The Pre-Kindergarten Component, part of the Language Development Component funded under Title I of the Elementary Secondary Education Act of 1965, served 677 four-year-olds in 21 Title I schools. The design of the component was based on the assumption that many pre-school disadvantaged pupils have underdeveloped potential in many areas necessary…

Project Process, funded through the Elementary and Secondary Education Act Title VIII, is an integrated model within the existing school system concentrating on reducing the number of dropouts via an institutional change strategy. The basic goal of the project is to develop a flexible atmosphere where learning can take place. Within this goal is…

The purpose of the Neighborhood Education Center (NEC) Project, funded under Title III of the 1965 Elementary Secondary Education Act, is to significantly raise academic achievement in the areas of language arts and computational skills. The NEC encompasses four elementary schools in Region 8 of the Detroit Public Schools system. This region…

Designed as a stimulus for American Indian educational development, these examples of community development programs among the Southwestern Indians are presented via the case study approach in the interest of analyzation of both positive and negative experiences. Specifically, this book presents case studies of: (1) the Round Rock School on the…

Between July 1974 and July 1975, an overall review and appraisal was conducted to evaluate the functions, administration, operation, and services of Canada's Northland School Division Number 61 (a special division created in 1960 under the Northland School Division Act to improve educational services to the outlying, chiefly northern communities…

This after-school remedial reading program is designed to make it possible for people without extensive training to improve the reading skills of community children. Competencies to be achieved, criterion behaviors for instructors, criterion behaviors for children, and instructional materials are outlined. Suggestions are included for budget…

An agribusiness program faced with no facilities planned and acquired them through meeting the needs identified by the community. (HD)

Community colleges must become community-based if they are to meet the needs of new students. They must emphasize life-long learning and competencies, rather than grades and degrees. Sample community-based programs are described. (DC)

Community involvement, union participation, and school leadership are behind the Rochester, New York, school reform. Measures include school-based planning committees, a reorganized salary schedule offering professional wages to attract and hold the best candidates, and a career ladder for teachers. (MLF)

Traces the historic prominence and evolution of music in the school curriculum. Concludes that the primary rationale for the existence of formal instruction in music was to provide for individual knowledge and skill. Asserts the ideal is relevant today for those desiring an educational focus on individual and discipline-based instruction. (TRS)

New York State Governor Cuomo's comprehensive drug education program can help control drug demand by doing the following: 1) informing students and educators about drugs; 2) encouraging active involvement of students; 3) encouraging parental involvement; 4) supporting research; and 5) helping students develop self-worth. Recent legislation to…

An ambitious school and community drug education program won community support after the appearance of a controversial school newspaper article featuring an anonymous interview with a drug pusher drew national attention to the problem of drug abuse in the community and schools. (DCS)

Presents project possibilities for students (grades one to five) to experience different and unfamiliar aspects of local life related to the theme of health and welfare. Suggests sites to visit, agencies to contact, and topic areas of a social and educational nature. Concluding statements express the success of this week-long program. (ML)

Identifies school financial planning techniques suitable for rural schools districts. Proposes a nine-step process: developing a planning policy, adopting a financial planning resolution, setting up a planning committee, analyzing district financial data, informing the public, developing the plan, presenting it to the public, amending and adopting…

By focusing on the entire community as stakeholders in the public schools, the school board, the superintendent, and principals are forced to identify and cultivate the diverse groups in the community. Eight essential steps to developing an effective stakeholder management strategy are listed. (Author/DCS)