaluating education data. Included among data not appearing in previous editions are the following: drug use by teenagers and young adults; characteristics of vocational education teachers; proportion of 17-year-olds taking various science courses; federal support for education, by type of recipient; opinions of teachers about teacher training; and number of students and teachers in urban, rural, and suburban areas. A short introduction provides a brief overview of current trends in American education, and each chapter highlights significant trends. Guides to tabular presentations and sources are provided along with a definitions section and an index. (MLF) AU - Snyder, Thomas D. AU - Hoffman, Charlene M. Y1 - 1992/10// PY - 1992 DA - October 1992 SP - 573 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. SN - 0160381436 KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Employment Level KW - Salaries KW - Educational Finance KW - Academic Achievement KW - Elementary Secondary Education KW - Educational Trends KW - Higher Education KW - Educational Attainment KW - Degrees (Academic) KW - Public Schools KW - Preschool Education KW - Federal Programs KW - Enrollment KW - Student Costs KW - Library Statistics KW - Institutional Characteristics KW - Microcomputers KW - Teacher Characteristics KW - School Demography KW - National Norms KW - Mathematics Achievement KW - Dropout Rate KW - School Statistics KW - College Faculty KW - Student Financial Aid KW - Information Technology KW - Ethnic Groups KW - Government Publications KW - Technical Education KW - Tables (Data) KW - Private Schools KW - Adult Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62865079?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Numerous statistical tables with small print. For N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Pocket Condition of Education 1992. AN - 62856874; ED351750 AB - A small sample of the 60 indicators contained in the "Condition of Education, 1992" are provided in this brief booklet. Ordering information to receive the complete 421-page book is listed along with the following tables: (1) High school completion rate for 19- to 20-year-olds; (2) student drug and alcohol use; (3) immediate transition for high school to college; (4) transition from high school to work; (5) educational attainment at ages 25 to 29; and (6) international comparisons of educational attainment. (MLF) AU - Loar, Celeste Y1 - 1992/10// PY - 1992 DA - October 1992 SP - 13 VL - NCES-92-193 KW - Indicators KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - School Demography KW - Elementary Secondary Education KW - Educational Resources KW - Educational Assessment KW - Pamphlets KW - Tables (Data) KW - School Statistics UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62856874?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For full report, see ED 344 347. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Historical Trends: State Education Facts, 1969 to 1989. AN - 62864160; ED351366 AB - For the second time, the National Center for Education Statistics has prepared a report that brings together comparable data concerning several key education characteristics, by state, region, and outlying area for a consecutive 21-year period. Characteristics examined in this report for public elementary education and secondary education include: (1) enrollment; (2) children with disabilities served under IDEA-B and Chapter 1 of the Elementary and Secondary Education Act; (3) regular high school graduates; (4) number of teachers and staff; (5) ratio of pupils to teachers and staff; (6) teacher salaries; and (7) expenditures. In addition to the multiple comparisons, the report presents percentage change comparisons at 20-, 10-, and 5-year intervals. Each of the tables in this publication is combined with two charts that show changes for each state in the 1970s and 1980s. Included are two sections: (1) public elementary education and secondary education (includes 16 tables and 32 charts); and (2) higher education (includes 25 tables and 50 charts). Three appendixes contain tables of data concerning the U.S. population in 1969-89, the estimated school-aged population for 1970-89, and selected price indices; a list of definitions; and a guide to sources. (SLD) AU - Grymes, John A. AU - Harwarth, Irene Baden Y1 - 1992/08// PY - 1992 DA - August 1992 SP - 216 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. SN - 0160380022 KW - ERIC, Resources in Education (RIE) KW - High School Graduates KW - Educational Finance KW - Elementary Secondary Education KW - Educational Trends KW - Public School Teachers KW - National Surveys KW - Teacher Salaries KW - School Statistics KW - Educational History KW - Expenditures KW - Comparative Analysis KW - Public Schools KW - Teacher Student Ratio KW - Disabilities KW - State Surveys KW - Enrollment KW - Compensatory Education KW - Charts KW - Tables (Data) KW - Trend Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62864160?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For first edition, covering 1975-1985, see ED 297 N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Future of the National Assessment of Educational Progress. Discussion Paper. AN - 62857508; ED352393 AB - The 1990s show distinct changes from the 1960s in terms of the views held by education practitioners, policymakers, and the public concerning the National Assessment of Educational Progress (NAEP). Developments such as the national education goals, the prospect of voluntary national education standards, and the possibility of a national system of assessments raise several issues for the NAEP. These issues include: (1) the role and purpose of the NAEP; (2) the alignment with national education standards; (3) assessment frameworks; (4) the role of the NAEP in relation to organizations that may be established to review or certify national standards and a system of assessments; (5) NAEP achievement levels; (6) an international component to the NAEP; (7) the NAEP as an anchor for linking state and local assessment systems with national and international results; (8) removing the prohibition against using NAEP results at the district or school level; and (9) annual assessment and reporting. Policy questions associated with each of these issues are discussed. (SLD) Y1 - 1992/08// PY - 1992 DA - August 1992 SP - 35 KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Testing Programs KW - Research Methodology KW - National Programs KW - Academic Achievement KW - Elementary Secondary Education KW - Test Use KW - Educational History KW - International Studies KW - Policy Formation KW - Educational Policy KW - Program Development KW - Student Evaluation KW - Educational Assessment KW - Public Opinion KW - Test Results KW - Futures (of Society) KW - Academic Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62857508?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Prepared by the Ad Hoc Committee on the Future of N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Are Hispanic Dropout Rates Related to Migration? Issue Brief. AN - 62849131; ED350377 AB - An analysis was done of federal statistics to explore the relationship between Hispanic Americans' dropout rates and migration. An analysis of November 1989 data revealed that among 16- to 24-year-olds Hispanic American dropout rates are 3 times higher than those for non-Hispanic Americans. In looking at the impact of immigration on Hispanic American dropout rates the analysis found that Hispanic American dropout rates were higher than those for non-Hispanic Americans even when subjects' place of birth was taken into account. About 72 percent of 16- to 24-year-old Hispanic Americans were not born in the United States or were first generation as compared to 9 percent of non-Hispanic Americans. The dropout rate for Mexican Americans is 35.8 percent, for Puerto Ricans is 32.1 percent, and for Cubans is 9.2 percent. Mexican Americans account for 64 percent of the Hispanic American population. Of those Hispanic Americans who are dropouts, 63 percent were not born in the United States, while 3 percent of non-Hispanic American dropouts were not born in the United States. Overall, the analysis suggests that immigration appears to be a contributing factor to the high dropout rate among Hispanic Americans. If this pattern continues with the children of the current generation, then high dropout rates may continue in the future even if immigration rates decline substantially. Included are two figures and one table. (JB) Y1 - 1992/08// PY - 1992 DA - August 1992 SP - 3 KW - ERIC, Resources in Education (RIE) KW - Cubans KW - Dropout Characteristics KW - Dropout Rate KW - Immigrants KW - Young Adults KW - National Surveys KW - Migration KW - Census Figures KW - Dropouts KW - Migrant Problems KW - Hispanic Americans KW - High Schools KW - Mexican Americans KW - Hispanic American Students KW - Puerto Ricans KW - Population Trends KW - Adolescents UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62849131?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Characteristics of At-Risk Students in NELS:88. National Education Longitudinal Study of 1988. Statistical Analysis Report. Contractor Report. NCES 92-042 AN - 1826530984; ED566856 AB - The National Education Longitudinal Study of 1988 (NELS:88) is a large-scale, national longitudinal study designed and sponsored by the National Center for Education Statistics (NCES), with support from other government agencies. Beginning in the spring of 1988 with a cohort of eighth graders (25,000) attending public and private schools across the nation, these same individuals were re-surveyed in 1990. During the base-year, data were also collected from students' parents, teachers, and school principals. Taken together, the base-year and follow-up data of NELS:88 provide a wealth of information about eighth graders (1988 school year) as they move both in and out of the U.S. school system and into the many and varied activities of early adolescence. This study examines the characteristics of eighth-grade students who were at risk of school failure (i.e., low achievement test scores and dropping out of school). Seven sets of variables were examined: (1) basic demographic characteristics; (2) family and personal background characteristics; (3) the amount of parental involvement in the student's education; (4) the student's academic history; (5) student behavioral factors; (6) teacher perceptions of the student; and (7) the characteristics of the student's school. Three measures of school failure were used: (1) scores on achievement tests in mathematics; (2) scores on achievement tests in reading; and (3) dropout status as of spring 1990. About 19 percent of the eighth-grade class of 1988 were performing below the basic proficiency level in mathematics, while about 14 percent were performing below the basic proficiency level in reading. In addition, about 6 percent of the eighth-grade cohort of 1988 were dropouts in the spring of 1990. In this study, many factors were found to predict at-risk status that were independent of the student's sex, race-ethnicity, and socioeconomic background. Controlling for basic demographic characteristics, the following groups of students were found to be more likely to have poor basic skills in the eighth grade and to have dropped out between the 8th and the 10th grades: (1) Students from single-parent families, students who were overage for their peer group, or students who had frequently changed schools; (2) Eighth-grade students whose parents were not actively involved in the student's school, students whose parents never talked to them about school-related matters, or students whose parents held low expectations for their child's future educational attainment; (3) Students who repeated an earlier grade, students who had histories of poor grades in mathematics and English, or students who did little homework; (4) Eighth-graders who often came to school unprepared for classwork, students who frequently cut class, or students who were otherwise frequently tardy or absent from school; (5) Eighth-graders who teachers thought were passive, frequently disruptive, inattentive, or students who teachers thought were underachievers; and (6) Students from urban schools or from schools with large minority populations. These findings should prove to be useful to researchers, educators, and policymakers who are interested in better understanding the many factors that can lead to school failure. The following are appended: (1) Data and Methodology; and (2) Sample Sizes, Percentage Tables, and Standard Error Tables. AU - Kaufman, Phillip AU - Bradbury, Denise Y1 - 1992/08// PY - 1992 DA - August 1992 SP - 105 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. SN - 0160380111 KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Policymakers KW - Practitioners KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Elementary Education KW - Secondary Education KW - Family Characteristics KW - Individual Characteristics KW - Student Characteristics KW - Teacher Attitudes KW - National Surveys KW - Student Records KW - Multivariate Analysis KW - Demography KW - Reading Achievement KW - At Risk Students KW - Statistical Analysis KW - Statistical Data KW - Performance Factors KW - Sample Size KW - Student Behavior KW - Dropout Characteristics KW - Mathematics Achievement KW - Error of Measurement KW - Longitudinal Studies KW - Underachievement KW - Educational Environment KW - Parent Participation KW - Tables (Data) KW - Achievement Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1826530984?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Historically Black Colleges and Universities, 1976-90. AN - 62955911; ED347923 AB - This report provides a compilation of statistical information (80 percent of the report) covering recent trends in the development of historically black colleges and universities (HBCUs). The publication contains information on a variety of education statistics, including enrollment, degrees conferred, staff, faculty salaries, revenues, and expenditures. Supplemental information on all public and private colleges provides a reference for evaluating conditions in historically black colleges and universities. Among the findings of the report are the following: (1) overall enrollment in HBCUs rose by 16 percent between 1976 and 1990, of which 10 percent were black students; (2) 27 percent of black bachelor's degree recipients, 15 percent of master's, and 12 percent of doctor's degree recipients received their degrees from HBCUs in 1989-90; (3) the number of bachelor's degrees conferred by HBCUs declined by 16 percent between 1976-77 and 1989-90, master's degrees declined by 34 percent, and doctor's degrees increased by 214 percent; and (4) faculty salaries at HBCUs have generally kept pace with those at other colleges, though salaries at HBCUs remained somewhat lower. Overall, it is reported that enrollment in HBCUs is beginning to rise rapidly, and that the financial and faculty resources at the public HBCUs generally look stronger than at the private HBCUs. Appendices include definitions for terms used in the report, a guide to sources used, and information on methodology. (GLR) AU - Hoffman, Charlene M. Y1 - 1992/07// PY - 1992 DA - July 1992 SP - 109 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. VL - NCES-92-640 KW - ERIC, Resources in Education (RIE) KW - Administrators KW - Practitioners KW - Financial Support KW - Black Colleges KW - Educational Finance KW - Higher Education KW - Teacher Salaries KW - Income KW - College Faculty KW - Expenditures KW - Degrees (Academic) KW - Public Schools KW - Enrollment Trends KW - Statistical Data KW - Universities KW - Private Schools KW - Trend Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62955911?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Key Statistics on the Noncollegiate Sector of Postsecondary Education: 1990. E.D. TABS. AN - 62847481; ED350320 AB - This report presents selected findings from the "Consolidated" survey of the Integrated Postsecondary Education Data System program of the National Center for Education Statistics (NCES). Data are presented on enrollment and completions in non-collegiate postsecondary institutions in the United States and its outlying areas. The NCES surveyed a sample of 2,998 of the 6,509 non-collegiate postsecondary schools in the fall of 1990. Nearly 1 million students were enrolled in such institutions in the fall of 1990. Of the total enrollment, over 50 percent were women, and approximately 66 percent attended school full time. For-profit institutions made up 53 percent of the total. Approximately 64 percent of the students were enrolled in less-than-two-year institutions. Approximately 710,000 students completed programs in these institutions between July 1, 1989 and June 30, 1990. The survey methodology is described, and the summary statistics are presented in seven tables. (SLD) AU - Broyles, Susan G. Y1 - 1992/07// PY - 1992 DA - July 1992 SP - 18 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. SN - 0160379660 KW - Integrated Postsecondary Education Data System KW - Student Surveys KW - ERIC, Resources in Education (RIE) KW - Two Year Colleges KW - Postsecondary Education KW - Noncollege Bound Students KW - Research Methodology KW - Part Time Students KW - National Surveys KW - School Statistics KW - Vocational Schools KW - Sex Differences KW - Full Time Students KW - Enrollment KW - Vocational Education KW - Technical Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62847481?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Condition of Education, 1992. AN - 62937532; ED344347 AB - The current status of education for 1992 is presented in the form of education "indicators"--key data that measure the health of education, monitor important developments, and show trends in major aspects of education. The 60 indicators have been divided into 6 areas: (1) access, participation, and progress; (2) achievement, attainment, and curriculum; (3) economic and other outcomes of education; (4) size and growth of educational institutions; (5) climate, classrooms, and diversity in educational institutions; and (6) human and financial resources of educational institutions. The report includes the text, tables, and charts for each indicator plus the technical supporting data, supplemental information, and data sources. This edition integrates indicators on issues in elementary and secondary education with those on issues in postsecondary education to reflect the continuity of educational experiences. New indicators include the following: (1) enrollment below modal grade for language minority students; (2) international comparisons of mathematics and science performance; (3) international comparisons of educational attainment; (4) course-taking in academic, vocational, and personal use education among high school graduates; (5) programs and services offered by schools; (6) crime in the schools; (7) federal support for education; and (8) international comparisons of public expenditures of education extended to higher education. (MLF) AU - Alsalam, Nabeel Y1 - 1992/06// PY - 1992 DA - June 1992 SP - 446 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. VL - NCES-92-096 KW - Indicators KW - ERIC, Resources in Education (RIE) KW - Institutional Characteristics KW - Postsecondary Education KW - School Demography KW - Access to Education KW - Student Characteristics KW - Educational Finance KW - Academic Achievement KW - Surveys KW - Elementary Secondary Education KW - Educational Trends KW - School Statistics KW - Outcomes of Education KW - Ethnic Distribution KW - Educational Environment KW - Curriculum KW - Enrollment KW - Educational Resources KW - Government Publications KW - Educational Assessment KW - Tables (Data) KW - Educational Quality UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62937532?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For 1991 edition (in 2 volumes), see ED 330 121-12 N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - National Assessment of College Student Learning: Issues and Concerns. A Report on a Study Design Workshop. AN - 62926129; ED346808 AB - This report presents the results of a workshop, held in Arlington, Virginia, on November 17-19, 1991, to discuss with the larger community the National Center for Education Statistics' (NCES) effort to develop strategies for assessing college student learning in support of National Education Goal Five, Objective Five which supports a substantial increase the proportion of college graduates who demonstrate advanced reasoning and communication skills. It is noted that of particular interest is the identification of the issues and concerns that NCES must consider in developing such an assessment process. The report begins with a brief description of the project goals and activities and is followed by a report of the workshop opening session and small group reports. Listed are the position papers by author and reviewers as well as general statements of the workshop participants. The general statements (individual comments) address what some participants would like to see as a user, what the most important next steps by NCES should be, what the major barriers and/or problems are that the NCES is likely to face, and who else should be consulted. (GLR) Y1 - 1992/06// PY - 1992 DA - June 1992 SP - 118 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. SN - 0160379652 KW - National Center for Education Statistics KW - ERIC, Resources in Education (RIE) KW - Administrators KW - Practitioners KW - Workshops KW - Thinking Skills KW - Higher Education KW - Student Development KW - Problem Solving KW - Outcomes of Education KW - Position Papers KW - Seminars KW - Educational Planning KW - College Students KW - College Outcomes Assessment KW - Student Evaluation KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62926129?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - "With special reports by Addison Greenwood." N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Current Funds Revenues and Expenditures of Institutions of Higher Education: Fiscal Years 1982-1990. E.D. TABS. AN - 62925654; ED346807 AB - Thie report provides figures and tables of data on the financial characteristics of institutions of higher education from 1982-1990. The data are gathered annually by the National Center for Education Statistics through the Integrated Postsecondary Education Data System. Seven figures display current funds revenues and expenditures (in constant dollars) for public and private institutions by source and purpose for fiscal years 1982-1990. Among the 23 tables of data is information for years 1981-82 to 1989-90 on current revenues and expenditures for public and private, four- and two-year institutions; total current funds revenues and expenditures by selected categories and state for 1990; comparisons of total current funds revenues and expenditures of fiscal years 1989 and 1990 for public and private institutions; and current funds revenues and expenditures, in constant 1990 dollars and by source, for private and public institutions for 1981-82 to 1989-90. The report also includes an overview of the survey methodology. (GLR) AU - Keough, Kristin Y1 - 1992/06// PY - 1992 DA - June 1992 SP - 39 KW - ERIC, Resources in Education (RIE) KW - Administrators KW - Practitioners KW - Financial Support KW - Two Year Colleges KW - Educational Finance KW - Public Colleges KW - Private Colleges KW - Higher Education KW - Fiscal Capacity KW - Income KW - Expenditures KW - Comparative Analysis KW - Colleges KW - School Surveys KW - Universities KW - Tables (Data) KW - Trend Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62925654?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data tables may not reproduce well due to type siz N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Public Libraries in the U.S.: 1990. E.D. TABS. AN - 62925614; ED346887 AB - State and national FY90 data are aggregated from individual public libraries in the United States. These data were collected under the third annual census of the Federal-State Cooperative System (FSCS) in July of 1991. Respondents for this voluntary census were 8,978 public libraries identified in the 50 states and the District of Columbia by state library agencies. This report begins by presenting highlights of the findings. The introduction then describes the universe represented by the data, data collection and use of technology, quality review, and unit and item responses to the survey. Also included are caveats for using the data, information for ordering related machine-readable data and publications, and a source for additional information on public library statistics. (It is noted that data on individual libraries, which are not included in this report, will be available on diskette.) The data are presented in 15 pairs of tables, which make up the major part of the report. These tables summarize information that was supplied to National Center for Education Statistics (NCES) in machine-readable format by state library agencies on a voluntary basis. The information includes data on staffing, service outlets, operating income and expenditures, size of collection, and service measures such as reference transactions, interlibrary loans, circulation, and public service hours. Four appendices provide information on the background of the Federal-State Cooperative System (FSCS); data error messages and historical data check criteria; a nationwide item non-response chart; and data element specifications for 1990. (BBM) AU - Chute, Adrienne Y1 - 1992/06// PY - 1992 DA - June 1992 SP - 199 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. SN - 0160379504 KW - ERIC, Resources in Education (RIE) KW - Financial Support KW - Library Statistics KW - Library Personnel KW - Library Collections KW - Public Libraries KW - National Surveys KW - Library Services KW - Library Circulation KW - Library Expenditures KW - State Libraries KW - Library Surveys KW - Reference Services KW - Branch Libraries KW - Interlibrary Loans KW - Nonprint Media UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62925614?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Integrated Postsecondary Education Data System. Glossary. AN - 62922654; ED346810 AB - This glossary includes terms used in the Integrated Postsecondary Education Data System (IPEDS). IPEDS is the core postsecondary education data collection program in the U.S. Department of Education's National Center for Education Statistics. It is a single, comprehensive data collection system developed to encompass all institutions and organizations whose primary purpose is to provide postsecondary education. The IPEDS system is built around a series of interrelated surveys to collect institution-level data in such areas as enrollment, program completions, faculty and staff, and financing. The glossary includes a list of the IPEDS forms that are coded for quick identification and broken down by four- and two-year public and private, nonprofit/profit institutions. Also noted are on which specific forms some terms appear. (GLR) AU - Broyles, Susan G. AU - Vanderhorst, Paulette R. Y1 - 1992/06// PY - 1992 DA - June 1992 SP - 36 KW - Integrated Postsecondary Education Data System KW - ERIC, Resources in Education (RIE) KW - Administrators KW - Practitioners KW - Two Year Colleges KW - Postsecondary Education KW - Educational Finance KW - Academic Achievement KW - Higher Education KW - National Surveys KW - Educational Attainment KW - College Faculty KW - Public Schools KW - Colleges KW - Enrollment KW - Definitions KW - Data Collection KW - School Surveys KW - Universities KW - Statistical Surveys KW - Private Schools KW - Two Year Colleges KW - Postsecondary Education KW - Educational Finance KW - Academic Achievement KW - Higher Education KW - National Surveys KW - Educational Attainment KW - College Faculty KW - Public Schools KW - Colleges KW - Enrollment KW - Definitions KW - Data Collection KW - School Surveys KW - Universities KW - Statistical Surveys KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62922654?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Updates 1987 edition, see ED 280 338. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - NCES Statistical Standards. AN - 62834762; ED349343 AB - This notebook contains the revised standards and guidelines for the National Center for Education Statistics (NCES), as well as an updated and consolidated version of NCES legislation. It is intended for NCES staff and contractors as a guide in their data collection, analysis, and dissemination. These standards and guidelines define the limits of acceptable applications and use, to ensure that NCES surveys, products, and procedures become more uniform and have higher quality. Twenty standards and two guidances were adopted in January 1992 in the following areas: (1) planning and testing; (2) contract management and operations; (3) statistical processing procedures; (4) data provisions and analysis; and (5) evaluation and documentation. The NCES legislation is provided. (SLD) AU - Flemming, Emmett Y1 - 1992/06// PY - 1992 DA - June 1992 SP - 99 KW - Evaluation Standards KW - National Center for Education Statistics KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Researchers KW - Documentation KW - Information Dissemination KW - Guidelines KW - Elementary Secondary Education KW - Standard Setting (Scoring) KW - Federal Legislation KW - Agency Role KW - Educational Planning KW - Statistical Data KW - Standards KW - Data Collection KW - Sampling KW - Educational Assessment KW - Data Analysis KW - Statistical Surveys UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62834762?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - National Postsecondary Statistics, Collegiate and Noncollegiate: Fall 1991. Early Estimates. AN - 62834471; ED350954 AB - This report provides early estimates of key fall 1991 enrollment statistics as well as academic year 1990-91 completions statistics for all postsecondary institutions in the 50 States and the District of Columbia. The study employed a survey which was part of the Integrated Postsecondary Education Data System (IPEDS). The survey, conducted by telephone, collected key enrollment and completions data from a nationwide sample of 1,195 postsecondary institutions representing the more than 10,000 such schools in operation in 1991. Institutions of higher education comprised about one-third of all postsecondary institutions, but accounted for 93 percent of the total 1991 fall enrollment and conferred 68 percent of all postsecondary awards in 1990-91. Highlights of the summary are the following: (1) an estimated 14.8 million students were enrolled at postsecondary institutions in the United States in fall 1991; (2) overall fall enrollment at postsecondary institutions has remained stable since the previous year while the enrollment of women increased 1.7 percent. Significant gains were made in 2-year institutions particularly in part-time enrollment; and (3) the total number of degrees and other formal awards conferred by postsecondary institutions in 1990-91 showed no significant change over 1989-90. (Included are six tables and a glossary.) (JB) AU - Pluta, Mark J. Y1 - 1992/06// PY - 1992 DA - June 1992 SP - 20 PB - U.S. Department of Education, Office of Educational Research and Improvement, Education Information Branch, Room 300, 555 New Jersey Avenue N.W., Washington, DC 20208-5641. KW - Integrated Postsecondary Education Data System KW - ERIC, Resources in Education (RIE) KW - Degrees (Academic) KW - Telephone Surveys KW - Postsecondary Education KW - Colleges KW - Enrollment Trends KW - Enrollment KW - Community Colleges KW - Statistical Data KW - Higher Education KW - Graduates KW - Enrollment Rate UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62834471?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Public Elementary and Secondary Schools and Agencies in the United States and Outlying Areas: School Year 1990-91. E.D. TABS. AN - 62834245; ED350316 AB - This report is based on information from the 1990-91 "Public Elementary and Secondary School Universe" and the "Public Elementary and Secondary Education Agency Universe" surveys of education in the United States. The data represent two of the surveys from the Common Core of Data collected annually by the U.S. Department of Education's National Center for Education Statistics (NCES). The tables of this report summarize statistical information for each school and education agency as supplied to the NCES by state education agency officials. The 84,538 public schools reported for 1990-91 represent an increase of 1.3 percent over the previous school year, and the 41,223,804 students represent a 1.7 percent increase in membership from 1989-90. Seventeen tables present information on students and schools by type, by state, and by size and instructional level. Two appendixes provide two sample survey forms, respectively, of the school universe and the education agency universe. (SLD) AU - McDowell, Lena Y1 - 1992/06// PY - 1992 DA - June 1992 SP - 33 KW - Common Core of Data Program KW - ERIC, Resources in Education (RIE) KW - Special Education KW - Educational Finance KW - School Districts KW - Elementary Secondary Education KW - National Surveys KW - School Statistics KW - Public Schools KW - Racial Composition KW - Enrollment KW - Vocational Education KW - School Surveys KW - School Size KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62834245?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the 1989-90 report, see ED 342 778. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Salaries of Full-Time Instructional Faculty on 9- and 10-Month and 11- and 12-Month Contracts in Institutions of Higher Education, 1980-81 through 1990-91. E.D. TABS. AN - 62923133; ED345647 AB - This publication presents 3 figures and 20 tables of data on higher education faculty salaries from 1980 to 1991. An opening section details the source and scope of the data collection. The figures show annual percentage change in average salaries of full-time instructional faculty, average faculty salaries in constant dollars and percentage of full-time instructional faculty on 9- and 10- month and 11- and 12-month contracts for 1990-91. The first 16 tables present the following types of data primarily for 9- and 10-month contracts: (1) salaries for the 50 states and the District of Columbia; (2) salaries by academic rank, type and control of institution; (3) salaries by academic rank and sex; (4) salaries by academic rank, sex, and type and control of institutions; (5) Consumer Price Index factors; (6) fringe benefits; (7) salaries by academic rank and state; (8) salaries in public institutions; (9) salaries in private institutions; (10) salaries in four-year, higher education institutions; (11) salaries in two-year institutions; (12) salaries in four-year public institutions; (13) salaries in two-year public institutions; (14) salaries in four-year private institutions; (15) total full-time faculty; (16) total full-time faculty with tenure; (17) salaries of full-time faculty on 11- and 12-month contracts; (18) salaries of full-time faculty on 11- and 12-month contracts by rank, sex and control of institution; (19) total 11- and 12-month faculty; and (20) salaries of faculty on 11- and 12-month contracts by rank and state. An appendix contains the survey instrument. (JB) AU - Brown, Patricia Q. Y1 - 1992/05// PY - 1992 DA - May 1992 SP - 54 KW - ERIC, Resources in Education (RIE) KW - Two Year Colleges KW - Full Time Faculty KW - Contracts KW - Educational Finance KW - Public Colleges KW - Private Colleges KW - Higher Education KW - Teacher Salaries KW - College Faculty KW - Sex Differences KW - Statistical Data KW - Academic Rank (Professional) KW - Trend Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62923133?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - 1988-89 Teacher Followup Survey: Data File User's Manual. AN - 62920500; ED347205 AB - The National Center for Education Statistics (NCES) sponsored the 1988-89 Teacher Followup Survey (TFS), conducted by the U.S. Bureau of the Census, to update data on teacher career patterns and plans. This survey is a follow-up of the 1987-88 Schools and Staffing Survey (SASS) teacher sample. The TFS is the fifth component of the SASS. The sample is a nationally representative sample of public and private school teachers that includes some who have left the profession. This data file users' manual contains information necessary to use the survey results. Contents include information on survey methodology and response rates, file arrangement and contents, and sampling and weighting procedures. The main purposes of the TFS are to: (1) determine the attrition rate for teachers; (2) determine characteristics of those who stay in and those who leave the teaching profession; (3) obtain activity and occupation data for those who leave the teaching profession and career patterns for those remaining in the profession; (4) obtain data on educational activities and future plans; and (5) obtain data on attitudes about the teaching profession and job satisfaction. The follow-up survey and answers to each survey question follow the report. Eight appendixes provide supplemental information (industry codes, occupation codes, and frequency data in the public use tape). (SLD) AU - Faupel, Elizabeth Y1 - 1992/05// PY - 1992 DA - May 1992 SP - 217 KW - Data Files KW - Schools and Staffing Survey (NCES) KW - Teacher Followup Survey (NCES) KW - User Guides KW - Weighting (Statistical) KW - ERIC, Resources in Education (RIE) KW - Teaching (Occupation) KW - Job Satisfaction KW - Research Methodology KW - Response Rates (Questionnaires) KW - Careers KW - Elementary Secondary Education KW - Public School Teachers KW - National Surveys KW - Elementary School Teachers KW - Secondary School Teachers KW - Followup Studies KW - Teacher Persistence KW - Sampling KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62920500?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Public Elementary and Secondary State Aggregate Data, for School Year 1990-91 and Fiscal Year 1990. E.D. TABS. AN - 62917818; ED347203 AB - This report presents information on public elementary schools and secondary schools for the 1990-91 school year and the 1990 fiscal year, with an appendix containing final revised data for the 1989-90 school year and the 1989 fiscal year. Statistics are based on data collected through two of the four surveys of the Common Core of Data (CCD) conducted annually by the National Center for Education Statistics, the State Nonfiscal Survey of Public Elementary and Secondary Education and the National Public Education Financial Survey. There were 41.2 million students enrolled in public schools in 1990, an increase of 1.7% over the previous year's total. The number of regular high school graduates for 1989-90 was 2.3 million. Although this represented an absolute decline compared to the preceding year, the proportion of 12th graders who graduated actually increased by 1%. Of the 4.5 million school staff, 2.8 million (62.3%) were teachers or aides, and 201,000 (4.4%) were administrators. The national student-to-teacher ratio for 1990-91 remained the same as in 1989-90, with an average of 17.2 students per teacher. Total reported revenues for public elementary and secondary education were $207.6 billion for fiscal year 1990 compared to $192.0 billion for fiscal year 1989. Current expenditures in fiscal year 1990 were $187.4 billion, averaging $4,960 per pupil in average daily attendance. Fourteen tables present survey data. Appendix A contains an additional 14 tables, and Appendix B contains the 2 survey forms. (SLD) AU - Johnson, Frank Y1 - 1992/05// PY - 1992 DA - May 1992 SP - 67 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. SN - 0160379016 KW - Aggregation (Data) KW - Common Core of Data Program KW - ERIC, Resources in Education (RIE) KW - Institutional Characteristics KW - High School Graduates KW - Public Schools KW - Teacher Characteristics KW - Student Characteristics KW - Educational Finance KW - Enrollment KW - Elementary Secondary Education KW - National Surveys KW - Tables (Data) KW - School Statistics UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62917818?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Race/Ethnicity Trends in Degrees Conferred by Institutions of Higher Education: 1980-81 through 1989-90. E.D. TABS. AN - 62914390; ED345624 AB - This report presents data, collected from 3,532 institutions of higher education within the 50 states and the District of Columbia, concerning the number of degrees conferred by these accredited institutions over the 10-year period from 1980-81 to 1989-90. Primary data sources were the Higher Education General Information Survey (HEGIS) for 1980-81 through 1984-85 and the Integrated Postsecondary Education Data System (IPEDS) for 1986-87 through 1989-90. Tables of data, comprising 85 percent of the report, list the following information: (1) numbers and percentages of degrees conferred by level of degree and sex without regard to race/ethnicity; (2) numbers and percentages of degrees conferred by level of degree and race/ethnicity without regard to sex; (3) numbers of degrees conferred and average annual percentage change by level of degree and field of study without regard to sex or race/ethnicity; (4) numbers of degrees conferred by sex, race/ethnicity, and field of study. In addition, individual tables present the same type of data specific to each level of degree (i.e., associate's, bachelor's, master's, doctor's, and first professional). The appendix provides the total number of associate's, bachelor's, master's, and doctor's degrees conferred in 1989-90, by detailed program specialty and summarized to the discipline division. (GLR) AU - Morgan, Frank B. Y1 - 1992/05// PY - 1992 DA - May 1992 SP - 55 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. SN - 0160379024 KW - ERIC, Resources in Education (RIE) KW - Administrators KW - Practitioners KW - Intellectual Disciplines KW - Males KW - Race KW - Educational Trends KW - Higher Education KW - National Surveys KW - Degrees (Academic) KW - Comparative Analysis KW - Minority Groups KW - Colleges KW - Ethnic Groups KW - Females KW - Universities KW - Trend Analysis KW - Sex UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62914390?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Administrative Aspects of Technology Implementation in Special Education. A Synthesis of Information from Eight Federally-Funded Projects. AN - 62841054; ED349752 AB - This paper reviews and synthesizes information on the administrative aspects of technology implementation in special education, based on the findings of eight federally funded projects sponsored by the Division of Innovation and Development of the Office of Special Education Programs. Three of the projects specifically focused on administrative aspects, while the remaining five projects studied implementation or integration of technology in general, including both administrative and instructional aspects. Characteristics of successful projects are categorized as follows: (1) providing administrative leadership; (2) promoting communication and collaboration; (3) providing personnel and technology resources; and (4) providing training and support for teachers. Successful research strategies are outlined. Summary descriptions of the individual projects are also provided. Projects included: Microcomputers in the Schools--Implementation in Special Education (SRA Technologies and Cosmos Corporation); National Assistance Project for Special Education Technology (The NETWORK, Inc.); Administrative Applications of Technology (American Speech-Language-Hearing Association); Studies of Special Education Administrative Involvement in Computer Implementation (Macro International); Technology Integration Project--Elementary Level (Johns Hopkins University); Evaluation of the Integration of Technology for Instructing Handicapped Children--Middle School Level (Education Development Center); Model for the Integration of Technology for Instructing Handicapped Students--High School Level (Macro International); and Making Administrative Decisions about Technology by Examining Promising Instructional Practices (Macro International). (JDD) Y1 - 1992/05// PY - 1992 DA - May 1992 SP - 42 KW - ERIC, Resources in Education (RIE) KW - Technological Advancement KW - Program Effectiveness KW - Special Education KW - Program Administration KW - Microcomputers KW - Research Methodology KW - Integrated Curriculum KW - Organizational Communication KW - Instructional Development KW - Elementary Secondary Education KW - Integrated Activities KW - Computer Uses in Education KW - Demonstration Programs KW - Inservice Teacher Education KW - Program Implementation KW - Federal Programs KW - Disabilities KW - Educational Technology KW - Leadership KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62841054?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Exploring New Methods for Collecting Students' School-based Writing: NAEP's 1990 Portfolio Study. AN - 62938739; ED343154 AB - This report describes the procedures used to collect, describe, and evaluate school-based writing in a special pilot portfolio study conducted by the National Assessment of Educational Progress (NAEP) to explore portfolios as an alternative method of assessing students' writing achievement. The report has three main purposes: (1) to explore procedures for collecting classroom-based writing from students around the country; (2) to develop methods for describing and classifying the variety of writing submitted; and (3) to create general scoring guides that could be applied across papers written in response to a variety of prompts or activities. The report is divided into four chapters. Following an introduction, the first chapter describes the writing received from the students and information from participating teachers about the activities that generated the writing. Chapter 2 explains the procedures used to evaluate the writing students submitted as well as the results of this evaluation. Chapter 3 compares the results of the NAEP 1990 writing assessment with the analysis of participants' school-based writing samples and summarizes the lessons learned from the portfolio study. Chapter 4 contains a set of sample papers, further illustrating how the evaluative guides can be applied and presenting a sense of the range and depth of writing received from participating students. Appendixes contain information on demographic characteristics and on students' performance by process strategies. (SR) AU - Gentile, Claudia Y1 - 1992/04// PY - 1992 DA - April 1992 SP - 192 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. KW - Childrens Writing KW - National Assessment of Educational Progress KW - Student Centered Assessment KW - ERIC, Resources in Education (RIE) KW - Teacher Role KW - Portfolios (Background Materials) KW - Intermediate Grades KW - Grade 8 KW - Writing Achievement KW - Grade 4 KW - Junior High Schools KW - Alternative Assessment KW - Writing Evaluation KW - Writing Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62938739?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Student writing samples are largely handwritten an N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Transitions Experienced by 1988 Eighth Graders. Statistics in Brief. AN - 62913129; ED343943 AB - This brief report presents findings regarding two types of transitions experienced by students as they move between the eighth and 10th grades: continuing or dropping out of school and transferring between sectors. While 98% of public school students remained in public schools, over one-third of Catholic school eighth graders and over 25% of National Association of Independent Schools students transferred to public or other private schools. About 6% of all eighth graders were classified as dropouts by spring of their scheduled 10th-grade year. For most students, the move between eighth and 10th grades involves a change of schools and exposure to new educational settings. These transitions may have an impact on student learning and personal development. Consequently, differences in transition patterns and possible outcomes are of major interest. Data were obtained from the base year and first follow-up surveys of the National Education Longitudinal Study of 1988 (NELS:88), which began in 1988 with a sample of 1,052 schools and 24,599 eighth graders. In the spring of 1990, 17,424 students were studied in the first follow-up to determine their education status and progress, and school, community, and work experiences. Four tables present study data, and five graphs illustrate trends from 1988 to 1990. (SLD) Y1 - 1992/04// PY - 1992 DA - April 1992 SP - 13 VL - NCES-92-023 KW - National Education Longitudinal Study 1988 KW - ERIC, Resources in Education (RIE) KW - Catholic Schools KW - Grade 10 KW - Student Characteristics KW - Transfer Students KW - Educational Trends KW - National Surveys KW - Longitudinal Studies KW - Secondary Education KW - Outcomes of Education KW - Dropouts KW - Grade 8 KW - Student Promotion KW - Public Schools KW - Followup Studies KW - Educational Experience KW - Statistical Data KW - Private Schools KW - High School Students KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62913129?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Current Funds, Revenues and Expenditures of Institutions of Higher Education: Fiscal Years 1981-89. E.D. TABS. AN - 62930776; ED342347 AB - This report presents analyses of financial data collected from higher education institutions, accredited at the college level by an agency recognized by the Secretary of Education, in the 50 states and the District of Columbia. Among the findings are the following: (1) the rate of increase for total revenues of all institutions of higher education outpaced inflation from fiscal year 1981 through fiscal year 1989, increasing by 9.5 percent; (2) although revenues from federal sources increased, they declined as a percentage of total revenues between 1981 and 1989, a decline that affected private, and to a lesser extent, public institutions; (3) state government funding for public institutions has declined as a percentage of total revenues from 45.6 percent in fiscal year 1981 to 42.5 percent in fiscal year 1989; (4) tuition and fees are a higher percentage of total revenues for private than for public institutions, although the proportion of revenue from tuition and fees has increased more in the past two years for public than for private institutions; and (5) sales and services have increased as a percentage of revenue for public institutions from 19.6 percent in 1981 to 21.5 percent in 1989. An overview of the survey methodology is included, and an appendix presents data category definitions. (GLR) AU - Keough, Kristin Y1 - 1992/03// PY - 1992 DA - March 1992 SP - 36 KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Two Year Colleges KW - Postsecondary Education KW - Higher Education KW - Tuition KW - Income KW - Expenditures KW - Comparative Analysis KW - Public Schools KW - Colleges KW - Universities KW - Data Analysis KW - State Federal Aid KW - Private Schools KW - Trend Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62930776?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Portions contain small print. For the 1980-88 repo N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Calculators and Computers. NAEPfacts. AN - 62923993; ED342682 AB - Calculators were used in the 1990 National Assessment of Educational Progress (NAEP) of 4th-, 8th-, and 12th-grade public school and private school students and in the Trial State Assessment of 8th-grade public school students. Before they were tested, all of the students were trained briefly in how to use the equipment. NAEP collected information about whether students understood how to use a calculator, as well as when to use one. NAEP also questioned and collected information from students, teachers, and administrators about the availability and use of calculators and computers in schools and about school policies related to their use. Presented in this fact sheet are: (1) the rationale for the use of technology in the mathematics classroom; (2) a discussion about the survey results concerning the use of calculators in the mathematics classroom; (3) a discussion about the survey results concerning the use of computers in the classroom; (4) tables of summary statistics about students' understanding of when to use a calculator, students' report on ways they use a calculator, and schools' reports on the availability of computers; and (5) questions to stimulate further discussions among teachers, principals, administrators, parents, and other interested citizens concerning the use of technology in the mathematics classroom. (JJK) Y1 - 1992/03// PY - 1992 DA - March 1992 SP - 6 KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Teachers KW - Practitioners KW - State Programs KW - Elementary School Mathematics KW - Grade 12 KW - Computers KW - Mathematics Achievement KW - National Programs KW - Elementary Secondary Education KW - Secondary School Mathematics KW - Mathematics Education KW - Grade 8 KW - Grade 4 KW - Mathematics Tests KW - Calculators KW - Educational Assessment KW - Computer Assisted Instruction UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62923993?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - American Education at a Glance. AN - 62914507; ED343946 AB - This brochure presents essential facts about educational trends in the United States in table or graph form. Trends are detailed in 16 tables and six graphs related to the following: (1) participation in education; (2) number of schools; (3) enrollment; (4) teachers; (5) revenues; (6) expenditures; and (7) educational attainment. Over 25% of the people in the United States are students or are employed by schools or colleges. About 15,400 school districts operated over 83,000 public elementary schools and secondary schools in 1989. There were about 26,800 private elementary schools and secondary schools and about 3,500 colleges and universities. After years of decline, public elementary school and secondary school enrollment began to rise in 1985, as did enrollment in higher education. Mean salaries for the nation's more than 2.7 million elementary school and secondary school teachers have risen steadily, although more slowly than the inflation rate of the late 1970s and more rapidly than the inflation rate of the 1980s. In 1979, the state share of revenues for schools rose above the local share for the first time. The Federal share has remained relatively small. Expenditures for both elementary and secondary education and higher education were rising in 1989. Dropout rates for blacks and all students were declining; and the numbers of associate, bachelor's, master's, and doctor's degrees were increasing. Five sources for the data are listed, including preeminently NCES's "Digest of Education Statistics, 1991." Y1 - 1992/03// PY - 1992 DA - March 1992 SP - 13 KW - Fact Sheets KW - ERIC, Resources in Education (RIE) KW - Educational Finance KW - Elementary Secondary Education KW - Educational Trends KW - Higher Education KW - Educational Attainment KW - Teacher Salaries KW - School Statistics KW - Public Schools KW - Enrollment KW - Graphs KW - Tables (Data) KW - Private Schools KW - Trend Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62914507?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Indian Education: Whose Responsibility? 18th Annual Report to the U.S. Congress, Fiscal Year 1991. AN - 62840024; ED356120 AB - This report outlines the activities of the National Advisory Council on Indian Education (NACIE) for fiscal year 1991, and presents statistics and information on federally funded Indian schools and educational programs. Part 1 describes NACIE's functions and outlines 12 recommendations to Congress concerning educational policies, funding, and legislation affecting American Indians and Alaska Natives. Part 2 describes the Office of Indian Education's (OIE) program of formula grants to public schools, tribally controlled schools, and Bureau of Indian Affairs (BIA) schools; OIE funding of educational services for Indian children, demonstration projects, adult education, and technical assistance centers; and information on the 120 fellowship recipients in the Indian Fellowship Program. Part 3 details the funding of BIA programs and compares federal agency budgets for Indian education by program and fiscal year. Part 4 contains statistical data on: Indian student counts (grades K-12) and federal expenditures by state; public school enrollments and graduates by region and ethnic group; and higher education enrollments by race/ethnicity and sex. Part 5 describes recent Indian education initiatives: the Indian Nations At Risk Task Force, the White House Conference on Indian Education, and BIA consultation hearings. Appendices present profiles of 34 federal educational programs benefitting American Indians and Alaska Natives, abstracts of 6 OIE demonstration projects, and 1991 Federal Register notices about NACIE. This report contains 35 data tables. (SV) Y1 - 1992/03// PY - 1992 DA - March 1992 SP - 217 VL - ED/OESE-92-33 KW - Bureau of Indian Affairs KW - National Advisory Council on Indian Education KW - Office of Indian Education KW - ERIC, Resources in Education (RIE) KW - Financial Support KW - Federal Aid KW - School Demography KW - Elementary Secondary Education KW - Higher Education KW - Fellowships KW - American Indians KW - Advisory Committees KW - Tribally Controlled Education KW - Federal Programs KW - Enrollment KW - American Indian Education KW - Tables (Data) KW - Federal Indian Relationship KW - Alaska Natives UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62840024?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For previous report, see ED 347 008. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Community Participation in the Impact Aid Program. Special Impact Aid Provisions for Local Education Agencies That Claim Entitlements Based on the Number of Children Residing on Indian Lands, Public Law 81-874. AN - 62837289; ED352248 AB - Created in 1950, the Impact Aid program provides financial assistance to local education agencies (LEAs) in areas affected by federal activity. The program gives a direct general aid payment to LEAs that: (1) have lost local revenue as a result of land purchases by the federal government; (2) provide education to children who reside on federal property or whose parents work on federal property; or (3) have experienced a sudden, substantial increase in enrollment due to federal activities. LEAs may receive an additional entitlement based on the number of children residing on Indian lands. However, such LEAs must involve tribal officials and parents of Indian children residing on Indian lands in the education program. This involvement must include: parental and tribal comment on the extent to which Indian children participate on an equal basis in the education program; dissemination of information to parents and tribal officials on the Impact Aid program and on LEA plans to initiate or eliminate educational programs; and active consultation between the LEA and parents and officials in the planning and development of educational programs funded by Impact Aid. This booklet lists tribal and parent responsibilities to the LEA and minimum regulatory standards for LEA Indian policies and procedures. (SV) Y1 - 1992/03// PY - 1992 DA - March 1992 SP - 12 KW - Impact Aid KW - ERIC, Resources in Education (RIE) KW - Federal Aid KW - School Districts KW - Elementary Secondary Education KW - Equal Education KW - Community Involvement KW - Reservation American Indians KW - Tribes KW - Federal Legislation KW - Educational Policy KW - Parent Participation KW - American Indian Education KW - Federal Indian Relationship UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62837289?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Basic Student Charges at Postsecondary Institutions: Academic Year 1990-91. Tuition and Required Fees and Room and Board Charges At 4-Year, 2-Year, and Public Less-than-2-Year Institutions. Statistical Analysis Report. AN - 62931828; ED342336 AB - This report contains a comprehensive listing of basic student charges for academic year 1990-91 at over 4,700 4-year, 2-year, and public less-than-2-year postsecondary institutions. Typical tuition and required fees are provided for in-state and out-of-state students at the undergraduate and graduate levels, along with the costs for room and board, and the number of meals per week covered by the board charge. Tables give summary national statistics on tuition and required fees for the academic year 1990-91 at postsecondary institutions. Data are also presented on tuition and required fees and room and board charges at individual institutions. These listings are divided into three sections: (1) 4-year institutions (offering a bachelor's degree or higher); (2) 2-year institutions (offering a postsecondary award of at least 2 but less than 4 academic years; and (3) public less-than-2-year institutions (offering a postsecondary award of less than 2 academic years). Schools are listed alphabetically by state within each section. Listings for schools in outlying areas, such as Puerto Rico, follow the state listings. At the beginning of each state listing are state averages for the various charges. A glossary presents definitions for 15 key terms. (JB) AU - Kroe, Elaine Y1 - 1992/02// PY - 1992 DA - February 1992 SP - 163 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. SN - 016036129X KW - ERIC, Resources in Education (RIE) KW - Students KW - Parents KW - Practitioners KW - Two Year Colleges KW - Postsecondary Education KW - Public Colleges KW - Private Colleges KW - Higher Education KW - Instructional Student Costs KW - Tuition KW - Fees KW - Colleges KW - Vocational Schools KW - Community Colleges KW - Noninstructional Student Costs UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62931828?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Postsecondary Student Outcomes: A Feasibility Study. Feasibility Report. AN - 62931797; ED342348 AB - This report presents the findings from a study designed: (1) to determine the current availability and utility of student outcome statistics in the nation; and (2) to examine the feasibility and desirability of nationwide institutional reporting of student outcome data. Following an introductory section on the purposes of the report and the approaches taken, section II addresses the desirability of student outcome data, focusing on the utility of the information and the necessary properties of outcome statistics. Section III explores sources of available data on postsecondary student outcomes and describes current capabilities for reporting institutional-level student outcomes, examining both institutional and state capabilities as well as other sources. Section IV discusses problems with institutional-level student outcome reporting, examining the quality of data that are currently available and the current and prospective uses of these data. Section V identifies those aspects of student outcomes statistics that require definitional specificity and describes data collection procedures and methodologies that could minimize the various problems of student-outcome reporting and produce useful and meaningful institution-level data. Finally, section VI summarizes the report and formulates conclusions concerning the desirability and feasibility of different approaches for obtaining student outcome information. Suggestions for specific actions that must be initiated if meaningful institution-level student outcome data are to be a reality for all postsecondary institutions in the nation are provided. Appendices include technical notes and summaries of definition working group meetings. (14 references) (GLR) AU - Korb, Roslyn Y1 - 1992/02// PY - 1992 DA - February 1992 SP - 113 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. SN - 0160361346 KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Postsecondary Education KW - Information Sources KW - Employment Statistics KW - Surveys KW - Higher Education KW - Outcomes of Education KW - Comparative Analysis KW - Colleges KW - Vocational Schools KW - College Graduates KW - Data Collection KW - College Outcomes Assessment KW - Certification KW - Universities KW - Data Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62931797?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Fall Staff in Postsecondary Institutions, 1989. E.D. TABS. AN - 62930582; ED342333 AB - This report presents data on the staff of more than 10,000 postsecondary institutions in the United States including 3,589 institutions of higher education in the 50 states and the District of Columbia. The data were collected in two separate, but related surveys. The first was the "Fall Staff" survey (1989), part of the Integrated Postsecondary Education Data System, which collects information on the number of persons employed in postsecondary institutions by primary occupation, by full-time and part-time status, and by sex. The second survey used was the Higher Education Staff Information Survey, administered by the Equal Employment Opportunity Commission. The data are presented in two main tables and show the number employed in all postsecondary institutions, including institutions of higher education, and the number employed in institutions of higher education alone. Some highlights of the findings include the following: (1) postsecondary institutions employed over 2.6 million persons in fall 1989; (2) women accounted for 51.2 percent of persons employed in postsecondary institutions; (3) professional employees represented 63 percent of all staff in postsecondary institutions, with the majority employed full-time and 57 percent of professional staff being male. Included are eight tables, two figures and appendixes containing data on response status and rates. (Author/JB) AU - Fernandez, Rosa Y1 - 1992/02// PY - 1992 DA - February 1992 SP - 33 KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Postsecondary Education KW - Full Time Faculty KW - Employment Level KW - Employment Statistics KW - Higher Education KW - National Surveys KW - Part Time Employment KW - Occupational Surveys KW - College Faculty KW - Sex Differences KW - School Personnel KW - Labor Market KW - Employment Patterns UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62930582?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Language Characteristics and Academic Achievement: A Look at Asian and Hispanic Eighth Graders in NELS:88. Statistical Analysis Report. AN - 62918984; ED343971 AB - This report examines the demographic and language characteristics and educational aspirations of Asian American and Hispanic American eighth graders and relates that information to their mathematical ability and reading comprehension as measured by an achievement test. Special attention is paid to students who come from homes in which a non-English language is spoken. The report uses information selected from the National Education Longitudinal Study of 1988 (NELS:88). The NELS:88 administered questionnaires and tests to a national sample of 25,000 eighth grade students in over 1,000 public and private schools in spring 1988. A second data collection was conducted in spring 1990. Of the 1,505 Asian American students evaluated, 73 percent were reported as language minorities (LMs), while 77 percent of the 3,129 Hispanic American students evaluated were LMs. Of the LM students, 66 percent of the Asian Americans had high English proficiency as compared to 64 percent of the LM Hispanic Americans. Both Asian American and Hispanic American groups had 4 percent of LM students showing low English proficiency. Overall, the study found many similarities between the two groups. However, differences are apparent when data are divided along language proficiency, mathematics achievement, aspiration, and other measures. Statistical data are provided in 33 tables and 44 graphs. Appendices present selected survey questions, technical notes and methodology, and 109 standard error tables. (JB) AU - Bradby, Denise Y1 - 1992/02// PY - 1992 DA - February 1992 SP - 197 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. SN - 016036115X KW - Language Minorities KW - National Education Longitudinal Study 1988 KW - ERIC, Resources in Education (RIE) KW - Language Proficiency KW - Student Characteristics KW - Mathematics Achievement KW - Junior High Schools KW - Second Language Learning KW - Asian American Students KW - Reading Comprehension KW - English (Second Language) KW - Demography KW - Grade 8 KW - Social Characteristics KW - Academic Aspiration KW - Spanish Speaking KW - Hispanic American Students KW - Limited English Speaking KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62918984?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Chapter 1 Flexibility: A Guide to Opportunities in Local Projects. AN - 62918087; ED346197 AB - This booklet is a guide to assist school districts in administering Chapter 1 projects funded through the 1988 Elementary and Secondary School Improvement amendments and focuses on areas of flexibility in Chapter 1 funding. An overview of Chapter 1 flexibility emphasizes that the legislation is designed to best meet the special educational needs of educationally deprived children while reflecting local needs and circumstances. The first section, "Selecting Attendance Areas as Project Areas," discusses the flexibility in ranking and selecting Chapter 1 attendance areas. The next section, "Assessing Needs and Selecting Students," offers examples of flexibility in determining Chapter 1 subjects and grades or extending eligibility to individual children. Another section, "Deciding about Chapter 1 Instruction," discusses add-on projects, in-class projects, replacement projects, preschool programs, voluntary desegregation and school choice, schoolwide programs, and innovation projects. Further sections discuss assigning and training staff, parent involvement, state and local compensatory funds, maximizing equipment use, and further sources of assistance from Department of Education offices. (JB) Y1 - 1992/02// PY - 1992 DA - February 1992 SP - 20 KW - Education Consolidation Improvement Act Chapter 1 KW - Hawkins Stafford Act 1988 KW - ERIC, Resources in Education (RIE) KW - Practitioners KW - Policymakers KW - Program Design KW - Program Administration KW - Federal Aid KW - Administrator Guides KW - School Districts KW - Elementary Secondary Education KW - Program Proposals KW - Federal Legislation KW - Program Guides KW - Federal Programs KW - Disadvantaged Youth KW - Federal Regulation KW - Educationally Disadvantaged KW - Compensatory Education KW - Federal State Relationship UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62918087?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The NAEP 1990 Technical Report. AN - 62627426; ED396903 AB - The 1990 National Assessment of Educational Progress (NAEP) monitored the performance of students in American schools in the subject areas of reading, mathematics, science, and writing. The sample involved more than 146,000 public- and private-school students who were 9-, 13-, or 17-years old or in grades 4, 8, 11, or 12. The purpose of the report is to provide details on the instrument development, sample design, data collection, and data analysis procedures of the 1990 assessment. An additional sample of approximately 100,000 eighth-grade public-school students in 40 states and territories was assessed in mathematics as part of the 1990 Trial State Assessment. Part I, "The Design and Implementation of the 1990 NAEP" includes the following chapters: (1) "Overview of Part I: The Design and Implementation of the 1990 NAEP"; (2) "Developing the NAEP Objectives, Items, and Background Questions for the 1990 Assessments of Reading, Mathematics, and science"; (3) "Sample Design"; (4) "Assessment Instruments"; (5) "Field Operations and Data Collection"; (6) "Processing of Materials and Data"; (7) "Professional Scoring"; and (8) "Database Creation, Quality Control of Data Entry, and Database Products." Part II, "The Analysis of the 1990 NAEP Data" includes: "Overview of Part II: The Analysis of 1990 NAEP Data"; (10) "Weighting Procedures and Estimation of Sampling Variance"; (11) "Scaling Procedures"; (12) "Data Analysis for the Reading Assessment"; (13) "Data Analysis for the Mathematics Assessment"; (14) Data Analysis for the Science Assessment"; and (15) "Data Analysis for the Writing Assessment." Part III, "Statistical Summary of 1990 NAEP Data" includes: (16) "Statistical Summary of 1990 NAEP Data and Estimates of the Proficiencies of American Students." Eight appendixes provide additional information. Contains a glossary, 86 references cited in text, and an index. (ZWH) AU - Johnson, Eugene G. Y1 - 1992/02// PY - 1992 DA - February 1992 SP - 844 VL - NAEP-21-TR-20 KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Administrators KW - Practitioners KW - Science Education KW - Educational Change KW - Academic Achievement KW - Elementary Secondary Education KW - Achievement Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62627426?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Implementation of the Individuals with Disabilities Education Act. Fourteenth Annual Report to Congress. AN - 62941967; ED347779 AB - This 14th annual report to Congress describes the nation's progress in providing a free appropriate public education to all children with disabilities. Chapter 1 provides statistics on numbers of children receiving special education and related services, numbers of children receiving special education services in various settings, the exiting status of special education students, and the numbers of school personnel available and needed to provide such services. Early childhood activities are the focus of Chapter 2 which discusses the implementation of Part H of the Individuals with Disabilities Education Act (IDEA), Section 619 which contains incentives for States to serve more children with disabilities between the ages of 3 and 5, personnel issues, and the Early Childhood Program for Children with Disabilities. Chapter 3 reports on a national study addressing the transition of youth with disabilities from secondary school to early adulthood. The last chapter describes administrative and programmatic efforts to assist State and local education agencies. These include formula and discretionary grant programs, monitoring the development and implementation of State policies, grants supporting systems change, and technical assistance. Extensive appendixes include data tables; data on special education personnel training; summary reports concerning needed improvements, IDEA, state agency/federal evaluation studies; special populations; children with deaf blindness; and tables showing educational placement trends. (DB) Y1 - 1992 PY - 1992 DA - 1992 SP - 583 KW - Individuals with Disabilities Education Act KW - ERIC, Resources in Education (RIE) KW - Toddlers KW - Statistics KW - Special Education KW - Federal Aid KW - Government Role KW - Delivery Systems KW - Elementary Secondary Education KW - Early Childhood Education KW - School Restructuring KW - Transitional Programs KW - Disabilities KW - Compliance (Legal) KW - Federal State Relationship KW - Education Work Relationship KW - Program Descriptions KW - Educational Legislation KW - Grants KW - Teacher Education KW - Deaf Blind KW - Federal Legislation KW - Early Intervention KW - Incidence KW - Technical Assistance KW - Infants UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62941967?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the 13th Annual Report, see ED 332 488. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Characteristics of Doctorate Recipients: 1979, 1984, and 1989. E.D. TABS. AN - 62936755; ED343540 AB - This report on doctorate recipients presents detailed data (90 percent of the document) from the 1979, 1984, and 1989 Surveys of Earned Doctorates. Aggregate data for academic years 1966 to 1989 are displayed in table 1 to show the changes in the number of education and total doctorate degrees covered by the survey. Data from other tables show the demographic characteristics of doctorate recipients such as sex, age, race/ethnicity, marital status, and citizenship; as well as the program areas and fields of specialization in education; the personal background characteristics of dependents and educational attainment of parents; and economic variables, including sources of support during graduate study, amount of debt outstanding at time of graduation, and postgraduation employment status. Among the survey findings highlighted are the following: (1) among 11 program areas, education registered the highest percentage share of doctorates in the years under study, but its share is shrinking from 23.6 percent to 18.3 percent over the most recent 3-year period; (2) 10 or more years elapsed from year of baccalaureate to year of doctorate for 56.8 percent of 1989 graduates with 90.1 percent of education recipients taking this amount of time; (3) 50 percent of the 1989 doctorate recipients planned to work in academe and another 17.9 percent planned to work in industry; and (4) 26.1 percent of doctorate recipients were non-U.S. citizens. (GLR) AU - Chan Kopka, Teresita L. Y1 - 1992/01// PY - 1992 DA - January 1992 SP - 106 KW - ERIC, Resources in Education (RIE) KW - Administrators KW - Practitioners KW - Student Characteristics KW - Surveys KW - Units of Study KW - Higher Education KW - Employment KW - Foreign Nationals KW - Student Financial Aid KW - Comparative Analysis KW - Financial Needs KW - Doctoral Degrees KW - Economic Status KW - Tables (Data) KW - Trend Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62936755?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Some tables may not reproduce well due to small/fa N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Eighth to Tenth Grade Dropouts. Statistics in Brief. AN - 62936487; ED342871 AB - This report presents data from the 1988 National Education Longitudinal Study (NELS:88), which started with an eighth grade cohort and aimed to provide data on dropout experiences as students made the transition into high school and to examine the contextual school and family factors associated with dropping out. The report offers extensive explanation of the parameters of the study, the survey methodology, and the data reliability. In particular, the NELS:88 baseline comprised a national probability sample (24,599 students) of all regular public and private eighth grade schools in the 50 states and the District of Columbia in the 1987-88 school year. A follow-up survey was conducted on the spring of 1990 with a successful data collection effort for approximately 93 percent of the base-year student respondents. The data are presented in the following bar graphs: (1) 8th to 10th grade cohort dropout rates by race/ethnicity and sex; (2) 8th to 10th grade cohort dropout rates by region and metropolitan status; and (3) 8th to 10th grade cohort dropout rates by eighth grade school (public, Catholic, religious private, and non-religious private). (JB) AU - McMillen, Marilyn Y1 - 1992/01// PY - 1992 DA - January 1992 SP - 7 KW - National Education Longitudinal Study 1988 KW - ERIC, Resources in Education (RIE) KW - Grade 10 KW - Dropout Characteristics KW - Student Characteristics KW - Secondary School Students KW - Racial Differences KW - National Surveys KW - Longitudinal Studies KW - Secondary Education KW - Grade 9 KW - Grade 8 KW - Public Schools KW - Minority Groups KW - Sex Differences KW - Statistical Data KW - Graphs KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62936487?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Early Intervention. AN - 62935380; ED345425 AB - This theme issue focuses on early intervention. The four articles presented on this theme are: (1) "Deaf Infants, Hearing Mothers: A Research Report" (Kathryn P. Meadow-Orlans, and others), reporting findings on effects of auditory loss on early development; (2) "Maintaining Involvement of Inner City Families in Early Intervention Programs through a Program of Incentives: Looking beyond Family Systems to Societal Systems" (Richard P. Brinket, and others) stressing the need for an integrated approach to family services; (3) "Interdisciplinary Interagency Training for Professionals Serving Chemically Dependent Families" (Vicki Krodenski, and others), describing a California program providing interdisciplinary and interagency training to work with this population; (4) "Policy Implementation of Services for Infants and Toddlers with Developmental Delays" (James Gallagher, and others), describing a project to track implementation of Part H of the Individuals with Disabilities Education Act. A special subsection on attention deficit disorders include the following articles: "A Clarification of State and Local Responsibility under Federal Law To Address the Needs of Children with Attention Deficit Disorders" (a Department of Education policy memorandum); "OSEP's Initiatives for Meeting the Needs of Children with Attention Deficit Disorders" (Ellen Schiller and Jane Hauser); and "Attention Deficit Disorders: Academic Functioning and Stimulant Medication" (Steven R. Forness). (DB) AU - Nathanson, Jeanne H. Y1 - 1992 PY - 1992 DA - 1992 SP - 37 PB - OSERS News in Print, Room 3129, Switzer Building, 330 C St., S.W., Washington, DC 20202-2524 (free). VL - 4 IS - 3 KW - ERIC, Resources in Education (RIE) KW - Substance Abuse KW - Special Education KW - Rehabilitation KW - Educational Legislation KW - Drug Therapy KW - Urban Education KW - Elementary Secondary Education KW - Deafness KW - Federal Legislation KW - Program Implementation KW - Parent School Relationship KW - Disabilities KW - Parent Participation KW - Early Intervention KW - Attention Deficit Disorders KW - Agency Cooperation KW - Compliance (Legal) KW - Interdisciplinary Approach KW - Hyperactivity UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62935380?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Experiences in Child Care and Early Childhood Programs of First and Second Graders. Statistics in Brief. AN - 62930207; ED341514 AB - The 1991 National Household Education Survey collected information on children's experiences in the home; in home-based child care; in center-based programs, including day care centers and nursery school; and in school. Data were collected by telephone from the parents and guardians of 13,892 children of 3 to 8 years between February and April of 1991. The overall response rate was 76.3 percent. The rationale for the survey was the belief of many experts that children are better prepared for first grade if they have experienced some high quality group care or nursery school. This survey covered the types of child care and early childhood program experiences first and second graders had before they entered first grade. It was found that 28 percent of children enrolled in first or second grade had received nonparental, home-based care by relatives on a regular basis before entering first grade, and 27 percent had received home-based care from nonrelatives. A total of 71 percent of first and second graders had attended center-based programs. Children whose parents had a high school education or less were more likely than other children to enter first grade without a center-based experience. Kindergarten experience was nearly universal. Children whose parents had more than a high school education were less likely to have attended full-day public kindergarten than children whose parents had a high school education or less. (LB) AU - West, Jerry Y1 - 1992/01// PY - 1992 DA - January 1992 SP - 7 KW - National Household Education Survey KW - ERIC, Resources in Education (RIE) KW - Young Children KW - Nursery Schools KW - Parent Background KW - Early Childhood Education KW - National Surveys KW - Family Day Care KW - Day Care Centers KW - Kindergarten KW - Grade 1 KW - Child Rearing KW - Grade 2 KW - School Readiness UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62930207?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Home Activities of 3- to 8-Year-Olds. Statistics in Brief. AN - 62929777; ED341513 AB - Information on children's activities in the home with other family members was collected in the 1991 National Household Education Survey. The premise of the survey was that readiness for school may be affected by experiences that children bring with them to the classroom. Data were collected by telephone from the parents and guardians of 13,892 children of 3 to 8 years between February and April of 1991. The overall response rate was 76.3 percent. Topics surveyed included reading, television viewing and related family rules, and the frequency of a variety of activities that take place in the home. Activities were chosen because of their close relationship to a child's preparation for learning in school. It was found that family members read to 35 percent of 3- to 8-year-olds on a daily basis, and only 7 percent of children of this age are never read to or are read to infrequently. Children not enrolled in school watch an average of 3.1 hours of television or videotapes each day. Those in nursery school watch 2.6 hours per day, and those in primary grades watch about 2.2 hours per day. More children have restrictions on the types of television shows they may watch (85 percent) than on the number of hours they may watch on weekdays (60 percent) and on the total number of television viewing hours (56 percent). (LB) AU - West, Jerry Y1 - 1992/01// PY - 1992 DA - January 1992 SP - 10 KW - Family Rules KW - National Household Education Survey KW - ERIC, Resources in Education (RIE) KW - Television Viewing KW - Family Environment KW - Young Children KW - Parent Influence KW - Recreational Activities KW - National Surveys KW - School Readiness KW - Reading Aloud to Others UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62929777?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Projections of Education Statistics to 2002. Pocket Projections. AN - 62918507; ED343947 AB - Each year the National Center for Education Statistics (NCES) publishes this pocket summary of the "Projections of Education Statistics." The tables give a sampling of what is expected to happen over the next 10 years in the following areas: (1) population by age group; (2) elementary school and secondary school enrollment; (3) high school graduates; (4) numbers of classroom teachers; (5) student/teacher ratios; (6) expenditures; (7) higher education enrollment; and (8) earned degrees. Using institutional data from the NCES and demographic data and projections from the Bureau of the Census, total enrollment is projected using expected enrollment rates. Exponential smoothing and multiple linear regression are the two major techniques used to project these rates. The complete book,"Projections of Education Statistics to 2002," contains similar projections plus state-level tables on public elementary school and secondary school enrollment and high school graduates as well as other supplementary information. (SLD) AU - Hussar, William J. Y1 - 1992/01// PY - 1992 DA - January 1992 SP - 13 KW - National Center for Education Statistics KW - ERIC, Resources in Education (RIE) KW - High School Graduates KW - Elementary Secondary Education KW - Educational Trends KW - Higher Education KW - Teacher Supply and Demand KW - National Surveys KW - School Statistics KW - Enrollment Projections KW - Expenditures KW - Degrees (Academic) KW - Teacher Student Ratio KW - Population Trends KW - Trend Analysis KW - Futures (of Society) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62918507?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Pamphlet based on ED 341 697. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Inclusion. AN - 62839258; ED348806 AB - This theme journal issue focuses on current activities of the Office of Special Education and Rehabilitative Services which stress inclusion of students with disabilities in the mainstream. It begins with a message from the Assistant Secretary, Robert R. Davila which examines the full meaning of an "inclusive" education. Next, Barbara Buswell and Beth Schaffner, in "Building Friendships--An Important Part of Schooling", focus on how development of integrated friendships can be supported with examples from the PEAK Integration Project. "The Career Ladder Program Multi-district Outreach: The Road to Success" (by Shepherd Siegel and Deborah Brians) stresses principles of integration underlying this San Francisco (California) program. The following article, by Shirin D. Antia and Kathryn Kreimeyer, titled "Project Interact: Interventions for Social Integration of Young Hearing-Impaired Children," reports on two studies comparing the effectiveness of a social skills intervention and an integrated activities intervention. The following article, "Why Are These People Working?", by Frank Simpson, reports on employment activities and outcomes fostered by the Helen Keller Services for the Blind. Next, Judith A. Cook, in "Thresholds Theater Arts Program," describes vocational opportunities developed by the Thresholds National Research and Training Center on Rehabilitation and Mental Illness in Chicago (Illinois). "Closing the Sheltered Workshop: A Case Study of Agency Change" (Stephen Murphy and Pat Rogan) examines the change process at the Pioneer Activities Center (Syracuse, New York). Finally, Kenneth D. Gadow, summarizes the literature on "Medication and School Behavior." (Most articles include references.) (DB) AU - Nathanson, Jeanne H. Y1 - 1992 PY - 1992 DA - 1992 SP - 41 PB - OSERS News in Print, Room 3129, Switzer Building, 330 C St., S.W., Washington, DC 20202-2524 (free). VL - 4 IS - 4 KW - Office of Special Educ Rehabilitative Services KW - ERIC, Resources in Education (RIE) KW - Program Descriptions KW - Instructional Effectiveness KW - Hearing Impairments KW - Drug Therapy KW - Sheltered Workshops KW - Government Role KW - Research Projects KW - Grants KW - Intervention KW - Elementary Secondary Education KW - Blindness KW - Normalization (Handicapped) KW - Supported Employment KW - Friendship KW - Career Development KW - Agencies KW - Mental Disorders KW - Interpersonal Competence KW - Federal Programs KW - Disabilities KW - Theater Arts KW - Change Strategies KW - Social Integration UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62839258?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Photographs will not copy clearly. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Forum on Emerging Trends in Special Education: Implications for Personnel Preparation (4th, Washington, D.C., April 9-10, 1992). AN - 62838771; ED353759 AB - This compilation of papers resulted from a forum which included professionals from higher education, special education, personnel training, medicine, and related services. The forum attempted to identify current trends in education of children and youth with disabilities and to link these trends to the training of personnel. Topics, originally identified from federal grant applications, fell into two categories: first, school-based practices and second, needs of children and youth affected by drugs and alcohol. Outcomes of discussion on these topics resulted in the following papers: "Focus on Special Education: Yesterday, Today, and Tomorrow" (James Tucker); "A Look at School-Based Practices from the Local Perspective: Decisions Among Friends vs. The Weenie Factor" (Ned S. Levine); "In-Service Training: School-Based Practice" (M. R. Bryan); "The School as the Center of Educational Reform: Implications of School-Based Practice for Research" (Linda A. Patriarca and Patricia Thomas Cegelka); "Developing Teacher Researchers: Preservice and Inservice Considerations" (Mark A. Koorland); "Philosophy, Differences, and Education" (Diane Baumgart); "A Consultant's Use of Qualitative Methods in Implementing Systems Change: A Snapshot of a Ridgeview High School Program in Special Education" (Diane Baumgart); "Issues in Certification Needs" (Philip R. Jones et al.); "Interventions for Infants Born Affected by Drugs and Alcohol" (Marilyn Krajicek); "Examination of Issues Related to Inservice Programming for Personnel Working with Children Who Are Prenatally Exposed to Drugs and Alcohol" (Lyndal M. Bullock et al.); and "Perspectives on Research in Alcohol and Drug Abuse as It Relates to Special Education and Personnel Preparation" (Robert E. Crow). (DB) AU - Bunsen, Teresa D. Y1 - 1992 PY - 1992 DA - 1992 SP - 224 PB - University of Northern Colorado, Div. of Special Education, McKee Hall, 318, Greeley, CO 80639 ($15). KW - ERIC, Resources in Education (RIE) KW - Substance Abuse KW - Special Education KW - Teacher Education KW - Elementary Secondary Education KW - Educational Trends KW - Educational Needs KW - Alcohol Abuse KW - Preschool Education KW - Educational Practices KW - Disabilities KW - Prenatal Drug Exposure KW - Trend Analysis KW - Futures (of Society) KW - Drug Abuse KW - Congenital Impairments UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62838771?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For individual papers, see EC 301 794-803. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Family Involvement. AN - 62835266; ED350768 AB - This periodical issue focuses on the theme of involvement of families in the education of their children with disabilities. It includes papers with the following titles and authors: "A Message from the Assistant Secretary: Developing Successful Partnerships between Parents and Service Providers" (Robert R. Davila); "Parent Advocacy and Children with Disabilities: A History" (Martha Ziegler); "Supporting Families: What They Want Versus What They Get" (Susan O'Connor); "A Family Responsive Approach To the Development of the Individualized Family Service Plan" (Ann P. Turnbull and others); "Project Vision: Outreach to Infants in Rural Settings" (Jennifer Olson); "Angles of Influence: Relationships among Families, Professionals, and Adults with Severe Disabilities" (Philip M. Ferguson and others); "Training Part H Early Intervention Practitioners To Work Effectively with Families" (Carl J. Dunst and Angela G. Deal); "Implementing Individualized Family Service Planning in Urban, Culturally Diverse Early Intervention Settings" (Lisbeth J. Vincent); "Parents: The Critical Team Members" (Patty McGill Smith); and "Serving Minority Children Who Are Severely Emotionally Disturbed and Their Families: The Need for Culturally Competent Systems of Care" (Marva P. Benjamin). (JDD) AU - Nathanson, Jeanne H. Y1 - 1992 PY - 1992 DA - 1992 SP - 41 PB - OSERS News in Print, Room 3129, Switzer Building, 330 C St., S.W., Washington, DC 20202-2524 (free). VL - 5 IS - 1 KW - Individualized Family Service Plans KW - ERIC, Resources in Education (RIE) KW - Outreach Programs KW - Individualized Programs KW - Parent Teacher Cooperation KW - Teamwork KW - Parent Role KW - Intervention KW - Elementary Secondary Education KW - Rural Areas KW - Family Involvement KW - Emotional Disturbances KW - Minority Groups KW - Preschool Education KW - Urban Areas KW - Parent School Relationship KW - Disabilities KW - Advocacy KW - Professional Education KW - Parent Participation KW - Early Intervention KW - Severe Disabilities KW - Cultural Differences UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62835266?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Annual Report to the President and to the Congress on Federal Activities Related to the Rehabilitation Act of 1973 as Amended. Fiscal Year 1991. AN - 62834629; ED351819 AB - This annual report (fiscal year 1991) summarizes information on mandated federal activities of the Rehabilitation Services Administration and related agencies under the Rehabilitation Act of 1973. The report is organized following the titles and sections of the Act. Under the Act's General Provisions are activities of the Office of the Commissioner, publication of American Rehabilitation Magazine, program evaluation, and operation of the Clearinghouse on Disability Information. Title I programs include the Vocational Rehabilitation Services Program, the Randolph-Sheppard Vending Facility Program, the Client Assistance Program, and the American Indian Vocational Rehabilitation Services Projects. Title II focuses on activities of the National Institute on Disability and Rehabilitation Research. Title III addresses rehabilitation training and special projects for providing vocational rehabilitation services to individuals with severe handicaps, for providing supported employment services and technical assistance, for handicapped migratory and seasonal farmworkers, and for special recreation programs. Title IV authorizes the National Council on Disability. Title V addresses the employment of people with disabilities in the Federal Government, the Architectural and Transportation Barriers Compliance Board, enforcement of the Americans with Disabilities Act, nondiscrimination in federally assisted and conducted programs, and the Interagency Coordinating Council. Title VI is about the Projects with Industry program and the Supported Employment Services Program. Finally, Title VII provides funds for: the Comprehensive Services for Independent Living program, the Centers for Independent Living, Independent Living Services for Older Blind Individuals, and Protection and Advocacy of Individual Rights. Appendices comprising half the document present data from various reports required in the Act and regulations, including financial tables, caseload statistics, charts describing characteristics of rehabilitated persons, and client assistance program statistics. (DB) Y1 - 1992 PY - 1992 DA - 1992 SP - 597 KW - Rehabilitation Act 1973 KW - ERIC, Resources in Education (RIE) KW - Program Descriptions KW - Rehabilitation KW - Vocational Rehabilitation KW - Independent Living KW - Employment KW - Blindness KW - Supported Employment KW - Federal Legislation KW - Agencies KW - Federal Programs KW - Disabilities KW - Advocacy KW - Compliance (Legal) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62834629?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the 1990 edition, see ED 343 366. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Empowerment. AN - 62834031; ED354651 AB - This serial issue features articles on the theme of empowering people with disabilities. First, there is a message from the Department of Education's Office of Special Education and Rehabilitative Services' Assistant Secretary, Robert R. Davila. Next, "Empowerment: Dependence versus Independence," by Frank G. Bowe, stresses the need for people with disabilities to incorporate empowerment and choices into their thinking. "The Road to Personal Freedom," by Carole Royal, describes a model self-determination program of the Protection and Advocacy System of New Mexico. "We Can! Empowerment of People Who Are Deaf," by Patti Singleton, examines principles of empowerment arising from the 1988 protest at Gallaudet University (District of Columbia). "Empowerment through Sports," by Doug Single, describes various integrated programs developed by Special Olympics. "Project EMPOWER: Self Determination for Young Adults with Disabilities," by Jack Campbell, describes a program that uses experiential education activities and role modeling by adults with disabilities to help youths make the transition to adult life. "Empowerment through Peer Counseling," by Dale S. Brown, offers techniques in peer counseling and examples of its use with young people with learning disabilities. "Improving the Quality of Community Living To Empower People with Mental Retardation," by Charles Lakin, describes activity areas of the Research and Training Center for Residential Services and Community Living at the University of Minnesota. A special feature article is "Empowering Teachers To Help Students with Language Disorders in the Mainstream" (Judith M. Zorfass and Blanche Korngold). This article reports on a study which used a constructivist inservice approach to produce changed teaching practices in 10 teachers of grades 1-3, thereby facilitating language learning in children with language disorders. (DB) AU - Nathanson, Jeanne H. Y1 - 1992 PY - 1992 DA - 1992 SP - 41 PB - OSERS News in Print, Room 3129, Switzer Building, 330 C St., S.W., Washington, DC 20202-2524 (free). VL - 5 IS - 2 KW - Empowerment KW - ERIC, Resources in Education (RIE) KW - Writing Instruction KW - Athletics KW - Self Determination KW - Classroom Environment KW - Community Programs KW - Learning Disabilities KW - Independent Living KW - Mainstreaming KW - Language Arts KW - Elementary Secondary Education KW - Young Adults KW - Self Advocacy KW - Mental Retardation KW - Deafness KW - Reading Instruction KW - Inservice Teacher Education KW - Disabilities KW - Peer Counseling KW - Change Strategies KW - Language Handicaps KW - Personal Autonomy UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62834031?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Final Reports Submitted by States Authorized by Education for Homeless Children and Youth Program, Fiscal Year 1991. Report to Congress. AN - 62833839; ED352431 AB - As required by law, state education agencies receiving funds under the Stewart B. McKinney Homeless Assistance Act submitted reports on the number and location of homeless children and youth in their states to the U.S. Department of Education. These reports also include data on the nature and extent of problems of access to education and student placement in elementary and secondary schools. Sixteen states submitted data from calendar year 1990, 12 states submitted data collected at least partly during 1990, and the balance submitted data in 1991. The major difficulty states faced in attempting to establish yearly counts was the risk of double-counting since children may be housed in more than one shelter in a given year. This report: (1) presents the total numbers of homeless children and youth by state (the 50 states, the District of Columbia, and outlying U.S. territories), and by grade level, type of housing, and school attendance; (2) summarizes the methodologies used to collect the data; and (3) summarizes data on special needs students. Excluding preschool children, states reported 327,416 homeless school-age children and youths (48.6 percent were elementary school students, 21.2 percent were junior high school students, 24.4 percent were high school students, and 5.8 percent were of unspecified grade levels). Four tables contain the data. Attachments include guidelines about the definition of homeless and a discussion of methodology, with questions and answers on counting procedures, and an outline of significant aspects of Title VII-B of the McKinney Act. (SLD) Y1 - 1992 PY - 1992 DA - 1992 SP - 46 KW - Shelters KW - Stewart B McKinney Homeless Assistance Act 1987 KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Research Reports KW - Special Needs Students KW - Research Methodology KW - Access to Education KW - Elementary Secondary Education KW - Youth Programs KW - National Surveys KW - Children KW - Federal Programs KW - Economically Disadvantaged KW - State Surveys KW - Disadvantaged Youth KW - Data Collection KW - Urban Youth KW - Homeless People KW - Adolescents UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62833839?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Education and Learning in Schools with High Dropout Rates. AN - 62772850; ED364627 AB - This paper explores the practical implications of the distributional perspective on dropping out of school--a perspective that says that the concentration of student exodus from certain schools may reflect the impact of contextual or organizational factors as opposed to those that operate simply at the individual level. Based on data from the National Educational Longitudinal Study of 1988 and two follow-up surveys, it can be said that schools where learning was considered definitely a high priority, where academic achievement was emphasized, and where students were encouraged to enroll in academic classes were clearly related to a lower school dropout rate. Data reveal that the opposite educational environment existed in schools where the dropout rate was high. Thus, the size of a particular school's dropout rate appeared to be indicative of the quality of the school's academic program and operation. Additionally, empirical evidence points to a correlation between high dropout rates and students exposure to demoralized students, teachers with negative attitudes toward students, teachers considering students difficult to motivate, and the overall quality of the school's operating environment and classroom activities. An appendix provides one table and 10 technical notes. (GLR) AU - Wu, Shi-Chang Y1 - 1992 PY - 1992 DA - 1992 SP - 19 KW - ERIC, Resources in Education (RIE) KW - Negative Attitudes KW - Learning KW - Etiology KW - Classroom Environment KW - School Holding Power KW - Dropout Rate KW - Teacher Attitudes KW - Academic Achievement KW - Educational Attitudes KW - Withdrawal (Education) KW - Secondary Education KW - Teacher Morale KW - Dropout Research KW - Educational Environment KW - Student School Relationship KW - Academic Persistence KW - High School Students KW - Adolescents KW - Predictor Variables UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62772850?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Trends in the Educational Experience of 3- to 4-Year-Old Children. AN - 62771017; ED363442 AB - Using data from the Census Bureau's 1991 Current Population Survey and the National Household Education Survey, this study examined the trends in nursery school enrollment of 3- and 4-year-old children from 1975 to 1990. Factors examined included number of enrollments in nursery schools, race and ethnicity of the students, students' family income, and participation in center-based programs. Based on these data, the paper notes that over the past 15 years, overall nursery school enrollment among 3- and 4-year-olds has increased by 30 percent. Although much of this increase was driven by increases in the enrollment of children from white families and from families with moderate to high income levels, there has been a sharp increase in the enrollment rates of minority children and children from low income families over the preceding 3 years. (MDM) AU - Kaufman, Phillip Y1 - 1992 PY - 1992 DA - 1992 SP - 16 KW - Current Population Survey KW - National Household Education Survey KW - ERIC, Resources in Education (RIE) KW - Socioeconomic Influences KW - Preschool Education KW - Nursery Schools KW - Enrollment Trends KW - Racial Differences KW - National Surveys KW - Enrollment Influences KW - Preschool Children KW - Day Care Centers UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62771017?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Paper presented at the Annual Meeting of the Ameri N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Special Populations: Migrant Students with Disabilities; Native Pacific Basin and Native Hawaiian Students with Disabilities. Appendix G. AN - 62700055; ED379135 AB - This appendix to the 14th annual report on implementation of the Individuals with Disabilities Education Act contains reports on progress in addressing the needs of two special populations: migrant students with disabilities and Native Pacific Basin and Native Hawaiian students with disabilities. Migrant students with disabilities tend to have additional disadvantages that complicate service delivery, including poverty, limited English proficiency, residence in rural areas where services are limited, disruptions to service delivery and needs assessment due to mobility, lack of parental involvement, and shortages of qualified teachers and other personnel. Recommendations for improving service delivery to this population include development of appropriate teacher education programs, expanded data collection, development of assessment instruments for language-minority limited-English-proficient students with disabilities, improving communication between sending and receiving school districts, reassessment of the Migrant Student Record Transfer System, interagency cooperation, and inclusion of bilingual migrant staff members. Native Pacific Basin students with disabilities also have additional disadvantages: geographic isolation, language and cultural differences, very limited financial resources, and shortages of trained educators. Issues related to cultural and linguistic differences are also relevant for Native Hawaiians. Interagency cooperation in the provision of services and innovative approaches to programming have shown some promise in the Pacific region. However, additional data and research are needed. The two reports contain 65 references. Data tables detail numbers and percentages of students receiving special education services, by disability. (SV) Y1 - 1992 PY - 1992 DA - 1992 SP - 47 KW - Individuals with Disabilities Education Act KW - ERIC, Resources in Education (RIE) KW - Special Education KW - Hawaiians KW - Migrant Education KW - Teacher Education KW - Delivery Systems KW - Pacific Americans KW - Elementary Secondary Education KW - Higher Education KW - Geographic Isolation KW - Preschool Education KW - Disabilities KW - Disadvantaged KW - Cultural Differences KW - Migrant Children KW - Limited English Speaking UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62700055?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - In: Implementation of the Individuals with Disabil N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Public Libraries Survey, FY 1992. Data Base Documentation. AN - 62696484; ED374813 AB - The Public Libraries Survey has been conducted annually since 1988 by the National Center for Education Statistics (NCES) through the Federal-State Cooperative System for Public Library Data (FSCS). The survey collects identifying information and basic data on public libraries (8946 in 1992) and their outlets in the United States; identifying information on library entities that provide public library services but do not meet the definition of a public library, (i.e., state library agencies, and systems, federations, and cooperative services); selected data on state library outlets; and a few data items on characteristics of the state data submission. The survey collects 33 basic data items and 11 identifying items on public libraries. Five files were generated from the survey: (1) the Public Library Data file; (2) the Public Library Outlet file; (3) the Public Library State Summary/State Characteristics File; (4) the Administrative Entities Only/State Libraries File; and (5) the State Library Outlet file. Included in the database documentation are a survey summary; file description; and record layouts. The appendixes include: the survey methodology; guidelines for processing the files; data entry screens; and data element definitions and instructions. (Author/JLB) Y1 - 1992 PY - 1992 DA - 1992 SP - 55 KW - National Center for Education Statistics KW - ERIC, Resources in Education (RIE) KW - Financial Support KW - Library Statistics KW - Library Collections KW - Public Libraries KW - National Surveys KW - Library Circulation KW - Databases KW - State Libraries KW - Library Surveys KW - Reference Services KW - Branch Libraries KW - Interlibrary Loans KW - Nonprint Media UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62696484?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the report based on this survey, see IR 055 20 N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Annual Report to the President and to the Congress on Federal Activities Related to the Rehabilitation Act of 1973, as Amended. Fiscal Year 1992. AN - 62636386; ED397598 AB - This report describes activities of the Rehabilitation Services Administration (RSA) and other federal agencies during fiscal year 1992 in complying with the Rehabilitation Act of 1973, as amended. Following an executive summary, the report is organized according to the Act's titles and sections. Individual sections address the following topics: general provisions (such as the Office of the Commissioner); Title I (e.g., the Vocational Rehabilitation Services Program); Title II (the National Institute on Disability and Rehabilitation Research); Title III (rehabilitation training, supported employment, services for migratory and seasonal farm workers, and special recreation programs); Title IV (the National Council on Disability); Title V (employment in the federal government, the Federal Contracts Compliance Programs, nondiscrimination in federally assisted and federally conducted programs and activities, and the Interagency Coordinating Council); Title VI (projects with industry and the State Supported Employment Services); and Title VII (e.g., Centers for Independent Living and Protection and Advocacy of Individual Rights). Appendices include a glossary, financial tables, and caseload statistics, as well as information on characteristics of persons rehabilitated, post-employment services, the Client Assistance Program, applicant/client appeals, services to and outcomes for persons with severe compared with non-severe disabilities, and comprehensive services for independent living. (DB) Y1 - 1992 PY - 1992 DA - 1992 SP - 295 KW - Rehabilitation Act 1973 KW - Rehabilitation Services Administration KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Rehabilitation KW - Federal Aid KW - Government Role KW - Vocational Rehabilitation KW - Research Projects KW - Independent Living KW - Employment KW - Supported Employment KW - Federal Legislation KW - Program Implementation KW - Federal Programs KW - Disabilities KW - Advocacy KW - Agency Cooperation KW - Compliance (Legal) KW - Federal State Relationship UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62636386?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the Fiscal Year 1990 report, see ED 343 366. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Personnel Preparation: Transition, Secondary and Correctional Projects. Fiscal Years 1989, 1990, 1991. AN - 62932524; ED342200 AB - This document presents 72 abstracts of transition, secondary, and correctional personnel preparation projects supported by the Division of Personnel Preparation of the Federal Office of Special Education Programs during the fiscal years 1989, 1990, and 1991. The transition projects are grouped into three major categories: (1) special education transition projects (including training of transition specialists, vocational transition specialists, postsecondary transition specialists, and career education transition specialists); (2) related services transition projects (including vocational rehabilitation, occupational therapy, and paraprofessional training); and (3) doctoral and post-doctoral transition projects. A table shows trends in funding of transition projects (from a high of 46 in 1987 to a low of 18 in 1991). A summary table lists the projects by type and institution. Information provided for each project usually includes: institution name and address, project director, telephone number, competition and project title, project number, grant amount, grant period, project purpose/s, and proposed activities. A listing of new projects (with grantee institutions, titles, amounts, and ending dates) are listed separately for fiscal 1989, 1990, and 1991. (DB) AU - Baker, Betty Y1 - 1991/12/11/ PY - 1991 DA - 1991 Dec 11 SP - 131 KW - Office of Special Education Programs KW - ERIC, Resources in Education (RIE) KW - Financial Support KW - Postsecondary Education KW - Occupational Therapy KW - Government Role KW - Vocational Rehabilitation KW - Teacher Education KW - Pupil Personnel Services KW - Secondary Education KW - Correctional Education KW - Doctoral Dissertations KW - High Schools KW - Transitional Programs KW - Disabilities KW - Professional Education KW - Specialists KW - Trend Analysis KW - Education Work Relationship UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62932524?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Diversity of Private Schools. Technical Report. AN - 62944728; ED340750 AB - There has been concern in the private school research community that private school diversity is not captured by the three divisions of Catholic, other religious, and non-sectarian. Data from the 1987-88 Schools and Staffing Survey (SASS) are used in this analysis to operationalize a typology that further subdivides each group into the following three categories: (1) Catholic--parochial, diocesan, and private; (2) other religious--conservative, affiliated, and unaffiliated; and (3) non-sectarian regular, special emphasis, and special education. Data categorized with this nine-group typology were then analyzed in the context of a set of objective measures in an evaluation of the effectiveness of the new typology in discriminating statistically between school types. Multivariate analysis of variance confirmed that the original groups are statistically distinct and that there are differences among them within each of the original groups. Detailed examination of the objective measures contributed to differences observed between groups. The nine groups appear to be conceptually and statistically distinct and useful for future studies of the diversity of the private school population. Seven tables present data from the analyses, and an eight-item list of references is included. Technical notes highlight sample selection, data collection, questionnaire and item response rates, effects of item non-response, standard errors, multivariate analysis of variance, and definitions associated with SASS. (SLD) AU - McMillen, Marilyn M. AU - Benson, Peter Y1 - 1991/12// PY - 1991 DA - December 1991 SP - 36 KW - Diversity (Institutional) KW - Schools and Staffing Survey (NCES) KW - ERIC, Resources in Education (RIE) KW - Special Education KW - Parochial Schools KW - Classification KW - Elementary Secondary Education KW - School Surveys KW - National Surveys KW - Tables (Data) KW - School Statistics KW - Private Schools KW - Private Education KW - Multivariate Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62944728?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Detailed Characteristics of Private Schools and Staff: 1987-88. E.D. Tabs. AN - 62932972; ED341724 AB - Tabulated data are presented on private schools and private school teachers and administrators. School characteristics are included, along with data on program emphasis, admissions criteria, and graduation and college application rates. Data reported for teachers includes: (1) personal characteristics; (2) educational level; (3) experience; (4) salary and incentives; (5) non-school employment; and (6) teachers' attitudes about and experience with teaching. Similar data are reported for school administrators. Each table contains national estimates for all schools and for public and private schools. Private schools are described according to a nine-category typology recently developed by the National Center for Education Statistics (NCES). Data were collected through the 1987-88 Schools and Staffing Survey (SASS) developed by the NCES and conducted by the Department of the Census. Highlights of the survey include the following data: (1) the reported average salary for private school administrators was $20,206, compared to $41,924 for public school administrators; (2) about one-half of all private school administrators reported having some difficulty in filling teacher vacancies; (3) despite the salary differentials, close to one-third of the private school teachers reported that they would become a teacher again; and (4) teachers in private schools report a stronger sense of a shared school mission. The SASS consists of seven questionnaires, which are described along with other technical considerations in a methods section that follows the tables. The private school sample consisted of 3,513 schools, for which the survey responses of 3,513 principals and 11,529 teachers were analyzed. Sixty-five tables of data are provided. (SLD) AU - McMillen, Marilyn M. Y1 - 1991/12// PY - 1991 DA - December 1991 SP - 99 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. SN - 016036048X KW - Schools and Staffing Survey (NCES) KW - ERIC, Resources in Education (RIE) KW - Institutional Characteristics KW - Questionnaires KW - Teacher Characteristics KW - Principals KW - Teacher Attitudes KW - Elementary Secondary Education KW - National Surveys KW - Elementary School Teachers KW - Secondary School Teachers KW - School Statistics KW - Census Figures KW - Administrator Characteristics KW - Estimation (Mathematics) KW - Administrator Attitudes KW - School Surveys KW - Tables (Data) KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62932972?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - National Higher Education Statistics: Fall 1991. Early Estimates. AN - 62932457; ED340314 AB - Preliminary statistics are presented for enrollment and degrees awarded for higher education in the United States in the 1990-91 academic year. The data were obtained from 665 institutions of higher education on the Early Estimates Panel, a stratified random sample that is representative of the universe of 3,559 institutions of higher education in the nation. Selected data items from the Integrated Postsecondary Education Data System "Fall Enrollment" survey, "Completions" survey, and "Finance" survey were requested by telephone between mid-October and mid-November 1991. The data were edited against previous years' survey responses, where available. The overall response rate for the 1991 survey was 98.2 percent. In 1991, total enrollment at institutions of higher education reached a record high of nearly 14.2 million students. Estimates from the survey indicate that fall enrollment increased 3.2 percent over fall 1990, with significant gains in enrollment in two-year institutions; that total awards of associate and higher degrees rose 3.1 percent, with women accounting for most of the increase; and that revenues and expenditures increased 13.6 and 14.4 percent respectively from 1989, a 2-year period. Nine tables present statistics on the following topics: enrollment, degrees conferred, current funds revenues, expenditures and transfers, associate degrees conferred, bachelor's degrees conferred, master's degrees conferred, doctor's degrees conferred, and first-professional degrees conferred. (JB) AU - Pluta, Mark J. Y1 - 1991/12// PY - 1991 DA - December 1991 SP - 22 PB - U.S. Department of Education, Office of Educational Research and Improvement, Information Services, Room 300, 555 New Jersey Ave., N.W., Washington, DC 20208-5641. KW - Integrated Postsecondary Education Data System KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Degrees (Academic) KW - Institutional Characteristics KW - Estimation (Mathematics) KW - Age Groups KW - Sex Differences KW - Enrollment KW - Statistical Data KW - Higher Education KW - National Surveys KW - Population Trends KW - School Statistics UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62932457?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For fall 1990 statistics, see ED 328 615. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Projections of Education Statistics to 2002. AN - 62931863; ED341697 AB - This edition, 21st in a series, provides revisions of projections shown in the preceding volume and includes statistics on elementary and secondary schools and institutions of higher learning at the national level. Data include projections for enrollment, graduates, instructional staff, and expenditures to the year 2002. Selected projections are also given for the state level. This edition also includes a section on new developments in projecting education statistics that includes enrollment projections by race and ethnicity. A methodology section describes the ways that projections are made and the models used. Most projections include three or four alternatives based on different assumptions about growth. Public and private school enrollments are projected to increase in the period, passing the 1971 peak, with a reversal in the recent decline in secondary school enrollments. While enrollment in higher education is expected to increase, the rate of growth is expected to slow after 1990. Increases in the numbers of classroom teachers and in expenditures per pupil are also forecasted. State level K-12 public school enrollment and public high school graduates are expected to increase, but these increases will vary across the nation. Five technical appendices contain details about the projection methodology; and present supplementary tables, a table of mean absolute percentage errors, an outline of data sources, and a glossary. The text contains 100 figures and 46 tables, and the appendices contain an additional 34 tables. (SLD) AU - Gerald, Debra E. AU - Hussar, William J. Y1 - 1991/12// PY - 1991 DA - December 1991 SP - 229 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. SN - 0160360293 KW - Educational Information KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Educational Finance KW - Elementary Secondary Education KW - Educational Trends KW - National Surveys KW - School Statistics KW - Enrollment Projections KW - Expenditures KW - Public Schools KW - Predictive Measurement KW - Graphs KW - Tables (Data) KW - Private Schools KW - Trend Analysis KW - Futures (of Society) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62931863?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - This volume is the 21st report in a series begun i N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - SEDCAR (Standards for Education Data Collection and Reporting). AN - 62924864; ED343937 AB - The Hawkins-Stafford Education Improvement Amendments of 1988 established the National Cooperative Education Statistics System and directed the Commissioner of the National Center for Education Statistics to support the development and implementation of standards for education data collection, processing, analysis, and reporting. The Cooperative Education Data Collection and Reporting Standards Project was initiated and a task force was formed to plan, produce, review, and disseminate the standards, which are concerned with processes, rather than results. This document was developed to help improve the usefulness and timeliness of education data, but it does not describe the types of data that should be collected. Standards for Education Data Collection and Reporting (SEDCAR) are developed and organized into the following phases of management of data collection and reporting, design, data collection, data preparation and processing, data analysis, and reporting and dissemination of data. Each standard has at least four components: (1) identification of the phase the standard falls under; (2) the subject (topic) of the standard; (3) a statement of purpose; and (4) guidelines to best practice. Some of the SEDCARs contain related standards information and checklists of procedural steps. Thirty-eight SEDCARs are outlined. Two appendices provide information about related standards, and an index and glossary are included. A 14-item list of references is included. (SLD) Y1 - 1991/12// PY - 1991 DA - December 1991 SP - 146 VL - NCES-92-022 KW - ERIC, Resources in Education (RIE) KW - Standard Setting KW - Research Methodology KW - Information Dissemination KW - Guidelines KW - National Programs KW - Statistical Data KW - Data Collection KW - Check Lists KW - Research Design KW - Educational Research KW - National Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62924864?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - A report of the Cooperative Education Data Collect N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Digest of Education Statistics, 1991. AN - 62929692; ED340141 AB - This document, consisting of 7 chapters, 35 figures, 395 tables, plus 22 appendix tables, provides statistical data on most aspects of United States education, both public and private, from kindergarten through graduate school. The chapters cover the following topics: (1) all levels of education; (2) elementary and secondary education; (3) postsecondary education; (4) federal programs for education and related activities; (5) outcomes of education; (6) international education; and (7) learning resources and technology. A wide range of information is presented on a variety of subjects including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, federal funds for education, employment and income of graduates, libraries, and international education. Supplemental information on population trends, attitudes on education, education characteristics of the labor force, government finances, and economic trends provides background for evaluating education data. Included among data not appearing in previous editions are the following: expenditures for interest on school debt and capital outlay, by state; work-related training; student proficiency in mathematics content areas; student performance on mathematics tests, by state; characteristics of college faculty, by type and control of institution; and faculty salaries, by field of instruction. A short introduction provides a brief overview of current trends in American education, and each chapter highlights significant trends. Guides to tabular presentations and sources are provided, along with a definitions section and an index. (MLF) AU - Snyder, Thomas D. AU - Hoffman, Charlene M. Y1 - 1991/11// PY - 1991 DA - November 1991 SP - 540 PB - Government Printing Office, Superintendent of Documents, Washington, DC 20402-9328. SN - 0160359961 KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Employment Level KW - Salaries KW - Educational Finance KW - Academic Achievement KW - Elementary Secondary Education KW - Educational Trends KW - International Education KW - Higher Education KW - Educational Attainment KW - Degrees (Academic) KW - Public Schools KW - Preschool Education KW - Federal Programs KW - Enrollment KW - Student Costs KW - Library Statistics KW - Institutional Characteristics KW - Microcomputers KW - Teacher Characteristics KW - School Demography KW - National Norms KW - Mathematics Achievement KW - Dropout Rate KW - School Statistics KW - College Faculty KW - Student Financial Aid KW - Information Technology KW - Ethnic Groups KW - Government Publications KW - Technical Education KW - Tables (Data) KW - Private Schools KW - Adult Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62929692?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Numerous statistical tables with small print. For N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Migrant Education Program Policy Manual. Migrant Education Programs Operated by State Education Agencies: Part D of Chapter 1 of Title I Elementary and Secondary Education Act of 1965 as Amended by the Augustus F. Hawkins-Robert T. Stafford Elementary and Secondary School Improvement Amendments of 1988 (Public Law 100-297). AN - 62924533; ED347037 AB - The purpose of this policy manual is to disseminate the Migrant Education Program statute and regulations and to assist State Education Agencies (SEA) in planning, implementing, and evaluating Chapter 1 Migrant Education Programs. The manual also may assist parents in becoming involved in all aspects of the Migrant Education Program and to ensure that the officers and employees of the Department of Education uniformly interpret, apply, and enforce program requirements. The manual provides information about: (1) state application and funding; (2) annual needs assessment; (3) coordination; (4) identification and recruitment; (5) eligibility; (6) program services; (7) summer school programs; (8) parental involvement; (9) migrant education program fiscal requirements; (10) state administration; and (11) evaluation. It also summarizes the provisions of the General Education Provisions Act (GEPA) and the Education Department's General Administrative Regulations (EDGAR) that relate to the Migrant Education Program. The appendices include: (1) Chapter 1 of Title I of the Elementary and Secondary Education Act of 1965 (ESEA), as amended through December 31, 1990; (2) GEPA, as amended through May 31, 1991; (3) EDGAR, as of August 16, 1990; (4) 34 CFR Part 205: Section 1203 Coordination Project Regulations; (5) services to private school children; (6) the relationship of General Chapter 1 Statutory Provisions Affecting State and Local Agencies to the Migrant Education Program; and (7) 34 CFR Part 201: Migrant Education Program Regulations (as of July 1, 1990). This document also includes a list of acronyms used in the manual and an index. (LP) Y1 - 1991/11// PY - 1991 DA - November 1991 SP - 512 KW - Hawkins Stafford Act 1988 KW - ERIC, Resources in Education (RIE) KW - Program Descriptions KW - Migrant Programs KW - Federal Aid KW - Migrant Education KW - Elementary Secondary Education KW - State Departments of Education KW - Federal Legislation KW - Preschool Education KW - Program Implementation KW - Federal Programs KW - Parent Participation KW - Federal Regulation KW - Program Evaluation UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62924533?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Recommendations of the Crime, Violence, and Discipline Reporting Task Force. AN - 62555075; ED403369 AB - The National Education Statistical Agenda Committee of the National Forum on Education Statistics established a Task Force in 1995 to study how a state or local education agency might best collect and report data on the incidence of crime, violence, and disciplinary behavior. The Task Force, which consisted of a core group of data providers from six state and local education agencies, received input from Federal and State agencies. This paper is presented as a model for the voluntary use of agencies interested in developing or improving their system for collecting data on crime, violence, and discipline. Two types of records are recommended for the system to function. One is an incident record and the other, a participant record. Critical to the linking of incident records with participant records is a single unique incident identifier. Key concepts about incidents, such as the type, location, contextual factors, and the presence of alcohol or drugs, are listed. Definitions are provided for categories that include school environment, referral action, and incident type codes. (SLD) Y1 - 1991/11// PY - 1991 DA - November 1991 SP - 24 VL - NCES-97-581 KW - National Center for Education Statistics KW - ERIC, Resources in Education (RIE) KW - State Programs KW - Drinking KW - Crime KW - School Districts KW - Discipline KW - Violence KW - Agencies KW - Definitions KW - Data Collection KW - Youth Problems KW - Data Analysis KW - Drug Use KW - Recordkeeping UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62555075?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Programs and Plans of the National Center for Education Statistics, 1991 Edition. AN - 62929025; ED339739 AB - This publication is the second annual report on the programs and plans of the National Center for Education Statistics (NCES). Representatives of state and federal education agencies have presented the NCES with a report, "A Guide to Improving the National Education Data System," which contains recommendations for improving the nation's education statistics system. A congressionally mandated panel has also recommended changes to the educational information reporting system. This document describes the current plans by the NCES to meet the needs that these previous reports have identified, its plans for the future, and its major publications. The descriptions of many ongoing efforts are updated, and information is provided on new data collection efforts, such as the Postsecondary Education Quick Information System and the Beginning Postsecondary Student Longitudinal Survey. General and detailed data on sources, uses, and dissemination of data on education from kindergarten through graduate school are provided. Chapters are as follows: (1) introduction; (2) elementary and secondary education; (3) postsecondary education; (4) educational assessment; (5) national longitudinal studies; (6) vocational education; (7) library statistics program; and (8) major publications of the NCES. Additional information can be obtained from the NCS employees listed at the end of each program description. (SLD) AU - Nelson, Dawn D. Y1 - 1991/10// PY - 1991 DA - October 1991 SP - 126 VL - NCES-91-694 KW - Educational Information KW - National Center for Education Statistics KW - National Information Systems KW - ERIC, Resources in Education (RIE) KW - Systems Development KW - Government Role KW - Information Dissemination KW - Elementary Secondary Education KW - Higher Education KW - Federal Government KW - National Surveys KW - Longitudinal Studies KW - Educational Improvement KW - Program Improvement KW - Federal Programs KW - Agency Role KW - Program Development KW - Statistical Data KW - Vocational Education KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62929025?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Education Counts: An Indicator System To Monitor the Nation's Educational Health. Report of the Special Study Panel on Education Indicators to the Acting Commissioner of Education Statistics. AN - 63014505; ED334279 AB - The final report of the congressionally-mandated Special Study Panel on Education Indicators (SSPEI) that was transmitted to Congress as required by the Hawkins-Stafford Education Amendments of 1988 is presented. This report is divided into two sections. Part I--"Education Counts"--presents the SSPEI's overall conception of how an indicator information system should be developed; provides recommendations for improvements in Federal data collection and reporting in six major issue areas; and includes information of direct interest to general readers, educators, policymakers, and business leaders. Part II--"An Indicator System To Monitor the Nation's Educational Health"--presents more detailed information about the six issues. It is designed to provide analysts and researchers with more substantive guidance on the six issues, identify existing data sources, and cite gaps in currently available data. The six issues relate to the six national education goals proposed by the President and governors in 1989 concerning: readiness for school; high school completion; student achievement and citizenship; science and mathematics; adult literacy and lifelong learning; and safe, disciplined, and drug-free schools. It is concluded that: a comprehensive data, information, and research system is needed to guide education policymakers' decisions; statistical indicators are powerful tools for identifying problems and galvanizing public support to address them, but a limited set of indicators can be misleading; and the information system for developing education indicators should be organized around learner outcomes, quality of educational institutions, readiness for school, societal support for learning, education and economic productivity, and equity among other factors. (RLC) Y1 - 1991/09// PY - 1991 DA - September 1991 SP - 121 PB - Superintendent of Documents, Government Printing Office, Mail Stop: SSOP, Washington, DC 20402-9328 (Stock Number 065-000-00463-1: $6.50; add 25% for international customers). SN - 0160358388 KW - Monitoring Progress KW - Progress Reporting KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Practitioners KW - Researchers KW - Research Reports KW - Management Information Systems KW - Systems Development KW - Educational Objectives KW - Educational Indicators KW - National Programs KW - Elementary Secondary Education KW - Educational Improvement KW - Measurement Techniques KW - Advisory Committees KW - Educational Policy KW - Educational Assessment KW - Educational Quality UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63014505?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - A Profile of Schools Attended by Eighth Graders in 1988. Statistical Analysis Report. National Education Longitudinal Study of 1988. AN - 62932283; ED338689 AB - As part of the National Education Longitudinal Study of 1988 (NELS:88), this study examined the schools attended by eighth-graders in 1988, the year during which the more than 25,000 eighth-graders of the cohort were first studied. NELS:88 provides information on 802 public schools, 105 Catholic schools, 68 other religious schools, and 60 private, non-religious schools. Throughout the report, the unit of analysis is the school rather than students or teachers. Most of the school data were provided by school administrators. The data are used to develop a profile of the schools attended by eighth-graders, with information about various aspects of the learning environment, school policies and programs, and administrators' assessments of school climate. In 1988, 87.9% of eighth-graders attended public schools, 7.6% attended Catholic schools, 2.9% attended other religious schools, and 1.5% attended private non-religious schools. The study shows that eighth-graders learned under a wide range of different conditions in both public and private schools. Fifty-six data tables and five graphs are included. Appendices contain technical notes, information about the accuracy of estimates and procedures, standard errors and unweighted "N"s, and 56 additional tables. (SLD) AU - Hoachlander, Gareth E. Y1 - 1991/09// PY - 1991 DA - September 1991 SP - 119 KW - National Education Longitudinal Study 1988 KW - ERIC, Resources in Education (RIE) KW - Catholic Schools KW - Administrators KW - Junior High Schools KW - National Surveys KW - Longitudinal Studies KW - School Statistics KW - Cohort Analysis KW - Demography KW - Grade 8 KW - Attendance Patterns KW - Public Schools KW - Profiles KW - Educational Policy KW - Tables (Data) KW - Private Schools KW - Elementary Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62932283?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Adult Education Profile for 1990-91. Statistics in Brief. AN - 62931969; ED337625 AB - Those who could most benefit from adult education are the least likely to participate in it, according to data from a 1991 large-scale, nationally representative field test of the educational activities of adults in the United States. The National Household Education Survey data showed that 38 percent of adults age 17 or older participated in some educational activity in 1990-91. Those more likely to participate in adult education are in the following groups: (1) people in professional, technical, support, service, finance, insurance, or real estate occupations, elementary and secondary teachers, and public administrators; (2) people with some college; (3) people in households with incomes above $30,000; (4) whites; (5) adults between 35 and 44; (6) married or single (never married) adults; and (7) adults with children under 16 compared to those with no children. Adults with a 12th-grade education or less, who were not employed, or whose households were at the lowest income levels seemed less likely to participate in some part-time educational activity. (NLA) AU - Korb, Roslyn Y1 - 1991/09// PY - 1991 DA - September 1991 SP - 10 KW - National Household Education Survey KW - ERIC, Resources in Education (RIE) KW - Age KW - Adult Programs KW - Employment Level KW - Student Characteristics KW - Race KW - Part Time Students KW - Educational Attainment KW - Marital Status KW - Participation KW - Family Income KW - Parents KW - Sex KW - Adult Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62931969?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Dropout Rates in the United States: 1990. AN - 62929650; ED338770 AB - This report presents national data for 1990 on high school dropout and retention rates. The report uses the Current Population Survey and the National Education Longitudinal Study of 1988. The three types of dropout rates discussed are: (1) event rates, (2) status rates, and (3) cohort rates. The report also examines high school completion and graduation rates. Data indicate that national dropout rates have declined over the last decade. The event dropout rate for persons 15 through 24 years old in grades 10 through 12 was 6.2 percent in 1980 and 4.1 percent in 1990. The status dropout rate for persons 16 through 24 was 14.1 percent in 1973 and 12.1 percent in 1990. In addition, recently collected longitudinal data reveal that about 7 percent of the eighth graders enrolled in the spring of 1988 dropped out before the end of their sophomore year in high school. The following results are highlighted: (1) male and female rates are comparable; (2) central city rates are higher than suburban rates; (3) rates for Hispanic Americans are higher than rates for Whites; and (4) status and cohort rates in the South are higher than those in the Northeast and Midwest and are higher for Blacks than for Whites. New data collection efforts by the National Center for Education Statistics that have a bearing on issues of high school dropouts and graduates are briefly discussed in the concluding section. The report includes 15 tables and 11 graphs. Appendix A contains time series and standard error tables, and Appendix B provides technical notes. (JB) AU - Kaufman, Phillip Y1 - 1991/09// PY - 1991 DA - September 1991 SP - 93 PB - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. SN - 0160358434 KW - Current Population Survey KW - National Education Longitudinal Study 1988 KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Policymakers KW - Dropout Characteristics KW - School Holding Power KW - Dropout Rate KW - Educational Trends KW - Racial Differences KW - National Surveys KW - Longitudinal Studies KW - Cohort Analysis KW - White Students KW - Graduation KW - Hispanic Americans KW - High Schools KW - Sex Differences KW - Statistical Data KW - Black Students KW - Social Problems KW - Tables (Data) KW - High School Students KW - Trend Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62929650?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Teacher Shortages: Results of the Teacher Demand and Shortage Survey for Public Schools, 1987-88. E.D. TABS. AN - 62825096; ED359252 AB - Teacher supply and demand are critical policy areas for planning, program funding, and teacher training. Shortages of minority teachers are especially acute, as are shortages in special education. To inform policy decisions at all levels of government, the National Center for Education Statistics collected data during school year 1987-88 through its Schools and Staffing Survey, Teacher Demand and Shortage Survey for Public Schools. Results of that survey are presented and discussed. Of the 2.5 million teachers teaching the nation's approximately 40.3 million public school students, about 86 percent were white. The average student to teacher ratio was 16:1. The highest student to teacher ratios within the same racial/ethnic group occurred among Asian Americans and Hispanics. The largest percentage of minority students attend school in the South, and, by size of school district, minority students are overrepresented in large school districts. Minority teachers are underrepresented in the Northeast and North Central regions, but overrepresented in the South and in large school districts. A total of 1,970 public school districts offered pay incentives to recruit or retain teachers in shortage fields, and free retraining to teach in shortage fields was offered by 5,084 public school districts. Technical notes about the survey methodology are presented in a separate section. Eight tables present survey findings, and the 29-item survey questionnaire is included as an appendix. (SLD) AU - Ancarrow, Janice S. Y1 - 1991/09// PY - 1991 DA - September 1991 SP - 48 KW - Schools and Staffing Survey (NCES) KW - Teacher Demand and Shortage Survey (NCES) KW - ERIC, Resources in Education (RIE) KW - Special Education KW - Research Methodology KW - Elementary Secondary Education KW - Urban Schools KW - Public School Teachers KW - National Surveys KW - Elementary School Teachers KW - Secondary School Teachers KW - School District Size KW - Teacher Shortage KW - Public Schools KW - Teacher Student Ratio KW - Educational Policy KW - Black Teachers KW - Teacher Recruitment KW - Minority Group Teachers KW - School Surveys UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62825096?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Characteristics of Regular and Special Education Teachers in Public Schools: 1987-88. E.D. TABS. AN - 62766010; ED363025 AB - This report on regular and special education teachers in public schools presents data on personal characteristics (gender, age, race/ethnicity, and marital status); professional characteristics (educational background, years of experience, certification); geographic region; income (salary and incentives, nonschool employment); and opinions about teaching. Data were collected from a variety of questionnaires and are for the school year 1987-88. Extensive tables provide national estimates for all data and State estimates for regular and special school teachers' highest degree earned, years of experience, and salary. Statistical highlights, with a focus on implications for special education, are presented in brief prior to the presentation of study data. Overall, the following significant differences occurred between regular and special educators: Special educators were more likely to be single; female; younger; teaching elementary students; to have less full-time teaching experience; to lack full certification; to hold an education specialist credential, a master's, or a second master's as their highest earned degree; and to make about $1,000 less in average total income. The school and staffing survey questionnaire is attached. (PB) AU - Ancarrow, Janice S. Y1 - 1991/09// PY - 1991 DA - September 1991 SP - 208 KW - ERIC, Resources in Education (RIE) KW - Practitioners KW - Researchers KW - Special Education Teachers KW - Special Education KW - Teacher Characteristics KW - Teacher Attitudes KW - Elementary Secondary Education KW - Elementary School Teachers KW - Teacher Background KW - Secondary School Teachers KW - Income KW - Demography KW - Public Schools KW - Disabilities KW - Teachers KW - Teacher Qualifications UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62766010?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - State Higher Education Profiles (SHEP), Third Edition. A Comparison of State Higher Education Data for FY 1987. AN - 63014239; ED334948 AB - This document is a profile report on higher education for the nation, each of the 50 states, and the District of Columbia for the fiscal year 1987. The report presents various statistics and indicators used to address a myriad of questions relating to state involvement, support, and performance in higher education. It indexes each state statistic to a national average and ranks states on selected statistics. Chapter 1 presents national data in 18 tables covering number and size of institutions, full- and part-time distribution, enrollment, revenues, total education and general (E&G) expenditures, scholarship and fellowship expenditures, salaries, and distribution of degrees. Chapter 2 contains state ranking tables on enrollment, salaries, revenues, endowment income, various types of expenditures, Pell Grants, research expenditures, library expenditures, and appropriations. Chapter 3 presents profiles of each of the 50 states and the District of Columbia covering enrollment, full-time faculty, revenues, expenditures, financial aid, degrees and other formal awards conferred. In addition, the chapter presents one table that places institutions into the context of all postsecondary institutions in the 50 states and the District of Columbia. Three appendixes contain a glossary, a listing of institutions by state, and technical notes on response rates. (JB) AU - Barbett, Samuel F. Y1 - 1991/08// PY - 1991 DA - August 1991 SP - 919 KW - ERIC, Resources in Education (RIE) KW - Financial Support KW - Two Year Colleges KW - Salaries KW - Scholarships KW - Part Time Students KW - Public Colleges KW - Private Colleges KW - Higher Education KW - Fellowships KW - Income KW - Student Financial Aid KW - Expenditures KW - Endowment Funds KW - Colleges KW - Full Time Students KW - Enrollment KW - Universities UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63014239?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Classification of Instructional Programs, 1990 Edition. AN - 63013936; ED334946 AB - This document, the Department of Education's standard educational program classification system for secondary and postsecondary schools, supersedes all previous editions. The manual is divided into seven chapters, each of which contains, in numerical order, the complete list of currently active Classification of Instructional Programs (CIP) 6-digit codes pertaining to the topic of that chapter, arranged in 4-digit and 2-digit series. Chapters are organized as follows: chapter 1, academic and occupationally specific instructional programs; chapter 2, comprehensive homemaking skills programs; chapter 3, technology education programs offered in middle and secondary schools; chapter 4, Reserve Officer Training Corps programs; chapter 5, personal improvement and leisure-time activity programs; chapter 6, dental, medical, and veterinary residency programs; and chapter 7 instructional programs leading to diplomas and certificates awarded at the secondary educational level only. Seven appendixes provide the following materials: a chart linking 1990 codes to 1985 codes; a crosswalk of 1985 codes; all 1985 codes deleted in the 1990 list; all programs added to the 1990 list; an alphabetical listing of all 1990 codes; a glossary of CIP terms, and a list of CIP review participants and their affiliations. (JB) AU - Morgan, Robert L. Y1 - 1991/08// PY - 1991 DA - August 1991 SP - 352 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402; diskettes of this data are available from Institutional Studies Branch, Postsecondary Education Statistics Division, NCES, 555 New Jersey Ave., N.W., Washington, DC 20208-5652. KW - Reserve Officers Training Corps KW - ERIC, Resources in Education (RIE) KW - Program Descriptions KW - Intermediate Grades KW - Academic Education KW - Programs KW - Postsecondary Education KW - Veterinary Medical Education KW - Codification KW - Higher Education KW - Middle Schools KW - Secondary Education KW - Medical Education KW - Leisure Education KW - Dental Schools KW - Individual Development KW - Classification KW - Home Economics KW - Vocational Education KW - Technical Education KW - Program Descriptions KW - Intermediate Grades KW - Academic Education KW - Programs KW - Postsecondary Education KW - Veterinary Medical Education KW - Codification KW - Higher Education KW - Middle Schools KW - Secondary Education KW - Medical Education KW - Leisure Education KW - Dental Schools KW - Individual Development KW - Classification KW - Home Economics KW - Vocational Education KW - Technical Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63013936?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Aspects of Teacher Supply and Demand in Public School Districts and Private Schools: 1987-88. E.D. TABS. AN - 62928642; ED337455 AB - These tabulations present public and private school data that were collected on questionnaires from the 1987-88 Schools and Staffing Survey (SASS). The report is organized into 17 tables and technical notes. The tables include numbers, percentages, and standard errors by sector, selected characteristics, and states. The following topics are addressed: continuing and newly hired full-time equivalent (FTE) teachers; certified continuing and newly hired FTE teachers; FTE positions unfilled, vacant, and abolished or withdrawn; public school districts and private schools offering teacher incentives; public school FTE teaching positions approved, filled and unfilled; and teacher salary schedules averaged for public school districts by earned degree and experience. Technical notes elaborate on selection of public school districts, schools, and teachers; data collection; effects of missing school districts and schools; questionnaire response rates; item descriptions; source code response rates; comparisons of teacher counts from the SASS file; underestimation of the number of school districts; standard errors; definitions; and geographic regions used by the U.S. Bureau of the Census. The appendix contains the SASS questionnaire, Teacher Demand and Shortage Questionnaire for Public School Districts, and an explanation of differences between it and the questionnaire for private schools. (LL) AU - Hammer, Charles H. AU - Gerald, Elizabeth Y1 - 1991/08// PY - 1991 DA - August 1991 SP - 53 KW - Bureau of the Census KW - Schools and Staffing Survey KW - ERIC, Resources in Education (RIE) KW - Teaching (Occupation) KW - Employment Opportunities KW - School Districts KW - Elementary Secondary Education KW - Teacher Supply and Demand KW - National Surveys KW - Teacher Salaries KW - Occupational Surveys KW - Teacher Certification KW - Public Schools KW - Teacher Placement KW - Teacher Distribution KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62928642?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-SAS-87/88. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Current Funds Revenues and Expenditures of Institutions of Higher Education: Fiscal Year 1980-88. E.D. TABS. AN - 62907776; ED336053 AB - This booklet provides figures and tables of data on the financial characteristics of institutions of higher education from 1980 to 1988. The data were gathered annually by the National Center for Education Statistics through the Integrated Postsecondary Education Data System. Nine figures display current funds revenues and expenditures in constant dollars by source, by purpose for fiscal year 1988, for private and public institutions by control for fiscal year 1988, by percentage distribution for 4-year and 2-year institutions of funds revenues and by percentage distribution of funds expenditures of 2- and 4-year institutions respectively for fiscal year 1988. Eleven tables list data for years 1979-80 to 1987-88 on current revenues and expenditures by source (for public and private institutions), by purpose (for private and public institutions), and by selected categories and state for fiscal year 1988 and for fiscal year 1987 and 1988 compared. Data on both 1988 and 1987 by state for public and private institutions of higher education are presented in tabular form. A final table lists consumer price index factors for 1979-80 through 1987-88. The text also includes a section on survey methodology and an appendix listing "Data Category Definitions." (JB) AU - Keough, Kristin Y1 - 1991/08// PY - 1991 DA - August 1991 SP - 33 KW - Consumer Price Index KW - ERIC, Resources in Education (RIE) KW - Expenditures KW - Two Year Colleges KW - Colleges KW - Educational Finance KW - Public Colleges KW - Private Colleges KW - Higher Education KW - National Surveys KW - School Statistics KW - Income UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62907776?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-IPEDS-87/88-9.1. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Profiles of Faculty in Higher Education Institutions, 1988. Statistical Analysis Report. Contractor Report. AN - 62904583; ED336058 AB - This report provides statistical information on faculty in colleges and universities collected through a national survey conducted in 1987-88 by the National Center for Education Statistics. The data were collected from institutional academic officers, department chairpersons, and faculty members. This report focuses on five topics around which the five chapters are organized: (1) "Patterns of Faculty Separation and Retirement" (full-time regular faculty only); (2) "Faculty Activities and Workload" (workload and time allocation, productivity, and job satisfaction); (3) "Faculty Compensation" (monetary compensation and employee benefits); (4) "Women and Minorities in Higher Education (information on type and control of institution, program area, highest degree, employment status, age, employment experience, workload, compensation, job attitudes); and (5) "Part-Time Faculty in Higher Education" (demographic data, academic background, experience, workload and activities, compensation and benefits, and job attitudes). Each chapter constitutes a report offering background, highlights of the findings, the data tables themselves and a summary. The document also includes over 50 references, and appendixes containing technical notes, standard error tables and the survey instrument. (JB) AU - Russell, Susan H. Y1 - 1991/08// PY - 1991 DA - August 1991 SP - 262 KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Women Faculty KW - Teacher Retirement KW - Full Time Faculty KW - Job Satisfaction KW - Tenured Faculty KW - Part Time Faculty KW - Nontenured Faculty KW - Higher Education KW - National Surveys KW - Teacher Employment Benefits KW - Teacher Salaries KW - Faculty Workload KW - Faculty Integration KW - College Faculty KW - Minority Groups KW - Academic Rank (Professional) KW - Productivity KW - Faculty College Relationship UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62904583?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-NSOPF-87/88-1.22. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Salaries of Full-Time Instructional Faculty on 9- and 10-month Contracts in Institutions of Higher Education, 1979-80 through 1989-90. E.D. TABS. AN - 63017721; ED334947 AB - This report presents the results of data in two figures and 22 tables on salaries of full-time instructional faculty on 9- and 10-month contracts; the data were collected through the Integrated Postsecondary Education Data System for the academic years 1987-88 and 1989-90. The figures show percentage change in average salaries adjusted for inflation and average salaries in constant dollars by academic rank 1979 to 1990. The 22 tables display the data in various combinations using the following variables: academic year, rank, academic rank, type of institution (private, public, two-year), sex, Consumer Price Index, and state. The document also discusses survey methodology, scope, follow-up, editing, and imputations, and includes a copy of the instrument. The analysis found that salary increases continue to outpace inflation, that the average salary in 1989-90 was $39,965, that salaries at public 2-year institutions are far more that at private two-year institutions, that salaries are consistently higher for men than women, and that the proportion of women faculty in higher education is slowly increasing. (JB) AU - Brown, Patricia Q. Y1 - 1991/07// PY - 1991 DA - July 1991 SP - 54 KW - ERIC, Resources in Education (RIE) KW - Women Faculty KW - Two Year Colleges KW - Full Time Faculty KW - Public Colleges KW - Private Colleges KW - Higher Education KW - Teacher Salaries KW - College Faculty KW - Cost Indexes KW - Sex Differences KW - Academic Rank (Professional) KW - Trend Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63017721?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-IPEDS-89/90-6.1. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Enrollment in Higher Education, Fall 1989. E.D. TABS. AN - 63011548; ED334945 AB - This report presents enrollment data for institutions of higher education in the 50 states and the District of Columbia from the "Fall Enrollment" survey which is part of the Integrated Postsecondary Education Data System survey administered by the National Center for Education Statistics. The first set of tables presents enrollment statistics in higher education for the fall of 1989 by selected institutional and student characteristics. The second set of tables displays state enrollment data for selected years, as well as current statistics, by type and control of institution and sex of student. The introduction presents highlights of the findings. Among these are findings showing that, since 1988, there have been: a 3 percent increase in higher education enrollment; a 2 percent increase in private school enrollment; a 3 percent increase in public school enrollment; and a drop of 1.8 percent in enrollment of first-time freshmen with a greater decrease for women than for men; however, the number of women in postbaccalaureate programs increased more than the number of men in such programs). Appendix A presents enrollment data by age of students along with a discussion of possible questions regarding the validity of such data. Appendix B discusses survey methodology and provides related tables. Appendix C is a glossary. (JB) AU - Schantz, Nancy Borkow AU - Pluta, Mark J. Y1 - 1991/07// PY - 1991 DA - July 1991 SP - 51 KW - ERIC, Resources in Education (RIE) KW - Undergraduate Students KW - Two Year Colleges KW - Graduate Students KW - Age KW - College Freshmen KW - Part Time Students KW - Public Colleges KW - Private Colleges KW - Higher Education KW - Enrollment Trends KW - Full Time Students KW - Enrollment KW - Student Educational Objectives KW - Nonprofit Organizations KW - Sex UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63011548?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-IPEDS-89/90. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Looking at How Well Our Students Read: The 1992 National Assessment of Educational Progress in Reading. AN - 62908979; ED335636 AB - This pamphlet provides current information about the 1992 National Assessment of Educational Progress (NAEP) in Reading. In addition to describing the purpose and goals of the NAEP, the pamphlet discusses the reasons for assessing reading, the 1992 NAEP in Reading (including recent changes), the guidelines used to create a framework for reading assessment, what the 1992 NAEP in Reading will examine, and how the results will be used. In addition, the pamphlet describes special studies to be conducted as part of the 1992 Reading Assessment. Distinctive features of the 1992 Reading Assessment are also listed. (PRA) Y1 - 1991/07// PY - 1991 DA - July 1991 SP - 7 VL - NAGB-91-5000 KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Evaluation Methods KW - Elementary Education KW - Reading Achievement KW - National Programs KW - Student Evaluation KW - Educational Assessment KW - Reading Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62908979?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Careers in Teaching: Following Members of the High School Class of 1972 In and Out of Teaching. Analysis Report. National Longitudinal Studies of the High School Class of 1972. AN - 62904571; ED336386 AB - This study of career patterns in teaching was conducted to provide insight into the development of careers within the teaching profession. The objectives of the study were: to describe the career patterns of a national sample of individuals from the high school class of 1971 (1,011 individuals surveyed during the period 1972-86) who were either trained for or entered the teaching profession; to describe teachers as to their self-reported background and education characteristics, teaching qualifications, teaching experiences, attitudes toward teaching, satisfaction with pay and with the profession; and to identify variables which predicted retention in the teaching field to 1986. Results suggest that the best predictors of teacher retention were human capital variables including the number of years in teaching, satisfaction with the job, teaching in a public school, number of continuing education activities, and number of education credits. Recommendations to policymakers include recognizing the importance of: (1) making teaching more professional thereby enabling individuals to have a larger investment in their careers; (2) wages and other economic incentives; (3) investing in teaching careers for women; and (4) offering flexibility for women who wish to get married or have children. (LL) AU - Hafner, Anne AU - Owings, Jeffrey Y1 - 1991/07// PY - 1991 DA - July 1991 SP - 56 VL - NCES-91-470 KW - National Center for Educational Statistics KW - ERIC, Resources in Education (RIE) KW - Teaching (Occupation) KW - Job Satisfaction KW - Teacher Characteristics KW - Teacher Education KW - Teacher Attitudes KW - Elementary Secondary Education KW - National Surveys KW - Attrition (Research Studies) KW - Teacher Background KW - Longitudinal Studies KW - Human Capital KW - Career Development KW - Teaching Experience KW - Teacher Persistence KW - Predictor Variables UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62904571?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: NLS:72. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Condition of Education 1991. Volume 2: Postsecondary Education. AN - 63005877; ED330122 AB - This volume contains 30 indicators that collectively describe the condition of postsecondary education from a variety of perspectives. The indicators have been derived from studies conducted by the Center for Education Statistics and from other surveys conducted both within and outside the Federal Government. Indicators have been grouped under the headings of student progression and outcomes; context; and resources. Outcome indicators describe student access and participation; persistence; educational attainment and curriculum; continuation to advanced levels; and economic outcomes. Context indicators provide measures of the changing characteristics of higher education, both in terms of its institutions and its students (race/ethnicity and age). Resource indicators focus on fiscal resources (institutional revenues, expenditures per student, and financial aid) and human resources (faculty salaries and teaching workloads). Also included are measures of two outputs of postsecondary education: degrees and research. For postsecondary education, new indicators include the following: (1) net cost of college attendance; (2) timing of entry to college; (3) baccalaureate field of study, by sex; (4) starting salaries of college graduates; and (5) time allocation and workload of full-time faculty. Among the key issues discussed in the overview are minorities and women in higher education, and access, persistence, and completion rates. (MLF) AU - Alsalam, Nabeel AU - Rogers, Gayle Thompson Y1 - 1991/06// PY - 1991 DA - June 1991 SP - 306 KW - Indicators KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - School Demography KW - Student Characteristics KW - Educational Finance KW - Academic Achievement KW - Surveys KW - Educational Attainment KW - School Statistics KW - Outcomes of Education KW - Ethnic Distribution KW - Educational Resources KW - College Students KW - Government Publications KW - Educational Assessment KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63005877?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For volume 1, see EA 022 981. For 1990 edition, se N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Characteristics of Stayers, Movers, and Leavers: Results from the Teacher Followup Survey, 1988-89. E.D. Tabs. AN - 63003964; ED335411 AB - Eighteen tables on characteristics of movers, leavers, and stayers present data from the 1988-89 Teacher Followup Survey (TFS), a follow-up of a sample of public school (PUBS) and private school (PVTS) teachers who responded to the Teacher Survey component of the 1987-88 Schools and Staffing Survey of the National Center for Education Statistics. The report includes data on characteristics of teachers who left the teaching profession between school years 1987-88 and 1988-89 (leavers), teachers who changed schools during that period (movers), and teachers who stayed in the same school (stayers). The tables include estimates of teacher attrition by field of assignment, reasons for leaving the teaching profession, and comparisons of former teachers' current occupations with the teaching profession. National estimates are provided for all data. The TFS was a mail survey, which included one questionnaire each for current teachers and former teachers. The attrition rate from the teaching profession between 1987-88 and 1988-89 was 5.6% in PUBSs and 12.7% in PVTSs. The rate at which PUBS teachers of general education left the profession varied little by field. Teacher attrition varied by teacher's age. The attrition rates for PUBS teachers in 3 age groups were: 9% for those younger than 30 years old, 2.3% for those between 40 and 49 years old, and 9.8% for those 50 years old and over. Almost all PUBS movers (92.6%) transferred to other PUBSs, while only half of the PVTS movers (48%) transferred to other PVTSs. About 18% of PUBS leavers and 12% of PVTS leavers expect to return to elementary school or secondary school teaching in the 1989-90 school year. Technical notes are provided. The two TFS questionnaires are appended. (RLC) AU - Bobbitt, Sharon A. Y1 - 1991/06// PY - 1991 DA - June 1991 SP - 60 KW - Teacher Followup Survey (NCES) KW - ERIC, Resources in Education (RIE) KW - Teacher Transfer KW - Teacher Characteristics KW - Elementary Secondary Education KW - Public School Teachers KW - National Surveys KW - Elementary School Teachers KW - Secondary School Teachers KW - Faculty Mobility KW - Followup Studies KW - Teacher Persistence KW - Statistical Data KW - Mail Surveys KW - Tables (Data) KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63003964?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-SAS-88/89-1.0. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Condition of Education 1991. Volume 1: Elementary and Secondary Education. AN - 63003136; ED330121 AB - The current status of education for 1991 is presented in two volumes in the form of education "indicators"--key data that measure the health of education, monitor important developments, and show trends in major aspects of education. The 30 indicators for elementary and secondary education in this volume have been grouped under the headings of student progression and outcomes; context; and resources. Outcome indicators include data on student beginnings, progress, and completion; student performance; economic outcomes of education; and participation in various curricula. Context indicators outline the size and growth of the schools; student characteristics; and the school climate. Resource indicators focus on data on fiscal characteristics of the schools, and selected characteristics of teachers and administration. Each indicator contains an introductory text, a few highlighted items, a text table, and charts related to the data. Also included are technical supporting data, supplemental information, data sources, an index, and a glossary. New indicators for elementary and secondary education include the following: (1) high school completion rates; (2) employment rates of recent high school graduates and dropouts; (3) mathematics and science course-taking patterns; (4) certification and education of public secondary school teachers; and (5) international comparisons of public expenditures for elementary and secondary education. (MLF) AU - Ogle, Laurence T. Y1 - 1991/06// PY - 1991 DA - June 1991 SP - 305 KW - Indicators KW - ERIC, Resources in Education (RIE) KW - Elementary School Students KW - School Demography KW - Student Characteristics KW - Expenditure per Student KW - Educational Finance KW - Academic Achievement KW - Surveys KW - Elementary Secondary Education KW - Educational Trends KW - Secondary School Students KW - School Statistics KW - Outcomes of Education KW - Ethnic Distribution KW - Educational Environment KW - Preschool Education KW - Statistical Analysis KW - Enrollment KW - Educational Resources KW - Government Publications KW - Educational Assessment KW - Tables (Data) KW - Educational Quality KW - Education Work Relationship UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63003136?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For volume 2, see EA 022 982. For 1990 edition, se N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Key Statistics on Public Elementary and Secondary Education Reported by State and by Regional, Locale, and Wealth Clusters, 1988-89. Survey Report. AN - 63001613; ED335416 AB - Consisting largely of 17 tables and 46 graphs, this document reports regional and subregional division characteristics of public elementary and secondary education (PESE) in 1988-89 in the United States; it also reports characteristics associated with the urbanicity, or most prevalent type of locale (TOL), and the relative wealth (RW) of states. The major data source was the National Center for Education Statistics annual Common Core of Data survey for the 1988-89 school year and the 1988 fiscal year. Data are presented in four sections: state background information (population totals, total schoolage population, and state capacity to support public education); institutional characteristics (numbers, types, and sizes of school districts and schools); education staff and students (numbers of students and teachers, administrators, and other education staff and ratios of selected staff to students); and revenues and current expenditures for PESE. The tables provide state data for nine geographic divisions and four regions. The graphs, which are keyed to specific tables, illustrate regional and divisional differences, and summarize the more comprehensive data in the tables. Data sources, comments, footnotes, and definitions accompany the tables. Among the report's highlights are the following: PESE membership remained at about 40 million students from 1987-88 to 1988-89. Small schools (99 students or fewer) were most common in the West North Central states, where they represented 26% of the schools. States reported a total of 2.3 million teachers, a figure approximately 2% higher than the preceding year. The average student to teacher ratio dropped from 17.6 in 1987-88 to 17.4 in 1988-89. Public education in low RW states derived 61% of its revenue from states sources and 30% of its revenue from local sources. For fiscal year 1988, average public education expenditures ranged from $4,952 to $2,819 per student. A definition of TOL and two tables containing TOL and RW data are appended. (RLC) AU - Davis, Jo Ann Y1 - 1991/06// PY - 1991 DA - June 1991 SP - 146 KW - Wealth KW - ERIC, Resources in Education (RIE) KW - Geographic Location KW - School Districts KW - Regional Characteristics KW - Elementary Secondary Education KW - Cluster Grouping KW - National Surveys KW - Local Norms KW - School Statistics KW - Expenditures KW - Public Schools KW - Statistical Data KW - State Norms KW - Graphs KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63001613?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: SP-CCD-88/89-7.2. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - NAGB Sets Standards for the 1990 NAEP Mathematics Assessment. National Assessment Governing Board Bulletin. AN - 62899399; ED336421 AB - The National Assessment Governing Board (NAGB) of the National Assessment of Educational Progress (NAEP) adopted mathematics achievement standards on May 11, 1991 that will be used to report results on the 1990 assessment of mathematics. NAEP achievement levels are descriptions, based on informed judgments, of what students should know and be able to do at grades 4, 8, and 12. The levels for 1990 mark the first time the NAEP has set benchmarks for determining how well students performed, rather than simply reporting how they performed. Three achievement levels, Basic, Proficient, and Advanced, are defined for each of the three grades tested. These levels are defined, and nine sample test items are provided. The Proficient level corresponds with the national goal for student achievement. These levels were defined over an 18-month period with the assistance of approximately 700 judges. The results of the 1990 mathematics tests will be used to assess the utility of achievement levels for mathematics, reading, and writing for the 1992 assessments. (SLD) Y1 - 1991/06// PY - 1991 DA - June 1991 SP - 6 KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 12 KW - National Norms KW - Mathematics Achievement KW - Elementary Secondary Education KW - Evaluators KW - National Surveys KW - Standard Setting (Scoring) KW - National Standards KW - Grade 8 KW - Grade 4 KW - Mathematics Tests KW - Student Evaluation KW - Educational Assessment KW - Achievement Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62899399?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - National Assessment of Educational Progress in Brief. AN - 63007186; ED335386 AB - The National Assessment of Educational Progress (NAEP) is briefly described. The NAEP was designed in 1969 as a voluntary cooperative program to answer questions about education nationally. In 1988, the NAEP was defined as a means of improving the effectiveness of the nation's schools by making objective information available about student performance. The NAEP, commonly known as the Nation's Report Card, is an ongoing, comparable, and representative assessment of what American students know and can do at grades 4, 8, and 12. It serves to monitor progress toward the National Education Goals adopted by the President and state governors in 1990. A new dimension has been added to the NAEP with the Trial State Assessment in 1990, a voluntary assessment of eighth-grade mathematics achievement that states can use to compare themselves over time. The America 2000 strategy of the Bush administration will depend on NAEP tests for its formative stages. The NAEP does not promote or drive a national curriculum, but it does describe achievement for those whose job it is to prescribe educational policy. (SLD) Y1 - 1991/05// PY - 1991 DA - May 1991 SP - 4 KW - National Assessment of Educational Progress KW - Progress Reporting KW - ERIC, Resources in Education (RIE) KW - Testing Programs KW - National Programs KW - Academic Achievement KW - Elementary Secondary Education KW - National Surveys KW - Educational Assessment KW - Longitudinal Studies KW - Educational History UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63007186?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Federal Support for Education: Fiscal Years 1980 to 1990. Survey Report. AN - 63005441; ED335384 AB - Data on federal financial support for education for fiscal years (FY) 1980 through 1990 are presented. To the extent possible, outlays for education from all federal agencies are included. Total federal support for education was estimated to be $61.8 billion in FY 90, an increase of 58% since 1980. After adjustment for inflation, federal support for education increased 2% between FY 80 and FY 90. Nine tables present the following data: (1) federal support for education by category; (2) fedeal funds for education and related activities by level; (3) ten largest providers of federal education program funding by agency; (4) largest education program activities by level; (5) non-federal funds for education generated by federal programs; (6) estimated federal tax expenditures for education; (7) total federal support by category of recipient; (8) total federal support by level and category of recipient; and (9) estimated expenditures of education institutions and federal support by level and type of support. Three graphs complement the tables. Three tables providing additional data for the years 1965, 1970, and 1975 are included in the appendixes. (SLD) AU - Hoffman, Charlene M. Y1 - 1991/05// PY - 1991 DA - May 1991 SP - 66 KW - ERIC, Resources in Education (RIE) KW - Financial Support KW - Public Schools KW - Federal Aid KW - Federal Programs KW - Educational Finance KW - Statistical Data KW - Elementary Secondary Education KW - School Funds KW - National Surveys KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63005441?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: FF-91-1. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - 1988 Schools and Staffing Survey Sample Design and Estimation. Schools and Staffing Survey. Technical Report. AN - 62896007; ED336399 AB - The Schools and Staffing Survey (SASS) represents the first time the National Center for Education Statistics has integrated three of the Elementary and Secondary Education Surveys: the Teacher Demand and Shortage Surveys, Public and Private School Surveys, and Teacher Surveys. The SASS was designed to measure the critical aspects of teacher supply and demand, the composition of teacher and administrator work force, and the general status of teaching and schooling. The SASS was conducted by the Bureau of the Census in the 1987-88 school year. The SASS sample included 12,823 public and private schools and administrators, 65,124 teachers, and 5,592 Local Education Agencies (LEAs). The merger of the three surveys produced one database to provide comparable linkage data among LEAs, schools, and teachers. Response rates ranged from 66% for private school teachers to 94.4% for public school administrators. Sample selection is discussed for public and private sectors. The discussion of estimation considers: weighting; item response rates and imputation; variance estimation; and frame evaluation. Data are reported in 18 tables. Three appendices discuss: minimizing school overlap with other national and longitudinal surveys; allocating sample groups to minimize loss of prediction for specific estimators; and the effect of a finite population correction on SASS variance estimates. (SLD) AU - Kaufman, Steven Y1 - 1991/05// PY - 1991 DA - May 1991 SP - 85 VL - NCES-91-127 KW - Schools and Staffing Survey (NCES) KW - Staffing Patterns KW - ERIC, Resources in Education (RIE) KW - Mathematical Models KW - Administrators KW - School Districts KW - Elementary Secondary Education KW - Teacher Supply and Demand KW - National Surveys KW - Elementary School Teachers KW - Secondary School Teachers KW - Research Design KW - Databases KW - Estimation (Mathematics) KW - Public Education KW - Mail Surveys KW - School Surveys KW - Sampling KW - Tables (Data) KW - Private Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62896007?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: SP-SAS-87/88-7.4. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Tested Achievement of the National Education Longitudinal Study of 1988 Eighth Grade Class. E.D. Tabs. AN - 63008137; ED335365 AB - Sixty tables are presented, which examine the test achievement of a national probability sample of eighth graders in public and private schools. Statistics were obtained from the base-year student survey of the National Education Longitudinal Study of 1988 (NELS:88). The NELS:88 monitors the transition of a national sample of young adults as they progress from junior high to senior high school and on to postsecondary education and/or work. Its purpose is to provide policy-relevant data concerning the effectiveness of schools, curriculum paths, special programs, variations in curriculum content, and/or mode of delivery in bringing about educational growth. The NELS:88 test battery includes four tests: (1) reading comprehension; (2) mathematics; (3) science; and (4) history/citizenship/government. This report is a tabular summary of achievement test scores for approximately 25,000 eighth graders from slightly more than 1,000 schools. Results are grouped into: student background variables; parental involvement variables; and school characteristics and school climate. Reading and mathematics tables contain, in addition to mean scores, the percentage of each group scoring at each proficiency level and the standard error of the percentage estimate. Effect sizes are included to compare group differences. Technical notes on survey design, response rates, variables in the tables, significance testing, and methods for estimating standard errors and effect sizes follow the tables. (SLD) AU - Rock, Donald A. Y1 - 1991/04// PY - 1991 DA - April 1991 SP - 122 KW - National Education Longitudinal Study 1988 KW - ERIC, Resources in Education (RIE) KW - Testing Programs KW - Reading Tests KW - Institutional Characteristics KW - Junior High Schools KW - Social Studies KW - Scores KW - National Programs KW - Reading Comprehension KW - National Surveys KW - Longitudinal Studies KW - Grade 8 KW - Parent Participation KW - Mathematics Tests KW - Statistical Data KW - Tables (Data) KW - Science Tests KW - Effect Size KW - Achievement Tests KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63008137?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: NELS:88-88-1.3. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Public Elementary and Secondary State Aggregate Data, by State, for School Year 1989-1990 and Fiscal Year 1989. E.D. Tabs. AN - 63007305; ED334231 AB - Information on public elementary schools and secondary schools is presented for the 1989-90 school year and the 1989 fiscal year. Statistics are based on data collected via two of the four surveys of the Common Core of Data conducted annually by the National Center for Education Statistics and provided by state education agencies from their administrative records. Information is presented in tabular form for each of the following parameters: (1) school membership by grade and state; (2) student-teacher ratio, student membership, and teachers by grade level and state; (3) number of staff employed in school systems and percentage of total staff by category and state; (4) number of graduates, 12th-grade student membership, and 9th-grade student membership, 3 years earlier, by state; (5) change in number of graduates and 12th-grade student membership from 1988 to 1989 by state; (6) revenues for schools by source and state; (7) percentage distribution of total revenues for schools by source and state; (8) current expenditures for schools by function and state; (9) percentage distribution of current expenditures for schools by function and state; (10) average daily attendance and current expenditures per pupil by function and state; (11) student membership and current expenditures per pupil by function and state; (12) current expenditures for employee benefits by state; and (13) total current capital outlay and debt service expenditures by state. Appendix A presents 12 tables with revised final tabulations for the school and fiscal years. Appendix B contains the survey forms for the State Nonfiscal Survey of Public Elementary and Secondary Education and the National Public Education Financial Survey. (SLD) AU - Davis, Jo Ann AU - Price, Elaine J. Y1 - 1991/04// PY - 1991 DA - April 1991 SP - 61 KW - Aggregation (Data) KW - ERIC, Resources in Education (RIE) KW - High School Graduates KW - Expenditure per Student KW - Educational Finance KW - Elementary Secondary Education KW - School Funds KW - National Surveys KW - School Statistics KW - Attendance KW - Secondary Schools KW - Public Schools KW - Teacher Student Ratio KW - State Surveys KW - Enrollment KW - Statistical Data KW - School Personnel KW - Tables (Data) KW - Elementary Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63007305?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-CCD-89/90-2.1. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 1988-89. Survey Report. AN - 63005412; ED335387 AB - Twelve tables are presented, which provide enrollment and staffing data concerning the 100 largest school districts in the United States. The data were reported to the National Center for Education Statistics in the spring of 1989 through the Common Core of Data survey series, and files used for this report contain data for all 50 states, the District of Columbia, and 5 outlying areas. While they represent fewer than 1% of the nation's school districts, the 100 school districts are responsible for educating 8,788,448 students (approximately 22% of all public school students) and 40% of all minority students. Most of the 100 largest districts are located in coastal states. There is a tendency for these school districts to have larger schools and slightly higher pupil-to-teacher ratios than other districts. These 100 districts also employ about 21% of the nation's public school teachers. Two figures summarize overall data. An appendix lists the 500 largest districts in the United States in 1988-89. (SLD) AU - Sietsema, John Y1 - 1991/04// PY - 1991 DA - April 1991 SP - 46 KW - ERIC, Resources in Education (RIE) KW - Institutional Characteristics KW - Public Schools KW - Enrollment KW - Statistical Data KW - Elementary Secondary Education KW - National Surveys KW - Tables (Data) KW - School Statistics KW - School District Size UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63005412?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-CCD-88/89-2.2. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Public Libraries in 50 States and the District of Columbia: 1989. E.D. TABS. AN - 62996219; ED333900 AB - Based on information from the 1989 Federal-State Cooperative System for Public Library Data (FSCS), which was collected by the U.S. Department of Education's National Center for Education Statistics (NCES) in machine readable format, this report summarizes information about the public libraries that was supplied to NCES by the State Library Agency in all 50 states and the District of Columbia. Introductory materials include a preface, background information on the study, and a detailed description of the survey methodology. The 15 tables that make up the major part of the report present data for each state including the number of public libraries by population of the legal service area; the number and types of outlets, i.e., main and branch libraries and bookmobiles; the number of paid full-time-equivalent (FTE) staff; the amount and source of income; the amount and categories of expenditures; operating expenditures; capital outlay amount; size of material collections; the size of collections of books and serial volumes; the average number of public service hours per outlet per week; annual attendance in the library and the number of annual reference transactions; and the total annual circulation and number of interlibrary loans. It is noted that the totals shown in the tables represent only the sum of the responses for the libraries for which data were supplied by the state library agencies, and are not necessarily a total for the United States. (BBM) AU - Podolsky, Arthur Y1 - 1991/04// PY - 1991 DA - April 1991 SP - 138 KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Library Expenditures KW - Financial Support KW - Library Statistics KW - State Libraries KW - Library Personnel KW - Library Collections KW - Public Libraries KW - National Surveys KW - Library Services KW - Library Circulation KW - Interlibrary Loans UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62996219?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-LIB-89/90-1.1. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Comparison of State Methods for Collecting, Aggregating, and Reporting State Average Daily Attendance (ADA) Totals to the National Center for Education Statistics. AN - 62991934; ED333012 AB - As part of the redesign of the Common Core of Data of the National Center for Education Statistics (NCES), and in response to the growing concern about the comparability of average daily attendance (ADA) in a national database, the NCES initiated a study in 1987 to describe the methods used by the states to collect, aggregate, and report state total ADA. Five research questions were addressed: (1) whether or not ADA is defined by state law; (2) the number of days in the school year used in the ADA calculation; (3) how attendance is counted and how state aggregate data are calculated; (4) whether or not other variations in state ADA affect comparability; and (5) how summer school figures are handled. Data for the study were derived from state-provided documentation. Seven states reported legislation prescribing data collection methods for the 1985-86 school year. A variety of prescribed school days (ranging from 170 to 180) were identified. Five distinct patterns for state data collection and aggregation ADAs were apparent. Other variations in procedures did affect comparability. However, it was not possible to estimate the effects of summer school attendance reporting, with only 13 states reporting summer school data. Four tables contain study data. (SLD) AU - Morgan, Robert L. Y1 - 1991/04// PY - 1991 DA - April 1991 SP - 19 VL - NCES-91-049 KW - Aggregation (Data) KW - Common Core of Data Program KW - National Center for Education Statistics KW - ERIC, Resources in Education (RIE) KW - State Departments of Education KW - Comparative Analysis KW - Research Methodology KW - State Surveys KW - Elementary Secondary Education KW - Definitions KW - Summer Schools KW - Data Collection KW - Average Daily Attendance UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62991934?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - What Are the Characteristics of Principals Identified As Effective by Teachers? AN - 62913787; ED347695 AB - This exploratory study investigated which characteristics of a principal are identified as effective by teachers in the same school setting. The data were obtained from the Schools and Staffing Study of 1988, from the National Center for Education Statistics (NCES). The Teacher Questionnaire of the Schools and Staffing Survey (SASS) questioned 52,000 teachers and their principals in 9,300 public schools in the 1987-88 school year. Using only public school responses by teachers that could be linked to a particular principal reduced the sample size to 39,014 teachers. Each teacher's responses on a Likert-like scale of 18 items were summed to create a scale assessing perceived principal effectiveness (PPE). The PPE composite scale yielded a Cronbach's Alpha of .9024, demonstrating a strong internal reliability coefficient. Findings indicated that principals with only a B.A. degree who were young, less experienced, lower salaried, female, and held elementary principalships in smaller communities were perceived by teachers to be more effective. Cautions about these findings are made until the PPE scale can receive an external validation. A second study of principals' perception of their time usage and its relationship to teachers' perceptions of effectiveness did not reveal any relationship between time usage and principal effectiveness. The appendix includes: Schools and Staffing Survey--School Administrator Questionnaire, 1987-88 and Schools and Staffing Survey--Public Teachers Questionnaire, 1987-88. (14 references) (CRW) AU - Fowler, William J. Y1 - 1991/04// PY - 1991 DA - April 1991 SP - 46 KW - ERIC, Resources in Education (RIE) KW - Administrator Effectiveness KW - Public Schools KW - Principals KW - Administrator Responsibility KW - Teacher Attitudes KW - Elementary Secondary Education KW - Working Hours KW - Administrator Evaluation KW - Time Management KW - Administrator Characteristics UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62913787?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Paper presented at the Annual Meeting of the Ameri N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Public Elementary and Secondary Schools and Agencies in the United States and Outlying Areas: School Year 1989-90. Final Tabulations. E.D. TABS. AN - 62901932; ED342778 AB - The tables in this report summarize statistical information for schools and education agencies as supplied to the National Center for Education Statistics (NCES) by state education agencies. Information comes from the 1989-90 school year Public Elementary and Secondary School Universe and the Public Elementary and Secondary Education Agency Universe surveys of education in the United States. These surveys are part of the Common Core of Data collected annually by the NCES. A section of definitions and abbreviations precedes the tables of data. Seventeen tables provide the following data: (1) number and percent of public elementary and secondary schools (PESSs) by type and state; (2) number and percentage distribution of students in PESSs by type of school and state; (3) distribution of regular PESSs with student membership by membership size and state; (4) number and percentage distribution of PESSs by school-size category and state; (5) number and percentage distribution of PESS students by school-size category and state; (6) number and percentage distribution of students in PESSs by grade ranges and state; (7) percentage distribution of PESSs providing instruction by specified grade span and state; (8) number of PESSs of specified instructional levels by state; (9) mean number of students per school in PESSs of specified instructional levels by state; (10) median pupil-teacher ratios in PESSs with student membership of specified instructional levels by state; (11) selected characteristics of PESS membership by state; (12) number and percent of PESS education agencies by type of agency and state; (13) distribution of regular PESS districts and students by membership size; (14) number of regular PESS districts by grade span and membership size; (15) number of regular PESS districts by grade span and state; (16) number of regular PESS districts by membership size and state; and (17) distribution of regular PESS districts with student membership by membership size and state. Two appendices provide survey sample forms. (SLD) AU - McDowell, Lena AU - Morgan, Frank B. Y1 - 1991/04// PY - 1991 DA - April 1991 SP - 32 KW - Common Core of Data Program KW - Public Elementary and Secondary Agency Universe KW - Public Elementary and Secondary School Universe KW - United States KW - ERIC, Resources in Education (RIE) KW - Institutional Characteristics KW - School Districts KW - Elementary Secondary Education KW - Educational Trends KW - National Surveys KW - School Statistics KW - State Departments of Education KW - Public Schools KW - Enrollment KW - School Surveys KW - School Size KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62901932?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-CCD-89/90-1.1. For the 1988-1989 r N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - National Postsecondary Statistics, Collegiate and Noncollegiate: Fall 1990. Early Estimates. Survey Report. AN - 63005371; ED329190 AB - This report provides early estimates of Fall 1990 enrollment and academic year 1989-90 completions for all postsecondary institutions in the United States (excluding outlying areas), irrespective of their accreditation status. The estimates are derived from data received from 1,158 postsecondary institutions involved in the Integrated Postsecondary Education Data System survey. Tables display data for enrollment in postsecondary institutions by sex, attendance status, and attendance level of student and by level and control of institution; and for degrees and other formal awards conferred by postsecondary institutions by level of award and sex of recipient. Data on college-age populations and numbers of postsecondary institutions in the United States are also provided. Among the report's findings are the following: (1) Fall 1990 enrollment at postsecondary institutions increased about 3% over Fall 1989 enrollment; and (2) degrees and other formal awards conferred by postsecondary institutions in 1989-90 showed no significant change over 1988-89, though degrees earned by women increased by over 8%. (JDD) AU - Gordon, Henry A. AU - Ave, Eunice Y1 - 1991/03// PY - 1991 DA - March 1991 SP - 18 KW - ERIC, Resources in Education (RIE) KW - Degrees (Academic) KW - Postsecondary Education KW - Enrollment Trends KW - College Attendance KW - Enrollment KW - Higher Education KW - Attendance KW - Sex UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63005371?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-IPEDS-90/91-2. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Directory of Services: Federal Agencies and Non-Federal Organizations Providing Services to Migrant and Seasonal Farmworkers and Their Families. AN - 63004901; ED332856 AB - This directory promotes better coordination among agencies and organizations that serve migrant and seasonal farmworkers (MSFWs) and their families. The U.S. Department of Agriculture, the U.S. Department of Education, the U.S. Environmental Protection Agency, the U.S. Department of Health and Human Services, the U.S. Department of Justice, and the U.S. Department of Labor all provide services to MSFWs. Descriptions of federal programs within these agencies include the following entries: (1) services provided; (2) statutory authority and regulations; (3) contact person and address; (4) total federal funds for fiscal year 1990 and 1991; (5) total estimated federal funds; (6) agencies administering the program; (7) definition of eligible migrants; and (8) program publications and directories. Similar information is provided for national non-federal organizations that provide services to MSFWs. The following sections are included in the appendices: (1) publications and directories about the Special Supplemental Food Program for Women, Infants and Children; (2) college assistance program directors; (3) high school equivalency program directors; (4) Even Start program directors; (5) state directors of migrant education; (6) office of pesticide program publications and directories; (7) migrant Head Start grantees; (8) community services block grant directory; (9) regional administrators-Migrant and Seasonal Agricultural Workers Protection Act directory and fact sheet; (10) Department of Labor's H-2A fact sheet; (11) Immigration Reform and Control Act fact sheet; and (12) monitor advocate directory. (KS) Y1 - 1991/03// PY - 1991 DA - March 1991 SP - 95 KW - ERIC, Resources in Education (RIE) KW - Migrant Programs KW - Migrant Workers KW - Agencies KW - Directories KW - Legal Aid KW - Federal Programs KW - Migrant Education KW - Migrant Welfare Services KW - Migrant Health Services KW - Seasonal Laborers KW - Migrant Programs KW - Migrant Workers KW - Agencies KW - Directories KW - Legal Aid KW - Federal Programs KW - Migrant Education KW - Migrant Welfare Services KW - Migrant Health Services KW - Seasonal Laborers UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63004901?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Historically Black Colleges and Universities and Higher Education Desegregation. AN - 63004632; ED330264 AB - This pamphlet provides an overview of the historic role, accomplishments, and challenges which face historically black colleges and universities (HBCUs) as they carry out their unique mission. It summarizes the efforts of the Department of Education aimed at strengthening HBCUs, while assuring that higher education programs do not discriminate on the basis of race. The pamphlet covers the background of HBCUs, the Civil Rights Act of 1964, the early compliance activity in postsecondary education, White House initiatives on HBCUs, the Higher Education Act, and information to consider in selecting a black college or university. A list is also provided of the U.S. Department of Education, Office for Civil Rights regional offices throughout the country. (GLR) Y1 - 1991/03// PY - 1991 DA - March 1991 SP - 20 KW - Civil Rights Act 1964 KW - Higher Education Act Title III KW - ERIC, Resources in Education (RIE) KW - Administrators KW - Practitioners KW - Policymakers KW - Federal Legislation KW - History KW - Black Colleges KW - School Holding Power KW - Student Recruitment KW - Black Students KW - Higher Education KW - Court Litigation KW - College Desegregation KW - College Admission KW - College Choice UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63004632?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - A Guide To Improving the National Education Data System: Executive Summary. October 1990. AN - 63001199; ED331884 AB - This document provides an overview of the "Guide To Improving the National Education Data System," the first publication of the newly created National Forum on Education Statistics. The 36 recommendations for improving the nation's elementary and secondary education statistics system that are outlined in the Guide are summarized. This national education data agenda is the product of a broad-based consensus building process that brought together representatives of State and Federal education agencies and other organizations with an interest in education data. The Guide's examination of national data in four major domains (background and demographics, education resources, school processes, and student outcomes) is described. For each domain, the guide discusses the potential importance of the data for policy purposes, the nature and limitations of current collection practices, and potential strategies for improvement; and it summarizes specific recommendations for data improvement. Five figures supplement the text. (SLD) AU - Forgione, Pascal D. AU - Orland, Martin E. Y1 - 1991/03// PY - 1991 DA - March 1991 SP - 40 KW - Educational Information KW - National Forum on Education Statistics KW - ERIC, Resources in Education (RIE) KW - Management Information Systems KW - Government Role KW - National Programs KW - Elementary Secondary Education KW - Evaluation Methods KW - Demography KW - Databases KW - Program Improvement KW - Educational Policy KW - Statistical Data KW - Guides KW - Data Collection KW - Educational Assessment KW - Federal State Relationship KW - Information Needs UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63001199?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For related document, see TM 016 441. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Toward the Year 2000: Listening to the Voice of Native America. 17th Annual Report to the United States Congress, Fiscal Year 1990. AN - 62910069; ED347008 AB - This report outlines the activities of the National Advisory Council on Indian Education (NACIE) for fiscal year 1990, and presents statistics and information on Indian schools and educational programs. Parts I and II describe NACIE and its activities: advising the Secretary of Education and Congress on the development of educational regulations and policies; reviewing applications for grants and fellowships; reviewing Indian education programs and projects; participating in the White House Conference on Indian Education and the Indian Nations At Risk Task Force (INAR); and providing technical assistance. Parts III and IV provide an overview of Indian education programs and grants supporting them. Part V compiles statistical information on American Indian and Alaska Native enrollments in public, private, and Bureau of Indian Affairs elementary and secondary schools and in higher education institutions; degrees conferred 1979-89; and participation and scores for the Scholastic Aptitude Test and the American College Testing Program. Part VI outlines goals, activities, and major findings of the INAR. Parts VII and VIII describe the pending White House Conference on Indian Education and summarize recommendations from three 1990 "mini-summits" on Indian education. Extensive appendices: (1) describe NACIE meetings; (2) profile 32 programs benefitting Native students; (3) outline Department of Education responses to past NACIE recommendations, 1985-89; (4) describe 10 innovative demonstration projects; and (5) present the text of Indian Education laws P.L. 100-297, 100-427, and 101-301 and Office of Indian Education program regulations. This report contains 50 data tables. (SV) AU - Cheek, John W. AU - Creel, Barbara Y1 - 1991/03// PY - 1991 DA - March 1991 SP - 378 KW - Indian Nations At Risk Task Force KW - National Advisory Council on Indian Education KW - White House Conference on Indian Education KW - ERIC, Resources in Education (RIE) KW - Financial Support KW - Federal Aid KW - Educational Legislation KW - Elementary Secondary Education KW - Higher Education KW - American Indians KW - Advisory Committees KW - Demonstration Programs KW - Federal Programs KW - Educational Policy KW - Enrollment KW - American Indian Education KW - Federal Indian Relationship KW - Alaska Natives UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62910069?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the 1988 report, see ED 317 358. Appendixes E- N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Digest of Education Statistics, 1990. AN - 63007323; ED330086 AB - This document, consisting of 7 chapters, 35 figures, and 380 tables, provides statistical data on most aspects of United States education, both public and private, from kindergarten through graduate school. The chapters cover the following topics; (1) all levels of education; (2) elementary and secondary education; (3) postsecondary, college, university, vocational, and adult education; (4) federal programs for education and related activities; (5) outcomes of education; (6) international comparisons of education; and (7) learning resources and technology. A wide range of information is presented on subjects including the number of schools and colleges, teachers, enrollment, graduates, educational attainment, finances, federal funds for education, employment and income of graduates, libraries, and international education. Supplemental information on population trends, attitudes on education, educational characteristics of the labor force, government finances, and economic trends is provided. Included among data not appearing in previous editions are the following: salary comparisons of public and private school teachers and principals; mean tuition charges of private schools; student participation rates in federal, state, and local programs; residence and migration of first-time college students; student performance on history and geography tests; trend profiles of persons earning doctor's degrees in humanities and life sciences; characteristics of college faculty; faculty salaries; staff employed in higher education institutions; and computer use by students and adults. A short introduction highlights major findings, and each chapter contains a brief overview of significant trends. A guide to sources, definitions, and an index are included. (MLF) AU - Snyder, Thomas D. AU - Hoffman, Charlene M. Y1 - 1991/02// PY - 1991 DA - February 1991 SP - 526 KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Employment Level KW - Student Characteristics KW - Educational Finance KW - Academic Achievement KW - Elementary Secondary Education KW - Educational Trends KW - International Education KW - Higher Education KW - Educational Attainment KW - Degrees (Academic) KW - Public Schools KW - Preschool Education KW - Federal Programs KW - Enrollment KW - Student Costs KW - Library Statistics KW - Institutional Characteristics KW - Microcomputers KW - Teacher Characteristics KW - School Demography KW - National Norms KW - School Holding Power KW - Dropout Rate KW - School Statistics KW - Student Financial Aid KW - Information Technology KW - Ethnic Groups KW - Government Publications KW - Technical Education KW - Tables (Data) KW - Private Schools KW - Adult Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63007323?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Some small print may not reproduce adequately in p N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Private Schools in the United States: A Statistical Profile, with Comparisons to Public Schools. AN - 63001300; ED331847 AB - A statistical portrait is provided of private schools in the United States, using the best national data available to the National Center for Education Statistics (NCES). Previously published work is used to give an overview of private schools from 1980-81 through 1985-86. Following an introductory examination of private schools in the United States, Chapter 2 provides estimates and trends. Chapters 3 and 4 synthesize national data on the number and characteristics of private school students, teachers, and other staff. Chapter 5 discusses curriculum, resources, and student outcomes. Chapter 6 reviews national data on parental choice. Chapter 7 reviews upcoming research efforts of the NCES concerning private schools. In 1985-86, private elementary schools and secondary schools accounted for about 25% of all schools, between 12 and 13% of all students, and about 14% of all teachers. Eight of 10 private schools had a religious orientation; 36% were Catholic schools, and about 60% of all private school students were in Catholic schools. Program emphasis varied by school orientation. Seventy tables provide information about the private schools, and 12 graphs further illustrate the discussions. Appendix A contains 20 standard error tables. Appendix B reviews data collection procedures. (SLD) AU - Benson, Peter AU - McMillen, Marilyn Miles Y1 - 1991/02// PY - 1991 DA - February 1991 SP - 172 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. KW - ERIC, Resources in Education (RIE) KW - Institutional Characteristics KW - Catholic Schools KW - Elementary Secondary Education KW - Educational Trends KW - National Surveys KW - School Statistics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Statistical Data KW - Data Collection KW - Graphs KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63001300?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Technology Network Ties: Network Services and Technology Programs for New York State's Educational System. AN - 62831153; ED349962 AB - The New York State Technology Network Ties (TNT) systems is a statewide telecommunications network which consists of computers, telephone lines, and telecommunications hardware and software. This network links school districts, Boards of Cooperative Educational Services (BOCES), libraries, other educational institutions, and the State Education Department together for communications, resource sharing, and enhanced access to information and services. This brochure describes TNT's network services and technology programs developed by the State Education Department and available to schools through BOCES. Designed to support the teaching/learning environment and improve school district management, these services and programs include electronic communications, access to information databases, use of computer-based management and instructional services, and gateways to national and international networks. Specific programs and services described include electronic mail, electronic conferencing, a student information system, a management system for special education, a financial management system, statewide data collection, distributed data processing, a placement and career planning service, a teacher recruitment clearinghouse, a clearinghouse for youth-at-risk, electronic dissemination of documents, and a long-range plan for elementary and secondary education that includes major recommendations and activities to help New York State school districts incorporate technology in the classroom and improve school management. Sources for more in-depth information on these services are listed. (Contains 10 figures.) (BBM) Y1 - 1991/02// PY - 1991 DA - February 1991 SP - 30 KW - Technology Network Ties NY KW - ERIC, Resources in Education (RIE) KW - State Programs KW - Computer Networks KW - Management Information Systems KW - Teleconferencing KW - Money Management KW - Electronic Mail KW - Educational Administration KW - Elementary Secondary Education KW - Computer Assisted Instruction KW - Telecommunications KW - Student Records UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62831153?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Photographs and figures may not reproduce well. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Disability and People from Minority Backgrounds. AN - 63008415; ED334743 AB - This U.S. Office of Special Education and Rehabilitative Services (OSERS) quarterly issue contains six papers describing development of services for minority individuals with disabilities. "Goals for Improving Services to Minority Individuals with Disabilities" (Robert R. Davila) discusses the need to increase high-school graduation rates, increase the sensitivity of professionals, increase the number of persons from minority groups who pursue careers in special education, and improve outreach to minority communities; the paper also describes efforts of OSERS to improve services. "Building Bridges to Employment for Minority Students with Disabilities" (Sylvia Walker) describes the Future Assets Student Talent Program (Huntsville, Alabama), the Howard University Bridges to Leadership 2000 Youth Training Program (District of Columbia), and the Systems Success Progam (Newark, New Jersey). "Vocational Rehabilitation Services for American Indians" (Elmer Guy) focuses primarily on the Navajo Vocational Rehabilitation Program. "Migrant Farm Workers in South Texas" (Delvin Sparks) describes the issues of education, unemployment, public health, vocational choice, and funding. "Special Education and Related Services to Minority Populations with Disabilities: A Continuing Role for the Office of Special Education and Rehabilitative Services" (Jane Case Williams) describes three research studies funded to examine issues in the delivery of services to students with disabilities stemming from nonstandard English, limited English proficiency, and/or nondominant cultural groups. "Effects of Using Spanish Only, Spanish and English, and English Only Cues with Students of Limited English Proficiency Who Have Moderate to Severe Disabilities (Elva Duran) describes a study designed to investigate which language cues were most effective in helping students complete various job-related tasks. (JDD) Y1 - 1991 PY - 1991 DA - 1991 SP - 29 PB - OSERS News in Print, Room 3129, Switzer Building, 330 C St., S.W., Wshington, DC 20202-2524 (free). VL - 3 IS - 4 KW - Office of Special Educ Rehabilitative Services KW - ERIC, Resources in Education (RIE) KW - Migrant Programs KW - Migrant Workers KW - Rehabilitation KW - Vocational Rehabilitation KW - Employment Opportunities KW - Delivery Systems KW - Elementary Secondary Education KW - American Indians KW - Human Services KW - Program Improvement KW - Minority Groups KW - Federal Programs KW - Disabilities KW - Program Development KW - Cues KW - Cultural Differences KW - Limited English Speaking KW - Language of Instruction UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63008415?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Race/Ethnicity Trends in Degrees Conferred by Institutions of Higher Education: 1978-79 through 1988-89. E.D. TABS. AN - 63004307; ED329159 AB - This report details information on the number of degrees conferred by the nation's postsecondary education institutions. The data are from the Integrated Postsecondary Education Data System (IPEDS) 1988-89 Completions Survey. Among the findings are the following: (1) the rate of growth in degrees conferred to females between 1986-87 and 1988-89 exceeded that for males at all levels of awards; (2) women accounted for a higher proportion of associate degrees (57.5% of 429,946) than their share of any other award level; (3) education and business management, with 82,238 and 73,154 awards respectively, accounted for about 50% of the total master's degrees awarded in 1988-89; (4) the number of doctoral degrees awarded in 1988-89 increased 2.4% annually from 1986-87 to 35,692, with over half the increase attributed to nonresident aliens; (5) in 1988-89, the number of bachelor's degrees awarded (1,015,000) by higher education institutions exceeded the 1 million mark for the first time in the nation's history and represented a 2.4% increase over 1986-87; and (6) the most prevalent fields of study among bachelor's degree recipients in 1988-89 were business and management (246,659), social sciences (107,714), education (96,988), engineering (85,273), and health professions (59,111). No other field of study exceeded 50,000 bachelor's degrees in 1988-89. (GLR) AU - Freund, William H. Y1 - 1991/01// PY - 1991 DA - January 1991 SP - 31 KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Masters Degrees KW - Males KW - Academic Achievement KW - Higher Education KW - National Surveys KW - Longitudinal Studies KW - Degrees (Academic) KW - Minority Groups KW - Bachelors Degrees KW - Ethnic Groups KW - Statistical Data KW - Doctoral Degrees KW - Data Collection KW - Females KW - Statistical Surveys UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63004307?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-IPEDS-88/89-7.1. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Implementation of the Individuals with Disabilities Education Act. Thirteenth Annual Report to Congress. AN - 63001902; ED332488 AB - The 13th annual report describes United States progress in providing a free appropriate public education for all children with disabilities. Chapter 1 provides national statistics on numbers of children receiving special education and related services, numbers of children with disabilities receiving special education in various settings, the exiting status of special education students, and the numbers of school personnel available and needed. Chapter 2 focuses on early childhood activities, discussing the implementation of Part H of the Individuals with Disabilities Education Act to improve early intervention services, Section 619, which contains incentives for States to serve more children with disabilities between the ages of 3 and 5, and some discretionary grant activities. Chapter 3 describes the findings of a national study of separate day and residential facilities that serve children and youth with disabilities. Chapter 4 describes the provision of financial assistance to State and local educational agencies through formula and discretionary grant programs, as well as federal efforts to review and monitor the development and implementation of State policies and procedures for educating children with disabilities. The text of the report includes an executive summary, 43 tables, and nine figures. An appendix offers an additional 43 tables displaying data for individual states on child counts, educational environments, personnel, students exiting, anticipated services, population and enrollment, finances, and expenditures. Other appendices contain a summary report of special education programs and related services in need of improvement, a summary of evaluations of the Individuals with Disabilities Education Act, and summaries and abstracts of projects funded under the State Agency/Federal Evaluation Studies Program. (JDD) Y1 - 1991 PY - 1991 DA - 1991 SP - 497 KW - Exiting Students KW - Individuals with Disabilities Education Act KW - ERIC, Resources in Education (RIE) KW - High School Graduates KW - Special Education KW - Federal Aid KW - Access to Education KW - Student Characteristics KW - Student Rights KW - Day Programs KW - Elementary Secondary Education KW - Student Placement KW - Dropouts KW - Personnel Needs KW - Preschool Education KW - Transitional Programs KW - Disabilities KW - Public Education KW - Enrollment KW - Program Evaluation KW - Compliance (Legal) KW - Federal State Relationship KW - Education Work Relationship KW - Educational Legislation KW - Grants KW - Residential Programs KW - Needs Assessment KW - Federal Legislation KW - Educational Practices KW - Educational Policy KW - Early Intervention KW - School Personnel KW - Free Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63001902?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the 12th annual report, see ED 321 513. Append N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Collection and Dissemination of Library Statistics by the National Center for Education Statistics. AN - 62993338; ED331514 AB - It is noted that the National Center for Education Statistics (NCES) and libraries have a mutual mission: the collection and dissemination of information in formats that are useful to the information needs of the public. This report discusses the NCES' mission statement in these terms and describes its broad-based data gathering program, which maintains seven cross-sectional databases and three major longitudinal studies databases. Results and highlights from the surveys of academic, public, and school libraries/media centers are then provided. Ways in which NCES disseminates data to three types of data users are also described: (1) information is provided in reports, conference presentations, seminars, electronic bulletin boards (BBSs) and briefings for "passive public users," who need statistical information that describes education, shows trends or progress, and helps people understand trends in the condition of education; (2) information on the availability of raw data for manipulation is provided via catalogs, announcements, data tapes, computer disks, and BBSs for "micro-data users," who need information to analyze relationships, identify questions for future study, and/or validate preliminary research findings; and (3) information is often prepared by NCES to provide details not included in current publications for "active public users," who need statistical information to answer questions that require currently available data. Concluding the report is a list of addresses and telephone numbers of places where NCES products are available together with the titles and series numbers of recently released data tapes. (MAB) AU - Jackson, Shirley A. Y1 - 1991/01// PY - 1991 DA - January 1991 SP - 20 KW - National Center for Education Statistics KW - ERIC, Resources in Education (RIE) KW - Administrators KW - Media Staff KW - Teachers KW - Practitioners KW - Library Statistics KW - Information Dissemination KW - Public Libraries KW - Elementary Secondary Education KW - Higher Education KW - Longitudinal Studies KW - Learning Resources Centers KW - Academic Libraries KW - User Needs (Information) KW - Databases KW - Library Surveys KW - Federal Programs KW - Data Collection UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62993338?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - To Ourselves and Our Posterity: Recommendations from the Leon Jaworski Symposium on Teaching about the Constitution and Bill of Rights in the 21st Century (Washington, D.C., September 11-13, 1991). AN - 62905639; ED348271 AB - The recommendations put forth in this document were developed at a symposium in which policy and decision makers from education, government, publishing, legal, judicial, and philanthropic organizations gathered to address the following three questions: (1) Is the study of the Constitution and Bill of Rights critical to meeting the nation's education goals, especially in preparing young people for responsible citizenship? (2) Are the Constitution and Bill of Rights being taught effectively in elementary and secondary schools? and (3) How can it be ensured that the study of the Constitution and Bill of Rights is included as a high priority among the nation's education goals, especially in preparing young people for responsible citizenship? The recommendations in the report are organized into two main parts: (1) curriculum and instruction; and (2) policy. Part 1 includes sections on education for citizenship; standards for excellence and equity; resources; and teacher education. Part 2 has been divided into recommendations targeted primarily for (1) state and local; and (2) national levels. Each section is prefaced by an introduction containing points that provide background and a context for the subsequent recommendations. (DB) Y1 - 1991 PY - 1991 DA - 1991 SP - 10 KW - Bill of Rights KW - United States Constitution KW - ERIC, Resources in Education (RIE) KW - Educational Objectives KW - Citizenship Education KW - Teacher Education KW - Social Studies KW - Elementary Secondary Education KW - Constitutional History KW - Law Related Education KW - Curriculum Development KW - Educational Policy KW - Student Educational Objectives KW - Constitutional Law KW - Futures (of Society) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62905639?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=&rft.atitle=Child+Care+and+the+Working+Woman.+A+Report+of+the+Secretary%27s+Advisory+Committee+on+The+Rights+and+Responsibilities+of+Women.&rft.au=Gold%2C+Jane&rft.aulast=Gold&rft.aufirst=Jane&rft.date=1975-07-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=&rft.issn=&rft_id=info:doi/ LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Issues in International Rehabilitation. AN - 62903735; ED343372 AB - Eight articles address issues and programs in international rehabilitation. The issue is introduced by a message from the Assistant Secretary of the United States Department of Education for the Office of Special Education and Rehabilitation Services, Robert R. Davila. Next, "A History of International Rehabilitation" (Nora Ellen Groce) reports on a recently completed history. Martha Lentz Walker, in "Rehabilitation Service Delivery to Individuals with Disabilities: A Question of Cultural Competence," stresses the necessity for professionals to see beyond the boundaries of their own cultural interpretations. "Learning and Sharing Around the World" (H. Rutherford Turnbull et al.) looks at family services in other countries and in the United States. Paul R. Ackerman then reports on a rehabilitation project in India conducted by the National Institute on Disability and Rehabilitation Research. Next, "The United Nations and People with Disabilities", by Jeanne H. Nathanson, reviews programs supported by that agency. Barbara Duncan examines "The Role of Rehabilitation International in the United Nations Decade of Disabled Persons." Finally, the International Exchange of Experts and Information in Rehabilitation is described in "An International Project that Provides Opportunities to Learn about Policies, Programs, and Practices in Other Countries" by Diane E. Woods. (DB) AU - Nathanson, Jeanne H. Y1 - 1991 PY - 1991 DA - 1991 SP - 33 PB - OSERS News in Print, Room 3129, Switzer Building, 3430 C St., S.W., Washington, DC 20202-2524 (free). VL - 4 IS - 2 KW - India KW - United Nations Decade of Disabled Persons KW - ERIC, Resources in Education (RIE) KW - International Organizations KW - Foreign Countries KW - Rehabilitation KW - International Cooperation KW - International Programs KW - Family Programs KW - Disabilities KW - Cultural Differences KW - Developing Nations KW - Exchange Programs UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62903735?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Annual Report of the Rehabilitation Services Administration to the President and to the Congress on Federal Activities Related to the Administration of the Rehabilitation Act of 1973, as Amended. Fiscal Year 1990. AN - 62902591; ED343366 AB - This annual report describes activities under the Rehabilitation Act of 1973 (as amended) from October 1, 1989, through September 30, 1990. The report presents activities by each section under General Provisions and by each of seven Titles. An executive summary highlights specific activities. These include; continuation of Rehabilitation Services Administration priorities; publication of "American Rehabilitation"; program evaluation activities; activities of the Clearinghouse on Disability Information; revision of the program monitoring system; the Client Assistance Program; the American Indian program; activities of the National Institute on Disability and Rehabilitation Research; rehabilitation training; supported employment demonstration projects; vocational rehabilitation services to handicapped migratory and seasonal farmworkers; special recreation programs for individuals with handicaps; the National Council on Disability; employment of people with disabilities in the federal government; the Architectural and Transportation Barriers Compliance Board; the Office of Federal Contract Compliance Programs; nondiscrimination activities; the Interagency Coordinating Council; the Projects with Industry Program; the Supported Employment Program; the State Comprehensive Services for Independent Living Program; Centers for Independent Living; and independent living services for older blind individuals. Nine appendices provide additional detail. (DB) Y1 - 1991 PY - 1991 DA - 1991 SP - 505 VL - ED/OSERS-91-20 KW - Americans with Disabilities Act 1990 KW - Rehabilitation Act 1973 KW - ERIC, Resources in Education (RIE) KW - Migrant Workers KW - Rehabilitation KW - Federal Aid KW - Government Role KW - Vocational Rehabilitation KW - Independent Living KW - Grants KW - Employment KW - Supported Employment KW - Demonstration Programs KW - Recreation KW - Federal Legislation KW - Disabilities KW - Program Evaluation KW - Compliance (Legal) KW - Information Centers UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62902591?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Higher Education Opportunities for Minorities and Women--Annotated Selections. 1991 Edition. AN - 62898075; ED343547 AB - This publication presents information regarding higher education opportunities for minorities and women, progressing from general to specific information. All information is sequenced in an alphabetical order by title or description of the listing. Section I contains general information about books, brochures, lists, and publications that describe a variety of higher education opportunities many of which solicit, give preference to, and/or advertise to minority applicants. The listings include prices when available and addresses to write to for further information. (It is noted that many of the publications can be found in public, college, or high school libraries, or obtained from guidance counselors or other student personnel or financial aid workers.) Section II lists general undergraduate opportunities that do not specify an academic area or that are available in more than one academic area. Section III lists undergraduate opportunities by academic area. Section IV includes general graduate opportunities that either do not specify academic areas or apply to multiple academic areas. Section V includes graduate opportunities listed by academic area, and Section VI lists all postdoctoral opportunities without regard to academic area or alphabetical order. (GLR) Y1 - 1991 PY - 1991 DA - 1991 SP - 151 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. KW - ERIC, Resources in Education (RIE) KW - Students KW - Student Financial Aid KW - Graduate Study KW - Minority Groups KW - Educational Opportunities KW - Directories KW - Undergraduate Study KW - Higher Education KW - Publications KW - Females KW - Postdoctoral Education KW - Student Financial Aid KW - Graduate Study KW - Minority Groups KW - Educational Opportunities KW - Directories KW - Undergraduate Study KW - Higher Education KW - Publications KW - Females KW - Postdoctoral Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62898075?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Postsecondary Education for Individuals with Disabilities. AN - 62893893; ED337974 AB - This newsletter theme issue contains several articles on postsecondary education for individuals with disabilities. "Supported Education for People with Psychiatric Disabilities...Issues and Implications" (Karen V. Unger) describes three prototypes for postsecondary education of individuals with psychiatric disabilities--the self-contained classroom, on-site support, and mobile support. "Postsecondary Education for Students Who Are Deaf...A Summary of a National Study" (John G. Schroedel and Douglas Watson) describes four study components: the postsecondary programs themselves, the students attending, the alumni, and state vocational rehabilitation agency policies and practices. "Developing a Sense of Community for Students with Disabilities at a Tribally Controlled College" (Mike Hermanson and Barbara Landstrom) reviews a model implemented at Salish Kootenai College in northwestern Montana. "Project Employment...A Model for Change" (Charles C. Wall and Holly Culhane) discusses a project of Bakersfield College in California designed to bridge the gap between education and the world of work for individuals with disabilities. "HEATH Resource Center...National Clearinghouse on Postsecondary Education for Individuals with Disabilities" (Rhona C. Hartman) describes activities of the resource center and typical questions that it answers. "Assisting Young Adults with Severe TBI To Get and Keep Employment through a Supported Work Approach" (John Kregel and others) discusses intervention with individuals with traumatic brain injury. (JDD) AU - Nathanson, Jeanne H. Y1 - 1991 PY - 1991 DA - 1991 SP - 33 PB - OSERS News in Print, Room 3129, Switzer Building, 330 C St., S.W., Washington, DC 20202-2524 (free). VL - 4 IS - 1 KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Injuries KW - Intervention KW - Head Injuries KW - Employment KW - Supported Employment KW - Models KW - Emotional Disturbances KW - Deafness KW - Disabilities KW - American Indian Education KW - Information Centers KW - Education Work Relationship UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62893893?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Veterans Education Outreach Program. Exemplary Projects. AN - 61804812; ED335536 AB - As a result of a review of performance reports submitted by almost 400 colleges and universities receiving Veterans Education Outreach Program (VEOP) grants, 37 exemplary programs were identified by a panel of 5 professionals in veterans' education and government administration. The exemplary programs selected showed consistency in staff efforts to improve the services of the VEOP program. Most institutions supplemented federal support to a great extent in all aspects of the program, and there appeared to be genuine interest, both by faculty and administration, in meeting the needs of disadvantaged veterans. The panel also found deficiencies in reporting by many other programs, including failure to reflect improvements made in the programs over the years. Recommendations were made to improve programs and performance reports by: (1) stressing qualitative and quantitative information; (2) maximizing institutional involvement and commitment to veterans' services and funding; (3) locating the office of veterans' affairs in a place accessible to other services; (4) determining the effectiveness of recruitment and outreach activities and providing quantitative data to support the findings; (5) providing information on services to special populations; (6) furnishing services to veterans above the usual services to all students; and (7) and giving an indication of total percentage of veterans served on a personal basis. (Appendixes, which constitute most of the document, list and profile exemplary programs and summarize the components and strengths of exemplary programs.) (KC) AU - Amon, Ronald D. Y1 - 1991 PY - 1991 DA - 1991 SP - 15 VL - ED-OPE-91-12 KW - ERIC, Resources in Education (RIE) KW - Program Descriptions KW - Research Reports KW - Program Effectiveness KW - Outreach Programs KW - Demonstration Programs KW - Program Improvement KW - Profiles KW - Program Implementation KW - Federal Programs KW - Higher Education KW - Veterans Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61804812?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - JOUR T1 - An Agenda for Research and Development on Rural Education AN - 1348007994 JF - Journal of Research in Rural Education Y1 - 1991///Winter PY - 1991 DA - Winter 1991 SP - 89 CY - Orono, ME PB - University of Maine College of Education and Human Development VL - 7 IS - 2 SN - 1062-4228 KW - Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1348007994?accountid=14244 L2 - http://www.jrre.psu.edu/articles/v7%2Cn2%2Cp89-92.pdf DB - Periodicals Index Online N1 - Last updated - 2013-05-03 ER - TY - GEN T1 - Developing an Action Plan for Partnerships between Head Start and Public Schools. Summary of Meeting (Washington, D.C., December 3, 1990). AN - 62826454; ED352207 AB - This report summarizes a meeting of local school officials and Head Start directors from across the country to discuss ways to improve children's experience of transition from Head Start to public school. In a keynote address, Sharon Kagan discussed the importance of transitions, the lessons history has taught educators about transitions, and actions educators should take concerning transitions. Four panelists in a panel discussion described the transition components in the early childhood programs they manage, and two educational professionals commented on the panelists' presentations. Meeting participants formed four working groups, each of which discussed: (1) operational, philosophical, and pedagogical barriers at the local level to effective transitions between Head Start programs and public schools; (2) state and local actions that might overcome these barriers, including collaboration between Head Start and public schools, transition initiatives to help families adjust to public schools, parent involvement programs, and improved school curricula; and (3) recommendations to the United States Departments of Education and of Health and Human Services for improving children's transition experiences, including recommendations relating to effective leadership, resources, research, and regulations. (BC) Y1 - 1990/12/03/ PY - 1990 DA - 1990 Dec 03 SP - 11 KW - Barriers to Implementation KW - Department of Education KW - Department of Health and Human Services KW - Project Head Start KW - ERIC, Resources in Education (RIE) KW - Program Descriptions KW - Parent Education KW - State Action KW - Coordination KW - Meetings KW - Early Childhood Education KW - Educational Cooperation KW - Public Schools KW - Curriculum Development KW - Family School Relationship KW - Transitional Programs KW - Parent Participation KW - Educational Planning KW - School Readiness UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62826454?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Prepared for the U.S. Department of Education, Com N1 - Last updated - 2014-03-21 ER - TY - JOUR T1 - Athletics vs. Academics. A Focus On the Future AN - 745974953; 12611863 AB - Youngsters must be helped to understand that the chal lenge of making a difference in the long run is more important than the false but highly polished promise of life as a professional athlete. JF - NASSP Bulletin AU - Haynes, Leonard L AD - U.S. Department of Education, Washington, D. C Y1 - 1990/12// PY - 1990 DA - Dec 1990 SP - 8 EP - 13 PB - Sage Publications Ltd., 6 Bonhill St. London EC2A 4PU UK VL - 74 IS - 530 SN - 0192-6365, 0192-6365 KW - Physical Education Index KW - Athletics KW - Athletes KW - PE 010:Physical Education: Curriculum & Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/745974953?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aphysicaleducation&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=NASSP+Bulletin&rft.atitle=Athletics+vs.+Academics.+A+Focus+On+the+Future&rft.au=Haynes%2C+Leonard+L&rft.aulast=Haynes&rft.aufirst=Leonard&rft.date=1990-12-01&rft.volume=74&rft.issue=530&rft.spage=8&rft.isbn=&rft.btitle=&rft.title=NASSP+Bulletin&rft.issn=01926365&rft_id=info:doi/10.1177%2F019263659007453003 LA - English DB - Physical Education Index N1 - Date revised - 2010-05-01 N1 - Last updated - 2011-12-14 N1 - SubjectsTermNotLitGenreText - Athletics; Athletes DO - http://dx.doi.org/10.1177/019263659007453003 ER - TY - GEN T1 - National Higher Education Statistics: Fall 1990. Early Estimates. Survey Report. AN - 62999414; ED328615 AB - Preliminary statistics on enrollment and degrees awarded for higher education in the United States are summarized. The data are based on responses from 639 institutions of higher education on the Early Estimates Panel, a stratified random sample that is representative of the universe of 3,598 institutions of higher education in the nation in the 1989-90 academic year. Selected data items from the Integrated Postsecondary Education Data System "Fall Enrollment" survey and "Completions" survey were requested via telephone from the Early Estimates Representative of each institution in the sample between mid-October and mid-November 1990. The data were edited in light of previous years' survey responses, where available. The overall response rate for the 1990 "Early Estimates" survey was 99%. In 1990, fall enrollment in colleges and universities increased 3.4% over that for 1989. Total awards of associate and higher degrees rose about 2.7% in the 1989-90 academic year. Women accounted for almost all of the increase nationally. The nine tables presented show the following statistics, mostly by sex: (1) enrollment by attendance status, attendance level of student, and level and control of institution, for the fall of 1989 and 1990; (2) degrees conferred by control of institution and/or level of degree from 1969-70 to 1989-90; and (3) college-age population by age group from 1970 to 1990. (TJH) AU - Ave, Eunice Y1 - 1990/12// PY - 1990 DA - December 1990 SP - 18 PB - U.S. Department of Education, Office of Educational Research and Improvement, Information Services, Room 300, 555 New Jersey Ave., N.W., Washington, DC 20208-5641. KW - Integrated Postsecondary Data System KW - ERIC, Resources in Education (RIE) KW - Degrees (Academic) KW - Institutional Characteristics KW - Estimation (Mathematics) KW - Age Groups KW - Sex Differences KW - Enrollment KW - Statistical Data KW - Higher Education KW - National Surveys KW - Population Trends KW - School Statistics UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62999414?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-IPEDS-90/91-1. Text contains light N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Key Statistics on Public Elementary and Secondary Education Reported by State and by Regional, Locale, and Wealth Clusters, 1987-88. Survey Report. AN - 62997935; ED328592 AB - Regional and subregional division characteristics of public elementary and secondary education in the United States are reported. Characteristics associated with urbanicity and wealth are also reported. Factors examined are those most commonly used to identify the resources, needs, organization, and special characteristics of education within each state. The factors are displayed in numeric and graphic form to make them useful for a wide range of audiences and purposes. Data were derived from a variety of sources. A major data source was the annual Common Core of Data survey of the National Center for Education Statistics. Data are presented in 46 graphs and 17 tables in four sections: (1) state background information (population totals, total school-age (5-17 years old) population, and state capacity to support public education); (2) institutional characteristics (numbers, types, and sizes of school districts and schools); (3) education staff and students (counts of students and teachers, administrators, and other education staff and ratios of selected staff to students); and (4) revenues and current expenditures for public elementary and secondary education. Selected highlights include the following: Idaho, Maine, and Nevada have the highest percentage (95.5%) of 5-year-old through 17-year-old students attending public schools; the largest school districts are located within the South Atlantic division, the city-urban fringe locale, and the moderately high relative wealth clusters; Delaware has the highest percentage (10.2%) of special education schools, and North Dakota has the second highest percentage (5.2%); student/teacher ratio tends to vary by geographic region more than by urbanicity or relative wealth; and Tennessee spends the largest percentage (69.9%) of total current expenditures on instruction. Descriptions of type of locale and a table comparing the relative wealth of each state are appended. (SLD) AU - Davis, Jo Ann Y1 - 1990/12// PY - 1990 DA - December 1990 SP - 142 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. KW - Common Core of Data Program KW - Wealth KW - ERIC, Resources in Education (RIE) KW - Institutional Characteristics KW - Rural Schools KW - Student Characteristics KW - Educational Finance KW - School Districts KW - Regional Characteristics KW - Elementary Secondary Education KW - Urban Schools KW - National Surveys KW - Local Norms KW - Income KW - Profiles KW - State Surveys KW - Public Education KW - Statistical Data KW - School Personnel KW - State Norms KW - Graphs KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62997935?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: SP-CCD-87/88-7.2. For a companion doc N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Projections of Education Statistics to 2001: An Update. AN - 62997636; ED327581 AB - Statistical projections for elementary and secondary schools and institutions of higher education are provided at the national and state levels through the year 2001. National projection tables cover enrollment, high school graduates, earned degrees conferred, classroom teachers, and expenditures of public elementary and secondary schools. State-level projections cover public elementary and secondary school enrollment, and public high school graduates. Data are generally shown by calendar or school year for various years from 1976 through 2001. The report also contains a methodology section describing models and assumptions used to develop the national-level and state-level projections. Projections are based on an age-specific enrollment rate model, exponential smoothing models, and econometric models. The enrollment model uses population estimates and projections from the Bureau of the Census. The exponential smoothing models are based on the mathematical projection of past data patterns into the future. The econometric models use projections of exogenous variables from the Macroeconomic Model of the U.S. Economy, developed by Data Resources, Inc. Most of the projections have three or four alternative sets of assumptions regarding various growth paths. Although the first set of projections is deemed to represent the most likely projections, the other alternatives provide a reasonable range of outcomes. In all, 110 data tables are provided. (Author/TJH) AU - Gerald, Debra E. AU - Hussar, William J. Y1 - 1990/12// PY - 1990 DA - December 1990 SP - 201 KW - ERIC, Resources in Education (RIE) KW - High School Graduates KW - Teacher Characteristics KW - Expenditure per Student KW - Educational Finance KW - Elementary Secondary Education KW - Educational Trends KW - Higher Education KW - National Surveys KW - School Statistics KW - Degrees (Academic) KW - Public Schools KW - Predictive Measurement KW - State Surveys KW - Enrollment KW - Statistical Data KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62997636?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - This volume is the 20th report in a series begun i N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Key Statistics for Public and Private Elementary and Secondary Education: School Year 1990-91. Early Estimates. Survey Report. AN - 62996016; ED328617 AB - Estimated statistics on enrollment, high school graduates, teaching staff, and finances are summarized for public and private elementary schools and secondary schools in the United States. Data are shown for the 1990-91 school year, with annual trend data covering various years from 1986 through 1990. The data are generated by the Early Estimates System of the National Center for Education Statistics (NCES). The source of statistical information about public schools is the Common Core of Data collected annually from state education agencies. These data are collected in March, undergo NCES and state editing, and are available for publication in September. The source of statistical information about private schools is the Private School Survey. Data are presented in 13 tables showing enrollment, numbers of teachers, student/teacher ratios, high school graduates, and revenues and expenditures, by school level, religious orientation, and/or state. Over 41 million students attended public schools and 5.2 million students attended private schools in the 1990-91 school year. Private school membership in grades K-12 has remained fairly constant in recent years. The following statistics are noted for the 1990-91 school year: since 1987, student enrollment in public education increased by over 1 million; there were an estimated 2.7 million teachers in public and private schools; student-to-teacher ratios for kindergarten through grade 12 were 17.2/1 for public and 14.7/1 for private schools; and, an estimated 2.5 million students expected to graduate from high school. Technical notes, including a table showing selected standard errors for private school early estimates, are included. (TJH) AU - Bobbitt, Sharon A. AU - Johnson, Frank H. Y1 - 1990/12// PY - 1990 DA - December 1990 SP - 27 KW - Common Core of Data Program KW - Private School Survey 1980 KW - ERIC, Resources in Education (RIE) KW - High School Graduates KW - Elementary School Students KW - Elementary Secondary Education KW - Educational Trends KW - Secondary School Students KW - National Surveys KW - Elementary School Teachers KW - Secondary School Teachers KW - School Statistics KW - Enrollment Projections KW - Comparative Analysis KW - Public Schools KW - Estimation (Mathematics) KW - Teacher Student Ratio KW - School Surveys KW - State Norms KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62996016?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-CCD/SAS-90/91-1.1. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Degrees Conferred in Institutions of Higher Education, by Race-Ethnicity and Sex: 1976-77 through 1986-87. Survey Report. AN - 62994033; ED326151 AB - The report summarizes data on higher education degrees conferred in the United States in the decade between 1976-77 and 1986-87. Information is given in textual and tabular form, and data are detailed by race/ethnicity; sex; and field of study for bachelor's, master's, doctor's, and first professional degrees. Data on degrees awarded to nonresident aliens and associate degrees conferred are also provided. Data were compiled from the Integrated Postsecondary Education Data System and the Higher Education General Information Survey. Among highlights of the report are the following: the number of bachelor's degrees awarded increased 8.3% during the period with all of the increase attributable to increased degrees earned by women; bachelor's degrees awarded to black students declined slightly; the number of master's degrees declined slightly but doctor's and first professional degrees increased; all racial/ethnic groups earned substantially more first professional degrees in 1986-87 than in 1976-77; most doctor's degrees were in education or the sciences; the number of doctor's degrees earned by nonresident aliens increased sharply; most first-professional degrees were in law, with medicine the second most popular field. (DB) AU - Gordon, Henry A. AU - Brown, Patricia Q. Y1 - 1990/10// PY - 1990 DA - October 1990 SP - 51 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. VL - NCES-90-381 KW - ERIC, Resources in Education (RIE) KW - Masters Degrees KW - Males KW - Educational Trends KW - Higher Education KW - Racial Differences KW - National Surveys KW - Associate Degrees KW - Foreign Students KW - Degrees (Academic) KW - Bachelors Degrees KW - Ethnic Groups KW - Sex Differences KW - Statistical Data KW - Doctoral Degrees KW - Females KW - Trend Analysis KW - Racial Factors UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62994033?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-IPEDS-86/87-7.2. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - State Profiles of Public Elementary and Secondary Education, 1987-88. Survey Report. AN - 62993616; ED328565 AB - This paper reports summary data on the general characteristics, fiscal revenues and expenditures, educational agency and school numbers and sizes, and students and staff for each state, the District of Columbia, and outlying areas (American Samoa, Guam, the Northern Mariana Islands, Puerto Rico, and the Virgin Islands). Data are reported for factors that are most commonly used to describe the resources, needs, organization, and special characteristics of education within a state. The paper is organized into four major sections: (1) the "U.S. Profile" section gives summary statistics across the 50 states and the District of Columbia on all variables; (2) the "Rankings of the States" section consists of three tables presenting the relative position of the various states and the District of Columbia on selected variables; and (3) the "State Profiles" section (which composes the bulk of the report); and (4) the "Outlying Areas Profile" section provide numeric data and graphs containing information on all variables. Each "State Profile" includes eight graphs illustrating the data. The "U.S. Profile" section, each "State Profile" section, and each "Outlying Areas" section are comprised of five sections: general characteristics, fiscal data, institutional data, student data, and staff data. Comparative rankings of states on selected variables and an overall summary of each variable are also provided. The major source of data for this report was the National Center of Education Statistics (NCES) annual Common Core of Data survey, which provided information for the 1987-88 school year and 1987 fiscal year. Other sources include the NCES's "Digest of Education" (1988); several surveys published by the Bureau of the Census; statistics on the national school lunch program issued by the U.S. Department of Agriculture, Food and Nutrition Service; and the National Education Association report, "Rankings of the States, 1988". (RLC) AU - Morgan, Frank Y1 - 1990/10// PY - 1990 DA - October 1990 SP - 424 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. KW - American Samoa KW - Guam KW - Northern Mariana Islands KW - Puerto Rico KW - United States KW - Virgin Islands KW - ERIC, Resources in Education (RIE) KW - Institutional Characteristics KW - Faculty KW - Federal Aid KW - School Demography KW - Student Characteristics KW - Educational Finance KW - Elementary Secondary Education KW - National Surveys KW - School Statistics KW - Profiles KW - State Surveys KW - Statistical Data KW - State Norms KW - Graphs UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62993616?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-CCD-87/88-7.2. For a companion doc N1 - Last updated - 2014-03-21 ER - TY - JOUR T1 - 6 National Goals: A Commitment to Education AN - 1290123511 AB - From "National Goals for Education" JF - Education Digest Y1 - 1990/10/01/ PY - 1990 DA - 1990 Oct 01 SP - 8 CY - Ann Arbor, Mich. PB - Education Digest VL - 56 IS - 2 SN - 0013-127X KW - Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1290123511?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Apio&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=Education+Digest&rft.atitle=6+National+Goals%3A+A+Commitment+to+Education&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1975-06-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=&rft.issn=&rft_id=info:doi/ DB - Periodicals Index Online N1 - Last updated - 2013-02-21 ER - TY - RPRT T1 - Dropout Rates in the United States: 1989. AN - 62997176; ED325561 AB - This is the second annual report to Congress required by the Hawkins-Stafford Elementary and Secondary School Improvement Amendments of 1988 (P.L. 100-297). It presents data on high school dropout and retention rates for 1989 and time series data since 1968. It also examines high school completion and graduation rates. Two kinds of dropout rates are reported: (1) the event dropout rate; and (2) the status dropout rate. The event dropout rate represents the proportion of students who leave school during a single year. In the past 3 years the rate has been 4.5 percent for students in grades 10-12, which represents about 429,000 per year. The status dropout rate represents the proportion of individuals who are not enrolled in school and have not completed high school. In October 1989, 12.6 percent of 16- to 24-year-olds were status dropouts, representing about 4 million. A third kind of dropout rate--the cohort rate--was not covered because no new data have become available since the last report. Nationally, the status dropout rate has been declining since the late 1960s and the event dropout rate since the late 1970s. The status dropout rate for Blacks has declined by almost half over the last two decades and is now only 1.4 percentage points above the White rate. Hispanic dropout rates show no consistent trend since 1972 and remain high. High school graduation/completion rates ranged from 68 to 86 percent in 1989, depending on the age range of the group surveyed and whether an equivalency certificate is counted. Several possibilities for improving the accuracy and extending the relevance of the data are discussed. Data are presented in 12 tables and 9 graphs. Time series and standard error tables and technical notes are included in two appendixes. (MYM) AU - Kaufman, Phillip AU - Frase, Mary J. Y1 - 1990/09// PY - 1990 DA - September 1990 SP - 76 VL - NCES-90-659 KW - ERIC, Resources in Education (RIE) KW - High School Graduates KW - Rural Urban Differences KW - Minority Groups KW - Hispanic Americans KW - High Schools KW - Blacks KW - School Holding Power KW - Dropout Rate KW - Geographic Regions KW - National Surveys KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62997176?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For earlier report, see ED 313 947. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Undergraduate Financial Aid Awards: A Report of the 1987 National Postsecondary Student Aid Study. Analysis Report. AN - 62995528; ED326145 AB - This report, based on the 1987 National Postsecondary Student Aid Study, provides information on how different sources and types of student financial aid were combined to produce student aid awards or packages for 34,544 undergraduate students. First, aid awards are examined by the source of aid; second, by the type of aid; and third, by a combination of sources and types. Among the findings were the following: (1) of all the financial aid supplied to undergraduates, the Federal Government supplied 62%; (2) postsecondary institutions were the second largest suppliers of student financial aid, supplying 21%; (3) among aided undergraduates, a larger proportion of borrowers was found among those in higher than in lower income brackets; (4) 36% of aided undergraduates received Pell grants in their aid awards, with 5% receiving Pell grants alone; (5) 42% of aided undergraduates received Guaranteed Student Loans, with 11% receiving these loans alone; and (6) students who attended private, for-profit institutions were more likely to be aided than those who attended a private, not-for-profit institutions, who, in turn were more likely to be aided than those who attended public institutions. The report contains 54 tables, 3 figures, 12 references, and a glossary. Four appendixes include detailed tables, technical notes, components of the grants only award and all aid awards by source and type of aid. (JDD) AU - Stowe, Peter Y1 - 1990/09// PY - 1990 DA - September 1990 SP - 121 KW - Guaranteed Student Loan Program KW - National Postsecondary Student Aid Study KW - Pell Grant Program KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Student Loan Programs KW - Undergraduate Study KW - Grants KW - Public Colleges KW - Private Colleges KW - Higher Education KW - Student Financial Aid KW - Proprietary Schools KW - Paying for College KW - Federal Programs KW - Family Income UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62995528?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: SP-NPSAS-86/87-5. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Mathematics Achievement and Classroom Instructional Activities. National Assessment of Educational Progress, 1985-86. Survey Report. AN - 62994765; ED326445 AB - This report analyzes the overall mathematics achievement and its potential relationship to instructional activities. National Assessment of Educational Progress (NAEP) assessed the mathematics achievement in seven content areas, five of which were administered at all three grade levels included in the assessment. This report focuses on the five content areas common to all grade levels and attempts to answer three questions: (1) Are there differences in mathematics achievement on any of the common content area subscales across levels of exposure to traditional instructional activities? (2) Are there differences in mathematics achievement on any of the common content area subscales across levels of computer use? and (3) Are there differences in mathematics achievement of any of the common content area subscales across levels of mathematics course taking? In addition to addressing the three major questions, the report presents comparisons between racial-ethnic group, gender, and type of school attended in an attempt to determine whether the differences in mathematics achievement typically found on these variables change when the levels of instructional activity, computer use, and mathematics course taking are held constant. The analyses in this study used achievement and background data from version 2.0 of the Public Use Data Tape for the 1985-1986 NAEP. This report includes the methodology and analysis, results, and conclusions. Several insights into potential relationships between mathematics-related instructional activities and student achievement are highlighted including the following: (1) daily exposure to some traditional instructional activity does appear to be associated with higher levels of mathematics achievement in specific content areas; (2) when the number of math courses an examinee reported having taken was held constant, non-Hispanic Whites still tended to have significantly higher achievement scores than Blacks and Hispanics; and (3) no gender difference in achievement was found at the third-grade level. Technical notes, detailed methodology, and the NAEP data in tabular form are appended. (KR) AU - Sedlacek, Deborah Sherman Y1 - 1990/09// PY - 1990 DA - September 1990 SP - 132 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402 ($5.50). VL - NCES-90-491 KW - ERIC, Resources in Education (RIE) KW - Elementary School Mathematics KW - Educational Strategies KW - Mathematics Achievement KW - Elementary Secondary Education KW - Secondary School Mathematics KW - Computer Uses in Education KW - Mathematics Education KW - Databases KW - Minority Groups KW - Sex Differences KW - Females KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62994765?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Tables contain small type which may not reproduce N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - NAEP Mathematics Subscales and Math-Learning Attitude Factors. National Assessment of Educational Progress, 1985-86. E.D. TABS. AN - 62994649; ED326430 AB - This paper reports the results of an analysis performed using data from the mathematics component of the 1986 National Assessment of Education Progress (NAEP) for grades 7 and 11. The purpose of the analysis was to study the relationship between mathematics achievement and students' attitude related to learning mathematics for the two grades. The five content areas selected for this study were fundamental methods, data organization and interpretation, measurement, knowledge skills and high-level applications of numbers and operations. The background and the methodology of the analysis are described, followed by results in both tabular and written form, and technical notes. (KR) AU - Yu, Ching C. Y1 - 1990/09// PY - 1990 DA - September 1990 SP - 23 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402 ($1.50). VL - NCES-90-424 KW - ERIC, Resources in Education (RIE) KW - Grade 7 KW - Grade 11 KW - Student Attitudes KW - High Schools KW - Mathematics Achievement KW - Junior High Schools KW - Mathematical Concepts KW - Secondary School Mathematics KW - Mathematics Skills KW - Data Interpretation KW - Mathematics Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62994649?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-NAEP-89. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Academic Libraries: 1988. E.D. TABS. AN - 62993884; ED328255 AB - Based on information from the 1988-89 IPEDS (Integrated Postsecondary Education Data System) Academic Libraries Survey, this report presents data from the higher education institutions in IPEDS, i.e., all colleges and universities with accreditation at the higher education level in the 50 states and the District of Columbia. Analyses of these data indicate that the three largest individual expenditure items for libraries at the 3,438 institutions of higher education were salaries and wages, current serial subscription expenditures, and print material expenditures. It was also found that libraries of the 466 doctoral-granting institutions (13.6% of the total) accounted for more than half of the 101,000 operating expenditures of almost $2.8 billion, half of the 101,000 full-time equivalent (FTE) staff, and more than half of the total of 200 million circulation transactions at all academic libraries. The number of volumes held at all academic libraries at the end of fiscal year 1988 totaled almost 720 million. The narrative portion of this report includes highlights of the findings, a brief introduction, technical notes, and definitions. Detailed data are presented in tables for library operating expenditures, FTE library staff, library collections, library loan transactions, and library service per typical week. A copy of the questionnaire and instructions for its use are included. (MAB) AU - Podolsky, Arthur Y1 - 1990/09// PY - 1990 DA - September 1990 SP - 180 KW - ERIC, Resources in Education (RIE) KW - Library Statistics KW - Questionnaires KW - Library Equipment KW - Library Personnel KW - Resource Allocation KW - Library Collections KW - Higher Education KW - National Surveys KW - Library Circulation KW - Academic Libraries KW - Library Expenditures KW - Library Administration KW - Library Surveys KW - Data Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62993884?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-IPEDS-88/89-10.1. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Directory of Postsecondary Institutions, 1989-90. Volume 1, 4-year and 2-year. Volume 2, Less-than-2-Year. AN - 62993809; ED326150 AB - This directory lists all postsecondary institutions in the United States and its outlying areas known to exist as of April 15, 1990. Data were obtained from the Integrated Postsecondary Education Data System "Institutional Characteristics" survey for 1989-90. Introductory tables in both volumes provide summary information and in both volumes institutions are listed in the main body alphabetically by state. The information presented for each institution includes its name, address, telephone number, 1988 fall enrollment, tuition and fees, and room and board charges for the 1989-90 academic year. Also included are type of control, highest offering (degree or length of time), types of programs offered, and recognized accreditations. Both volumes contain two appendixes listing changes in institutions of higher education (institutions added, deleted, no longer accredited, with name changes, etc.) for 1988-89 and 1989-90. Also appended in both volumes is a list of accrediting bodies recognized by the Secretary of the U.S. Department of Education. (DB) AU - Broyles, Susan G. Y1 - 1990/09// PY - 1990 DA - September 1990 SP - 985 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402-9325 (Vol. 1, Stock No. 065-000-00428-3; Vol. 2, Stock No. 065-000-00429-1). KW - Integrated Postsecondary Education Data System KW - ERIC, Resources in Education (RIE) KW - Institutional Characteristics KW - Postsecondary Education KW - Higher Education KW - National Surveys KW - Tuition KW - Proprietary Schools KW - Colleges KW - Accreditation (Institutions) KW - Enrollment KW - Community Colleges KW - Accrediting Agencies KW - Universities KW - Institutional Characteristics KW - Postsecondary Education KW - Higher Education KW - National Surveys KW - Tuition KW - Proprietary Schools KW - Colleges KW - Accreditation (Institutions) KW - Enrollment KW - Community Colleges KW - Accrediting Agencies KW - Universities UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62993809?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 2 - Produced in microfiche (1966-2003) N1 - SuppNotes - Data Series: DR-IPEDS-89/90-8.1; DR-IPEDS-89/90-8. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Focusing the New Design: The NAEP 1988 Technical Report. AN - 62988520; ED325496 AB - Details of the design and data analysis associated with the 1988 National Assessment of Educational Progress (NAEP) are presented. The 1988 NAEP surveyed American students' knowledge of reading, writing, civics, U.S. history, and geography. Small-scale studies were conducted for mathematics and science. Populations included public school students and private school students (aged 9, 13, and 17 years) as well as students in grades 4, 8, and 12. Geography was surveyed only at grade 12/age 17 years. The objective of these technical notes is to provide information to allow the reader to judge the utility of the design, quality of the NAEP data, reasonableness of the assumptions made, appropriateness of the data analyses, and generalizability of the inferences made from the data. Topics addressed include: development of objectives and items; sample design; assessment instruments; field administration; materials processing and database creation; processing assessment materials; professional scoring; data transcription systems; editing data; quality control of data entry; database products; weighting procedures and estimation of sampling variance; scaling procedures; data analysis for the various subject area assessments; and the statistical summary of the samples and estimates of proficiencies of U.S. students. A total of 204 data tables and 14 figures are provided. Appendices provide: a list of consultants for development of the 1988 NAEP objectives and items; distributions of weight components for the 1988 NAEP samples; contrast codings and estimated effects for 1988 NAEP conditioning variables; 1988 NAEP derived and composite conditioning variables; revision of 1984 NAEP post-stratification weights for grade 4/age 9 years and grade 8/age 13 years; 1988 NAEP item response theory parameters; and NAEP reporting subgroups, composite and derived common background variables, and subject-specific composite and derived reporting variables. A glossary of terms, a list of references cited in the text, and an index are included. (TJH) AU - Johnson, Eugene G. Y1 - 1990/09// PY - 1990 DA - September 1990 SP - 763 PB - National Assessment of Educational Progress (NAEP), Educational Testing Service, Rosedale Road, Princeton, NJ 08541. VL - NAEP-19-TR-20 KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Grade 12 KW - Research Methodology KW - Elementary Secondary Education KW - Standardized Tests KW - Scoring KW - National Surveys KW - Annual Reports KW - Research Design KW - Grade 8 KW - Databases KW - Public Schools KW - Grade 4 KW - Federal Programs KW - Sampling KW - Educational Assessment KW - Data Analysis KW - Test Construction KW - Scaling KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62988520?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - College Costs 1989-90. Basic Student Charges at 2-Year and 4-Year Institutions. Survey Report. AN - 62999749; ED325028 AB - Statistics collected during the 1989-90 school year are provided concerning the tuition and fees, and the room and board charges required of full-time students at nearly 4,000 colleges within the United States. The report is intended to provide an indication of what a typical student should expect to pay to attend college and is designed for comparative purposes only. The college costs are divided into two sections: the first section deals with all institutions offering programs of at least 2 years but less than 4 years duration; the second section lists institutions offering a bachelor's degree or higher. Schools are listed alphabetically by state within each section. Following each state listing is the state average for each category of cost, based on the number of institutions reporting such charges. (GLR) AU - Broyles, Susan G. Y1 - 1990/08// PY - 1990 DA - August 1990 SP - 100 KW - ERIC, Resources in Education (RIE) KW - Two Year Colleges KW - In State Students KW - College Bound Students KW - Expenditure per Student KW - Higher Education KW - Tuition KW - Paying for College KW - Colleges KW - Statistical Data KW - School Choice KW - Out of State Students KW - Universities KW - Statistical Surveys KW - Student Costs KW - Two Year Colleges KW - In State Students KW - College Bound Students KW - Expenditure per Student KW - Higher Education KW - Tuition KW - Paying for College KW - Colleges KW - Statistical Data KW - School Choice KW - Out of State Students KW - Universities KW - Statistical Surveys KW - Student Costs UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62999749?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-IPEDS-89/90-8.21. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Federal Support for Education: Fiscal Years 1980 to 1989. Survey Report. AN - 62999348; ED323634 AB - The Federal Government provides substantial funding for education well beyond programs operated by the Department of Education (ED). Total federal support for education in fiscal year 1989 is estimated at $57.9 billion, an increase of $18.8 billion, or 48 percent, since 1980. After adjustment for inflation, federal education funds decreased 0.7 percent between FY 80 and FY 89. Of the estimated $330.5 billion spent on education in FY 89, federal funding amounted to $35.1 billion (11 percent) and funding from other sources amounted to $295.4 billion. For FY 89, estimated on-budget federal funds for education program support were $46.7 billion, an increase of 36 percent for current dollars, but a decrease of 9 percent since 1980 after adjusting for inflation. Funds for off-budget support (mostly postsecondary education loans) were estimated at $11.2 billion, a rise of 56 percent between FY 80 and FY 89 in constant dollars, and 133 percent in current dollars. Between FY 80 and FY 89, after adjusting for inflation, Federal program funds for education for elementary and secondary education declined 17 percent; postsecondary funds declined 27 percent; other education funds increased 38 percent; and funds for academic research at higher education institutions increased 36 percent. Federal funding for education rose dramatically between FY 65 and FY 75, reflecting sharp increases in programs at all education levels. In FY 89, ED outlays totalled $20.6 billion, an increase of 5 percent from FY 80. The estimated federal share of education institution expenditures declined from 14 percent in FY 80 to 11 percent in FY 89. About 61 percent of total federal education support went to education institutions in FY 89. Nine tables and two charts are included and six tables are appended. (MLH) AU - Hoffman, Charlene M. Y1 - 1990/08// PY - 1990 DA - August 1990 SP - 59 KW - ERIC, Resources in Education (RIE) KW - Expenditures KW - Comparative Analysis KW - Student Loan Programs KW - Federal Aid KW - Public Education KW - Elementary Secondary Education KW - Higher Education KW - Federal State Relationship UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62999348?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: FF-90. Extremely small type in tables N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - A Normalized Direct Approach for Estimating the Parameters of the Normal Ogive Three-Parameter Model for Ability Tests. AN - 63087205; ED322220 AB - A new method for estimating the parameters of the normal ogive three-parameter model for multiple-choice test items--the normalized direct (NDIR) procedure--is examined. The procedure is compared to a more commonly used estimation procedure, Lord's LOGIST, using computer simulations. The NDIR procedure uses the normalized (mid-percentile) "z" score as the ability score as opposed to the conventional raw score (linear "z" score), maximum likelihood, or Bayesian modal ability score. Thus, it is not necessary to use an iterative procedure for estimating the person parameter (ability); corrections for scale errors can be made before the item function fitting is complete. The item function fitting is accomplished using a minimum chi square procedure. Input to the chi square procedure includes biserial correlations corrected for guessing and attenuation. The attenuation correction uses a reliability index based on the item set information index. Normalized "z" scores corrected for attenuation using the KR20 index are also inputted to the chi square procedure. The normalized direct procedure was more accurate and required considerably less computer processing time than did LOGIST. One figure and six data tables are included. (Author/TJH) AU - Gugel, John F. Y1 - 1990/07// PY - 1990 DA - July 1990 SP - 41 KW - Ability Estimates KW - LOGIST Estimation Procedures KW - Normal Ogive Models KW - Normalization Regression Estimation KW - Three Parameter Model KW - ERIC, Resources in Education (RIE) KW - Comparative Analysis KW - Mathematical Models KW - Estimation (Mathematics) KW - Chi Square KW - Multiple Choice Tests KW - Ability Identification KW - Goodness of Fit KW - Aptitude Tests KW - Computer Assisted Testing KW - Regression (Statistics) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63087205?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Eighth Graders' Reports of Courses Taken during the 1988 Academic Year by Selected Student Characteristics. National Education Longitudinal Study of 1988. E.D. TABS. AN - 63004913; ED329557 AB - This set of tables examines self-reports of coursework taken by a national probability sample of eighth graders in public and private schools in the United States. Statistics were obtained from the base-year student survey of the National Education Longitudinal Study of 1988 (NELS:88). NELS:88 figures on eighth graders provide a baseline for assessing progress in high school. Estimates in the tables are based on a sample of 24,599 students in 1,052 schools across the nation. The estimates project to about 3,008,080 eighth graders in about 38,774 eligible public, private, and Catholic schools during the 1988 school year. Exclusions to the sample are discussed in the technical notes following 45 pages of tables. Three basic sets of tables on self-reported course-taking are provided in the areas of: (1) mathematics, science, and computer education (Tables 1.1 to 1.5); (2) English, foreign language, history, social studies, and religion (Tables 2.1 to 2.5); and (3) arts, vocational education, and personal development (Tables 3.1 to 3.5). Within each set of tables, the first table shows course-taking across all schools. Subsequent tables show course-taking for public, Catholic, independent private, and other private schools. In addition to information about the sample, the technical notes contain information about survey design, response rates, variables used in the tables, and methods for estimating standard errors. An appendix contains unweighted sample sizes for levels of classification variables. (SLD) AU - Rasinski, Kenneth A. AU - West, Jerry Y1 - 1990/07// PY - 1990 DA - July 1990 SP - 68 KW - Course Taking Patterns KW - National Education Longitudinal Study 1988 KW - National Probability Sample KW - Self Report Measures KW - Student Surveys KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Catholic Schools KW - Elementary School Students KW - Student Characteristics KW - National Surveys KW - Grade 8 KW - Public Schools KW - Course Selection (Students) KW - Statistical Data KW - Courses KW - Tables (Data) KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63004913?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-NELS88-88-1.5. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Selected Data on Minority Participation in the Public Schools. Survey Report. AN - 62997405; ED325584 AB - This survey report describes the state of minorities in the public schools according to data from the Public School Survey (PSS) of 1985 and the Current Population Report (CPR) of April 1988. Principal findings were as follows: (1) minority enrollment fluctuates by school size, school type, district size, and region; (2) percentage of minority enrollment was highest for medium and large schools, and lowest for small schools; (3) elementary schools, large school districts, and the West and South had higher proportions of minority students; (4) advanced placement programs were more likely to be absent than present in schools with the highest category of minority enrollment; and (5) college application rates did not vary significantly across district sizes or regions in the highest minority category--however, schools with the highest enrollment, as well as the highest minority category, had the highest college application rates. This report includes plans for future surveys, definitions, and technical notes for both the PSS and the CPR, as well as reference tables for both surveys. The appendixes include generalized standard errors from the CPR, unweighted data from the PSS, a list of states in the four geographic regions used by the Census Bureau, and a copy of the Administrator Questionnaire from the PSS. (DM) AU - Ancarrow, Janice S. Y1 - 1990/07// PY - 1990 DA - July 1990 SP - 72 KW - National Center for Education Statistics KW - ERIC, Resources in Education (RIE) KW - Public Schools KW - Minority Groups KW - Enrollment Trends KW - Elementary Secondary Education KW - Advanced Placement Programs KW - School Size KW - National Surveys KW - School Statistics KW - College Applicants UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62997405?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-PSS-85-5.2. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - New Teachers in the Job Market, 1987 Update. Survey Report. AN - 62997027; ED324368 AB - This report on the supply of newly qualified teachers (NQTs) is based primarily on data from the Recent College Graduate Study of 1987. The survey, which was originally designed to provide information on NQTs alone, was expanded to cover graduates in all major fields of study; however, it continues to emphasize graduates qualified to teach at the elementary school or secondary school level. For the 1987 study, newly qualified teachers were defined as: individuals who received a bachelor's or master's degree between July 1, 1985 and June 30, 1986; who became eligible or certified to teach during that same period; and who had not been employed as teachers before receiving their degree. The number of NQTs who graduated from the nation's colleges and universities increased from 105,000 in 1984 to 126,000 in 1986 after declining for almost 10 years. The number of NQTs at the master's level increased by 124%, from 6,300 in 1984 to 14,100 in 1986. Nearly 73% of the NQTs at the bachelor's level in 1986 were women. An average of 48% of all other bachelor's degree recipients were women. Forty-eight percent of NQTs reported grade point averages of 3.25 or higher, compared to 42% of other bachelor's degree recipients. Fifty-seven percent of the NQTs in 1986 majored in education, a large drop from 1984 when 71% majored in education. Eighty-nine percent of the NQTs were employed 1 year after graduating from college. Only 3% were unemployed, and 8% were not working and not seeking employment. Only 61% of the NQTs in 1986 were teaching in April 1987. Seventy-four percent of the NQTs were certified in the field they were teaching. The average annual salary for NQTs who were employed full time was $16,000 in 1987, compared to an average of $20,700 for other bachelor's degree graduates. Ten tables and 3 graphs present study data. Appendix A contains technical notes for the survey, Appendices B and C provide, respectively, nine tables containing standard errors for data categories and two additional tables on teacher characteristics, and Appendix D presents the 1987 survey instrument. (SLD) AU - Frankel, Martin AU - Stowe, Peter Y1 - 1990/07// PY - 1990 DA - July 1990 SP - 69 KW - New Teachers KW - Recent College Graduates Study 1987 KW - ERIC, Resources in Education (RIE) KW - Education Majors KW - Teaching (Occupation) KW - Teacher Characteristics KW - Elementary Secondary Education KW - Teacher Supply and Demand KW - National Surveys KW - Teacher Salaries KW - Beginning Teachers KW - Teacher Employment KW - Teacher Certification KW - College Graduates KW - Statistical Data KW - Graduate Surveys UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62997027?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-RCGS-1987-1.21. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Selected Characteristics of Public and Private School Teachers: 1987-88. E.D. Tabs. AN - 62993479; ED323195 AB - This report on public and private school teachers presents data on personal characteristics, highest degree earned, years of experience, type of certification, salary and incentives, and nonschool employment. National estimates are provided for all data, and state estimates for public school teachers' highest degree earned, years of experience, and salary. The data were collected on the Public and Private School Teachers Questionnaires, two of seven questionnaires comprising the 1987-88 Schools and Staffing Survey (SASS), developed by the U.S. Department of Education's National Center for Education Statistics and conducted by the U.S. Bureau of the Census. The data are displayed in 13 tables. The survey methodology is described in the technical notes. Information on the source for more information is provided, and the Public School Teachers Questionnaire is appended along with a notation on the differences in a few response items on the Private School Teachers Questionnaire. (JD) AU - Hammer, Charles H. AU - Gerald, Elizabeth Y1 - 1990/07// PY - 1990 DA - July 1990 SP - 50 KW - Schools and Staffing Survey (NCES) KW - Teacher Surveys KW - ERIC, Resources in Education (RIE) KW - Teacher Characteristics KW - Geographic Distribution KW - Elementary Secondary Education KW - Public School Teachers KW - National Surveys KW - Incentives KW - Annual Reports KW - Teacher Salaries KW - School Statistics KW - Degrees (Academic) KW - Teacher Certification KW - Multiple Employment KW - Teaching Experience KW - School Surveys KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62993479?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-SAS-87/88-4.1. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Comparisons of Public and Private Schools, 1987-88. Schools and Staffing Survey, 1987-88. E.D. Tabs. AN - 62992775; ED323196 AB - This report on public and private schools presents data on enrollment, program emphasis, 1986-87 graduates as a percentage of 1986 seniors, Chapter 1 services, free lunch, and state-by-state comparisons for public schools on selected data. National estimates are provided for all data, and state estimates for public schools on programs or services, and schools and students receiving Chapter 1 services and free lunch. The data were collected on the Public School Questionnaire and the Private School Questionnaire, two of seven questionnaires comprising the 1987-88 Schools and Staffing Survey (SASS), developed by the U.S. Department of Education's National Center for Education Statistics and conducted by the U.S. Bureau of the Census. The data are displayed in 14 tables. The survey methodology is described in the technical notes. Information on the source for additional information is provided, and both public and private school questionnaires are included. (JD) AU - Ancarrow, Janice S. AU - Gerald, Elizabeth Y1 - 1990/07// PY - 1990 DA - July 1990 SP - 72 KW - Education Consolidation Improvement Act Chapter 1 KW - Schools and Staffing Survey (NCES) KW - ERIC, Resources in Education (RIE) KW - Institutional Characteristics KW - Lunch Programs KW - Elementary Secondary Education KW - National Surveys KW - Educational Attainment KW - Annual Reports KW - School Statistics KW - Secondary Schools KW - Public Schools KW - Ancillary School Services KW - Enrollment KW - School Surveys KW - Private Schools KW - Elementary Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62992775?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-SAS-87/88-2.1. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Advanced Placement Programs in Public and Private Schools: Characteristics of Schools and Program Offerings, 1984-86. Survey Report. AN - 62990324; ED322613 AB - Data on public and private secondary schools that offer advanced placement programs--that is, courses for which college credit is awarded--are provided in this survey report. information on school characteristics and the nature of the program offerings (information not included in College Entrance Examination Board publications) was collected by means of two surveys. The 1985 Public School Survey obtained responses from 8,568 teachers and 2,301 administrators from an initial sample of 2,801 schools, with an 85 percent school response rate and an 80 percent teacher response rate. The 1985-86 National Survey of Private Schools obtained responses from 5,295 teachers and 1,175 administrators in 1,387 private schoosl, with an 85 percent school response rate and a 76 percent teacher response rate. Data were collected on school characteristics, such as teacher/student ratio, school size, minority enrollment percentage, and percentage of high school graduate college applicants. Other variables included public school district size, census region, and enrollment in various courses of study. A comparison of public and private schools examined the relationships between school characteristics and the percentage of schools offering advanced placement programs, the average number of subject areas covered, and the percentage of schools offering such programs in each of the subject areas. Appendices include extensive supporting statistical tables and the survey questionnaires. (LMI) AU - Hammer, Charles H. Y1 - 1990/07// PY - 1990 DA - July 1990 SP - 57 VL - NCES-90-070 KW - ERIC, Resources in Education (RIE) KW - Institutional Characteristics KW - College Bound Students KW - School Demography KW - Geographic Distribution KW - Advanced Placement Programs KW - College School Cooperation KW - School Statistics KW - Census Figures KW - Advanced Students KW - School District Size KW - Academically Gifted KW - Public Schools KW - Minority Groups KW - Teacher Student Ratio KW - High Schools KW - Racial Composition KW - Enrollment KW - School Surveys KW - Acceleration (Education) KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62990324?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: SP-PUPR-85-2.2. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Financial Accounting for Local and State School Systems, 1990. AN - 62989008; ED322616 AB - The purpose of this guidebook is to reflect the changes that have occurred since 1973 in governmental accounting and education finance. This document serves as a vehicle for program cost accounting at the local and intermediate levels. Although not required by federal law, the National Center for Education Statistics (NCES) encourages state and local adoption of the guidelines provided in this book, which conform to generally accepted accounting principles (GAAP). The contents are as follows: an overview of educational finance principles and information sources; uses of the account classification system; account classifications; implementation of account classifications; cost accounting for educational programs; and account classification descriptions. Appendices provide examples of financial statements, minimum required classifications, cash basis/single-entry accounts, supplies and equipment criteria, federal revenue sources, and a nonpublic school chart of accounts cross walk. Eight tables and seven figures illustrate the material. (LMI) AU - Fowler, William J. Y1 - 1990/07// PY - 1990 DA - July 1990 SP - 201 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, DC. 20402 (Stock No. 065-000-00414-3; $11.00 postpaid). KW - ERIC, Resources in Education (RIE) KW - Information Systems KW - Educational Finance KW - State Agencies KW - School Districts KW - Elementary Secondary Education KW - Financial Policy KW - Operating Expenses KW - Income KW - School Accounting KW - Expenditures KW - Costs KW - Databases KW - Bookkeeping KW - Money Management KW - Budgeting KW - Records Management KW - School District Spending KW - Standards KW - Recordkeeping UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62989008?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Proceedings of the Annual Federal Forecasters Conference (2nd, Washington, D.C., September 6-7, 1989). AN - 62987337; ED325501 AB - The Second Annual Federal Forecasters Conference, "Forecasting and Public Policy", provided a forum where forecasters from various Federal agencies could meet and discuss aspects of forecasting in the U.S. Government. A total of 140 forecasters from 42 Federal agencies and other organizations attended the conference. Opening remarks by Co-Chairs W. C. Sonnenberg, D. E. Gerald, S. Ahmed, and B. V. Manno are summarized. The keynote speech, "Program Projection in a Dynamic Environment", by Major General W. H. Reno; and the featured speech, "Importance of Forecasting to Budget Policy", by R. G. Penner of the Urban Institute are presented. Brief summaries are included for the following panel discussions and accompanying papers: (1) "Overview of Projection Activities at Federal Agencies" (panel); (2) "Lessons from Strategic Planning in Federal Agencies" (panel); (3) "Small-Area Projections" (panel); (4) "GRAF-FIX" (D. G. Hackmann); (5) "Small-Area Projections at Bureau of Economic Analysis" (K. Johnson); (6) "Forecast Evaluation" (panel); (7) "Useful Criteria to Select Which Forecast or Estimation Method Is Better" (B. Klugh, Jr.); (8) "Evaluating Macroeconomic Forecasts" (H. O. Stekler); (9) "Forecasting Techniques" (panel); (10) "Traffic Forecasting" (P. I. Hazen); (11) "Forecasting Postal Mail Volumes" (J. B. Cohen); (12) "Forecasting and Public Policy" (panel); (13) "Forecasting and Policy Analysis" (T. Su); (14) "Forecasting Age-Related Disability: Ramifications for Public Policy" (S. C. Brown); (15) "Immigration Policy Issues" (E. M. Larson); (16)"Forecast Accuracy" (panel); (17) "Forecast Accuracy of U.S. Public School Enrollment Projections by State" (D. Gerald and W. C. Sonnenberg); (18) "The Accuracy of National Population Projections by Age" (J. F. Long); (19) "Econometric Models" (panel); (20) "The Development of a Small Multicountry Macroeconomic Model" (J. R. Malley); (21) "Bureau of Health Profession's Econometric Model of the Dental Sector" (G. L. Bronstein and H. Traxler); (22) "Forecasting Models" (panel); (23) "PCAEO Model" (M. D. Lehr); (24) "The Treasury Estate Tax Micro-Simulation Model" (D. Joulfaian); (25) "Forecasting in Federal Agencies: How Long Is the Chain?" (panel); (26) "Manpower Planning" (panel); (27) "Supply and Demand of New Science and Engineering Ph.D.'s" (E. Collins); and (28) "Physician Manpower Planning" (J. Katzoff and J. Cultice). The conference agenda is provided, and participants' names and addresses are listed. A bibliography of 68 Federal forecasting publications is included. (SLD) AU - Sonnenberg, William Y1 - 1990/07// PY - 1990 DA - July 1990 SP - 49 KW - Federal Forecasters KW - ERIC, Resources in Education (RIE) KW - Prediction KW - Conference Proceedings KW - Social Change KW - Abstracts KW - Long Range Planning KW - Federal Government KW - Public Policy KW - Decision Making KW - Predictive Measurement KW - Educational Change KW - Policy Formation KW - Educational Policy KW - Program Development KW - Trend Analysis KW - Futures (of Society) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62987337?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Employment Experiences: How Do High School Dropouts Compare with Completers? Survey Report. AN - 62886134; ED347248 AB - This report describes differences in the employment experiences of high school dropouts and high school completers, taking into account several personal background and education characteristics. Such variables as labor force status, wage rates, type of occupation, job satisfaction, and other job-related activities are compared for two groups of students who were members of the high school sophomore class of 1980: those who graduated by June 1982 and those who did not. Comparisons are based on data from the first, second, and third follow-ups of the 1980 High School and Beyond survey, a national longitudinal study of the high school sophomores and seniors of 1980. In the third follow-up in 1986, the more than 20,000 respondents were asked about their labor force and continuing education status. Dropouts were more likely than completers to have been unemployed at least once between June 1982 and February 1986. On the average, completers earned more per hour than dropouts. More males dropped out, but female dropouts experienced more difficulties in the world of work than males. Hispanic American dropouts were less likely than Black or White dropouts to be unemployed or to experience longer periods of unemployment. Hispanic American dropouts' earnings also exceeded those of Black dropouts and Black completers. Completers were more likely than dropouts to be satisfied with their jobs and other aspects of their occupations. Twelve tables and 6 graphs present study data. Two appendices provide methodological and technical notes and 14 tables of standard error data. (SLD) AU - Kopka, Teresita L. Y1 - 1990/07// PY - 1990 DA - July 1990 SP - 61 VL - NCES-90-486 KW - High School and Beyond (NCES) KW - ERIC, Resources in Education (RIE) KW - High School Graduates KW - Student Characteristics KW - National Surveys KW - Cohort Analysis KW - Dropouts KW - Comparative Analysis KW - White Students KW - Graduation KW - Hispanic Americans KW - Followup Studies KW - High Schools KW - Employment Experience KW - Sex Differences KW - Wages KW - Black Students KW - Labor Market UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62886134?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: HSB-82/86. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - A Profile of the American Eighth Grader: NELS:88 Student Descriptive Summary. National Educational Longitudinal Study of 1988. AN - 63056534; ED322221 AB - Descriptive statistics and associated analysis on American eighth graders are presented based on data from the 1988 National Education Longitudinal Study. The study will be repeated with the same cohort at 2-year intervals. Study variables cover attitudes, school performance, and activities of the eighth-grade students. In addition to direct student data, the study design incorporates data from students' school principals, parents, and teachers to identify additional factors that affect student achievement. In addition to a general statistical profile of the target population, statistics and accompanying analyses cover mathematics and reading performance, at-risk issues, school safety and climate, and high school and college plans. Focus is on circumstances under which children flourish and succeed. The study included a clustered, stratified national probability sample of about 800 public and 200 private schools. Almost 25,000 students participated in the base-year study. The sample represents the nation's eighth-grade population, totalling about 3 million eighth-graders in over 38,000 school in the spring of 1988. Results reveal that the American eighth-grade population is very diverse. One out of every five students is unable to perform basic arithmetic tasks, and 14% of the students are unable to perform basic reading comprehension tasks. The NELS:88 provides some indicators of "at risk" status and has identified six primary risk factors. Pertinent methodological discussions and associated data are appended. Fifteen graphs and 69 data tables are included. (TJH) AU - Hafner, Anne Y1 - 1990/06// PY - 1990 DA - June 1990 SP - 166 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. KW - National Education Longitudinal Study 1988 KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - High Risk Students KW - Elementary School Students KW - Student Characteristics KW - Safety KW - Mathematics Achievement KW - National Programs KW - Academic Achievement KW - National Surveys KW - Longitudinal Studies KW - School Statistics KW - Cohort Analysis KW - Grade 8 KW - Reading Achievement KW - Educational Environment KW - Student Attitudes KW - Profiles KW - Student Problems UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63056534?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Programs and Plans of the National Center for Education Statistics. 1990 Edition. AN - 63056435; ED322224 AB - The National Center for Education Statistics (NCES) collects statistics on the condition of education in the United States, analyzes and reports the meaning and significance of these statistics, and assists states and local education agencies in improving their statistical systems. This publication contains a summary of all recent data collections and current data systems conducted by the NCES and information on the use of those collections. Information is provided on statistical data maintained on elementary and secondary education, postsecondary education, educational assessment, national longitudinal studies, vocational education, and the major publications of the NCES. Under each of the educational categories of information, users of this manual will find information on data uses, plans for the future, selected publications and tabulations, data tapes, and the data collection calendar. Major publications that are described include: "The Condition of Education,""Digest of Education Statistics," and "Projections of Education Statistics". (TJH) AU - Ogle, Laurence T. Y1 - 1990/06// PY - 1990 DA - June 1990 SP - 109 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. VL - NCES-90-668 KW - National Center for Education Statistics KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Researchers KW - Postsecondary Education KW - National Programs KW - Elementary Secondary Education KW - Federal Government KW - Publications KW - National Surveys KW - Longitudinal Studies KW - School Statistics KW - Databases KW - Federal Programs KW - Agency Role KW - Educational Planning KW - Data Collection KW - Vocational Education KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63056435?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Teachers of Secondary Vocational and Nonvocational Classes in Public Schools. Survey Report. AN - 63051022; ED322217 AB - In 1984, Congress reauthorized its mandate for the National Center for Education Statistics to collect data on vocational education students, programs, and teachers. This report is based on the Public School Survey, 1985 (PSS-85), in which teachers were asked to provide information about themselves and to specify the subject-matter classes they taught. The PSS-85 obtained responses from 8,568 teachers and 2,301 administrators from an initial sample of 2,801 schools selected from the Common Core of Data universe. Key findings showed that: (1) the percentage of females was similar for vocational and non-vocational teachers at 45% and 49%, respectively; (2) the percentages of minority vocational and non-vocational teachers were similar, at about 10%; (3) non-vocational teachers were more likely to have master's degrees than were vocational teachers; (4) overall, non-vocational teachers had about 1 year more full-time teaching experience than did vocational teachers; and (5) non-vocational and vocational teachers had taught an average of about 1 year part time, or less. Within group comparisons showed that: large schools had a higher percentage of minority non-vocational teachers than did small or medium schools; the percentage of females did not vary significantly by size of school; vocational teachers were about as likely to have bachelor's degrees as they were to have master's degrees; non-vocational teachers were more likely to have master's degrees than bachelor's degrees only; teaching experience of vocational and non-vocational teachers was greatest in large schools; there were three levels of teaching concentration among vocational teachers; about two-thirds of business teachers were female; and most business teachers held at least master's degrees. Overall, vocational and non-vocational teachers were more alike than different. Eight bar graphs and 10 tables summarize findings. The PSS-85 Teacher Questionnaire is included. (SLD) AU - Ancarrow, Janice S. Y1 - 1990/06// PY - 1990 DA - June 1990 SP - 67 VL - NCES-90-048 KW - Public School Survey 1985 KW - Teacher Surveys KW - ERIC, Resources in Education (RIE) KW - Course Content KW - Questionnaires KW - Teacher Characteristics KW - Masters Degrees KW - Teacher Education KW - Public School Teachers KW - National Surveys KW - Secondary School Teachers KW - Secondary Education KW - Comparative Analysis KW - Teaching Experience KW - Sex Differences KW - Professional Education KW - Minority Group Teachers KW - Vocational Education KW - Vocational Education Teachers UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63051022?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-PSS-85-4.2. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Who Majors in Science? College Graduates in Science, Engineering, or Mathematics from the High School Class of 1980. Survey Report. AN - 62965960; ED324197 AB - The number of college graduates majoring in science, engineering, or mathematics is widely perceived as vital to the future international competitiveness of the United States. This report examines the major fields of study of a representative sample of high school seniors from the 1980 High School and Beyond senior cohort survey who had graduated from college by 1986 and compares those who majored in engineering, mathematics, or the natural and physical sciences with those in other fields. Among the significant findings are: (1) the proportion of males was higher than the proportion of females; (2) there were no significant differences in the proportions in majors among Whites, Blacks or Hispanics; (3) students with higher grades in high school, students who reported more time spent on homework, or students who had high achievement test scores graduated more frequently with a major in science, engineering, or mathematics; (4) those who studied more mathematics in high school graduated more frequently with a major in science, engineering, or mathematics; (5) the number of students who moved out of the sciences in college was larger than the number who moved in; (6) females who had higher grades and took calculus in college were less likely than males with similar backgrounds to graduate with a major in science, engineering, or mathematics; and (7) more male college graduates stated in high school that they intended to major in science, engineering, or mathematics than female college graduates. (CW) AU - Gordon, Henry A. Y1 - 1990/06// PY - 1990 DA - June 1990 SP - 32 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. VL - NCES-90-658 KW - High School and Beyond (NCES) KW - Science Majors KW - Sex Differences KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Science Education KW - Undergraduate Study KW - Majors (Students) KW - Higher Education KW - Mathematics Education KW - Outcomes of Education KW - High School Seniors KW - College Science KW - Minority Groups KW - Engineering Education KW - High Schools KW - College Graduates KW - Females UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62965960?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Characteristics of Stafford Loan Recipients, 1988. 1987 National Postsecondary Student Aid Study, E.D. Tabs. AN - 62963668; ED322859 AB - Data from the National Postsecondary Student Aid Study (NPSAS) are used to provide information about recipients of Stafford loans (formerly named Regular Guaranteed Student Loans). Both the in-school component and out-of-school component of the NPSAS contributed data to the report. Twenty-seven tables present data on: (1) patterns of Stafford borrowing during the 1986-87 school year, distribution of aid recipients, and average amounts of aid awarded, by level of study, control and level of institution, dependency status, family income, and major field of study; (2) cumulative borrowing, by the same elements as above; and (3) repayment of Stafford loans among individuals who had left school between 1976 and 1985, by repayment status (in-repayment, paid-in-full, or in-default) and by such characteristics of repayers as family income, major field of study, and amount borrowed. Appendices contain technical notes, a classification of instructional programs, and the survey questionnaire. (JDD) AU - Stowe, Peter AU - Zimbler, Linda Y1 - 1990/06// PY - 1990 DA - June 1990 SP - 114 KW - Stafford Loan Program KW - ERIC, Resources in Education (RIE) KW - Student Financial Aid KW - Postsecondary Education KW - Student Loan Programs KW - Loan Repayment KW - Student Characteristics KW - Higher Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62963668?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-NPSAS-86/87. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Trends in Racial/Ethnic Enrollment in Higher Education: Fall 1978 through Fall 1988. Survey Report. AN - 62961538; ED322834 AB - This report documents long-term trends in racial/ethnic enrollment in higher education and presents enrollment data for the fall of 1988. The first section presents overall enrollment trends for institutions of higher education by racial/ethnic categories and selected student and institutional characteristics, such as sex, level of study, type of institution, and control of institution. The data for 1978 through 1984 come from the Higher Education General Information System (HEGIS) fall enrollment survey; the data for 1986 and 1988 are based on the Integrated Postsecondary Education Data System (IPEDS) fall enrollment survey. The second section presents household-based statistics from the Current Population Survey. The information is used to derive a measure of college participation rates for 18- to 24-year-olds and 25- to 34-year-olds. The report also includes a technical appendix and a glossary. (JDD) AU - Schantz, Nancy B. AU - Brown, Patricia Q. Y1 - 1990/06// PY - 1990 DA - June 1990 SP - 37 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. KW - Current Population Survey KW - Higher Education General Information Survey KW - Integrated Postsecondary Education Data System KW - ERIC, Resources in Education (RIE) KW - Institutional Characteristics KW - Racial Distribution KW - Ethnic Groups KW - Enrollment Trends KW - Student Characteristics KW - Race KW - Enrollment KW - Young Adults KW - Higher Education KW - Adults KW - Trend Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62961538?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Annual Conference on Drug-Free Schools and Communities Proceedings (4th, Falls Church, Virginia, June 11-15, 1990). AN - 62896576; ED335603 AB - This publication summarizes the presentations at individual and group sessions of a conference called to facilitate a broad exchange of concepts and experiences among those individuals and organizations most closely involved with Drug-Free Schools and Communities Programs at the national, state, and local levels. It is intended to highlight key points presented, rather than to reproduce the full text or verbatim contents of each conference session. The conference agenda is included, with those sessions and presentations appearing in the proceedings indicated by the number of the page on which they appear. Included in the proceedings are the keynote address by Lauro Cavazos, Secretary of Education; "Laughing the Pushers Out of Town: A Humorist's Strategy to Fighting Drugs and Alcohol" (Alan Blum); and summaries of 47 concurrent sessions. Roundtable discussions on issues for the 90s are appended as is a list of conference attendees. (NB) Y1 - 1990/06// PY - 1990 DA - June 1990 SP - 119 KW - ERIC, Resources in Education (RIE) KW - Prevention KW - Community Role KW - Elementary Secondary Education KW - Drug Use UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62896576?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Setting Appropriate Achievement Levels for the National Assessment of Educational Progress: Policy Framework and Technical Procedures. AN - 62889580; ED338654 AB - The National Assessment Governing Board (NAGB) is responsible for improving the form and use of the National Assessment of Educational Progress (NAEP). The NAGB is beginning to define achievement levels to state clearly what students should know and be able to do at key grades in school. This report creates a policy framework, definitions, and technical procedures for establishing these achievement levels. The report is divided into three sections: policy framework, technical procedures, and display of NAEP results in terms of achievement levels. The following three levels are to be established for each grade and subject tested: (1) proficient, a solid academic performance for grades 4, 8, and 12; (2) advanced, signifying superior performance beyond mastery at grades 4, 8, and 12; and (3) basic, a demonstration of partial mastery of knowledge and skills that are fundamental for proficient work at grades 4, 8, and 12. The NAGB intends to use this framework for reporting results for newly developed assessments for 1992 and subsequent years. An ad hoc advisory panel is to be appointed to assist in defining the levels, drawing on a number of assessments and studies. The second part of this report, technical procedures to be used, includes a modified Angoff procedure for standard setting. Appendices to the second section provide sample forms for use in the process. The third section of this document contains four sample graphics as potential ways of reporting achievement level information. (SLD) Y1 - 1990/05/10/ PY - 1990 DA - 1990 May 10 SP - 38 KW - Angoff Methods KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Intermediate Grades KW - Testing Programs KW - Grade 12 KW - National Programs KW - Academic Achievement KW - National Surveys KW - Test Use KW - Longitudinal Studies KW - Standard Setting (Scoring) KW - Secondary Education KW - Measurement Techniques KW - Grade 8 KW - Knowledge Level KW - Grade 4 KW - Policy Formation KW - Educational Policy KW - Student Evaluation KW - Educational Assessment KW - Achievement Tests KW - Academic Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62889580?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Characteristics of Mathematics and Science Teachers. AN - 62968315; ED326385 AB - Teachers of elementary and secondary mathematics and science have been the focus of increased attention in recent years. The Schools and Staffing Survey, conducted by the National Center for Educational Statistics in school year 1987-88, provides an opportunity to look at the characteristics of the professional men and women currently responsible for providing mathematics and science education to children in the United States. The analysis reported in this paper was performed on about 13,000 public and private school teachers who indicated that their teaching assignment included mathematics or science in grades 7-12. Presented are selected findings, technical notes, and tabular representations of the data analyzed in this study. Discussed are the distribution of teachers, teaching experience, educational experience, and problems reported by the teachers in the sample. (CW) AU - Bobbitt, Sharon A. Y1 - 1990/04/19/ PY - 1990 DA - 1990 Apr 19 SP - 28 KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Policymakers KW - Science Education KW - Science Teachers KW - Teacher Characteristics KW - Mathematics Teachers KW - Elementary Secondary Education KW - Public School Teachers KW - Teacher Background KW - Teacher Qualifications KW - Private Schools KW - Mathematics Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62968315?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Results presented in this paper are from the new N N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Teacher Training, Certification, and Assignment. [Draft Report]. AN - 63051574; ED322138 AB - This report presents a statistical analysis of the frequency of teacher misassignment, with some emphasis on science, bilingual, and computer science teachers. The data were collected on the Public School Teachers Questionnaire, one of seven questionnaires in the Schools and Staffing Survey (SASS), developed by the National Center for Education Statistics and conducted by the U.S. Bureau of the Census. Four categories of qualification were derived from the data provided by the teachers. The first category of qualification indicated that the teacher had majored in the subject at the bachelor's degree level or higher and that the teacher was certified to teach the subject. The second category indicated that the teacher had majored in the subject but was not certified to teach the subject. The third category indicated that the teacher had not majored in the subject but was certified to teach the subject. And the fourth category indicated that the teacher had neither majored in the subject nor was certified to teach it. Resulting data from the survey are displayed on seven tables, a narrative analysis of the results is presented, and several questions for further research are suggested. (JD) AU - Bobbitt, Sharon A. AU - McMillen, Marilyn M. Y1 - 1990/04/17/ PY - 1990 DA - 1990 Apr 17 SP - 48 KW - ERIC, Resources in Education (RIE) KW - Teacher Certification KW - Science Teachers KW - Computer Science Education KW - Teacher Education KW - Mathematics Teachers KW - Elementary Secondary Education KW - Bilingual Teachers KW - Elementary School Teachers KW - Teacher Qualifications KW - Secondary School Teachers KW - Misassignment of Teachers UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63051574?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Paper presented at the Annual Meeting of the Ameri N1 - Last updated - 2014-03-21 ER - TY - JOUR T1 - The Diagnostic Conference Planning Questionnaire for Speech-Language Pathology AN - 85300735; cs-287587 AB - This article presents a tool developed to increase professional effectiveness in supervisory conferencing in speech-language pathology based on the dual areas of role expectations for clinicians and personal needs as derived from Maslow's hierarchy of needs. The conferencing tool is a structuring device for recognizing the needs of the supervisee, stating problems, and agreeing on objectives. Users of the conferencing tool expressed a high degree of satisfaction with conferences and their conferences contained few expressions of unresolved conflict. The tool is appropriately designed for use in the school settings. JF - Language, Speech, and Hearing Services in Schools AU - Houle, Gail Ruppert AD - U.S. Department of Education, Washington, DC PY - 1990 SP - 118 EP - 119 VL - 21 IS - 2 SN - 0161-1461, 0161-1461 UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/85300735?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=&rft.atitle=A+Statement+of+Fact%3A+The+Size+and+Type+of+a+Community+Bear+Upon+Educational+Results.+A+Look+at+National+Assessment+Results+in+Eight+Learning+Areas+in+the+Light+of+Community+Influence%3A+A+Special+Report+to+Urban+School+Districts.&rft.au=Herman%2C+Magdalen&rft.aulast=Herman&rft.aufirst=Magdalen&rft.date=1975-03-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=&rft.issn=&rft_id=info:doi/ LA - eng DB - ComDisDome N1 - Last updated - 2010-05-07 ER - TY - GEN T1 - Selected Characteristics of Public and Private School Administrators. E.D. TABS. AN - 63062887; ED318128 AB - This report on public and private school administrators presents data on personal characteristics, salary and benefits received, highest degree earned, and years of experience. A mail sample survey form was mailed to the administrators of all 9,317 public and 3,513 private schools in the school samples. Response rates were 94.4 percent for public school administrators and 79.3 percent for private school administrators. National estimates are provided for all data, and state estimates are provided for public school administrators' salary, highest degree earned, and years of experience. Nine data tables are followed by technical notes that explain the survey methodology, and a copy of the questionnaire. (MLF) AU - Hammer, Charles AU - Gerald, Elizabeth Y1 - 1990/04// PY - 1990 DA - April 1990 SP - 28 KW - ERIC, Resources in Education (RIE) KW - Salaries KW - School Demography KW - Elementary Secondary Education KW - National Surveys KW - School Statistics KW - Administrator Characteristics KW - Degrees (Academic) KW - Public Schools KW - Employment Experience KW - School Surveys KW - Government Publications KW - Tables (Data) KW - Private Schools KW - Fringe Benefits UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63062887?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-SAS-87/88-3.1. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - OERI Directory of Computer Data Files. AN - 63058921; ED321772 AB - This document provides brief nontechnical descriptions of the major computerized data tape files from the library of survey data which the National Center for Education Statistics of the U.S. Department of Education Office of Educational Research and Improvement has been collecting for over 20 years. A total of 74 tapes are listed in the following categories: Elementary Secondary Education; Postsecondary Education; Vocational and Adult Education; Libraries; and Longitudinal Studies. Ordering and price information is included. (MES) AU - Smallwood, Imelda H. Y1 - 1990/04// PY - 1990 DA - April 1990 SP - 32 KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Library Surveys KW - Computer Storage Devices KW - Statistical Data KW - Public Libraries KW - Elementary Secondary Education KW - Vocational Education KW - School Surveys KW - National Surveys KW - Longitudinal Studies KW - Adult Education KW - Postsecondary Education KW - Library Surveys KW - Computer Storage Devices KW - Statistical Data KW - Public Libraries KW - Elementary Secondary Education KW - Vocational Education KW - School Surveys KW - National Surveys KW - Longitudinal Studies KW - Adult Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63058921?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Characteristics of Private Schools: 1987-88. E.D. TABS. AN - 63056750; ED322156 AB - Ten tables presenting national data on private schools are provided. Data were collected using the Private School Questionnaire, which is one of seven questionnaires comprising the 1987-88 Schools and Staffing Survey developed by the United States Department of Education's National Center for Education Statistics. The survey, conducted by the Bureau of Census, began with a February mailing of the questionnaire to 3,513 administrators of private schools in the school sample, which was selected primarily from the Quality Education Data file on private schools. A follow-up questionnaire mailing and subsequent telephone follow-up were conducted for non-respondents. The tables provide data for 1987-88 on the orientation, tuition amount, programs and services offered, admission criteria, religious denomination, association membership, number of private schools, enrollment by grade level, and selected other characteristics. Tables also show private high school graduation rate, 1987 college application rate, and 12th graders in college preparatory courses in 1988, by selected characteristics. Standard errors for key private school statistics, for private religious schools by denomination, and for private schools by association membership are reported. Technical notes on the survey methodology and the questionnaire are provided. The schools and staffing survey instrument is appended. (TJH) AU - McMillen, Marilyn M. AU - Gerald, Elizabeth Y1 - 1990/04// PY - 1990 DA - April 1990 SP - 38 KW - Schools and Staffing Survey (NCES) KW - ERIC, Resources in Education (RIE) KW - Institutional Characteristics KW - Parochial Schools KW - Admission Criteria KW - Elementary Secondary Education KW - National Surveys KW - Tuition KW - School Statistics KW - Enrollment KW - Statistical Data KW - School Surveys KW - Tables (Data) KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63056750?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-SAS-87-88-2.1. N1 - Last updated - 2014-03-21 ER - TY - NEWS T1 - Young drinkers pose a danger, too AN - 282629343 JF - Chicago Tribune (pre-1997 Fulltext) AU - "Growing Up Drug Free: a Parent's Guide to Prevention," published by the U.S. Department of Education Y1 - 1990/03/20/ PY - 1990 DA - 1990 Mar 20 SP - 15 CY - Chicago, Ill. SN - 10856706 KW - General Interest Periodicals--United States UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/282629343?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Achicagotribune&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=Chicago+Tribune+%28pre-1997+Fulltext%29&rft.atitle=Young+drinkers+pose+a+danger%2C+too%3A+%5BNORTH+SPORTS+FINAL%2C+C+Edition%5D&rft.au=%22Growing+Up+Drug+Free%3A+a+Parent%27s+Guide+to+Prevention%2C%22+published+by+the+U.S.+Department+of+Education&rft.aulast=%22Growing+Up+Drug+Free%3A+a+Parent%27s+Guide+to+Prevention&rft.aufirst=%22+published+by+the+U.S.+Department+of&rft.date=1990-03-20&rft.volume=&rft.issue=&rft.spage=15&rft.isbn=&rft.btitle=&rft.title=Chicago+Tribune+%28pre-1997+Fulltext%29&rft.issn=10856706&rft_id=info:doi/ LA - English DB - ProQuest Central N1 - Copyright - Copyright Chicago Tribune Co. Mar 20, 1990 N1 - Last updated - 2011-10-07 ER - TY - NEWS T1 - Choice as a feature of education reform AN - 282742352 AB - By any measure one wishes to apply, American schools still fail to provide many of our nation's children with the education they need and deserve. . . . Education reform measures have not generated the progress we need. It is now time to make basic structural changes in our system of education. President Bush and I view school choice as the cornerstone for restructuring America's system of elementary and secondary education. JF - Chicago Tribune (pre-1997 Fulltext) AU - Lauro Cavazos, secretary of education, in "Improving Schools and Empowering Parents: Choice in American Education," a report published by the U.S. Department of Education Y1 - 1990/03/15/ PY - 1990 DA - 1990 Mar 15 SP - 25 CY - Chicago, Ill. SN - 10856706 KW - General Interest Periodicals--United States UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/282742352?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Achicagotribune&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=Chicago+Tribune+%28pre-1997+Fulltext%29&rft.atitle=Choice+as+a+feature+of+education+reform%3A+%5BNORTH+SPORTS+FINAL%2C+C+Edition%5D&rft.au=Lauro+Cavazos%2C+secretary+of+education%2C+in+%22Improving+Schools+and+Empowering+Parents%3A+Choice+in+American+Education%2C%22+a+report+published+by+the+U.S.+Department+of+Education&rft.aulast=Lauro+Cavazos&rft.aufirst=secretary+of&rft.date=1990-03-15&rft.volume=&rft.issue=&rft.spage=25&rft.isbn=&rft.btitle=&rft.title=Chicago+Tribune+%28pre-1997+Fulltext%29&rft.issn=10856706&rft_id=info:doi/ LA - English DB - ProQuest Central N1 - Copyright - Copyright Chicago Tribune Co. Mar 15, 1990 N1 - Last updated - 2011-10-07 ER - TY - GEN T1 - Public Elementary and Secondary Schools and Agencies in the United States and Outlying Areas: School Year 1988-89. Final Tabulations. E.D. TABS. AN - 63068557; ED315921 AB - Comparing regional and subregional division characteristics of public elementary and secondary education in the United States, this report presents selected key statistics for each of the 50 states, the District of Columbia, and 5 outlying areas. This report is based on responses to the "Public Elementary and Secondary School Universe" and the "Public Elementary and Secondary Education Agency Universe" surveys received from state education agencies in the spring and summer of 1989. Information for the school year 1988-89 is presented on the public schools by state, including: elementary and secondary schools; racial/ethnic composition of schools; students; teachers; and state agencies. A sample school universe survey form and an educational agency universe survey form are included. (KM) AU - McDowell, Lena AU - Morgan, Frank B. Y1 - 1990/03// PY - 1990 DA - March 1990 SP - 28 KW - ERIC, Resources in Education (RIE) KW - Institutional Characteristics KW - School Demography KW - School Districts KW - Elementary Secondary Education KW - National Surveys KW - School Statistics KW - Public Schools KW - Teacher Student Ratio KW - Statistical Analysis KW - Enrollment KW - School Personnel KW - School Surveys KW - Government Publications KW - Tables (Data) KW - Statistical Surveys UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63068557?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-CCD 88/89-1.1. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Faculty in Higher Education Institutions, 1988. Contractor Report. AN - 63062104; ED321628 AB - The 1988 National Survey of Postsecondary Faculty surveyed 7,408 full- and part-time regular faculty, department chairpersons, and institutional representatives of 480 nonproprietary accredited U.S. institutions of higher education granting a two-year or higher degree. The survey, conducted between December 1987 and October 1988, examined demographic characteristics, workload, compensation, retirement plans, and job satisfaction. Major findings included: the typical full-time faculty member is a white middle-aged male with tenure; racial/ethnic minorities comprised only about 10% of the full-time faculty, and women only 27%; the average full-time faculty member reported working a total of 53 hours per week for an annual income of about $49,000; a high percentage of full-time faculty were satisfied with such job dimensions as academic freedom, colleagues, and job security; fewer were satisfied with their salaries, institutional authority and leadership. On most issues higher percentages of part-time rather than full-time faculty indicated satisfaction though part-time faculty were less satisfied with benefits, job security, and opportunity for advancement. Plans to retire or otherwise leave their job within 3 years of the survey were reported by nearly one-fourth of full-time and one-third of part-time faculty. Appendixes provide technical notes, standard error tables, and the survey questionnaire. (DB) AU - Russell, Susan H. Y1 - 1990/03// PY - 1990 DA - March 1990 SP - 209 KW - ERIC, Resources in Education (RIE) KW - Compensation (Remuneration) KW - Teacher Retirement KW - Job Satisfaction KW - Teacher Attitudes KW - Higher Education KW - National Surveys KW - Faculty Workload KW - College Faculty KW - Demography KW - Data Collection KW - Academic Rank (Professional) KW - Working Hours KW - Data Interpretation UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63062104?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-NSOPF-87/88-1.27. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Salaries of Full-Time Instructional Faculty on 9- and 10-Month Contracts in Institutions of Higher Education, 1977-78 through 1987-88. Survey Report. AN - 63058930; ED319308 AB - This report includes the first results on salaries of full-time instructional faculty on 9- and 10-month contracts that have been collected through the new Integrated Postsecondary Education Data System (IPEDS). Data revealed that in 1987-88, full-time faculty in institutions of higher education earned an average of $35,900. Full professors averaged the highest salary, $47,000, while instructors earned the least, $22,700. Other findings include the following: (1) recent increases in salaries have helped full-time faculty regain the purchasing power they had in 1977-78; (2) average faculty salaries for public institutions are higher than those for private institutions, but the difference narrowed in 4-year schools; (3) the number of full-time faculty on 9- and 10-month contracts has increased about 1 percent annually between 1977-78 and 1987-88, from 324,300 to 356,000; (4) average salaries in constant dollars continue to be higher for males than for females, $38,100 versus $30,500 in 1987-88; and (5) the proportion of women faculty in higher education is slowly increasing, going from 25.4 percent in 1977-78 to 29.1 percent in 1987-88. Statistical data are detailed in nine tables. (GLR) AU - Brown, Patricia Q. Y1 - 1990/03// PY - 1990 DA - March 1990 SP - 21 PB - National Center for Education Statistics, 555 New Jersey Avenue NW, Washington, DC 20208-5652. VL - NCES-90-331 KW - ERIC, Resources in Education (RIE) KW - Compensation (Remuneration) KW - Full Time Faculty KW - Higher Education KW - Data Collection KW - Academic Rank (Professional) KW - Data Interpretation KW - College Faculty UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63058930?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-IPEDS-87/88-6.2. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - National Education Longitudinal Study of 1988. Base Year: School Component Data File User's Manual. AN - 63056611; ED322223 AB - This manual is designed to familiarize data users with the procedures followed for data collection and processing of the base-year school component of the National Education Longitudinal Study of 1988 (NELS:88). A corollary objective is to provide the necessary documentation for use of the data files. The manual provides a wide range of information on topics related to the National Center for Educational Statistics (NCES) and the study at hand. More specifically, the report includes: an overview and history of NCES longitudinal studies, a general description of the data collection instruments used in the 1988 base-year study, the base-year sample design and weighting procedures, data collection procedures as well as schedules and results, data control and data preparation activities, data processing, organization and content of the data files and means of using them, guidelines for the Statistical Analysis System and Statistical, and several code books of school questionnaire data. The NELS:88 base-year study collected data from students, parents, teachers, and school administrators. Self-administered questionnaires and tests were the principal mode of data collection. The NELS:88 public use data files are available on four separate tapes, one for each study component. The tape for the school survey contains a file based on data for 1,015 schools. Seven data tables and seven figures are included. Appendices include the school questionnaire, a list of critical items in the school questionnaire, a record layout for the school questionnaire, specifications for the composite variables, and a description of related data files available from NCES. (TJH) AU - Ingels, Steven J. Y1 - 1990/03// PY - 1990 DA - March 1990 SP - 149 KW - National Education Longitudinal Study 1988 KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Policymakers KW - Institutional Characteristics KW - Questionnaires KW - Elementary Secondary Education KW - National Surveys KW - Longitudinal Studies KW - School Statistics KW - Databases KW - Data Processing KW - Data Collection KW - School Surveys KW - Sampling KW - Data Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63056611?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-NELS:88-88-3.2. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Public Elementary and Secondary State Aggregate Nonfiscal Data, by State, for School Year 1988-1989; and School Revenues and Current Expenditures for Fiscal Year 1988. E.D. Tabs. AN - 62963870; ED322614 AB - Based on information from state education agencies for the 1988-89 school year and the 1988 fiscal year, this report on public elementary and secondary aggregate nonfiscal data and school revenues and expenditures also includes an appendix containing final data for the 1987-88 school year and the 1987 fiscal year. The statistics represent two of the four surveys of the Common Core of Data (CCD) collected annually by the U.S. Department of Education's National Center for Education Statistics (NCES). Information was collected from surveys of state education agencies, which are aggregates of local education agencies' reports. Key terms are defined and are followed by extensive statistical tables that provide information on public school membership and expenditures per pupil in membership; student/teacher ratios; staff employment; graduation rates; revenues and percentage distribution of total revenues; expenditures and percentage age distribution of expenditures; average daily attendance and expenditures per pupil; and expenditures for fixed charges. A copy of the state survey form is included. (LMI) AU - Davis, Jo Ann AU - Price, Elaine Y1 - 1990/03// PY - 1990 DA - March 1990 SP - 45 KW - ERIC, Resources in Education (RIE) KW - High School Graduates KW - Employment Statistics KW - Expenditure per Student KW - State Agencies KW - School Districts KW - Resource Allocation KW - Surveys KW - Elementary Secondary Education KW - School Funds KW - Financial Policy KW - Fiscal Capacity KW - School Statistics KW - Attendance KW - State Aid KW - Income KW - Expenditures KW - Costs KW - Attendance Patterns KW - Public Schools KW - Teacher Student Ratio KW - School District Spending KW - Budgets KW - Average Daily Attendance UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62963870?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-CCD-88/89-2.1. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - National Postsecondary Statistics, Collegiate and Noncollegiate: Fall 1989--Early Estimates. Survey Report. AN - 63063342; ED317122 AB - This report provides early estimates of fall 1989 enrollment and academic year 1988-89 completions for all postsecondary institutions in the United States. The estimates are from the "Early Estimates" survey conducted as part of the Integrated Postsecondary Education Data System. The survey, conducted by telephone, collected key enrollment and completions data from a nationwide sample of 1,098 postsecondary institutions representing the more than 11,500 such schools. Tables present data for: (1) enrollment in postsecondary institutions, by sex, attendance status, and attendance level of student, and by level and control of institution; (2) degrees and other formal awards conferred by postsecondary institutions, by control of institution, level of degree, and sex of recipient; (3) number of postsecondary institutions in the United States, by control and level of institution; and (4) population of selected age cohorts and high school graduates from 1970 to 1989. Findings from the data are discussed, and three figures graphically portray percentage distributions of selected data elements. (JDD) AU - Kroe, Elaine Y1 - 1990/02// PY - 1990 DA - February 1990 SP - 23 KW - Integrated Postsecondary Education Data System KW - ERIC, Resources in Education (RIE) KW - Attendance Patterns KW - Two Year Colleges KW - Postsecondary Education KW - Graduation KW - Enrollment Trends KW - College Attendance KW - Enrollment KW - College Graduates KW - Higher Education KW - Educational Attainment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63063342?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-IPEDS-89/90-2. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Effect of Changes in the National Assessment: Disentangling the NAEP 1985-86 Reading Anomaly. Revised. AN - 63056579; ED322216 AB - Results of new research into the anomalous results of the 1986 reading portion of the National Assessment of Educational Progress (NAEP) are reported. The original analysis of the 1986 data indicated that the estimated performance level of 9- and 17-year-old students had dropped dramatically since 1984, whereas the performance of 13-year-olds had increased very slightly. Since it was unlikely that such large changes could have taken place in such a short time, the results were not presented to the general public and publication of the results was suspended until further research into their accuracy could be completed or until other corroborating evidence for the declines could be found. To this end, the design of the 1988 NAEP was modified, and new data were collected and analyzed. The main finding from the 1988 data analyses is that the changes in assessment booklets and procedures that were introduced in 1986 had a substantial and unpredictable effect on the estimates of performance. Although many of the same items were used in both the 1984 and 1986 assessments, student performance on these items differed substantially when the items were administered in different contexts. Discovered differences between the 1986 and 1988 assessments were used in a design to estimate the reading performance of students in the 1986 sample. The new estimates show that reading performance declined slightly in 1986 at all age levels as compared to 1984. The declines, however, are not statistically significant. The new data also indicate a rebound in 1988 from the 1986 levels to about the same level of performance exhibited in 1984. The report contains 8 chapters by Beaton, Zwick, Yamamoto and Mislevy detailing the research and analysing the data. Appendices include various types of statistical and methodological information. Twenty-five graphs and 33 data tables are included. (TJH) AU - Beaton, Albert E. AU - Zwick, Rebecca Y1 - 1990/02// PY - 1990 DA - February 1990 SP - 248 PB - National Assessment of Educational Progress, Educational Testing Service, Rosedale Road, Princeton, NJ 08541-0001. VL - ETS-17-TR-21 KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Testing Programs KW - Reading Tests KW - Elementary School Students KW - National Programs KW - Academic Achievement KW - Elementary Secondary Education KW - Educational Trends KW - Standardized Tests KW - Secondary School Students KW - Item Analysis KW - Educational Change KW - Statistical Analysis KW - Trend Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63056579?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Other contributors to this report are Kentaro Yama N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Condition of Education, 1990. Volume 1: Elementary and Secondary Education. AN - 63077991; ED317626 AB - This is the first of two volumes of the National Center for Education Statistics' annual statistical report on the condition of education in the United States for 1990. This volume addresses elementary and secondary education, while the second volume covers postsecondary education (PE). Condition of education indicators (CEIs)--key data that measure the health of education, monitor important developments, and show trends between 1970 and 1989 in education--are provided. This volume includes the text, tables, and charts/graphs for each CEI plus technical supporting data, supplemental information, data sources, and glossaries. Most CEIs examine relationships; show changes over time; compare subpopulations, regions, or states; or study traits of students from different backgrounds. For student progression and outcomes, context, and resources, 29 CEIs are provided. New CEIs in 1990 include high school (HS) drop-out rates, HS students' course-taking patterns, proportion of HS students who work while attending school, and eighth graders' attitudes about school climate. The document also provides disparate data on preprimary education, drop-outs and completions, achievement, students in the schools, and minorities. (RLC) AU - Ogle, Laurence T. AU - Alsalam, Nabeel Y1 - 1990 PY - 1990 DA - 1990 SP - 228 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. KW - ERIC, Resources in Education (RIE) KW - Elementary School Students KW - Student Characteristics KW - Educational Indicators KW - Elementary Secondary Education KW - Educational Trends KW - Secondary School Students KW - National Surveys KW - School Statistics KW - Predictor Variables KW - Educational Quality UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63077991?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For Volume 2, see TM 015 362. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Consequences of Delay in Postsecondary Education: Degree Attainment for 1972, 1980, and 1982 High School Graduates. E.D. TABS. National Longitudinal Study 1972. High School and Beyond. AN - 63076351; ED314506 AB - This Department of Education (ED) Tabulation provides data in six tables on the effect of delay in entering postsecondary education (PE) on degree attainment for 1972, 1980, and 1982 high school graduates. The data compare the patterns of delay in PE among these three cohorts by pattern of enrollment, type of institution, and selected student characteristics. Estimates in the six tables were based on either the National Longitudinal Study of 1972 high school seniors, the High School and Beyond 1980 senior cohort, or the High School and Beyond 1980 sophomore cohort. Data elements used in this analysis for the 1980 senior and sophomore cohorts were drawn from the base year and first through third follow-up surveys. Data for the 1972 senior cohort were drawn from the base year, first through fifth follow-ups, and transcript file. The data show that delays in beginning PE lower the rate of degree attainment. Students who begin PE immediately after graduating from high school are more likely to complete a postsecondary degree than are those who delay entry. Students in 4-year institutions who delayed initial enrollment were more likely to attain their degree than were those who delayed while at other types of institutions. A table displays the location of a few key statistics and their standard errors. Technical notes and a discussion of the methodology are included. (RLC) AU - Eagle, Eva AU - Schmitt, Carl Y1 - 1990/01// PY - 1990 DA - January 1990 SP - 66 KW - High School and Beyond (NCES) KW - National Longitudinal Study High School Class 1972 KW - ERIC, Resources in Education (RIE) KW - Institutional Characteristics KW - Grade 12 KW - Postsecondary Education KW - High School Graduates KW - Grade 10 KW - Student Characteristics KW - National Surveys KW - Educational Attainment KW - Degrees (Academic) KW - High Schools KW - Enrollment KW - Statistical Data KW - Tables (Data) KW - Graduate Surveys KW - Stopouts UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63076351?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: SP-HSB-80/86-4. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Patterns and Trends of Stopping Out from Postsecondary Education: 1972, 1980, and 1982 High School Graduates. E.D. TABS. National Longitudinal Study 1972. High School and Beyond. AN - 63073742; ED314509 AB - This Department of Education (ED) Tabulation presents a wide range of data on patterns of stopping out and dropping out from postsecondary education (PE) that 1972, 1980, and 1982 high school graduates experienced. The data compare how these respective cohorts differ by examining the percentage who attend continuously; they also describe patterns of stopout or dropout of PE by time of entry, educational outcome, and selected student characteristics. Data are displayed in six tables. Estimates in the first two tables were based on the National Longitudinal Study of 1972 high school seniors. Estimates in the third and fourth tables were based on the High School and Beyond 1980 senior cohort. Estimates in the fifth and sixth tables were based on the High School and Beyond 1980 sophomore cohort. Data elements used in this analysis for the 1980 senior and sophomore cohorts were drawn from the base year, and first through third follow-up surveys. Data for the 1972 senior cohort were drawn from the base year, first through fifth follow-ups, and PE transcript file. Students who delayed entry into PE were more likely to drop out than were those who entered immediately after high school graduation. The dropout rate was higher at 2-year institutions than at 4-year or less-than-2-year institutions; stopping out was more common at 2-year and 4-year institutions than at less-than-2-year institutions; males and females generally stopped out of PE at the same rate. The location of a few key statistics and their standard errors, and a discussion of technical notes and methodology are provided. (RLC) AU - Eagle, Eva AU - Schmitt, Carl Y1 - 1990/01// PY - 1990 DA - January 1990 SP - 66 KW - High School and Beyond (NCES) KW - National Longitudinal Study High School Class 1972 KW - ERIC, Resources in Education (RIE) KW - Institutional Characteristics KW - Grade 12 KW - Postsecondary Education KW - High School Graduates KW - Grade 10 KW - Student Characteristics KW - Dropout Rate KW - Educational Trends KW - National Surveys KW - Educational Attainment KW - Outcomes of Education KW - Dropouts KW - Degrees (Academic) KW - High Schools KW - Enrollment KW - Statistical Data KW - Tables (Data) KW - Graduate Surveys KW - Stopouts UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63073742?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: SP-HSB-80/86-4. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Condition of Education, 1990. Volume 2: Postsecondary Education. AN - 63072709; ED317627 AB - The National Center for Education Statistics' annual statistical report on the condition of education in the United States is presented in two volumes for 1990. This volume covers postsecondary education, while the first volume addresses elementary and secondary education. Condition of education indicators (CEIs)--key data that measure the health of education, monitor important developments, and show trends between 1970 and 1989 in education--are provided. This volume includes the text, tables, and charts/graphs for each CEI plus technical supporting data, supplemental information, data sources, and glossaries. For student progression and outcomes, context, and resources, 30 CEIs are provided. Most CEIs examine relationships; show changes over time; compare subpopulations, regions, or states; or study traits of students from different backgrounds. New CEIs in 1990 include college enrollment rate for recent HS graduates, tuition charges as a fraction of income of families with children, proportion of young adults holding jobs, and distribution of college students by parents' education and income. This volume provides disparate data on persistence and completion rates; minorities and women in higher education; mathematics, science, and engineering; and returns to college education. (RLC) AU - Alsalam, Nabeel AU - Rogers, Gayle Thompson Y1 - 1990 PY - 1990 DA - 1990 SP - 245 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Student Characteristics KW - Educational Indicators KW - Educational Trends KW - College Students KW - National Surveys KW - School Statistics KW - Predictor Variables KW - Educational Quality UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63072709?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For Volume 1, see TM 015 361. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Patterns and Trends of Delayed Entry into Postsecondary Education: 1972, 1980, and 1982 High School Graduates. E.D. TABS. National Longitudinal Study 1972. High School and Beyond. AN - 63071448; ED314508 AB - The data presented in this Department of Education (ED) Tabulation compare how the 1972, 1980, and 1982 high school graduate cohorts differ by type of program, type of institution, and time of entry into postsecondary education (PE). Three tables provide information for each cohort on enrollment in PE by type of postsecondary institution. Three other tables show the mean length of delay in months for each type of school. They also show the percentage of delayed entrants enrolling within 2 years, from 2 to 3 years, and more than 3 years after high school graduation. Data were based on the National Longitudinal Study of 1972 high school seniors, and the High School and Beyond 1980 senior and sophomore cohorts. Data elements used in this analysis for the 1980 senior and sophomore cohorts were drawn from the base year and first through third follow-up surveys. Data for the 1972 senior cohort were drawn from the base year, first through fifth follow-ups, and transcript file. Selected results indicate that: students entering 2-year or 4-year institutions delayed entry less than did those who entered institutions offering less-than-2-year programs; a higher proportion of students who entered 4-year institutions entered in the fall term immediately after high school graduation, as compared to students in other types of institutions; and compared to the 1972 cohort, a higher proportion of the postsecondary students from the 1980 and 1982 graduating classes enrolled in institutions offering programs of less than 2 years. The location of a few key statistics and their standard errors, and a discussion of technical notes and methodology are provided. (RLC) AU - Eagle, Eva AU - Schmitt, Carl Y1 - 1990/01// PY - 1990 DA - January 1990 SP - 66 KW - High School and Beyond (NCES) KW - National Longitudinal Study High School Class 1972 KW - ERIC, Resources in Education (RIE) KW - Institutional Characteristics KW - Grade 12 KW - Postsecondary Education KW - High School Graduates KW - Grade 10 KW - Student Characteristics KW - Educational Trends KW - National Surveys KW - Educational Attainment KW - High Schools KW - Enrollment KW - Statistical Data KW - Tables (Data) KW - Graduate Surveys KW - Stopouts UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63071448?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: SP-HSB-80/86-4. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Institutional Policies and Practices Regarding Faculty in Higher Education; Contractor Report. 1988 National Survey of Postsecondary Faculty. Survey Report. AN - 63065932; ED317125 AB - This report, based on a survey of 480 academic officers in accredited nonproprietary institutions of higher education, focuses on institutional policies concerning tenure systems, hiring practices, and employee benefits. Survey results are broken down by the following categories: 4-year public, 4-year private, 2-year public, and other (2-year private and religious, medical, and other specialized institutions that offer degrees ranging from the bachelor's to the doctorate). The 4-year schools are also broken down into three types: major research universities, other doctorate-granting universities, and comprehensive and liberal arts schools. Through 26 tables, three figures, and textual discussions, the report covers: (1) estimates of total instructional faculty at all institutions, average number of faculty per institution, and distribution of faculty across academic ranks; (2) changes in the number of full-time regular and tenured instructional faculty between 1986 and 1987; (3) scope and operation of tenure systems and certain institutional policies and administrative measures related to tenure; (4) presence of collective bargaining units for instructional faculty; and (5) employee benefits available to faculty. Appendices present technical notes concerning survey design, standard error tables, as well as the survey questionnaire. (JDD) AU - Russell, Susan H. Y1 - 1990/01// PY - 1990 DA - January 1990 SP - 108 KW - National Survey of Postsecondary Faculty KW - ERIC, Resources in Education (RIE) KW - Tenure KW - Teacher Retirement KW - Retirement Benefits KW - Tenured Faculty KW - Personnel Policy KW - Personnel Selection KW - Higher Education KW - National Surveys KW - College Administration KW - Teacher Employment Benefits KW - Employment Practices KW - College Faculty KW - Fringe Benefits KW - Collective Bargaining UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63065932?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-NSOPF-87/88-1.20. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - College Costs: Basic Student Charges at 2-Year and 4-Year Institutions of Higher Education, 1988-89. Survey Report January 1990. AN - 63063306; ED317123 AB - This aid for students, parents, and guidance counselors offers information in tabular form on tuition and room and board charges, based on data collected during the 1988-89 school year from more than 4,000 public and private colleges and universities. In-state and out-of-state charges for full-time undergraduate and graduate students are given, as are charges for room and board. The guide is divided into two sections: the first section deals with institutions offering programs of at least 2 years' but less than 4 years' duration; the second section lists institutions offering a bachelor's degree or higher. Following each state's listings is the state average for each category of data. (JDD) AU - Broyles, Susan G. Y1 - 1990/01// PY - 1990 DA - January 1990 SP - 91 KW - ERIC, Resources in Education (RIE) KW - Students KW - Counselors KW - Parents KW - Practitioners KW - In State Students KW - College Housing KW - Food Service KW - College Students KW - Out of State Students KW - Higher Education KW - Dormitories KW - Tuition KW - Student Costs UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63063306?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-IPEDS-88/89-8.2. Document consists N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Long-Range Plan for Technology in Elementary and Secondary Education in New York State. Using Technology To Pursue Excellence in Schools. AN - 63058741; ED319397 AB - The intent of this long-range plan is to provide direction for local, regional, and state level planning so that technology can be applied more effectively to enhance the teaching/learning environment and to improve the management of schools in the state of New York. The plan expands the statement of direction outlined in the "Statement of Strategic Direction for Computer Technology" (1984) to address instructional applications, instructional support, and management applications of technology in a more comprehensive manner. The major sections of the report include: (1) a description of existing programs utilizing educational technology throughout the state; (2) an outline of the 24 assumptions underlying the "Vision of the Future" paper which was presented to teachers, district superintendents, and superintendents of schools for evaluation in the summer of 1989; (3) a synthesis and reorganization of the "Vision" paper based upon the evaluation; (4) an outline of critical elements required to implement the dimensions of the paper; (5) a list of impediments to implementing the plan, as identified by reviewers of the earlier "Vision" paper; (6) a statement of four major action recommendations proposed for approval by the Board of Regents for implementing the plan; and (7) recommended options for implementing the plan. Appended is a list of the technology network ties policies for statewide information systems as adopted by the State Board of Regents in 1989. The rationale for each policy is included. (GL) Y1 - 1990/01// PY - 1990 DA - January 1990 SP - 68 KW - New York KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Practitioners KW - State Departments of Education KW - School Administration KW - Excellence in Education KW - Long Range Planning KW - Educational Planning KW - Elementary Secondary Education KW - Equal Education KW - Telecommunications KW - Staff Development KW - Educational Technology KW - Computer Uses in Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63058741?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=&rft.atitle=Long-Range+Plan+for+Technology+in+Elementary+and+Secondary+Education+in+New+York+State.+Using+Technology+To+Pursue+Excellence+in+Schools.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1990-01-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=&rft.issn=&rft_id=info:doi/ LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Patterns and Consequences of Delay in Postsecondary Education: 1972, 1980, and 1982 High School Graduates. Survey Report. National Longitudinal Study 1972. High School and Beyond. AN - 63055806; ED314507 AB - Patterns of delay in entering 4-year, 2-year, and less-than-2-year postsecondary institutions (PIs) for 1972, 1980, and 1982 high school graduates are described. Two types of delay were studied: (1) delay in beginning at a particular type of institution, and (2) stopping out for a period before returning (i.e., leaving school for over 2 months or a summer period and returning to school afterwards). This report uses information about the educational progress of 1972 seniors from the National Longitudinal Study and information from the 1980 senior and sophomore cohorts of the High School and Beyond Study. The data are taken from all years between the graduating year and February of 1986, when the last follow-up survey was conducted on each cohort. Over 40% of the high school graduates had enrolled in 4-year institutions by 1986, about 30% enrolled in 2-year institutions, and about 10% enrolled in less-than-2-year institutions. More students in 4-year institutions entered during the fall term after high school graduation than did students in other types of PIs. Delayed entry was most common for students in less-than-2-year institutions, and this was true for students from all three cohorts, regardless of gender or socioeconomic status (SES). Students from high SES backgrounds were less likely to delay entry into 4-year institutions than were other students, and a higher proportion of low SES students in 4-year institutions delayed entry than did either medium or high SES students. There was no consistent relationship between gender and the likelihood of delay among students at any PI. The combined rate of degree attainment and upward transfer was higher for students who entered postsecondary education immediately after high school than for students who delayed entering postsecondary education. At non-4-year institutions, attainment rates for stopouts were consistently lower than for delayed entrants. Four bar graphs and five data tables are provided. A discussion of the methodology and technical notes, a glossary, and supporting tables are included. (RLC) AU - Eagle, Eva AU - Schmitt, Carl Y1 - 1990/01// PY - 1990 DA - January 1990 SP - 47 KW - High School and Beyond (NCES) KW - National Longitudinal Study High School Class 1972 KW - ERIC, Resources in Education (RIE) KW - Institutional Characteristics KW - Grade 12 KW - Postsecondary Education KW - High School Graduates KW - Grade 10 KW - Student Characteristics KW - Educational Trends KW - National Surveys KW - Educational Attainment KW - High Schools KW - Enrollment KW - Statistical Data KW - Tables (Data) KW - Graduate Surveys KW - Stopouts UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63055806?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: SP-HSB-80/86-4. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Implementation of the Education of the Handicapped Act. Twelfth Annual Report to Congress. AN - 63051190; ED321513 AB - This report documents progress in providing a free appropriate public education for all children with handicaps. The report covers services provided under the Education of the Handicapped Act (P.L. 94-142) and subsequent amendments, as well as Chapter 1 of the Elementary and Secondary Education Act. Chapter 1 supplies national statistics on the number of children who received special education and related services in 1988-89, their educational placements, and the number of personnel employed and needed. Chapter 2 discusses implementation of Part H of the Education of the Handicapped Act Amendments of 1986 (P.L. 99-457) to improve early intervention services for handicapped infants and toddlers and their families. It also describes the Preschool Grants Program ensuring a free appropriate public education for all children with handicaps age 3-5. Chapter 3 examines the transition of secondary age students with handicaps, including patterns of course taking in comprehensive high schools, the exiting status of special education students, and anticipated need for services by exiting students. The chapter also details State and Federal efforts to evaluate the outcomes of students in transition. Chapter 4 describes financial assistance to State and local educational agencies through formula and discretionary grant programs, and Federal efforts to monitor State policies and procedures. Appendices contain data tables (child count, educational environments, personnel, exiting students, anticipated services, population and enrollment, financing, expenditures); an overview of the 1987 High School Transcript Study; a summary report of special education programs and related services needing improvement; special studies contracts; and abstracts from the State and Federal evaluation studies program. (JDD) Y1 - 1990 PY - 1990 DA - 1990 SP - 411 KW - Education Consolidation Improvement Act Chapter 1 KW - Education of the Handicapped Act KW - Education of the Handicapped Act Amendments 1986 KW - ERIC, Resources in Education (RIE) KW - High School Graduates KW - Special Education KW - Federal Aid KW - Educational Legislation KW - Elementary Secondary Education KW - Needs Assessment KW - Student Placement KW - Dropouts KW - Personnel Needs KW - Federal Legislation KW - Preschool Education KW - Transitional Programs KW - Educational Practices KW - Disabilities KW - Early Intervention KW - Program Evaluation KW - Compliance (Legal) KW - Education Work Relationship UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63051190?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the 11th annual report, see ED 314 925. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Employment and People with Disabilities. AN - 62974923; ED332468 AB - This newsletter issue offers six articles on employment of people with disabilities. "Employment and People with Disabilities: Challenges for the Nineties" (Frank Bowe) discusses the Americans with Disabilities Act, issues in unemployment and under-education, earnings, and implications for the Office of Special Education and Rehabilitative Services. "The National Supported Employment Initiative: Expanding Employment Opportunities for Persons with Severe Disabilities" (Paul Wehman and others) presents findings, from a 1989 update of an ongoing national study of supported employment implmentation, which aims to gauge the progress made in incorporating supported employment into the existing rehabilitation service system, identify national trends regarding major policy issues, and identify the amount and sources of state funds to operate supported employment programs. "Training Students with Learning Disabilities for Careers in the Human Services" (Jane E. Herzog) proposes that the field of human services is an excellent alternative to other types of vocations for workers with learning disabilities and describes programs of the Para-Educator Center for Young Adults at New York University. "Projects with Industry" (John Eger) is described as a federal program composed of three elements: a linkage to the private sector via an advisory council; a training site, generally a rehabilitation facility; and a source of people with disabilities, generally the state vocational rehabilitation agency. "Help Wanted: People with Disabilities Needed" (Mark Donovan) focuses on a school-to-work transition program developed by the Marriott Foundation for People with Disabilities, called "Bridges.""Employment and Workers with Disabilities" (Reed Greenwood) addresses issues of where workers with disabilities stand in regard to employment, what can be done to improve opportunities of workers with disabilities for meaningful work, and what types of jobs are likely to be available in the future. (JDD) AU - Nathanson, Jeanne H. Y1 - 1990 PY - 1990 DA - 1990 SP - 29 PB - OSERS News in Print, Room 3129, Switzer Building, 300 C Street, S.W., Washington, DC 20202-2524 (free, quarterly). VL - 3 IS - 3 KW - ERIC, Resources in Education (RIE) KW - Practitioners KW - Employment Level KW - Vocational Rehabilitation KW - Employment Opportunities KW - Employment KW - Job Training KW - Supported Employment KW - State Aid KW - Community Coordination KW - Private Sector KW - Human Services KW - Rehabilitation Programs KW - Transitional Programs KW - Disabilities KW - Wages KW - Vocational Education KW - Trend Analysis KW - Futures (of Society) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62974923?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Photographs will copy poorly. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Educating the American Indian/Alaska Native Family. 16th Annual Report to the United States Congress. Fiscal Year 1989. AN - 62883584; ED344714 AB - This document describes activities and presents recommendations of the National Advisory Council on Indian Education (NACIE) for fiscal year 1989. NACIE activities included: (1) development of regulations and administrative practices and policies; (2) review of applications for assistance under the Indian Education Act of 1988; (3) evaluation of all federal programs and projects that benefit Indian students; (4) publication of the NACIE Newsletter to provide technical assistance and to disseminate information; (5) submission of recommendations to the Secretary of Education on proposed federal regulations; (6) submission of a list of nominees for the Director of the Office of Indian Education; and (7) submission of the NACIE 15th Annual Report to Congress. Updates of education statistics reflect trends in elementary, secondary, and postsecondary Indian Education. Recommendations for educating the American Indian/Alaska Native family, in line with the national education goals, incorporate the concerns and opinions of Indian and Alaskan educators and leaders. Appendices include: (1) dates and places of NACIE meetings; (2) list of Indian Education Act fellowship recipients for 1989; (3) profiles of programs benefiting Indian/Alaska Native students for 1989; (4) nominees and winners of the National Leadership and Achievement Program for Outstanding Alaska and American Indian Youth for 1989; (5) abstracts on nine projects selected for the 1989 Office of Indian Education Showcase of Effective Projects (Title V); and (6) the text of Title V; and a copy of the sections of the Code of Federal Regulations relating to Indian Education. (LP) Y1 - 1990 PY - 1990 DA - 1990 SP - 379 KW - National Advisory Council on Indian Education KW - ERIC, Resources in Education (RIE) KW - Government Role KW - Elementary Secondary Education KW - Higher Education KW - American Indians KW - Adult Basic Education KW - Federal Programs KW - Program Evaluation KW - American Indian Education KW - Government Publications KW - Educational Assessment KW - Federal Indian Relationship KW - Alaska Natives UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62883584?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Image and Identity: Clothing and Adolescence in the 1990s. AN - 62638944; ED389663 AB - This document looks for meanings in the U.S. adolescent's relationship with clothing and fashion. The material is designed to be used with senior high school students but may be adapted for older or younger students. The topic is particularly relevant to English, sociology, home economics, history, and current events classes. In four activities students move from general observations about clothing to consideration of their own personal wardrobes, then to focus on school/community styles, and finally to the global aspects of outside influences on individual choices. Each of 4 activities contains a brief teachers' background section, a step-by-step lesson plan, reproducible worksheets, and suggested assignments. The activities include: (1) "Clothes Talk: Themes Found in Apparel"; (2) "Clothes Count: Personal Wardrobes"; (3) "Clothes Perception: Identifying Styles"; and (4) "Clothes Appeal: Commercial Arbiters of Style." A follow up section offers suggestions for further exploration and study of the topic. (MM) AU - Smith, Michelle Knovic Y1 - 1990 PY - 1990 DA - 1990 SP - 47 PB - Smithsonian Institution, Office of Elementary and Secondary Education, A&I 1163 MRC 402, Washington, DC 20277-2915. KW - ERIC, Resources in Education (RIE) KW - Teachers KW - Students KW - Practitioners KW - Values KW - Cultural Influences KW - Material Culture KW - Aesthetic Values KW - Clothing KW - Secondary Education KW - Design Preferences KW - Adolescent Attitudes UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62638944?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Photographs and illustrations may not reproduce we N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Projections of Education Statistics to 2000. AN - 63069094; ED312793 AB - A consistent set of projections for key education statistics. Included are statistics on enrollment, graduates, instructional staff, and expenditures in elementary and secondary schools and institutions of higher education is provided. The tables, charts, and narratives contain data on enrollment, teachers, graduates, and expenditures for the past 15 years and projections to the year 2000. The book is divided into three parts: (1) Projections and Analyses; (2) Projection Methodology; and (3) Technical Appendixes. Total enrollment in public and private elementary and secondary schools is projected to increase from 45.4 million in 1988 to 49.7 million in 1998. Enrollment in institutions of higher education is projected to increase from 12.8 million in 1988 to 13.4 million by the year 2000. Current expenditures of public schools are expected to increase from $161.5 billion in 1998-89 to $212.0 billion in 1999-2000. Current-fund expeditures of institutions of higher education are projected to increase from $115.5 billion in 1988-89 to $144.4 billion by 1999-2000. (SI) AU - Gerald, Debra E. AU - Horn, Paul J. AU - Hussar, William J. Y1 - 1989/12// PY - 1989 DA - December 1989 SP - 217 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, DC (Stock No. 065-000-00392-0; $11.00). KW - ERIC, Resources in Education (RIE) KW - Expenditures KW - Elementary Secondary Education KW - Educational Trends KW - Teachers KW - Higher Education KW - Graduates KW - Government Publications KW - School Statistics KW - Enrollment Projections KW - Futures (of Society) KW - Enrollment Rate UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63069094?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - A summary of the projections is avaiable in a pock N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Digest of Education Statistics, 1989. Twenty-Fifth Edition. AN - 63068707; ED312792 AB - This document, consisting of 7 chapters, 31 figures, and 360 tables, provides statistical data on most aspects of United States education, both public and private, from kindergarten through graduate school. The chapters cover the following topics: (1) all levels of education; (2) elementary and secondary education; (3) postsecondary, college, university, technical, and adult education; (4) federal programs for education and related activities; (5) outcomes of education; (6) international comparisons of education; and (7) learning resources and technology. A wide range of information is presented on subjects including the number of schools and colleges, teachers, enrollment, graduates, educational attainment, finances, federal funds for education, employment and income of graduates, libraries, and international education. Supplemental information on population trends, attitudes on education, educational characteristics of the labor force, government finances, and economic trends is provided. Included among data not appearing in previous editions are the following: salaries for beginning teachers; data from teacher and general public opinion polls; data on handicapped students in higher education; international tests of educational achievement in mathematics and science; statistics on ages of college students by type and control of institution; profiles of persons earning doctor's degrees in education, engineering, physical sciences, and social sciences; college student participation in financial aid programs; and the percentage of bachelor's degree recipients going to graduate school. A short introduction highlights major findings, and each chapter contains a brief overview of significant trends. A guide to sources, definitions, and an index are included. (KM) AU - Snyder, Thomas D. Y1 - 1989/12// PY - 1989 DA - December 1989 SP - 542 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402 (Stock No. 065-000-00391-1, $25.00). KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Employment Level KW - Salaries KW - Student Characteristics KW - Educational Finance KW - Academic Achievement KW - Elementary Secondary Education KW - Educational Trends KW - International Education KW - Higher Education KW - Educational Attainment KW - Degrees (Academic) KW - Public Schools KW - Preschool Education KW - Federal Programs KW - Enrollment KW - Student Costs KW - Library Statistics KW - Institutional Characteristics KW - Microcomputers KW - Teacher Characteristics KW - School Demography KW - National Norms KW - School Holding Power KW - Dropout Rate KW - School Statistics KW - Student Financial Aid KW - Ethnic Groups KW - Vocational Education KW - Government Publications KW - Technical Education KW - Tables (Data) KW - Private Schools KW - Adult Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63068707?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For 1988 edition, see ED 295 344. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - National Higher Education Statistics: Fall 1989. Early Estimates. Survey Report. AN - 63062608; ED315018 AB - The report presents preliminary data on student enrollment at colleges and universities taken from the "Fall Enrollment" survey, part of the Integrated Postsecondary Education Data System. The telephone survey collected key enrollment, degree completion, and finance data from a nationwide sample of 642 institutions of higher education representing the more than 3,600 such institutions in operation in 1989. Among other findings, estimates from the Survey indicate that: (1) fall enrollment in colleges and universities increased almost 3.5% over fall 1988; (2) total awards of associate and higher degrees rose nearly 2% in academic year 1988-89 with women accounting for almost all of the increase; (3) current funds revenues and expenditures increased 7.2% and 6.4% respectively, in fiscal year 1988-89. Data are detailed in both narrative and tabular form for the areas of enrollment, completions (undergraduate and postbaccalaureate degrees), and finance. Survey methodology is also addressed. The 11 tables detail findings by such variables as sex, attendance status, level and control of institution, and fiscal years. (DB) AU - Kroe, Elaine Y1 - 1989/12// PY - 1989 DA - December 1989 SP - 21 PB - U.S. Department of Education, Office of Educational Research and Improvement, Information Services, 555 New Jersey Ave, NW, Washington, DC 20208-1325. KW - Integrated Postsecondary Education Data System KW - ERIC, Resources in Education (RIE) KW - Degrees (Academic) KW - Public Schools KW - Womens Education KW - Enrollment Trends KW - Statistical Data KW - Educational Trends KW - Higher Education KW - National Surveys KW - Educational Economics KW - Trend Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63062608?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-IPEDS-89/90-1. Contains eleven red N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Key Statistics for Private Elementary and Secondary Education: School Year 1989-90: Early Estimates. Survey Report. AN - 63062358; ED315443 AB - This is the second in a series of early estimates for private elementary and secondary education in the United States reported by the National Center for Education Statistics. These estimates are key statistics reported early in the school year and include the numbers of teachers and students in private elementary and secondary schools and the number of high school graduates. These estimates are based on a national probability sample of private schools surveyed in the fall of 1989. Basic data are collected through the ongoing Schools and Staffing Survey and a Private School Universe data collection system currently under development as an ongoing data system. Early in October 1989, questionnaires were mailed to a national probability sample of 1,169 private elementary and secondary schools from a universe of 27,000 schools. A total of 127 of these schools were subsequently determined to be out of scope. The overall response rate after telephone follow-up was 95% (986 of the 1,042 eligible schools). Comparable estimates for public school teachers, students, and graduates are collected through a survey of state education agencies. These early estimates are preliminary data to be used prior to the release of the 1989-90 final estimates in late 1990. Four data tables are included. (TJH) AU - McMillen, Marilyn Miles Y1 - 1989/12// PY - 1989 DA - December 1989 SP - 11 KW - Schools and Staffing Survey KW - Student Surveys KW - Teacher Surveys KW - ERIC, Resources in Education (RIE) KW - High School Graduates KW - Elementary School Students KW - Elementary Secondary Education KW - Secondary School Students KW - National Surveys KW - Elementary School Teachers KW - Annual Reports KW - Secondary School Teachers KW - School Statistics KW - Estimation (Mathematics) KW - Predictive Measurement KW - Enrollment KW - School Surveys KW - Private Schools KW - Graduate Surveys UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63062358?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-SAS-89/90-2.2. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Pocket Projections, 1977-78 to 1999-2000. AN - 63060367; ED315922 AB - Beginning with institutional data from the National Center for Education Statistics (NCES) and demographic data and projections from the Bureau of the Census, total enrollment is projected using expected enrollment rates. Tables show the 1977-88 data, the 1988-89 estimates, and the 1999-2000 projections, along with percent changes between these periods. The following categories are covered: (1) population 5-44 years old; (2) public and private elementary/secondary education by enrollment, high school graduates, classroom teachers, and pupil-teacher ratios; (3) public schools by current expenditures, current expenditures per pupil, and average annual salaries for teachers; (4) higher education by enrollment, public or private, 2-year or 4-year institution, sex of students, age of students, attendance status, level, instructional faculty, earned degrees, and expenditures. Technical notes discuss the methodology and sources of data for these projections. An address where further information may be obtained is included. (MLF) Y1 - 1989/12// PY - 1989 DA - December 1989 SP - 5 KW - ERIC, Resources in Education (RIE) KW - Prediction KW - High School Graduates KW - Expenditure per Student KW - Elementary Secondary Education KW - Educational Trends KW - Higher Education KW - Teacher Salaries KW - School Statistics KW - Enrollment Projections KW - Demography KW - Degrees (Academic) KW - Teacher Student Ratio KW - Statistical Analysis KW - Teachers KW - Government Publications KW - Population Trends KW - Tables (Data) KW - Futures (of Society) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63060367?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the full report, see ED 312 793. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Completions in Institutions of Higher Education, 1986-87. E.D. TABS. AN - 63056503; ED317124 AB - This report presents preliminary statistics on program completions in accredited institutions of higher education in the United States during academic year 1986-87. The tabular summaries presented in the report are based on data collected through the annual survey of completions which is part of the Integrated Postsecondary Education Data System. The data show the number of students completing academic, vocational, and continuing professional programs in 3,533 institutions of higher education in the 50 states and the District of Columbia, and in some cases outlying areas. The institutions included offer 4-year, 2-year, and less-than-2-year programs. Tables include data presented by level of award, control of institution, sex of student, program area and specialty, and state. Also included are tables providing information on the race/ethnicity of the students by award category and program area. (JDD) AU - Carpenter, Judi Y1 - 1989/12// PY - 1989 DA - December 1989 SP - 101 KW - Integrated Postsecondary Education Data System KW - ERIC, Resources in Education (RIE) KW - Academic Education KW - Two Year Colleges KW - Postsecondary Education KW - College Attendance KW - Masters Programs KW - Higher Education KW - National Surveys KW - Educational Attainment KW - Graduation KW - Doctoral Programs KW - Bachelors Degrees KW - Professional Education KW - College Graduates KW - Vocational Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63056503?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-IPEDS-88/87-7.1. Document consists N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Assisting Minority Students in Meeting the Requirements of the College-Level Academic Skills Test. A Report Submitted to the Florida State Board of Education by the Task Force To Improve Minority Student Performance on the CLAST. AN - 62764395; ED370632 AB - During 1989, Florida citizens, educators, and students engaged in an intensive discussion about the passing score standards for the College Level Academic Skills Test (CLAST), which were scheduled to increase in August 1989. There was concern that the higher requirements would result in failure rates, particularly among Black and English as a Second Language (ESL) students, that were unacceptable. These concerns were reinforced by available data indicating that Black and Hispanic students do not perform as well on the CLAST as White students. In August 1989, the Board of Education confirmed a two-step approach to the raising of CLAST passing scores and requested that an ad hoc task force be formed to study the impact of the CLAST on minorities and formulate recommendations for the improvement of minority performance on the CLAST. This report by the task force examines the literature on at-risk students and reasons for poor performance which include social influences, learner characteristics, and academic factors. Research on the impact of the CLAST on minority students is reviewed, covering: (1) 1987-88 and 1988-89 CLAST results for first-time examinees in all public institutions by ethnic group (Black, White, and Hispanic); (2) March 1988 cohort scores on essay, reading, English language skills, and mathematics; and (3) estimated student performance based on approved passing scores. The remaining sections of the report provide recommendations for K-12 education, postsecondary education, and testing and reporting. Contains 34 references. (KP) Y1 - 1989/12/01/ PY - 1989 DA - 1989 Dec 01 SP - 36 KW - College Level Academic Skills Test KW - Florida KW - ERIC, Resources in Education (RIE) KW - Institutional Characteristics KW - Two Year Colleges KW - High Risk Students KW - Scores KW - Elementary Secondary Education KW - Standardized Tests KW - English (Second Language) KW - Remedial Programs KW - Minority Groups KW - Hispanic Americans KW - Institutional Evaluation KW - Enrollment Trends KW - Two Year College Students KW - Basic Skills KW - Community Colleges KW - Black Students KW - Achievement Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62764395?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - NEWS T1 - LASHCARD AN - 110193823 JF - New York Times (1923-Current file) AU - United States Department of Education Y1 - 1989/11/05/ PY - 1989 DA - 1989 Nov 05 SP - 1 CY - New York, N.Y. SN - 03624331 KW - General Interest Periodicals--United States UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/110193823?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Ahnpnewyorktimes&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=New+York+Times+%281923-Current+file%29&rft.atitle=LASHCARD&rft.au=United+States+Department+of+Education&rft.aulast=United+States+Department+of+Education&rft.aufirst=&rft.date=1989-11-05&rft.volume=&rft.issue=&rft.spage=EDUC11&rft.isbn=&rft.btitle=&rft.title=New+York+Times+%281923-Current+file%29&rft.issn=03624331&rft_id=info:doi/ LA - English DB - ProQuest Historical Newspapers: The New York Times N1 - Copyright - Copyright New York Times Company Nov 5, 1989 N1 - Last updated - 2010-05-22 ER - TY - NEWS T1 - FLASHCARD AN - 110188762 AB - ONE in six public-school teachers works at an outside job for additional income during the school year. Almost a fifth work outside the school system during the summer. Of teachers who moonlight, just over a quarter do so only during the school year, 36 percent only during the summer recess and another 36 percent throughout the year. JF - New York Times (1923-Current file) AU - National Center for Education Statistics Y1 - 1989/11/05/ PY - 1989 DA - 1989 Nov 05 SP - 1 CY - New York, N.Y. SN - 03624331 KW - General Interest Periodicals--United States UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/110188762?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Ahnpnewyorktimes&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=New+York+Times+%281923-Current+file%29&rft.atitle=FLASHCARD&rft.au=National+Center+for+Education+Statistics&rft.aulast=National+Center+for+Education+Statistics&rft.aufirst=&rft.date=1989-11-05&rft.volume=&rft.issue=&rft.spage=EDUC12&rft.isbn=&rft.btitle=&rft.title=New+York+Times+%281923-Current+file%29&rft.issn=03624331&rft_id=info:doi/ LA - English DB - ProQuest Historical Newspapers: The New York Times N1 - Copyright - Copyright New York Times Company Nov 5, 1989 N1 - Last updated - 2010-05-22 ER - TY - NEWS T1 - FLASHCARD AN - 110171159 AB - DEFAULTS on guaranteed student loans are expected to cost the Federal Government about $2 billion in fiscal year 1990. The 1987 default rate for federally guaranteed student loans was 17 percent, down from 21 percent the previous year. JF - New York Times (1923-Current file) AU - United States Department of Education Y1 - 1989/11/05/ PY - 1989 DA - 1989 Nov 05 SP - 1 CY - New York, N.Y. SN - 03624331 KW - General Interest Periodicals--United States UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/110171159?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Ahnpnewyorktimes&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=New+York+Times+%281923-Current+file%29&rft.atitle=FLASHCARD&rft.au=United+States+Department+of+Education&rft.aulast=United+States+Department+of+Education&rft.aufirst=&rft.date=1989-11-05&rft.volume=&rft.issue=&rft.spage=EDUC19&rft.isbn=&rft.btitle=&rft.title=New+York+Times+%281923-Current+file%29&rft.issn=03624331&rft_id=info:doi/ LA - English DB - ProQuest Historical Newspapers: The New York Times N1 - Copyright - Copyright New York Times Company Nov 5, 1989 N1 - Last updated - 2010-05-22 ER - TY - NEWS T1 - FLASHCARD AN - 110170774 JF - New York Times (1923-Current file) AU - National Center for Education Statistics Y1 - 1989/11/05/ PY - 1989 DA - 1989 Nov 05 SP - 1 CY - New York, N.Y. SN - 03624331 KW - General Interest Periodicals--United States UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/110170774?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Ahnpnewyorktimes&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=New+York+Times+%281923-Current+file%29&rft.atitle=FLASHCARD&rft.au=National+Center+for+Education+Statistics&rft.aulast=National+Center+for+Education+Statistics&rft.aufirst=&rft.date=1989-11-05&rft.volume=&rft.issue=&rft.spage=EDUC22&rft.isbn=&rft.btitle=&rft.title=New+York+Times+%281923-Current+file%29&rft.issn=03624331&rft_id=info:doi/ LA - English DB - ProQuest Historical Newspapers: The New York Times N1 - Copyright - Copyright New York Times Company Nov 5, 1989 N1 - Last updated - 2010-05-22 ER - TY - GEN T1 - Fall Enrollment in Institutions of Higher Education, 1987. Survey Report. AN - 63063800; ED315017 AB - The report presents data on student enrollment at accredited colleges taken from the "Fall Enrollment" survey, part of the Integrated Postsecondary Education Data System (IPEDS). The first section reviews trends in higher education enrollment from 1970 through 1987. The second section presents data on higher education enrollment for the fall of 1987 by: control and level of institution; level of education; attendance status; and sex and age of student. Enrollment trends identified between 1970 and 1987 are as follows: most of the dramatic increase (about 45%) in higher education enrollment occurred between 1970 and 1983; part-time enrollment increased about 70% from 1970 to 1987; and the enrollment of women increased 93% since 1970. Highlights of the 1987 data include the following: higher education enrollment increased 2.1% from 1986; most students in institutions of higher education were enrolled in public institutions; there was no increase in number of students enrolled in private institutions; over half of all students in higher education were 24 years of age or younger, though 27% of all students were 30 years old or older; and most younger students were enrolled full time and most older students were enrolled part time. Appendixes provide tables, technical information on the data collection procedures related to this survey, and a listing of IPEDS state coordinators. (DB) AU - Schantz, Nancy P. Y1 - 1989/11// PY - 1989 DA - November 1989 SP - 51 KW - Integrated Postsecondary Education Data System KW - ERIC, Resources in Education (RIE) KW - Public Schools KW - Womens Education KW - Enrollment Trends KW - Statistical Data KW - Educational Trends KW - Higher Education KW - National Surveys KW - Trend Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63063800?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-IPEDS-87/88-1.2. Appended tables c N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Dropout Rates in the United States: 1988. Analysis Report. AN - 63066499; ED313947 AB - A national study examined the extent of the high school dropout problem and identified the students most likely to drop out before completing high school. Using three separate measures, the study found that on average, 4.4% of 10th-12th graders dropped out of high school annually in the years 1985-88, down about 2% from 1978; nearly 13% of all 16- to 24-year-olds were not in school and had not completed school in 1988, down from 16% in 1968; and among a sample of 1980 high school sophomores, 17% had not graduated by 1982, but 46% of these non-graduates had completed school by 1986. The study also found that: the dropout problem is particularly pressing among Hispanics and the rate is not declining; nearly one-third of Hispanics have completed no more than six years of school; overall dropout rates, particularly for blacks, have declined in the last decade; differences in dropout rates of blacks and whites have decreased significantly; dropout rates for whites and blacks are similar when individual and family background are taken into account; and dropout rates are higher in the South and West. The report presents data in graphs and tables with narrative. (MSE) AU - Frase, Mary J. Y1 - 1989/09// PY - 1989 DA - September 1989 SP - 114 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402 ($5.00). KW - ERIC, Resources in Education (RIE) KW - Dropout Characteristics KW - Blacks KW - Dropout Rate KW - Regional Characteristics KW - Racial Differences KW - National Surveys KW - Whites KW - Comparative Analysis KW - Minority Groups KW - Hispanic Americans KW - High Schools KW - High School Students KW - Trend Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63066499?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - JOUR T1 - Executive Summary - "Tenth Annual Report to Congress on the Implementation of the Education of the Handicapped Act" AN - 1311490486 JF - Exceptional Children Y1 - 1989/09/01/ PY - 1989 DA - 1989 Sep 01 SP - 7 CY - Arlington, VA PB - Council for Exceptional Children VL - 56 IS - 1 SN - 0014-4029 KW - Social Sciences (General) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1311490486?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Apio&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=Exceptional+Children&rft.atitle=Executive+Summary+-+%22Tenth+Annual+Report+to+Congress+on+the+Implementation+of+the+Education+of+the+Handicapped+Act%22&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1989-09-01&rft.volume=56&rft.issue=1&rft.spage=7&rft.isbn=&rft.btitle=&rft.title=Exceptional+Children&rft.issn=00144029&rft_id=info:doi/ DB - Periodicals Index Online N1 - Last updated - 2013-02-25 ER - TY - GEN T1 - Occupational and Educational Outcomes of 1985-86 Bachelor's Degree Recipients. Survey Report. AN - 63072058; ED318309 AB - The study analyzed responses received from Bachelor's Degree recipients to the 1987 Recent College Graduates Survey administered in June, 1987. Among many findings are the following: One year after graduation, approximately 86% of degree recipients were employed--75% full time (who earned $20,300 annually on average) and 11% part time. Of the 14% not working 57% were attending school. About 78% of employed respondents reported that their jobs were related to their major field of study in college. Business/management graduates had a higher rate of employment than other graduates. Graduates in biological sciences were employed at a lower rate (59%) than all other graduates but had the highest enrollment rate (61%) for additional schooling. Over 30% of all employed respondents felt that a degree was not necessary to obtain the jobs they held. Findings are presented in both narrative and tabular form for individual fields of study (business/management; education; engineering; health professions; public affairs/social services; biological sciences; mathematics, computer science, physical sciences; social sciences, humanities, and psychology). Appendixes provide further technical notes and definitions of terms. (DB) AU - Porter, Joanell Y1 - 1989/08// PY - 1989 DA - August 1989 SP - 55 KW - Recent College Graduates Survey 1987 (NCES) KW - ERIC, Resources in Education (RIE) KW - Employment Level KW - Bachelors Degrees KW - Salaries KW - College Graduates KW - Majors (Students) KW - Higher Education KW - Employment Patterns KW - National Surveys UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63072058?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-RCGS-1987-1.20. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Higher Education Enrollment: Fall 1987 to Fall 1993. Targeted Forecast. AN - 63063112; ED317131 AB - Total higher education enrollment in fall 1989 is projected at 13.1 million, nearly 2% over the previous year. Full-time enrollment is expected to remain around 7.4 million, with part-time enrollment increasing from 5.5 million in 1988 to 5.7 million in 1989. Enrollment at public institutions will rise from 10.0 million in 1988 to 10.2 million in 1989; at private colleges enrollment will be 2.9 million, up from 2.8 million. At four-year institutions, enrollment is projected to increase from 8.0 million (1988) to 8.2 million (1989). In the next five years, total enrollment will fluctuate, ending with 13.0 million in 1993. Public institution enrollment will be 10.2 million in 1993, and enrollment at private institutions will be about 2.9 million. Part-time students are expected to number 5.8 million. In 1993, undergraduate enrollment is projected at 11.2 million, graduate enrollment at 1.6 million, and first-professional enrollment at 283,000. These data are also displayed in tables, and notes on survey methodology are provided. (MSE) Y1 - 1989/07// PY - 1989 DA - July 1989 SP - 5 KW - ERIC, Resources in Education (RIE) KW - Graduate Study KW - Research Methodology KW - Undergraduate Study KW - Part Time Students KW - Public Colleges KW - Private Colleges KW - Higher Education KW - National Surveys KW - Enrollment Projections KW - Enrollment Rate KW - Professional Education KW - Full Time Students KW - Trend Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63063112?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: TF-89-3.1. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Time Allocation Patterns of Teachers in Public and Private Schools: 1984-86. Survey Report. AN - 62964070; ED322648 AB - Recent studies have reported that private schools surpass public schools on numerous educational outcome measures. Analysts have suggested that differences between teachers in public and private schools partly account for the measured success of private schools. This report investigates these differences in terms of teacher time allocation patterns. Specifically, the report asks if public school teachers spend more or less time than private school teachers in classroom teaching, planning and evaluation, extracurricular supervision, or other student-related activities. The report also examines whether differences in teachers' time allocation depend upon demographic, educational, or teaching experience factors, or on school characteristics such as school size or regional location. The study analyzed data from "The Public School Survey of 1984-85" and "The 1985-86 National Survey of Private Schools," using descriptive analysis and multiple regression techniques. The typical full-time teacher spends approximately 50 hours weekly on classroom and nonclassroom school-related activities, with roughly one-half of this time spent in the classroom. The remaining 25 hours are distributed across the other activity categories, with the largest proportion (60 percent) allocated to planning and evaluation activities. For all teachers, there are no significant differences in time usage between public and private school teachers among the activity categories shown. Within each instructional level, some public-private differences do emerge. These and other results are summarized and displayed in numerous tables and appendices. (MLH) AU - Horn, Robin Y1 - 1989/07// PY - 1989 DA - July 1989 SP - 69 VL - NCES-CS-89-104 KW - ERIC, Resources in Education (RIE) KW - Comparative Analysis KW - Public Schools KW - Behavior Patterns KW - Elementary Secondary Education KW - Teachers KW - Time Management KW - Private Schools KW - Teacher Effectiveness KW - Outcomes of Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62964070?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series SP-PUP-84/85-5.3. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Profile of Handicapped Students in Postsecondary Education, 1987. National Postsecondary Student Aid Study. Survey Report. AN - 63033108; ED310616 AB - This report on the handicapped population in postsecondary education is based on the National Postsecondary Student Aid Study and provides data based on the students enrolled in postsecondary institutions in the fall of 1986. At that time, over 12.5 million postsecondary students were enrolled, and of these, 1.3 million reported that they had a handicap. The most prevalent handicap reported was a visual handicap, reported by more than one-half million students. The data also indicate that a higher proportion of students at 2-year and less-than-2-year institutions were handicapped than at 4-year and above institutions. Few differences were found in the characteristics of handicapped and non-handicapped students. Most handicapped and non-handicapped students were attending school full time; most were white, non-Hispanic; and most lived off campus, not with their parents. The distributions of handicapped and non-handicapped students by major field of study were, for the most part, very similar in 1986. Handicapped students were only slightly more likely than non-handicapped students to be receiving financial aid. The report contains a section highlighting major findings, provides guidance in interpreting the data, and then presents the data (in tabular and textual forms) in three major sections concerned with incidence, characteristics, and financial aid. Technical notes on the study are appended. (DB) AU - Greene, Bernard AU - Zimbler, Linda Y1 - 1989/06// PY - 1989 DA - June 1989 SP - 40 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. KW - National Postsecondary Student Aid Study KW - ERIC, Resources in Education (RIE) KW - Administrators KW - Policymakers KW - Practitioners KW - Student Financial Aid KW - Postsecondary Education KW - Minority Groups KW - Student Characteristics KW - Disabilities KW - Incidence KW - College Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63033108?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: SP-NPSAS-86/87-10. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - High School Transcript Study, 1987. Contractor Report. AN - 63010434; ED315450 AB - The 1987 High School Transcript Study was designed to provide educational policymakers with information regarding current course offerings and course taking in the nation's secondary schools. As a part of the study, analysis of course-taking patterns of 1987 graduates were compared with data for 1982 graduates. In the fall of 1987, high school transcripts were collected from 34,140 students, including 6,583 handicapped students, attending 433 schools that has previously been sampled for the National Assessment of Educational Progress (NAEP) in 1986. Approximately half of the students involved in the 1987 study had participated in the NAEP assessment in 1986. The transcript study was designed to satisfy the needs of the National Center for Education Statistics, the National Assessment of Vocational Education, the Office of Special Education and Rehabilitative Services, the Office of Bilingual Education and Minority Languages Affairs, and the National Science Foundation. Information collected from transcripts included, but was not limited to, course lists, graduation requirements, and definitions of units of credit and grades. This report covers study methodology, including extensive discussion of sampling, data collection, data processing, weighting procedures and variance estimation, and transcript study data files. Sampling forms, transcript study questionnaires, a transcript study information packet, modifications to the classification of secondary school courses, definition of description of community and sampling description of community, and A Nation At Risk update study weighting procedures (1987 component) are appended. (TJH) AU - Thorne, Judy Y1 - 1989/06// PY - 1989 DA - June 1989 SP - 241 VL - CS-89-447 KW - High School Transcript Study 1987 KW - National Assessment of Educational Progress KW - Variance (Statistical) KW - Weighted Data KW - ERIC, Resources in Education (RIE) KW - Research Reports KW - High School Graduates KW - Research Methodology KW - National Surveys KW - Academic Records KW - School Statistics KW - Graduation Requirements KW - Grades (Scholastic) KW - High Schools KW - Disabilities KW - Course Selection (Students) KW - Data Collection KW - Sampling KW - Courses KW - High School Students KW - Graduate Surveys UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63010434?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-NAEP-87-1.29. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Characteristics of the 55 Largest Public Elementary and Secondary School Districts in the United States: 1987-88. Survey Report. AN - 63145720; ED309206 AB - This report focuses on the 55 largest public elementary and secondary school districts, measured by the number of students in membership, for the school year 1987-88. Information was analyzed from the 1987-88 school year Common Core of Data (CCD) series collected annually by the National Center for Education Statistics. The following summary findings are included: (1) the largest school districts are located in many parts of the country, but are mainly in the eastern third of the United States or in the sunbelt; (2) the 55 largest districts comprise less than 1 percent of all school districts but serve 17 percent of the total public elementary and secondary school population; (3) one district serves an entire state, some districts are coterminous with major cities, and other districts are located adjacent to major cities; (4) enrollments range from 939,900 to 57,100 students; (5) socioeconomic status, based on the percentage of students eligible for free lunch programs, ranges from 3 percent to 73 percent; (6) the racial/ethnic composition varies considerably, with three districts over 90 percent White, four districts predominantly Black, three districts predominantly Hispanic, and two districts in which Asian and Pacific Islanders are the norm. Statistical data are included on three graphs and nine tables. A list of the 500 largest public school districts in the United States and outlying areas for 1987-88 is appended. (FMW) AU - Sietsema, John Y1 - 1989/05// PY - 1989 DA - May 1989 SP - 36 PB - Superintendent of Documents, Government Printing Office, Washington, DC 20402. KW - Common Core Of Data Program KW - Large School Districts KW - ERIC, Resources in Education (RIE) KW - Institutional Characteristics KW - School Demography KW - Student Characteristics KW - School Districts KW - Elementary Secondary Education KW - School Statistics KW - Secondary Schools KW - School District Size KW - Public Schools KW - Racial Composition KW - Statistical Analysis KW - Enrollment KW - Elementary Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63145720?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-CCD-87/88-2.2. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - What Teachers Majored In: Bachelor's Degree Fields of Public and Private School Teachers. Survey Report. AN - 63026547; ED312244 AB - Two basic questions provide the focus for this report: (1) What is the distribution of education and non-education majors among public and private school teachers, and within certain subgroups? and (2) Does the distribution of bachelor's degree fields differ between public and private school teachers? Some key findings are: (1) public and private school teachers generally majored in different fields; (2) elementary education was the most frequent education major for both public and private school teachers; (3) private school teachers were more likely than public school teachers to have majored in elementary education or theology, regardless of teacher characteristics such as sex or teaching level; (4) social sciences was the most popular non-education major for both public and private school teachers; (5) there was no difference in the distribution of major degree fields for teachers of mathematics and science in public and private schools; and (6) among secondary school teachers who majored in education, public school teachers most likely studied general education or physical education, while private school teachers most likely studied elementary education or secondary education. (JD) AU - Bobbitt, Sharon A. Y1 - 1989/05// PY - 1989 DA - May 1989 SP - 49 VL - CS-89-064 KW - ERIC, Resources in Education (RIE) KW - Teacher Surveys KW - Intellectual Disciplines KW - Public Schools KW - Bachelors Degrees KW - Preservice Teacher Education KW - Course Selection (Students) KW - Elementary Secondary Education KW - Teachers KW - Majors (Students) KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63026547?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: SP-PUP-85/86-4.2. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Teacher Incentive Programs in the Public Schools. Survey Report. AN - 63133248; ED309155 AB - Teacher incentive programs, including merit pay and career ladders, have been the focus of a great deal of debate among teachers, teachers' unions, administrators, and others in the education community. Teacher incentive programs have the potential to affect over 2 million public school teachers. This report on a national survey of public schools conducted in the 1984-85 school year, is designed to provide baseline data on teacher incentive programs that current and future research can use to estimate the changes that may be occurring in this area. The first section of the report discusses characteristics of schools that do and that do not have teacher incentive programs, and the types of programs most and least likely to be present in schools. The second section examines characteristics of teachers who work in schools with and without incentive programs. The third section explores the usefulness of the administrators' ratings on the effectiveness of each incentive program. The following are samples of the findings discussed in this report: (1) In 1984-85, about 38 percent of all public schools offered one or more teacher incentive programs, compared with 18 percent in school year 1983-84; (2) Less than half (42 percent) of all public school teachers worked in schools which offered one or more teacher incentive program; (3) Large schools are more likely to offer teacher incentive programs than small schools; (4) Schools with higher proportions of minority students are more likely to offer incentive programs than schools with lower proportions of minority students; (5) Minority teachers are more likely to work in schools offering teacher incentive programs than white, non-Hispanic teachers. Appended technical notes provide information on data gathering and school and teacher variables taken into consideration by the study. Ten tables and six figures are provided. (JD) AU - Bobbitt, Sharon A. Y1 - 1989/04// PY - 1989 DA - April 1989 SP - 39 KW - Teacher Incentive Program KW - ERIC, Resources in Education (RIE) KW - Program Effectiveness KW - Institutional Characteristics KW - Career Ladders KW - Merit Pay KW - Unions KW - Teacher Characteristics KW - Teacher Attitudes KW - Elementary Secondary Education KW - Public School Teachers KW - Incentives KW - Program Attitudes KW - Administrator Attitudes UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63133248?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: PSS-85-4.2. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Elementary and Secondary Enrolment: Fall 1987 to Fall 1993. Targeted Forecast. AN - 63124363; ED306697 AB - The National Center for Education Statistics (NCES) projects that total elementary and secondary school enrollment will be 45.6 million in fall 1989. There were an estimated 45.4 million students enrolled in 1988. Enrollment in kindergarten through grade 8 is expected to increase from 32.4 million in 1988 to 32.9 million in 1989, an increase of 1.5 percent. In contrast, enrollment in grades 9-12 will continue to decline. This number is expected to decrease from 13.0 million in 1988 to 12.7 million in 1989, a drop of 2.6 percent. During the 1989 to 1993 period, elementary enrollment is expected to rise steadily, while secondary enrollment is expected to reverse its decline midway through the period. Increases are projected for both public and private schools. Technical notes discuss the methodology, forecast accuracy, and sources of data of this targeted forecast; an address where further information may be obtained is noted. (MLF) Y1 - 1989/04// PY - 1989 DA - April 1989 SP - 4 KW - ERIC, Resources in Education (RIE) KW - Public Schools KW - School Demography KW - Enrollment Trends KW - Enrollment KW - Elementary Secondary Education KW - Government Publications KW - School Statistics KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63124363?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: TF-89-4.2. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Postsecondary Vocational Education of 1980 High School Seniors: The Two-Year Associate of Arts Degree. Survey Report. AN - 63027052; ED309821 AB - Data from the postsecondary transcripts of high school seniors included in the High School and Beyond (HS&B) study of the class of 1980 and the National Longitudinal Study (NLS) of the Senior Class of 1972 were analyzed to investigate the participation of students in two-year postsecondary programs. The analyses focused mainly on the characteristics of students who received an associate degree or certificate in a vocational education program within 4 years of high school graduation. Study findings included the following: (1) only 12% of the HS&B graduates who attended any postsecondary institution completed a vocational degree or certificate program; (2) among the 1980 high school seniors who completed a postsecondary program within 4 years of high school graduation, vocational credentials were earned at a rate four times that of academic degrees; (3) HS&B students completed vocational degrees at a higher rate than NLS students, but academic degrees at a lower rate; (4) most associate vocational degrees were completed at public two year colleges; (5) the most popular field of study for vocational program graduates was business, followed by technical and engineering studies and health for associate degree recipients, and trade and industry and health for certificate completers; (6) 40% of all credits earned by vocational degree completers were in academic subjects; (7) students with certificates earned slightly more than half as many credits as students completing vocational degree programs; and (8) the postsecondary credit patterns for those who completed vocational certificate programs and those who completed academic degree programs did not change much between the early to middle 1970's and the early to middle 1980's. Technical notes, data tables, and a classification of postsecondary courses are included in the report. (JMC) AU - West, Jerry Y1 - 1989/04// PY - 1989 DA - April 1989 SP - 64 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. VL - CS-89-610 KW - High School and Beyond (NCES) KW - National Longitudinal Study High School Class 1972 KW - ERIC, Resources in Education (RIE) KW - Two Year Colleges KW - High School Graduates KW - Student Characteristics KW - College Attendance KW - Vocational Followup KW - Majors (Students) KW - National Surveys KW - Longitudinal Studies KW - Associate Degrees KW - Educational Certificates KW - Comparative Analysis KW - Attendance Patterns KW - Two Year College Students KW - Community Colleges KW - College Graduates KW - Vocational Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63027052?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: SP-HSB86/NLS72/86-1.3. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Enrollment, Completion, Attrition, and Vocational Course-Taking Patterns in Postsecondary Education: A Comparison of 1972 and 1980 High School Graduates Entering Two-Year Institutions. High School and Beyond, National Longitudinal Study of 1972. Survey Report. Contractor Report. AN - 63026268; ED309820 AB - Information about the educational progress of 1972 high school seniors from the National Longitudinal Study (NLS) and information from the High School and Beyond (HS&B) Study about 1980 high school seniors were analyzed to compare the patterns of enrollment, program completion, dropout rates, and vocational course-taking patterns of members of the 1972 and 1980 cohorts who entered two-year institutions. Study findings included the following: (1) rates of enrollment in two-year colleges were higher in 1980 than in 1972 regardless of sex, race or ethnicity, or parental education; (2) Hispanic students enrolled in two-year colleges at higher rates than Black students in 1972 and at higher rates than either Black or White students in 1980; (3) the HS&B students had lower rates of degree completion than the NLS students among males, White students, affluent students, and students whose parent(s) had a bachelor's degree or higher; (4) dropout rates were higher among 1980 graduates than 1972 graduates regardless of sex, socioeconomic status, or parental education; (5) approximately equal proportions of students entered vocational programs in 1972 and 1980; (6) vocational students had higher overall dropout rates than the whole student body in both groups; (7) while the average number of vocational credits earned remained steady between the NLS and HS&B studies, the average number of academic credits earned dropped; and (8) computer science, business management, business support, marketing and distribution, and communications programs experienced an overall increase in the proportion of students earning credits from 1972 to 1980. (JMC) AU - Horn, Laura AU - Carroll, Dennis C. Y1 - 1989/04// PY - 1989 DA - April 1989 SP - 40 VL - CS-89-360 KW - High School and Beyond (NCES) KW - National Longitudinal Study High School Class 1972 KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Two Year Colleges KW - High School Graduates KW - Males KW - College Attendance KW - Educational Trends KW - Majors (Students) KW - National Surveys KW - Longitudinal Studies KW - Associate Degrees KW - Dropouts KW - Comparative Analysis KW - Minority Groups KW - Followup Studies KW - Enrollment Trends KW - Two Year College Students KW - Course Selection (Students) KW - Community Colleges KW - Academic Persistence KW - Vocational Education KW - Females KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63026268?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: HSB/NLS-72/86-9.2. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Changes in Educational Attainment: A Comparison among 1972, 1980, and 1982 High School Seniors. Survey Report. AN - 63022034; ED311831 AB - Data from the National Longitudinal Study of the High School Class of 1972 and both cohorts of the 1980 High School and Beyond study were used to analyze trends in postsecondary educational attainment since 1972. The report contains information on educational attainment beyond high school and group differences by sex, high school type, race or ethnic group, socioeconomic status, and ability quartile. Highlights include the following: overall postsecondary attainment declined for the 1980 and 1982 high school seniors, relative to 1972 seniors. Half of the 1972 class, one-quarter of the 1980 class, and one-fifth of the 1982 class attained a postsecondary diploma, certificate, or degree within 4 years of leaving high school. About three-fifths of the 1972 class and two-fifths of the 1980 class attained a diploma within 6 years of leaving high school. Most students earning diplomas did so within the first 7 years after high school. Male 1972 seniors were more likely than females to attain a diploma, and male 1980 and 1982 seniors were less likely to attain a diploma within 4 or 6 years. Private school students were more likely to attain some postsecondary diploma, certificate, or degree, than public school counterparts. (MSE) AU - Schmitt, Carl Y1 - 1989/04// PY - 1989 DA - April 1989 SP - 34 VL - CS-89-413 KW - High School and Beyond (NCES) KW - National Longitudinal Study High School Class 1972 KW - ERIC, Resources in Education (RIE) KW - Institutional Characteristics KW - Postsecondary Education KW - Student Characteristics KW - Socioeconomic Status KW - Males KW - Educational Trends KW - National Surveys KW - Educational Attainment KW - Degrees (Academic) KW - Academic Ability KW - Minority Groups KW - High Schools KW - Ethnic Groups KW - Females KW - Trend Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63022034?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: HS&B So 80/86; NLS-72/86. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - An Action Plan for a Federal-State Cooperative System for Public Library Data. AN - 63020831; ED311919 AB - In 1988, the National Center for Education Statistics (NCES) and the National Commission on Libraries and Information Science (NCLIS) created a task force with representatives of the two federal agencies and of national and state organizations to plan a program for the annual comprehensive national collection of public library data. This action plan provides the basis for the first national education survey to be reported, edited, and tabulated completely in machine-readable form. This report presents: (1) a summary of the action plan; (2) actions needed to create and operate the new system; (3) Congressional authorization and appropriations for the new system; (4) the task force; (5) background information; (6) a rationale for the program; (7) the components of the action plan (establishing a universe file of all U.S. public libraries; the 41 data elements in the bank of information; definitions and standards for the data; data collection and reporting; analysis and publication of data; training programs for participants, strategies and resources, and state data coordinators; general recommendations; and information about state library agencies); and (8) the federal state partnership, including state participation in the system and requirements for full participation and effective operations. A list of abbreviations used and sources of information on the new cooperative system are also provided. The four appendices, which include a copy of the survey instrument and technical information about the programs, make up more than half of the report. (SD) Y1 - 1989/04// PY - 1989 DA - April 1989 SP - 71 KW - ERIC, Resources in Education (RIE) KW - Library Statistics KW - Information Systems KW - Databases KW - State Libraries KW - Access to Information KW - Public Libraries KW - National Surveys KW - Library Services KW - Library Materials KW - Federal State Relationship UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63020831?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Public Libraries in Nineteen States: 1987. Number of Libraries, Library Outlets, and Staff. E.D.TABS. AN - 63012244; ED315068 AB - This report is based on information from the 1987 Federal/State Cooperative System for Public Library Data, which was collected in machine-readable format by the U.S. Department of Education's National Center for Education Statistics. Tables present the following data on public libraries in the 19 states that participated in data collection: (1) number of libraries by state, hours of service per week, and population served; (2) number of libraries by state, hours of service per week, and number and type of outlet; (3) number of libraries by size of population served, hours of service per week, and number and type of outlet; (4) number of libraries by state, hours of service per week, and type of staff; and (5) number of libraries by size of population served, hours of service per week, and number and type of staff. Each table also provides statistical totals. Notes on the data collection methodology, related reports, response rate, and definition of terms are included. States participating in the voluntary program were Colorado, Florida, Idaho, Indiana, Iowa, Minnesota, Montana, New Hampshire, New York, North Carolina, Ohio, Oklahoma, Oregon, Pennsylvania, South Carolina, Texas, Utah, Washington, and Wyoming. (MES) AU - Podolsky, Arthur Y1 - 1989/04// PY - 1989 DA - April 1989 SP - 43 KW - ERIC, Resources in Education (RIE) KW - Library Statistics KW - State Libraries KW - Library Surveys KW - Public Libraries KW - Library Services KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63012244?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-LIB-87/88-1.1. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Student Education Expenses, 1987. 1987 National Postsecondary Student Aid Study. E.D. Tabs. AN - 63007537; ED309711 AB - The 1987 National Postsecondary Student Aid Study (NPSAS), conducted by the U.S. Department of Education, is described. This student-based data system contains comprehensive information on how students finance their postsecondary education. The NPSAS in-school sample includes students enrolled in all types of postsecondary institutions in the fall of 1986, at all academic levels (undergraduate, graduate, and first-professional students and students who did not receive student financial aid). The summary tabulations describe the education expenses of undergraduate students by institution control and level, residency status, attendance status, and selected student characteristics. Since the education expenses of undergraduate students vary considerably across residency status, education expenses are presented separately for undergraduate students living on campus, in off-campus housing, and with parents. Education expenses of students attending postsecondary institutions on a full-time basis were significantly higher than the expenses of those attending on a part-time basis. The expenses of students attending on a full-year basis were also significantly higher than the expenses for those attending on a part-year basis. Appended are technical appendix notes and selected sampling errors. (SM) Y1 - 1989/04// PY - 1989 DA - April 1989 SP - 71 KW - Paying for College KW - ERIC, Resources in Education (RIE) KW - Financial Support KW - Undergraduate Students KW - Access to Education KW - Student Characteristics KW - Educational Finance KW - Part Time Students KW - Higher Education KW - National Surveys KW - Student Financial Aid KW - Expenditures KW - Full Time Students KW - College Students KW - Student Costs UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63007537?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-NPSAS-86/87-1.17. For a related do N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Earning and Learning: The Academic Achievement of High-School Juniors with Jobs. The Nation's Report Card. Report No. 17-WL-01. AN - 63145769; ED309179 AB - Since 1986, the National Assessment of Educational Progress (NAEP) has collected information from 11th-grade students about their employment activities. Out of the 29,000 students asked about work in the 1986 assessment, 54% reported working some amount of time each week, and over 28% reported working more than 15 hours per week. Thus, of 2.9 million 11th graders questioned in 1986, an estimated 1.6 million were employed and attending school. Data in this report cover the general characteristics and academic achievement of working students included in the NAEP as well as ancillary information from other studies. Student characteristics analyzed include gender, race/ethnicity, parents' education, high school program type, mathematics and science courses taken, postsecondary expectations, absenteeism, homework time, and television viewing time. Results indicate that: (1) employment has various effects on student achievement; (2) schools vary in the amount of time and effort they demand from their students, but it appears that some teachers lower their expectations regarding working students; (3) students' jobs should be examined in terms of content compatible with youth development and achievement; and (4) where work assignments are connected to schooling objectives, work can complement, rather than compete with, schooling objectives. Twenty-nine data tables and one graph are included. (TJH) AU - Barton, Paul E. Y1 - 1989/03// PY - 1989 DA - March 1989 SP - 21 PB - National Assessment of Educational Progress, Educational Testing Service, Rosedale Road, Princeton, NJ 08541-0001. KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Student Employment KW - Grade 11 KW - Meta Analysis KW - High Schools KW - Student Characteristics KW - Youth Employment KW - Academic Achievement KW - Statistical Data KW - Work Study Programs KW - National Surveys KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63145769?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Minority Student Issues: Racial/Ethnic Data Collected by the National Center for Education Statistics Since 1969. AN - 63131148; ED305416 AB - This report is a reference tool devoted to minority student education for planners, researchers, policymakers, and reporters covering all levels of education. The following broad minority issues are defined and related in a matrix to all National Center for Education Statistics (NCES) surveys containing racial/ethnic data collected from 1969: (1) preparation, including student achievement measured by achievement test scores, grades, curriculum content, courses taken, special programs, fields of study, credits earned and degrees received; (2) access and choice including educational opportunities available to and chosen by students; (3) transitions, or points in the education system where students move from one level to another; (4) persistence, or the length of time students remain in the education system; (5) school/institution climate, or the nature of the environment where education takes place; and (6) student availability projections--that is, calculations based on previously collected data about how many or how few students will be available to meet education and employment needs in the future. Descriptions of 32 of the recurring surveys follow the matrix; these relate only to the most recent years the surveys were conducted. Descriptions are grouped as either elementary/secondary level, multilevel, or postsecondary level, and each description includes the following information: (1) respondents; (2) data collection method; (3) size of sample; (4) frequency; (5) education data elements; (6) personal data elements; (7) employment data elements; and (8) availability and contact persons. (FMW) AU - Black, Macknight Y1 - 1989/03// PY - 1989 DA - March 1989 SP - 51 KW - High School and Beyond (NCES) KW - Higher Education General Information Survey KW - National Assessment of Educational Progress KW - National Center For Education Statistics KW - Recent College Graduates Study 1987 (NCES) KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Researchers KW - Postsecondary Education KW - Elementary School Students KW - Access to Education KW - Student Characteristics KW - Dropout Rate KW - Academic Achievement KW - Elementary Secondary Education KW - Secondary School Students KW - National Surveys KW - Educational Attainment KW - School Statistics KW - Enrollment Rate KW - Minority Groups KW - Educational Environment KW - Ethnic Groups KW - School Choice KW - Student Problems KW - Reference Materials KW - Statistical Surveys KW - Racial Factors UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63131148?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Science Objectives. 1990 Assessment. AN - 63129137; ED309031 AB - This booklet describes the assessment objectives of the sixth national assessment of science by the National Assessment of Educational Progress (NAEP). Chapters included are: (1) "Introduction" (describing the development process for the objectives and the purpose and elements of school science); (2) "The Assessment Framework" (discussing major categories and related aspects of the framework, and weightings for questions); (3) "The Nature of Science" (classifying the nature of scientific processes, values and principles, and scientific knowledge); (4) "Thinking Skills" (dealing with knowing science, solving problems, and conducting inquiries); (5) "Science Content Areas" (including life sciences, physical science, and earth and space sciences); and (6) "Background Variables." Participants in the development process are listed. Sample items representing cells of the framework are provided as examples of classifications and item formats to be included in the assessment. (YP) Y1 - 1989/03// PY - 1989 DA - March 1989 SP - 72 PB - National Assessment of Educational Progress, Educational Testing Service, Rosedale Road, Princton, NJ 08541-0001 ($5.00, booklet No. 21-S-10). SN - 0886850819 KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Teachers KW - Practitioners KW - Secondary School Science KW - Science Education KW - Evaluation KW - Elementary School Science KW - Evaluation Criteria KW - Test Validity KW - Elementary Secondary Education KW - Test Construction KW - Scientific Literacy KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63129137?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Drawings and small print may not reproduce well. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Teacher Compensation: A Comparison of Public and Private School Teachers, 1984-86. Survey Report. AN - 63125012; ED308167 AB - The 1985-86 National Survey of Private Schools collected comprehensive data on teacher salary, other income, and "in-kind income" from a national sample of private school teachers. The 1984-85 Public School Survey collected similar data from a national sample of public school teachers. The results of these two surveys provided the best opportunity in many years to compare teacher compensation in the public and the private school sectors. This report presents the results of such a comparison. Public school teachers had significantly higher average salaries than private school teachers. Three data tables are appended. (JD) AU - Williams, Jeffrey Y1 - 1989/03// PY - 1989 DA - March 1989 SP - 14 KW - ERIC, Resources in Education (RIE) KW - Comparative Analysis KW - Public Schools KW - Parochial Schools KW - Statistical Analysis KW - Elementary Secondary Education KW - Teacher Salaries KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63125012?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: SP-PUP-84/86-4.2. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Public Elementary and Secondary Current Expenditures: 1986-87 to 1992-93. Targeted Forecast. AN - 63122388; ED306696 AB - The National Center for Education Statistics (NCES) forecasts that current expenditures in public elementary and secondary schools will reach $161.0 billion in school year 1988-89 in constant 1987-88 dollars. In 1987-88, current expenditures were estimated to be $156.5 billion. Current expenditures per pupil in average daily attendance are forecast to be are forecast to be $4,327 in 1988-89, compared with $4,217 in 1987-88. Current expenditures, which increased 23 percent from 1982-83 to 1987-88, after adjustment for inflation, are projected to increase 13 percent from 1987-88 to 1992-93. Current expenditures per pupil in average daily attendance are forecast to rise 9 percent from 1987-88 to 1992-93. This follows a 21 percent increase from 1982-83 to 1987-88. Technical notes discuss the methodology, forecast accuracy, and sources of data for this targeted forecast; an address where further information may be obtained is included. (MLF) Y1 - 1989/03// PY - 1989 DA - March 1989 SP - 3 KW - ERIC, Resources in Education (RIE) KW - Prediction KW - Expenditures KW - Public Schools KW - Expenditure per Student KW - Elementary Secondary Education KW - Educational Trends KW - Government Publications KW - School Statistics UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63122388?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: TF-89-4.3. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Student Financing of Graduate and Professional Education. A Report of the 1987 National Postsecondary Student Aid Study. Analysis Report. AN - 63024965; ED309721 AB - A report of the 1987 National Postsecondary Student Aid Study (NPSAS) focuses on graduate and first-professional students in order to inform policymakers and other interested parties of the NPSAS data and its potential for clarifying policy and research issues surrounding postsecondary education and student financial aid. Seven chapters are: introduction; postsecondary enrollment; postbaccalaureate education expenses; sources and types of aid to postbaccalaureate students; the composition of student aid awards; sources of financial support to postbaccalaureate students; and summary and conclusions. Results include the following: 45% of all postbaccalaureate students were 30 years or older, although 80% of the first-professional students were under 30; the average total expenses related to education for full-time postbaccalaureate students was about $9,300; full-time first-professionals borrowed higher amounts of aid on average than master's or doctoral students; over one-half of the aided master's students enrolled in the fall of 1986 and three-fourths of the aided doctoral students received institutional aid only or federal and institutional aid combined; and the majority of postbaccalaureate students enrolled in the fall of 1986 relied solely on themselves or themselves and financial aid. Four appendices are: additional tables; technical notes; a list of advisors to NPSAS; and classification of instructional programs (CIP) codes. (SM) AU - Korb, Roslyn Y1 - 1989/03// PY - 1989 DA - March 1989 SP - 150 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Graduate Study KW - Graduate Students KW - Student Loan Programs KW - Federal Aid KW - Access to Education KW - Student Characteristics KW - Grants KW - Educational Finance KW - Higher Education KW - National Surveys KW - State Aid KW - Student Financial Aid KW - Expenditures KW - Enrollment Trends KW - Professional Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63024965?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-NPSAS-86/87-1.21. For a related do N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Assigning Type of Locale Codes to the 1987-88 CCD Public School Universe. AN - 63022776; ED312113 AB - This paper presents a classification system that assigns each of the 85,131 public elementary and secondary schools in the United States to one of seven locale settings. The seven mutually exclusive locale designations are: (1) large city; (2) mid-size city; (3) urban fringe of large city; (4) urban fringe of mid-size city; (5) large town; (6) small town; and (7) rural. The paper is presented in four parts. Part 1 provides an overview of the locale designations and their definitions. Results of the locale assignment process are presented by type of locale and state in table form. Part 2 analyzes the National Center for Education Statistics Common Core of Data Public School Universe by locale setting. Along with general observations about national school locales, states are clustered geographically and by wealth for school locale comparison. Part 3 is an appendix describing the methodology for assigning locale codes to the School Universe file. And Part 4 is an appendix containing tables of the results of the locale assignment. It is pointed out that code assignment is the first step in developing a uniform designation system and that several additional steps are planned or in progress to improve the designations. This paper contains nine tables. (Author/DHP) AU - Johnson, Frank H. Y1 - 1989/03// PY - 1989 DA - March 1989 SP - 56 PB - General Surveys and Analysis Branch, Elementary and Secondary Education Statistics Division, National Center for Education Statistics, 555 New Jersey Avenue, N.W., Washington, DC 20208-5651. KW - Common Core of Data Program KW - National Center for Education Statistics KW - ERIC, Resources in Education (RIE) KW - Rural Schools KW - School Demography KW - Residential Patterns KW - Urban Schools KW - Cluster Grouping KW - National Surveys KW - School Statistics KW - Suburban Schools KW - Public Schools KW - School Location KW - Statistical Surveys KW - Cluster Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63022776?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Paper presented at the American Educational Resear N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Earned Degrees Conferred: 1986-87 to 1992-93. Targeted Forecast. AN - 62963193; ED322856 AB - Data on earned degrees conferred are presented by level of degree, both estimated (1986-87 and 1987-88), and forecast (1988-89 to 1992-93). It is forecast that the number of bachelor's degrees for 1988-89 will remain unchanged from the 1987-88 level, while master's degrees will be down slightly. For 1988-89 through 1992-93, it is projected that the number of associate's degrees and bachelor's degrees will decrease, while the number of master's degrees, doctor's degrees, and first-professional degrees will remain stable. Technical notes explain the methodology, forecast accuracy, and data sources. (JDD) Y1 - 1989/03// PY - 1989 DA - March 1989 SP - 4 KW - ERIC, Resources in Education (RIE) KW - Prediction KW - Degrees (Academic) KW - Bachelors Degrees KW - Masters Degrees KW - Professional Education KW - Doctoral Degrees KW - Higher Education KW - Associate Degrees KW - Trend Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62963193?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: TF-89-3.0. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Crossroads in American Education: A Summary of Findings. The Nation's Report Card. Report No. 17-OV-01. AN - 63132482; ED309178 AB - This summary report from The Nation's Report Card offers a synthesis of findings from recent national assessments of American education for 9-, 13-, and 17-year-old students in a variety of subject areas. Areas covered include reading, writing, mathematics, science, American history, literature, and computer competence. Trends in academic achievement, levels of learning, and factors related to achievement are discussed. Since 1969, the National Assessment of Educational Progress (NAEP) has conducted regular surveys of student proficiency in a range of subjects, each involving a national sample of students; about 1.4 million students from a cross-section of grade levels have participated in the assessments to date. Findings from recent NAEP assessments provide evidence of progress in students' academic achievement. Results from the 1984 and 1986 assessments indicate that, on the average, students' proficiency in reading has improved; proficiency in writing, mathematics, and science has improved in recent assessments following earlier declines. Equity is being approached between minority students and their white peers. Student achievement gains are associated with time spent on homework, course rigor, participatory teaching, and supportive home environments. The findings also indicate a lack of significant advancement in the area of innovative and thoughtful application of knowledge. Descriptions of proficiency levels (levels 150, 200, 250, 300, and 350) for reading, mathematics, and science are appended in the form of sample test items. (TJH) AU - Applebee, Arthur N. Y1 - 1989/02// PY - 1989 DA - February 1989 SP - 60 PB - National Assessment of Educational Progress, Educational Testing Service, Rosedale Road, Princeton, NJ 08541-0001. KW - National Assessment of Educational Progress KW - Writing Achievement KW - ERIC, Resources in Education (RIE) KW - Science Education KW - Grade 11 KW - Elementary School Students KW - Literature KW - Mathematics Achievement KW - Academic Achievement KW - Elementary Secondary Education KW - Educational Trends KW - North American History KW - Secondary School Students KW - National Surveys KW - Computer Literacy KW - Grade 8 KW - Reading Achievement KW - Meta Analysis KW - Grade 4 KW - Statistical Data KW - Educational Quality UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63132482?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Federal Support for Education: Fiscal Years 1980 to 1988. Survey Report. AN - 63128729; ED303924 AB - This report provides a comprehensive picture of total federal financial support for education for fiscal years 1980 through 1988. Outlays were used in this report rather than obligations, with the exception of academic research at institutions of higher education. Federal support for education falls into three categories: on-budget support, off-budget support, and federal tax expenditures. This report also shows current and constant dollar comparisons, based on the composite deflator from the United States Office of Management and Budget. Nine text tables, three charts, and six detailed tables are included. (SI) AU - Hoffman, Charlene M. Y1 - 1989/02// PY - 1989 DA - February 1989 SP - 48 VL - CS-89-637 KW - ERIC, Resources in Education (RIE) KW - Financial Support KW - Federal Aid KW - School Support KW - Federal Programs KW - Educational Finance KW - Elementary Secondary Education KW - Educational Trends KW - Higher Education KW - Tables (Data) KW - Trend Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63128729?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series identified as: FF-88. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Vocational Education Statistical Data Plans and Programs. AN - 63124136; ED304571 AB - This document provides information on the Data on Vocational Education (DOVE) plan, which has provided the National Center for Education Statistics (NCES) with a framework on which a viable data collection and dissemination program is being constructed for vocational education. A section on the status of DOVE discusses the attainment of the principal goal of designing a method for deriving vocational education information from the NCES data sets and viewing vocational education in the context of all education. Recent and anticipated accomplishments are described. Descriptions follow of NCES data sets with vocational information. Appendix A is a "by-acronym-and-name" overview of NCES data sets with vocational education information. Each data set is identified as capturing data in either the secondary or postsecondary arena. Appendix B provides a more detailed description of the NCES data sets or supplements to the data sets with vocational statistics. Appendix C frames the NCES data effort by categories of educational information (e.g., institutions, enrollment, teachers). Appendixes D and E are linked together to describe the publications, current and projected, that have been generated from the NCES data sets. Appendix D contains a cross-reference for current NCES publications only keyed to the data sets; appendix E is the publications list. (YLB) AU - Schwartz, Mark Y1 - 1989/02// PY - 1989 DA - February 1989 SP - 18 KW - ERIC, Resources in Education (RIE) KW - Databases KW - Postsecondary Education KW - Information Dissemination KW - Statistical Data KW - Diffusion (Communication) KW - Data Collection KW - Vocational Education KW - Data Analysis KW - Secondary Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63124136?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Appendixes contain small/blurred print. Best copy N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Education Partnerships in Public Elementary and Secondary Schools. Survey Report. AN - 63107219; ED304789 AB - This survey primarily examined partnerships between public schools and outside sponsors in 1987-88. Only entities whose primary focus was not elementary or secondary education were considered to be outside sponsors. The survey specifically focused on the number of public schools participating in education partnerships, the number of partnerships, the ways in which they were initiated, the types of support they provided, areas for which support was targeted, and the types of support and target areas for which principals would prefer to see increased private support. Frequencies were tabulated for the number of public schools participating in education partnerships and the number of partnerships. In addition, percentages were tabulated for the number of schools and students participating in education partnerships and the types of partnerships in schools. Percentages describing the 1987-88 demographic characteristics in schools participating in educational partnerships were collected according to geographic region, metropolitan status, instructional level, size of school enrollment, and percentage of students eligible for free or reduced-price lunches. Nineteen tables and the survey form are provided. (JAM) AU - Heaviside, Sheila AU - Farris, Elizabeth Y1 - 1989/02// PY - 1989 DA - February 1989 SP - 53 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402 ($2.75). VL - CS-89-060 KW - Partnerships in Education KW - ERIC, Resources in Education (RIE) KW - School Community Relationship KW - School Community Programs KW - Student Role KW - Public Schools KW - Elementary Secondary Education KW - School Surveys KW - National Surveys KW - Government Publications KW - Tables (Data) KW - School Statistics KW - School Business Relationship UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63107219?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series FRSS-32. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Student Progress in College: NLS-72 Postsecondary Education Transcript Study, 1984. Survey Report. AN - 63027024; ED309710 AB - By looking at progress of students from entry into postsecondary education (PSE) through completion of the bachelor's degree, it is possible to find out more about those students who do not go directly to college and graduate exactly 4 years after high school and compare them with more traditional peers. Data come from the National Longitudinal Study of the High School Class of 1972 (NLS-72) and its related Postsecondary Education Transcript Study conducted in 1984. Patterns of progress and attendance are shown for the 12-year period following high school. The two main topics addressed are: (1) the average time taken to complete each level of postsecondary education through a bachelor's degree; and (2) how many students take longer than normally expected to progress through postsecondary education. Results indicate the following: expectations for the time to complete any level or year of PSE are shorter by 3 to 9 months than actually taken by 1972 high school seniors; men are more likely to take longer at each level than women; the longer students wait to start PSE after high school, the more likely they are to take extra time to complete the freshman year; and completion of each level within the expected time contributes to continuation through the next level of postsecondary education. Two appendices are: methodology and technical notes (methodology, PSE computed variables, accuracy of estimates, and instructions for obtaining more information); and data for the study's figures. Contains 28 references. (SM) AU - Knepper, Paula R. Y1 - 1989/02// PY - 1989 DA - February 1989 SP - 55 KW - ERIC, Resources in Education (RIE) KW - Nontraditional Students KW - College Attendance KW - Higher Education KW - National Surveys KW - Educational Attainment KW - Longitudinal Studies KW - Attendance Patterns KW - Graduation KW - Time KW - Bachelors Degrees KW - College Graduates KW - College Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63027024?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: NLS-72/84. N1 - Last updated - 2014-03-21 ER - TY - JOUR T1 - Developing Magnet Programs AN - 1290137883 AB - From "Research in Brief" JF - Education Digest Y1 - 1989/02/01/ PY - 1989 DA - 1989 Feb 01 SP - 22 CY - Ann Arbor, Mich. PB - Education Digest VL - 54 IS - 6 SN - 0013-127X KW - Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1290137883?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Apio&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=Education+Digest&rft.atitle=Developing+Magnet+Programs&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1989-02-01&rft.volume=54&rft.issue=6&rft.spage=22&rft.isbn=&rft.btitle=&rft.title=Education+Digest&rft.issn=0013127X&rft_id=info:doi/ DB - Periodicals Index Online N1 - Last updated - 2013-02-21 ER - TY - GEN T1 - Federal Forecasters Conference Proceedings (Washington, District of Columbia, April 25, 1988). Conference Report. AN - 63137230; ED305388 AB - The National Center for Education Statistics supported this conference as a first step in a dialogue among forecasters to benefit all in the field. Fifty forecasters representing 20 different federal agencies attended the day-long session. Objectives of the conference include: (1) to bring forecasters together for a forum to share information on data quality and sources, forecasting methods, and forecast performance; (2) to build a Federal Forecasters Network; and (3) to establish a directory of Federal Forecasters. The keynote address is presented: "Solutions to Three Forecasting Problems" (J. Scott Armstrong). The three problems discussed include: predicting the actions of key decision-makers, bias in forecasts, and gaining acceptance of the forecast. Work sessions presented include: (1) Topic A--"Data Problems" (William Sonnenberg); (2) Topic B--"Forecasting Methodology" (Paul J. Horn); and (3) Topic C--"Forecast Evaluation" (Debra Gerald and William Hussar). The conference agenda, a listing of participants, and a bibliographic listing of 64 federal forecasting publications are appended. (SLD) Y1 - 1989/01// PY - 1989 DA - January 1989 SP - 35 KW - Federal Forecasters KW - National Center for Education Statistics KW - ERIC, Resources in Education (RIE) KW - Prediction KW - Evaluation Methods KW - Public Agencies KW - Predictive Measurement KW - Research Methodology KW - Researchers KW - Long Range Planning KW - Research Problems KW - Expert Systems KW - Decision Making UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63137230?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Report of the NAEP Technical Review Panel on the 1986 Reading Anomaly, the Accuracy of NAEP Trends, and Issues Raised by State-Level NAEP Comparisons. Technical Report. AN - 63129106; ED303783 AB - This technical report, the final product of the deliberations of a panel charged with an external review of the National Assessment of Educational Progress (NAEP), considers three broad issues: (1) the apparent lack of comparability between the findings of the 1984 and 1986 reading assessments (reading anomaly); (2) the accuracy of NAEP trend data, particularly in reading and mathematics, and apparent inconsistencies between NAEP trend data and those from other major tests; and (3) problems and possible solutions in the expansion of NAEP to include a state-by-state assessment. Findings indicated that the bulk of the apparent declines in 9- and 17-year-olds' reading scores was probably artifactual; that while NAEP is a better barometer of national achievement trends than any available alternative, the quality of its trend reporting could be improved considerably (three recommendations are given); and that state-level assessments should be managed by a separate program unit within the National-NAEP organization, and should be parallel to the National-NAEP in most respects. The report concludes with 13 papers (individually authored or coauthored by panel members) addressing particular issues within the charge of the panel. (SR) AU - Haertel, Edward Y1 - 1989/01// PY - 1989 DA - January 1989 SP - 250 VL - CS-89-499 KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Reading Achievement KW - National Norms KW - Mathematics Achievement KW - Elementary Secondary Education KW - Educational Trends KW - Educational Assessment KW - National Competency Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63129106?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Higher Education Opportunities for Minorities and Women--Annotated Selections. 1989 Edition. AN - 63127561; ED304033 AB - Developed to assist parents and students in finding sources of postsecondary financial aid, this annotated listing provides a brief summary of the basic information about a selected list of financial aid sources designed primarily for minority groups and women, or available to all students. The listings provide names and addresses, background information, and information on qualifications and requirements, award amounts, and applications. Listings are grouped into the following sections: (1) sources of general information for all levels (various publications, including addresses and prices); (2) general, multiple, and non-specified undergraduate opportunities; (3) undergraduate opportunities by academic area (architecture, arts, business/management, education, engineering, graphic arts/printing, health/medical, journalism, military, and science); (4) sources of general, multiple, and non-specified graduate opportunities; (5) graduate opportunities by academic areas (arts/humanities, business/management, education, engineering/sciences, health/medical/dental/nursing, international, law, political science/public administration, religion/theology, and social/behavioral science/social work); and (6) postdoctoral opportunities. AU - Young, William C. AU - Hicks, Edward L. Y1 - 1989 PY - 1989 DA - 1989 SP - 90 KW - ERIC, Resources in Education (RIE) KW - Parents KW - Students KW - Postsecondary Education KW - Graduate Study KW - Student Loan Programs KW - Scholarships KW - Undergraduate Study KW - Grants KW - Majors (Students) KW - Higher Education KW - Equal Education KW - Fellowships KW - American Indians KW - Student Financial Aid KW - Minority Groups KW - Hispanic Americans KW - Black Students KW - Asian Americans KW - Females KW - Postdoctoral Education KW - Alaska Natives KW - Postsecondary Education KW - Graduate Study KW - Student Loan Programs KW - Scholarships KW - Undergraduate Study KW - Grants KW - Majors (Students) KW - Higher Education KW - Equal Education KW - Fellowships KW - American Indians KW - Student Financial Aid KW - Minority Groups KW - Hispanic Americans KW - Black Students KW - Asian Americans KW - Females KW - Postdoctoral Education KW - Alaska Natives UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63127561?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Condition of Education, 1989. Volume 2: Postsecondary Education. AN - 63125189; ED306708 AB - Statistical information on educational indicators derived from studies conducted by the National Center for Educational Statistics (NCES) and from other studies and surveys is presented in a chartbook format. This year, the indicators are published in two volumes, one addressing elementary and secondary education, and the other postsecondary education. A third volume, "1989 Education Indicators," includes the text, tables, and graphs from the first two volumes and supplies technical supporting data, supplemental information, and data sources.) Indicators for postsecondary education have been grouped under the headings of outcomes, resources, and context. Outcome indicators include trends in completion (higher education attainment, degress conferred, and fields of study by race, ethnicity, and sex) and economic outcomes (young adult earnings and higher education research and development spending). Resource indicators focus on fiscal resources (college and university revenues and per student expenditures) and human resources (faculty salaries, new doctorates with jobs in education). Context resources focus entirely on student characteristics: enrollments by type and control of institution, selected personal characteristics, and enrollments by age group and ethnicity. Indicators have been added on degrees awarded according to fields of study and gender. Narrative discussions and charts depict each indicator; 19 supporting tables are appended. (MLH) AU - Baker, Curtis O. AU - Rogers, Gayle Thompson Y1 - 1989 PY - 1989 DA - 1989 SP - 146 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402-9325 (Stock No. 065-000-00378-3; $6.50). VL - CS-89-651 KW - Indicators KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Ethnic Distribution KW - Student Characteristics KW - Educational Finance KW - Academic Achievement KW - Educational Resources KW - Educational Assessment KW - School Statistics KW - Outcomes of Education KW - Educational Quality UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63125189?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For volume 1, dealing with elementary and secondar N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Condition of Education, 1989. Volume 1: Elementary and Secondary Education. AN - 63124322; ED306707 AB - As in 1988, the current status of education is presented in the form of indicators measuring education's "health" and showing major trends and developments. These indicators derive from studies carried out by the National Center for Education Statistics (NCES) and from surveys conducted within and outside the Federal Government. This report comprises two volumes, the first addressing elementary and secondary education and the second postsecondary education. (A third volume, "1989 Education Indicators," includes the text, tables, and graphs from the first two volumes and supplies technical supporting data, supplemental information, and data sources.) Indicators for elementary and secondary education have been grouped under the headings of outcomes, resources, and context. Outcome indicators are presented for student performance in general, for high school performance by race and ethnicity, and for economic outcomes (unemployment rates of high school graduates and dropouts). Resource indicators cover both fiscal and human resources. Context indicators include student characteristics, aspects of the learning environment, perceptions of teachers and the general public, and competency requirements for high school graduation and teacher certification. New indicators have been added for (1) science performance; (2) international comparisons of math and science proficiency; (3) the racial and ethnic composition of elementary and secondary education; and (4) the number of credits required by states for high school graduation. Narrative discussions and charts depict each indicator; 30 supporting tables are appended. (MLH) AU - Baker, Curtis O. AU - Ogle, Laurence T. Y1 - 1989 PY - 1989 DA - 1989 SP - 144 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402-9325 (Stock No. 065-000-00377-5; $5.50). VL - CS-89-650 KW - Indicators KW - ERIC, Resources in Education (RIE) KW - Student Characteristics KW - Expenditure per Student KW - Educational Finance KW - Teacher Attitudes KW - Academic Achievement KW - Elementary Secondary Education KW - Educational Trends KW - School Statistics KW - Outcomes of Education KW - Ethnic Distribution KW - Educational Environment KW - Statistical Analysis KW - Educational Resources KW - Government Publications KW - Educational Assessment KW - Tables (Data) KW - Public Opinion KW - Educational Quality KW - Education Work Relationship UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63124322?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For volume 2, dealing with postsecondary education N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - College Persistence and Degree Attainment for 1980 High School Graduates: Hazards for Transfers, Stopouts, and Part-Timers. Survey Report. AN - 63105329; ED305024 AB - The college persistence of 1980 high school graduates and their subsequent attainment of bachelor's degrees are described with data taken from the Postsecondary Longitudinal Studies Program of the National Center for Education Statistics. Using the group of High School and Beyond 1980 graduates as a base, the persistence track transitions are charted. Six sections focus on the following: (1) introduction (persistence track model, analytic methods, report organization); (2) status in the fall of 1980 (overview, subgroup differences such as on- and off-track starts); (3) persistence through academic year 1983-84 (overview, subgroup differences such as how students left the persistence track and departure timing); (4) bachelors degree attainment (implications of starting off track, leaving the persistence track, and persisting on track); (5) transfers (rate of persisting transfers, persistence implications of transfers, degree attainment implications of transfers); and (6) discussion. Major findings include the following: about one-third of the graduating high school class of 1980 never enrolled in any type of postsecondary education; and of the 1980 high school graduates who immediately entered four-year colleges, about four of every seven persisted full time for 4 years. Two appendices provide data on methodology and technical notes (quality of estimates, statistical difference testing, and persistence modeling) and supporting tables. (SM) AU - Carroll, Dennis C. Y1 - 1989/01// PY - 1989 DA - January 1989 SP - 60 KW - High School and Beyond (NCES) KW - ERIC, Resources in Education (RIE) KW - Degrees (Academic) KW - High School Graduates KW - Dropout Research KW - College Bound Students KW - High Schools KW - Transfer Students KW - Higher Education KW - Academic Persistence KW - Educational Attainment KW - Longitudinal Studies KW - Stopouts UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63105329?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series HSB-80/86. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Building from Yesterday to Tomorrow: The Continuing Federal Role in Indian Education. 15th Annual Report to the U.S. Congress, Fiscal Year 1988. AN - 63030871; ED317358 AB - This report outlines the activities of the National Advisory Council on Indian Education (NACIE), and presents statistics and information on Indian schools and educational programs. Parts I and II describe NACIE and its functions and activities for fiscal year 1988--advising Congress on Indian education laws, reviewing applications for grants and fellowships, evaluating Indian education programs and projects, and participating in conferences. Parts III and IV outline the history of the Indian Education Act and its reauthorization in 1988. Part V compiles statistical information on American Indian and Alaska Native enrollments in elementary and secondary schools and higher education institutions, degrees conferred 1977-87, and 1988 funding levels and per pupil expenditures for Indian education programs. Part VI describes the Bureau of Indian Affairs (BIA) comprehensive report on BIA education and the White House Conference on Indian Education. Extensive appendices: (1) describe 1988 meetings of NACIE; (2) list 1988 recipients of Indian Education Act fellowships; (3) note two BIA schools selected in the Secondary School Recognition Program; (4) profile 33 programs benefitting Indian students; (5) list nominees for Outstanding Indian Youth of 1988; (6) describe 10 Title IV "showcase" projects involving bilingual education, drug and alcohol education, cultural education, individualized tutoring, and career education; (7) list Indian resource persons; and (8) present the full text of 1988 Indian education laws P.L. 100-297 and P.L. 100-427. (SV) Y1 - 1989 PY - 1989 DA - 1989 SP - 198 KW - Bureau of Indian Affairs Schools KW - Indian Education Act 1972 KW - National Advisory Council on Indian Education KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Financial Support KW - Federal Aid KW - Educational Legislation KW - Elementary Secondary Education KW - Higher Education KW - American Indians KW - Advisory Committees KW - Demonstration Programs KW - Federal Programs KW - Enrollment KW - American Indian Education KW - Federal Indian Relationship KW - Alaska Natives UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63030871?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - State Projections to 1993 for Public Elementary and Secondary Enrollment, Graduates, and Teachers. AN - 63030535; ED309567 AB - Projections of key education statistics are provided for a 5-year period to 1993, for public elementary and secondary schools at the state level. The report is designed to provide state-level projections developed with a consistent methodology based on: several statistical models of persistence in education; data from the National Center for Education Statistics for enrollment, graduates, and teachers; and estimates and projections of population from the U.S. Department of Commerce, Bureau of the Census. Appended are state projection methodologies, tables of standard errors of projections, data sources, and a glossary. (SI) AU - Gerald, Debra E. Y1 - 1989 PY - 1989 DA - 1989 SP - 62 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402 (Stock No. 065-000-00380-5, $3.25). KW - ERIC, Resources in Education (RIE) KW - Public Schools KW - Teacher Student Ratio KW - High Schools KW - Elementary Secondary Education KW - Teachers KW - Graduates KW - Population Trends KW - Trend Analysis KW - Enrollment Projections KW - Enrollment Rate UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63030535?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - An Examination of the Peer Review Process. AN - 63030528; ED314919 AB - This study evaluated the effect of training on improving the reliability of the peer review process by determining whether or not training made a difference in the variability among reviewers' scores and documentation provided to support the scores. Different levels of training were provided for participants in the peer review process who were reviewing applications for discretionary grants in the Training Personnel for the Education of the Handicapped program. Reviewers' total scores, total word count for strengths and weaknesses, and approval/disapproval decisions were then examined. There were no significant differences in applications' average total scores across the three levels of training, although standard deviations were higher with more training. Also, there was no reduction in the dispersion of the scores with an increase in training. Reviewers who received additional training tended to write more words in both the strengths and weaknesses sections. Concerning approval or disapproval of the application, there were statistically significant differences across the training conditions, but they could not be determined to be training differences. Reviewers across all training conditions provided more documentation for those applications they disapproved than for those they approved. More experienced reviewers tended to give lower scores and more documentation than less experienced reviewers. (JDD) AU - Sutherland, Doris J. Y1 - 1989 PY - 1989 DA - 1989 SP - 22 KW - Discretionary Programs KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Federal Aid KW - Professional Training KW - Reliability KW - Improvement Programs KW - Disabilities KW - Grants KW - Peer Evaluation KW - Elementary Secondary Education KW - Program Proposals KW - Outcomes of Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63030528?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - 1989 Education Indicators. AN - 63029188; ED312791 AB - The National Center for Education Statistics (NCES) gathers and produces statistics and other information on the status and progress of education in the United States. In 1989 as in 1988, the center published the "indicators" (key data that measure the health of education, monitor important developments, and show trends in major aspects of education) in three volumes. "The Condition of Education" report encompasses the first two volumes, addressing education at the elementary and secondary levels and at the postsecondary level, respectively. This third volume includes the indicators from both of the earlier volumes, along with all the technical supporting data, supplemental information, and data sources. For elementary and secondary education, data are presented from the most recent (1988) administration of the National Assessment of Educational Progress. These include indicators for student performance; high school completion; economic outcomes; fiscal resources; human resources; student characteristics; learning environment; perceptions of the public concerning the schools and of the teachers concerning student problems and education improvement strategies; and requirements for graduation and for teacher preparation. The section on postsecondary education includes indicators for trends in higher education, degrees conferred, degrees and fields of study categorized by race and ethnicity, economic outcomes, fiscal resources, human resources, and student characteristics. Appended are tables and supplementary notes keyed by number to the indicators, a list of data sources, a glossary, and an index. (KM) AU - Baker, Curtis O. Y1 - 1989 PY - 1989 DA - 1989 SP - 367 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402 (Stock No. 065-000-00387-2, $15.00). KW - Indicators KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - High School Graduates KW - School Demography KW - Student Characteristics KW - Teacher Attitudes KW - Academic Achievement KW - Elementary Secondary Education KW - Educational Trends KW - Higher Education KW - Enrollment Influences KW - School Statistics KW - Degrees (Academic) KW - Educational Environment KW - Student Attitudes KW - Ethnic Groups KW - Enrollment Trends KW - Educational Resources KW - School Surveys KW - Educational Assessment KW - Tables (Data) KW - Public Support UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63029188?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For 1988 edition, see ED 301 974. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Implementation of the Education of the Handicapped Act [Public Law 94-142]. Eleventh Annual Report to Congress. AN - 63028198; ED312876 AB - The report documents the nation's progress in providing a free appropriate public education for all children with handicaps under the provisions of the Education for All Handicapped Children Act, Public Law 94-142. Chapter I presents national statistics reported annually by the states (e.g., a 1.6% increase in number of handicapped children served during 1987-88). Chapter II discusses educational placements and notes continued stability at 6% in number of children served in segregated facilities. Chapter III focuses on the provision of services to children below school age, reporting that all states elected to continue their participation in this component. The circumstances under which students with handicaps exit from secondary school and the services anticipated to meet their needs are analyzed in Chapter IV. The fifth chapter presents data on personnel trained under Part D of the law and reviews state-reported data on personnel employed and needed and issues in measuring personnel supply, demand, and need. Chapter VI describes the mandated survey of special education expenditures and related services, noting that the average cost of educating a handicapped student was $6,335 in the 1985-86 school year. Chapter VII presents the results of federal monitoring activities and discusses technical assistance provided to states by the Regional Resource Centers. Finally, Chapter VIII examines Congressionally mandated and federal/state evaluation efforts supported under the Act. (DB) Y1 - 1989 PY - 1989 DA - 1989 SP - 489 KW - Education for All Handicapped Children Act KW - ERIC, Resources in Education (RIE) KW - Educational Legislation KW - Teacher Education KW - Delivery Systems KW - Elementary Secondary Education KW - Graduates KW - Staff Development KW - Student Placement KW - Dropouts KW - Evaluation Methods KW - Personnel Needs KW - Federal Legislation KW - Preschool Education KW - Educational Practices KW - Disabilities KW - Incidence KW - Standards KW - Program Evaluation KW - Compliance (Legal) KW - Education Work Relationship UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63028198?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Volume 2, "an index of all current projects funded N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Postsecondary Institutions, Fall Enrollment, 1988 [machine-readable data file]. AN - 63012691; ED315449 AB - The National Center for Education Statistics has prepared a data tape for the 1988 Fall Enrollment Survey, representing 11,461 postsecondary institutions in the United States and its outlying areas. The survey is part of the Integrated Postsecondary Education Data System (IPEDS) and is the second time that IPEDS has collected ethnic and racial data. Enrollment counts are given by institution for various student characteristics including: (1) sex; (2) race and ethnicity; (3) year of study; and (4) level of study. Institutional characteristics include control and level. Data are provided for 2,622 four-year institutions, 2,800 two-year institutions, and 320 under-2-year public institutions. Data are also included for a universe of 5,719 private under-2-year institutions based on a sample of 1,010 institutions. Data were imputed for institutions that did not respond. A subset of 3,621 institutions of higher education was previously surveyed by the Higher Education General Information Survey (HEGIS), which the IPEDS supersedes. These institutions are separately identified on the data tape. TYPE OF SURVEY: Sample Survey; National Survey. POPULATION: Postsecondary Institutions (11,461). SAMPLE: 4-Year Public Institutions (2,622); 2-Year Public Institutions (2,800); Under-2-Year Public Institutions (320); Private Under-2-Year Institutions (1,010). RESPONSE RATE: 75.5%. FREQUENCY: Once. YEAR OF LATEST DATA: 1988. (SLD) Y1 - 1989 PY - 1989 DA - 1989 EP - 0 PB - U.S. Department of Education (ED), Office of Educational Research and Improvement (OERI), Information Technology Branch, 555 New Jersey Ave., NW, Washington, DC 20208-5725. Telephone: (202) 357-6528/6522 ($175). KW - Integrated Postsecondary Education Data System KW - ERIC, Resources in Education (RIE) KW - Institutional Characteristics KW - Two Year Colleges KW - Postsecondary Education KW - Student Characteristics KW - Race KW - Online Systems KW - Higher Education KW - National Surveys KW - Databases KW - Public Schools KW - Colleges KW - Ethnic Studies KW - Enrollment KW - School Surveys KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63012691?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=&rft.atitle=Postsecondary+Institutions%2C+Fall+Enrollment%2C+1988+%5Bmachine-readable+data+file%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1989-01-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=&rft.issn=&rft_id=info:doi/ LA - English DB - ERIC N1 - Availability - Level 3 - Indexed only N1 - SuppNotes - Data Series: DR-IPEDS-88/89-1.0. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Key Statistics for Public Elementary and Secondary Education: School Year 1989-90. Early Estimates. Survey Report. AN - 63010990; ED315886 AB - The estimates in this publication are key statistics reported early in the school year and include the number of students in membership, teachers, and high school graduates and the total revenues and expenditures for the operation of public elementary and secondary schools. These estimates are either preliminary actual counts for individual states, estimates derived by the states for the National Center for Education Statistics (NCES), or imputed values developed by NCES using a combination of state-specific and national data. Early estimates for private schools are included in this report. The highlights of the report include the following estimates for the 1989-90 school year: (1) total student membership in all the Nation's Schools (public and private) is estimated to be 46 million students; (2) 2.7 million students will graduate from high school (3) there are 2.4 public school teachers and (4) the cost of public education is $4,448 per student. (AA) AU - Johnson, Frank H. Y1 - 1989 PY - 1989 DA - 1989 SP - 14 KW - ERIC, Resources in Education (RIE) KW - High School Graduates KW - Expenditure per Student KW - Educational Finance KW - Elementary Secondary Education KW - Educational Trends KW - School Funds KW - National Surveys KW - Elementary School Teachers KW - Secondary School Teachers KW - School Statistics KW - Enrollment Projections KW - Public Schools KW - Teacher Student Ratio KW - School District Spending KW - Enrollment KW - School Surveys KW - Government Publications KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63010990?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-CCD-89/90-7.1. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Technology Planning for Improving Schools. Ideas and Resources for Educators in New York State. AN - 62961094; ED328232 AB - The purpose of this publication is to help school district leaders improve the use of technology in schools through the design and implementation of a planning process. Three levels of the process are noted, including strategic planning of overall direction for program improvement, program planning of objectives and management, and curriculum planning, which specifies how technology will be integrated into the classroom. The guidebook is organized around seven major tasks: (1) develop a planning structure and process; (2) establish a direction; (3) develop program plans; (4) create curriculum applications; (5) design the technology support system; (6) prepare for implementation and change; and (7) evaluate performance and effectiveness. Each task is described in a separate section that provides a rationale for the conduct of the task, a description of the process for carrying out task-related activities, exhibits and illustrations of planning activities, and key considerations in carrying out the tasks. A checklist of tasks and steps is included, as well as a glossary of terms and lists of national and state technology planning resource organizations and individuals. References are listed by tasks. (77 references) (DB) Y1 - 1989 PY - 1989 DA - 1989 SP - 80 KW - ERIC, Resources in Education (RIE) KW - Practitioners KW - Program Improvement KW - Program Implementation KW - Educational Change KW - Educational Administration KW - School Districts KW - Educational Planning KW - Change Strategies KW - Summative Evaluation KW - Computer Assisted Instruction KW - Instructional Design KW - Educational Technology UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62961094?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=&rft.atitle=Technology+Planning+for+Improving+Schools.+Ideas+and+Resources+for+Educators+in+New+York+State.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1989-01-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=&rft.issn=&rft_id=info:doi/ LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Annual Report of the Rehabilitation Services Administration to the President and to the Congress on Federal Activities Related to the Rehabilitation Act of 1973, as Amended. Fiscal Year 1989. AN - 62960611; ED328026 AB - This report describes fiscal year 1989 activities of the Rehabilitation Services Administration (RSA) and other federal agencies in meeting the legislative mandates of the Rehabilitation Act of 1973. The first section of the report covers general provisions relating to the Office of the Commissioner, "American Rehabilitation" (RSA's quarterly magazine, the RSA task forces, the information clearinghouse and the evaluating procedures mandated under the Act. Ensuing sections cover: the Vocational Rehabilitation Services program; Client Assistance Program; American Indian Rehabilitation Services Projects; National Institute of Disability and Rehabilitation Research; rehabilitation training; the National Council on Disability; employment of handicapped individuals; architectural and transportation barriers; nondiscrimination under Federal grants and programs; the Interagency Coordinating Council; projects with industry; supported employment services; and independent living services. Appendices include a glossary of terms and data relating to federal and state expenditures, historical national trends and current activity by state agencies, characteristics of persons rehabilitated, post-employment services, ineligibility determinations, the client assistance program, client and applicant appeals, independent living services, and services to and outcomes for persons with severe disabilities and persons with non-severe disabilities. (JDD) AU - Thayer, Donald Y1 - 1989 PY - 1989 DA - 1989 SP - 487 KW - Rehabilitation Act 1973 KW - Rehabilitation Services Administration KW - ERIC, Resources in Education (RIE) KW - Employment Services KW - Training KW - Equal Protection KW - Vocational Rehabilitation KW - Research Projects KW - Independent Living KW - Supported Employment KW - Civil Rights Legislation KW - Disability Discrimination KW - Accessibility (for Disabled) KW - Federal Legislation KW - Rehabilitation Programs KW - Program Implementation KW - Federal Programs KW - Disabilities KW - Agency Cooperation KW - Compliance (Legal) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62960611?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the 1988 edition, see ED 313 891. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - High School Transcript Study, 1987 [machine-readable data file]. AN - 62883690; ED338633 AB - A data tape containing statistical information on student course-taking patterns in public and private high schools in the United States is presented. The file (NAEP.MASTER.CSSC.A1987) contains: (1) transcripts of 34,140 students (including 6,583 handicapped students); (2) information on the nature and severity of handicap condition for students with Individualized Educational Plans (IEPs); and (3) information on course lists, graduation requirements, and definitions of credit units and grades. The data are derived from student transcripts collected in 1987-88 for a one-time survey of high schools that participated in the 1986 National Assessment of Educational Progress survey for 17-year-old students in grade 11. A total of 433 secondary schools was drawn from this group to constitute a nationally representative sample for the 1987 High School Transcript Study. A modification of the Classification of Secondary School Courses was used to identify approximately 2,000 course codes. The user's manual included with the data tape contains a complete description of the sampling and coding procedures. Analyses of these data can be useful in exploring the details of the quantity and variety of courses taken by students who graduate. TYPE OF SURVEY: National Survey; Sample Survey. POPULATION: Public and Private High Schools (433). SAMPLE: Grade 11 Students (34,140). FREQUENCY: Once. YEAR OF EARLIEST DATA: 1987. (SLD) Y1 - 1989 PY - 1989 DA - 1989 EP - 0 PB - U.S. Department of Education (ED), Office of Educational Research and Improvement (OERI), Information Technology Branch, 555 New Jersey Avenue NW, Washington, DC 20208-5725. Telephone: (202) 357-6528/6522 ($150.00). KW - High School Transcript Study 1987 KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Graduation Requirements KW - Grade 11 KW - Public Schools KW - High Schools KW - Disabilities KW - Course Selection (Students) KW - Statistical Data KW - National Surveys KW - Academic Records KW - Private Schools KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62883690?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=&rft.atitle=High+School+Transcript+Study%2C+1987+%5Bmachine-readable+data+file%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1989-01-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=&rft.issn=&rft_id=info:doi/ LA - English DB - ERIC N1 - Availability - Level 3 - Indexed only N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Carbons to Computers: The Changing American Office. AN - 62765369; ED373012 AB - This document explores the changing U.S. office, from its expansion in the 1830s due to the railroad industry to its dominance in the U.S. economy of the late 20th century. This examination of the office provides a way to study the U.S.' growth from the industrial revolution to the information age. Chapter 1 provides a brief historical overview of the origin and growth of the U.S. office. Management issues, scientific management, and the post war economy highlight historical developments of the office. Along with copiers, chapter 2 focuses on the office machines of the typewriter and the computer from the origins of each to the transition from the typewriter to the computer. The issue of office organization and the status of workers in chapter 3 represents visually and physically the intangible relations of power and authority in the office. Following a description of office workers in chapter 4, chapter 5 discusses office trends of the high security office, new technology, the global office, the portable office, the home office, and future developments. Fifteen poster illustrations of different types of offices and subjects to be used with classroom activities accompany the text. (CK) AU - Smith, Michelle Y1 - 1989 PY - 1989 DA - 1989 SP - 73 KW - ERIC, Resources in Education (RIE) KW - Students KW - Teachers KW - Practitioners KW - Technological Advancement KW - Office Machines KW - Office Occupations KW - Business Education KW - Job Development KW - History Instruction KW - Offices (Facilities) KW - Organizational Development KW - Technology KW - Office Management KW - Labor Force Development UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62765369?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Separately published 12-page "Teacher's Guide" has N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Postsecondary Enrollment, Persistence, and Attainment for 1972, 1980, and 1982 High School Graduates. High School and Beyond National Longitudinal Study. Survey Report. Contractor Report. AN - 63128325; ED304036 AB - Information from the National Longitudinal Study (1972 seniors), the High School and Beyond Study (1980 seniors and sophomores) and the Postsecondary Education Transcript Study (1984) is analyzed to compare the patterns of enrollment, persistence, and attainment among these groups from their high school graduation until 1986. Subgroups by sex, race and socioeconomic status were analyzed, and the findings included the following: (1) postsecondary enrollment rates increased between 1972 and 1980, but declined for the 1982 cohort; (2) enrollment was higher for Whites than for Blacks, and there was a positive relationship between enrollment and socioeconomic status; (3) rates of persistence through three years of postsecondary education did not decline between the 1972 and 1980 cohorts, but declined significantly between the 1980 and 1982 cohorts; (4) the rate of persistence through four years of postsecondary education was lower in each successive cohort for Black students; (5) the rate of 1- or 2-year degrees was about the same for the 1980 and 1982 cohorts, except that the rate declined for males and students with high socioeconomic status; and (6) rates of attainment for the 1982 and 1972 cohorts were about the same, except that the 1982 cohort had higher attainment rates among Blacks, Hispanics, and students with low socioeconomic status. A technical appendix provides information about the three studies from which the data are drawn. (KM) AU - Eagle, Eva AU - Carroll, Dennis C. Y1 - 1988/12// PY - 1988 DA - December 1988 SP - 52 VL - CS-89-301 KW - High School And Beyond (NCES) KW - National Longitudinal Study High School Class 1972 KW - Postsecondary Education Transcript Study KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - High School Graduates KW - Socioeconomic Status KW - College Attendance KW - Academic Achievement KW - Racial Differences KW - Degrees (Academic) KW - Hispanic Americans KW - Enrollment Trends KW - Sex Differences KW - Black Students KW - Academic Persistence KW - Females UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63128325?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-NLS/HSB:72-86. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Schools and Staffing Pretest Methodology Analysis. Technical Report. AN - 63123951; ED305372 AB - As a step in combining three of the Elementary and Secondary Education surveys of the National Center for Education Statistics to produce one database linking local education agencies, schools, and teachers, the merged procedures and collections forms were pretested. Different methods were tested by splitting the pretest sample of 220 public schools and 75 private schools into five treatment subsamples and using a different methodology in each subsample. The different methodologies addressed the following questions: (1) Should the principal designate a school coordinator to coordinate collection activities or should the survey assume that the principal would do this? (2) Should the coordinator be paid for time spent coordinating collection activities? (3) Should telephone or mail prompts remind the coordinator of follow-up? (4) Are there differences between public and private schools? (5) Are there differences by questionnaire type? Focus was on selecting the treatment that will provide a high survey response rate. Results indicate that the designated coordinator was important. Responses to telephone prompts were higher than for mail prompts. Returns from the public sector were higher than from the private sector. Paying coordinators did not significantly improve return rates. The different questionnaires did not produce significant differences in response rates. The full survey will utilize telephone prompts to unpaid coordinators. Eleven tables present pretest data. (SLD) AU - Kaufman, Steven Y1 - 1988/12// PY - 1988 DA - December 1988 SP - 15 VL - CS-89-115 KW - National Center for Education Statistics KW - ERIC, Resources in Education (RIE) KW - Research Methodology KW - Elementary Secondary Education KW - National Surveys KW - School Statistics KW - Pretesting KW - Evaluation Methods KW - Formative Evaluation KW - Feasibility Studies KW - Public Schools KW - Data Collection KW - School Surveys KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63123951?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: SP-SAS-87-9.3. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Moonlighting among Public School Teachers. Survey Report. AN - 63117653; ED303456 AB - This descriptive survey report analyzes data from a nationally representative sample of public school teachers. The first section of the report compares teachers who moonlight during the school year or who moonlight during the summer recess with, respectively, those teachers who do not moonlight during the school year or do not moonlight during the summer recess. Moonlighters are compared with non-moonlighters on a variety of measures, including demographic characteristics, educational background, teaching characteristics, time use, and salary. The survey reveals that moonlighters are more likely to be male, are somewhat younger, and have less full-time teaching experience than their non-moonlighting counterparts; secondary school teachers are more likely to moonlight than elementary school teachers; and while there is no salary difference between school-year moonlighting and non-moonlighting teachers, summer-recess moonlighters earn somewhat less under their primary contracts than summer-recess non-moonlighters. Data are presented in graphs and tables accompanied by narrative discussion. (JD) AU - Bobbitt, Sharon A. Y1 - 1988/12// PY - 1988 DA - December 1988 SP - 51 KW - ERIC, Resources in Education (RIE) KW - Teacher Surveys KW - Comparative Analysis KW - Multiple Employment KW - Teacher Characteristics KW - Elementary Secondary Education KW - Public School Teachers KW - Teacher Salaries UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63117653?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - National Estimates of Higher Education: School Year 1988-89. Early Estimates. Survey Report. AN - 63007300; ED311808 AB - An "Early National Estimates" survey of higher education, part of the Integrated Postsecondary Education Data System, is reported. Estimates from the survey indicate the following: fall 1988 enrollments in colleges and universities increased almost 2.5% over fall 1987; overall, degree awards remained fairly stable in academic year 1988, although awards to women increased; revenues and expenditures increased 7% and 6%, respectively, in fiscal year 1988; enrollment at U.S. institutions of higher education reached an all-time high of 12.8 million in the fall of 1988, an increase of 2.4% over 1987; enrollment increases have occurred despite steady declines since 1981 of the U.S. population of 18- to 24-year-olds, which has traditionally comprised the largest share of student enrollment; the estimated number of degrees conferred in 1988 was not significantly greater than the year before; degree awards at the master's and doctor's levels were stable between 1987 and 1988, but for first professional degrees, there were declines in awards to men and in awards at public institutions; and the current funds revenues of institutions of higher education reached an estimated $116 billion in fiscal year 1988, and current funds expenditures and transfers totalled $113 billion. Tables and a discussion of survey methodology are included. (SM) AU - Cohen, Michael P. AU - Kroe, Elaine Y1 - 1988/12// PY - 1988 DA - December 1988 SP - 14 KW - Integrated Postsecondary Education Data System KW - ERIC, Resources in Education (RIE) KW - Undergraduate Students KW - Graduate Study KW - Womens Education KW - Males KW - Educational Finance KW - Part Time Students KW - Public Colleges KW - Private Colleges KW - Higher Education KW - National Surveys KW - Enrollment Projections KW - Degrees (Academic) KW - Comparative Analysis KW - Enrollment Trends KW - Full Time Students KW - College Students KW - Females UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63007300?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series DR-IPEDS-88/89-1. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Mathematics Objectives. 1990 Assessment. AN - 63137208; ED309030 AB - The National Assessment of Educational Progress (NAEP) reports on the status and progress of educational achievement in the United States. Based on its surveys, "The Nation's Report Card" provides comprehensive information about what students in the United States can do in various subject areas. The framework for the 1990 mathematics assessment is organized according to mathematical abilities and content areas for grades 4, 8, and 12. This document describes the organization of the 1990 effort and the construction of the instrument. The mathematical abilities to be assessed are conceptual understanding, procedural knowledge, and problem solving. The section on "Content Areas" contains assessments on: (1) "Numbers and Operations"; (2) "Measurement"; (3) "Geometry"; (4) "Data Analysis, Statistics, and Probability"; and (5) "Algebra and Functions." Abilities and subtopics are included under these headings. An appendix includes sample questions. (DC) Y1 - 1988/11// PY - 1988 DA - November 1988 SP - 65 PB - National Assessment of Educational Progress, Educational Testing Service, Rosedale Road, Princton, NJ 08541-0001 ($5.00, booklet No. 21-M-10). SN - 0886850800 KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Teachers KW - Practitioners KW - Functions (Mathematics) KW - Elementary School Mathematics KW - Probability KW - Measurement KW - Statistics KW - Mathematics Achievement KW - Elementary Secondary Education KW - Secondary School Mathematics KW - National Surveys KW - Test Items KW - Number Concepts KW - Problem Solving KW - Algebra KW - Mathematical Concepts KW - Geometry KW - Educational Assessment KW - Data Analysis KW - Test Construction UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63137208?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Drawings may not reproduce well. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - State Policies concerning Vocational Education. Survey Report. AN - 63122750; ED301759 AB - A study compared state policies concerning vocational education. Particular emphasis was placed on the states' use of federal allocations, allocations between secondary and postsecondary education, ability to receive grants and spend the full allocation, additional sources of state financial aid, and quality control mechanisms. It was discovered that competition was the method used most often to distribute federal funds in those categories of the Carl D. Perkins Vocational Education Act where states were given discretion over funding allocation methods. The funds allocated to postsecondary education varied by state and by category. Within each Perkins Act category, at least one state allocated no funds to postsecondary education whereas another state allocated all funds to postsecondary education. Half the states split funds for disadvantaged persons into separate pools for secondary and postsecondary education before applying the intrastate formula specified in the act. The state programs were characterized by strong regional differences, with the central and western regions showing strong similarities. (Appendixes include information on the survey methodology and data reliability, state-by-state tables, and a copy of the survey instrument.) (MN) Y1 - 1988/11// PY - 1988 DA - November 1988 SP - 61 VL - NCES-89-420 KW - Carl D Perkins Vocational Education Act 1984 KW - ERIC, Resources in Education (RIE) KW - Financial Support KW - Postsecondary Education KW - Educational Legislation KW - Grants KW - Educational Finance KW - Resource Allocation KW - Secondary Education KW - Comparative Analysis KW - Federal Legislation KW - Budgeting KW - Educational Policy KW - Disadvantaged KW - Statewide Planning KW - Vocational Education KW - Quality Control UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63122750?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data series FRSS-30. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Directory of Postsecondary Institutions, 1987-88. Vol. 1: 4-Year and 2-Year [and] Vol. 2: Less-than-2-Year. AN - 63027805; ED309668 AB - Two volumes of the 1987-88 Directory of Postsecondary Institutions list all postsecondary institutions in the United States and its outlying areas (American Samoa, Guam, Northern Marianas, Puerto Rico, Trust Territories' and the Virgin Islands) that were known to exist as of June 1988. There were 12,052 institutions: 2,652 colleges granting at least a bachelor's degree; 2,925 2-year schools; and 6,475 less-than-2-year institutions. The information presented for each institution includes its name, address, telephone number, 1986 fall enrollment, and tuition and fees and room and board charges for the 1987-88 academic year. Also included are control, highest level of offering, types of programs offered, and recognized accreditations. The directory presents data from the Integrated Postsecondary Education Data System Institutional Characteristics Survey. Volume 1 offers information on four-year and two-year institutions, and Volume 2 provides information on less-than-two-year institutions. Each has two appendices (1) changes in institutions of higher education 1986-88 (institutions added, reinstated, deleted, no longer accredited at the college level, merged, and listed by new names); and (2) a list of accrediting bodies recognized by the Secretary, U.S. Department of Education. Tables are included. (SM) AU - Broyles, Susan G. Y1 - 1988/11// PY - 1988 DA - November 1988 SP - 1039 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402-9325 (Stock No. 065-000-00331-7, Vol. 1; 065-000-00332-5, Vol. 2). KW - ERIC, Resources in Education (RIE) KW - Technical Institutes KW - Two Year Colleges KW - Postsecondary Education KW - Corporate Education KW - Directories KW - Tuition KW - Schools KW - Colleges KW - Vocational Schools KW - Continuing Education KW - Community Colleges KW - School Choice KW - Accrediting Agencies KW - Guides KW - Reference Materials KW - Nontraditional Education KW - Universities KW - Technical Institutes KW - Two Year Colleges KW - Postsecondary Education KW - Corporate Education KW - Directories KW - Tuition KW - Schools KW - Colleges KW - Vocational Schools KW - Continuing Education KW - Community Colleges KW - School Choice KW - Accrediting Agencies KW - Guides KW - Reference Materials KW - Nontraditional Education KW - Universities UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63027805?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 2 - Produced in microfiche (1966-2003) N1 - SuppNotes - Data Series: G-IPEDS-87/88-1; G-IPEDS-87/88-2. Not N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - State Higher Education Profiles, 1988 Edition. A Comparison of State Higher Education Data for FY 1986. AN - 63122424; ED301134 AB - The second edition of this annual profile presents a combination of statistics and indicators concerning national and state involvement, support and performance in higher education. Twelve statistical tables are provided for each state, the District of Columbia and the nation covering enrollment, full-time faculty, revenues, expenditures, and degrees and other formal awards offered. Included are statistical indicators of the status of higher education in a particular sector. The indicators adjust for the size of a sector where size is alternately defined as the number of full-time-equivalent (FTE) students or the number of full-time faculty. Several indicators are also adjusted for the size of the population served. Each state-level statistic is accompanied by an index that is the percentage difference between the state statistic and the national average for the statistic. Chapter 1 presents the national data (FTE enrollments, revenues, expenditures, and degrees awarded, by type and level of institution), and Chapter 2 provides the state ranking tables (FTE enrollment, average faculty salary, revenues, expenditures and appropriations). Chapter 3 presents a statistical profile for each state. Appendix A provides information on sources of data and definition of terms, and Appendix B gives a classification of institutions by state. (KM) AU - Barbett, Samuel F. Y1 - 1988/10// PY - 1988 DA - October 1988 SP - 899 PB - Superintendent of Documents, U. S. Government Printing Office, Washington, DC 20402. KW - ERIC, Resources in Education (RIE) KW - Federal Aid KW - Contracts KW - Scholarships KW - Grants KW - Educational Finance KW - Public Colleges KW - Private Colleges KW - Higher Education KW - National Surveys KW - Teacher Salaries KW - Fellowships KW - State Aid KW - Income KW - College Faculty KW - Library Expenditures KW - Expenditures KW - Degrees (Academic) KW - Endowment Funds KW - Comparative Analysis KW - Enrollment Trends KW - Statistical Data KW - Universities UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63122424?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - 539 numbered pages are 11 inches high, 8.5 inches N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Background and Experience Characteristics of Public and Private School Teachers: 1984-85 and 1985-86, Respectively. Survey Report. AN - 63120624; ED301561 AB - Statistics from a national survey of public and private elementary and secondary school teachers are presented. A descriptive analysis identifies similarities and differences between the two groups of teachers. Two general questions provided the focus of the survey: (1) To what extent do public and private school teachers differ with regard to demographic characteristics, educational background, and teaching experience? and (2) Do public and private school teachers' differences regarding demographic characteristics, educational background, and teaching experience persist when other variables, such as teaching level, school size, and geographic region, are considered? (JD) Y1 - 1988/10// PY - 1988 DA - October 1988 SP - 33 KW - ERIC, Resources in Education (RIE) KW - Demography KW - Degrees (Academic) KW - Institutional Characteristics KW - Comparative Analysis KW - Teaching Experience KW - Teacher Characteristics KW - Elementary Secondary Education KW - Public School Teachers KW - Educational Background KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63120624?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: SP-PUP-85/86-7.3. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Fall Enrollment in Postsecondary Institutions: National Estimates for Fall 1987 and Reported Data for Fall 1986. Survey Report. AN - 63119323; ED299942 AB - Data on student enrollment in all postsecondary institutions in the United States are provided, based on the Early National Estimates Survey which is part of the Integrated Postsecondary Education Data System. Enrollment in postsecondary institutions in the fall of 1986 is reported according to enrollment by sex and racial/ethnic group of student, enrollment by control of institution, and enrollment by attendance status. Technical Appendix A, 1987 Data, briefly discusses methodology. Technical Appendix B, 1986 Data, looks at methodology, types of data collected, status of data, response rates, inputation, data editing, sample design, sampling errors, non-sampling errors, students included in this report, glossary, and cautionary notes. Six appendix tables show enrollment in postsecondary education institutions by: (1) race/ethnicity, sex of student and control of institution; (1a) race/ethnicity, selected levels and control of institution, and sex of student; (2) sex and attendance status of student, and by control of institution and level of student; (3) sex and attendance status of student, and by control and level of institution; (4) enrollment of undergraduates in postsecondary education institutions by sex and attendance status of student and by control and level of institution; (5) number and percentage of institutions responding to the fall enrollment survey by type of institution and state; and (6) number and percentage of enrollment represented by institutions responding to the fall enrollment survey by type of institution and state. All include the 50 states and the District of Columbia for the fall of 1986. (SM) Y1 - 1988/10// PY - 1988 DA - October 1988 SP - 28 KW - ERIC, Resources in Education (RIE) KW - Attendance Patterns KW - Postsecondary Education KW - Womens Education KW - Ethnic Groups KW - Enrollment Trends KW - Access to Education KW - Racial Composition KW - College Attendance KW - Educational Trends KW - National Surveys KW - Enrollment Influences UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63119323?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series DR-IPEDS-86/87-1.2. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - School Climate and Reading Performance: Survey Report. AN - 63117967; ED299538 AB - A survey examined the relationship between school climate and reading performance using data from the 1983-84 National Assessment of Educational Progress (NAEP) Reading Assessment. The NAEP survey asked a number of questions about possible school problems, such as discipline, teacher commitment, and standards for students. These items were analyzed individually and also combined into a composite measure of school climate. The study revealed that 4th, 8th, and 11th grade students in schools with a better school climate--as measured by the composite measure--tended to score higher on the NAEP Reading Assessment. School climate was more positive in elementary schools, private schools, and schools with lower proportions of students participating in the federal school lunch program. For individual school problems, reading performance was lower for students attending schools where a particular problem was rated more seriously, but association between the severity of a given problem and reading performance disappeared when the background characteristics of students were taken into account. For the composite measure of school climate, based on eight of the school problems, reading performance was higher in schools with a better climate even after controlling for student characteristics. However, the data only show that reading performance and school climate were associated; they cannot demonstrate whether better climate caused higher reading scores. (SR) AU - Pendleton, Audrey Y1 - 1988/10// PY - 1988 DA - October 1988 SP - 28 VL - CS-88-605 KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Reading Achievement KW - Grade 11 KW - Institutional Role KW - Educational Environment KW - Grade 4 KW - Elementary Secondary Education KW - National Surveys KW - Reading Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63117967?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Key Statistics on Public Elementary and Secondary Education Reported by State and Geographic Region, 1986-87. Survey Report. AN - 63116464; ED299701 AB - This report compares regional and subregional division characteristics of public elementary and secondary education in the United States. Selected key statistics are presented for each of the 50 states and the District of Columbia. Information is presented on the public school districts, elementary and secondary schools, students, staff members, and teachers. The report also includes data on revenues and expenditures for the operation of public schools in fiscal year 1986. (SI) AU - Triplett, Suzanne E. Y1 - 1988/10// PY - 1988 DA - October 1988 SP - 61 KW - ERIC, Resources in Education (RIE) KW - Institutional Characteristics KW - School Demography KW - Expenditure per Student KW - Educational Finance KW - School Districts KW - Elementary Secondary Education KW - National Surveys KW - School Statistics KW - Public Schools KW - Teacher Student Ratio KW - Statistical Analysis KW - Enrollment KW - School Personnel KW - School Surveys KW - Government Publications KW - Tables (Data) KW - Statistical Surveys UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63116464?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Report deals with Data Series SP-CCD-86/87-7.2. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Enrollment in Postsecondary Education of 1980 and 1982 High School Graduates. Survey Report. AN - 63116313; ED299943 AB - Findings from the High School and Beyond (HS&B) longitudinal study supported by the National Center for Education Statistics (NCES) are presented. HS&B followed the activities of 1980 high school seniors and sophomores (who became 1982 seniors) through 1986. Enrollment of these students in postsecondary institutions was examined for each month of the academic years following high school graduation. The study looked at enrollment patterns of 1980 and 1982 graduates, enrollment patterns in four-year institutions, enrollment patterns in two-year institutions, enrollment in less-than-two-year institutions, enrollment of minority students, and enrollment of highly able students. Findings indicate the following: black high school graduates in 1982 were about 5% less likely to enroll in postsecondary education than black high school graduates in 1980; in the sixth academic year after high school graduation in 1980, about one-seventh of the students were enrolled in postsecondary institutions; beginning with the second academic year after high school graduation and continuing for subsequent academic years, the 1982 seniors were less likely to enroll in postsecondary education than 1980 seniors; and slightly less than one-half of 1980 and 1982 high school seniors enrolled in postsecondary institutions in the first academic year following graduation. (SM) Y1 - 1988/10// PY - 1988 DA - October 1988 SP - 22 KW - High School And Beyond (NCES) KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - High School Graduates KW - National Surveys KW - Success KW - Longitudinal Studies KW - High School Seniors KW - Minority Groups KW - Followup Studies KW - Enrollment Trends KW - College Students KW - Student Educational Objectives KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63116313?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series DR-HSB-1980/82. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Young Adult Literacy and Schooling: A Summary Report. AN - 63104786; ED304553 AB - The study used data from the National Assessment of Educational Progress report to examine the relationship for young adults between functional literacy skills and educational attainment. Educational attainment was classified into four categories: less than a high school graduate, high school graduate, some postsecondary education, and college graduate. On the average, dropouts had lower literacy skills than high school graduates. There was a large increase in literacy skills for college graduates compared with high school graduates. Comparison of educational attainment and race/ethnicity showed that the literacy skills of Blacks and Hispanics were lower than those of Whites within each educational level. Additional analysis of literacy skills was done for White young adults by further subdividing some of the groupings. (The sample of Blacks and Hispanics was too small to permit further breakdown.) The literacy skills of high school equivalency certificate recipients were similar to those of high school graduates on two of three scales, but lower on the third scale. Among young adults completing at least two years of college, those currently enrolled in school had higher literacy skills than those not enrolled. The literacy scores of college students completing two or more years and currently enrolled were equivalent to the scores of graduates of four-year colleges. (YLB) AU - Pendleton, Audrey Y1 - 1988/10// PY - 1988 DA - October 1988 SP - 16 VL - CS-89-622 KW - National Assessment of Educational Progress KW - Young Adult Literacy Assessment KW - ERIC, Resources in Education (RIE) KW - High School Graduates KW - Young Adults KW - Higher Education KW - Functional Literacy KW - Educational Attainment KW - Secondary Education KW - Dropouts KW - High School Equivalency Programs KW - College Graduates KW - College Students KW - Illiteracy KW - Educational Research KW - Adult Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63104786?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Digest of Education Statistics, 1988. AN - 63209817; ED295344 AB - This document, consisting of 7 chapters, 25 figures, and 303 tables, provides statistical data on most aspects of United States education, both public and private, from kindergarten through graduate school. The chapters cover the following topics: (1) all levels of education; (2) elementary and secondary education; (3) postsecondary, college, university, adult, and technical education; (4) federal programs for education and related activities; (5) outcomes of education; (6) international education; and (7) learning resources and technology. Information is presented on a variety of subjects, including the number of schools and colleges, teachers, enrollments, graduates, educational attainment, finances, federal funds for education, employment and income of graduates, libraries, and international education. Supplemental information on population trends, attitudes on education, educational characteristics of the labor force, government finances, and economic trends is provided. Included among data not appearing in previous editions are the following: number and level of degrees held by the population; trend data on the proportion of high school graduates going to college; teacher and general public opinion polls; the number of special education teachers; state legislation on the provision of gifted and talented education and special education; curent expenditures for public schools; number of colleges awarding degrees; and trends in expenditures of institutions of higher education. A short introduction highlights major findings, and each chapter contains a brief overview of significant trends. A guide to sources, definitions, and an index are included. (MLF) AU - Snyder, Thomas D. Y1 - 1988/09// PY - 1988 DA - September 1988 SP - 469 PB - Publication Sales, Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402 (Stock No. 065-000-00-351-1; $19.00). KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Employment Level KW - Salaries KW - Student Characteristics KW - Educational Finance KW - Academic Achievement KW - Elementary Secondary Education KW - Educational Trends KW - International Education KW - Higher Education KW - Educational Attainment KW - Degrees (Academic) KW - Public Schools KW - Preschool Education KW - Federal Programs KW - Enrollment KW - Student Costs KW - Library Statistics KW - Institutional Characteristics KW - Microcomputers KW - Teacher Characteristics KW - School Demography KW - National Norms KW - School Holding Power KW - Dropout Rate KW - School Statistics KW - Student Financial Aid KW - Ethnic Groups KW - Vocational Education KW - Government Publications KW - Technical Education KW - Tables (Data) KW - Private Schools KW - Adult Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63209817?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Issued annually. Twenty-fourth edition. For previo N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - National Assessment of Educational Progress 1983-1987: A Bibliography of Documents in the ERIC Database. AN - 63126208; ED302580 AB - This is a bibliography of documents published from 1983 to December 1987 on the National Assessment of Educational Progress (NAEP) contained in the database of the Educational Resources Information Center (ERIC). The extensive literature is organized into a compendium of 244 abstracts of research relating to NAEP to make a useful tool for other research. The format for each entry is a streamlined version of the standard ERIC document resume. Entries can be accessed through: (1) a taxonomy matrix; (2) the subclassification of selected cells of the taxonomy matrix; (3) the ready reference or popular index; (4) the author index; and (5) "The Nation's Report Card" commissioned papers. Because NAEP is a rich source of information on American education, papers referenced here should be useful to many concerned with current thinking and research in education. (SLD) AU - Johnson, Janet R. Y1 - 1988/09// PY - 1988 DA - September 1988 SP - 191 KW - ERIC KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Databases KW - Educational Resources KW - Information Retrieval KW - Literature Reviews KW - Educational Research KW - Databases KW - Educational Resources KW - Information Retrieval KW - Literature Reviews KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63126208?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Characteristics of the 25 Most Populous Cities' School Systems and the 25 Largest Public Elementary and Secondary School Districts. Survey Report, Fall 1986. AN - 63125556; ED302617 AB - This report presents the final data on the numbers of schools, students in membership, and full-time-equivalent (FTE) teachers reported for the 25 most populous cities and the 25 largest public elementary and secondary school districts in the United States and outlying areas. Cities are ranked on the basis of 1986 population estimates. School district rankings are based on total student membership as reported to the National Center for Education Statistics (NCES) by States through the Common Core of Data (CCD) surveys for the 1986-87 school year. All States, the District of Columbia, and all outlying areas under the jurisdiction of the United States, with the exception of Massachusetts, submitted data to the CCD surveys. Statistical data are included in three tables and three maps. Findings include the following: (1) student membership in the 25 most populous cities accounted for more than 11 percent of the total student membership nationwide; (2) in eight of the largest cities, more than one school system served the elementary/secondary school population; (3) the cities employed 221,475 FTE teachers (data for Detroit and for Boston are excluded); (4) 82 school districts serve 7,736 schools in the 25 cities; (5) more than 5 million students attend schools in the 25 largest districts; (6) New York City School District represents 17.7 percent of the combined school district student membership; and (7) the largest districts employ more than 265,000 FTE teachers. The appendix includes a list of 17 of the 25 most populous cities served by single school systems, and a list of eight of the most populous cities served by more than one school district. (FMW) Y1 - 1988/09// PY - 1988 DA - September 1988 SP - 13 KW - Rank Order KW - States (Geopolitical Regions) KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Full Time Faculty KW - School Demography KW - School Districts KW - Regional Characteristics KW - Elementary Secondary Education KW - Urban Schools KW - Public School Teachers KW - Geographic Regions KW - School Statistics KW - Secondary Schools KW - Comparative Analysis KW - Public Schools KW - Urban Areas KW - Statistical Analysis KW - Enrollment KW - School Surveys KW - Elementary Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63125556?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Public Elementary and Secondary School Membership, Graduates and Staff, by State, 1987-88. Preliminary Tabulations. E.D. TABS. AN - 63124891; ED298672 AB - This report presents preliminary data on public elementary and secondary school membership, graduates, and staff for the 1987-88 school year. It includes student counts, graduates, instructional and support staff (reported in full-time equivalents), and student-teacher ratios. Data from 42 states and the survey form are included. (SI) Y1 - 1988/09// PY - 1988 DA - September 1988 SP - 9 KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Graduates KW - National Surveys KW - School Statistics KW - Enrollment Rate KW - Public Schools KW - Teacher Student Ratio KW - Preschool Education KW - Teachers KW - School Personnel KW - School Surveys KW - Government Publications KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63124891?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: DR-CCD-87/88-5.1P. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Secondary School Teachers' Opinions: Public and Private Schools. Survey Report. AN - 63121985; ED299259 AB - This report combines public school data from the 1983-84 "Administrator and Teacher Survey" of the High School and Beyond study with private school data from the 1985-86 Private School Survey in an analysis of differences in school climate and teachers' opinions in public and private secondary schools. It provides an opportunity to examine the private school sector with an independent data set that allows for a more detailed consideration of specific types of private schools. Data are included on public schools, Catholic schools, other religious private schools, and non-sectarian private schools. (JD) AU - McMillen, Marilyn Miles Y1 - 1988/09// PY - 1988 DA - September 1988 SP - 12 VL - CS-88-102 KW - ERIC, Resources in Education (RIE) KW - Catholic Schools KW - Educational Objectives KW - Teacher Attitudes KW - Secondary School Teachers KW - Secondary Education KW - Comparative Analysis KW - Public Schools KW - Educational Environment KW - School Effectiveness KW - Teacher Administrator Relationship KW - Student Behavior KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63121985?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: SP-PUP-85/86-5.3. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - 1988 Education Indicators. AN - 63121559; ED301974 AB - The National Center for Education Statistics gathers and produces statistics and other information on the status and progress of education in the United States. In 1988, the center published the indicators in three volumes, the first two on "The Condition of Education" at the elementary and secondary level and at the postsecondary level, respectively. This third volume includes the indicators from both of the earlier volumes, along with all the technical supporting data, supplemental information, and data sources. For elementary and secondary education, data are presented from the most recent (1986) administration of the National Assessment of Educational Progress (NAEP). These include indicators for student performance; high school completion; fiscal and human resources; student characteristics; learning environment; perceptions of students, staff, and public; and graduation requirements. The section on postsecondary education includes indicators for student performance, degrees conferred, degrees and fields of study categorized by race and ethnicity, fiscal resources and allocations, and student characteristics. Appended are tables and supplementary notes keyed by number to the indicators, a list of data sources, a glossary, and an index. (TE) AU - Stern, Joyce D. AU - Chandler, Marjorie O. Y1 - 1988/09// PY - 1988 DA - September 1988 SP - 397 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. KW - National Assessment of Educational Progress KW - National Center for Education Statistics KW - ERIC, Resources in Education (RIE) KW - High School Graduates KW - School Demography KW - Student Characteristics KW - Teacher Attitudes KW - Academic Achievement KW - Elementary Secondary Education KW - Educational Trends KW - Higher Education KW - Enrollment Influences KW - School Statistics KW - Degrees (Academic) KW - Educational Environment KW - Student Attitudes KW - Ethnic Groups KW - Enrollment Trends KW - Educational Resources KW - School Surveys KW - Educational Assessment KW - Tables (Data) KW - Public Support UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63121559?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For related volumes, see ED 294 332-333. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Public Elementary and Secondary School Revenues and Current Expenditures for Fiscal Year 1987 (School Year 1986-87): Preliminary Tabulations. E.D. TABS. AN - 63121007; ED297484 AB - This document reports preliminary tabulations of public elementary and secondary school revenues and current expenditures for Fiscal Year 1987 (School Year 1986-87). Data shows revenues by local, state, intermediate, and federal sources, and current expenditures by categories of instruction, support services, noninstructional services, and fixed charges. Thirty-nine states and the District of Columbia reported revenue items, and 40 states and the District of Columbia reported expenditure items. National totals have been computed for revenues and expenditures and represent estimated values across 50 states and the District of Columbia. The report begins with highlights of the findings; these are followed by (1) a description of the Common Core of the Data survey used to compile the statistics; (2) a discussion of the comparability of data from various states; (3) definitions of key terms such as types of education agencies, current expenditures, revenues, attendance and student membership, and fixed charges; (4) an account of responses received; and (5) acknowledgements. The data are then presented in seven statistical tables and two pie charts. (TE) Y1 - 1988/09// PY - 1988 DA - September 1988 SP - 14 KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Expenditures KW - Comparative Analysis KW - Educational Finance KW - Elementary Secondary Education KW - School Funds KW - Noninstructional Student Costs KW - Charts KW - Tables (Data) KW - School Statistics UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63121007?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - The data series on which information is based is i N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Postsecondary Institutions Offering Vocational/Technical Programs: Analysis Findings from High School & Beyond (1980-1986). Analysis Report. AN - 63119615; ED301696 AB - Four types of postsecondary institutions offer vocational-technical programs: proprietary, private not-for-profit less-than-2-year, public less-than-2-year, and public 2-year colleges. A study compared the students enrolled in each of these types of institutions and examined the rate at which students enrolled at each type of institution obtain licenses, certificates, and degrees. Students enrolled in proprietary and private not-for-profit institutions were more likely to be females than were those students in public less-than-2-year or public 2-year institutions. About 15 percent of proprietary school students were black versus about 9 percent of public 2-year college students. Nearly half of proprietary school students were in vocational programs in high school. About one-third of proprietary school students paid $3,000 or more in tuition, whereas over one-fifth of public 2-year students paid less than $250. Ninety percent of public 2-year students had no loans, whereas about one-fourth of proprietary school students had loans of $2,500 or more. Over one-third of proprietary school students attained a license or certificate versus only one-eighth of those attending private not-for profit schools or public 2-year schools. Students enrolled in private not-for-profit schools were most likely to attain associate degrees (28 percent). (MN) AU - Carroll, Dennis C. Y1 - 1988/09// PY - 1988 DA - September 1988 SP - 29 VL - CS-88-432 KW - High School and Beyond (NCES) KW - ERIC, Resources in Education (RIE) KW - Institutional Characteristics KW - Comparative Analysis KW - Two Year Colleges KW - Proprietary Schools KW - Postsecondary Education KW - Student Characteristics KW - Private Colleges KW - Vocational Education KW - Technical Education KW - Differences KW - Outcomes of Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63119615?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series DR-HSB-80/84. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Trends in Real Public Elementary and Secondary School Revenues 1981-82 to 1985-86. Analysis Report. AN - 63116069; ED299705 AB - This report is an analysis of statistical data covering public education revenues between school years 1981-82 and 1985-86. The data comes from the Common Core of Data (CCD) survey, an annual collection of information on public elementary and secondary schools derived from the administrative and fiscal records of the state departments of education. This analysis provides basic descriptive data documenting: (1) the degree to which financial commitments to public elementary and secondary education have changed over this period, particularly since the publication of "A Nation at Risk" in April 1983; (2) the contribution of revenues from different governmental levels to such change; and (3) the consistency of change patterns both among the states and over several consecutive years. (SI) AU - Orlund, Martin E. Y1 - 1988/09// PY - 1988 DA - September 1988 SP - 31 KW - ERIC, Resources in Education (RIE) KW - Federal Aid KW - Educational Finance KW - School Districts KW - Elementary Secondary Education KW - Educational Trends KW - National Surveys KW - School Statistics KW - State Aid KW - Public Schools KW - Enrollment Trends KW - Statistical Analysis KW - School Surveys KW - Government Publications KW - Federal State Relationship KW - Tables (Data) KW - Statistical Surveys KW - Trend Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63116069?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Report deals with Data Series SP-CCD-82/86-7.2. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Historical Trends: State Education Facts, 1975-1985. AN - 63115734; ED297483 AB - This is the first edition of a report that brings together comparable data for a number of key education areas, by state, for a consecutive 5-year period, and a comparison for a 10-year period. This report provides data for 1975 and for 1981 through 1985, as well as a state-by-state comparison of 1975 with 1985. The first section, which covers elementary and secondary education, includes 11 tables and charts of state-by-state figures and percentages for enrollment, teachers, pupil-teacher ratios, average teacher salaries, employment of staff, pupil-staff ratios, public high school graduates, current expenditures, and expenditures per pupil. The second section, covering higher education, includes 13 tables and charts of state-by-state figures for enrollment in public and private 4-year and 2-year institutions, full-time-equivalent enrollment, average faculty salaries, degrees conferred, and current-fund expenditures for public and private institutions. Appended are selected price indices for 1974-75 and 1986-87, a glossary of key terms and definitions, and a guide to data sources. (TE) AU - Hoffman, Charlene AU - Brown, Patricia Y1 - 1988/09// PY - 1988 DA - September 1988 SP - 70 KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Researchers KW - Expenditure per Student KW - Elementary Secondary Education KW - Educational Trends KW - Higher Education KW - Teacher Supply and Demand KW - Teacher Salaries KW - School Statistics KW - College Faculty KW - Expenditures KW - Degrees (Academic) KW - Teacher Employment KW - Comparative Analysis KW - Teacher Student Ratio KW - Enrollment Trends KW - Public Education KW - Charts KW - Teacher Distribution KW - Tables (Data) KW - Private Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63115734?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Students Report Job Success More Important than Making Money. Survey Report. AN - 63104826; ED304535 AB - Job success and steady work are more important to students today than making a lot of money; moreover, the values students place on job success, steady work, and making money diminish as students progress through high school and enter college and the world of work. These findings are based on the longitudinal study High School and Beyond (HS&B), sponsored by the National Center for Education Statistics. Estimates are based on responses to questionnaires by HS&B high school sophomores in 1980 and on responses to follow-up questionnaires in 1982, 1984, and 1986. Some of the highlights of the study are as follows: (1) about 82 percent of students rate job success and steady work as being very important; (2) about 33 percent rate making a lot of money as very important; (3) the 1980 high school sophomore group is more concerned than a 1972 national group with being well-off financially and with making a lot of money; (4) the importance students place on these job-related goals declines as the students grow older; and (5) high school graduates and college students are more likely than high school dropouts to say that job success and steady work are important. The study includes comparisons by subcategories such as race/ethnicity and gender; the report contains extensive statistical data. (KC) Y1 - 1988/09// PY - 1988 DA - September 1988 SP - 19 VL - CS-88-436 KW - High School and Beyond (NCES) KW - ERIC, Resources in Education (RIE) KW - Values KW - Work Attitudes KW - Postsecondary Education KW - High Schools KW - Occupational Aspiration KW - Young Adults KW - Vocational Followup KW - Adolescents KW - Income UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63104826?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series DR-HSB-80/86. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Youth Indicators 1988: Trends in the Well-Being of American Youth. AN - 63204968; ED294698 AB - The U.S. Department of Education presents the first edition of what will be an ongoing series of collected statistical charts and graphs providing a long-term and comprehensive perspective on the well-being of youth. The longitudinal data, which begins in 1950, when possible, is presented with a minimum of interpretation. The report is organized into five major sections. The first, "Demographics and Family Composition," provides basic information about how many young people there are, and what kinds of families and households they live in. "Family Income" is the topic of the second section, which includes data on family finances, public and private economic support, and some of the costs associated with raising and educating young people. The third section is on "Education," and offers statistics concerning the number, achievement, and effort of young people moving through, and dropping out of, United States schools. "Youth Employment and Finances" is the focus of the fourth section, which gives information on employment patterns and earning and spending habits of young people. The fifth section deals with "Health, Behavior, and Attitudes" by bringing together direct measures of the welfare of youth--in particular, their health, positive and negative behavior, and attitudes about what is important in their lives. A glossary, list of sources of data, list of tables and figures, and an index are appended. Appended is a copy of the U.S. Department of Education News Release, Dated August 22, 1988, announcing this new publication, and including some reviewer comments. (SKC) AU - Dorfman, Cynthia Y1 - 1988/08// PY - 1988 DA - August 1988 SP - 142 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402 (Stock No. 065-000-00347-3: $7.00). KW - ERIC, Resources in Education (RIE) KW - Family Characteristics KW - Academic Achievement KW - Young Adults KW - Dropouts KW - Dropout Research KW - Student Attitudes KW - Social Science Research KW - Youth Employment KW - Health Conditions KW - Statistical Analysis KW - Disadvantaged Youth KW - Family Income KW - Youth Problems KW - Youth KW - Educational Research KW - Adolescents UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63204968?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Employment Outcomes of Recent Master's and Bachelor's Degree Recipients. Survey Report. AN - 63119353; ED299920 AB - The question of whether or not having a master's degree rather than just a bachelor's degree makes a difference in the employment outcomes of graduates 1 year after degree completion is considered. Employment characteristics are examined in relation to the number of years of previous work experience. Also, the enrollment status of recent degree recipients in conjunction with their employment characteristics is considered. The employment status of master's and bachelor's degree recipients is compared by selected major fields of study and by graduates' gender and race/ethnicity. Topics include the following: characteristics of master's and bachelor's degree recipients; labor force status; salaries of master's and bachelor's degree recipients; and job attributes of master's and bachelor's degree recipients. Results of analyses of data from the 1985 Recent College Graduates survey indicate that for individuals employed full-time 1 year after degree completion, having a master's degree had a positive effect on salary. It also significantly affects whether or not an individual can obtain a job that has some career potential and is related to field of study. The field in which a degree is earned is also important to these employment characteristics. Two appendices are: (1) a description of the Recent College Graduates survey, reliability of the estimates, and statistical methodology; and (2) definitions of terms used in the report. Tables are included. (SM) Y1 - 1988/08// PY - 1988 DA - August 1988 SP - 26 KW - ERIC, Resources in Education (RIE) KW - Educational Benefits KW - Employment Potential KW - Bachelors Degrees KW - Salaries KW - Masters Degrees KW - Employment Opportunities KW - Higher Education KW - Longitudinal Studies KW - Employment Qualifications KW - Outcomes of Education KW - Education Work Relationship UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63119353?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series DD-RCGS-1985-1.21. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - A Descriptive Summary of 1972 High School Seniors: Fourteen Years Later. National Longitudinal Study 1972. Analysis Report. Contractor Report AN - 63118850; ED299913 AB - The sixth in a series of descriptive summaries about the status of 1972 high school seniors, the National Longitudinal Study of the High School Class of 1972, is presented. Four chapters focus on the following: education experiences of the 1972 senior class (enrollment in postsecondary education for 1972 high school seniors, attainment in postsecondary education, and the continued interest in postsecondary education); employment experiences of the 1972 senior class (employment experiences of individuals over time and average hourly wages earned by type of occupation); family formation patterns of the 1972 senior class (marital status in 1986, trends in marriage 1973-1986, trends in marital dissolution 1974-1986, parenting status in 1986, and trends of parenting); and civic participation and attitudes of the 1972 senior class (self-concept and locus of control, civic participation, and opinions about elementary and secondary education). Some of the major findings are as follows: in 1986, 44% of 1972 high school seniors still expected to continue their education; employment patterns differed by sex; in each year between 1973 and 1986, women were more likely than men to have been parents; and substantial proportions of the 1972 seniors agreed that there are serious problems facing elementary and secondary schools. Four appendices consist of methodology and technical notes; tables of regression coefficients and adjusted means; data for figures; and means, standard errors, and sample sizes for tables. Tables are included. (SM) AU - Eagle, Eva Y1 - 1988/08// PY - 1988 DA - August 1988 SP - 148 KW - National Longitudinal Study High School Class 1972 KW - ERIC, Resources in Education (RIE) KW - Student Employment KW - Academic Achievement KW - Higher Education KW - National Surveys KW - Longitudinal Studies KW - Outcomes of Education KW - High School Seniors KW - Citizen Participation KW - Marital Status KW - Followup Studies KW - Enrollment KW - College Students KW - Role of Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63118850?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series DR-NLS72-72/86-2.3. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Services and Resources for Young Adults in Public Libraries. Survey Report. AN - 63131152; ED301199 AB - This survey of public libraries, which was performed under contract by Westat, Inc., using the Fast Response Survey System (FRSS), focused on their services and resources for young adults between the ages of 12 and 18. Questionnaires were sent to 846 public libraries; the response rate to the survey was 98%. The sample included 540 main and 306 branch libraries, and data were collected from individual library buildings rather than from library systems. Survey items included: (1) availability of young adult sections in libraries and kinds of materials they contain; (2) staff resources for young adults; (3) availability and use of library services for young adults; (4) amount of library cooperation with schools and other youth-serving organizations; and (5) perceived barriers to increased use of the library by this age group. The key findings included: (1) one out of every four public library patrons in 1986-87 was a young adult; (2) only 11% of U.S. public libraries have a young adult librarian; (3) 84% of the libraries offer a section or collection of materials specially designated for young adults, and in 74% of these libraries, the young adult materials were moderately or heavily used; (4) libraries with a young adult librarian are more apt to report moderate or heavy use of library services by young adults; and (5) in libraries without a young adult librarian, this group is primarily served by generalists. Findings are summarized in 15 tables, and a copy of the questionnaire is attached. (CGD) Y1 - 1988/07// PY - 1988 DA - July 1988 SP - 39 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. KW - ERIC, Resources in Education (RIE) KW - Youth Agencies KW - Statistics KW - Questionnaires KW - Librarians KW - Surveys KW - Public Libraries KW - Elementary Secondary Education KW - Library Services KW - Library Materials KW - Inservice Education KW - Use Studies KW - Branch Libraries KW - Information Needs KW - Adolescents UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63131152?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series: FRSS-28. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Postsecondary Fall Enrollment, 1986. E.D. TABS. AN - 63122103; ED299887 AB - Data are presented from the 1986 Fall Enrollment survey, a component of the new Integrated Postsecondary Education Data System (IPEDS), which supercedes the Higher Education General Information Survey (HEGIS). Data are included for responding postsecondary institutions, including a universe survey of 5,901 4-year, 2-year, and less than 2-year (public), institutions and a sample survey of 1,001 less than 2-year (private) institutions. The overall response rate was 78.7 percent. Three fall enrollment survey forms were used for data collection. Data were collected from all four- and two-year schools by attendance status, level of enrollment, and race/ethnicity and sex of student. In addition, the 4-year schools were requested to provide enrollment by selected fields of study. Information is included on status of data, response rates, imputation, data editing, sample design, sampling errors, non-sampling errors, and students included and excluded from the report. A glossary of key terms is provided. Table categories are as follows: all postsecondary institutions, fall 1986; all postsecondary institutions by race/ethnicity, fall 1986; all institutions of higher education, fall 1986; all institutions of higher education by race/ethnicity, fall 1986; and response rates. Contains 19 tables. (SM) Y1 - 1988/07// PY - 1988 DA - July 1988 SP - 115 KW - Higher Education General Information Survey KW - Integrated Postsecondary Education Data System KW - ERIC, Resources in Education (RIE) KW - Two Year Colleges KW - Postsecondary Education KW - College Attendance KW - Educational Trends KW - Majors (Students) KW - Higher Education KW - National Surveys KW - Enrollment Rate KW - Sex Role KW - Attendance Patterns KW - Enrollment Trends KW - Racial Factors UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63122103?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series IPEDS 86/87-1.1. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Differential Item Functioning Analysis of Math Performance of Hispanic, Asian, and White NAEP Respondents. AN - 63121415; ED300440 AB - The differential item functioning of mathematics performance of Hispanic, Asian, and White students on the National Assessment of Educational Progress (NAEP) was studied, using a modification of the Mantel-Haenszel Procedure. The sample for grades 3, 7, and 11, respectively, included: (1) 1,367, 1,570, and 1,580 Whites; (2) 265, 613, and 760 Asians; (3) 1,238, 1,602, and 1,022 Mexican Americans; (4) 566, 624, and 458 Puerto Ricans; and (5) 292, 347, and 566 Cubans. The data are from the 1985-86 NAEP regular assessment and the NAEP special supplemental study of language minority students. With the exception of third graders, no simple explanation could be offered as to why some items were more difficult or easier for ethnic group members. For the third grade, items with little or no text, involving simple arithmetical operations, were differentially easier for many ethnic group members. Overall, as many items favored the language groups as favored the majority comparison group at each grade level. Four tables summarize the study data. (SLD) AU - Rock, Donald AU - Chan, Kaling Y1 - 1988/07// PY - 1988 DA - July 1988 SP - 14 KW - Differential Item Performance KW - Mantel Haenszel Procedure KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 11 KW - Cubans KW - Mathematics Achievement KW - Elementary Secondary Education KW - Test Items KW - Item Analysis KW - Difficulty Level KW - Test Bias KW - Grade 7 KW - White Students KW - Hispanic Americans KW - Grade 3 KW - Ethnic Groups KW - Mathematics Tests KW - Asian Americans KW - Mexican Americans KW - Puerto Ricans UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63121415?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Appendix A is not available because it consists of N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Salary Structures for Public School Teachers, 1984-85. Survey Report. AN - 63200183; ED295929 AB - This survey gathered data on the salaries, characteristics, locations, and assignments of individual teachers, making it possible to present three kinds of information on salaries and salary structures of United States teachers: (1) average salaries for public school teachers by selected teacher background characteristics, qualifications, location, and assignment; (2) relationships of salary to teaching experience and degree level, the two factors that figure most prominently in local teacher salary schedules in the United States; and (3) differences in salary profiles by race, sex, geographical region, and size of school district. (JD) AU - Barro, Stephen M. Y1 - 1988/06// PY - 1988 DA - June 1988 SP - 34 VL - CS-87-357 KW - ERIC, Resources in Education (RIE) KW - Degrees (Academic) KW - Teaching Experience KW - Teacher Characteristics KW - Policy Formation KW - Elementary Secondary Education KW - Public School Teachers KW - Incentives KW - Teacher Background KW - Teacher Salaries UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63200183?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Residence of First-Time Freshmen in Institutions of Higher Education, Fall 1986. Survey Report. AN - 63199913; ED296673 AB - Narrative and statistical summaries are presented of the results of the 1986 Residence of First-Time Student survey, which is conducted as part of the Integrated Postsecondary Education Data System by the National Center for Education Statistics. The analysis is based on data reported on degree-seeking students by the 2,743 colleges and universities in the 50 States and the District of Columbia (D.C.) that responded to the survey. In fall 1986, 15% of the first-time freshmen in U.S. higher education institutions crossed a state line to attend college. Net migration is defined as the difference between the number of first-time freshmen who come into a state to attend college and the number who leave their home state to attend college elsewhere. Data are provided on the net migration of all first-time freshmen for each state and D.C. Thirty-one states had a net gain of first-time freshmen in 1986, while 20 states experienced net losses. Additional results include: 34% of all first-time freshmen and 32% of all out-of-state first-time freshmen were enrolled in public four-year institutions; and 86% of the students enrolled in these schools were state residents, with only eight states having fewer than 75% from within the state. (SW) Y1 - 1988/06// PY - 1988 DA - June 1988 SP - 26 KW - ERIC, Resources in Education (RIE) KW - In State Students KW - College Freshmen KW - Place of Residence KW - Public Colleges KW - Private Colleges KW - Out of State Students KW - Higher Education KW - National Surveys UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63199913?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Mathematics: Are We Measuring Up? The Mathematics Report Card, Executive Summary. AN - 63116177; ED300207 AB - This executive summary presents key findings from the 1986 National Assessment of Educational Progress (NAEP) in mathematics. It is designed to alert leaders in classrooms, families, and councils of government to the state of mathematics education in the United States. "Why Mathematics Counts" is summarized in the first section. Then, highlights from the assessment are given: the trend in mathematics performance is encouraging, particularly for students at ages 9 and 17 and for Black and Hispanic students. However, the gains have been confined primarily to lower-order skills. Other findings concerning achievement, instructional patterns, technology, course-taking, and attitudes are succinctly presented. Next, the assessment procedures are summarized, followed by some reflections on the findings. Trends in mathematics proficiency is the concern of the next section, with a graph highlighting overall trends and a chart showing the percentage of students in each age group (9, 13, and 17) in the last three assessments (1978, 1982, and 1986). Implications for instruction are considered in terms of students' perception of mathematics, patterns of classroom instruction, and the place of mathematics in the curriculum. Finally, a summary stresses the need to teach not only skills, but also higher-order thinking strategies. (MNS) AU - Dossey, John A. Y1 - 1988/06// PY - 1988 DA - June 1988 SP - 20 PB - National Assessment of Educational Progress, Educational Testing Service, Rosedale Road, Princeton, NJ 08541-0001. VL - NAEP-17-M-02 KW - Mathematics Education Research KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Practitioners KW - Parents KW - Policymakers KW - Elementary School Mathematics KW - Mathematics Instruction KW - Mathematics Achievement KW - Academic Achievement KW - Elementary Secondary Education KW - Educational Trends KW - Secondary School Mathematics KW - Educational Assessment KW - Mathematics Education KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63116177?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For a related document, see SE 049 701. Charts and N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Undergraduate Financing of Postsecondary Education. A Report of the 1987 National Postsecondary Student Aid Study. Analysis Report. AN - 63113328; ED298819 AB - The first in a series of National Postsecondary Student Aid Study (NPSAS) reports on undergraduates presents NPSAS data to policymakers and other interested parties. It examines the education expenses of undergraduates who were enrolled in a postsecondary institution in the fall of 1986 and the methods by which they financed these expenses. This is done for all students and all selected groups of students. Following an executive summary, the eight chapters focus on: an introduction; postsecondary enrollment; undergraduate education expenses; sources and types of financial aid to undergraduates; federal financial aid to undergraduates; the composition of student aid awards; sources of financial support to undergraduates; and summary and conclusions. Financial aid is shown to be an important source of support for many undergraduates, reducing the price an undergraduate must pay by nearly 40% in most cases. As students' family income levels increase, the concentration of students receiving federal aid decreases, no matter what type of institution is attended. The glossary of pertinent terms is followed by four appendices: additional tables; technical notes; advisors to NPSAS; and survey forms. Figures, text tables, and appendix tables are described. (SM) AU - Korb, Roslyn Y1 - 1988/06// PY - 1988 DA - June 1988 SP - 255 KW - College Costs KW - Paying for College KW - ERIC, Resources in Education (RIE) KW - Financial Support KW - Postsecondary Education KW - Student Loan Programs KW - Federal Aid KW - Access to Education KW - Undergraduate Study KW - Private Financial Support KW - Grants KW - Educational Finance KW - Enrollment Influences KW - State Aid KW - Student Financial Aid UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63113328?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - The data series on which this report is based is i N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Mathematics Report Card: Are We Measuring Up? Trends and Achievement Based on the 1986 National Assessment. AN - 63104793; ED300206 AB - This report presents results from the 1986 National Assessment of Educational Progress (NAEP) in mathematics. Students aged 9, 13, and 17 were tested, as in the previous four mathematics assessments. Part I reports on the data, with chapter 1 considering signs of progress, noting national trends and trends by race/ethnicity, gender, and region. In chapter 2, how students did at several proficiency levels is presented. The third chapter concerns students' relative performance in particular mathematics content areas. In the second part of the document, the quality of mathematics education is analyzed. Chapter 4 considers patterns and trends in classroom instruction. Materials for mathematics instruction are considered in chapter 5, with calculator and computer use of particular concern. Chapter 6 analyzes students' perceptions of mathematics, while chapter 7 considers school and home expectations. In chapter 8, data on course-taking and the program of study in secondary school are discussed. A Procedural Appendix presents background information on conducting the study and analyzing the data, and a Data Appendix presents results for various proficiency levels for the total group and by sex, ethnicity/race, region, and parental education, with comparisons with earlier assessments. (MNS) AU - Dossey, John A. Y1 - 1988/06// PY - 1988 DA - June 1988 SP - 142 PB - National Assessment of Educational Progress, Educational Testing Service, Rosedale Road, Princeton, NJ 08541-0001 ($14.00). VL - NAEP-17-M-01 KW - Mathematics Education Research KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Practitioners KW - Policymakers KW - Mathematics Instruction KW - Mathematics Curriculum KW - Mathematics Achievement KW - Academic Achievement KW - Elementary Secondary Education KW - Educational Trends KW - Educational Assessment KW - Mathematics Education KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63104793?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For executive summary, see SE 049 702. Some pages N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - College Students Who Work: 1980-1984 Analysis Findings from High School and Beyond. High School and Beyond. Analysis Report. AN - 63091641; ED297680 AB - Student employment while in college during 1980-1984 is presented, based on the High School and Beyond data for 1980 seniors. Who was working, how much was earned, what kind of jobs students held, and how employment was related to college persistence are described. Data are limited to traditional college students during 1980-1984. An introduction looks at: the purpose; high school and beyond data; analysis procedures; and organization of this report. Chapters focus on the following: people working in college; amounts college students earned; the number of different jobs college students had; kinds of jobs college students had; number of hours per week college students worked; hourly earnings; and the relationship of work to persistence in college. Variables of type of institution, academic year, race/ethnicity, family income, and ability level were considered. Among the findings are: a greater concentration of jobs in the service sector among college students than in the total civilian labor force, with 23% of the student jobs were in occupations connected with the service industry; about 1 in 12 students worked more than full time while attending college full-time, but 25% worked less than 20 hours per week during the academic year; and those who worked during the academic year improved their persistence, while those who worked in the summer did not. Three appendices discuss: methodology and technical notes, accuracy of estimates, and confidence levels; supporting tables for figures one through four; and occupational classification. Tables and figures are described. (SM) AU - Carroll, Dennis C. AU - Chan-Kopka, Teresita L. Y1 - 1988/06// PY - 1988 DA - June 1988 SP - 102 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. KW - High School and Beyond (NCES) KW - Paying for College KW - Student Financial Contribution KW - ERIC, Resources in Education (RIE) KW - Student Employment KW - Equal Opportunities (Jobs) KW - Educational Finance KW - Higher Education KW - Work Study Programs KW - Part Time Employment KW - Employment Experience KW - Wages KW - College Students KW - Employment Patterns KW - Academic Persistence KW - Seasonal Employment KW - Racial Factors UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63091641?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Data Series DR-HSB-80/84. N1 - Last updated - 2014-03-21 ER - TY - NEWS T1 - PUSH DEBTS AN - 282378205 JF - Chicago Tribune (pre-1997 Fulltext) AU - Diane G Weinstein, Deputy general counsel for departmental services, U S Department of Education Y1 - 1988/05/05/ PY - 1988 DA - 1988 May 05 SP - 24 CY - Chicago, Ill. SN - 10856706 KW - General Interest Periodicals--United States UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/282378205?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Achicagotribune&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=Chicago+Tribune+%28pre-1997+Fulltext%29&rft.atitle=PUSH+DEBTS%3A+%5BSPORTS+FINAL%2C+C+EDITION%5D&rft.au=Diane+G+Weinstein%2C+Deputy+general+counsel+for+departmental+services%2C+U+S+Department+of+Education&rft.aulast=Diane+G+Weinstein&rft.aufirst=Deputy+general+counsel+for+departmental&rft.date=1988-05-05&rft.volume=&rft.issue=&rft.spage=24&rft.isbn=&rft.btitle=&rft.title=Chicago+Tribune+%28pre-1997+Fulltext%29&rft.issn=10856706&rft_id=info:doi/ LA - English DB - ProQuest Central N1 - Copyright - Copyright Chicago Tribune Co. May 5, 1988 N1 - Last updated - 2011-11-01 ER - TY - RPRT T1 - The Educational Progress of Language Minority Children: Findings from the NAEP 1985-86 Special Study. AN - 63103895; ED299839 AB - From 1985-86, the National Assessment of Educational Progress (NAEP) conducted a special survey of reading and mathematics performance of language minority Asian American, Hispanic American, and Native American children to determine the progress of these children at grades 3, 7, and 11. The study also sought to identify whether the differences in achievement within and among the groups could be at least partially explained by differences in demographic background, language use and competence, attitudes and school-related behaviors, and school experiences. Three achievement measures were examined, including: (1) academic performance as measured by seventh- and eleventh-grade students' self-report of grades in school; (2) NAEP reading scores for seventh-graders; and (3) NAEP math scores for third-, seventh-, and eleventh-grade students. Factors relating to the students' self-reports of high grades and to students' tested reading and math scores indicated that (1) frequency of second language use in the home had a significant positive relationship to grades in the total sample, as did English competence; and (2) locus of control, English competency, and positive attitudes toward reading tended to be important explanatory variables of reading performance, but that frequency of second language use in home had little or no relationship to reading performance. Sample NAEP reading and math test items are appended. (Author/DJD) AU - Baratz-Snowden, Joan Y1 - 1988/05// PY - 1988 DA - May 1988 SP - 349 KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Self Evaluation (Individuals) KW - Locus of Control KW - Grade 11 KW - Language Proficiency KW - Mathematics Achievement KW - Academic Achievement KW - Elementary Secondary Education KW - Language Attitudes KW - English (Second Language) KW - American Indians KW - Grade 7 KW - Reading Achievement KW - Minority Groups KW - Hispanic Americans KW - Grade 3 KW - Asian Americans KW - Test Interpretation UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63103895?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - NEWS T1 - GOOD SCHOOLS BASED ON GOOD PRINCIPLES AN - 282443331 AB - During Education Secretary William J. Bennett's recent visit to Chicago, his recommendations for substantive education reform were neglected in the media's discussion of which urban school system is least effective in educating children. JF - Chicago Tribune (pre-1997 Fulltext) AU - Rosemary Thomson, Secretary's Regional Representative, U S Department of Education, Region V Y1 - 1988/04/10/ PY - 1988 DA - 1988 Apr 10 SP - 2 CY - Chicago, Ill. SN - 10856706 KW - General Interest Periodicals--United States UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/282443331?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Achicagotribune&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=Chicago+Tribune+%28pre-1997+Fulltext%29&rft.atitle=GOOD+SCHOOLS+BASED+ON+GOOD+PRINCIPLES%3A+%5BFINAL+EDITION%2C+C%5D&rft.au=Rosemary+Thomson%2C+Secretary%27s+Regional+Representative%2C+U+S+Department+of+Education%2C+Region+V&rft.aulast=Rosemary+Thomson&rft.aufirst=Secretary%27s+Regional&rft.date=1988-04-10&rft.volume=&rft.issue=&rft.spage=2&rft.isbn=&rft.btitle=&rft.title=Chicago+Tribune+%28pre-1997+Fulltext%29&rft.issn=10856706&rft_id=info:doi/ LA - English DB - ProQuest Central N1 - Copyright - Copyright Chicago Tribune Co. Apr 10, 1988 N1 - Last updated - 2011-10-31 ER - TY - RPRT T1 - Quality of Responses of Selected Items on NAEP Special Study Student Survey. AN - 63085380; ED300441 AB - Relationships among a series of variables were examined for demographic items included in the 1985-86 National Assessment of Educational Progress (NAEP) special survey of Hispanic and Asian students (N=2,289) and also in the Department of Education special survey of the educational preference of language minority parents. Variables studied were: (1) respondent age; (2) ethnicity; (3) gender; (4) educational level reported by parents; and (5) agreement between parent and child on background items. Student responses came from the NAEP special minority language supplemental study. Parent questionnaires were completed for a subset. There were 740 parent/child pairs in grade 3, 796 pairs in grade 7, and 753 pairs in grade 11. As the students grew older, they agreed more often with their parents. No consistent pattern of agreement results was related to ethnicity. Girls appeared more accurate in reporting their parents' educational levels. Data were inconsistent about the relationship of parental educational level and accuracy of the child in determining parental level. Students were most accurate in reporting items they knew about directly. These analyses indicate that data from young children may misrepresent important demographic factors. Seventeen data tables are provided. (SLD) AU - Baratz-Snowden, Joan Y1 - 1988/04// PY - 1988 DA - April 1988 SP - 44 KW - National Assessment of Educational Progress KW - Parent Surveys KW - Student Surveys KW - ERIC, Resources in Education (RIE) KW - Family Characteristics KW - Grade 11 KW - Student Characteristics KW - Parent Background KW - Elementary Secondary Education KW - Grade 7 KW - Demography KW - Student Attitudes KW - Hispanic Americans KW - Grade 3 KW - Ethnic Groups KW - Parent Child Relationship KW - Sex Differences KW - Asian Americans KW - Educational Background KW - Age Differences UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63085380?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Who Reads Best? Factors Related to Reading Achievement in Grades 3, 7, and 11. The Nation's Report Card. AN - 62550158; ED404626 AB - Describing the characteristics and attitudes of a nationally representative sample of 36,000 students in grades 3, 7, and 11, this report details the specific features of reading instruction, how students approach their reading tasks, student reading experiences, and the home and school supports to academic achievement. The report is based the National Assessment of Educational Progress's (NAEP) 1986 assessment of the reading achievement of American schoolchildren. It does not discuss trends over time as many NAEP reports do. Major findings of the report are: (1) students at all three grade levels had particular difficulty with tasks that require them to elaborate upon or defend their evaluations and interpretations of what they read; (2) poor readers reported doing less independent reading than good readers; (3) students reported that their teachers used a variety of instructional approaches to reading instruction; (4) poor readers reported that their teachers used a narrower range of approaches than were used with better readers; (5) poor readers reported using a narrower range of strategies than good readers; (6) students from historically at-risk populations continued to perform poorly relative to the national population at each grade level; and (7) reading proficiency was related to students' general literacy experiences. A procedural appendix is attached. (RS) AU - Applebee, Arthur N. Y1 - 1988/02// PY - 1988 DA - February 1988 SP - 63 VL - ETS-RR-17-R-01 KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - High Risk Students KW - Grade 11 KW - Teacher Behavior KW - Family Environment KW - Reading Habits KW - Elementary Secondary Education KW - Reading Research KW - Grade 7 KW - Reading Achievement KW - Student Attitudes KW - Reading Instruction KW - Independent Reading KW - Grade 3 KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62550158?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - NEWS T1 - SUCCESSFUL LEARNING MUST BEGIN EARLY AN - 282427938 AB - Columnist Clarence Page is correct in stating that the needs of "at- risk" kids must be addressed earlier than high school. But he is wrong to say that Secretary of Education William J. Bennett has neglected elementary and preschool children. Two earlier handbooks dealing with the preschool- and elementary-age child-"What Works, Research About Teaching and Learning" and "First Lessons"-were developed from the most up-to-date research. The suggested James Madison High School curriculum builds upon that foundation. JF - Chicago Tribune (pre-1997 Fulltext) AU - Rosemary Thomson, Secretary's regional representative, U S Department of Education, Region V Y1 - 1988/01/29/ PY - 1988 DA - 1988 Jan 29 SP - 14 CY - Chicago, Ill. SN - 10856706 KW - General Interest Periodicals--United States UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/282427938?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Achicagotribune&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=Chicago+Tribune+%28pre-1997+Fulltext%29&rft.atitle=SUCCESSFUL+LEARNING+MUST+BEGIN+EARLY%3A+%5BSPORTS+FINAL%2C+C+EDITION%5D&rft.au=Rosemary+Thomson%2C+Secretary%27s+regional+representative%2C+U+S+Department+of+Education%2C+Region+V&rft.aulast=Rosemary+Thomson&rft.aufirst=Secretary%27s+regional&rft.date=1988-01-29&rft.volume=&rft.issue=&rft.spage=14&rft.isbn=&rft.btitle=&rft.title=Chicago+Tribune+%28pre-1997+Fulltext%29&rft.issn=10856706&rft_id=info:doi/ LA - English DB - ProQuest Central N1 - Copyright - Copyright Chicago Tribune Co. Jan 29, 1988 N1 - Last updated - 2011-11-01 ER - TY - RPRT T1 - Implementation of the Education of the Handicapped Act [Public Law 94-142]. Tenth Annual Report to Congress. AN - 63197545; ED294410 AB - This tenth annual report to Congress reviews implementation of the Education of the Handicapped Act (Public Law 94-142). Chapter I provides national statistics on numbers of children receiving special education and related services, numbers of children with handicaps receiving special education in various settings, and the numbers of school personnel available and needed to provide such services. The child count information is for school year 1986-87, whereas the information on setting and personnel is for school year 1985-86. Chapter II presents a discussion of circumstances under which students with handicaps exit from school, such as graduating, reaching maximum age, or dropping out. The chapter contrasts data for students with handicaps with data for nonhandicapped students. Data on the services students with handicaps are anticipated to need after leaving school are also presented. Chapter III focuses on the provision of services to infants, toddlers, and preschool children with handicaps. Extensive information is provided regarding the activities of the various discretionary and entitlement programs (especially Public Law 99-4567) with regard to young children. The chapter includes descriptions of projects funded for statewide planning, knowledge production, model development and replication, personnel development, and technical assistance. Chapter IV responds to the mandate to provide the results of federal monitoring of the state administration of the Education of the Handicapped Act. In addition, this chapter provides results of projects funded under the State/Federal Evaluation Studies Program. Descriptions of ongoing Congressionally-mandated studies are also included. Extensive appendixes and tables provide statistical data supporting the text. (DB) Y1 - 1988 PY - 1988 DA - 1988 SP - 434 KW - Education for All Handicapped Children Act KW - Education of the Handicapped Act Amendments 1986 KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Special Education KW - Educational Legislation KW - Delivery Systems KW - Elementary Secondary Education KW - Educational Trends KW - Early Childhood Education KW - Teacher Supply and Demand KW - Pupil Personnel Services KW - Models KW - Demonstration Programs KW - Federal Legislation KW - Disabilities KW - Statistical Data KW - Incidence KW - Compliance (Legal) KW - Technical Assistance KW - Trend Analysis KW - Infants UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63197545?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the Ninth Annual Report and Executive Summary, N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Directory of Public Elementary and Secondary Education Agencies. Spring 1988. AN - 63105874; ED306690 AB - One of the major responsibilities of the National Center for Education Statistics (NCES) is to report on the condition of public elementary and secondary education in the United States. Information on the universe of schools and education agencies is collected annually in the NCES Common Core of Data (CCD) surveys. The surveys are completed from administrative completed from administrative records of the state education agencies by CCD coordinators. This directory is derived from the CCD data collection of March 1988. Listed in the directory are all reported public elementary/secondary education agencies in the United States and the outlying areas of American Samoa, Guam, Northern Marianas, Puerto Rico, and the Virgin Islands. A complete entry for an agency includes the following information: (1) state; (2) name of (6) student membership code; and (7) metropolitan status code. The prefatory material contains a brief introduction, information on using the directory, definitions of types of agencies, a list of abbreviations used, education agency enrollment size codes, and six statistical summary tables. (MLF) AU - Cook, Richard Paul Y1 - 1988 PY - 1988 DA - 1988 SP - 250 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402 (Stock No. 065-000-00364-3; $14.00). KW - ERIC, Resources in Education (RIE) KW - Regional Schools KW - Public Schools KW - Instructional Program Divisions KW - School Districts KW - Elementary Secondary Education KW - Government Publications KW - Tables (Data) KW - School Statistics KW - School District Size KW - Regional Schools KW - Public Schools KW - Instructional Program Divisions KW - School Districts KW - Elementary Secondary Education KW - Government Publications KW - Tables (Data) KW - School Statistics KW - School District Size UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63105874?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For Fall 1986 edition, see ED 288 264. Document co N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Preparing Transition Specialists: Competencies from Thirteen Programs. AN - 63104901; ED306755 AB - Thirteen programs were selected in 1987 by the Division of Personnel Preparation of the Office of Special Education and Rehabilitative Services, to develop programs for the preparation of transition personnel to work with youth with handicaps. This monograph is a compilation of the competencies for transition specialists identified by the 13 programs. The monograph was prepared to assist institutions of higher education in the development of curricula for the preparation of transition specialists, and to enhance the quality of future applications for federal support of personnel preparation programs. In preparing the monograph, over 600 competencies were identified from the 13 programs. Content analysis was used to aggregate competencies under 14 major headings: philosophical and historical considerations; transitional concerns; professionalism; advocacy; knowledge of agencies; knowledge of systems change; legal aspects of transition; working with others (communication, consultation, interdisciplinary teamwork, parents); development and management of individualized plans; planning and organizing instruction; assessment, delivery, and evaluation of instruction for community living; assessment, delivery, and evaluation of job training; administrative functions; and research. Within the 14 major headings, the 636 separate competencies are listed. Appendices include an analysis of emphases and agreement among the 13 programs, and abstracts of the 13 programs. (JDD) AU - Baker, Betty C. AU - Geiger, William L. Y1 - 1988 PY - 1988 DA - 1988 SP - 80 PB - DISSEMIN/ACTION, 9618 Percussion Way, Vienna, VA 22180 ($10.00). KW - ERIC, Resources in Education (RIE) KW - Practitioners KW - Researchers KW - Policymakers KW - Curriculum Development KW - Federal Aid KW - Transitional Programs KW - Disabilities KW - Content Analysis KW - Competency Based Education KW - Program Development KW - Professional Education KW - Specialists KW - Higher Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63104901?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Striving for School Effectiveness in Indian Education. The 14th Annual Report to the Congress of the United States. Fiscal Year 1987. AN - 63100084; ED305210 AB - This report to Congress by the National Advisory Council on Indian Education (NACIE) includes an explanation of NACIE's history and current operation, ongoing programs, and recommendations for future work. NACIE, which reports to the Department of Education, is the sole Indian organization designated as an executive agency of the federal government. Reauthorization of Public Law 92-318 (Indian Education Act of 1972) was one of two major legislative issues for NACIE in fiscal year 1987 and is among the recommendations to Congress in this report. The other issue was a Bureau of Indian Affairs (BIA) proposal to transfer certain BIA schools to tribal, state, or local control. In 1987, NACIE submitted a list of nominees for the open position of director of Indian Education Programs (IEP). NACIE makes recommendations to Congress concerning funding, administration, and operation of the IEP office. It also advises the Secretary of Education on administration of Indian programs, evaluates projects and assistance applications, and assists the Secretary of Education in developing criteria for evaluating and administering grants. Beside listing NACIE functions and fiscal year 1987 activities, the report also explains components of the Indian Education Act (Title IV), offers abstracts of ten exceptional Title IV school programs, and profiles seven fellowship recipients. The exemplary projects, all in elementary-secondary Indian education, show high degrees of parental participation, support by the school superintendent, and creative management of available resources. Appendices include the NACIE charter, the distribution of Title IV funds on a state-by-state basis, and responses to this report's recommendations by the U.S. Department of Education. (TES) AU - Nicol, Fred AU - Bruce, Louis Y1 - 1988 PY - 1988 DA - 1988 SP - 63 KW - Indian Education Act 1972 Title IV KW - Indian Education Program KW - National Advisory Council on Indian Education KW - ERIC, Resources in Education (RIE) KW - Demonstration Programs KW - Federal Legislation KW - Federal Aid KW - Federal Programs KW - Elementary Secondary Education KW - American Indian Education KW - Annual Reports KW - Public Administration KW - Trust Responsibility (Government) KW - Federal Indian Relationship KW - American Indians UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63100084?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the 13th annual report, see ED 297 901. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Projections of Education Statistics to 1997-98. AN - 63085820; ED299704 AB - This report, the 18th in a series begun in 1964, provides a set of projections for most key education statistics. The report includes tables, charts, and narratives about data on enrollment, teachers, graduates, and expenditures for the past 15 years and projections for the next 10 years. The report is divided into three parts: (1) Projections and Analyses; (2) Projection Methodology; and (3) Technical Appendixes, which include: (1) supplementary tables; (2) tables of statistical confidence limits for selected projections; (3) a discussion of data sources; and (4) a glossary. (SI) AU - Gerald, Debra E. Y1 - 1988 PY - 1988 DA - 1988 SP - 155 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402 (Stock No. 065-000-00356-2": $8.50). KW - ERIC, Resources in Education (RIE) KW - Prediction KW - Expenditure per Student KW - Educational Finance KW - Long Range Planning KW - Elementary Secondary Education KW - Educational Trends KW - Higher Education KW - Graduates KW - Teacher Supply and Demand KW - National Surveys KW - Teacher Salaries KW - School Statistics KW - Degrees (Academic) KW - Public Schools KW - Enrollment Trends KW - Statistical Analysis KW - School Surveys KW - Government Publications KW - Tables (Data) KW - Statistical Surveys KW - Trend Analysis KW - Futures (of Society) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63085820?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - This report supersedes ED 262 472. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Annual Report of the Rehabilitation Services Administration to the President and to the Congress on Federal Activities Related to the Administration of the Rehabilitation Act of 1973, as Amended. Fiscal Year 1988. AN - 63019138; ED313891 AB - This report describes activities carried out during fiscal year 1988 under the provisions of the Rehabilitation Act of 1973 and is organized according to the various sections of the Act. The report on the General Provisions section covers the American Rehabilitation magazine, evaluation activities, and the Clearinghouse on Disability Information. Considered under Title I are the Vocational Rehabilitation Services Program, the Client Assistance Program (Part D), and the American Indian Rehabilitation Services Projects. The Title II section reports on the National Institute of Disability and Rehabilitation Research with 13 activities including the Interagency Committee on Disability Research, the Spinal Cord Injury Program, and the program to ensure electronic equipment accessibility to federal employees with disabilities. Title III activities include Rehabilitation Training Program projects, Supported Employment demonstration projects, vocational rehabilitation services for migratory workers, and Special Recreation Programs. The section on Title IV reviews activities of the National Council on Disability; while the Title V section reports on Employment of Handicapped Individuals, Architectural and Transportation Barriers Compliance Board, Employment under Federal Contracts, Nondiscrimination under Federal Grants and Programs, and the Interagency Coordinating Council. Title VI includes Projects with Industry and Supported Employment Services. Finally, Title VII reports on: Comprehensive Services for Independent Living, Centers for Independent Living, and Independent Living Services for Older Blind Individuals. Seven appendices include a glossary, financial tables, and data concerning ineligibility determination, client assistance, client applicant appeals, and caseload trends. (DB) AU - Thayer, Donald Y1 - 1988 PY - 1988 DA - 1988 SP - 380 KW - Rehabilitation Act 1973 KW - Supported Employment Programs KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Rehabilitation KW - Vocational Rehabilitation KW - Adults KW - Accessibility (for Disabled) KW - Older Adults KW - Demonstration Programs KW - Recreation KW - Federal Legislation KW - Federal Programs KW - Disabilities KW - Agency Cooperation KW - Compliance (Legal) KW - Migrants KW - Resources UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63019138?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Geography Objectives: 1988 Assessment. AN - 62570037; ED406310 AB - To measure and report on the extent and quality of students' understanding of geography, the National Geographic Society initiated and provided support for a national assessment of students 17 years old and in the 12th grade. Since 1969, the Nation's Report Card, the National Assessment of Educational Progress (NAEP), has been responsible for collecting information about the educational achievement of United States youth in a variety of subject areas including reading, mathematics, writing, science, music, art, career and occupational development, social studies, literature, computer competence, and recently, U.S. history and civics. The results of the 1988 geography assessment, the first in NAEP's 20-year history, serves the interests of geographers, educators, policymakers, and parents across the country. Chapter 1, "Overview of the Objectives," defines geography in the curriculum and provides a framework for the geography objectives. In Chapter 2, "The Geography Objectives," the following learning outcomes are explored: (1) geographic skills and tools; (2) geographic knowledge and concepts (content) including physical geography and cultural geography; and (3) geographic inquiry including knowing and understanding and applying. A "Distribution of Assessment Items" is included to show the approximate percentage distribution of assessment questions in terms of their classification within the geography framework's main categories of geographic skills and content and geographic inquiry. A list of "Participants in the Development Process" also is provided. (CB) Y1 - 1988 PY - 1988 DA - 1988 SP - 30 PB - National Assessment of Educational Progress, Educational Testing Service, Rosedale Road, Princeton, NJ 08541-0001 (No. 19-G-10). KW - National Assessment of Educational Progress KW - National Geographic Society KW - ERIC, Resources in Education (RIE) KW - Map Skills KW - Grade 12 KW - Geographic Concepts KW - Course Content KW - Physical Geography KW - Human Geography KW - Social Studies KW - Academic Achievement KW - Critical Thinking KW - Locational Skills (Social Studies) KW - High Schools KW - Competency Based Education KW - Geography Instruction KW - Educational Assessment KW - Geography KW - Academic Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62570037?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Part of "The Nation's Report Card," an education r N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Department of Education Secondary and Transition Training Programs: A Catalog of Projects. Fiscal Years 1984, 1985, 1986, 1987-1988. AN - 62362480; ED440478 AB - This document is comprised of catalogs of projects concerned with the transition from school to work of students with disabilities and sponsored by the Department of Education's Division of Personnel Preparation of the Office of Special Education and Rehabilitative Services for the years 1984-1988. Each project description typically contains information on the following: grantee, project director, telephone number, grant number and period, grant amount, grant title, an overview of the project (goal, objectives, content, methodology, expected outcomes, and evaluation plan). In some catalogs, projects are organized by the grant competition or by Department of Education priority areas. Some catalogs also include summary charts showing projects by state and topic and summary narratives discussing the year's priorities and characteristics of grant applications. (DB) AU - Baker, Betty C. Y1 - 1988 PY - 1988 DA - 1988 SP - 363 KW - Office of Special Educ Rehabilitative Services KW - ERIC, Resources in Education (RIE) KW - Program Descriptions KW - Federal Aid KW - Transitional Programs KW - Disabilities KW - Grants KW - Secondary Education KW - Education Work Relationship KW - Program Descriptions KW - Federal Aid KW - Transitional Programs KW - Disabilities KW - Grants KW - Secondary Education KW - Education Work Relationship UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62362480?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - NEWS T1 - DON'T MIX THE MESSAGES ON DRUG PERIL AN - 282398642 AB - It is unfortunate that before writing his recent "Health matters" column, Bill Stokes did not attend the regional White House Conference for a Drug Free America held recently in Cincinnati. Conference participants from a wide range of disciplines-Juvenile Court judges to health care/substance abuse professionals to prominent sports celebrities to educators to members of the media-called for an end to "mixed messages" on drug use. But that is precisely the message of "Still no green light on marijuana" (Tribune, Nov. 29). JF - Chicago Tribune (pre-1997 Fulltext) AU - Rosemary Thomson, Regional representative, U S Department of Education, Region V Y1 - 1987/12/14/ PY - 1987 DA - 1987 Dec 14 SP - 18 CY - Chicago, Ill. SN - 10856706 KW - General Interest Periodicals--United States UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/282398642?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Achicagotribune&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=Chicago+Tribune+%28pre-1997+Fulltext%29&rft.atitle=DON%27T+MIX+THE+MESSAGES+ON+DRUG+PERIL%3A+%5BSPORTS+FINAL%2C+C+EDITION%5D&rft.au=Rosemary+Thomson%2C+Regional+representative%2C+U+S+Department+of+Education%2C+Region+V&rft.aulast=Rosemary+Thomson&rft.aufirst=Regional&rft.date=1987-12-14&rft.volume=&rft.issue=&rft.spage=18&rft.isbn=&rft.btitle=&rft.title=Chicago+Tribune+%28pre-1997+Fulltext%29&rft.issn=10856706&rft_id=info:doi/ LA - English DB - ProQuest Central N1 - Copyright - Copyright Chicago Tribune Co. Dec 14, 1987 N1 - Last updated - 2011-10-19 ER - TY - NEWS T1 - Good Loans for College Students AN - 139249955 AB - William Raspberry [op-ed, Oct. 7] says that Education Secretary William Bennett's new program of income contingent loans (ICLs) for college students is an "admirable" idea based on a sound principle: that students are the prime beneficiaries of their education and so should bear at least some of the cost. I agree. JF - The Washington Post (1974-Current file) AU - BRUCE CARNES Deputy Undersecretary U.S. Department of Education Washington Y1 - 1987/10/26/ PY - 1987 DA - 1987 Oct 26 SP - 1 CY - Washington, D.C. SN - 01908286 KW - General Interest Periodicals--United States UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/139249955?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Ahnpwashingtonpost&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=The+Washington+Post+%281974-Current+file%29&rft.atitle=Good+Loans+for+College+Students&rft.au=BRUCE+CARNES+Deputy+Undersecretary+U.S.+Department+of+Education+Washington&rft.aulast=BRUCE+CARNES+Deputy+Undersecretary+U.S.+Department+of+Education+Washington&rft.aufirst=&rft.date=1987-10-26&rft.volume=&rft.issue=&rft.spage=A12&rft.isbn=&rft.btitle=&rft.title=The+Washington+Post+%281974-Current+file%29&rft.issn=01908286&rft_id=info:doi/ LA - English DB - ProQuest Historical Newspapers: The Washington Post N1 - Copyright - Copyright The Washington Post Company Oct 26, 1987 N1 - Last updated - 2010-05-28 ER - TY - GEN T1 - High School and Beyond. 1980 Sophomore Cohort. Third Follow-Up (1986). [machine-readable data file]. AN - 63017654; ED313435 AB - This file contains 14,825 records. The data tape contains the following files: (1) the raw data file for each respondent (randomized identification number; first follow-up flags and composites; base year questionnaire and test data; first follow-up questionnaire data; dropout questionnaire data; transfer supplement data; early graduate data; first follow-up test data; selected school data; second follow-up questionnaire data; second follow-up flags, composites, and weights; third follow-up questionnaire data, and third follow-up flags, composites, and weights); (2) the record layout for the raw data file; (3) Statistical Analysis System control cards; and (4) SPSS-X control cards. TYPE OF SURVEY: National Survey; Sample Survey; Follow-up Survey. POPULATION: High Schools in the High School and Beyond Study in 1980. RESPONDENTS: Students. FREQUENCY: Periodic. YEAR OF EARLIEST DATA: 1980. YEAR OF LATEST DATA: 1986. (SLD) AU - Sebring, Penny Y1 - 1987/10// PY - 1987 DA - October 1987 EP - 0 PB - U.S. Department of Education (ED), Office of Educational Research and Improvement (OERI), Information Technology Branch, 555 New Jersey Avenue NW, Washington, DC 20208-5725. Telephone: (202) 357-6528/6522. ($175). KW - High School and Beyond (NCES) KW - ERIC, Resources in Education (RIE) KW - Questionnaires KW - Grade 10 KW - Student Characteristics KW - Online Systems KW - National Surveys KW - Longitudinal Studies KW - Cohort Analysis KW - Databases KW - Followup Studies KW - Information Utilization KW - High Schools KW - Educational Experience KW - Employment Experience KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63017654?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=&rft.atitle=High+School+and+Beyond.+1980+Sophomore+Cohort.+Third+Follow-Up+%281986%29.+%5Bmachine-readable+data+file%5D.&rft.au=Sebring%2C+Penny&rft.aulast=Sebring&rft.aufirst=Penny&rft.date=1987-10-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=&rft.issn=&rft_id=info:doi/ LA - English DB - ERIC N1 - Availability - Level 3 - Indexed only N1 - SuppNotes - For documentation pertainig to this data file, see N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Civics: United States Government & Politics Objectives, 1988 Assessment. AN - 63200776; ED287875 AB - The 1988 Civics Objectives Assessment is the fourth such assessment since the National Assessment of Educational Progress (NAEP) program was initiated in 1969. It outlines the objectives and framework for assessing U.S. civics programs at grades 4, 8, and 12. This outline includes provision for assessment in terms of content, context and cognition. Outlines of the content include: (1) rights, responsibilities and the law; (2) political processes; (3) political institutions (structure and function); and (4) democratic principles and the purpose of governments. The context, or level, for assessing these principles, are the home, school, community, state, nation, and world; content is to be assessed at increasing levels of context at increasing grade levels. Cognitive objectives are knowledge of the content, and understanding and application of the content of citizenship and participation in political processes. The booklet also elaborates on the areas of content that are included in the assessment, and lists the members of the NAEP civics advisory committees and the development consultants and reviewers who participated in the development of the Civics Objectives for 1988. (JGL) Y1 - 1987/09// PY - 1987 DA - September 1987 SP - 29 PB - National Assessment of Educational Progress, Educational Testing Service, Rosedale Road, CN6710, Princeton, NJ 08541-6710 (Booklet No. 19-C-10, $5.00 plus $1.50 postage; multiple copy discounts available). SN - 0886850681 KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Testing Programs KW - Law Related Education KW - Educational Objectives KW - Cognitive Objectives KW - Citizenship Education KW - Elementary Secondary Education KW - National Surveys KW - Educational Assessment KW - Civics KW - National Competency Tests KW - Measurement Objectives UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63200776?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - NEWS T1 - Standards for Schools AN - 139169879 AB - The Post's article of Aug. 4 and its editorial of Aug. 5 about the Department of Education's successful and popular National Diffusion Network could leave the impression that the new regulations we have proposed for the program are something other than standards for high quality that we intend. JF - The Washington Post (1974-Current file) AU - CHESTER E. FINN JR. Assistant Secretary and Counselor to the Secretary U.S. Department of Education Washington Y1 - 1987/08/21/ PY - 1987 DA - 1987 Aug 21 SP - 1 CY - Washington, D.C. SN - 01908286 KW - General Interest Periodicals--United States UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/139169879?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Ahnpwashingtonpost&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=The+Washington+Post+%281974-Current+file%29&rft.atitle=Standards+for+Schools&rft.au=CHESTER+E.+FINN+JR.+Assistant+Secretary+and+Counselor+to+the+Secretary+U.S.+Department+of+Education+Washington&rft.aulast=CHESTER+E.+FINN+JR.+Assistant+Secretary+and+Counselor+to+the+Secretary+U.S.+Department+of+Education+Washington&rft.aufirst=&rft.date=1987-08-21&rft.volume=&rft.issue=&rft.spage=A22&rft.isbn=&rft.btitle=&rft.title=The+Washington+Post+%281974-Current+file%29&rft.issn=01908286&rft_id=info:doi/ LA - English DB - ProQuest Historical Newspapers: The Washington Post N1 - Copyright - Copyright The Washington Post Company Aug 21, 1987 N1 - Last updated - 2010-05-28 ER - TY - GEN T1 - Writing Objectives, 1988 Assessment. AN - 63198251; ED287878 AB - The 1988 Writing Objectives Assessment is the fifth such assessment by the National Assessment of Educational Progress (NAEP) in grades 4, 8, and 12, since the program began in 1969. The objectives reflect a consensus of opinion regarding the process of writing: that it is used for a variety of purposes and audiences, and that the form and process of the writing will vary accordingly. The objectives outlined here are: (1) writing to accomplish a variety of purposes, including informative, persuasive, and personal/imaginative writing; (2) managing the writing process, including generating ideas, drafting, revising and editing; (3) controlling the forms of written language, including genre, organization, mechanics, and language usage; and (4) valuing writing and the written word for interpersonal communication, for society, and for oneself. The booklet also includes a section of suggested instructional exercises for each of these objectives, and a list of the writing consultants who developed these writing objectives. (JGL) Y1 - 1987/08// PY - 1987 DA - August 1987 SP - 37 PB - National Assessment of Educational Progress, Educational Testing Service, Rosedale Road, CN6710, Princeton, NJ (Booklet No. 19-W-10; $5.00 plus $1.50 postage; multiple copy discounts available). SN - 0886850657 KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Writing Instruction KW - Writing (Composition) KW - Testing Programs KW - Writing Exercises KW - Writing Processes KW - Educational Objectives KW - Writing Skills KW - Elementary Secondary Education KW - National Surveys KW - National Competency Tests KW - Writing Evaluation KW - Educational Assessment KW - Measurement Objectives KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63198251?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - National Assessment of Educational Progress: 1985-86 Public-Use Data Tapes, Version 1.0. Users' Guide. AN - 63181881; ED288892 AB - This document is the users' guide for Version 1.0 of the Public-Use data tapes compiled by the National Assessment of Educational Progress (NAEP), 1985-86. The Public-Use tapes are produced to allow outside researchers access to the NAEP data. The tapes accompanying this guide, one for grade 3/age 9, one for grade 7/age 13, and one for grade 11/age 17, contain student responses to mathematics, science, computer competence, U.S. history, and literature exercises, as well as responses to questionnaires from students, teachers, and principals. Reading scores have been withheld from this 1.0 version, but will be included in later versions. The guide includes: (1) background information on NAEP and the public-use tapes; (2) special considerations for users; (3) description of the assessment instrument design, sample selection, data collection, and scoring procedures; (4) reporting subgroups and other variables; (5) suggestions on conducting statistical analyses of the NAEP data; (6) content and format of the data tapes; and (7) suggestions for using the Statistical Package for the Social Sciences-X (SPSS-X) and SAS computer software systems with this data. Appendices include a brief NAEP history and lists of related machine-readable data files and printed reports. (JGL) AU - Johnson, Eugene G. Y1 - 1987/08// PY - 1987 DA - August 1987 SP - 140 PB - National Assessment of Educational Progress, Educational Testing Service, Rosedale Road, CN 6710, Princeton, NJ 08541-6710 ($25.00). KW - Balanced Incomplete Block Spiralling KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Magnetic Tapes KW - Testing Programs KW - Reading Tests KW - Questionnaires KW - Computer Storage Devices KW - Latent Trait Theory KW - Academic Achievement KW - Elementary Secondary Education KW - National Surveys KW - Computer Software KW - National Competency Tests KW - Databases KW - Statistical Analysis KW - Data Collection KW - Writing Evaluation KW - Sampling KW - Educational Assessment KW - Data Analysis KW - Data Interpretation UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63181881?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For related "Codebooks and Layouts," see TM 870 62 N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - United States History Objectives, 1988 Assessment. AN - 63178022; ED287877 AB - The 1988 assessment of U.S. history objectives by the National Assessment of Educational Progress (NAEP) is the first such assessment in U.S. history. This booklet presents a framework of objectives for U.S. history courses, including: (1) the chronology of people, events, documents, and interrelationships that form U.S. history; (2) the context of political, economic, cultural, social, and intellectual life within each chronological period; and (3) the reasoning skills necessary to expand knowledge, extend inquiry, and understand how the past is interpreted. The bulk of the booklet is an outline of eight historical periods in U.S. history, from exploration and colonization to the present, and suggested percentage distributions of course work for grade 4, 8, and 12. The outline, which includes more elaboration in the last two periods, covering World War II to the present, is not intended to be definitive; it includes subjects considered of central importance to the teaching of history and is presented as a guide to development of questions for the history assessment. Also included in this booklet is a list of advisory committee members, development consultants, and reviewers who participated in the development of the history objectives. (JGL) Y1 - 1987/08// PY - 1987 DA - August 1987 SP - 37 PB - National Assessment of Educational Progress, Educational Testing Service, Rosedale Road, CN6710, Princeton, NJ 08541-6710 (Booklet No. 19-H-10, $5.00 plus $1.50 postage; multiple copy discounts available). SN - 0886850673 KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Testing Programs KW - Grade 12 KW - Educational Objectives KW - Cognitive Objectives KW - Elementary Secondary Education KW - National Surveys KW - National Competency Tests KW - Grade 8 KW - Grade 4 KW - History Instruction KW - Educational Assessment KW - United States History KW - Measurement Objectives UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63178022?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Reading Objectives, 1986 and 1988 Assessments. AN - 63159793; ED287876 AB - The 1986 and 1988 Reading Objectives Assessment of the National Assessment of Educational Progress (NAEP) reflects a consensus of opinion about the processes of reading for grades 4, 8, and 12. The objectives are based on an interpretation of reading as an interactive process between the reader, the reader's purposes and previous experiences, the material being read, and the context in which the reading occurs. The objectives outlined here are: (1) comprehending, including comprehending material read for a particular purpose; (2) extending comprehension, including analyzing interpreting and evaluating what has been read; (3) managing the reading experience, including using the structure and organization of the text, using readers' aids (e.g., heading, subheadings, graphs, charts, etc.), showing flexibility of reading style for different purposes, and selecting reading materials appropriate to the purpose; and (4) valuing reading, for enjoyment, to improve understanding and fulfill personal goals, to acquire knowledge and skills, and to appreciate the cultural role of written language. The booklet also includes a section of suggested instructional strategies for teaching reading; a description of NAEP's reading proficiency scale, developed in 1984; and a list of the individuals on the Learning Area Committees who developed the reading objectives for the 1986 and 1988 assessments. (JGL) Y1 - 1987/06// PY - 1987 DA - June 1987 SP - 32 PB - National Assessment of Educational Progress, Educational Testing Service, Rosedale Road, CN6710, Princeton, NJ 08541-6710 (Booklet No. 17/19-R-10, $5.00 plus $1.50 postage; multiple copy discounts available). SN - 0886850630 KW - National Assessment of Educational Progress KW - Reading Proficiency Scale (NAEP) KW - ERIC, Resources in Education (RIE) KW - Testing Programs KW - Reading Tests KW - Literature Appreciation KW - Educational Objectives KW - Reading Ability KW - Elementary Secondary Education KW - Reading Comprehension KW - National Surveys KW - National Competency Tests KW - Reading Achievement KW - Reading Instruction KW - Educational Assessment KW - Reading Processes KW - Measurement Objectives KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63159793?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - National Assessment of Educational Progress: 1985-86 Public-Use Data Tapes, Version 1.0. Codebooks and Layouts, Grade 7/Age 13. AN - 63155715; ED288894 AB - This document contains the codebooks and data record layouts for the 1985-86 Public-Use Data Tapes, Version 1.0. The Public-Use data tapes are created by the National Assessment of Educational Progress (NAEP) to provide outside researchers access to NAEP data. This book provides coded data collected on and from seventh graders and 13-year-olds via student tests in mathematics, science, computer competence, literature, and U.S. history, as well as coded background information obtained from questionnaires given to students, teachers, and principals. The tests and questionnaires were presented in a Balanced Incomplete Block (BIB) spiral design in which each student received only some of the questions from each learning area. Items from each learning area were then assembled into blocks, which were in turn assembled into booklets. At each grade/age level, booklets 1-5 are "bridge" instruments used to measure effects of changes in student age definition, time of testing, and mode of administration. This entire book contains data files for grade 7/age 13, including student BIB spiral data, bridge booklets 1-5 and responses to school questionnaire items. (JGL) Y1 - 1987/04/28/ PY - 1987 DA - 1987 Apr 28 SP - 431 PB - National Assessment of Educational Progress, Educational Testing Service, Rosedale Road, CN 6710, Princeton, NJ 08541-6710 (set of TM 870 626-628, $50.00). KW - Balanced Incomplete Block Spiralling KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Magnetic Tapes KW - Testing Programs KW - Item Sampling KW - Questionnaires KW - Computer Storage Devices KW - Junior High Schools KW - Academic Achievement KW - National Surveys KW - Item Analysis KW - Computer Software KW - National Competency Tests KW - Grade 7 KW - Databases KW - Statistical Data KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63155715?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For related "Users' Guide," see TM 870 625. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - National Assessment of Educational Progress: 1985-86 Public-Use Data Tapes, Version 1.0. Codebooks and Layouts, Grade 11/Age 17. AN - 63154666; ED288895 AB - This document contains the codebooks and data record layouts for the 1985-86 Public-Use Data Tapes, Version 1.0. The Public-Use data tapes are created by the National Assessment of Educational Progress (NAEP) to provide outside researchers access to NAEP data. This book provides coded data collected on and from eleventh graders and 17-year-olds via student tests in mathematics, science, computer competence, literature, and U.S. history, as well as coded background information obtained from questionnaires given to students, teachers, and principals. The tests and questionnaires were presented in a Balanced Incomplete Block (BIB) spiral design in which each student received only some of the questions from each learning area. Items from each learning area were then assembled into blocks, which were in turn assembled into booklets. At each grade/age level, booklets 1-5 are "bridge" instruments, used to measure effects of changes in student age definition, time of testing, and mode of administration. This entire book contains data files for grade 11/age 17, including student BIB spiral data, bridge booklets 4 and 5 and responses to school questionnaire items. (JGL) Y1 - 1987/04/28/ PY - 1987 DA - 1987 Apr 28 SP - 459 PB - National Assessment of Educational Progress, Educational Testing Service, Rosedale Road, CN 6710, Princeton, NJ 08541-6710 (set of TM 870 626-628, $50.00). KW - Balanced Incomplete Block Spiralling KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Magnetic Tapes KW - Testing Programs KW - Item Sampling KW - Grade 11 KW - Questionnaires KW - Computer Storage Devices KW - Academic Achievement KW - National Surveys KW - Item Analysis KW - Computer Software KW - National Competency Tests KW - Databases KW - High Schools KW - Statistical Data KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63154666?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For related "Users' Guide," see TM 870 625. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - National Assessment of Educational Progress: 1985-86 Public-Use Data Tapes, Version 1.0. Codebooks and Layouts, Grade 3/Age 9. AN - 63154044; ED288893 AB - This document contains the codebooks and data record layouts for the 1985-86 Public-Use Data Tapes, Version 1.0. The Public-Use data tapes are created by the National Assessment of Educational Progress (NAEP) to provide outside researchers access to NAEP data. This book provides coded data collected on and from third graders and 9-year-olds via student tests in mathematics, science, computer competence, literature, and U.S. history, as well as coded background information obtained from questionnaires given to students, teachers, and principals. The tests and questionnaires were presented in a Balanced Incomplete Block (BIB) spiralling design in which each student received only some of the questions from each learning area. Items from each learning area were then assembled into blocks, which were in turn assembled into booklets. At each grade/age level, booklets 1-5 are "bridge" instruments, used to measure effects of changes in student age definition, time of testing, and mode of administration. This entire book contains data files for grade 3/age 9, including student BIB spiral data, bridge booklets 1-5, and responses to school questionnaire items. (JGL) Y1 - 1987/04/28/ PY - 1987 DA - 1987 Apr 28 SP - 309 PB - National Assessment of Educational Progress, Educational Testing Service, Rosedale Road, CN 6710, Princeton, NJ 08541-6710 (set of TM 870 626-628, $50.00). KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Magnetic Tapes KW - Testing Programs KW - Item Sampling KW - Questionnaires KW - Primary Education KW - Computer Storage Devices KW - Academic Achievement KW - National Surveys KW - Item Analysis KW - Computer Software KW - National Competency Tests KW - Databases KW - Grade 3 KW - Statistical Data KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63154044?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For related "Users' Guide," see TM 870 625. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Learning to Be Literate in America: Reading, Writing, and Reasoning. The Nation's Report Card. AN - 63255375; ED281162 AB - Intended for educators, policymakers, and anyone concerned with the nation's reading skills, this booklet draws on four recent reports in the Nation's Report Card series, which are based on findings of the National Assessment of Educational Progress (NAEP). The first chapter discusses two important components of literacy--the ability to achieve a surface understanding of written materials and the ability to reason effectively about one's reading and writing. NAEP results are briefly discussed as a basis for the second chapter, which presents an overview of literacy development in America. The third chapter focuses on those who are at risk because of poor literacy skills, particularly children and young adults from minority groups and children without home support for literacy. The fourth chapter discusses the impact that an early exposure to print, appropriate instruction and homework can have on literacy skills. The final chapter explores two important initiatives for educators, policymakers, and the nation: (1) the at-risk population must be provided with targeted help to ensure that it has the opportunity to develop the literacy skills necessary for full participation in this society, and (2) educational approaches must be modified so that all children learn to reason more effectively about what they read and write. Recommendations derived from these initiatives are outlined for policymakers, administrators, and teachers. Graphs and statistical data are included. (JD) AU - Applebee, Arthur N. Y1 - 1987/03// PY - 1987 DA - March 1987 SP - 52 PB - National Assessment of Educational Progress, Educational Testing Service, Rosedale Rd., Princeton, NJ 08541. VL - NAEP-15-RW-01 KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Teachers KW - Policymakers KW - Practitioners KW - Teacher Role KW - Writing Instruction KW - High Risk Students KW - Administrator Role KW - Elementary Secondary Education KW - Public Policy KW - Functional Literacy KW - Educational History KW - Adult Basic Education KW - Federal Legislation KW - Reading Instruction KW - Educational Development KW - Educational Practices KW - Educationally Disadvantaged KW - Social Problems KW - Educational Assessment KW - Literacy Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63255375?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the reports on which this document is based, s N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Implementing the New Design: The NAEP 1983-84 Technical Report. AN - 63156011; ED288887 AB - In 1982, the Educational Testing Service (ETS) proposed to implement a new, complex design for the National Assessment of Educational Progress (NAEP). The major features of this design are described in "A New Design for a New Era" (Messick, Beaton, and Lord, 1983). The purpose of this document is to describe the actual implementation of the design in the 1983-84 National Assessment of Reading and Writing (NAEP's fifteenth year); it is intended as a supplement to the reports of that assessment (see ED 264 550, ED 273 680, ED 273 994) and supports these reports by providing detailed technical information so that the accuracy of the substantive results can be judged. Some major features of the new design were: to sample grades 4, 8, and 11 as well as students' ages 9, 13, and 17 (in school); to introduce Balanced Incomplete Block (BIB) spiralling as a method of estimating inter-relationships among variables; to collect extensive information about teachers, principals, and schools; and to scale the reading data, if possible. These innovations were added to the previously used procedures, which were kept to ensure maintenance of NAEP trends. This report describes: (1) the data collection processes, including the assessment instruments for reading and writing; (2) the data analysis process for both reading and writing, including "plausible values" of reading proficiency and the NAEP reading and writing; and (3) some estimates of the reading and writing proficiencies of selected subpopulations of the sampled students. Two supplementary studies on the validity of NAEP's reading and writing assessment instruments and the design effects in the 1983-84 sample are also presented. A glossary of terms and a 124-item reference list complete the document. (JGL) AU - Beaton, Albert E. Y1 - 1987/03// PY - 1987 DA - March 1987 SP - 813 PB - National Assessment of Educational Progress, Educational Testing Service, Rosedale Road, CN 6710, Princeton, NJ 08541-6710 ($25.00, plus $3.00 postage). VL - NAEP-15-TR-20 KW - Balanced Incomplete Block Spiralling KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Testing Programs KW - Reading Tests KW - Item Sampling KW - Latent Trait Theory KW - Academic Achievement KW - Elementary Secondary Education KW - National Surveys KW - Research Design KW - National Competency Tests KW - Program Implementation KW - Statistical Analysis KW - Data Collection KW - Writing Evaluation KW - Sampling KW - Educational Assessment KW - Data Analysis KW - Scaling KW - Data Interpretation UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63156011?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the "Users' Guide" and "Codebooks and Layouts" N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Implementation of the Education of the Handicapped Act [Public Law 94-142]. Ninth Annual Report to Congress. AN - 63258496; ED283355 AB - The report to Congress examines progress made in implementing the requirements mandated by P.L. 94-142, the Education of the Handicapped Act, as amended by P.L. 98-199 with a specific focus on activities during the school year 1985-86. Substantially more detailed statistical information concerning educational services, compliance monitoring, and discretionary programs are provided in this year's report. Data are presented regarding the four major purposes of the Act: (1) to assure that all handicapped children receive a free, appropriate public education; (2) to assure that the rights of handicapped children and their parents or guardians are protected; (3) to assist states and localities in educating all handicapped children; and (4) to assess and assure the effectiveness of programs educating handicapped children. Among items highlighted in the executive summary are the following: (1) as a percentage of school enrollment, the number of handicapped children served decreased from 11.19% to 10.97%; (2) nearly 5.8 million related services were provided to 4.4 million handicapped children; (3) a majority of handicapped students received special education and related services in integrated settings; (4) the number of special education teachers employed increased 2% compared with a 0.5% increase in number of students served; (5) 80% of the states reported a need for improved instructional and vocational education program; and (6) nearly $12 billion were spent on special education and related services, of which 8.5% were from federal sources, 54% from state sources, and 38% from local sources. A major portion of the document consists of six appendixes providing more detail and statistical data. (DB) Y1 - 1987 PY - 1987 DA - 1987 SP - 679 KW - Education for All Handicapped Children Act KW - Education of the Handicapped Act Amendments 1983 KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - State Programs KW - Special Education Teachers KW - Federal Aid KW - Government Role KW - Handicap Identification KW - Delivery Systems KW - Mainstreaming KW - Elementary Secondary Education KW - Equal Education KW - State Aid KW - Federal Legislation KW - Program Implementation KW - Disabilities KW - Program Evaluation KW - Compliance (Legal) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63258496?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the eighth annual report, see ED 267 580. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Implementation of the Education of the Handicapped Act [Public Law 94-142]. Ninth Annual Report to Congress. Executive Summary. AN - 63258476; ED283356 AB - The executive summary of the ninth annual report to Congress examines progress made in implementing the requirements mandated by P.L. 94-142, the Education of the Handicapped Act, as amended by P.L. 98-199 with a specific focus on activities during the school year 1985-86. Data are presented regarding the four major purposes of the Act: (1) to assure that all handicapped children receive a free appropriate public education; (2) to assure that the rights of handicapped children and their parents or guardians are protected; (3) to assist states and localities in educating all handicapped children; and (4) to assess and assure the effectiveness of programs educating handicapped children. Information is summarized according to the following subcategories: number of students served, related services received, least restrictive environment, personnel employed and needed, the number of handicapped youth who exited special education services, anticipated service needs of students exiting the system, services in need of improvement, implementation of due process requirements, entitlement and discretionary monies, expenditures, and program effectiveness and evaluation. (DB) Y1 - 1987 PY - 1987 DA - 1987 SP - 9 KW - Education for All Handicapped Children Act KW - Education of the Handicapped Act Amendments 1983 KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - State Programs KW - Special Education Teachers KW - Federal Aid KW - Government Role KW - Handicap Identification KW - Delivery Systems KW - Mainstreaming KW - Elementary Secondary Education KW - Equal Education KW - State Aid KW - Federal Legislation KW - Program Implementation KW - Disabilities KW - Program Evaluation KW - Compliance (Legal) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63258476?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - In: Implementation of the Education of the Handica N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Guide to Programs Administered by Office of Higher Education Programs and Fund for the Improvement of Postsecondary Education. AN - 63247577; ED276357 AB - Information on 28 programs supported by the Office of Higher Education Programs and three programs of the Fund for the Improvement of Postsecondary Education (FIPSE) are provided. In addition to a brief statement of the scope of each program, information is provided on eligibility, the budget and average award amount, and where to write for more information. The FIPSE programs are: the Lectures Program, the Comprehensive Program, and the Community Services and Student Financial Independence Program. Programs under the Office of Higher Education Programs concern: student support services, institutional development, incentive programs, and international programs. The following Office of Higher Education Programs are new: Postbaccalaureate Achievement Program; Strengthening Historically Black Colleges and Universities; Housing and Other Educational Facilities Loans; Minority Support in Science and Engineering Program; Patricia Roberts Harris Fellowships; and Special Service Projects Program. Additional programs include: Educational Opportunity Centers; Talent Search; Upward Bound Program; Law School Clinical Experience Program; Business International Education Program; Fulbright-Hays Foreign Curriculum Consultants; Foreign Language and Area Studies Fellowships; and International Research and Studies Program. (SW) Y1 - 1987 PY - 1987 DA - 1987 SP - 43 KW - Fund for Improvement of Postsecondary Education KW - Office of Higher Education Programs KW - ERIC, Resources in Education (RIE) KW - Administrators KW - Researchers KW - Practitioners KW - Program Descriptions KW - Low Income Groups KW - Postsecondary Education KW - Graduate Study KW - Government School Relationship KW - Improvement Programs KW - Grants KW - College Attendance KW - International Education KW - Higher Education KW - Incentives KW - Fellowships KW - Eligibility KW - Minority Groups KW - Federal Programs KW - Ancillary School Services KW - Disadvantaged UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63247577?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Part of Your General Public Is Disabled. A Handbook for Guides in Museums, Zoos, and Historic Houses. AN - 63160855; ED293229 AB - Addressed to docents, the manual presents general guidelines for making public tours of museums, historic buildings, and zoos more accessible to handicapped persons. Information on eight major disability groups is provided (mental retardation, learning disabilities, hearing impairments, visual handicaps, mobility impairments, cerebral palsy, mental illness, and severe communication disabilities), as well as on sensory and mobility changes that all older adults experience. It is noted that some disabled persons have needs that require the docent to rethink the basic structure of a program or substantially adapt the method of presentation. For each disability, related terminology is defined, emergency procedures noted, and specific suggestions offered for adapting the tour to meet the needs of the handicapping condition. For example, suggestions for adapting a tour for visually handicapped persons explore the following topics: evaluating the accessibility of the facility, introducing oneself, starting with a verbal orientation, offering assistance, speaking clearly and with enthusiasm, choosing an uncluttered route, including touchables in the tour, and using supplemental aids. A resource section presents a chart on epilepsy and how to assist a seizure victim, a list of agencies serving disabled individuals, and a selected bibliography. (JW) AU - Majewski, Janice Y1 - 1987 PY - 1987 DA - 1987 SP - 96 PB - Smithsonian Institution, Office of Elementary and Secondary Education, Arts and Industries Building, Room 1163, Washington, DC 20560 ($8.00 manual, also available in audio cassette and braille formats; $75.00 videotape--open captioned). KW - ERIC, Resources in Education (RIE) KW - Sensory Aids KW - Accessibility (for Disabled) KW - Public Relations KW - Disabilities KW - Museums KW - Tactile Adaptation KW - Individual Needs KW - Communication Aids (for Disabled) KW - Assistive Devices (for Disabled) KW - Zoos KW - Normalization (Handicapped) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63160855?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Indian Education: Focus on Past, Present & Future. The 13th Annual Report to the Congress of the United States. Fiscal Year 1986. AN - 63101732; ED297901 AB - This report to Congress details activities of the National Advisory Council on Indian Education (NACIE) during fiscal year (FY) 1986 and offers recommendations for continuing educational services for Indian youth. Part I includes an introduction to NACIE, identifies members, committees and staff and reviews its legislative history including NACIE's opposition to a congressional proposal combining Indian educational programs into a block grant. Part II details NACIE functions and activities for FY 1986 and includes field comments on the block grant issue. Part III summarizes nine recommendations for strengthened funding and improved representation of Indians in government decisionmaking. Part IV describes major components of Title IV of the Indian Education Act of 1972. Part V profiles programs funded by Title IV grants and individuals receiving fellowships in 1986. Part VI contains a glossary, tables showing state-by-state distribution of funds awarded to Title IV grantees, and a map showing locations and dates of NACIE meetings from 1973 through September 1986. (TES) Y1 - 1987 PY - 1987 DA - 1987 SP - 44 KW - Indian Education Act 1972 Title IV KW - Johnson O Malley Act KW - National Advisory Council on Indian Education KW - ERIC, Resources in Education (RIE) KW - Program Descriptions KW - Federal Aid KW - Grants KW - Educational Finance KW - Elementary Secondary Education KW - Annual Reports KW - Trust Responsibility (Government) KW - Fellowships KW - American Indians KW - Block Grants KW - Advisory Committees KW - Federal Legislation KW - Federal Programs KW - American Indian Education KW - Federal Indian Relationship UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63101732?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the 12th annual report, see ED 275 485. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The National Longitudinal Study of the High School Class of 1972 (NLS-72), Fifth Follow-Up (1986) Data File [machine-readable data file]. AN - 63025515; ED313390 AB - This machine-readable data file (MDRF) contains information from the fifth follow-up survey of the National Longitudinal Survey of the High School Class of 1972. The survey was carried out along with the third survey of the High School and Beyond Study. The fifth follow-up data file consists of 12,841 records. The data tape contains information on the experiences and attitudes of a sample of teachers for whom an extensive history already existed. It consists of the following files: the raw data file (randomized identification number; fifth follow-up questionnaire data; and fifth follow-up flags, composites, and weights); the record layout for the raw data file; Statistical Analysis System control cards; and Statistical Package for the Social Sciences (SPSS-X) control cards. The questionnaire included: (1) a survey of attitudes toward the teaching profession; (2) questions on family structure, marital, and economic status; and (3) attitude questions about self-esteem, job satisfaction, satisfaction with educational experiences, and participation in community affairs. A user's manual is available for the data file. A supplementary survey investigated attitudes and experiences of teachers or those who qualified to be teachers; these data are reported on a separate data tape. POPULATION: High School Graduates (14,489). TYPE OF SURVEY: Longitudinal Survey; National Survey; Follow-up Survey. RESPONDENTS: High School Graduates (12,841). RESPONSE RATE: High School Graduates (89%). FREQUENCY: Once. YEAR OF EARLIEST DATA: 1986. (SLD) Y1 - 1987 PY - 1987 DA - 1987 EP - 0 PB - U.S. Department of Education (ED), Office of Educational Research and Improvement (OERI), Information Technology Branch, 555 New Jersey Avenue NW, Washington, DC 20208-5725. Telephone: (202) 357-6528/6522. ($175). KW - National Longitudinal Study High School Class 1972 KW - ERIC, Resources in Education (RIE) KW - Family Characteristics KW - High School Graduates KW - Questionnaires KW - Teacher Attitudes KW - Online Systems KW - National Surveys KW - Longitudinal Studies KW - Secondary Education KW - Databases KW - Followup Studies KW - Statistical Analysis KW - Statistical Data UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63025515?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=&rft.atitle=The+National+Longitudinal+Study+of+the+High+School+Class+of+1972+%28NLS-72%29%2C+Fifth+Follow-Up+%281986%29+Data+File+%5Bmachine-readable+data+file%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1987-01-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=&rft.issn=&rft_id=info:doi/ LA - English DB - ERIC N1 - Availability - Level 3 - Indexed only N1 - SuppNotes - For documentation pertaining to this data file, se N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The National Longitudinal Study of the High School Class of 1972 (NLS-72), Fifth Follow-Up (1986). Teaching Supplement Data File [machine-readable data file]. AN - 63022459; ED313389 AB - The National Longitudinal Survey of the High School Class of 1972 (NLS-72) Teaching Supplement Data File (TSDF) is presented. Data for the machine-readable data file (MDRF) were collected via a mail questionnaire that was sent to all respondents (N=1,517) to the fifth follow-up survey who indicated that they had a teaching background or training to be teachers. A total of 1,449 questionnaires were mailed. The questionnaire focused on the qualifications, experience, and attitudes of current and former elementary and secondary school teachers and on the qualifications of persons who had completed a degree in education or certification, but who had not taught. The data file consists of 1,147 records. The data can be analyzed with both Statistical Analysis System (SAS) and Statistical Package for the Social Sciences (SPSS). The Teaching Supplement data tape contains four related files: the raw data file (randomized identification number, questionnaire data, and the teaching supplement weight); the record layout for the raw data file; SAS control cards; and SPSS-X control cards. The files are designed to be used as a weighted data set in all kinds of analyses, and can be used to investigate some of the following policy issues related to teacher quality and retention: (1) ways to attract potential teachers to the profession; (2) how to match teachers' assignments with their academic training; (3) teachers' working conditions; (4) teacher satisfaction with their jobs; and (5) the main incentives and disincentives for teachers remaining in the profession. A user's manual is available. POPULATION: High School Class of 1972. TYPE OF SURVEY: Longitudinal Survey; National Survey; Follow-up Survey. SAMPLE: Fifth Follow-up Respondents (1,517) with teaching experience or training. RESPONDENTS: Elementary and Secondary School Teachers (1,038); Non-teachers (109). RESPONSE RATE: Teachers and Non-teachers (1,147=86%). FREQUENCY: Once. YEAR OF EARLIEST DATA: 1986. (SLD) Y1 - 1987 PY - 1987 DA - 1987 EP - 0 PB - U.S. Department of Education (ED), Office of Educational Research and Improvement (OERI), Information Technology Branch, 555 New Jersey Avenue NW, Washington, DC 20208-5725. Telephone: (202) 357-6528/6522. ($175). KW - National Longitudinal Study High School Class 1972 KW - Teacher Supplement Data File KW - Teacher Surveys KW - ERIC, Resources in Education (RIE) KW - High School Graduates KW - Questionnaires KW - Teacher Education KW - Teacher Attitudes KW - Elementary Secondary Education KW - Online Systems KW - National Surveys KW - Elementary School Teachers KW - Teacher Background KW - Longitudinal Studies KW - Secondary School Teachers KW - Occupational Surveys KW - Databases KW - Followup Studies KW - Teacher Motivation KW - Statistical Data KW - Mail Surveys KW - Vocational Aptitude KW - Graduate Surveys UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63022459?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=&rft.atitle=The+National+Longitudinal+Study+of+the+High+School+Class+of+1972+%28NLS-72%29%2C+Fifth+Follow-Up+%281986%29.+Teaching+Supplement+Data+File+%5Bmachine-readable+data+file%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1987-01-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=&rft.issn=&rft_id=info:doi/ LA - English DB - ERIC N1 - Availability - Level 3 - Indexed only N1 - SuppNotes - For documentation pertaining to this data file, se N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Recent College Graduates Study, 1987 (RCGS-1987). Combined File of Survey and Aggregate Transcript Data [machine-readable data file]. AN - 63019028; ED311060 AB - The 1987 Recent College Graduates Study (RCGS) machine-readable data file, RECENT.GRADS.COMBINED.A8586, is the third of three data files produced from the study and contains information about 1985-86 bachelor's degree graduates for whom both questionnaire and transcript data were collected. The combined survey and aggregate transcript data file includes: (1) total number of transcripts; (2) reported grade point average (GPA); (3) highest and lowest GPA at degree-granting institutions; (4) passing value of GPA at degree-granting institutions; (5) three-digit code for major field of study; (6) date that the degree was awarded; (7) total credits earned; and (8) courses attempted in the student's major academic field. The tape documentation includes a complete description of the data and collection process. Other RCGS data files contain additional data on the educational and employment experiences of recent bachelor's or master's degree recipients 1 year after graduation. This combined file allows analyses of newly qualified teachers, registered baccalaureate degree nurses, and others with selected fields of study by number and type of courses taken, GPA, and credit hours received. POPULATION: Colleges; Universities. TYPE OF SURVEY: National Survey; Sample Survey; Follow-up Survey. SAMPLE: Bachelor's Degree Graduates. FREQUENCY: Once. YEAR OF EARLIEST DATA: 1987. (Author/SLD) Y1 - 1987 PY - 1987 DA - 1987 EP - 0 PB - U.S. Department of Education (ED), Office of Educational Research and Improvement (OERI), Information Technology Branch, 555 New Jersey Avenue NW, Washington, DC 20208-5725. Telephone: (202) 357-6528/6522. (SAS file or SPSS-Xfile, $150). KW - Aggregation (Data) KW - Recent College Graduates Study 1987 KW - ERIC, Resources in Education (RIE) KW - Employment Level KW - Bachelors Degrees KW - Nurses KW - Grade Point Average KW - College Graduates KW - Teachers KW - Higher Education KW - Data Collection KW - Academic Records UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63019028?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft.genre=dissertations+%26+theses&rft.jtitle=&rft.atitle=&rft.au=Elafros%2C+Athena&rft.aulast=Elafros&rft.aufirst=Athena&rft.date=2012-01-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=978-0-494-73950-1&rft.btitle=&rft.title=Global+music%2C+local+culture%3A+Popular+music+making+in+Canada+and+Greece&rft.issn=&rft_id=info:doi/ LA - English DB - ERIC N1 - Availability - Level 3 - Indexed only N1 - SuppNotes - Data Series: DR-RCGS-1987-1.12. Announcement: CS-8 N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Recent College Graduates Study, 1987 (RCGS-1987). Transcript Data [machine-readable data file]. AN - 63014264; ED311090 AB - The transcript component of the 1987 Recent College Graduates Study (RCGS-1987) is presented. This transcript data file, RECENT.GRADS.TRNSCRPT.A8586, is the second of three data files produced from the RCGS-1987. Although the purpose of the RCGS is to provide data on the educational experiences and post-degree employment 1 year after graduation of people who obtained a bachelor's or master's degree from an American college or university, the transcript file is restricted to bachelor's degree recipients. The file contains 16,977 transcripts from the 1985-86 graduates, representing a 90% response from degree-granting institutions, and an additional 8,742 transcripts from institutions transferring credits. Of the 16,977 graduates, 14,430 have complete transcripts representing their entire postsecondary education. The file is organized in four levels of records (student, institution and transcript, term, and course). A complete description of the transcript data collection process is provided in the tape documentation. This data file allows complete analyses of such items as: (1) courses taken; (2) grade point averages; (3) credit hours; (4) grading systems; (5) calendar systems; and (6) courses organized according to the graduate's major field of study. POPULATION: Degree Granting Institutions; Credit Transferring Institutions. TYPE OF SURVEY: Follow-up Survey; Sample Survey; National Survey. SAMPLE: Bachelor's Degree Recipients (18,825). RESPONDENTS: Degree Granting Institutions (16,977 Transcripts); Credit Transferring Institutions (8,742 Transcripts). RESPONSE RATE: Degree Granting Institutions: (90%). FREQUENCY: Once. YEAR OF EARLIEST DATA: 1987. (SLD) Y1 - 1987 PY - 1987 DA - 1987 EP - 0 PB - U.S. Department of Education (ED), Office of Educational Research and Improvement (OERI), Information Technology Branch, 555 New Jersey Avenue NW, Washington, DC 20208-5725. Telephone: (202) 357-6528/6522. (SAS file or SPSS-X file, $150). KW - Recent College Graduates Study 1987 KW - ERIC, Resources in Education (RIE) KW - Employment Level KW - Bachelors Degrees KW - Statistical Analysis KW - College Graduates KW - Higher Education KW - Academic Records UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63014264?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=&rft.atitle=Recent+College+Graduates+Study%2C+1987+%28RCGS-1987%29.+Transcript+Data+%5Bmachine-readable+data+file%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1987-01-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=&rft.issn=&rft_id=info:doi/ LA - English DB - ERIC N1 - Availability - Level 3 - Indexed only N1 - SuppNotes - Data Series DR-RCGS-1987-1.11. Announcement: CS-89 N1 - Last updated - 2014-03-21 ER - TY - NEWS T1 - HIGHER EDUCATION NEEDS HIGHER GROUND AN - 290982406 AB - U.S. Secretary of Education William Bennett has come under attack recently by leaders of higher education for his criticisms of colleges and universities made at Harvard University. There is, however, a good deal of research to support the secretary's remarks. We have about 3,300 institutions of higher education in this nation, and in relatively few of them is any meaningful self-analysis taking place. Many college presidents do not even acknowledge that there is a serious problem. In reporting research done for the National Commission on Excellence in Education a few years ago, Commissioner Anne Campbell along with a senior associate from the National Institute of Education observed that standards pertaining to course time, content and expectations in higher education appeared to have slipped over the past two decades. In fact, they asked, what does it say about a college's standards when it offers more credit for a course in nature photography than in neuropsychology? JF - Chicago Tribune (pre-1997 Fulltext) AU - Dennis Cuddy, Senior Associate, National Council on Educational Research, U S Department of Education Y1 - 1986/12/15/ PY - 1986 DA - 1986 Dec 15 SP - 22 CY - Chicago, Ill. SN - 10856706 KW - General Interest Periodicals--United States UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/290982406?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Achicagotribune&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=Chicago+Tribune+%28pre-1997+Fulltext%29&rft.atitle=HIGHER+EDUCATION+NEEDS+HIGHER+GROUND%3A+%5BSPORTS+FINAL%2C+C+EDITION%5D&rft.au=Dennis+Cuddy%2C+Senior+Associate%2C+National+Council+on+Educational+Research%2C+U+S+Department+of+Education&rft.aulast=Dennis+Cuddy&rft.aufirst=Senior&rft.date=1986-12-15&rft.volume=&rft.issue=&rft.spage=22&rft.isbn=&rft.btitle=&rft.title=Chicago+Tribune+%28pre-1997+Fulltext%29&rft.issn=10856706&rft_id=info:doi/ LA - English DB - ProQuest Central N1 - Copyright - Copyright Chicago Tribune Co. Dec 15, 1986 N1 - Last updated - 2010-06-16 ER - TY - RPRT T1 - Mothers Working Outside the Home: What Do National Assessment Results Tell Us? AN - 63239835; ED276979 AB - National Assessment of Educational Progress (NAEP) data show that children in grades 4, 8, and 11 whose mothers work outside the home read better than children whose mothers do not work outside the home--but the difference is small. This conclusion represents one segment of the findings of the 1983-84 National Assessment, which focused on reading and writing and was administered to approximately 100,000 students across 30 states, and which for the first time asked students if their mothers worked outside the home. The findings were consistent with previous research studies indicating that children's reading achievements are unaffected by maternal employment alone. Related factors found to affect the reading performance of students included mother's level of education, amount of household income, and early education. Specifically, assessment results indicated that (1) more than half of the students reported their mothers worked outside the home; (2) students with mothers working outside the home performed better in reading, possibly due to the relationship between mothers who work outside the home and traditional socioeconomic advantages, for example, higher education and income; (3) mothers who work outside the home have higher levels of education and students whose parents have more education achieve higher reading scores; and (4) more students whose mothers work outside the home attended nursery school, which is associated with better reading performance. (JD) AU - Anderson, Bernice Y1 - 1986/12// PY - 1986 DA - December 1986 SP - 18 PB - National Assessment of Educational Progress, Educational Testing Service, Rosedale Rd., Princeton, NJ 08541. VL - NAEP-15-R-04 KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Reading Tests KW - Reading Achievement KW - Parent Influence KW - Mothers KW - Employed Parents KW - Elementary Secondary Education KW - Reading Research KW - Test Results KW - Test Interpretation UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63239835?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Homework: What Do National Assessment Results Tell Us? AN - 63237787; ED276980 AB - National Assessment of Educational Progress (NAEP) data indicated a positive relationship between the amount of time spent on homework and reading achievement in grades 4, 8, and 11. This conclusion represents one segment of the findings of the 1983-84 National Assessment, which focused on reading and writing and was administered to approximately 100,000 students across 30 states. Specifically, students were asked how much time they spent on homework yesterday. Findings showed that almost two-thirds of the students reported spending time on homework, with little variance among racial/ethnic groups. This finding seemed related to more homework being assigned and reflected an increase as compared to 1980 NAEP results. Students who received homework assignments and did them tended to read at higher proficiency levels than students who did not have homework or who did not complete assigned work. Results showed that the more time students spent on homework assigned, the better they read; this relationship was clearest at grade 11. Seventy percent of the students who spent more than two hours on homework were found to watch two hours or less of television. Based on these results, NAEP recommended that: (1) students need parental support to complete assignments, (2) teachers and parents should set clear goals for homework assignments, and (3) homework policies should be consistent with other school goals. (JD) AU - Anderson, Bernice Y1 - 1986/12// PY - 1986 DA - December 1986 SP - 17 PB - National Assessment of Educational Progress, Educational Testing Service, Rosedale Rd., Princeton, NJ 08541. VL - NAEP-15-R-03 KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Reading Tests KW - Reading Achievement KW - Reading Assignments KW - Television KW - Homework KW - Reading Skills KW - Elementary Secondary Education KW - Reading Writing Relationship UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63237787?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Writing Report Card: Writing Achievement in American Schools. AN - 63255497; ED273994 AB - Based on the National Assessment of Educational Progress (NAEP) 1984 assessment of the writing achievement of American school children, this report presents national and demographic subgroup achievement results for students in grades four, eight, and eleven, and discusses students' attitudes toward writing and instruction. The first chapter describes the tasks and evaluation criteria used in the study and highlights results of the study, including the following: (1) although many students appeared to know the basic elements of analytic writing, such writing was difficult for students in all grades; (2) while most students could express their points of view in persuasive writing, many had difficulty providing evidence for those viewpoints; (3) students had less difficulty with tasks requiring short responses based on personal experience; (4) students found it moderately difficult to write well-developed stories; (5) home environment is related to writing achievement; (6) students who indicated writing three or more reports and essays during a 6-week period had higher achievement levels than students who reported not writing during that time period; (7) students' positive attitudes toward writing deteriorate steadily across the grades; (8) students reported that their teachers are more likely to mark mistakes than to show an interest in what they write or to make suggestions for the next paper; and (9) content area writing increases between grades four and eight, and decreases again in senior high school. The next four chapters provide specific achievement data by grade level for informative, persuasive, and imaginative writing, and for writing performance among various demographic subgroups. The remaining three chapters focus on students' responses to questions concerning writing and writing instruction, specifically, their values and attitudes toward writing, how they manage the writing process, and what they write and the help they receive. (HTH) AU - Applebee, Arthur N. Y1 - 1986/11// PY - 1986 DA - November 1986 SP - 114 PB - National Assessment of Educational Progress, Educational Testing Service, Rosedale Rd., Princeton, NJ 08541-0001 ($12.50). VL - NAEP-15-W-02 KW - National Assessment of Educational Progress KW - Writing Attitudes KW - ERIC, Resources in Education (RIE) KW - Teacher Student Relationship KW - Instructional Effectiveness KW - Writing Processes KW - Writing Skills KW - Elementary Secondary Education KW - Critical Thinking KW - National Surveys KW - Student Attitudes KW - Writing Evaluation KW - Educational Assessment KW - Writing Research KW - Trend Analysis KW - Content Area Writing KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63255497?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the report "Writing: Trends across the Decade, N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Educating Students with Learning Problems--A Shared Responsibility. A Report to the Secretary. AN - 63249241; ED279149 AB - Developed by the Office of Special Education and Rehabilitative Services (OSERS), this report presents current weaknesses in the education of students with learning problems (those having difficulties learning for any of a variety of reasons) and suggested strategies for correcting those weaknesses. The goal of effective education for all students is noted and progress made since the passage of the Education for All Handicapped Children Act (P.L. 94-142) reviewed. The high dropout and illiteracy rates are indicators of a continuing problem. Special programs may themselves contribute to the problem due to the following features: fragmented approach created by compartmentalized delivery systems, dual administrative arrangements for special and regular programs, stigmatization of students placed in special programs, and frequent transformation of the placement decision into a battleground between parents and school. Recent experience has shown that the most effective solution is to adapt regular programs so that students with learning problems can succeed in the regular classroom. Recommended strategies for assisting the student in the regular class include: (1) increased instructional time; (2) support systems for teachers; (3) empowerment of principals to control all programs and resources at the building level; and (4) new instructional approaches. OSERS is committed to encouraging the partnership of special and regular education and to increase individualization of instruction through support of research and demonstration, personnel preparation, and special studies program priorities. (DB) AU - Will, Madeleine Y1 - 1986/11// PY - 1986 DA - November 1986 SP - 26 PB - Clearinghouse on the Handicapped, Education Department, Room 3132, Switzer Bldg., 330 C St., S.W., Washington, DC 20202 (free). KW - Office of Special Educ Rehabilitative Services KW - Special Regular Education Interface KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Instructional Effectiveness KW - Special Education KW - Government Role KW - Federal Programs KW - Disabilities KW - Educational Policy KW - Mainstreaming KW - Elementary Secondary Education KW - Needs Assessment KW - Interdisciplinary Approach UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63249241?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - A Pilot Study of Higher-Order Thinking Skills Assessment Techniques in Science and Mathematics--Part I and Pilot-Tested Tasks--Part II. Final Report. AN - 63238937; ED278718 AB - In the 21st century, the population will need to possess basic skills in the areas of communication and higher problem-solving as well as have scientific and technological literacy; however, results from assessments by the National Assessment of Educational Progress (NAEP) have indicated weak student performance in the area of thinking skills, making inferences from printed material, and interpreting the meaning of scientific data. The educational community has called for increased emphasis on problem-solving and higher order skills in NAEP's 1985-86 assessment. The goal of a project, as funded to investigate these thinking skills, was to develop and test a variety of measures for use in a future national assessment. Part 1 of this pilot project developed and assessed the quality and appropriateness of certain innovative tasks and procedures to measure the higher-order thinking skills used in science and mathematics. First, a conceptual framework of higher-order skills used in science and mathematics, then prototype exercises, including "hands-on" activities, were developed. Some exercises were adapted from those used successfully by the United Kingdom's Assessment of Performance Unit in England, Wales, and Northern Ireland. These efforts resulted in a set of tasks which asked the students to "think" about a variety of relationships in mathematics and science. Three categories of administrative formats were used: (1) group activities to intact classes, (2) station activities consisting of "hands-on" tasks, and (3) full investigations which were administered to individual students. Almost 1,000 students in grades 3, 7, and 11 from 12 districts throughout the country participated. Scoring guides were developed, and student responses were categorized, entered into the computer, and analyzed. Results showed that students were responding to the tasks, and data conformed to expectations about basic developmental trends in thinking skills. In Part II, the pilot-tested tasks are presented individually. The group tasks are presented first, followed by the station activities, and then the individually administered full investigations. The presentation for each task consists first of the task as the students saw it; followed by directions for the administrator and the observation checklist, where these are pertinent; a description of the apparatus; the scoring guide with illustrative examples of each score level; and summary comments about the task. The data on which the comments are based included student performance on each task by grade and by sex and the correlation coefficient between the number right on the mathematics and science items and student data for most of the tasks. Separate analyses by sex were conducted to determine if there were any obvious gender biases in the tasks. No tests for significance were done on the gender results. (JAZ) AU - Blumberg, Fran Y1 - 1986/11// PY - 1986 DA - November 1986 SP - 534 KW - National Assessment of Educational Progress KW - Thinking Skills KW - United Kingdom KW - ERIC, Resources in Education (RIE) KW - Grade 11 KW - Task Analysis KW - Group Testing KW - Individual Testing KW - Elementary Secondary Education KW - Critical Thinking KW - Scoring KW - Pilot Projects KW - National Surveys KW - Test Items KW - Research Design KW - Problem Solving KW - Pretesting KW - Grade 7 KW - Foreign Countries KW - Grade 3 KW - Creative Thinking KW - Skill Analysis KW - Sex Differences KW - Mathematics Tests KW - Educational Assessment KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63238937?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Color photographs may not reproduce clearly. N1 - Last updated - 2014-03-21 ER - TY - NEWS T1 - Schooling at Home AN - 138989822 AB - Don Oldenburg's article on home education [Oct. 3] will help educators better understand this interesting do-it-yourself education practice. Despite wide diversity in beliefs and practices, parents engaged in home education share one trait: they enjoy being with their children. JF - The Washington Post (1974-Current file) AU - PATRICIA M. LINES Policy Analyst, Office of the Undersecretary U.S. Department of Education Washington Y1 - 1986/10/25/ PY - 1986 DA - 1986 Oct 25 SP - 1 CY - Washington, D.C. SN - 01908286 KW - General Interest Periodicals--United States UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/138989822?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Ahnpwashingtonpost&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=The+Washington+Post+%281974-Current+file%29&rft.atitle=Schooling+at+Home&rft.au=PATRICIA+M.+LINES+Policy+Analyst%2C+Office+of+the+Undersecretary+U.S.+Department+of+Education+Washington&rft.aulast=PATRICIA+M.+LINES+Policy+Analyst&rft.aufirst=Office+of+the+Undersecretary+U.S.+Department+of+Education&rft.date=1986-10-25&rft.volume=&rft.issue=&rft.spage=A22&rft.isbn=&rft.btitle=&rft.title=The+Washington+Post+%281974-Current+file%29&rft.issn=01908286&rft_id=info:doi/ LA - English DB - ProQuest Historical Newspapers: The Washington Post N1 - Copyright - Copyright The Washington Post Company Oct 25, 1986 N1 - Last updated - 2010-05-28 ER - TY - RPRT T1 - Supported Employment: A Survey of Current Activities and Issues Identified by State Vocational Rehabilitation Agencies in the United States. AN - 63076883; ED306746 AB - State vocational rehabilitation agencies were surveyed to determine the extent of interagency development of supported employment (SEMP) alternatives, and 76 of 83 agencies responded. Survey results are categorized as follows: definitions of supported employment, numbers of existing programs, types of vendors, need for revised standards or fees for services, cooperative agreements describing SEMP roles and responsibilities, methodologies developed using cooperative provision of services or funding, vocational rehabilitation (VR) agency participation in follow-along support services, proposed VR agency's role in SEMP, tracking systems to be developed and types of data to be collected, barriers to SEMP, training/technical assistance resources and needs, etc. Individual survey responses by region and state are summarized in an attachment to the report comprising the bulk of the document. For each responding agency, the following categories of information are spelled out: estimated number of disabled persons that might benefit from SEMP, development of SEMP alternatives in the state, important SEMP development activities, short- and long-range plans, other agencies with which VR coordinates SEMP, and role of each major agency. Other appendices contain interagency agreements, vendor guidelines, concept papers, or assessment guides representing the following states: South Carolina, Nevada, Virginia, Michigan, Wisconsin, Utah, Washington, Pennsylvania, Illinois, Minnesota, Colorado, and Oregon. (JDD) Y1 - 1986/10// PY - 1986 DA - October 1986 SP - 324 KW - Supported Work Programs KW - ERIC, Resources in Education (RIE) KW - State Programs KW - Disabilities KW - Vocational Rehabilitation KW - Employment Opportunities KW - Agency Role KW - Program Development KW - Delivery Systems KW - Agency Cooperation KW - Cooperative Planning KW - Needs Assessment KW - National Surveys UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63076883?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Prepared by Region X. Portions of attachments may N1 - Last updated - 2014-03-21 ER - TY - NEWS T1 - Rates of Black Enrollment AN - 138858346 AB - The recent article on the experience of black students in elite private colleges ["Top Schools Pose Problems for Blacks," Sept. 13] is factually incorrect and needlessly alarmist in its discussion of black participation in higher education. It is not true that "fewer black high school graduates are choosing college." JF - The Washington Post (1974-Current file) AU - BRUCE M. CARNES Deputy Undersecretary U.S. Department of Education Washington Y1 - 1986/09/29/ PY - 1986 DA - 1986 Sep 29 SP - 1 CY - Washington, D.C. SN - 01908286 KW - General Interest Periodicals--United States UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/138858346?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Ahnpwashingtonpost&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=The+Washington+Post+%281974-Current+file%29&rft.atitle=Rates+of+Black+Enrollment&rft.au=BRUCE+M.+CARNES+Deputy+Undersecretary+U.S.+Department+of+Education+Washington&rft.aulast=BRUCE+M.+CARNES+Deputy+Undersecretary+U.S.+Department+of+Education+Washington&rft.aufirst=&rft.date=1986-09-29&rft.volume=&rft.issue=&rft.spage=A14&rft.isbn=&rft.btitle=&rft.title=The+Washington+Post+%281974-Current+file%29&rft.issn=01908286&rft_id=info:doi/ LA - English DB - ProQuest Historical Newspapers: The Washington Post N1 - Copyright - Copyright The Washington Post Company Sep 29, 1986 N1 - Last updated - 2010-05-28 ER - TY - NEWS T1 - A School Must Have Moral Authority AN - 138840779 AB - One can only admire Nat Hentoff's commitment to individual liberty, and his principled defense of those expressing the most diverse views and interests. His recent column, however, attacking the Supreme Court's decision in Bethel School District v. Fraser ["Student Free Speech Is in Trouble," op-ed, Aug. 30] so expansively interprets student rights that it would effectively deprive our schools of the ability to convey our common values to the young. JF - The Washington Post (1974-Current file) AU - Wendell L. Willkie The writer is general counsel of the U.S. Department of Education. Y1 - 1986/09/13/ PY - 1986 DA - 1986 Sep 13 SP - 1 CY - Washington, D.C. SN - 01908286 KW - General Interest Periodicals--United States UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/138840779?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Ahnpwashingtonpost&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=The+Washington+Post+%281974-Current+file%29&rft.atitle=A+School+Must+Have+Moral+Authority&rft.au=Wendell+L.+Willkie+The+writer+is+general+counsel+of+the+U.S.+Department+of+Education.&rft.aulast=Wendell+L.+Willkie+The+writer+is+general+counsel+of+the+U.S.+Department+of+Education.&rft.aufirst=&rft.date=1986-09-13&rft.volume=&rft.issue=&rft.spage=A21&rft.isbn=&rft.btitle=&rft.title=The+Washington+Post+%281974-Current+file%29&rft.issn=01908286&rft_id=info:doi/ LA - English DB - ProQuest Historical Newspapers: The Washington Post N1 - Copyright - Copyright The Washington Post Company Sep 13, 1986 N1 - Last updated - 2010-05-28 ER - TY - RPRT T1 - Literacy: Profiles of America's Young Adults. AN - 63233803; ED275692 AB - In 1985 the National Assessment of Educational Progress (NAEP) assessed the literacy skills of America's young adults. The survey stressed the complexity and diversity of literary tasks in American society rather than using a simplistic single standard for literacy. NAEP convened panels of experts whose deliberations led to this definition of literacy: "using printed and written information to function in society, to achieve one's goals, and to develop one's knowledge and potential." NAEP drew a nationally representative household sample of 21- to 25-year-olds living in the 48 contiguous states in the United States. Approximately 3,600 young adults in 40,000 households were interviewed and were assessed in performing tasks such as: (1) reading and interpreting prose; (2) identifying and using information located in documents; and (3) applying numerical operations to information contained in printed material. Major findings showed that while the overwhelming majority of young adults adequately perform tasks at the lower levels on three literacy scales (prose, document, and quantitative literacy), sizeable numbers appear unable to do well on tasks of moderate complexity. Included in the report are: (1) an overview and profiles of the estimated prose, document, and quantitative literacy proficiency of young adults at four levels of difficulty; (2) comparisons of young adults with in-school 17-year-olds; (3) characteristics of the young adults by race/ethnicity, years of education, and parental education; (4) relationships of background characteristics to performance levels on the proficiency scales; (5) oral language results for selected samples; and (6) a final section providing a summary and conclusions. (LMO) AU - Kirsch, Irwin S. AU - Jungeblut, Ann Y1 - 1986/09// PY - 1986 DA - September 1986 SP - 79 PB - National Assessment of Educational Progress, Educational Testing Service, Rosedale Road, Princeton, NJ 08541. VL - NAEP-16-PL-02 KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Adult Literacy KW - Postsecondary Education KW - Family Environment KW - Individual Characteristics KW - Young Adults KW - Reading Comprehension KW - Racial Differences KW - National Surveys KW - Functional Literacy KW - Educational Attainment KW - Difficulty Level KW - Secondary Education KW - Measurement Techniques KW - Language Processing KW - Dropouts KW - Occupational Information KW - High School Equivalency Programs KW - Profiles KW - Educational Assessment KW - Literacy UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63233803?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For related documents, see ED 263 192-193 and TM 8 N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Literacy: Profiles of America's Young Adults. Final Report. AN - 63225038; ED275701 AB - This document provides the final report of a survey conducted by the 1985 National Assessment of Educational Progress (NAEP) to assess the literary skills of America's young adults. Chapter I provides the rationale for conducting a study of literacy proficiencies of young adults aged 21 to 25. The purpose and conceptual framework of the research are set against a brief discussion of prior assessment efforts. Chapter II reviews the instrumentation and methodology (focusing on the assessment design), the data collection activities, the scoring and entry of data, and the scaling of the simulation tasks. Major sections of Chapter III deal with the dimensionality of literacy skills, scaling the adult literacy tasks, and describing and anchoring the literacy scales. Chapter IV profiles proficiencies for the total group of young adults assessed on each of three literacy scales. Chapter V compares young adults with in-school populations and describes performance at five levels of reading proficiency. Young adults are characterized in Chapter VI using three variables as a framework--race/ethnicity, parental education, and respondent's education. Chapter VII presents analyses investigating the relationship among demographic characteristics, educational variables, literacy practices and the four literacy outcome measures. The oral-language assessment is described in Chapter VIII. Appendices contain: (1) sampling, weighting, and sample error estimation; (2) scaling and scoring procedures; (3) data; (4) the background and attitude questionnaire; and (5) a list of consultants used to develop and review assessment and exercises. (LMO) AU - Kirsch, Irwin S. AU - Jungeblut, Ann Y1 - 1986/09// PY - 1986 DA - September 1986 SP - 436 PB - National Assessment of Educational Progress, Educational Testing Service, Rosedale Road, Princeton, NJ 08541 VL - NAEP-16-PL-10 KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Questionnaires KW - Research Methodology KW - Young Adults KW - Scoring KW - National Surveys KW - Functional Literacy KW - Research Design KW - Secondary Education KW - Measurement Techniques KW - Profiles KW - Data Collection KW - Educational Assessment KW - Attitude Measures KW - Literacy KW - Test Construction KW - Scaling KW - Participant Characteristics KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63225038?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For related documents, see TM 860 546 and ED 263 1 N1 - Last updated - 2014-03-21 ER - TY - NEWS T1 - Tuition Aid: Use Unsubsidized Loans AN - 138890127 AB - Terry Hartle believes ["That Tuition Bill," op-ed, Aug. 5] that a variety of innovative state and private student aid plans have appeared recently because federal spending has failed to keep pace with college tuition increases. He also cites "a climate of great uncertainty" surrounding the future of the federal student aid budget as contributing to this new resourcefulness. JF - The Washington Post (1974-Current file) AU - BRUCE CARNES Deputy Undersecretary, U.S. Department of Education Washington Y1 - 1986/08/18/ PY - 1986 DA - 1986 Aug 18 SP - 1 CY - Washington, D.C. SN - 01908286 KW - General Interest Periodicals--United States UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/138890127?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Ahnpwashingtonpost&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=The+Washington+Post+%281974-Current+file%29&rft.atitle=Tuition+Aid%3A+Use+Unsubsidized+Loans&rft.au=BRUCE+CARNES+Deputy+Undersecretary%2C+U.S.+Department+of+Education+Washington&rft.aulast=BRUCE+CARNES+Deputy+Undersecretary&rft.aufirst=U.S.+Department+of+Education&rft.date=1986-08-18&rft.volume=&rft.issue=&rft.spage=A16&rft.isbn=&rft.btitle=&rft.title=The+Washington+Post+%281974-Current+file%29&rft.issn=01908286&rft_id=info:doi/ LA - English DB - ProQuest Historical Newspapers: The Washington Post N1 - Copyright - Copyright The Washington Post Company Aug 18, 1986 N1 - Last updated - 2010-05-28 ER - TY - NEWS T1 - Sensible Ways to Pay Tuition AN - 138994269 AB - William Raspberry puts his finger on a serious problem: soaring college costs and the increasing financial burden they pose for students and their families ["Study Now, Pay Later," op-ed, June 6]. The solution offered by President William J. Byron of Catholic University is a sensible one, so sensible, in fact, that Secretary of Education William J. Bennett has already proposed it in the form of an income contingent loan program. JF - The Washington Post (1974-Current file) AU - BRUCE CARNES Deputy Under Secretary, U.S. Department of Education Washington Y1 - 1986/06/23/ PY - 1986 DA - 1986 Jun 23 SP - 1 CY - Washington, D.C. SN - 01908286 KW - General Interest Periodicals--United States UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/138994269?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Ahnpwashingtonpost&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=The+Washington+Post+%281974-Current+file%29&rft.atitle=Sensible+Ways+to+Pay+Tuition&rft.au=BRUCE+CARNES+Deputy+Under+Secretary%2C+U.S.+Department+of+Education+Washington&rft.aulast=BRUCE+CARNES+Deputy+Under+Secretary&rft.aufirst=U.S.+Department+of+Education&rft.date=1986-06-23&rft.volume=&rft.issue=&rft.spage=A10&rft.isbn=&rft.btitle=&rft.title=The+Washington+Post+%281974-Current+file%29&rft.issn=01908286&rft_id=info:doi/ LA - English DB - ProQuest Historical Newspapers: The Washington Post N1 - Copyright - Copyright The Washington Post Company Jun 23, 1986 N1 - Last updated - 2010-05-28 ER - TY - GEN T1 - National Assessment of Educational Progress: 1983-84 Public-Use Data Tapes, Version 3.1. Users' Guide. AN - 63159203; ED288888 AB - This document is the users' guide for Version 3.1 of the Public-Use data tapes compiled by the National Assessment of Educational Progress (NAEP), 1983-84. The Public-Use tapes are produced to allow outside researchers access to the NAEP data. The tapes accompanying this guide contain data assessing student achievement in reading and writing at grades 4, 8, and 12, and ages 9, 13, and 17, for more than 100,000 students. The data were collected from student assessment booklets, as well as teacher questionnaires, school/principal questionnaires, and a questionnaire for excluded students. The guide includes descriptions of: (1) background information on NAEP; (2) the 1983-84 reading and writing assessments; (3) the sample design, including the Balanced Incomplete Block (BIB) and Unbalanced Incomplete Block (UBIB) procedures; (4) data collection, scoring, and reporting methods; (5) issues to consider in conducting statistical analyses using this data; and (6) contents and format of the 1983-84 Public-Use data tapes and related data files and printed reports. In this version of the tapes, the maximum likelihood estimates of reading proficiency scores have been replaced with "plausible values" of reading proficiency, and writing proficiency plausible values have been added. (JGL) AU - Barone, John L. Y1 - 1986/06// PY - 1986 DA - June 1986 SP - 198 PB - National Center for Educational Progress, Educational Testing Service, Rosedale Road, CN 6710, Princeton, NJ 08541-6710 ($25.00). KW - Balanced Incomplete Block Spiralling KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Magnetic Tapes KW - Testing Programs KW - Reading Tests KW - Questionnaires KW - Computer Storage Devices KW - Latent Trait Theory KW - Academic Achievement KW - Elementary Secondary Education KW - National Surveys KW - National Competency Tests KW - Databases KW - Statistical Analysis KW - Data Collection KW - Writing Evaluation KW - Sampling KW - Educational Assessment KW - Data Analysis KW - Data Interpretation UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63159203?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For related "Codebooks and Layouts," see TM 870 62 N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - National Assessment of Educational Progress: 1983-84 Public-Use Data Tapes, Version 3.1. Codebooks and Layouts, Grade 4/Age 9. AN - 63164938; ED288889 AB - This document contains the codebooks and data record layouts for the 1983-84 Public-Use data tapes, Version 3.1. The Public-Use data tapes are created by the National Assessment of Educational Progress (NAEP) to provide outside researchers access to NAEP data. The entire book presents coded data collected on and from fourth graders and 9-year-olds, via student reading and writing tests, administered in a Balanced Incomplete Block (BIB) design; and questionnaires given to tested students, excluded students, teachers, and principals. It presents data files containing record layouts and codebooks for: (1) grade 4/age 9 student BIB data; (2) age 9 paced tape 64; (3) age 9 paced tape 65; (4) age 9 paced tape 66; (5) age 9 paced tape 67; (6) grade 4/age 9 excluded student questionnaires; (7) grade 4/age 9 teacher questionnaires; and (8) grade 4/age 9 school questionnaires. (JGL) Y1 - 1986/05/23/ PY - 1986 DA - 1986 May 23 SP - 326 PB - National Assessment of Educational Progress, Educational Testing Service, Rosedale Road, CN 6710, Princeton, New Jersey 08541-6710 (set of TM 870 622-624, $50.00). KW - Balanced Incomplete Block Spiralling KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Magnetic Tapes KW - Intermediate Grades KW - Testing Programs KW - Item Sampling KW - Questionnaires KW - Computer Storage Devices KW - National Surveys KW - Item Analysis KW - Computer Software KW - National Competency Tests KW - Databases KW - Grade 4 KW - Statistical Data KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63164938?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For related "Users' Guide," see TM 870 621. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - National Assessment of Educational Progress: 1983-84 Public-Use Data Tapes, Version 3.1. Codebooks and Layouts, Grade 11/Age 17. AN - 63164577; ED288891 AB - This document contains the codebooks and data record layouts for the 1983-84 Public-Use data tapes, Version 3.1. The Public-Use data tapes are created by the National Assessment of Educational Progress (NAEP) to provide outside researchers access to NAEP data. The entire book presents coded data collected on and from 11th graders and 17-year-olds, via student reading and writing tests, administered in a Balanced Incomplete Block (BIB) design; and questionnaires given to tested students, excluded students, teachers, and principals. It presents data files containing record layouts and codebooks for (1) grade 11/age 17 student BIB data; (2) age 17 paced tape 64; (3) age 17 paced tape 65; (4) age 17 paced tape 66; (5) age 17 paced tape 67; (6) grade 11/age 17 excluded student questionnaires; (7) grade 11/age 17 teacher questionnaires; and (8) grade 11/age 17 school questionnaires. (JGL) Y1 - 1986/05/23/ PY - 1986 DA - 1986 May 23 SP - 341 PB - National Assessment of Educational Progress, Educational Testing Service, Rosedale Road, CN 6710, Princeton, NJ 08541-6710 (set of TM 870 622-624, $50.00). KW - Balanced Incomplete Block Spiralling KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Magnetic Tapes KW - Testing Programs KW - Item Sampling KW - Grade 11 KW - Questionnaires KW - Computer Storage Devices KW - National Surveys KW - Item Analysis KW - Computer Software KW - National Competency Tests KW - Databases KW - High Schools KW - Statistical Data KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63164577?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For related "Users' Guide," see TM 870 621. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - National Assessment of Educational Progress: 1983-84 Public-Use Data Tapes, Version 3.1. Codebooks and Layouts, Grade 8/Age 13. AN - 63155065; ED288890 AB - This document contains the codebooks and data record layouts for the 1983-84 Public-Use data tapes, Version 3.1. The Public-Use data tapes are created by the National Assessment of Educational Progress (NAEP) to provide outside researchers access to NAEP data. The entire book presents coded data collected on and from eighth graders and 13-year-olds, via student reading and writing tests, administered in a Balanced Incomplete Block (BIB) design; and questionnaires given to tested students, excluded students, teachers, and principals. It presents data files containing record layouts and codebooks for: (1) grade 8/age 13 student BIB data; (2) age 13 paced tape 64; (3) age 13 paced tape 65; (4) age 13 paced tape 66; (5) age 13 paced tape 67; (6) grade 8/age 13 excluded student questionnaires; (7) grade 8/age 13 teacher questionnaires; and (8) grade 8/age 13 school questionnaires. (FGL) Y1 - 1986/05/23/ PY - 1986 DA - 1986 May 23 SP - 332 PB - National Assessment of Educational Progress, Educational Testing Service, Rosedale Road, CN 6710, Princeton, NJ 08541-6710 (set of TM 870 622-624, $50.00). KW - Balanced Incomplete Block Spiralling KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Magnetic Tapes KW - Testing Programs KW - Item Sampling KW - Questionnaires KW - Computer Storage Devices KW - Junior High Schools KW - National Surveys KW - Item Analysis KW - Computer Software KW - National Competency Tests KW - Grade 8 KW - Databases KW - Statistical Data KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63155065?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For related "Users' Guide," see TM 870 621. N1 - Last updated - 2014-03-21 ER - TY - NEWS T1 - Is The Post Afraid of Student Prayer? (Cont'd.) AN - 138816116 AB - The Post is alarmed that students might be allowed to determine their own agenda when they hold extracurricular meetings at their public high school, fearful that someone will do or say something religious ["Prayer Meetings in Public School?" editorial, March 27]. JF - The Washington Post (1974-Current file) AU - GARY L. BAUER Undersecretary U.S. Department of Education Washington Y1 - 1986/04/07/ PY - 1986 DA - 1986 Apr 07 SP - 1 CY - Washington, D.C. SN - 01908286 KW - General Interest Periodicals--United States UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/138816116?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Ahnpwashingtonpost&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=The+Washington+Post+%281974-Current+file%29&rft.atitle=Is+The+Post+Afraid+of+Student+Prayer%3F+%28Cont%27d.%29&rft.au=GARY+L.+BAUER+Undersecretary+U.S.+Department+of+Education+Washington&rft.aulast=GARY+L.+BAUER+Undersecretary+U.S.+Department+of+Education+Washington&rft.aufirst=&rft.date=1986-04-07&rft.volume=&rft.issue=&rft.spage=A14&rft.isbn=&rft.btitle=&rft.title=The+Washington+Post+%281974-Current+file%29&rft.issn=01908286&rft_id=info:doi/ LA - English DB - ProQuest Historical Newspapers: The Washington Post N1 - Copyright - Copyright The Washington Post Company Apr 7, 1986 N1 - Last updated - 2010-05-28 ER - TY - GEN T1 - Florida Computing Activities, 1986. AN - 63327716; ED271098 AB - Designed to provide descriptions of computing activities in Florida's school districts, postsecondary institutions, and the State Department of Education (DOE), this report is organized into activities at four levels--K-12, community college, university, and DOE. Information gathered from a majority of Florida's 67 school districts is divided into the following categories: (1) the district; (2) the name of the contact person and his/her title, address and phone number; (3) instructional and administrative uses of microcomputers with corresponding grade levels and brands of computer used; and (4) a brief description of the district's instructional and administrative uses for computers. Information for computing activities at community colleges, universities, and the DOE includes: the name of the institution, or office; the name, title, address, and telephone number of the contact person; and a brief description of that agency's instructional and administrative utilization of computer technology. A list of instructional computing contacts for Florida's school districts, colleges/universities, and community colleges is also provided, as well as computing contacts for exceptional education. (JB) Y1 - 1986 PY - 1986 DA - 1986 SP - 90 KW - Florida KW - ERIC, Resources in Education (RIE) KW - Practitioners KW - Teachers KW - Administrators KW - State Departments of Education KW - Microcomputers KW - Educational Administration KW - School Districts KW - Elementary Secondary Education KW - Higher Education KW - Computer Assisted Instruction KW - Computer Uses in Education KW - Computer Literacy KW - Instructional Innovation KW - State Departments of Education KW - Microcomputers KW - Educational Administration KW - School Districts KW - Elementary Secondary Education KW - Higher Education KW - Computer Assisted Instruction KW - Computer Uses in Education KW - Computer Literacy KW - Instructional Innovation UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63327716?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ERIC&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=unknown&rft.jtitle=&rft.atitle=&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1986-01-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=Florida+Computing+Activities%2C+1986.&rft.title=Florida+Computing+Activities%2C+1986.&rft.issn=&rft_id=info:doi/ LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - A reference guide prepared for the Florida Instruc N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Abstract Proceedings of the Florida Instructional Computing Conference (Orlando, Florida, January 21-24, 1986). AN - 63323328; ED271099 AB - Current issues in educational uses for microcomputers are addressed in this collection of 139 abstracts of papers in which computer literacy and practical applications dominate. Topics discussed include factors related to computer use in the classroom, e.g., computer lab utilization; teaching geometry, science, math, and English via microcomputers; applications of microcomputers in vocational or special education; and teaching online bibliographics searching. Several papers examine such innovative computer activities as robotics, interactive video, videodiscs, authoring systems, and artificial intelligence. Additional papers discuss the management of computer resources in K-12 and postsecondary settings, problems caused by the increased use of technology in educational systems, computer graphics, computer programming, networking, computer literacy for faculty and staff, software evaluation, and instructional design. Each abstract contains the name and address of the person to contact if more information is needed. An alphabetical index of presentors is appended. (JB) AU - Roblyer, D. M. Y1 - 1986/01// PY - 1986 DA - January 1986 SP - 149 KW - Florida KW - ERIC, Resources in Education (RIE) KW - Practitioners KW - Teachers KW - Administrators KW - Technological Advancement KW - Programing Languages KW - Microcomputers KW - Programing KW - Elementary Secondary Education KW - Higher Education KW - Computer Software KW - Computer Uses in Education KW - Computer Literacy KW - Videodisks KW - Instructional Innovation KW - Curriculum Development KW - Interactive Video KW - Computer Assisted Instruction KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63323328?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=&rft.atitle=Abstract+Proceedings+of+the+Florida+Instructional+Computing+Conference+%28Orlando%2C+Florida%2C+January+21-24%2C+1986%29.&rft.au=Roblyer%2C+D.+M.&rft.aulast=Roblyer&rft.aufirst=D.&rft.date=1986-01-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=&rft.issn=&rft_id=info:doi/ LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For related document, see IR 012 175. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Foundations of Literacy: A Description of the Assessment of a Basic Knowledge of United States History and Literature. AN - 63235908; ED274684 AB - How much do 17-year olds know about U.S. history and literature? The National Assessment of Educational Progress (NAEP) has been gathering information about the educational attainment of American students in a variety of subject areas, but no study had focused solely on students' basic knowledge of American history and their familiarity with major authors, themes, and characters of Western literature. An assessment probe was designed to supply systematic information about the extent to which this knowledge is acquired by students in American schools. An initial draft of the assessment probe, developed by staff members of NAEP, was reviewed by almost 100 educators to ensure that the assessment topics did not diverge from current teaching practice. The final draft reflects the suggested changes. An assessment of the literacy of 17-year-olds included U.S. history and general literature because it was felt that literacy includes not only communication skills but also knowledge about the variety of topics that form the basis of dialogue and information sharing. The National Commission on Excellence in Education named history and literature among its new basics. The U.S. history topics are arranged by chronological periods: before 1763; 1763-1815; 1815-1877; 1877-1920; 1920-1945; and 1945-present. Care was taken to address topics relevant to political history, women's history, Black history, labor history, technology, geography, immigration, and foreign policy. Criteria for considering certain works of literature as fundamental to our culture are given for the following genres: (1) novels, short stories, and plays; (2) myths, epics, and Biblical characters and stories; (3) poetry; and (4) nonfiction. (GDC) Y1 - 1986 PY - 1986 DA - 1986 SP - 23 PB - National Assessment of Educational Progress, Educational Testing Service, Rosedale Road, Princeton, NJ 08541 ($5.00 + shipping and handling). VL - NAEP-17-HL-11 KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Testing Programs KW - Grade 11 KW - Literature KW - High Schools KW - Educational Objectives KW - Test Format KW - National Surveys KW - Educational Assessment KW - United States History KW - Achievement Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63235908?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Indian Education Act in the 1980's: Quest for Equity and Quality. The 12th Annual Report to the Congress of the United States. Fiscal Year 1985. AN - 63234569; ED275485 AB - The 12th annual report to Congress from the National Advisory Council on Indian Education (NACIE) details activities during fiscal year 1985 and is dedicated to all Indian youth who benefit from any federal programs that support Indian education and those Indian youths lost from the Wind River Indian Reservation because of suicide. Part I contains an introduction, an overview of the Council, legislative history, and lists of council members and committees. Part II details 1985 functions and activities including developing and distributing five free issues of the new NACIE Newsletter to over 3,000 individuals/organizations. Part III summarizes nine NACIE recommendations to Congress and the Secretary of Education including continued appropriation of funds for all federally funded Indian education programs. Part IV describes components of Title IV programs. Part V profiles funding, students served, Indian target population, needs, and program goals of eight Title IV programs ranging from high school enrichment projects and basic literacy skill demonstration programs to community adult education. It also identifies seven Indian Fellowship recipients and their areas of study. Part VI contains a glossary, tables showing state-by-state distribution of funds awarded to Title IV grantees, and a map showing locations and dates of NACIE meetings since 1973. (NEC) Y1 - 1986 PY - 1986 DA - 1986 SP - 42 KW - Indian Education Act 1972 Title IV KW - National Advisory Council on Indian Education KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Program Descriptions KW - Government School Relationship KW - Educational Objectives KW - Educational Finance KW - Resource Allocation KW - Elementary Secondary Education KW - Trust Responsibility (Government) KW - Fellowships KW - American Indians KW - Advisory Committees KW - Federal Legislation KW - Federal Programs KW - Agency Role KW - American Indian Education KW - Federal Indian Relationship UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63234569?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the 11th annual report, see ED 264 990. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Writing: Trends Across the Decade, 1974-84. AN - 63209713; ED273680 AB - The National Assessment of Educational Progress (NAEP) evaluated the writing ability of American students in 1974, 1979, and 1984. Data from 95,000 students were examined for trends over this 10-year period. Writing tasks, including informative, persuasive, and literary or imaginative writing were administered to national samples of students aged 9, 13, and 17. The results indicated that, in general, achievement in 1984 seemed to be no better than it was in 1974. Achievement trends for Black, Hispanic, and White subgroups, as well as those defined by geographic region or sex, were similar to nationwide trends. From 1979 to 1984, students' writing skills showed improvement, particularly at ages 13 and 17. However, achievement remained low in 1984; only 38 percent of the 17-year olds produced a well-organized and detailed descriptive essay, and only 20 percent wrote an effective persuasive letter. Imaginative writing improved for all ages. Results also indicated that although greater attention was focused on writing instruction in 1984 than in 1974, the actual amount of writing done by students remained about the same. Data tables, graphs, a summary of NAEP procedures, and students' writing samples showing different levels of expertise are included. (GDC) AU - Applebee, Arthur N. Y1 - 1986 PY - 1986 DA - 1986 SP - 86 PB - National Assessment of Educational Progress, Educational Testing Service, Rosedale Road, Princeton, NJ 08541 ($12.50 for single copies, half price for more than 3 copies). VL - ETS-15-W-01 KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Writing Instruction KW - Writing (Composition) KW - Testing Programs KW - Essay Tests KW - Educational Objectives KW - Writing Skills KW - Academic Achievement KW - Elementary Secondary Education KW - Educational Trends KW - Expository Writing KW - Racial Differences KW - National Surveys KW - Creative Writing KW - Evaluation Criteria KW - Persuasive Discourse KW - Sex Differences KW - Writing Evaluation KW - Educational Assessment KW - Measurement Objectives KW - Writing Research KW - Trend Analysis KW - Time on Task UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63209713?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - A Framework for Assessing Computer Competence: Defining Objectives. AN - 63209490; ED273683 AB - Computer skills objectives have been developed for the 1986 National Assessment of Educational Progress (NAEP). These items will be administered to a large number of American students aged 9, 13, and 17 in grades 3, 7, and 11. For this first national assessment of computer skills, it was necessary to consider the existing expertise of school staff, the current curriculum, the rapidly changing nature of computer science, and educators' different definitions of computer competence. Generally, educators agree that students need an exposure to computing that enables them both to experience the power of computing and to use that power to solve significant and interesting problems. Measurement objectives involve both paper-and-pencil tests of cognitive ability, as well as the practical ability to use a computer to solve problems. Three categories of cognitive objectives include knowledge, operation, and problem solving and design. Eight applications areas include word processing, database management, laboratory instrumentation, telecommunications, graphics, music generation, spreadsheets, and models and simulations. Programming objectives involve elements of a language; structures of data and control; and program planning, design, and testing. A number of items are illustrated. Five items are also included to illustrate attitudinal objectives. (GDC) Y1 - 1986 PY - 1986 DA - 1986 SP - 43 PB - National Assessment of Educational Progress, Educational Testing Service, Rosedale Road, Princeton, NJ 08541 ($5.00). KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Affective Objectives KW - Testing Programs KW - Grade 11 KW - Programing KW - Computer Science KW - Educational Objectives KW - Cognitive Objectives KW - Academic Achievement KW - Elementary Secondary Education KW - National Surveys KW - Test Items KW - Computer Literacy KW - Problem Solving KW - Grade 7 KW - Curriculum Development KW - Student Attitudes KW - Grade 3 KW - Educational Assessment KW - Test Construction KW - Measurement Objectives UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63209490?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Science Objectives, 1985-86 Assessment. AN - 63209413; ED273681 AB - In 1985-86, the National Assessment of Educational Progress (NAEP) will undertake the fifth national assessment of science knowledge, skills, and attitudes in 9-, 13-, and 17-year old Americans. The science objectives have been developed and reviewed by committees of scientists and educators. The objectives presented in this document are grouped into three categories: (1) content--life sciences; physics; chemistry; earth and space sciences; history of science; and nature of science; (2) context--scientific; personal; societal; and technological; (3) cognition--knowledge; application; and integration; and (4) attitudes--toward science classes; career and educational objectives; socioscientific responsibility; science as a personal tool; value of science; societal issues; and experiences in science. A number of topics are presented with an indication of their appropriateness for testing students aged 9, 13, or 17. Ten sample questions are also appended. (GDC) Y1 - 1986 PY - 1986 DA - 1986 SP - 39 PB - National Assessment for Educational Progress, Educational Testing Service, Rosedale Road, Princeton, NJ 08541 ($5.00). KW - National Assessment of Educational Progress KW - Test Specifications KW - ERIC, Resources in Education (RIE) KW - Testing Programs KW - Grade 11 KW - Educational Objectives KW - Cognitive Objectives KW - Elementary Secondary Education KW - National Surveys KW - Test Items KW - Secondary School Science KW - Grade 7 KW - Elementary School Science KW - Student Attitudes KW - Grade 3 KW - Educational Assessment KW - Science and Society KW - Test Construction KW - Scientific Literacy KW - Science Tests KW - Measurement Objectives UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63209413?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Math Objectives, 1985-86 Assessment. AN - 63206767; ED273682 AB - The National Assessment of Educational Progress (NAEP) collected data on the mathematics performance of 9-, 13-, and 17-year old Americans in 1973, 1978, and 1982. An additional assessment in grades 3, 7, and 11 is planned for 1986. Educational objectives to be used in the 1986 assessment were contributed, reviewed, and revised by a committee of educators. Emphasis was placed on higher-level, critical thinking skills. The objectives were grouped into the following categories, which are described in this document: (1) processes-routine application; understanding; problem solving and reasoning; skills; and knowledge; (2) content-fundamental methods; discreet mathematics; data organization and interpretation; measurement; geometry; relations; functions; and algebraic expressions; and numbers and objectives; and (3) attitudes--mathematics in school; mathematics and oneself; mathematics and society; mathematics as a discipline; and attitudes toward computers. Objectives in five categories concerning the use of calculators are also illustrated: routine computations; more difficult computations; understanding concepts; exploration; and applications and problem solving. (GDC) Y1 - 1986 PY - 1986 DA - 1986 SP - 25 PB - National Assessment of Educational Progress, Educational Testing Service, Rosedale Road, Princeton, NJ 08541 ($5.00). KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary School Mathematics KW - Testing Programs KW - Educational Objectives KW - Cognitive Objectives KW - Mathematics Achievement KW - Elementary Secondary Education KW - Secondary School Mathematics KW - National Surveys KW - Student Attitudes KW - Mathematics Tests KW - Calculators KW - Educational Assessment KW - Test Construction KW - Measurement Objectives UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63206767?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - National Postsecondary Student Aid Field Test 1985-86 [machine-readable data file]. AN - 63012349; ED313434 AB - A file which contains data on financial aid and school costs, for a sample of students in the 1985-86 school year is presented. Each record contains information from the school registrar's office, from the student financial aid office record, and from a questionnaire completed by students. There are 3,774 records on the Statistical Analysis System (SAS) file, composed of 3,774 registrar records, 1,830 financial aid records, and 2,282 survey questionnaires returned from students. Approximately 43% of all students attending postsecondary schools received financial aid and 33% received Federal aid. TYPE OF SURVEY: National Survey; Sample Survey. SAMPLE: Postsecondary School Records (118); Postsecondary Students (3,774). RESPONDENTS: Postsecondary School Records (118); Postsecondary Students (3,774). RESPONSE RATE: Postsecondary School Records (100%); Postsecondary Students (60.5%). FREQUENCY: Once. YEAR OF FIRST DATA: 1985. YEAR OF LATEST DATA: 1986. (SLD) Y1 - 1986 PY - 1986 DA - 1986 EP - 0 PB - U.S. Department of Education (ED), Office of Educational Research and Improvement (OERI), Information Technology Branch, 555 New Jersey Avenue NW, Washington, DC 20208-5725. Telephone: (202) 357-6528/6522. ($175). KW - National Postsecondary Student Aid Field Test KW - ERIC, Resources in Education (RIE) KW - Financial Support KW - Postsecondary Education KW - Student Characteristics KW - Educational Finance KW - Online Systems KW - National Surveys KW - Field Tests KW - Academic Records KW - Student Financial Aid KW - Databases KW - Statistical Data KW - College Students KW - Student Costs UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63012349?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=&rft.atitle=National+Postsecondary+Student+Aid+Field+Test+1985-86+%5Bmachine-readable+data+file%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1986-01-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=&rft.issn=&rft_id=info:doi/ LA - English DB - ERIC N1 - Availability - Level 3 - Indexed only N1 - SuppNotes - For corresponding data file documentation, see TM N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - National Longitudinal Study of the High School Class of 1972. Postsecondary Education Transcript File [machine-readable data file]. AN - 63011329; ED313400 AB - The Postsecondary Education Transcript File of the National Longitudinal Study of the High School Class of 1972 (NLS-72) is a machine-readable data file containing information on transcripts from NLS-72 senior cohort members who reported attending a postsecondary institution after high school. Records were obtained from all types of educational institutions and programs. A total of 19,033 transcripts reflecting the educational activities of 14,759 sample members are included. Information includes major and minor fields of study; periods of enrollment; courses taken; credits earned; and grades received and credentials earned at 2-year and 4-year institutions. Data are organized at the student, transcript, term, and course levels. The student-level records contain: student identification number; number of transcripts requested and received; regular and transfer credits for 50 major subject areas; and survey data and composite variables from the secondary school attended. Transcript-level records include: types, names, and dates of degrees; major and minor fields of study; and grade point averages. Term-level records contain: type of academic term; dates for the terms; and the grading system in effect. Course-level records are: the name of the course; the classification of instructional program; code for the course subject area; grade received; and credits attempted. POPULATION: High School Seniors 1972 (3,000,000). TYPE OF SURVEY: National Survey; Sample Survey; Longitudinal Survey. RESPONDENTS: Administrators. SAMPLE: High School Seniors 1972 (14,759). FREQUENCY: Once. YEAR OF EARLIEST DATA: 1972. (SLD) Y1 - 1986 PY - 1986 DA - 1986 EP - 0 PB - U.S. Department of Education (ED), Office of Educational Research and Improvement (OERI), Information Technology Branch, 555 New Jersey Avenue NW, Washington, DC 20208-5725. Telephone: (202) 357-6528/6522. ($175). KW - National Longitudinal Study High School Class 1972 KW - Postsecondary Education Transcript Study KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - High School Graduates KW - Online Systems KW - Majors (Students) KW - National Surveys KW - Longitudinal Studies KW - Academic Records KW - College Credits KW - Degrees (Academic) KW - Grading KW - Databases KW - Grades (Scholastic) KW - Enrollment KW - Statistical Data KW - College Students KW - Courses UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63011329?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=&rft.atitle=National+Longitudinal+Study+of+the+High+School+Class+of+1972.+Postsecondary+Education+Transcript+File+%5Bmachine-readable+data+file%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1986-01-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=&rft.issn=&rft_id=info:doi/ LA - English DB - ERIC N1 - Availability - Level 3 - Indexed only N1 - SuppNotes - For documentation pertaining to this file, see TM N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - National Postsecondary Student Aid Field Test, 1985-86. AN - 63009654; ED313433 AB - Documentation is provided to aid users of a file that contains data on financial aid and school costs for a sample of students in the 1985-86 school year. Each record contains information from the school registrar's office, from the student financial aid office record, and from a questionnaire completed by students. There are 3,774 records on the Statistical Analysis System (SAS) file, composed of 3,774 registrar records, 1,830 financial aid records, and 2,282 survey questionnaires returned from students. Approximately 43% of all students attending postsecondary schools received financial aid, and 33% received Federal aid. The documentation includes: (1) the survey summary; (2) the file description; (3) some user notes; (4) weighted population figures; (5) lists of variables by position and alphabetic order; (6) the registrar's office record form; (7) the Student Questionnaire; (8) the Student Financial Aid Record; and (9) additional information on weighted responses. (SLD) Y1 - 1986 PY - 1986 DA - 1986 SP - 95 KW - National Postsecondary Student Aid Field Test KW - Student Surveys KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Financial Support KW - Postsecondary Education KW - Questionnaires KW - Student Characteristics KW - Educational Finance KW - Online Systems KW - National Surveys KW - Field Tests KW - Academic Records KW - Student Financial Aid KW - Databases KW - College Students KW - Data Collection KW - Statistical Surveys KW - Student Costs UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63009654?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the corresponding data file, see TM 014 200. S N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Alternatives for a National Data System on Elementary and Secondary Education. AN - 63307720; ED272576 AB - This paper proposes a fundamentally new national data system for elementary and secondary education, differing in structure and content from present education data-collection activities of the federal government, the states, and local education agencies. This report was contracted by the U.S. Department of Education's Center for Statistics as a "10-year plan" of data collection to satisfy the statements made by writers submitting papers to the Center's Redesign Project and appearing in the "Synthesis of Invited Papers," and is intended as a companion to that volume. The current data system is flawed in fundamental ways; it does not provide the kinds of information needed to understand the context, processes, and outcomes of schooling in the United States. These kinds of information are now being demanded by policy-makers as well as by the general citizenry. The proposed national data system is designed to provide essential information for policy-makers in all branches and at various levels of government as well as new constituencies. The structure of the proposed national data system, as well as specific categories and subcategories of data have been identified in the report, and the types of costs and distribution of costs likely to be incurred in developing and maintaining the proposed national data system are enumerated. (JAZ) AU - Hall, George Y1 - 1985/12/20/ PY - 1985 DA - 1985 Dec 20 SP - 107 KW - Nation at Risk (A) KW - National Center for Education Statistics KW - ERIC, Resources in Education (RIE) KW - Information Dissemination KW - National Programs KW - Cost Effectiveness KW - Agency Cooperation KW - Elementary Secondary Education KW - Data Collection KW - Data Analysis KW - Information Needs KW - Outcomes of Education KW - Models KW - Educational Quality UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63307720?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the Invited Papers, and a synthesis of the pap N1 - Last updated - 2014-03-21 ER - TY - NEWS T1 - The Good of Bilingual Education (Cont'd.) AN - 138496344 AB - In their Oct. 4 letters criticizing Education Secretary William J. Bennett's proposal for improving federal bilingual education programs, Adela Solis and Simon R. Contreras-Velasquez misrepresent Secretary Bennett's views as well as disserve the Hispanic community they claim to represent. JF - The Washington Post (1974-Current file) AU - ANNA MARIA FARIAS Assistant Director, Office of Bilingual Education and Minority Affairs. U.S. Department of Education Washington Y1 - 1985/10/11/ PY - 1985 DA - 1985 Oct 11 SP - 1 CY - Washington, D.C. SN - 01908286 KW - General Interest Periodicals--United States UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/138496344?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Ahnpwashingtonpost&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=The+Washington+Post+%281974-Current+file%29&rft.atitle=The+Good+of+Bilingual+Education+%28Cont%27d.%29&rft.au=ANNA+MARIA+FARIAS+Assistant+Director%2C+Office+of+Bilingual+Education+and+Minority+Affairs.+U.S.+Department+of+Education+Washington&rft.aulast=ANNA+MARIA+FARIAS+Assistant+Director&rft.aufirst=Office+of+Bilingual+Education+and+Minority+Affairs.+U.S.+Department+of+Education&rft.date=1985-10-11&rft.volume=&rft.issue=&rft.spage=A26&rft.isbn=&rft.btitle=&rft.title=The+Washington+Post+%281974-Current+file%29&rft.issn=01908286&rft_id=info:doi/ LA - English DB - ProQuest Historical Newspapers: The Washington Post N1 - Copyright - Copyright The Washington Post Company Oct 11, 1985 N1 - Last updated - 2012-04-12 ER - TY - GEN T1 - Many College Freshmen Take Remedial Courses. AN - 63317266; ED262742 AB - The enrollment of college freshmen in remedial courses was studied by the National Center for Education Statistics through its Fast Response Survey System. Also assessed were types of remedial support services, type of credit and requirement status, program evaluation and retention, and remedial course offerings. In 1983-1984, 25 percent of all college freshmen took one or more courses in remedial mathematics, 21 percent took remedial writing, and 16 percent took remedial reading. At least one course in math, reading, or writing was offered by 82 percent of schools. More offered remedial courses in writing and math than in reading. Overall, public, two-year, and open admission colleges were more likely to offer remedial courses than other colleges. Twenty-seven percent of freshmen enrolled in remedial courses at public colleges, compared to 15 percent at private colleges. At two-year colleges, 28 percent of freshmen enrolled, compared to 19 percent at four-year colleges. Ninety percent of institutions offered remedial support services such as diagnosis, learning assistance labs, tutoring, and counseling. About 70 percent of schools did not award credit for any remedial courses. Most schools offering remedial programs required students not meeting institutional standards to take remedial courses. (SW) AU - Wright, Douglas A. Y1 - 1985/09// PY - 1985 DA - September 1985 SP - 16 KW - ERIC, Resources in Education (RIE) KW - Writing Instruction KW - Program Effectiveness KW - Two Year Colleges KW - High Risk Students KW - College Freshmen KW - Admission Criteria KW - Tutoring KW - Remedial Reading KW - Private Colleges KW - Higher Education KW - Learning Laboratories KW - Educational Diagnosis KW - Academic Advising KW - Noncredit Courses KW - Enrollment Trends KW - Remedial Mathematics KW - Remedial Instruction KW - Program Evaluation KW - Credit Courses KW - State Colleges UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63317266?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - National Directory: Training and Employment Programs for Americans with Disabilities. AN - 63317194; ED268699 AB - The directory provides information on 648 private sector programs offering services leading to competitive employment for disabled people. It is designed to help employers looking for trained and job-ready workers as well as to help individuals with disabilities in their search for available training and employment programs. Programs are listed geographically by state and city and citations provide a brief description of training areas, training levels, placement areas, post-placement support, and disability levels served. Programs are cross referenced by training areas. Appended material includes listings of State Vocational Rehabilitation Agencies, State Governor's Committees on Employment of the Handicapped, and Executive Directors of Developmental Disability State Planning Councils. A final section consists of program and training area cross-reference charts for each state and territory. (CL) Y1 - 1985/09// PY - 1985 DA - September 1985 SP - 458 KW - Private Sector KW - ERIC, Resources in Education (RIE) KW - State Programs KW - Disabilities KW - Job Placement KW - Employment Opportunities KW - Resource Materials KW - Employment KW - State Programs KW - Disabilities KW - Job Placement KW - Employment Opportunities KW - Resource Materials KW - Employment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63317194?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Synthesis of Invited Papers: Elementary/Secondary Education Data Redesign Project. A Public Discussion Draft. AN - 63307186; ED272575 AB - The National Center for Education Statistics (NCES) invited researchers, practitioners, and users to provide recommendations that would assist NCES in the redesign of its elementary and secondary education data program. This is a draft of the first of two volumes synthesizing the papers received by July 31, 1985. In Part I, Emerson J. Elliot, Administrator of NCES, introduces the Elementary Secondary Data Redesign Project and invites public participation. The six chapters of Part II combine the diverse concepts drawn from different papers into the following coherent units: (1) "Basic Data--Descriptive Statistics"; (2) "The Need for Process Data"; (3) "Educational Outcomes"; (4) Improving Our Understanding of the Relationship between Educational Inputs and Processes, and Educational Outcomes and Life Chances"; (5) Methodological, Technological and Technical Issues on Data Collection"; and (6) "Issues on the Functions and Activities of the National Center for Education Statistics." Part III provides the synthesizers' suggestions, based on the papers, on the following topics: consistency of definitions, cross-sectional and longitudinal studies, process data collection, competency-based curriculum, and ways of improving the quality of the data collection process, the use of new technologies, the need to acknowledge non-school learning, and the potential for reorganizing NCES and its new mission. Appendices include a list of authors of invited papers, comments and letters; guidelines for invited papers; and the Elementary/Secondary Education Data Acquisition Program of the NCES, May 1985. (JAZ) AU - Silverman, Leslie J. AU - Taeuber, Richard C. Y1 - 1985/09// PY - 1985 DA - September 1985 SP - 140 KW - National Center for Education Statistics KW - ERIC, Resources in Education (RIE) KW - Research Needs KW - Research Methodology KW - Educational Policy KW - Competency Based Education KW - Elementary Secondary Education KW - Data Collection KW - Longitudinal Studies KW - Research Design KW - Educational Technology KW - Outcomes of Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63307186?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the invited papers and a companion document, s N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - NCES Directory of Computer Tapes. AN - 63210063; ED274699 AB - This directory is designed to give a brief, non-technical synopsis of the data files available at the National Center for Education Statistics (NCES). Information regarding tape prices, technical specifications, and ordering information are provided on the opening page. Eleven surveys are listed under the heading Elementary and Secondary, nine under Higher Education, three under Vocational and Adult Education, two under Libraries, and twenty-one under Longitudinal Studies, such as the National Longitudinal Study and High School and Beyond. The information listed about each survey includes the generic name of the file, the date the data were collected, and a description containing the number of respondents, major variables, and occasional brief survey summaries. An order form is attached. (JAZ) Y1 - 1985/09// PY - 1985 DA - September 1985 SP - 18 KW - National Center for Education Statistics KW - ERIC, Resources in Education (RIE) KW - Magnetic Tapes KW - Library Collections KW - Elementary Secondary Education KW - Higher Education KW - National Surveys KW - Longitudinal Studies KW - Databases KW - Research Tools KW - Resource Materials KW - Vocational Education KW - School Surveys KW - Adult Education KW - Magnetic Tapes KW - Library Collections KW - Elementary Secondary Education KW - Higher Education KW - National Surveys KW - Longitudinal Studies KW - Databases KW - Research Tools KW - Resource Materials KW - Vocational Education KW - School Surveys KW - Adult Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63210063?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Projections of Education Statistics to 1992-93. Methodological Report with Detailed Projection Tables. AN - 63316656; ED262472 AB - This document describes the techniques and assumptions used by the National Center for Education Statistics to prepare the statistical projections used in the center's reports, and it presents many of the resulting projections in tabular form. The report covers projections in key areas of educational statistics, including enrollments, high school graduates, earned degrees, and characteristics of instructional staffs in elementary, secondary, and higher education. The report covers this material in three basic sections. The first section, composed of five chapters, describes the statistical universe for each series of projections, the basic asumptions underlying each projected series, methods used to make estimates for missing data in past time series, data used in making projections, and information on the accuracy of past projections. The second section, Appendix A, contains tables of demographic time series data used to produce the projections. The third section, Appendix B, presents detailed projections of enrollments, high school graduates, earned degrees, and instructional staffs. The table of contents lists each of the chapters and the 66 tables, some of which consist of clusters of sub-tables. A glossary defining the terms used to identify types of degrees, enrollment conditions, instructional staff status, and schools is presented as Appendix C. (PGD) AU - Gerald, Debra E. Y1 - 1985/07// PY - 1985 DA - July 1985 SP - 107 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402 (GPO Stock No. 065-000-00238-8; $3.50). KW - National Center for Education Statistics KW - ERIC, Resources in Education (RIE) KW - Prediction KW - Postsecondary Education KW - High School Graduates KW - Teaching (Occupation) KW - Research Methodology KW - Elementary Secondary Education KW - Early Childhood Education KW - School Statistics KW - Enrollment Projections KW - College Faculty KW - Degrees (Academic) KW - Enrollment Trends KW - Teachers KW - Tables (Data) KW - Trend Analysis KW - Futures (of Society) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63316656?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Federal Support for Education, Fiscal Years 1980 to 1984. AN - 63379006; ED259472 AB - This document reviews federal support for education between fiscal years 1980 and 1984. Federal support for education totalled $62.2 billion in 1984, an increase of 18 percent over 1980. Between 1980 and 1984 the largest increase in federal support (30 percent as of 1984) went to research at universities and related institutions. During the same period, federal support for elementary and secondary education grew by 1 percent, and support for higher education declined by 7 percent. Among federal agencies, the Department of Education provides the most program funds overall and for all purposes except research. The Department of Health and Human Services and the Department of Energy are the leaders in outlays for research at universities. This report differs from United States Office of Management and Budget (OMB) annual reports on education prepared during the 1970's. OMB reports did not include noneducational research conducted at academic institutions, off-budget items (such as the annual volume of guaranteed student loans), or an annual estimate of federal tax expenditures. Included with this report are six tables and eight appendixes. (MD) Y1 - 1985/06// PY - 1985 DA - June 1985 SP - 46 KW - Guaranteed Student Loan Program KW - Office of Management and Budget KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Federal Programs KW - Educational Finance KW - Tax Deductions KW - Federal Government KW - Tables (Data) KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63379006?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Characteristics of High School Students Who Identify Themselves as Handicapped. High School and Beyond: A National Longitudinal Study for the 1980's. AN - 63286607; ED260546 AB - The report presents data from the base year (1980) and first followup (1982) of a longitudinal study of U.S. high school seniors and sophomores. Students were asked in self-administered questionnaires whether they had any of seven specific handicaps; whether they had a condition that limited the kinds or amounts of work or education they could obtain; and whether they had participated in special programs for the physically or educationally handicapped. Using the reports of students in 1980 and 1982, the percentage of continuously handicapped students was estimated at 4% for the senior cohort and 6% for the sophomore. To examine explanations for inconsistency between student responses at the two times, student self-identification as handicapped was examined in relationship to cognitive tests, maintenance in school in 1982, and self-reported grades. Analysis revealed support for the hypothesis that self-reported handicap status is associated with real differences among students. Differences were also found in locus of control, self-esteem, and affective balance. Those students identified by teachers as handicapped in 1980 were likely to have poor test scores and were more likely to have dropped out by 1982. (CL) AU - Owings, Jeffrey AU - Stocking, Carol Y1 - 1985/06// PY - 1985 DA - June 1985 SP - 51 VL - NCES-84-214 KW - High School and Beyond (NCES) KW - ERIC, Resources in Education (RIE) KW - Self Evaluation (Individuals) KW - Locus of Control KW - Self Esteem KW - Followup Studies KW - High Schools KW - Student Characteristics KW - Disabilities KW - Affective Behavior KW - Incidence KW - Young Adults UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63286607?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Consumers Should Know. AN - 63285070; ED260230 AB - Consumer education can be defined as "a study of intelligent and effective methods of buying and using goods and services, competent money management, and the relationship of the consumer to the economy, the workplace, and the home." An important role of government is providing the individual with information so that the individual can exercise the option of choice provided by our system of government. On the Federal level, consumer education cuts across all departmental and agency lines. As a result of the Education Act of 1972, the Federal Government became involved in consumer education. Most junior and senior high schools today offer some courses in consumer economics as part of the home economics program or as part of marketing education, business education, or social studies. However, these programs are funded by a much larger percentage of state and local funds than Federal funds. The challenge today is to get consumer information to the people who need it the most, including those who are disadvantaged or illiterate. Efforts should be made to use television, outreach programs, newspapers, and basic education courses as vehicles to bring consumer education to a larger proportion of the population, especially to those who need it the most. Officials at the national level encourage activities to support strong private and voluntary activity and partnerships for consumer education. (KC) AU - Worthington, Robert M. Y1 - 1985/04/22/ PY - 1985 DA - 1985 Apr 22 SP - 13 KW - United States KW - ERIC, Resources in Education (RIE) KW - State Programs KW - Adult Literacy KW - Government Role KW - Consumer Education KW - Educational Finance KW - Educational Needs KW - Secondary Education KW - Adult Basic Education KW - Federal Legislation KW - Federal Programs KW - School Role KW - Vocational Education KW - Federal State Relationship KW - Consumer Economics KW - State Federal Aid KW - Role of Education KW - Literacy Education KW - Adult Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63285070?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Paper presented at the National Consumers' Week '8 N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - NAEP Analysis Procedures and Methodology. AN - 63289048; ED262096 AB - This paper overviews technical developments in data analysis procedures for the National Assessment of Educational Progress (NAEP) reading data during 1984. The highlight of the reshaping of the NAEP data has been the scaling using item response theory (IRT). AT this point in the data analysis, an IRT-based scale appears appropriate for reading proficiency. A single dimension that spans the three grade levels (4, 8, and 11) and the three age levels (9, 13, and 17) has been located. A report of results on a scale representing a hypothetical test with known properties is in preparation. Effects of changing the administration of exercises from a tape recording to pencil-and-paper have been examined. Data from past NAEPs are being rescaled onto the new reading proficiency scales for analysis of trends. Present technology has been adapted to mesh with the new Balanced Incomplete Block (BIB) spiralling. The following activities are discussed in detail: (1) the multifaceted approach to establishing the dimensionality of the reading parameters; (2) estimation of reading parameters; (3) proficiency imputation; (4) the reading proficiency scale; and (5) trend data. (BS) AU - Beaton, Albert E. Y1 - 1985/04/03/ PY - 1985 DA - 1985 Apr 03 SP - 14 KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Reading Tests KW - Latent Trait Theory KW - Equated Scores KW - Elementary Secondary Education KW - Scoring KW - National Surveys KW - Item Analysis KW - Research Design KW - Statistical Analysis KW - Educational Assessment KW - Test Construction KW - Scaling KW - Trend Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63289048?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Paper presented at the Annual Meeting of the Ameri N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - NAEP Profiles of Literacy. An Assessment of Young Adults. Development Plan, April 1985. AN - 63293656; ED263192 AB - The National Assessment of Educational Progress (NAEP) has acted to provide a new perspective with its 1985 survey of the literacy skills of young Americans aged 21-25. In the Spring of 1985, NAEP began screening 40,000 households to identify a nationally representative sample of between 3,600 and 5,000 young adults aged 21-25 and several hundred out-of-school 17-year-olds. (An oversampling of Black and Hispanic young adults will premit NAEP to deliver reliable reports on those groups.) We can fully appreciate the conditions of literacy among young adults in our society only when we survey their proficiency at various tasks along with the characteristics of the backgrounds and the environments in which they live. NAEP staff members will gather information on the background and demographic characteristics of young adults. A second phase of the study involves the measurement of "core" skills, and a third phase includes simulation tasks resulting in a profile of literacy skills or an oral language interview. Findings of the study will have implications for economic development, educational programs, and practical programs to improve literacy. (LMO) AU - Kirsch, Irwin Y1 - 1985/04// PY - 1985 DA - April 1985 SP - 22 KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Adult Literacy KW - Reading KW - Questionnaires KW - Young Adults KW - National Surveys KW - Secondary Education KW - Evaluation Criteria KW - Basic Skills KW - Data Collection KW - Writing Evaluation KW - Student Evaluation KW - Educational Assessment KW - Literacy UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63293656?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For a related document, see TM 850 684. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Nonresident Alien Enrollments in Higher Education Institutions Continue to Increase. National Center for Education Statistics Bulletin. AN - 63377950; ED256212 AB - Information on college enrollments of nonresident aliens is presented, based on the Higher Education General Information Survey. Data on total and nonresident alien enrollments are shown for 1976, 1978, 1980, and 1982 by institutional type and level of enrollment. Enrollment figures for 1976 and 1978 include the 50 states, the District of Columbia and the outlying areas, while those for 1980 and 1982 omit the outlying areas. Total and nonresident alien enrollment by type of institution and student gender are also shown, as are total and nonresident alien enrollments for U.S. colleges by state for 1976 and 1982. In 1976 the nonresident alien enrollment for the 50 states and the District was 218,680; by 1982, it had risen to 331,301, an increase of 52 percent. In 1982 and earlier years, the incidence of enrollment of nonresident aliens was much greater at the graduate than at the undergraduate level. The largest increase in percentage of nonresident alien enrollment, however, was for undergraduates enrolled at four-year colleges other than universities, where enrollment increased 74 percent (from 55,263 to 96,292) between 1976 and 1982. States with the largest nonresident alien students were California, Texas, and New York. (SW) Y1 - 1985/03// PY - 1985 DA - March 1985 SP - 8 KW - Higher Education General Information Survey KW - ERIC, Resources in Education (RIE) KW - Foreign Students KW - Undocumented Immigrants KW - Undergraduate Students KW - Graduate Students KW - Enrollment Trends KW - Males KW - Professional Education KW - College Students KW - Higher Education KW - National Surveys KW - Females UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63377950?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Traditionally Black Institutions of Higher Education: Their Development and Status, 1860 to 1982. Historical Report. AN - 63375889; ED258506 AB - An overview of the development of traditionally black institutions (TBIs) from 1869 to 1970 is presented, along with trend data for all the institutions, and data for individual institutions. The information covers 105 colleges and universities designated in 1976 as TBIs by the National Center for Education Statistics. The TBIs are in 19 states and the District of Columbia. Of the 100 TBIs in existence in 1984, 57 were under private control and 43 were under public control. Sixteen of the public TBIs are land-grant institutions and receive federal funds; 45 of the 57 private TBIs are affiliated with a church. Attention is directed to: the location of the TBIs; enrollment in TBIs, degree awards and curriculum, black full-time undergraduate enrollment in TBIs and non-TBIs in the TBI states, 1970-1982; degree awards to blacks by TBIs and non-TBIs in the TBI states, 1976-1981; finance and federal funding for TBIs; employment by TBIs; facilities at TBIs; nonblack enrollments at TBIs; and the socioeconomic background of TBI students. For each TBI listed alphabetically by state, information for 1982 is provided on: control highest degree awarded, total students, percent full-time, percent black, total postbaccalaureate, number of full-time faculty; degrees/awards by level; and number of library volumes. (SW) Y1 - 1985/03// PY - 1985 DA - March 1985 SP - 26 KW - United States (South) KW - ERIC, Resources in Education (RIE) KW - Institutional Characteristics KW - Two Year Colleges KW - Federal Aid KW - Black Colleges KW - Educational Finance KW - Church Related Colleges KW - Private Colleges KW - Higher Education KW - College Libraries KW - Educational History KW - College Faculty KW - Degrees (Academic) KW - Enrollment Trends KW - College Programs KW - Full Time Students KW - Black Students KW - School Personnel KW - School Location KW - State Colleges UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63375889?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Summary of a statistical report to be published in N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Condition of Education. A Statistical Report. 1985 Edition. AN - 63372129; ED258365 AB - This document is the eleventh annual report of the National Center for Education Statistics, issued in response to its continuing mandate to report full and complete statistics on the conditions of education in the United States. The report employs a chartbook format to convey statistical information in a nontechnical way to a general audience. Along with the narrative, each topic entry consists of a table along with a chart highlighting the data in the table. The first part is an overview of trends in (1) elementary/secondary education (enrollment, resources, finance, performance, and state activities to improve performance); and (2) higher education (enrollment, resources, finance, and degrees). Special emphasis is given in subsequent chapters to (1) elementary/secondary school teachers (teacher supply and demand, characteristics of teachers, teacher certification, and teaching incentives); and (2) educating handicapped students (the national perspective and family background as it relates to provision of special education); and (3) the transition from high school (high school dropouts and re-entrants, terminal degree graduates, and postsecondary education participants). An appendix provides data sources and definitions of selected terms, and a cumulative index lists topics and data shown in volumes published from 1982 to l985 inclusive. (TE) AU - Plisko, Valena White AU - Stern, Joyce D. Y1 - 1985 PY - 1985 DA - 1985 SP - 287 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. KW - Department of Education KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - State Programs KW - High School Graduates KW - Special Education KW - Teacher Characteristics KW - Government School Relationship KW - Educational Finance KW - Statistical Studies KW - Elementary Secondary Education KW - Educational Trends KW - Higher Education KW - Teacher Supply and Demand KW - School Statistics KW - Dropouts KW - Teacher Motivation KW - Enrollment KW - Educational Resources KW - Charts KW - Teacher Distribution KW - Tables (Data) KW - Statistical Surveys UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63372129?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - White House Initiative on Historically Black Colleges and Universities. Annual Federal Performance Report on Executive Agency Actions to Assist Historically Black Colleges and Universities for Fiscal Year 1984. AN - 63295518; ED264768 AB - The fiscal year (FY) 1984 annual report on executive agency actions to assist historically black colleges and universities (HBCUs) is presented by the Secretary of Education in accordance with Executive Order 12320. The report is a compilation and comparison of actual dollar amounts obligated by the 27 designated federal agencies to the nation's 102 HBCUs. Obligations are reported in six categories: research and development, student assistance, training, facilities and equipment, fellowships, and program evaluation. In addition to brief descriptions for the various federal agencies, information is provided on strategies designed to: increase BHCU participation in federally sponsored programs, stimulate public/private sector partnerships, and to eliminate unintended barriers to participation by HBCUs in federal programs. Agency activities to improve the administrative infrastructures of HBCUs are considered, and significant results of four years of implementation of the executive order are summarized. Overall, the dollar obligations made by the designated agencies to HBCUs in FY 1984 were higher than in FY 1981, and HBCUs received a greater percentage of the total federal funding allocated to higher education institutions in FY 1984 than in FY 1981. The executive order is appended. (SW) Y1 - 1985 PY - 1985 DA - 1985 SP - 106 KW - Agency for International Development KW - Department of Agriculture KW - Department of Defense KW - Department of Energy KW - Department of Housing and Urban Development KW - Department of Labor KW - Department of the Interior KW - Department of Transportation KW - National Aeronautics and Space Administration KW - National Science Foundation KW - White House Initiative on HBCUs KW - ERIC, Resources in Education (RIE) KW - Educational Facilities KW - Program Administration KW - Federal Aid KW - Training KW - Government School Relationship KW - Black Colleges KW - Resource Allocation KW - Research and Development KW - Higher Education KW - Federal Government KW - Annual Reports KW - Fellowships KW - Student Financial Aid KW - Comparative Analysis KW - Agency Role KW - Program Evaluation UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63295518?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Prepared in accordance with Executive Order 12320. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Profiles of Literacy. An Assessment of Young Adults. AN - 63294692; ED263193 AB - The National Assessment of Educational Progress (NAEP) has acted to provide a new perspective with its 1985 survey of the literacy skills of young Americans aged 21-25. In the spring of 1985, NAEP began screening 40,000 households to identify a nationally representative sample of between 3,600 and 5,000 young adults aged 21-25 and several hundred out-of-school 17-year-olds. (An oversampling of Black and Hispanic young adults will permit NAEP to deliver reliable reports on those groups.) We can fully appreciate the conditions of literacy among young adults in our society only when we survey their proficiency at various tasks along with the characteristics of the backgrounds and the environments in which they live. NAEP staff members will gather information on the background and demographic characteristics of young adults. A second phase of the study involves the measurement of "core" skills, and a third phase includes simulation tasks to draw a profile of literacy skills or an oral language interview. Findings of the study will have implications for economic development, educational programs, and practical programs to improve literacy. (LMO) Y1 - 1985 PY - 1985 DA - 1985 SP - 13 KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Adult Literacy KW - Reading KW - Questionnaires KW - Young Adults KW - National Surveys KW - Secondary Education KW - Evaluation Criteria KW - Basic Skills KW - Data Collection KW - Writing Evaluation KW - Student Evaluation KW - Educational Assessment KW - Literacy UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63294692?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the development plan for this assessment, see N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Meeting the Challenges of Educational Change for Indian People. The 11th Annual Report to the Congress of the United States. Fiscal Year 1984. AN - 63292557; ED264990 AB - The 11th annual report to Congress from the National Advisory Council on Indian Education (NACIE) is dedicated to Navajo educational advocate Annie Wauneka and details activities during fiscal year 1984. Part I contains an introduction, an overview of the Council, legislative history, and lists of council members and committees. Part II details 1984 functions and activities including highlights of Title IV testimony from 87 individuals at 3 meetings. Part III provides NACIE recommendations to Congress and the Secretary of Education which include reauthorizing/appropriating the Indian Education Act of 1972, Title IV, amending the act to provide "Indian Preference" employment policies for staffing the Department of Education Title IV Indian Education Program Office (IEP), and re-designating IEP as an independent agency within the Department of Education. Part IV describes components of Title IV programs; summarizes objectives, activities, outcomes, and evaluation data for six Part A Formula Grant programs; and lists recipients, students served, and amounts of four education personnel department grants, three service grants, and five Indian fellowship grants. Part V contains a glossary and tables showing state-by-state distribution of funds awarded to Title IV grantees. Also included is a map showing locations and dates of the 51 full NACIE meetings. (NEC) Y1 - 1985 PY - 1985 DA - 1985 SP - 45 KW - Indian Education Act 1972 Title IV KW - National Advisory Council on Indian Education KW - ERIC, Resources in Education (RIE) KW - Program Descriptions KW - Government School Relationship KW - Educational Objectives KW - Educational Finance KW - Resource Allocation KW - Elementary Secondary Education KW - Trust Responsibility (Government) KW - Fellowships KW - American Indians KW - Advisory Committees KW - Federal Legislation KW - Federal Programs KW - Agency Role KW - American Indian Education KW - Federal Indian Relationship UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63292557?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the 10th annual report, see ED 247 071. N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Reading Report Card: Progress Toward Excellence in Our Schools. Trends in Reading over Four National Assessments, 1971-1984. Report No. 15-R-01. AN - 63284924; ED264550 AB - Focusing on trends in reading achievement during the period from l970 to l984, this report draws from national assessments that involved more than 250,000 9-, 13-, and 17-year-old students from a wide range of socioeconomic backgrounds. The first chapter (1) provides an overview of the report; (2) summarizes recent achievements documented by the surveys, including improvements in reading made by Black, Hispanic and disadvantaged students; (3) lists areas in which more improvement is needed; and (4) cites other trends revealed by the data. The findings include: (1) the reading proficiency of males has trailed that of females in all four reading assessments; (2) the gaps between the regions of the country have narrowed considerably due primarily to improvements in the Southeastern region (except for that region's 9-year-olds); (3) the influence of home environment is apparent in that students from homes with an abundance of reading materials are substantially better readers than those with few materials available and students whose parents have post-high school education read substantially better than those whose parents have not graduated from high school; (4) six or more hours of TV viewing per day is consistently and strongly related to lower reading proficiency; and (5) students who receive homework and do it tend to read better than students who do not have homework or do not do it. The major portion of the second chapter offers brief descriptions of the five levels of proficiency defined by the reading tasks used in the surveys and gives data showing the number of students in each age group who attained each level. The third chapter examines the data to discover exactly who has been improving, providing figures for Black, Hispanic, and White students, for males and females, and for students in different types of communities and in different regions. The fourth chapter looks at influences on reading proficiency, including parents' level of education, reading materials in the home, the effects of television, and homework. Appendixes contain descriptions of procedures used in the National Assessment of Educational Progress (NAEP) reading assessments and extensive tables of data. (FL) Y1 - 1985 PY - 1985 DA - 1985 SP - 75 PB - National Assessment of Educational Progress, Educational Testing Service, Rosedale Rd., Princeton, NJ 08541. VL - NAEP-15-R-01 KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Student Improvement KW - Elementary Secondary Education KW - Educational Trends KW - Critical Thinking KW - Reading Comprehension KW - National Surveys KW - Reading Research KW - Reading Achievement KW - Reading Instruction KW - Reading Improvement KW - Basic Skills KW - Educational Assessment KW - Trend Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63284924?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Annual Report to the President and the Congress Fiscal Year 1985 on Federal Activities Related to the Administration of the Rehabilitation Act of 1973 as Amended. AN - 63215139; ED276223 AB - This report describes program activities related to the administration of the Rehabilitation Act of 1973 from October 1, 1984 through September 30, 1985. Information is presented on funding efforts, program development, and other activities relating to: vocational rehabilitation services (e.g., American Indian vocational rehabilitation services, the basic service); the National Institute of Handicapped Research (e.g., the Interagency Committee on Handicapped Research, the Spinal Cord Injury Program); supplementary services and facilities (e.g., handicapped migratory agricultural and seasonal farmworkers); the National Council on the Handicapped; and miscellaneous matters (e.g., nondiscrimination under federal grants); employment programs for handicapped individuals; and comprehensive services for independent living. Appendices which make up about half the document provide: a glossary of terms used in the report; tables displaying statistical information on the characteristics of persons rehabilitated (such as race, sex, age at referral, disabling condition, earnings); tables displaying statistical information about learning disabled clients; tables presenting caseload statistics by state rehabilitation agency; and information about the Interagency Committee on Handicapped Research and the Interagency Rehabilitation Research Information System. (CB) Y1 - 1985 PY - 1985 DA - 1985 SP - 217 KW - Centers for Independent Living Program KW - National Council on the Handicapped KW - National Institute of Handicapped Research KW - Projects with Industry KW - Rehabilitation Act 1973 KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Program Administration KW - Federal Aid KW - Vocational Rehabilitation KW - Employment Opportunities KW - Delivery Systems KW - Research and Development Centers KW - Recreational Programs KW - American Indians KW - Daily Living Skills KW - Disabilities KW - Federal Regulation KW - Employment Patterns KW - State Federal Aid KW - Client Characteristics (Human Services) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63215139?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - Portions of appended tables contain small print. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Directory of Library Networks and Cooperative Library Organizations, 1985. AN - 63213454; ED273303 AB - Designed to ease communication and resource sharing by libraries across the nation, this directory lists 968 cooperating library organizations. Library networks are listed by state and are arranged alphabetically within each state listing. Each entry includes the network name, acronym (if any), address, name and title of the director of operations, and telephone number. An alphabetical index of library networks with cross-references to entry numbers is provided. (KM) AU - Chorvinsky, Milton Y1 - 1985 PY - 1985 DA - 1985 SP - 109 PB - Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402. KW - ERIC, Resources in Education (RIE) KW - Library Cooperation KW - Libraries KW - Shared Library Resources KW - Library Networks KW - Library Cooperation KW - Libraries KW - Shared Library Resources KW - Library Networks UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63213454?accountid=14244 LA - English DB - ERIC N1 - Availability - Level 1 - Available online, if indexed January 1993 onward N1 - SuppNotes - For the 1980 edition, see ED 205 191. N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Common Core of Data Part III--LEA Non-Fiscal Data File (1984-85) [machine-readable data file]. AN - 63020254; ED313421 AB - A statistical data file on local education agency (LEA) students and staff is provided. The data file includes counts of the number of schools, the numbers of students and teachers at various levels, and the numbers of instructional aides and other staff. Data file figures for teachers, aides, and, where possible, other staff are in full-time equivalents. The data were edited using an edit/imputation technique that replaces suspect data with information from another LEA with similar characteristics. These replacements were verified before release. Imputation flags have been set to one (1) for all variables that have been imputed. TYPE OF SURVEY: Census; National Survey. POPULATION: Local Education Agencies (except those in Michigan). RESPONDENTS: Local Education Agencies. RESPONSE RATE: Local Education Agencies (100%). FREQUENCY: Annual. YEAR OF EARLIEST DATA: 1984. YEAR OF LATEST DATA: 1985. (TJH) Y1 - 1985 PY - 1985 DA - 1985 EP - 0 PB - U.S. Department of Education (ED), Office of Educational Research and Improvement (OERI), Information Technology Branch, 555 New Jersey Avenue NW, Washington, DC 20208-5725. Telephone: (202) 357-6528/6522. ($175). KW - Common Core of Data KW - Local Education Agency KW - Non Fiscal Data File KW - ERIC, Resources in Education (RIE) KW - Institutional Characteristics KW - Elementary School Students KW - Teacher Characteristics KW - Student Characteristics KW - School Districts KW - Elementary Secondary Education KW - Online Systems KW - Secondary School Students KW - Elementary School Teachers KW - Secondary School Teachers KW - School Statistics KW - Databases KW - Teacher Aides KW - Statistical Data KW - School Personnel UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/63020254?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=&rft.atitle=Common+Core+of+Data+Part+III--LEA+Non-Fiscal+Data+File+%281984-85%29+%5Bmachine-readable+data+file%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1985-01-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=&rft.issn=&rft_id=info:doi/ LA - English DB - ERIC N1 - Availability - Level 3 - Indexed only N1 - SuppNotes - For documentation pertaining to this file, see TM N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Common Core of Data Part VI: Revenues and Current Expenditures for Public Elementary and Secondary Education FY 83-85 [machine-readable data file]. AN - 63017728; ED313423 AB - A database file containing statistics on state-level financial status of public schools for fiscal years (FYs) 1983, 1984, and 1985 is presented. The data provide current information about aggregate public school revenues and expenditures collected and reported at the state level. Data fo