In this handbook, monitors of food service programs for children are given instructions concerning their general responsibilities, training session requirements, meal requirements, daily record keeping, and specific responsibilities. Site review forms for vended programs are included. (WI)

Vocational education programs cannot and should not serve all the population groups targeted by the Comprehensive Employment and Training Act (CETA). Rather, they should and must collaborate and cooperate with the manpower community. In order to do that five major policy issues need to be dealt with: getting agreements to collaborate, prime…

Effects of variations in the structure of targeted employment subsidy programs on the attainment of program objectives are explored in this paper. First, the objectives that underlie targeted subsidy programs are outlined in relation to individual program characteristics and the economics of such programs are discussed. Then the wide range of…

The contents of this report by the staff of the Senate Select Committee on Nutrition and Human Needs--based on information gathered at the National Nutrition Policy hearings, from testimony before the Select Committee and the Senate Agriculture Committee and through staff investigation--are organized in nine chapters, as follows: (1) Food Stamp…

This document contains program descriptions, definitions, recommendations, and other information on competency based education (CBE). It begins with an overview of the CBE Program of the Division of Educational Systems Development, U.S. Office of Education. Following this are descriptions of the National Committee on Performance-Based Teacher…

The hearings review aspects of the vocational education program assistance granted through the Federal government and how the programs have been implemented at the Federal and State levels. The testimonies from the first hearing deal with the evaluation of Federal and State assistance and include statements from representatives of the following…

An abbreviated descriptive summary of each ESEA Title I project implemented by local education agencies in New York State using fiscal year 1974 ESEA Title I Federal funds is provided in this publication. The exceptions are in New York City, comprising the counties of Bronx, Kings, Manhattan, Queens, and Richmond. Projects for New York City are…

The first in a series of three reports by the National Advisory Council on Supplementary Centers and Services which analyze various components of ESEA, this document discusses reasons students drop out of school, reviews some of the methods being used in dealing with the problem in various states and local school districts, and offers several…

This report examines the quality and rigor of evaluation practices at the Office of Economic Opportunity (OEO), and the extent to which evaluation results have influenced program design and operation. Because of the innovative nature of the programs, and a resulting lack of reliable data, past attempts at comprehensive evaluation have been…

This report provides an overview of the poverty problem and possible solutions. The available statistics and their limitations are summarized. The complementary roles of income-maintenance and employment policies are discussed. Because employment policies are limited to those who can be made employable, the report concludes that liberal changes in…

This is a report of the results of the Cincinnati Clerical Co-Op, a formal skill training program designed to enhance the clerical employability of out-of-school Neighborhood Youth Corps enrollees in Cincinnati. This program alternates cycles of work experience in firms that are potential employers and training in relevant skills and behaviors in…

This report on the AAJC Program With Developing Institutions (PWDI) summarizes the evolution and activities of the program with special emphasis on 1971-72, the fourth and final year of operation. Evaluations of the program by the participating colleges are included, and where possible, compared to corresponding evaluations of past years. Other…

The training complex is conceived as a new kind of mechanism within which teachers will be trained with the assistance of protocol and training materials. It is to be operated by a consortium of universities, schools, and other agencies. Each training complex would be the core of an Educational Service District, which would be responsible for…

The U.S. Office of Education's National Diffusion Network is designed to transport and systematically promote the adoption of validated innovative programs throughout the nation. The 13 case studies in this publication are intended to provide a comprehensive overview of the state facilitator effort and accurately represent the range and diversity…

Two Emergency School Aid Act (ESSA)-funded compensatory education reading programs served 1900 Minneapolis students in desegregated schools during 1974-75. Both programs generally met their objectives for comprehension gain among disabled readers. Students in the ESAA Intermediate Reading Program achieved a median rate of about 3 grade-score…