Accreditation practices and the standards used to accredit secondary schools should reflect the best that is known about secondary education if they are to serve a real purpose. To this end, responsible State agencies are constantly reexamining and revising their practices and their standards. The present study is designed to make it possible for…

Three state agencies cooperated to place social workers in schools in the role not of counselors, but of coordinators of services to help early-grade pupils having problems. The goal was identification and referral of children who might become delinquents. (Author)

A potential process for establishing child development programs is described which attempts to avoid many of the organizational problems encountered. (SW)

Explores forms of impact between community colleges and state and local agencies. Emphasizes the relationships between institutional goals and agency needs. Outlines strategies for improving understanding of institutional impact through the identification of consensual goals and the exchange of information about institutional goals and program…

Presents the methodology and findings of a nationwide survey of state-level agencies responsible for two-year college education, which was conducted to assess the type and comprehensiveness of the information these agencies provide to prospective two-year college students. Identifies the states providing model materials. (CAM)

An intergovernment program implementation framework is shown to be strongly affected by the way federal expectations and administrative actions interact with the state and local education agency programs. They can influence the components of categories of implementation factors, process variables, and the agency role orientations. (CM)

An Experience-Based Career Education (EBCE) moves from the "hot house" to the field, a number of strategies for program implementation will be tried and examined. These are recounted, as are continuing research and development efforts. Responsibility for long-term institutionalization may reside with the State Agencies of Education.…

Career education in Colorado is summarized in terms of the State's career education concept and related terms; activities of the State executive committee, State board of education, and State advisory council for career education; standards for eligibility; and current practices. (TA)

Describes the Ohio School Facilities Commission, whose mission is to provide funding, management oversight, and technical assistance to Ohio's 612 school districts for the construction and renovation of school facilities. Discusses the commission's actions at various stages of the construction process. (EV)

Describes the state networks of education service agencies (ESAs) in Georgia, Nebraska, Ohio, Oregon, Texas, and Wisconsin. Compares state ESA accreditation programs with regard to intent, evaluation methods, standards employed, use of performance indicators, and sanctions for poor performance. Contains 12 references. (SV)

Examines four innovative staff training programs in Florida, Tennessee, Ohio, and Washington: four states with varying human service traditions and social needs. Maintains that those involved with the design and development of child protective services training programs should take into account the significant strides made by these four programs.…

Discusses telecommunications in Mississippi and efforts to ensure equal access. Highlights include the development of the telecommunications infrastructure and the various levels of involvement of the Mississippi Library Association, institutions of higher learning and community colleges, the Department of Education, and public libraries. (LRW)

Communities of Practice offer state agency personnel a promising approach for engaging stakeholder groups in collaboratively solving complex and, often, persistent problems in special education. Communities of Practice can help state agency personnel drive strategy, solve problems, promote the spread of best practices, develop members'…

State agencies have been exploring a variety of options for addressing the Office of Special Education Program's (OSEP) requirements for measuring outcomes for children in early intervention (Part C) or preschool (Section 619) programs. OSEP requires the measurement of children's performance in three outcome areas: (a) acquisition and use of…