Outlines and comments on some of the principal trends reflected in the Education Amendments of 1978, most of which extend and expand the Elementary and Secondary Education Act of 1965. Provisions include more parent and teacher involvement, focus on basic skills, categorical programs, paperwork control, more monitoring, and school financing. (MF)

A compilation of laws and regulations pertaining to the provisions of education for exceptional children includes measures passed in the following areas: general provisions and organizational structure of the public school system; the educational program and personnel; property, transportation, and finance; and educational institutions, libraries,…

This compilation contains approximately 224 laws relating to vocational education and the agricultural service enacted by the U.S. Congress since 1914. Arranged by date of approval, some of the laws include: (1) Smith-Lever Act, (2) Smith-Hughes Act, 3) George-Reed Act, (4) George-Deen Act, (5) George-Barden Act, (6) Smith-McConnell Act, (7)…

The report on the Nurse Training Act of 1975 focuses on the legislation to provide funds for nursing education through an amendment of title VIII of the Public Health Service Act. It proposes to continue, without change, for fiscal year 1975 the nurse training authorities of title VIII of the Act and to continue the authorities for fiscal years…

Vocational technical institutes in Washington were developed in some common school districts as single-purpose institutions for vocational training programs. These institutes have offered secondary and post secondary vocational education programs. Since the 1967 Community College Act there have been several studies concerning the structure and…

This synopsis of California legislation relevant to bilingual-bicultural education programs covers the period from 1965 through 1975 and is divided into nine major categories. They are: (1) bilingual and English language instruction; (2) preschool child development; (3) education from kindergarten through high school; (4) adult education; (5)…

The report of the National Advisory Council for Career Education (NACCE) presents a design for structuring and legislatively implementing elementary and secondary career education at the national level. Part 1 of the report, recommendations for career education legislation, provides a funding schedule over a five-year period to accomplish nine…

Notes reasons why, despite ample legislative provision, gifted programs are developing slowly in New Jersey. Also provided is the position statement on gifted and talented education of the New Jersey Education Association. (SJL)

The Vocational Education Amendments of 1968 extend the work of the 1963 amendments, but the emphasis has changed from occupations to people. National and state advisory councils are required. In addition each state must submit a plan consisting of administrative policies and procedures and an annual and 5-year program plan. Part of the authorized…

The report presents a resume of professional development projects in vocational education, supported pursuant to Section 553 of Part F of the Education Professions Development Act. The projects are listed by State, and the names and addresses of the State Director of Vocational Education and the State Part F Coordinator are cited for each State.…

The first of two parts, the narrative report examines vocational education programs and is based on State and Federal records and other sources. A summary of the report is presented and two recommendations are directed to Congress regarding the lack of coordination between vocational education and manpower training and the lack of progress towards…

Questions of consolidation and funding of federal education programs are considered in this NSTA Report. Consolidation efforts concern Titles II and III of ESEA and Titles IV-A and V-A of NDEA. The funding and administrative provisions of educational legislation are discussed. The 1969 and 1970 appropriations in House legislation for education are…

FIVE REGIONAL CONFERENCES WERE CONDUCTED BY THE KENTUCKY STATE DEPARTMENT OF EDUCATION IN 1966 TO HELP SCHOOL PEOPLE PLAN PROGRAMS TO EFFECTIVELY UTILIZE TITLE I FUNDS. THIS REPORT PRESENTS SUMMARIES OF KEYNOTE ADDRESSES, PANEL PRESENTATIONS, AND GROUP REPORTS AS WELL AS CONCLUSIONS INCLUDING THE FOLLOWING POINTS--(1) THE FEDERAL GOVERNMENT SHOULD…