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The purpose of this paper is to describe and analyze a recent experience with the passage of legislation in Minnesota that gave financial relief to foreign students in public and private colleges. This bill provides for (1) grants of authority to public institutions to waive the nonresident rate of tuition, while expecting the grantees to pay at the resident rate; (2) grant of funds for emergency scholarships; and (3) grants of authority to waive nonresident tuition to private donations from Minnesota corporations, individuals, and foundations given to foreign students for the purpose of paying tuition fees. Finally, the bill provides that benefits under it would be first given as if they were loans, which would be forgiven if the grantees returned to their home countries for 5-years. (Author)

This report of a regional conference on Competency Based Teacher Education (CBTE) held to allow the six States in Region V (Illinois, Indiana, Michigan, Minnesota, Ohio, and Wisconsin) to share information about vocational personnel development activities and programs, consists primarily of 12 conference papers: (1) Personnel Development in Occupational Education in Illinois; (2) One State's Approach to Competency Based Teacher Education; (3) Planning for Personnel Development within a State; (4) Vocational Educators and Competence Based Education; (5) Preservice Occupational Program (POP); (6) Competency Based Industrial Teacher Education at University of Wisconsin--Stout; (7) Competencies for Professional Education in Home Economics; (8) Two-Year Inservice Teacher Preparation Program to Provide the Essential Professional Competencies Necessary for Teachers of Agriculture; (9) A Competency-Based Program for Preparing Vocational Teachers; (10) Performance/Competency Based Teaching Methods, Minnesota Style; (11) Administration by Competency (ABC); and (12) A Cautionary Appraisal of CBTE. Concluding this report are the summary reports of each State's task force sessions in which conference participants developed suggestions and recommendations to questions relative to CBTE; and a summary of a participant survey designed to assess attitudes toward varied aspects of CBTE. Copies of the program and participant survey form and a list of the conference participants, presenters, and staff are appended. (EM)

This paper presents two actual problems involving grievance procedures. Both problems involve pending litigation and one of them involves pending arbitration. The first problem occurred in a wealthy Minnesota school district and involved a seniority list. Because of changes in the financial basis for supporting public schools, it became necessary for some very wealthy districts in Minnesota to cut down on the mill levy and to lay off teachers. The school district was faced with the problem of setting criteria for determining who goes and who stays. In the second school district, the teacher association and the board, negotiating a contract, could not agree on anything. After 15 months, an arbitration award came down in which the arbitrator provided the entire contract, including a grievance procedure. However, the arbitrator failed to draft the type of grievance procedure required by Minnesota law in such a situation. The Minnesota Education Association has taken the matter to court in an effort to vacate the grievance procedure provision. The report discusses the two cases. (Author/JF)

The purpose of this survey was to determine the effect of the Right to Read program on classroom practice during reading instruction and on elementary school teachers' expressed needs for graduate work in reading. A questionnaire was sent to teachers in the twenty-two Phase I Right to Read schools in Minnesota; it was also sent to teachers in Individually Guided Education (IGE) and traditionally organized schools that were matched for size and geographical region within the state. Results of the survey show that the Right to Read program does seem to be having an impact on certain classroom practices. Teachers in IGE and traditionally organized schools tended to answer many questionnaire items similarly. Most teachers, regardless of type of program, expressed the desire for graduate work in reading. (Author)

The development of a computer-based instructional management system for the Duluth, Minnesota school system is described. The project is designed to relate observed or measured student learning in cognitive and affective areas to the costs of instructional services. Individual student data are used for the cost-effectiveness analyses supported by the system, thus permitting the evaluation of individualized instruction programs. Examples of the data collection forms for individual students and for classroom activities are provided. (DGC)

The Folke Bernadotte Memorial Library contains 200,000 volumes and 900 serial subscriptions and operates with an annual budget as of 1974-75 of $235,000. It serves 2000 undergraduates in a 4 year liberal arts college. Library automation is used in the following areas: (1) bibliographic compilations; (2) cataloging of books, octavo choral performance scores, an art slide collection, and a microform collection; (3) acquisition fund accounting; and (4) compilation of statistical processing packages for surveys of use patterns and circulation statistics. The appendixes contain three examples of program printouts. (NR)

A study was conducted to examine the ability of women who enroll in traditionally male occupations to receive equal training and equal employment benefits to those of males enrolled in the same programs. (A traditionally male occupation was defined as an occupation which employed 80% or more males.) The eight programs included in the study were those which were defined as traditionally male and which enrolled and graduated females who were successfully followed up. Programs were selected using data obtained from the 1970 Minnesota Census Data and from the Minnesota Vocational Follow-Up System data tapes for 1971-72 and 1972-73 graduates. From the sampling procedure, a total of 21 females from the eight program areas and a total of 21 males were drawn in such a way that there was an equal number of males and females drawn from each program area. Based on the results of the study it appears that the traditionally male instructional programs offered by the Minnesota area vocational-technical institutes are open to women and that women rate the quality of the programs similarly to men. However, few women enter these programs and even fewer complete them. Results imply that not only do proportionally less women get employed in training-related traditionally male occupations but they receive significantly less salary. They also seem to be less satisfied with their jobs and see less potential for advancement. (SH)

Presented are the proceedings of three concurrent training institutes conducted to better prepare professional workers in vocational education to meet the needs of rural disadvantaged students through secondary, postsecondary, and adult vocational education programs in Minnesota, North Dakota, and South Dakota. Included are the program objectives, the meeting agenda, the professional papers presented, plans for a final evaluation, the interim evaluation, and a bibliography on research and programs for the rural disadvantaged. The titles and authors of the professional papers delivered during the five-day institute are as follows: "Techniques for Teaching the Disadvantaged" by Charles F. Nichols; "Vocational Education for the Disadvantaged--What Has Been Done?" by Charles Rogers;"Group Guidance and Exploratory Instruction" by Don Priebe and Odell Barduson; "Adapting Adult Education to the Disadvantaged" by Gary Leske and Ed Persons; "Adapting Co-op Education for the Disadvantaged" by Max Amberson; and "Evaluating Programs for the Disadvantaged" by George Copa and R. Paul Marvin. (BM)