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Results of a study concerning the relationships between state policies and private college enrollments, enrollment demographics, and finance are presented. After considering national enrollment trends in the independent sector, attention is directed to the impacts on private colleges of state fiscal policies, including aid to private colleges and their students as well as tuition levels at the public sector. Also considered are results of research in five states on the nature and impacts on the private sector of states' higher education planning and program review policies, as well as policies toward information collection and dissemination in higher education. The research also examines the impact of state policies concerning access/choice. Three model state policy postures toward private higher education are addressed: the laissez-faire approach (California and Texas), the market-competitive posture (Indiana), and the regulatory posture (New York and Illinois). Data were also obtained from a survey of state independent college association executive officers from 19 states. Appended is the questionnaire for this survey, which was conducted by the Association of Independent California Colleges and Universities. (SW)

Background: This study involved a bicoastal project between four composition classes, two in California and two in Pennsylvania. The focus was on how students read, write, and converse about ethnic and spiritual distinctiveness and the role of writing in identity development. Purpose: The researchers exercised a variety of methods (diverse readings, classroom/online discussions, and writing projects) to help students see how their multiple cultures are enacted, shaped, and strengthened in their own lives. This knowledge was used as a tool to strengthen students' literacy skills and to attempt in creating cultural awareness and connection beyond the English classroom. Research Design: Descriptive; Narrative Synthesis; Qualitative. Data Collection and Analysis: Research Questions RQ1: Can reading, writing, and conversing about ethnic and spiritual distinctiveness enhance multicultural understanding and interest among our composition class students? RQ2: Can reading, writing, and conversing about ethnic and spiritual distinctiveness help in student identity development? RQ3: How does the act of writing enhance one's identity development? Data Collection Tools: Questionnaires (open and closed questions); Shared multicultural readings by published authors ("Many Voices: A Multicultural Reader"); Web discussions; Peer feedback paper assignments (literacy autobiographies and culture-related research papers). Step I: the reading and rereading stage, important ideas and key words, phrases, and sentences were highlighted within the raw data. Step II: drew connections and distinctions, the data from step one was coded into categories to assist in establishing connections and distinctions between and among the responses. Step III: identified and interpreted emergent themes. The themes that "emerged" from the raw data necessitated the creation of a chart. Step IV: we stepped back from the data, physically and chronemically (took time away from data), to reassess the findings and recapture a broad perspective. By creating brief "distance," we could look at the findings and the data instrument with "fresh eyes" and more accurately assess contextual variables that may have influenced the research. Findings: Findings are available in chart format in the full length paper. As the results indicate, the process of discussing, reading, and writing about multicultural issues can (eliminate students' ideas or reduce students' perceptions) that the academic writing process is meaningless, distant and remote. By changing how literacy is viewed and taught, students are better equipped to personally understand the role of culture and literacy in their lives and the world. Engaging in such activities can broaden students' and teachers' worlds beyond their own sometimes isolated campuses (especially with parochial schools!). Students can realize that it is possible for learning to take place in spaces and places other than when on their own campus and with the people they see on a daily basis. Conclusion: For educators, addressing ethnic multiplicity, spiritual diversity, and identity development can be risky. Ignorance and stereotypes still exist, and some discussions and assignments have the potential to get heated and thorny. This does not mean that educators should shy away from these issues because discourse allows for "ways of being in the world, or forms of life which integrate words, acts, values, beliefs, attitudes, and social identities, as well as gestures, glances, body positions, and clothes, [...] [creating] opportunities for people to be and recognize certain kinds of people" (Gee 127-128). We found that through investigations such as this one, writing courses can be a dynamic tool for exploring community, and ethnicity, so that teachers can create within students a unique and sustained interest in culture and classroom learning, which students can use to explore and to empower their own and others' cultural identity and traditions. This deeper understanding enlivens literacy for them and creates "emergent moments." These emergent moments are "point[s] at which the personal, the critical, and the rhetorical intersect in a text, a point at which the student can hold multiple perspectives simultaneously and reflexively" (Harris 403). Teachers are not excluded from contributing to and examining their identity, culture and literacy in this process. Teachers can benefit from multicultural readings and discussions by evaluating their own cultural experiences to gain added insight into their own identities and motivations. These insights may help educators develop new and interesting teaching strategies and projects to make classrooms more diverse and inclusive for students.

These proceedings contain the papers of the 13th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2016), October 28-30, 2016, which has been organized by the International Association for Development of the Information Society (IADIS), co-organized by the University of Mannheim, Germany, and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. These proceedings contain the following keynote lectures: (1) From Digital to Double Blended Learning (Jeroen J. G. van Merrienboer); and (2) Open Educational Resources: Educational Technology as a Driver for Educational Reform? (Michael Kerres). Full papers in these proceedings include: (1) A Service-Learning Project Using Crowdfunding Strategy: Students' Experience and Reflection (Jessnor Elmy Mat-jizat and Khalizul Khalid); (2) Towards a Theory-Based Design Framework for an Effective E-Learning Computer Programming Course (Ian S. McGowan); (3) An Ontology for Learning Services on the Shop Floor (Carsten Ullrich); (4) The Impact of Technology Integration upon Collegiate Pedagogy from the Lens of Multiple Disciplines (Joan Ann Swanson); (5) A Learning Support System Regarding Motion Trigger for Repetitive Motion Having an Operating Instrument (Hiroshi Toyooka, Kenji Matsuura, and Naka Gotoda); (6) Task-Based Assessment of Students' Computational Thinking Skills Developed through Visual Programming or Tangible Coding Environments (Takam Djambong and Viktor Freiman); (7) Framework for Intelligent Teaching and Training Systems--A Study of the Systems (Nikolaj Troels Graf von Malotky and Alke Martens); (8) Mobile Device Usage in Higher Education (Jan Delcker, Andrea Honal, and Dirk Ifenthaler); (9) Features Students Really Expect from Learning Analytics (Clara Schumacher and Dirk Ifenthaler); (10) Music Technology Competencies for Education: A Proposal for a Pedagogical Architecture for Distance Learning (Fátima Weber Rosas, Leticia Rocha Machado, and Patricia Alejandra Behar); (11) Increasing Students' Science Writing Skills through a PBL Simulation (Scott W. Brown, Kimberly A. Lawless, Christopher Rhoads, Sarah D. Newton, and Lisa Lynn); (12) The Effect of Choosing versus Receiving Feedback on College Students' Performance (Maria Cutumisu and Daniel L. Schwartz); (13) The Impact of Middle-School Students' Feedback Choices and Performance on Their Feedback Memory (Maria Cutumisu and Daniel L. Schwartz); (14) Numerical Acuity Enhancement in Kindergarten: How Much Does Material Presentation Form Mean? (Maria Lidia Mascia, Maria Chiara Fastame, Mirian Agus, Daniela Lucangeli, and Maria Pietronilla Penna); (15) A Video Game for Learning Brain Evolution: A Resource or a Strategy? (Luisa Fernanda Barbosa Gomez, Maria Cristina Bohorquez Sotelo, Naydu Shirley Roja Higuera, and Brigitte Julieth Rodriguez Mendoza); (16) Communication Vulnerability in the Digital Age: A Missed Concern in Constructivism (Fusa Katada); (17) Online Learners' Navigational Patterns Based on Data Mining in Terms of Learning Achievement (Sinan Keskin, Muhittin Sahin, Adem Ozgur, and Halil Yurdugul); (18) Amazed by Making: How Do Teachers Describe Their PBL Experience (Dalit Levy and Olga Dor); (19) Group Work and the Impact, If Any, of the Use of Google Applications for Education (Jannat Maqbool); (20) Fractangi: A Tangible Learning Environment for Learning about Fractions with an Interactive Number Line (Magda Mpiladeri, George Palaigeorgiou, and Charalampos Lemonidis); (21) Evaluation of Learning Unit Design with Use of Page Flip Information Analysis (Izumi Horikoshi, Masato Noguchi, and Yasuhisa Tamura); (22) Einstein's Riddle as a Tool for Profiling Students (Vildan Özeke and Gökhan Akçapinar); (23) Exploring Students' E-Learning Effectiveness through the Use of Line Chat Application (Tassaneenart Limsuthiwanpoom, Penjira Kanthawongs, Penjuree Kanthawongs, and Sasithorn Suwandee); (24) Factors Affecting Perceived Satisfaction with Facebook in Education (Penjuree Kanthawongs, Penjira Kanthawongs, and Chaisak Chitcharoen); (25) Interactive Video, Tablets and Self-Paced Learning in the Classroom: Preservice Teachers' Perceptions (Anthia Papadopoulou and George Palaigeorgiou); (26) Cognitive Design for Learning: Cognition and Emotion in the Design Process (Joachim Hasebrook); (27) Investigating the Potential of the Flipped Classroom Model in K-12 Mathematics Teaching and Learning (Maria Katsa, Stylianos Sergis, and Demetrios G. Sampson; (28) Learning Analytics to Understand Cultural Impacts on Technology Enhanced Learning (Jenna Mittelmeier, Dirk Tempelaar, Bart Rienties, and Quan Nguyen); (29) Widening and Deepening Questions in Web-Based Investigative Learning (Akihiro Kashihara and Naoto Akiyama); (30) Year 9 Student Voices Negotiating Digital Tools and Self-Regulated Learning Strategies in a Bilingual Managed Learning Environment (Ulla Freihofner, Simone Smala, and Chris Campbell); (31) Purposeful Exploratory Learning with Video Using Analysis Categories (Meg Colasante); (32) Building a Learning Experience: What Do Learners' Online Interaction Data Imply (Mehmet Kokoç and Arif Altun); (33) Rules for Adaptive Learning and Assistance on the Shop Floor (Carsten Ullrich); and (34) Participation and Achievement in Enterprise MOOCs for Professional Learning (Florian Schwerer and Marc Egloffstein). Short papers included in these proceedings include: (1) Connectivist Communication Networks (Ingolf Waßmann, Robin Nicolay, and Alke Martens); (2) Learning and Skills Development in a Virtual Class of Educommunications Based on Educational Proposals and Interactions (Maria Cristina Bohorquez Sotelo, Brigitte Julieth Rodriguez Mendoza, Sandra Milena Vega, Naydu Shirley Roja Higuera, and Luisa Fernanda Barbosa Gomez); (3) The Relationship among ICT Skills, Traditional Reading Skills and Online Reading Ability (I-Fang Liu and Hwa-Wei Ko); (4) Towards Concept Understanding Relying on Conceptualisation in Constructivist Learning (Farshad Badie); (5) E-Learning in Chemistry Education: Self-Regulated Learning in a Virtual Classroom (Rachel Rosanne Eidelman and Yael Shwartz); (6) Relationship of Mobile Learning Readiness to Teacher Proficiency in Classroom Technology Integration (Rhonda Christensen and Gerald Knezek); (7) Human Computer Interaction (HCI) and Internet Residency: Implications for Both Personal Life and Teaching/Learning (Linda Crearie); (8) A Portfolio for Optimal Collaboration of Human and Cyber Physical Production Systems in Problem-Solving (Fazel Ansari and Ulrich Seidenberg); (9) Innovative Collaborative Learning Strategies for Integrated Interactive E-Learning in the 21st Century (Barbara Son); (10) Educational Criteria for Evaluating Simple Class Diagrams Made by Novices for Conceptual Modeling (Mizue Kayama, Shinpei Ogata, David K. Asano, and Masami Hashimoto); (11) Digital Natives and Digital Divide: Analysing Perspective for Emerging Pedagogy (Uriel U. Onye and Yunfei Du); (12) E-Learning System Using Segmentation-Based MR Technique for Learning Circuit Construction (Atsushi Takemura); (13) Students' Google Drive Intended Usage: A Case Study of Mathematics Courses in Bangkok University (Krisawan Prasertsith, Penjira Kanthawongs, and Tan Limpachote); (14) An Empirical Study on the Impact of Self-Regulation and Compulsivity towards Smartphone Addition of University Students (Penjira Kanthawongs, Felicito Angeles Jabutay, Ruangrit Upalanala, and Penjuree Kanthawongs); (15) Adaptive Game Based Learning Using Brain Measures for Attention--Some Explorations (Jelke van der Pal, Christopher Roos, Ghanshaam Sewnath, and Christian Rosheuvel); (16) Evaluation of the Course of the Flight Simulators from the Perspective of Students and University Teachers (Feyzi Kaysi, Bünyamin Bavli and Aysun Gürol); (17) Development of Critical Thinking with Metacognitive Regulation (Yasushi Gotoh); (18) Enacting STEM Education for Digital Age Learners: The "Maker" Movement Goes to School (Dale S. Niederhauser and Lynne Schrum); (19) New Scenarios for Audience Response Systems in University Lectures (Daniel Schön, Stephan Kopf, Melanie Klinger, and Benjamin Guthier); (20) Academic Retention: Results from a Study in an Italian University College (Maria Lidia Mascia, Mirian Agus, Maria Assunta Zanetti, Eliano Pessa, and Maria Pietronilla Penna); and (21) Learning How to Write an Academic Text: The Effect of Instructional Method and Reflection on Text Quality. Reflection papers in these proceedings include: (1) Teachers' Attitude towards ICT Use in Secondary Schools: A Scale Development Study (Mehmet Kemal Aydin, Ali Semerci, and Mehmet Gürol); and (2) Inventing the Invented for STEM Understanding (Alicia Stansell, Tandra Tyler-Wood, and Christina Stansell). An author index is included. Individual papers contain references.

This paper reports the initial findings of a survey of family and home literacy factors that may influence the development of phonological awareness skills for preliterate English learners during the acquisition phase of reading development in a second language (L2). Preliminary findings are from the first year of a 3-year longitudinal study of the effects of early intervention phonological skills training for low performing, preliterate English learners in their first language (L1) to promote cross-language transfer to L2 reading abilities. Family and home literacy survey data were collected from 247 families of kindergarten students enrolled in 13 English-only and/or bilingual "Spanish/English" classrooms in 3 public schools in Southern California. Preliminary analyses revealed that Spanish was the predominant language across family and home contexts. While socioeconomic status and parent education levels were generally low, families were involved in early literacy activities at home. There was a variation in the emphases families placed on the type of literacy activities and the frequency of family literacy engagement with their child. The results revealed high paternal aspirations for their children's reading and academic achievement in Spanish and English. There were statistically significant differences between the family ratings of importance for their children's language and literacy achievement in Spanish and English. (Contains 11 references and 5 tables) (Author/KFT)

This study attempted to examined how well seminary training prepares ministers for their role. A questionnaire-survey was developed and completed by 400 senior pastors of mainline denominational churches in California. Close-ended items were analyzed statistically and responses to open-ended questions were evaluated and categorized. Findings indicated: (1) 15 skills identified by the study were all judged to be essential for the senior pastor's role in the church; (2) seminary education was not seen to adequately prepare pastors with these essential skills; (3) there was a gap between the perceived needs of the pastor and perceptions regarding seminary training in seven of the skills (including staff building, financial planning, and time management); and (4) perceived needs and seminary training appeared to match in four of the skills: counseling, communication, social trends, and interpersonal skills. The paper provides detailed analyses of responses to each question. Ten recommendations drawn from responses to the open-ended questions are listed, as are suggestions for further research. The survey instrument is appended. (DB)

From 1989 until 1998 the U.S. Department of Education administered the National Workplace Literacy Demonstration Program. During that period, over $130 million supported some 300 projects where adult education programs partnered with thousands of businesses, agencies, and organizations to provide work-based skills to employees. While only seven state adult education programs were funded to provide statewide services, six of those states have continued support for these programs. Although workplace education services are not federally mandated, many additional states have also developed state-supported and state-directed workplace education programs. This Policy Brief describes eight aspects of workplace education programs in 20 states: Arkansas, California, Connecticut, Florida, Georgia, Indiana, Kentucky, Louisiana, Massachusetts, Minnesota, Mississippi, New York, North Carolina, Ohio, Pennsylvania, South Carolina, Texas, Virginia, West Virginia, and Wisconsin. The aspects are: (1) how workplace programs are funded; (2) levels of effort for the past two years; (3) connections, partnerships, and/or strategic plans implemented by workplace education programs; (4) how states measure outcomes or determine success; (5) the nature of workplace education outcomes achieved; (6) challenges or barriers faced by states; (7) what the states consider to be the key elements of success in their workplace education efforts; and (8) what future policy options states would like to consider. This brief presents aggregated responses to the eight questions sorted by the state types, a set of seven policy options that are informed by the state responses, and overall conclusions of the findings. Three appendices are included: (1) Workplace Education State Profiles; (2) References and Resources; and (3) Questionnaire. (Contains 12 resources.) [This Policy Brief was developed for the August 20th meeting of the National Commission on Adult Literacy.]

California high school English language arts teachers (n=467) representing 79 high schools and 49 school districts responded to a survey regarding their classroom assessment practices. A random sampling of 115 teachers completed a follow-up survey that focused on beliefs and values relative to assessment. Research questions were: (1) What are the prevalent assessment practices and beliefs among high school English language arts teachers in California, and to what degree do reported assessment practices conform to the expectations of assessment reform, specifically the use of varied performance assessments, including portfolios, and assessment tools? and (2) Do current assessment practices among English language arts teachers differ according to student characteristics (i.e., grade level, ability level, percent of minority population)? Results showed that assessment activities tend to be a mix of traditional paper and pencil activities and formal writing assignments. Although paper and pencil activities appear to dominate in terms of regular and routine use, writing activities carry more weight when teachers compute course grades. Writing portfolios are not in general use. On the other hand, most teachers indicated the routine use of informal performance assessments (i.e., group and class participation), while 45% assign group products and presentations. Further, expressed teacher beliefs may be more reflective of assessment reform than is reported assessment practice (e.g., rubrics are valued by virtually all respondents, but used by less than half). (Contains 47 references and 11 tables of data; includes copy of the questionnaire.) (TB)

The debate about what constitutes good teaching in the industrialized countries of the world tends to be carried over into the developing world without examining ways in which social and cultural contexts of the originating countries differ from those of the receiving ones. This study explores differences in perceptions of elementary education students in four countries (Finland, United States, Botswana, and Zimbabwe) and the extent to which effective classroom practices and teaching methodologies interact with social norms and expectations. Teachers in training (N=279) from the four countries completed a two-part questionnaire identifying their own most effective and ineffective elementary school teacher and rank-ordering 14 teacher characteristics in terms of how important they thought each of these to have been in contributing toward making this teacher seem effective. Results indicate broad agreement among respondents with respect to effective and ineffective teacher characteristics; disagreement was reflected in terms of educational traditions and social and cultural contexts, which may lead to different philosophical assumptions about the role and purpose of education and teaching. (A summary of findings and rankings for each country is displayed in tabular form.) (Contains 32 references.) (LL)

A study investigated high school social science teachers' opinions on including media studies in the curriculum. A 53-question survey instrument was constructed and sent to 302 southern California social science teachers, of whom 159 responded, for a return rate of about 53%. Results indicated that all of the teachers thought it was important to help students develop critical thinking skills. About 94% of the teachers said mass media studies should be included in high school social science classes. About 86% of the teachers said they felt qualified to teach about the mass media, although only 34% indicated that their college training had helped them to develop such expertise. Television was ranked as the most important mass medium to include in the study of mass media in high school social science classes. Respondents rated the potential effects of mass media messages on people as the most important element to include in the media curriculum. Results indicated that even though most of the teachers recognized that the social science curriculum was already crowded with critical areas that needed to be taught, almost all of them indicated that room should be found for including meaningful instruction about how the mass media operate, how they should operate, what power they have and how they influence lives every day. (Three tables of data are included, and 28 references are attached.) (MG)

This is the first in a series of papers on research, development, and training for bilingual/multicultural education. The first two sections of the paper describe Task Force findings specifying remedies available for eliminating past educational practices ruled unlawful under Lau v Nichols, particularly the section dealing with identification of the student's primary language, and the Chacon-Moscone Bilingual Education Act, California, which provides for identification of limited-English-speaking pupils in each school district. Next, the language census undertaken to comply with the Chacon-Moscone Bilingual Education Act, is described. The purpose of the census was to determine the number of limited-English-speaking pupils and to classify them according to primary language, age, and grade level. Subsequent sections describe the San Diego Observation Assessment Instrument; staff training; data analysis; criteria for placement of students; and the selection, adaptation and implementation of the San Diego Instrument by the State Department of Education. Finally, methodological issues are discussed, including problems encountered in scheduling, printing and delivery, technical quality of the test, and instrument validation. Appendices include lists of tests and publishers and copies of the following documents: the letter to parents from the Superintendent's office, the questionnaire to be completed by the parents, and the language assessment instrument. (AMH)

The study documented the college and university hiring practices in California, Colorado, and Texas between 1970 and 1977 and documented the experiences of Chicano and Native American scientists with respect to employment. Data were gathered through mail surveys--31 (a 62% return rate) for the first part of the study and 82 (a 55% return rate) for the second part. The analyses were performed separately for Chicanos and Native Americans, although in many cases the findings were quite similar. The findings indicated that few Chicanos and Native Americans were hired between 1970 and 1977. Furthermore, it appeared that those individuals who were hired were not hired due to Affirmative Action. Thus, it was concluded that Affirmative Action plans at colleges and universities were not working to provide equality of opportunity for the minorities and that the following would help to provide that equality: (1) stricter goals and time tables regarding Affirmative Action plans should be implemented; (2) the federal government should take a more active role in enforcing Affirmative Action at every level; (3) Affirmative Action officers at colleges and universities should be independent of the schools and should be more active; (4) openings should be advertised widely including through minority organizations and publications; and (5) serious consideration should be given to retention, promotion, and tenure. (AN)

A study was conducted by the California Association of Community Colleges (CACC) to determine the perceptions of several constituency groups concerning the relative success of California's community colleges. The study sought to identify indicators of institutional success and appropriate measures for each indicator. Surveys conducted at the 1987 CACC Convention and the April 1988 CACC Research Conference solicited information from a total of 34 students, 95 trustees, 179 faculty members, 163 college administrators, and 91 district administrators. Study findings included the following: (1) faculty effectiveness, positive faculty/student relationships, and student satisfaction with the quality of instruction were considered the most important indicators of quality; (2) process measures were considered more important than outcomes measures; (3) all groups rated faculty effectiveness as the most important indicator in both surveys, except the 1988 student respondents who rated student satisfaction with services as most important; and (4) measures for faculty effectiveness were identified as course retention rates, student achievement of stated course objectives, and student perceptions of faculty effectiveness. The survey instruments are included. (AJL)

To determine if individuals other than first-line supervisors could be used as expert judges in making estimates of job performance worth when conducting a utility analysis, this study compared the estimates of experienced job incumbents with those of supervisors. The job class investigated was that of eligibility technician, who performs varied technical work in determining clients' initial and continuing eligibility for one of several forms of public aid and is primarily found in the Department of Social Services in San Diego County (California). Participants were 120 eligibility supervisors and 203 eligibility technicians (incumbents). A modification of the global estimation technique of F. L. Schmidt and others was used to obtain estimates of job worth in dollars (SDy=job worth in dollars) at the 15th, 50th, and 85th percentiles of job performance. A questionnaire containing the modified Schmidt method was administered to the subjects. Results indicate that job incumbents provided estimates that were not substantially different from those of supervisors. The obtained estimates of worth were used in a utility analysis to compute costs and benefits associated with the eligibility technician selection process that was in use between December 1986 and January 1990; the process saved the county over one million dollars a year because it screened in high-performing individuals. One graph and 11 tables present study data, and a 35-item list of references is included. (SLD)

A survey instrument was sent to the superintendent of each school district in California in June 1980 to gather information about the uses of computers in instruction in the state's public elementary and secondary schools. The findings of the study indicate that: (1) just over one-third of the districts use computers in instruction; (2) at least two-thirds of the computer using districts use microcomputers; (3) hands-on experience in 82 percent of computer using districts is limited to less than 25 percent of the students; (4) mathematics followed by computer science/literacy, business education, and career education are the most popular curricular applications; (5) BASIC is used in over 60 percent of the instructional applications; (6) over 60 percent of the teachers in districts using computers are either unprepared or inadequately prepared to function in a computer supported environment; and (7) one-third of the districts not using computers are planning to initiate a program next year or soon thereafter. (Author/LLS)

This review of the Northern California (NorCal) Cooperative Research Project on Student Attrition, which was conducted between 1968 and 1970, provides detailed information on how to use the findings of the study to identify those students who are most likely to drop out of college during their first term. Chapter I provides background information on the study, its major purposes, and the research design. Chapter II focuses on Phase 1 of the study, which attempted to describe the characteristics of first-time, full-time, day freshmen who discontinued their enrollment during the first semester or quarter. Chapter III reviews Phase 2 of the study, during which an instrument to identify the high dropout potential student was developed and validated. Chapter IV considers the experimental and quasi-experimental research conducted at individual colleges during Phase 3 to reduce student attrition. Chapter V explains how to weight the five factors which were revealed as predictive of student withdrawal during their first term of attendance: (1) sex correlated with aptitude test scores; (2) race; (3) educational goals; (4) parental encouragement of college attendance; and (5) importance of college to the student. This chapter explains that by adding the weighted values for these five variables potential dropouts can be identified. Chapter VI discusses how these weightings can be used. The survey instrument and a bibliography are appended. (HB)