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This paper reports findings from the first two years of a 3-year study to evaluate the effects of court-ordered busing in Waco, Texas. The objective of this study is to determine minority student achievement gains or losses, attitudes toward busing and school desegregation, the degree of interracial cooperation and acceptance in Waco schools, and the effect of busing on each of the above. Two items in the Equality of Educational Opportunity Survey were used to identify the interracial climate of participating schools: intergroup hostility and interracial friendship. The primary question for this paper is: Do differences in students' perceptions of the interracial climate of the school relate to differences in individual student achievement? The original sample, drawn in the spring of 1971, consisted of a stratified random sample of seventh and eighth grade students. Approximately 240 minority students from that sample were bused to Waco Independent School District schools. The overall design of the study is that of a 3-year longitudinal panel. Data reported in this paper are from the first and second waves of collection (spring of 1971 and 1972). Multiple regression analysis is used since it allows one to weight the relative effects of contextual and individual attributes with all other factors controlled. (Author/JM)

The paper reported findings from a 2-year (1966-68) panel study of status projection development during late adolescence. The analysis, which focused on black and white girls from rural East Texas, is sequential to previous studies (RC 007 777 and RC 007 842). The paper specifically examined the integration of girls' occupational and educational aspirations and expectations to their projections regarding marriage and future familial status roles. Comparison of the aggregate distributions suggested the frames of aspirational and anticipated reference of a substantially large proportion of the girls, black and white, were not integrated either at the time of the initial survey contact, when the girls were high school sophomores, or at the time of the second contact 2 years later. Expectations appeared to be slightly more integrated than aspirations in both years for whites. Generally, the association between marital-family orientations and career or educational aspirations and expectations tended not to increase inversely. The associations which did change were: (1) for whites, the association of desired age of marriage to occupational aspirations and the association of expectation to work outside the home to occupational and educational expectations; and (2) for blacks, the association between fertility expectation and education expectation. (KM)

The purpose of this paper was to explore elements of socialization in metropolitan and nonmetropolitan lower-class black populations which might impede motivational development in the lower-class black child. One objective was to describe the nature of the following factors which may affect goal striving of the lower-class black youth: mothers' educational aspirations, educational expectations, and occupational expectations for their children; mothers' attitudes about educational and occupational achievement; mothers' attitudes about child-rearing; and cohesiveness of the black family units. Another objective was to determine the extent to which variation in these elements of socialization within the black lower-class populations could be explained by indicators of the families' relative articulations with American society's opportunity structures. The data utilized were collected in the summers of 1970 and 1971 from black wives residing in nonmetropolitan East Texas and metropolitan Houston, respectively. All respondents were interviewed by black female adults who had been trained by the researchers in interviewing procedure. The nonmetropolitan sample was drawn from a town of about 5,000 population. The metropolitan sample was comprised of residents of an economically disadvantaged, almost all-black ghetto. (Author/JM)

The paper was prepared for continuing education directors in Texas who requested additional information concerning their real estate offerings. Real estate course offerings in three States (Texas, Colorado, and California) are compared and differences and similarities among the program are assessed. A format for a certificate program in Texas is proposed which synthesizes the strengths of programs in the other two States. Three alternative plans for implementation of the certificate program are offered for consideration: a Statewide coordinated program, a decentralized program, and maintenance of the status quo for the continuing education director who has already established a viable real estate program which is meeting the needs of his local community. The author advocates freedom of choice among the alternative approaches, in a pluralistic system, for local administrators. (AJ)

The paper describes courses and enrollments for the 43 Texas community colleges offering real estate courses during the 1973-74 school year. The most frequently offered courses were principles, appraisal, finance, law, practice, and brokerage. Results of questionnaire surveys of the 43 community colleges indicate a larger part-time enrollment by older adult students for reasons other than acquiring a degree or transferring to a four-year school. They also suggest that taking a course for credit confers a higher degree of professionalism on the individual than the same course offered in a credit-free or noncredit environment. The findings of a 1973-74 survey of San Jacinto College suggest a high enrollment of students in the mid-to-late 40's in courses to study for the State real estate license examination, for investment knowledge, or in anticipation of a second career upon retirement. It also appears that the prime reason for students' enrolling in the real estate principles course is to prepare them to pass the State examination. Forms, course data, the survey instrument, and printouts of their results appear in appendixes, which comprise nearly half of the paper. (JR)

The study examined the extent to which family membership disability affects the magnitude of internal family interaction. Metropolitan (M), and nonmetropolitan (NM), and family structural type were controlled. Data were obtained from black families living in a Southeast Texas county (M), the county seat, and two small open-country villages in an East Texas county (NM). Interviews were conducted during the summers of 1970 (NM) and 1971 (M). The respondents were female homemakers not over 65 years of age and not under 18 (unless the mother of a household child) with children under 18 in the household. An overriding study limitation was the small number of disabled families in the two study units, thus making the findings on degrees of disability vs. degrees of interaction rather tentative. Major conclusions were: (1) disabled families generally experience lower levels of internal family interaction; (2) no universal relationships exist between the degree of family membership disability and the degree of internal family interaction; (3) neither community nor family type significantly influence the impact of the incidence of family membership disability on the magnitude of internal family interaction; and (4) certain community and family types influence relationship between the degree of family membership disability and the degree of internal family interaction which are not universally observable. (NQ)

The study explored sex disparities in economic remuneration for gainful employment among black, blue collar wage earners residing in selected nonmetropolitan and metropolitan areas of Texas. The bulk of the workers' families lived in or near poverty and were highly dependent on famale as well as male income. Preliminary analysis revealed that being female had a high negative correlation with their incomes earned in the 12 months preceding the survey. The 1970 nonmetropolitan data were collected from two rural villages and a town of about 5,000 persons in east Texas, which were located in a county characterized by a higher proportion of blacks and a substantially lower median family income than for Texas as a whole. Most of the residents, both male and female, were employed in the area's poultry and lumber industries. The metropolitan data were collected a year later in a lower class, black ghetto of Houston. The median family income in this ghetto was among the lowest of any ward in the city. Individuals were sampled for sex, wage income, occupation, time worked, job training, education, and age. The study found that, among both nonmetropolitan and metropolitan groups, being female had a strong negative effect on wage income. Considering the high dependence of working and lower class black families on female incomes, the study suggested that sexism is an important factor to be investigated in future studies of black poverty. (KM)

The Association for Graduate Education and Research in North Texas (TAGER), interconnects nine colleges and universities over a 2,000 square mile area. Approximately 100,000 post-secondary students and about 5,000 faculty members use on-campus studio classrooms offering credit courses and other academic programs desired by member institutions. The network is expanding to begin cooperative videopublishing among universities which will also include important changes in the governing structure of TAGER. In short, videopublishing involves a richer mix than simply a canned television course. It involves faculty improvement; it involves selling to administrators, to fund providers, and, most of all, to faculties. It involves the combination of taped sequences, film, live lectures, talkback, and almost all of the arts of television production. Properly understood, adequately funded, and appropriately used, cooperative videopublishing could offer as much. (WCM)

An overview of a series of 10 regional seminars to improve communications between schools and the community is presented in this report. The program format and a list of 1972 seminar sites are followed by the major addresses of experts in various fields which were presented at the seminars. The purpose of the conferences, as indicated in a statement of objectives by a businessman, was to sharpen the focus of occupational education as a way of looking at education for all students in a total system involving community, business, schools, and people. The 10 major addresses included in the document are grouped under five subject areas: Economic aspects of education and the community; how the local economy uses school products; how, where, and when people get trained; a plan for educational change; and a workable model for school-community relations. (MF)

The military orientations of rural East Texas black and white high school students interviewed in 1966 were very similar; those of metropolitan and nonmetropolitan youth also did not differ much. Since then, status projections of Texas youth have been extended by adding a sample of Mexican American sophomores (1966) to compare with the East Texas ethnic groups. In addition, the original 1966 respondents were followed up in 1968 when they were seniors. The sophomores of the original 1966 study areas were restudied in 1972. Among the findings of the analysis reported here are the following. All three ethnic types desired military service to a similar extent--a majority of each. The greatest difference between the Chicanos and the other two ethnic types in reference to expectations was that a much higher proportion--almost half of the Chicanos expected to enlist. Adolescent boys' orientations toward military service do not appear to differ very much by ethnic type and do not appear to change greatly over late adolescence. Historical period of time may, however, produce dramatic changes in military orientations of youth: a very dramatic negative drift away from military service was observed between 1966 and 1972 in the occupational status projections of the black and white youth studied here. (Author/JM)

This study seeks an answer to one broad question, "Do black children who attend racially desegregated schools, have educational aspirations and expectations which are significantly different (either higher or lower) from black children who attend racially segregated schools?" To facilitate this, the study not only examines the educational aspirations and expectations of youth, but also examines their perceptions of race and schools attended as impeding their life chances. The study used an accidental quasi-experimental design. Data were obtained from a six year panel of rural Texas black youth with interviews taken at the sophomore (1966), senior (1968) and past high school (1972) years. In 1966, all students were attending segregated schools; however, by 1968 approximately one-half were in desegregated schools. This allowed comparisons of before measures (1966); comparison of short-run effects (1968); and comparison of long-run effects (1972). While neither educational aspirations nor educational expectations were affected to a significant degree, the desegregated group was more likely to define their life chances in racial terms and also saw the schools they had attended as being more detrimental than did the segregated group. Possible interpretations of the findings are provided. (Author/JM)

This report focused on the goal of investigating, within a path analytic framework, the stability and interplay of two occupational status projection variables in a Texas sample. More specifically, the dynamics of occupational aspirations and occupational expectations, observed in a three-wave rural youth panel, were analyzed using the two-variable, path analytic technique for panel data developed by Heise. Standardized data were collected in a six year, three-wave panel of youth from six southern states. Levels of occupational aspirations and expectations were operationalized as follows. Occupational aspirations were determined by written responses to the open-ended question, "If you were completely free to choose any job, what would you most desire as a lifetime job?" Occupational expectations were similarly determined. The analysis generally supported the strategy of racial submodeling of mobility processes. That is, the dynamics of occupational aspirations and expectations in the black panel differed sufficiently from the dynamics of the white panel that the composite model would obscure the nature of the change. Findings also supported the contention that status projections are highly dynamic phenomena subject to process submodeling. (Author/JM)

The current system of school finance in Texas allows for gross inequities among districts. Statistics indicate that although Texas ranks slightly higher than the nation's average in state wealth, its support of schools, as measured by the percentage of personal income devoted to education, ranks about 35th. These figures suggest that the state could be spending more on education. Two suggestions for correcting the state system, consolidation of districts and elimination of the "economic index" in current use, are inadequate. The major problems that must be addressed are how enrichment monies for operating expenses are provided, how capital outlay money must be raised, and how foundation program current expense allotments are determined. The reform of these problems must take into consideration district wealth, district family income, local school taxes, local municipal taxes, different common costs of education, concentrations of students with special needs, and different transportation needs. It must be kept in mind, however, that finance reform alone will not help the station of the poor and those from minority backgrounds unless the factors of cultural difference, language difference, economic difference, and Anglo political domination are also faced. (Author/IRT)

The Texas Foundation School Program, popularly known as the Minimum Foundation Program (MFP), is a very complex approach to school finance. It provides basic assistance in three areas--minimum salaries, operating allowances, and transportation--and additional assistance in two others--vocational education and special education. The state pays roughly 80% of the MFP costs. On the whole, the Texas system favors smaller districts, especially those under 500 average daily attendance, even though district wealth is generally an inverse function of district size. The major sources of the inequities have to do with how enrichment monies for operating expenses are provided, how capital outlay monies are raised, and how foundation program current expense allotments are determined. The manner in which local fund assignment is calculated is also weak but it is not as large a problem as the other three. An equitable system must take into consideration district wealth, district family income, local school taxes, local municipal taxes, different common costs of education, the concentration of students with special needs, and different transportation needs. (Author/IRT)

The identification techniques in Herbert C. Kelman's schema of identification were used to analyze the near, and perhaps surprising, success of Rep. Frances (Sissy) Farenthold's bid for the Democratic Texas gubernatorial nomination in 1972. Opposing government corruption, Farenthold overcame the potential obstacles of being a politically liberal and a woman and won the vote of a diverse section of the Texas electorate. She conducted a grass roots campaign in which her main tool was the rhetoric of identification. She presented herself as one who fought corruption and who would identify with a new coalition of voters to represent a public government rather than a private government. Five strategies were used by Farenthold in her campaign speaking: identify a specific group of people; identify an enemy which causes that group's problems; show the moral inferiority of the enemy; infuse into the group a sense of urgency for change; and infuse into the group a sense of power. (MKM)

To determine the normal sequence of the development of Spanish phonology and Spanish grammatical patterns in the speech of native Spanish speakers, ages 2-5, a study of the acquisition of interrogative formation was undertaken. Two male and two females from each of nine age intervals between two and five were selected as informants; all were middle-class natives of the Lower Rio Grande Valley. The subjects were interviewed 3 times each, for a total of two hours, by the author or by a female native speaker. The report of the findings, which includes a brief review of basic interrogative structures, shows that two-year-olds can distinguish between yes/no and information questions, while production lags behind comprehension. Those at 2.6 years display greater complexity in internal structure, while those at 2.9 years use "con quien,""de quien" and "cual." The next significant changes appear at 3.3 years, with V+Inf. in information questions and full tag questions. The order of acquisition is: (1) yes/no questions, (2) information WH- questions, (3) Tag questions with "verdad." The major portion of development is completed by 3.3 years. Questions requiring further investigation are proposed. (CLK)