This article gives opinions and information from 318 public school adult education graduates on such matters as sources of information, reasons for getting a diploma, course offerings, program effectiveness, and needed improvements. Three tables. (LY)

A community school funded by ESEA Title III and the Mott Foundation from 1970 through August 1973 is described in the booklet. Serving as the vehicle to bring about greater community involvement and participation, the school provides a program of education for people of all ages by utilizing the facilities and programs of the public school and the…

During 1965-68, the Los Angeles City Schools conducted a community involvement reading program for parents, teachers, volunteer workers, and other adults interested in teaching children how to read. Twelve teacher hours of instruction were divided either into six two-hour or four three-hour segments. The reading method "Formula Phonics,"…

Describes how the School of Practical Nursing illustrates CETA's success in the Columbus public school system. Illustrates the roles of the city, the school, and the CETA prime sponsor. A section on program evaluation is also included. (CT)

Teachers of 30 adult evening high school completion classes in Jackson County, Iowa, completed questionnaires to assess their own inservice training needs in relation to program content and effectiveness. The comparative few who recognized a need for inservice training stressed such concerns as courses in English, and adult education trends and…

THE PLAN INCLUDES SPECIFIC GUIDELINES FOR PROGRAM PROPOSALS TO QUALIFY CALIFORNIA FOR TITLE II FUNDS AND SERVE AS A POLICY GUIDE FOR STATE AND LOCAL PROGRAMS. IT PROVIDES FOR SECONDARY SCHOOL DISTRICTS TO PROVIDE INSTRUCTION IN CIVIC, VOCATIONAL, LITERACY, HEALTH, HOMEMAKING, TECHNICAL, AND GENERAL EDUCATION FOR ADULTS. SHORT TERM OBJECTIVES…

Major purposes for the preparation of this report on public school adult education in Utah were: to provide the public with a description of achievements, trends, and needs, and with meaningful cost accounting information; to make comparisons and analyses of adult education by program, school district, and year; and to provide the adult education…

SINCE 1962 LOCAL EDUCATION AUTHORITIES HAVE OFFERED GENERAL EDUCATION COURSES AT SELECTED COLLEGES, IN COOPERATION WITH LOCAL FIRMS, FOR YOUNG EMPLOYEES. IN NEARLY ALL COLLEGES THESE STUDENTS ATTEND CLASSES ONE DAY A WEEK, ALTHOUGH EXPERIMENTS WITH BLOCK RELEASE AND WEEKEND RESIDENTIAL PROGRAMS HAVE BEEN MADE. STUDENTS ARE RECRUITED PRIMARILY…

By way of introduction to this report on adult and community education in the Washington, D.C. schools, it was suggested that the improvement of adult education divisions in urban schools involves examining the interaction between community needs and the purposes of adult education, recognizing that such educational programs are interdependent…

This survey concentrated on evaluating the present structure of public school adult education (PSAE) in Massachusetts, adult access to education throughout the state, characteristics of local programs, and possible future directions. Analyses were made of the history, objectives, and policies of 100 local programs, followed by student body,…

Some of the general objectives of this compensator y program were to provide educational experiences and to assess the needs of the children and their parents. During the 1967-1968 school year it comprised 23 classes situated in 14 schools and was designed to serve up to 405 pupils and 345 parents. The classes were financed by California State and…

Workshops were conducted in 1965 at the Universities of New Mexico, Maryland, and Washington for 150 educators responsible for preparing trainers of adult basic education teachers. Immediate program evaluation and followup evaluation were done; the University of Maryland followup surveyed not only workshop participants, but also trainers and…

This revised handbook for public school adult educators focuses on recurring administrative responsibilities, problems, practices, and implications. Section I deals with aspects of the organization and administration of continuing education; the development of public support for adult education; continuing education in community schools; roles and…

A successful 2-year reading program in Atlanta, Georgia, is evaluated from several points of view and in various ways. The program involved changes in the physical plant, teaching techniques, instructional objectives, inservice education, and community involvement of the three participating elementary schools. Emphasis was on the improvement of…

This study evaluated the guidance program of the Los Angeles City Adult Schools to determine if existing guidance services are adequately meeting clientele needs. Criteria obtained from the literature were submitted to a panel of consultants, who used a rating scale to identify significant criteria. An appraisal instrument was devised and refined;…