The long range objective of this bilingual program was to reduce the high dropout rate of Mexican American students. Kindergarten and 1st-grade students were to be instructed in both English and Spanish, and the program was to be expanded one grade level each year. The program was set up to be a voluntary experiment for Mexican Americans, Anglo…

A bilingual/bicultural project for kindergarten children in Rowland Heights, California, is described in this evaluation report. The project included 2 kindergarten classes with approximately 30 children in each class and a bilingual staff. Parents and other community members served as educational volunteers and resource persons. Pre-service and…

This manual presents the major steps in organizing, planning, and directing an evaluation of local vocational education programs using a systematic approach. The principles and practices outlined are largely based on the experiences of 33 schools in five states cooperating in demonstrations and try-outs of a system from 1963 to 1970. While most of…

This report contains papers by various authors who examine accountability from the perspective of students, teachers, administrators, trustees, and society. The report serves to offer more clarity and dimension to the accountability concept for the administrator seeking knowledge about the emerging patterns of administrative accountability. Other…

Services offered through this project were concentrated on the Mission District of San Francisco, California, where the highest percentage of monolingual and bilingual Spanish-speaking population is concentrated. The student linguistic target for project classes was half-and-half monolingual Spanish speakers and monolingual English speakers.…

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)