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The need for an adequate financial base for the future of quality early care and education (ECE) for young children is being increasingly recognized. This document compiles four papers commissioned to frame the discussion at a 1999 working meeting of individuals from diverse fields to identify and explore possible actions related to financing ECE for children birth through 5 years of age. The papers are: (1) "Toward Solutions: Through the Child Care Funding Maze" (Louise Stoney), describes how ECE is financed in the United States and offers examples and new and innovating ways that states and communities have generated funds for ECE services; (2) "Winning Early Care and Education Funding: Successful Strategies from Five States" (Nancy Sconyers), describes funding strategies in Florida, California, Oklahoma, New York, and Illinois; (3) "Funding Early Care and Education: An Assessment of Public Support" (Ethel Klein), examines public opinion regarding the benefits and drawbacks of early care and education for children and working parents and its role in connecting with the workforce; and (4) "Creating a Climate for Change" (Deborah Wadsworth), concerns Americans' attitudes toward children, child care, and parent responsibility. Each paper contains references. (KB)

This study investigated the efforts to find public support for religious education. A history of education in the United States prior to 1800 is presented to show that the majority of the schools were denominational, whereas at the end of the nineteenth century, the majority of schools were public, and, their supporters claimed, secular. The second part of the study investigated the efforts in the early part of the 19th century to establish publicly supported religious schools. As a consequence of the conflict between those who were in agreement for publicly financed denominational schools and those who argued for nonsectarian public schools, the "godless" public school gradually emerged, as explored in the third section. The last part analyzes efforts (such as the Poughkeepsie Plan and the Savannah Plan) to establish religious public schools. As the relationship between religion and public schools is considered in the present, it is important to ask what can be learned from the past. References contain 17 primary sources, 16 court decisions, and 46 secondary sources. (JMD)

Opposition to outcome-based education (OBE) has become a rallying cry for a number of organized groups that oppose state-education reform initiatives around the country. Such opposition has arisen recently in Kentucky among groups that object to many components of the Kentucky Education Reform Act of 1990 (KERA). This paper explores the development of KERA opposition at the state level and in four small, rural school districts and its effect on school restructuring. Data were obtained from interviews with superintendents, principals, teachers, parents, local and state-level leaders in the anti-KERA movement, and State Department of Education officials; observation of various meetings; and document analysis. Findings indicate organized opposition to KERA is not as broad-based as it might appear. However, the movement has highlighted some areas of concern that are shared by many parents and educators around the state. The following concerns were expressed in all four districts: loss of academic basics, lowering of standards, the accountability system, and the nongraded primary. Because parents relied on local district staff for information, professional development for educators may be the most successful way to keep KERA in place. Kentucky policymakers must ensure that the public and local school officials are well informed about KERA; they must also be open to making further adjustments to KERA if research-based evidence suggests that students are not achieving at acceptable levels. Above all, it is important that the lines of communication be kept open among state policymakers, the opposition movement, and the general public. The appendix contains Kentucky's learning goals, original valued outcomes, and academic expectations. (Contains 39 references.) (LMI)

Public support for various media rights was examined in this study. Data were analyzed from a national probability sample of 1,508 adults, with items pertaining to media formed into three indexes: Morality, Routine Journalism, and Identification. These indexes were used as dependent variables in a multiple analysis of variance test based on the demographic variables of sex, age, education, and political orientation. Results indicated that: (1) men supported all rights significantly more than women, with greater disparity for routine journalism practices; (2) support for media rights was higher at the left side of the political spectrum than the right, especially for practices that relate to moral issues; (3) as education increased, support for rights tended to increase, with the greatest change occurring for routine journalism practices; (4) increasing age seemed to be associated with decreasing support; and (5) identification of rape victims and juveniles charged with crime received little support from any group. (Three tables and 4 figures of data are included; 27 references are attached.) (Author/RS)

This study investigates preferences of public support for allocation of expenditures toward environmental controls or toward economic growth from 1973-1975. The author considered four previously noted correlates of environmental support--education, family income, place of residence, and political orientation. Two state-wide surveys were conducted to examine the environmental control/economic growth question. Both North Carolina surveys were conducted in the same manner. In 1973 and 1975, questionnaires were mailed to 5,082 heads of households. These residents were asked whether they wanted less, the same, or more tax dollars allocated to air pollution and water pollution control. Findings indicate that there was a significant decrease in the desired level of public support for both items, although there was a significant increase in desired expenditures to promote agricultural and industrial development. As suggested by previous literature, education was positively correlated with support for air and water pollution controls. Contrary to most findings, however, income was not consistently related to support for either item. In summary, support for environmental controls decreased while support for economic development increased from 1973-75, indicating that reaction to public issues responds quickly to societal situations. Changes in the situation of the population between 1973 and 1975 seem to have been great enough to have similar impact on the public responses to environmental issues regardless of socioeconomic differences. A list of references concludes the document. (Author/DB)

Increasing public ownership of United States daily newspaper companies is an important trend in modern journalism. Since it is impossible to grasp the essence of daily newspapers without understanding their unique economic principles, this study draws data from the yearly financial reports (1971-1974) of 13 publicly owned publishing companies which are used by newspaper executives and analysts as industry indicators. The three major components in a company's financial statement--revenue, costs, and net income--all increased throughout the period. Strongest economic conditions were evident in the first two years studied. Costs escalated throughout the period, with newspaper companies trying to reduce expenses whenever possible. In many cases, advertising and circulation-rate increases enabled newspaper companies to increase revenue and to offset rising costs. As a group, newspaper companies are highly profitable, with profit margins outpacing the return on sales at all newspapers. Publicly owned newspaper companies are surviving a weak national economy better than is industry in general, and they can expect to do well in the future. (Author/JM)

The increased competition for public funds will soon make inter-agency cooperation a necessity. In particular, the merging of school and public libraries will result in a reduction in duplication of services and savings in the areas of personnel services, building space, and acquisition of materials. The planned high school for Anderson County is expected to become a community school complex with shared facilities for use by all age groups in the County. (STS)

This speech suggests that public radio stations should examine and use the techniques employed by commercial stations to increase their listening audience--creative promotion based on community involvement and participation. Some examples are included. (SC)

The purpose of the National Institute on Alcohol Abuse and Alcoholism is to reduce the incidence of social, psychological, and health problems due to the use of alcohol. Soliciting financial support for primary prevention programs is difficult because of: (1) Federal, state, and local revenues derived from sales of alcoholic beverages; (2) The power of the alcohol beverage industry; (3) The lack of data measuring the effectiveness of such programs; (4) The lack of longitudinal studies; and (5) The structure of international trade and tariff agreements. (Author)

Since the size of the small school presents difficulties in implementation of in-service programs, program development should be carefully considered. Initially, faculty support must be gained via: (1) careful needs assessment; (2) solicitation and utilization of outside consultants (from universities, the Department of Public Instruction, and/or the new Area Education Agencies); (3) public recognition of quality faculty performance; and (4) public recognition of the fact that time spent outside the classroom is not "free time" but rather "preparation time". A wide range of activities should be planned to accomodate individual and school interests and needs. Though not exhaustive, the following are indicative of possible activity directions and/or coordination: (1) well planned faculty meetings for which both administrators and teachers are prepared; (2) thoroughly planned workshops; (3) organized visitations to other schools; (4) both formal and informal professional study (course work, meetings, etc.); (5) consistent, on-going evaluation of teachers, administrators, and the school program; (6) membership and participation in professional organizations; (7) management by objectives (mutual predetermined goals); and (8) contributions to curriculum improvement (development of guides, courses, etc.). (JC)

This report presents examples of statistics on higher education which are collected by the National Science Foundation (NSF). Data are presented from the four annual university surveys conducted by NSF. These concern (1) graduate student enrollment and support, (2) academic research and development expenditures, (3) professional and technical employment, and (4) Federal obligations to institutions of higher education. The reporting and processing characteristics of NSF surveys are discussed, and the quality of the data gathered is examined. Data analysis and presentation in the past have used descriptive statistics primarily, but future plans call for more analytical treatments. NSF plans to have an integrated computerized data base in operation by 1976, and to encourage educational researchers to use the data. Small grants will be available to persons conducting studies of educational policy. (SD)

Speeches presented at the annual meeting of the American Association of Presidents of Independent Colleges and Universities are: (1) "Legal and Legislative Problems in Higher Education" by Dr. Dallin H. Oaks; (2) "Government and Private Higher Education" by Dr. Robert A. Goldwin; (3) "A Foundation Manager Comments on Independent Colleges and Universities" by Richard A. Ware; (4) "The Market for Goods and the Market for Ideas" by R. H. Coase; and (5) "The Independent Sector and the Public Interest" by John R. Silber. (Author/KE)

The role of a state education agency (SEA) in the development of a program for international community education is analyzed. The task of this paper is perceived to be linking the human condition internationally with the concept of community education. Community education, as presented here, engages the public in determining the role that schools play in solving individual and community problems. Roles and functions of the SEA are no longer limited to traditional tasks; rather, national trends point to new responsibilities and directions for the SEA. They are: (1) more comprehensive, coordinated planning; (2) increased evidences of coordination with related agencies; (3) new approaches to research, development, evaluation, and accountability; (4) general shifts in staffing patterns and agency size; and (5) involvement in conflict resolution. These plus basic principles guiding the SEA indicate its position in an international education program to be leadership. Also identified is an emerging role of staff development for training programs. The SEA is advised not to forget the pivot of its success -- people, whom education is to serve -- as it proceeds in linking community education with international education. (ND)

"Challenges of the Presidency" explores the circumstances and forces that affect the college president's leadership in identifying and accomplishing the educational mission of the institution. These four papers examine the external forces of government and population trends as well as the internal pressures from faculty and students, and offer different perspectives on the actions to be taken and the expected outcomes. Issues dealt with are: (1) maintenance of quality education in the face of declining enrollments, decreasing public support to higher education, faculty cuts, and weakening student commitment to education; (2) institutional efficiency in state systems; (3) centralization, financing, and enrollments as challenges to the presidency; and (4) definitions of an institution, institutional effectiveness, and institutional evaluation. (Author/KE)

Problems encountered in vocational education mainstreaming and recommended improvements are presented in this paper. A brief history introduces the concept followed by specific definitions of "training,""education," and "mainstreaming," as applied to vocational schooling. Three general operational models are described and graphically presented. Model guidelines developed for the instructional system, the instructional team, and supportive services are listed and include the following: development of prescription teaching, the student-instructional study team, competency based evaluation, and open entry and exit (instructional system); the role of vocational teachers, special education teachers, remedial teachers, vocational students, and vocational resource persons (instructional team); and the role of the administration, community agencies, and parents (supportive services). Conclusions present a rationale for providing a vocational resource person for mainstreaming programs, and lists the required qualifications. Twelve recommendations for active steps to be taken at the local, state, and national levels are presented and include university development to orient special education teachers to the concept of vocational education, and education of the public about their responsibility for special needs students and the responsibilities of vocational education. (BL)

Preliminary results of two surveys of parents, students, and teachers in Catholic elementary schools in British Columbia indicate that public funding for private schools could cause deterioration in the schools' social climates. Data were collected both before and after British Columbia instituted its program of public aid to private schools in August, 1978. Over 20 private schools receiving public aid participated in the two surveys, taken in the spring of 1978 and the spring of 1980. Parents were asked in each survey to assess the schools' financial jeopardy, need of parental help, degree of social cohesion, level of teacher commitment, responsiveness to parents, and academic effectiveness. Differences between the responses to the two surveys indicated that parents felt the levels of all these factors had decreased. Teachers found increases in social cohesion and teacher commitment, a slight decline in teacher autonomy, and no significant change in parent commitment, parent involvement, special school mission, and teacher work rewards. Responses by students indicated shifts toward greater student engagement in work, and decreases in perceptions of school justice, the specialness of the school, student enthusiasm for school work, and the attractiveness of the teacher and the class. (PGD)

These conference proceedings are designed to provide the latest research on children in jails and to assist in the development of action programs. The materials include a "work file" of alternatives to jail, such as a home detention program, short-term shelter care, crisis intervention services and foster care, because jail placements do not provide good child care and are only defensible when the public requires protection. Programs in various states are described, and methods of changing public policy and public education and monitoring facilities are detailed. State strategy sessions are also summarized. Special recognition is given to the contributions of the National Coalition on Jail Reform which calls for a complete and total prohibition of the jailing of juveniles. (JAC)

During the spring of 1980, 59,000 students from over 1,000 public and private high schools were surveyed to obtain base-year data for a projected longitudinal study entitled "High School and Beyond." Intended to provide background information for making policy decisions, the study focused on four specific policy concerns: discipline, Hispanics, work, and private schools. This document is a verbatim transcript of an April, 1981 conference at which James Coleman, the project's principal investigator, presented his draft report on private schools. The report focused primarily on whether or not the data bore out the claims made favoring or opposing federal support for private education. The central issues in this debate are whether the quality of cognitive and affective learning is greater in private schools than in public schools, and whether private schooling is a divisive force in our society. The conference also included a report by Andrew Greeley of his work on the impact of Catholic education, based on the same survey data. A discussion of both reports by eight experts and responses to questions from the audience, concerned particularly with methodological matters and with the findings' implications for federal educational policy, concluded the conference. (Author/PGD)

Both proponents and opponents of public support for private education argue that their own proposals for funding education offer the only means for achieving diversity, efficiency, and equity in education. Proponents of public support for private schools claim that diversity of educational options can only be guaranteed through government support of those options, that efficiency will be improved through assurance of competition for government funds, and that only with government support can private education be made available to all. Opponents state that government regulation of private education would destroy diversity, that public support of schools furthering the views of special interest groups would be inefficient in that it would undercut the public mission of developing democratic ideals, and that increased public support would only enable the economically strong to escape from public schools even more easily, destroying any equity that now exists. The author of this paper describes enrollment and funding trends affecting a parochial school in New Mexico, discusses the arguments for and against public support of private education, and presents a framework for analyzing any proposals for funding nonpublic education according to their effects on diversity, efficiency, and equity, and according to their relative impacts on public and private schools. (Author/PGD)

The characteristics and activities of schools with positive public images were identified in order to guide other schools in their efforts to reestablish effective relations with their communities. Recent polls reflect a serious decline in the public view of education, and the resulting confidence gap has created much difficulty for American public schools. A national commission established by Phi Delta Kappa to study this problem used survey cards and questionnaires to gather data from the identified schools. Preliminary results showed that public confidence at both the building and district levels was largely determined by teacher and administrator attitudes. Other important factors were special programs, building and grounds, and student achievement. These results suggest that schools could improve their public relations by working directly on attitude improvement and by developing programs and efforts based on periodic needs sensing techniques. (GJ)

This publication, volume 1 of 2, contains proceedings from a national symposium on recreation trends. Topics of the 25 papers in volume 1 include: selected trends in recreation activities; and recreation planning, policy, financing, equipment, organizational membership, and lands and waters. Papers are arranged in six sections: (1) Data-Deficient Planning: An Overview; (2) Trends in the Leisure Economy; (3) Facilitating Trends; (4) Trends in Policy and Influence; (5) Trends in Recreation Activities/Markets; and (6) Trend Measurement Problems. (JMK)

This publication, volume 2 of 2, contains proceedings from a national symposium on recreation trends. Topics of the 28 papers in this volume include: industry sources of trend data, applied trend research, the use of trend data for planning, and trend measurement. Papers are arranged in seven sections: (1) Keynote Session; (2) Trends in Policy and Influence; (3) Trend Measurement Methodologies; (4) Trend Data for Recreation Planning; (5) Applied Trend Research; (6) Industry Sources of Trend Data; and (7) Recreation Trends--A Future Look. (JMK)

This report provides materials from the second meeting of the International Task Force on Literacy (ITFL), which focused on specific goals and targets for nongovernmental organization (NGO) mobilization for 1990, International Literacy Year (ILY). Section 2 discusses issues that emerged as central to work in literacy, including literacy, democracy, and empowerment; images of literacy and the illiterate; technical/pedagogical goals versus political/ideological goals; role of teachers in literacy; illiteracy in industrialized countries; women's experiences of literacy; Unesco's vital role in literacy; how high a priority literacy really is; literacy actions by NGOs; and a research agenda for literacy. Section 3 summarizes these reports to the Task Force: International Council for Adult Education Needs Assessment Survey of Member Associations, a project proposal for a video-based resource package linking the theme of peace to literacy; a proposal to create a special book for ILY written by literacy learners; and proposals to educate and mobilize world public opinion about literacy through the arts. Chapter 4 sets forth the framework of a common strategy for ILY. Components are identified for five broad areas: creating public awareness, creating and strengthening literacy structures, stimulating a "great debate" on literacy, encouraging literacy research and evaluation, and ITFL Coordinating Office activities. Outlines of plans of action of international NGOs prior to, during, and beyond ILY 1990 are appended. (YLB)

A review of fiscal and political trends in the late 1970's made it appear that support for education would slip measurably, but a resurgence of national interest in education in the early 1980's as a result of commission reports and nationwide studies has led to increased spending for major reforms. The pattern of support for reforms in other areas suggests that the public must be convinced that reforms are having an impact if their support is to continue. This need to convince the public can be translated into a need for effective means of measuring the results of the educational reform efforts. Among the methods that can be used for evaluating the success of reforms are (1) monitoring statewide and local performance indicators, (2) studying the overall financial impact of the reforms, (3) comparing the cost effectiveness of various programs with similar goals, (4) conducting evaluations of discrete programs, (5) assessing the degree of local implementation of state-mandated reforms, (6) examining the cumulative impact of broad reform packages, and (7) conducting research isolating cause and effect relationships. Such evaluations are extremely complex, but are critical to maintaining reform momentum. (PGD)

The government of Ontario announced in 1984 that it would begin to fund Catholic high schools in 1985. Prior to this announcement, Ontario had operated since the 1800s under a system that provided for the public funding of a dual system of Protestant and Catholic public elementary schools and a single system of nondenominational secondary schools. Since the majority of Ontario's residents were non-Catholic, this arrangement developed into a system of essentially nondenominational public elementary and secondary schools supplemented by alternative public, Catholic elementary schools and a scattering of private schools of various types. This system of alternatives is now being extended into secondary education. The change raises a number of legal and constitutional questions, however. This paper reviews the historical factors behind the creation and development of Ontario's public school system, examines the constitutional issues raised in relation to Canada's Constitution Act of 1867 and the recently adopted Canadian Charter of Rights and Freedoms, presents the findings of the Commission on Private Schools in Ontario (created when the decision to fund Catholic high schools was announced), discusses recent court decisions relevant to the issues, and suggests possible ways in which the debate may be resolved. Twenty-six footnotes are appended. (PGD)

This monograph is a transcript of a lecture given by Jack W. Peltason and the four responses by panelists from the University of Illinois at Urbana-Champaign. After a brief eulogy to David Dodds Henry, President of the University of Illinois (1955-71), the talk turns its focus to two decades of crisis for higher education--the 1960s and the 1990s. The changes that came out of the early revolution, which centered on student power, civil rights, the anti-war movement, and feminism, are seen to have strengthened colleges and universities. But public higher education in the 1990s is facing other threats: chronic underfunding; a wave of public and media criticism; "the illusion of the quick fix"; and the breakdown in the university system of shared governance. To meet these challenges, the following actions are proposed: improved efficiency in managing scarce resources; a focus on academic quality; a search for new sources of funding; and, finally, acceleration of the transfer of new knowledge to the marketplace. The panelists, James D. Anderson, John E. Cribbet, Eldon L. Johnson, and Silvia Manning, generally agree with the premises set forth in the lecture, although their concerns focus mainly on the lack of funding and public support. Following the four formal responses, the panelists and Dr. Peltason responded to questions from the audience. (CH)

In 1990-91 three public forums were held on problems related to child care in the Delaware Valley, Pennsylvania. Over 100 people, including parents, employers, child care professionals, government representatives, and community and labor leaders, gave testimony on the public sector's responsibility for day care and the monies being spent on child care. Three major issues were evident throughout the testimony: quality of services, affordability of services, and accessibility for parents. Corresponding recommendations wer: (1) improved licensing and monitoring systems; (2) professional wages for professional teachers; (3) increased provider reimbursement rates; (4) implementation of a single graduated eligibility scale and fee structure based on parents' income; (5) coordination of Pennsylvania's five separate funding streams; and (6) improved resource and referral services. This summary report presents excerpts from the testimony at the three forums, categorized by the issue addressed. Lists of forum participants are also provided. (AC)

Delegates to the governor's conference, including librarians, library advocates, citizens and government officials, met for 3 days to develop a list of resolutions relating to the future directions of all types of libraries. The theme of the conference was equal access to information, and its goal was to promote the role of Maryland libraries as the central source of information for democracy, literacy, and economic development. The 202 delegates discussed 113 issues facing libraries, prepared 51 resolutions, and adopted 38 of them to present to the governor. The final report contains the 51 resolutions, 5 of which the delegates identified as top priority. Of these, two addressed funding for public school library media programs and libraries in state institutions; two placed top priority on forming task forces to formulate a statewide preservation plan and to evaluate and revise the state's aid formula for libraries; and one recommended that all types of libraries develop marketing strategies to reach all of the state's citizens. It is noted that the final business of the conference was to announce the 12 delegates and 4 alternates selected to represent Maryland at the White House Conference on Library and Information Services to be held July 9-13, 1991. Appendices contain lists of governor's conference delegates and alternates, special guests and observers, a roster of the conference planning committee, and lists of the State's Library Development and Services Staff and facilitators of delegate discussions. (KRN)

The history of museology over the last century suggests that, in general, the founding of a new natural history museum is rarely the result of planning within the cultural policy field, a situation contrary to what occurs in the history of art museums. This lack of planning with respect to natural history museums has several causes, particularly in Europe, including: a narrow cultural view of science; a lack of importance being attached to the role of these museums in promoting environmental awareness and proper land-use; and lack of capital investment since natural history museums are most often not tourist attractions. Reported here are the activities surrounding the Seminar on Natural Museums in Strasbourg during September, 1989. The main theme of this seminar was spotlighting the current museological revolution in terms of public accessibility, of techniques to stimulate and connect community action, of the recognition of an expanding social role, about new career opportunities, and about the creation of partnerships with environmental management agencies. Included in this document are: (1) an introduction detailing the rationale and purpose of the seminar; and (2) a summary of the speaker presentations and group discussions outlined by preamble and major themes, sub-themes and discussions, and proposals for follow-up activities including the conclusions and final declarations. Appendices, which make up the bulk of the document, include: a list of seminar participants with contact information; the official seminar program; the draft of recommendations to member common market states on the role of museums in environmental education, information, and training; texts of speeches, presentations, and reports; and photocopies of several reviews from the print media in Europe. (JJK)

The recent decline in farm-related income in rural areas has prompted important questions about potential new sources of off-farm employment. The issue closely relates to vocational education in rural areas. This report examines sources of rural job growth and discusses the role of entrepreneurship in long-range rural economic development. The goals of economic development go beyond jobs and income. Highly specialized economies are more vulnerable to socio-political changes, but sustained economic progress is dependent on the continued development of new products and services from many sources, notably small young firms. Five general strategies for promoting income and employment growth are: (1) increase the efficiency of existing firms; (2) encourage business formation; (3) attract new basic employers; (4) improve the ability to capture dollars; and (5) increase aids from broader governments. Actions taken to support one strategy are likely to support another. Policymakers might assist of existing firms; (2) encourage business formation; (3) attract new basic employers; (4) improve the ability to capture dollars; and (5) increase aids from broader governments. Actions taken to support one strategy are likely to support another. Policymakers might assist entrepreneurs by educating the public, encouraging entrepreneurship, and forming clubs, business incubators, or educational centers for potential entrepreneurs. Community leaders can also make funding more accessible by forming nonbank capital groups, linking entrepreneurs to available capital sources, or encouraging banks to make more "high-risk" loans. State and national policy issues, such as tax laws or public investment return rates, might also be examined for ways to lift barriers to entrepreneurial activity. The document concludes that a range of locally developed strategies might stimulate entrepreneurship in rural communities, offering hope for expanding existing businesses, attracting new ones, and drawing tax dollars. (TES)

This paper outlines the design and outcomes of an investigation comparing a day care program and home-rearing of infants and preschool children and discusses at length some issues involved in day care research. The study proposed to develop and evaluate a program at a Toronto municipal day care center which accepted infants, and compare the children's development over a 5-year span with a sample of home-reared children matched in pairs on selected characteristics. A total sample of approximately 60 infants (in successive cohorts) and home-reared mates was studied for varying periods. Day care infants ranged from 6-18 months at entry, from predominantly single-parent working-mother families of limited income, high school education, multiple ethnicity and recent immigrant status. Home-reared families were mainly intact. The dual program consisted of: (1) the day care component, with inservice caregiver and curriculum development; and (2) a parent guidance component, with a full-time parent guidance worker visiting homes from one to three more times a month. Four main types of activity defined were: basic care routines, play, planned teacher activities and excursions. Both children and parents were assessed regularly at entry and at six-month intervals on a battery of measures. Findings reported focus on quantitative outcomes of the children's competence decelopment. The investigation suggests that multiple adult-child and peer relations in day care facilitate development as well or better than home care alone, particularly during infancy. Among the other issues discussed are research funding and planning problems and conflicts over the design and nature of research. (BF)

During a 3-week seminar in July 1973 at Aspen, Colorado designed to discuss the erosion of public support for higher education, presentations fell into the following categories: historical perspectives; access, higher education and employment; autonomy and systems; the professoriate; and research on higher education. Presentations included in this report discuss: the relation of higher education to society; access to higher education in Germany; access and public support; reflections on the relations between the occupational structure and higher educational systems; institutional autonomy and academic freedom; university autonomy, accountability and planning; the rise of educational systems; systems of higher education; the changing status of the Western European professoriate; the prestigious Eastern European professor; the American professor and the public; comparative research on higher education; and suggested future approaches to research on higher education. (MJM)

The development of public secondary education in one New England town is analyzed in order to lend historical perspective to current educational reform movements. This historical review shows a lack of broad public support for public secondary schools in Madison, Connecticut. Early in the 19th century, private academies provided secondary education in Connecticut. State legislation indirectly promoted this by allowing the creation of multiple school districts in each town. When Madison's private Lee Academy failed financially and required support by public funds in the 1870s, school consolidation and public support for secondary education began. However, the townspeople did not want to consolidate the town's district schools under one management. When another publicly-supported academy opened in 1884, it promoted consolidation by setting high standards for district students who sought to attend it. Early in the 20th century, state supervision brought standard curriculum to Madison schools. In addition, neighboring towns pressured Madison's school leaders to upgrade programs. Only after years of such outside influences for consolidation and standardization did citizens of Madison consent to the concept of comprehensive public secondary education. (Author/AV)

The proceedings of the Confernce on Funding of Clinical Legal Education is presented, along with a commentary and report of floor discussion. An overview of clinical legal education is provided by Eugene F. Scholes. Two papers discuss funding of clinical legal education by foundations and other private sources (William Pincus) and by the university, state, and other public sources (Millard H. Ruud). The legal services interest in clinical legal education is examined by Robert D. Evans and S. Shepherd Tate. The remaining papers are concerned with: current cost of clinical legal education (James P. White and Peter deL. Swords), clinical legal education and the promotion of national goals (Dean H. Rivkin), converting the support for clinical education from soft to hard money (John R. Kramer), federal responsibility for clinical legal education (John D. Scarlett) and HEW guidelines for funding under Title XI (Donald N. Bigelow). (SPG)

This paper examines the legal questions involved in public financial support and resulting public control of private schools in both Canada and the U.S. Three factors are responsible for increased public interest in private schools in recent years, the paper states: increased educational costs, concern over the concept of equal education, and competition between public and private schools for students. The paper discusses and compares private school enrollment figures in Canada and the U.S., the legal frameworks within which their educational institutions operate, and legal issues relating to public funding and public control of their private schools. The paper concludes that private schools in North America are becoming increasingly dependent on public funds to assist in their financial operations. They are also becoming increasingly subject to controls established by government and, as a result, the issue of their survival is at stake. (Author/LD)

The public broadcasting service in Japan, the NHK, is a nongovernmental, noncommercial, and nonprofit making organization that is financed solely by fees collected from viewing households. At present, 80% of the total number of households in Japan have a contract with NHK and 96.5% of these households have actually paid the receiving fee to NHK. As a broadcasting organization, NHK is one of the world's largest in scale with five radio and television channels, more than 60 program producing and material gathering stations, more than 3,000 transmitter sites, and more than 1,680 programs produced and broadcast each week. A crisis in financing has arisen as expenditures are rising with inflation and income from receiving fees from new sets is decreasing. NHK is working hard at building audience support for both programing and continued fee payment as a method of continued financing for the public broadcasting service, although some audience resistance to this method is being evidenced. The NHK is focusing on continued cooperation with the national government and will strive to maintain its independence without reducing program hours or production. (MKM)

Since public education must compete for public dollars with a range of other services, teachers must learn to present a good image and to create an environment in which their objectives and procedures are immediately obvious to parents, students, and school board members. A high priority for English department chairpersons, therefore, is to teach, train, and support teachers in their public relations roles. One specific method chairpersons can use to keep others informed is to insist that teachers require students to write the terms of the assignment at the top of each paper to make students' parents aware of the assignments and to remind teachers how they communicated the assignment to their students. Chairpersons can also instruct teachers to involve parents and other citizens in such student work as oral history assignments; discussions of books, articles, movies, or television shows; or analyses of regional or ethnic dialect characteristics. (AEA)

The papers presented in this document are the following: (1) "Historic Roles of Public Education" by Faustine C. Jones, (2) "The Social Costs and Benefits of Public Education" by Bernard C. Watson, (3) "School Inequality in the Emerging Welfare State: Does It Make Sense?" by John D. Owen, (4) "Investment and Disinvestment in Public Education" by Charles S. Benson, (5) "Financing Public Education: The Threat of Disinvestment" by Alvin H. Townsel and Edwin Hamilton, (6) "Public Education, Private Education and the Tuition Tax Credit" by Donald E. Frey, (7) "Quality and Equality: The Regulation of Public Schools" by Arthur E. Wise, (8) "Searching Out the Best in Urban Education" by Lloyd M. Cooke and Dorie Greenspan, and (9) "A New Era of Excellence in Urban Education: What Can Be Done to Realize It?" by Francis S. Chase. (MK)

A short history of the use of the metric system is given. The role of education in metrication is discussed. The metric activities of three groups of metrics advocates, the business community, private groups, and government agencies, are described. Arguments advanced by metric opponents are also included. The author compares the metric debate with the "new math" and textbook controversies, and indicates that educators will have to deal with the metric issue in the coming decade. (MK)

This presentation is concerned with Ontario's publicly supported university financing system as it affects faculties and colleges of education. This program allows universities autonomy in designing programs and allocating funds, relies heavily on provincial grant revenue, utilizes a complex formula system recognizing program cost differentials, and accounts for a high proportion of total revenue. Preservice or bachelor of education programs are funded through per student grants computed at $2,656.00 per full time equivalent (FTE), with bachelor of education students weighted as two FTE. Graduate education programs are funded through a similar formula but with a freeze on funding as of 1975-76. No public funding is available to colleges of education for general teacher inservice education, but it is available for programs leading to Ministry of Education specialist or other certificates through student grants of $235.00 per FTE. As enrollment in preservice programs declines, it is significant that 12 students in one certificate course are necessary to offset a loss of one student in the preservice program. Serious money and student shortages now face colleges and faculties of education. They are attempting to replace the loss of preservice students by concentrating on graduate and continuing education, but the shift will not be easy. (Author/JM)

Two overarching tasks face school public relations directors. These tasks are gaining public support for education and fostering understanding and acceptance of the professions of school public relations. Both are difficult. Schools today suffer from a lack of public confidence. School public relations suffers from a lack of understanding by the public. This lack of understanding may be partially because those who promote school public relations are called by at least eleven different names, from information specialists to directors of public relations. To begin to solve these problems, it is important to remember that public relations directors are more than just communicators; they are societal technicians applying knowledge of the social sciences to bring about high level adjustments between the public and public school education. This can be called the "engineering of consent" and can be accomplished by concentrating on eight areas: (1) defining immediate, intermediate, and long-range goals, (2) researching the publics with whom adjustments are being made, (3) reorienting goals if necessary, (4) deciding on strategies, including how to use the "four Ms"--mind power, manpower, mechanics, and money, (5) determining appropriate themes and appeals for the publics involved, (6) getting organized, (7) timing and planning tactics, and (8) making a budget. (Author/JM)

The direction of federal and state policy toward independent higher education is summarized with particular focus upon the last two decades leading up to present data collection efforts by the National Center for Education Statistics (NCES) and state governments. After a review of the usefulness of the Higher Education General Information Survey (HEGIS) to independent institutions and the NCES plans for future data collection, the lack of responsiveness to the needs of the independent sector at both the federal and state levels and the consequent need for a national association, the National Association of Independent Colleges and Universities (NAICU) and the formation of a State-National Information Network for Independent Higher Education are described. The rest of the paper describes the objectives of this Network and the need for specific data collection to service the public policy concerns of the independent sector. The concluding section discusses the implications for institutional research in the independent sector. (Author/JMD)

This paper briefly explores current assumptions about the structure and functions of the modern American family and indicates new social, economic and psychological forces which are influencing parents. Also suggested are areas of concern related to the provision of family support services. (RH)

Of the 255 Arkansas school districts responding to a questionnaire, 67 percent received resource support from the private sector. Contributed services were reported by 48 percent of the districts receiving support, monetary contributions by 46 percent, equipment and supplies by 40 percent, and buildings and land by 6 percent. Corporations provided resource support to 35 percent of the districts, service organizations to 45 percent, and private individuals to 46 percent. Significant relationships were found between three district characteristics (size, assets, and tax effort) and some sources and types of support. Superintendents' perceptions of their districts' needs for contributions from the private sector were also related to the receipt of support, but these needs were felt to a greater degree than they were met. (PGD)

The President's Commission on Foreign Language and International Studies recommended federal funding to turn 20 existing regional high schools into Language and International Studies High Schools. A seminar on the implementation of that recommendation addressed issues of school organization, student recruitment and selection (including the thorny issue of making the schools available to students of many backgrounds and different levels of ability), technology, teacher training, and corporate and public support. The question of planning curriculum was broken down into different curriculum areas for discussion: humanities (including languages), mathematics and sciences, social sciences, and physical, vocational, and home economics education. The overall goal of the establishment of the schools would be the fostering of international and intercultural understanding. The promotion of such understanding would involve a highly multidimensional and multifaceted approach with strong emphasis on second language preparation. Background papers by prominent individuals are appended; these cover such topics as implementation of international schools at the state level and international education in the rural United States. (JB)

Many young mothers who are the sole support of young children work at low-level, low-paying jobs primarily to have the satisfaction of providing for the growth of their children. A job that directly provides child care is exactly what many working mothers are looking for. Employers should realize that provision of child care as a fringe benefit is the least expensive, most productive activity they can initiate. The 4C Child Care Assurance Plan, a computer-operated, agency-based nonprofit corporation which has operated for more than a decade in central Florida, helps families purchase child care from the private market. Integrating families receiving public funds for child care with families receiving employer-provided child care, the 4C program can identify employees who are eligible for any of several public funds. These public funds are used first, before employers are billed for child care. Services the 4C agency provides to employers include (1) program monitoring for tax purposes, (2) validating enrollment, (3) mediating conflicts between parents and caregivers, (4) counseling for health and family problems, and (5) assisting in child care contract negotiations. Company payment to 4C is tax deductible, and a tax credit may be earned. (A summary of day care costs and a fee schedule for Title XX child care services are appended.) (RH)

The management of service cutbacks due to reductions in city government budgets is a new and largely undocumented decision-making process. The commonly used temporary measures and across-the-board cuts are both inadequate and inappropriate to long-term economic distress. Those solutions that have been proposed have not been developed into systematic programs. What is currently needed is to move beyond cutback management and view the present economic crisis as an opportunity to review organizational functions and relationships with constituents and to implement organizational change. A general strategy for organizational change includes designing a cutback management policy with the potential for minor changes; assessing the dispositions and strengths of the essential actors; pursuing these actors' support; defending the policy; and developing and maintaining the capacity for entrepreneurship. A more specific strategy based on these general principles is developed by the author to conclude the document. (Author/PGD)

In this paper, the author notes that lifelong learning is at the confluence of a number of separate streams from the recent past, each of which flows into the broad concept of lifelong learning and brings its own set of concerns that have helped generate a need to consider where the streams are going. These streams, or educational areas, are briefly discussed, focusing on various past and present changes in each area: adult education; postsecondary education; continuing and extension education; continuing education in the professions; career education, education and work, recurrent education; adult vocational education; community education; libraries and museums; the media; research; and foreign development. Concluding remarks cover suggestions for dealing with the problem of fragmentation in adult education and for building a unified adult education foundation. (EM)

Educators seeking public support for schools seldom look to positive parental attitudes toward education as keys to garnering that support, according to the authors of this report. Instead, educators tend to focus on attempts to change negative attitudes. A study was conducted using the Parent/Teacher Attitude Scale to obtain the opinions of parents and teachers in a suburban school system concerning various programs, facilities, and personnel. As hypothesized, teachers responded more positively than parents in most areas. The authors note that, after the study was completed, parents, teachers, and board members were informed of the results and told in which areas responses to the survey were most positive and in greatest agreement. This report concludes with an outline of a process for involving parents and school personnel in cooperative planning based on areas of agreement. The authors suggest that the concept of seeking and reinforcing positive attitudes could be extended to include feedback from students, administrators, board members, and district residents in addition to parents and teachers. (PGD)

The interplay between government and artists and between politics and culture, especially as it relates to the avant-garde and the public, is the topic of this Inter Nationes forum, held jointly with the Center for Journalistic Studies at the University of Giessen and the Federal Mission of Rhineland-Palatinate. As Dr. Bernhard Vogel, president of the Bundesrat and minister-president of the Rhineland-Palatinate illustrates in "Government Promotion of the Arts: Aiming for a Broad Impact or Focusing on the Avant-Garde?" the states' (Laender) and local authorities account for over 90 percent of the spending on cultural matters, and this local autonomy helps to promote a wealth and diversity of German culture. The government must not move too slowly or be afraid to support the avant-garde. In the next paper, "Bridges or a Gap between the Avant-Garde and the Public?" Dr. Ulla Hahn discusses the nature of the avant-garde and its relationship to mainstream art and the general public. This is followed by a presentation entitled "Visual Arts in Public Places: Creating Space, instead of Occupying It," in which Kasper Konig investigates the visual and public dialog that develops when art objects are placed in the public domain. The final paper is called "Schiller, c'est moi: Elitist Theatre at the Tax Payers' Expense?"; in it, Gunther Beelitz reviews the difficulties encountered in the choice and staging of avant-garde or classic plays, and the role of public funding for theater. A summary of the forum discussion period concerning these issues follows. Three songs written by Kristin Horn and performed during the forum are included. (PPB)