The design and findings of a statewide program review of the information services at St. Cloud State University in Minnesota are discussed. The review prompted clearer objectives and program revisions. (Author/SF)

The state of Virginia approach to the development and implementation of competency-based instruction in industrial arts programs is outlined. Development of various activities is described: position paper, curriculum research project, and industrial arts catalogs research project. Figures illustrate the details of each area. (CT)

Results of a survey of state education agencies indicated that many states emphasize intelligence in the definition and diagnosis of mental retardation and deemphasize or exclude adaptive behavior. The rationale for a renewed emphasis on adaptive behavior and IQ in the identification and education of the mentally retarded is discussed. (Author)

Describes Delaware's plan to ensure that every high school graduate leaving its public schools will get and keep a job after graduation through Jobs for Delaware Graduates, Inc., a nonprofit public service corporation of government, education, business, and community leaders. (JOW)

Cedar Lakes Craft Center in West Virginia is helping students learn new design, production, and marketing techniques. The year-round program at a state camp and conference center offers weekend and week-long workshops in arts and crafts for the professional artist and the hobbyist. (JOW)

Educators from Fullerton Union High School District, Newport-Mesa Unified School District, Capistrano Unified School District, and Huntington Beach Union High School District describe their efforts toward developing competency-based curriculum to meet state mandates. (SJL)

In its firm commitment to competency-based vocational education, Kentucky has gone beyond its V-TECS catalogs to develop modules that will give teachers almost complete flexibility in individualized instruction. Implementation of the model is fully described. (HD)

Describes a model code that attempts to reshape education through legislation at the state level. (Author/IRT)

Discusses a plan to evaluate student performance in the public schools of Mississippi. The plan is concerned with needs, goals and priorities, objectives, implementation, and evaluation. (Author/IRT)

The South Carolina model for needs assessment examines national, state, perceptual, and system indicators and contains a section for updating. (IRT)

In South Carolina, service learning is located in the state Office of Community Education. The community education state plan includes strategies for infusing service learning into community education. The state association, universities, and adult education programs are involved in service learning initiatives. (SK)

The Tri-State Initiative is a collaboration for service learning linking the Iowa Department of Education; Minnesota Department of Children, Families, and Learning; and the Wisconsin Department of Public Instruction. Six demonstration schools are restructuring using service learning methodology. (SK)

Whenever performance assessment has been introduced into statewide testing programs, various potentially paralyzing difficulties have been encountered surrounding test accuracy, reliability, validity, or suitability. Programs in some states have been discontinued or placed in jeopardy. It is uncertain whether educators can overcome these problems…

Higher education's presence in school reform is limited because many university people equate reform with lowered standards and instrumental knowledge, view portfolios as complicating the admissions process, and have low expectations for the secondary school system. Oregon's Proficiency-based Admission Standards System (PASS) is a state-mandated…

Studied how 25 New York school districts that applied for funding for corrective actions against low performing schools planned to take action. Also examined the extent to which school choice could be implemented in these districts. Overall, districts seemed unable to implement school choice effectively and did not describe effective corrective…