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Sub-Saharan African societies had contacts with China that stretch back to the early days of the Silk Road where the two regions facilitated trade relations and exchanged technology and ideas. Beginning in the 1950s China formalized relations with SSA based on South-South cooperation. At the end of the Cold War, China intensified its relations with SSA within the frameworks of "One Belt one Road" in Africa and the Forum for China-Africa Cooperation (FOCAC). The China-Africa relations have scored benefits in the areas of promoting infrastructural development, strong investments in SSA, trade links between the two regions, less expensive technical assistance for nations in SSA, cultural exchanges, and student scholarships. Nonetheless, the relations raise complicated issues around trade where China is flooding markets in SSA with inferior goods, acquisition of resources, Chinese mining companies causing environmental destruction in many countries in SSA, and the Chinese government's debt trapping of many sub-Saharan African nations. Many suspect that China is surreptitiously forging a relationship with SSA that may help it assert its "trusteeship" over sub-Saharan Africa's political, economic, and development processes. The paper is developed within these broader contexts to examine the paradoxes and contradictions of the China-sub-Saharan Africa (SSA) relations and their potential impacts on education policy and practice in the region. The paper focuses on SSA, a region that constitutes forty-eight of the fifty-four countries of the African continent. This sociohistorical paper is part of my ongoing study to examine the impacts of external forces' economic and political relations on education policy and practice in the SSA and the potential of the relations to destabilize the epistemological processes of sub-Saharan African societies. [For the complete Volume 22 proceedings, see ED656158.]

A strategy for allocating merit-based awards and need-based aid is critical to a university. Such a strategy, however, must address multiple, sometimes competing objectives. We introduce an approach that couples a gradient boosting classifier for predicting outcomes from an allocation strategy with a local search optimization algorithm, which optimizes strategies based on their expected outcomes. Unlike most existing approaches that focus strictly on allocating merit based awards, ours optimizes simultaneously the allocation of both merit-based awards and need-based aid. Further, the multi-objective optimization lets users experiment with different combinations of institution-centric and student-centric objectives to deliver outcomes that suit desired goals. With this approach, we identify multiple allocation strategies that would yield higher enrollment, revenue, or students' affordability and access to higher education than the University's existing strategy. In particular, one strategy suggests that with moderate changes to the current funding structure the University can increase students' access to higher education by more than 100%, while still maintaining a similar level of enrollment and revenue. [For the full proceedings, see ED623995.]

The 29th Annual Pacific Islands Association of Libraries, Archives, and Museums (PIALA) Conference was held November 21 through November 26, 2019 and the primary venue was the Robert F. Kennedy (RFK) Memorial Library, University of Guam in Mangilao, U.S. Territory of Guam. This volume includes a listing of 2018-2019 PIALA Officers and Board members, conference schedule, official group photo, and acknowledgement of sponsors and contributors. Presentations include: (1) Opening Remarks November 21, 2019 (Erlinda C. Naputi, PIALA President); (2) How to Accomplish Your Publishing Goals: The Value of Publishing Locally (Victoria Lola Leon Guerrero); (3) Exploring the CHamoru Community's OCAP (Ownership, Control, Access, and Possession) of Health Research (Lisa Linda Natividad and Chelsea Fama); (4) Cultural Field Trip: Valley of the Latte Adventure Park, November 22, 2019; (5) Northern Marianas Islands Oral History Project (Perry J. C. Pangelinan and Rlene Santos Steffy); (6) The Effectiveness of Classification System and Subject Headings: Micronesian Area Research Center (MARC) Guam and Micronesia Collection (Wai Yi Ma); (7) Yap Traditional Custom: Some Parts of Our Culture Are Worth Preserving, But Some Are Not (Stella Yafneg); (8) Using the Patron to Improve Leadership (Jenny Helieisar); (9) Travel Report: American Library Association Annual Conference and Exhibition (Melissa Gentapanan); (10) Highlights of Joeten-Kiyu Public Library (Ray Deleon Guerrero Jr. and Celina Foreman); (11) Preserving and Cataloguing the Joachim deBrum Collection (Carol Curtis and Solynn Bajo); (12) Entity Report: KLA (Kosrae State FSM); (13) Entity Report: LAMP (Pohnpei State FSM); (14) Entity Report: MILA (Republic of the Marshall Islands); (15) Entity Report: PAL (Republic of Palau); (16) Entity Report: GLA (U.S. Territory of Guam); (17) Hawai'i Library Association Report (Karen Peacock Memorial Scholar) (Jefrey L. Libao); (18) Palau National Non-Communicable Disease (NCD); Palau Association of Libraries (PAL) Grant Project (Imengel Mad and Mary Arius); (19) Karen Peacock Memorial Scholarship (Roland San Nicholas); (20) 5 Ws and One H question {FSM-ALAM} (Atarino Helieisar); (21) ILS and Guam Public School Libraries (Krishnan Seerengan); (22) 29th PIALA Annual General Membership Meeting Report (Michael Williams); (23) PIALA Treasurer's 2019 Report Summary (Jefry Libao); (24) Understanding Audio for Modern Libraries (Ryan Shook); (25) Looking beyond the Pretty Flowers (Simeon Palomo); (26) State of Information Literacy at the University of Guam (Roland A. San Nicolas); (27) Closing Remarks at end of Conference November 26, 2019 (Erlinda C. Naputi); and (28) PIALA President Closing Dinner Remarks (Erlinda C. Naputi). Also included in these proceedings are: photos from the closing dinner; and abstracts from presenter registration form for presentations not in these proceedings. The following are appended: (1) Chronology of PIALA Conferences; (2) Minutes of PIALA Executive Board Meeting - November 25, 2019; (3) Recipients of the Karen Peacock Memorial Scholarship; (4) PIALA website announcement; (5) Call for Papers; (6) Presentation Form; (7) Letter of Invitation; (8) Registration Form; (9) Announcement Letter to GDOE; (10) Name Tag Template; (11) GLA Conference Report to PIALA Board (March 15, 2020); (12) Press Release: Guam Public Library commemoration of 70 Years of Service November 26, 2019; (13) Murals at the Agana Public Library; (14) Photo: Conference participants attending the Commemorative Ceremony of the 70th Anniversary of Library Services on the island of Guam. November 26, 2019; (15) Press Release: Guam Public Library System's Archival Center; (16) Postponement of 30th Annual PIALA Conference and 2020 Karen Peacock Memorial Scholarship Opportunity By PIALA President Erlinda C. Naputi May 26 2020; (17) In Loving Memory: Dr Yvonne Chandler; (18) Season's Greetings card and PIALA face mask, sent to members by PIALA President Erlinda Naputi, December 2020; (19) New PIALA Official Letterhead; and (20) PIALA listserv Message History. [Abstract modified to meet ERIC guidelines.]

Effectively estimating student enrollment and recruiting students is critical to the success of any university. However, despite having an abundance of data and researchers at the forefront of data science, traditional universities are not fully leveraging machine learning and data mining approaches to improve their enrollment management strategies. In this project, we use data at a large, public university to increase their student enrollment. We do this by first predicting the enrollment of admitted first-year, first-time students using a suite of machine learning classifiers (AUROC = 0.85). We then use the results from these machine learning experiments in conjunction with genetic algorithms to optimize scholarship disbursement. We show the effectiveness of this approach using real-world enrollment metrics. Our optimized model was expected to increase enrollment yield by 15.8% over previous disbursement strategies. After deploying the model and confirming student enrollment decisions, the university actually saw a 23.3% increase in enrollment yield. This resulted in millions of dollars in additional annual tuition revenue and a commitment by the university to employ the method in subsequent enrollment cycles. We see this as a successful case study of how educational institutions can more effectively leverage their data. [For the full proceedings, see ED607784.]

The university aims to form professionals through transmission and dissemination of knowledge, therefore, the Extension, as a tool of the universities, has a major role contributing to improvements in the learning and teaching process. The Extension projects are extremely important for The Federal Technological University of Paraná (UTFPR), since they increase the scope of citizens, benefiting them with research and knowledge. The project 'Qualifying Students in private and public schools from Apucarana for the Brazilian Mathematical Olympics for Public and Private Schools (OBMEP)', was designed with the objective of developing logical thinking in students, that participate on the project, as well increasing their interest in mathematics through the application of various activities, thereby helping to reduce the discrepancies in the learning process. The project also has the purpose to increase the number of qualified students for the second phase and medalists of the Maths Olympics. The idea is to provide ways to entertain students, trying to introduce greater dynamics to their studies. In 2019, some students of the project were awarded scholarships by the Institutional Program of Scientific Initiation Scholarships (PIBIC Jr), in which the scholarship's holder help in the development of research at the university. During the project, significant improvements of the participating students were noted, both in the school's grade and in the results of the Maths Olympics. The project was indeed beneficial for everyone (students and volunteers) since there was personal and academic growth for those who were willing to teach. With the progress of this project, the importance of the University Extension for the community became evident, since it is keen to contribute to the intellectual and personal growth of each individual involved. [For the full proceedings, see ED626375.]

In this paper, we analyse data from the University of Melbourne's Matriculation examinations around 1900. The analyses reveal that many schools cleverly developed and applied strategies so that their Matriculation results would appear to be more impressive than they really were. After "excellent" results had been achieved, the schools advertised their Matriculation "successes" in ways which suggested that the schools' "outstanding" results derived from high-class teaching. In this paper, we argue that these tactics generated artificially high "standards", and that throughout the twentieth century there was a tendency to try to maintain those standards.

Intercollegiate athletics are an indelible aspect of American higher education, and many collegiate athletes, particularly those at the Division I level, view their college careers as an extension of and springboard toward a professional sports career. This study is based on a series of semi-structured interviews with men's athletic administrators and male student-athletes at an institution seeking to reclassify from Division II to Division I status. Results suggest athletic identity, or the degree to which one's self-identity had considerable bearing on their reasoning for choosing to accept an athletic scholarship at the school, the focus of their attention while enrolled, and their career aspirations following the end of their collegiate playing careers. Results further showed a clear focus on sport over school despite a language supporting the idea of learning.

The Advisory Committee on Student Financial Assistance held a public hearing in Washington DC on Friday last September 30, 2011. Three questions drove the discussion: (1) What are the primary barriers to access and persistence for nontraditional students?; (2) What are the most promising state and institutional strategies and policies for overcoming those barriers?; and (3) What role should the federal government play in encouraging states and institutions to implement best practices? This publication presents written testimonies that addressed these questions. These written testimonies came from the following individuals: (1) Vickie Choitz and Julie Strawn; (2) John Ebersole; (3) Tom Flint; (4) Natala Hart; (5) Reshma Patel and Lashawn Richburg-Hayes; (6) Matthew Smith and Bruce Vandal; and (7) David Warren. Individual testimonies contain figures, endnotes, footnotes, and references. [For related report, "Pathways to Success: Integrating Learning with Life and Work to Increase National College Completion. A Report to the U.S. Congress and Secretary of Education," see ED529485.]

This document presents a speech delivered by Chancellor Bill Goertz at the meeting of the State Board of Higher Education last November 19, 2009. In his speech, Chancellor Goertz reports that: (1) according to a Delta Cost Project report, North Dakota ranked among the top five states in regard to market-based productivity; (2) the Midwest Higher Education Compact annual policy summit November 9 and 10 in Fargo has created a valuable dialogue about improving postsecondary access and completion rates for all citizens; (3) 55 University System online faculty, instructional designers and distance education coordinators and representatives from two tribal colleges met for a two-day facilitated discussion of three important issues in e-learning: quality of course design, quality of teaching and quality of student learning; (4) significant progress has been made on implementation of two state scholarship programs funded by the legislature during the last legislative session. They are the North Dakota Academic Scholarship and the Career and Technical Education Scholarship; (5) a grassroots, faculty-led group has begun to review general education requirements to determine their relevancy to faculty expectations of students and to today's workforce; (6) along with Board president Richie Smith, they have received a tremendous amount of input on potential members for the North Dakota State University (NDSU) presidential search committee; and (7) one of the ways the board reaches out to North Dakota middle and high school students is through "Project Vital Link". (Contains 1 figure.)

In a sequential, explanatory mixed method design, we studied 1,126 students matched by high-achieving ability, income level, race, gender, and cohort at four-year college entry to determine whether the financial concerns of program students and a matched sample varied by selectivity of their freshman institution. Results indicate low-income students continue to struggle with financial issues at the most elite colleges, but students are most worried about finances at less selective institutions. We are still far from the ideal of "free college" for low-income students that actually represents equal opportunity.

In this paper, second-year results of a five-year National Science Foundation (NSF), Noyce Scholars project are presented. In Year 1, we recruited six interns to work in STEM summer programs as a recruitment tool to attract and retain STEM undergraduates to dual major in elementary education. They worked in a variety of STEM-related educational settings, and three became Noyce scholars. We were able to recruit 10 additional interns in Year 2; three chose to become Noyce scholars. This paper examines the supports and mentoring the scholars received, how the program and internship influenced the scholars' self-efficacy in science and mathematics, and best practices to build supportive learning communities to retain STEM teacher candidates.

Encouraging debaters to participate in undergraduate research enhances the quality of their undergraduate experience, increases debate student recruitment and retention, and favorably publicizes the benefits of training in forensics. The process of encouraging debaters to participate in undergraduate research does not come naturally, and must be formally integrated into squad practices and procedures. Three suggested methods are: (1) changing squad ethos from competition to skill development; (2) codifying squad evidence citation practices; and (3) promoting scholarly and field-related research. There are literally hundreds of undergraduate research opportunities available. Several major undergraduate research conferences exist, including the National Conference on Undergraduate Research, Undergraduate Communication Honors Forum, DePauw National Undergraduate Honors Conference; National Student Success Conference, and the Mid-Continent Undergraduate Student Research Conference and Competition. Throughout their undergraduate careers, debaters should be encouraged to create a portfolio that contains copies of their research projects, writing samples, a list of debate awards they have received, narrative statements that summarize their academic and personal experiences, transcripts of their academic records, and an updated resume. The final stage in the undergraduate research process is revising and submitting students papers for publication. The next step is to encourage debaters to apply for competitive undergraduate scholarships and awards, such as Morris K. Udall Scholars, Canada-U.S. Environmental Studies Fulbright Grants, Gleitsman Foundation Awards, Truman Scholarships, National Security Education Program, Rhodes Scholarships, and Davies-Jackson Scholarship. Establishing a strong relationship between debate programs and undergraduate research is mutually beneficial. (RS)

This speech by President William Clinton addresses the 1996 graduating class of Princeton University on the occasion of Princeton's 250th anniversary. After his opening remarks, the President touches on the importance of the graduating seniors' education as well as the importance of education in general to the nation's future. He compares the current year to a century ago and mentions the advent of a new millennium, calling it the Age of Possibility. He goes on to such topics as economic reform, investment in new technologies and environmental protection, long-term growth and opportunities, and international trade. He then focuses on educational issues and his Administration's proposals including the need for Americans to have a college education to succeed in the future, the role of the Internet, the goal of making the 13th and 14th years of education as available to Americans as the first 12 years are now, improved accessibility of student loans from the Federal government, federal tax policy to encourage college attendance, and more public scholarships to help academically successful students to attend college. (CK)

PAVE (Partners Advancing Values in Education) was founded in 1992 as an independent, non-profit organization by civic and business leaders who believe that all families deserve equal educational opportunities for their children. The primary focus of PAVE is to provide low-income families in Milwaukee, Wisconsin, with financial assistance so they can enroll their children in a school that meets their needs. To qualify for the program, families must meet federal poverty guidelines. At the initiation of the program, 4,094 families applied for PAVE assistance and 2,089 grants were awarded. Evaluations of the program reported high levels of parent satisfaction, student academic achievement, parent involvement, and minority enrollment. PAVE has become a transformational organization, with a goal to transform a private charitable voucher program into enlightened public policy. The PAVE program illustrates the equitableness and effectiveness of choice in education, and the benefits that can result when families become truly empowered to manage their children's education. (WJC)

This study examined the academic and social integration of black students, all of whom were recipients of scholarships in a science and math scholarship program for black students at the University of Maryland (Baltimore County). The Meyerhoff program provides a range of support in addition to the scholarship support including study groups and personal and academic advising. This study compared 15 Meyerhoff scholars and 15 non-Meyerhoff white students with similar academic credentials. Qualitative data were collected from interviews (sophomore and senior years) with the Meyerhoff students and were organized around the six principles in Tinto's theory of student persistence. Results pointed to a theme of black achiever isolation. Academically talented black students entered college with few, if any, academic relationships with other achieving black students. Meeting and studying with other talented black students was highly valued by the Meyerhoff participants. The study's conclusions also underscored the importance of strong relationships between faculty and students even when those faculty are predominantly white. The study's overall conclusion is that being in a "race-specific" program at a predominantly white institution contributed to the success of the students. The senior year interview form is appended. (Contains 47 references.) (DB)

This paper examines the link between the limited numbers of minority faculty in higher education and the availability of minority targeted scholarship programs. Two court cases are focused on: (1) U.S. & Ayers v. Fordice, a Mississippi higher education desegregation case, decided and remanded by the U.S. Supreme Court in 1992; and (2) Podberesky v. Kirwan, a Maryland desegregation case involving a successful challenge to a scholarship program for African Americans at the University of Maryland. After an introductory section, section 2 presents an overview of the legal and policy context in which the Fordice and Podberesky cases are embedded. Other related cases concerning affirmative action in Mississippi and Maryland are reviewed. Section 3 provides a detailed examination of the faculty "remnant" issue in Fordice, explaining how all parties in the case framed the issues and analyzed the data. The role of the Department of Education and the Government Accounting Office as related to minority targeted scholarships is directly addressed. Section 4 considers issues concerning the use of minority fellowship support programs to increase the numbers of qualified potential faculty members, whether they are mechanisms for ethnocentric separatism that segregate higher education further or are effective means for recruiting and involving talented minorities in the higher education enterprise. Section 5 addresses issues in the Fordice case as framed by the Supreme Court, the defense, and the government including fault, traceability, affirmative action, tenure, and disaggregation and desegregation. (Contains 275 reference footnotes.) (DB)

This paper provides an analysis of the intersection between education and immigration policies within a transnational context and explores the extent to which U.S. immigration law has caused a forced return migration to Mexico of the U.S. DREAMer population. My analysis includes a discussion of the social conditions and lack of policies in Mexico to facilitate the educational reinsertion as well as how U.S. immigration law limits mobility of this subpopulation of the Mexican Diaspora that has been returning in record numbers to its country of origin (Passel et al. 2012). A normative analysis of U.S. immigration policy will be presented to understand the systematic legal exclusion and expulsion from the United States of individuals who had been integrated in the U.S. educational system and society (Gonzales 2011) and who are currently excluded from federal executive actions like Deferred Action for Childhood Arrivals (DACA). This paper reviews educational policies that impact returning DREAMers when they find themselves outside U.S. jurisdiction. The analysis will draw from ongoing collaborative work done with allies in academia, investigative journalism, and NGOs to develop an initial diagnosis of reinsertion policies and initiatives that are nonexistent in Mexico. This paper will explore the challenges faced by returning DREAMers to revalidate their U.S. degrees, to continue their education in Mexico, to access financial aid and scholarships, to use the education and knowledge they acquired abroad. Additionally, it will look at how U.S. immigration policies place mobility restrictions with re-entry bans (Kanstroom, 2012) which limit educational and labor opportunities for returned DREAMers. Regional initiatives such as "100,000 Strong" and other academic exchange programs in the Americas will be analyzed as part of a transnational ecosystem that fails to be inclusive of the returned DREAMer population. In advancing the dialogue on the role of public scholarship as a necessary component of organized action to propel social change, this paper will reflect on my own transformation from a deported DREAMer and research subject to that of an insider researcher (Voloder and Kirpitchenki, 2013), public advocate and media influencer who is driving educational policy changes in Mexico. I trace my trajectory starting with my "coming out" of the shadows of deportation in 2012 and documenting my life post-deportation and transition as a migration scholar in 2013. My personal narrative has become a public case study which illustrates failed policies in the US-Mexico region towards the returning DREAMer population (Truax 2013; Truax 2015). I will argue that academia has a social responsibility to the target populations it researches and that propelling research projects with participatory methodologies and other critical genres of qualitative work (Marshall and Rossman 2011: 20) is an important element in democratizing academia. In doing so, I will discuss how my role as an insider researcher in migration studies has created a bridge between research and advocacy, allowing me a platform to propel meaningful research projects and initiatives that empower migrants to become change agents in advancing a social justice agenda that advocates for our right to education and mobility.

Higher education is increasingly recognised as being critical to social and economic prosperity. It is also a policy area where the Commonwealth could significantly increase its impact. This could be achieved without major cost, by working through activities already in place, and persuading member governments to make stronger use of these brands and mechanisms. This paper focuses on four key areas selected by the the 19th Conference of Commonwealth Education Ministers (19CCEM) Steering Committee: (1) Costs and access; (2) Links with employment; (3) Securing the next generation of academics; and (4) Student and staff mobility. These were chosen because of their importance, relevance to conference themes, and synergy with existing Commonwealth-related initiatives. In each case, the brief summary of issues is intended to stimulate debate on whether, and how, the Commonwealth could play a greater role. [This paper was prepared for the Conference of Commonwealth Education Ministers (19CCEM) (19th, Bahamas, Jun 22-26, 2015).]

When women have been acknowledged to be doing original work in the sciences, sociology psychology; publishing many more books and articles than ever before; making their voices heard in professional associations, organizing art shows, giving voice and visibility to creative and new ideas in many fields--why do they remain outside the institutional reward system? Last year over 80% of the major fellowship awards went to men. There are many reasons that women are not found in higher numbers among fellowship applicants. One of the strongest is that the image of the fellowship recipient is male. Another difficulty is that information about many programs is informal, passing through word-of-mouth networks. Three recent developments are helping to change the situation: Title IX of the Higher Education Act; The Airlee House Conference which adopted a series of recommendations for opening up fellowship programs to greater participation by women; and the foundation that funds the fellowships. The succeeding sections concern 3 fellowships that have changed--Rhodes, Nieman, and White House Fellows; how to apply for fellowships; and how to choose the right fellowship. (Author/PG)

The purpose of federal support for the general educational goals of higher education is examined in this testimony. Such support for higher education currently amounts to $3.4 billion, exclusive of research and veterans educational benefits under the GI bill. Two roles are identified for federal support of higher education: (1) the role of increasing access to postsecondary education by concentrating resources on direct financial aid to students on the basis of need; and (2) the role of encouraging a diversity of educational programs that will be responsive to the particular educational needs of citizens. The Administration's view is reaffirmed that the best way to achieve these goals is through student aid rather than general financial support for institutions. It is suggested that the major part of federal budget resources should be devoted to student grants rather than student earnings subsidies and student loans. The Basic Grant program should be the foundation of higher education legislation, which would permit a maximum grant of $1400 for all classes of students. Suggestions are offered for perfecting the access role of this program. Coordination of federal and state programs is also recommended. (LBH)

Data derived from student evaluations of two conferences on educational opportunities for American Indian youth are presented in this document. Evaluations derived from the first conference are analyzed in terms of the 10-item questionnaire and the 205 responses made by junior and senior high school students attending workshops on higher education scholarships, health careers, vocational training, careers in the 70's, and college pre-orientation and tours of the various institutions of higher learning in Albuquerque. These responses reflect: primary interest in college rather than vocational education; the successful dissemination of useful information; positive attitudes toward Native American conference speakers; and concerns regarding more variety in the fields of interest presented in future workshops, smaller groups, and more explicit information on the available funding sources. Data derived from a 5-item questionnaire administered to student participants (N=751) at the second conference are analyzed in terms of: information benefit; speaker impact; information relevance; the physical set-up of the conference; and overall conference success. These responses indicate: the information presented was beneficial (49% of the students said it was very beneficial); the speakers were interesting (45% said the speakers were very interesting); the information was relevant (43% said it was very important); and the overall impact of the conference was positive (91% rated the conference from excellent to fair). (JC)

Papers from the 1978 conference of the North East Association for Institutional Research are presented. The theme of the conference was new responses to new demands. The conference report is divided into the following sections: five papers on planning, nine papers on marketing, five papers on communication, five papers on curricular and faculty issues, two papers on financial aid, two papers on outcome measures, and 11 papers on retention/attrition. (SW)

College athletic programs are too professionally organized to retain their amateur status, the essence of which is participant oriented. Because intercollegiate athletics is at least partly a commercial entertainment and of financial benefit to the sponsoring institution, athletes should be considered "workers." Physical and emotional demands made on the college athlete differ little from those imposed on the professional. Reasons for colleges' retaining their amateur status include the widely believed claim that commercialism and academic values are incompatible, and the fear of loss of control over athletes, usually by awarding or withdrawing "scholarships." College sports programs should be considered professional, and athletes should: 1) know their legal rights, 2) sign and understand the scholarship as a legal contract, and 3) form advisory and social committees to meet student athlete needs. (CJ)

The college designations of over 5,800 recent graduates of 60 private secondary schools and the relationships between characteristics of these schools and the average selectivity of the colleges attended for each school were investigated. Aggregating all graduates, the data show considerable success in gaining admission to selective, prestigious private colleges and universities. Over 81 percent attended private institutions (religious and nonsectarian), and 69 percent attended colleges identified by Astin as either very highly or highly selective. The colleges attended compensate their full professors better than average and they enroll students from families of generally higher social status than other colleges. Approximately 19 percent of the students were admitted into the top 25 colleges attended by major business leaders. Almost 40 percent attended one of the top 100 sources of the bachelor's degree of the Ph.D's for the period 1958-1966. Finally, the colleges attended had many alumni listed in "Who's Who" and the "Social Register." Two school variables, the size of the average scholarship offered by the secondary school (the best predictor) and the size of the faculty, together account for about 34 percent of the variance in average selectivity. Other variables that were assessed include the size of endowment; size and worth of facilities; status indicators (date of founding and whether the school has been identified as traditional among the elite of private boarding schools); student body diversity (as indicated by number of scholarships offered and the amounts of scholarships); school enrollment; number of graduates; and student-faculty ratio. (Author/SW)

Difficulties facing private colleges and universities in the future are considered, with attention to the situation in North Carolina. An important determinant of the future of independent higher education will be public policy. Three major considerations include: private colleges and universities are public resources and serve a predominantly public function; to the extent that private institutions educate citizens of the state, they save the taxpayers money; and it is questionable public policy to expand state-supported institutions while private college facilities lie underutilized. Of primary concern to elected and appointed state officials is the impact of the rapid shift of in-state resident enrollment since the mid-1960s. Data on enrollment trends in North Carolina are presented as illustration of the decline in the percentage of undergraduates attending private colleges and universities. This change in student choice has resulted in the need for additional facilities and increased operating costs for the state. According to studies, a primary reason students choose public over private colleges is the tuition differential. However, it is suggested that the increased tuition differential between the two sectors has not been as great as has been the increased subsidy to students attending the public sector. It is proposed that a comprehensive scholarship program based on student need be combined with a tuition offset program (addressed to the differential between the two sectors). This proposal is designed to allow students greater choice in selecting a college. (SW)

A segment of the socialization process of graduate students seeking advanced degrees in education is explored in order to discover how the students are socialized to the norm of cognitive rationality. The correlates of graduate student participation in certain scholarly activities with the students' perceptions of their academic program are investigated along three dimensions: support for scholarship, curriculum, and faculty encouragement. The mediating effects of gender, race, area of concentration, and level of graduate study on such scholarly participation by graduate students are discussed. Data for the research came from a survey of recent graduates (N=738) from a school of education in a state-funded, regional, research university. The survey's goal was the assessment of students' satisfaction with several dimensions of their student experiences. Results indicate women are apparently disadvantaged in comparison to their male counterparts when it comes to participation in scholarly activities as graduate students, even in the field of education where there are plenty of opportunities for women to earn the doctorate. Contains 17 references. (SM)

Horace Greeley was historically correct when he admonished the early pioneers to "Go West!" While historically insightful he was geographically limited. The West now extends beyond the borders and across the vast Pacific Ocean to the entire Pacific Rim. Characteristically, these countries are growing economically, politically, and socially with major world-wide influence. While this leadership and evolving dominance was not based on these countries' leisure influence, the rich history, culture and the melding of technological advances in the leisure industries of this region--to create high-quality leisure experiences--suggests that these Pacific Rim countries (e.g., Japan, South Korea, Hong Kong, Singapore, People's Republic of China, Tiawan, Australia, New Zealand, etc.) have much to offer the world through their leisure influences. The World EXPO in Australia with its theme, "Leisure in the Age of Technology," is but one example. This conference session chronicles the recent advances in leisure awareness and how leisure educators in the United States are networking to influence and be influenced. The role of the American Alliance for Health, Physical Education and Dance and similar associations with liaison to the World Leisure and Recreation Association will be explored. (Author)

Few educational issues have caused as much concern as those relating to teacher supply and demand especially as it relates to the recruitment of black teachers. Suggestions are made for reversing the trend of declining minority involvement in teaching, focusing on the role of the state and state universities. It is emphasized that minority student recruitment into teaching should start long before graduation from high school. It is noted that the real solution may not be reallocation of able minority students but redevelopment of strategies to increase the potential pool of students who complete college. A 46-item bibliography is attached. (JD)

A survey of 58 American Association of Colleges for Teacher Education member institutions was conducted on the effects of efforts by schools, colleges, and departments of education to recruit bright and talented minority preservice teacher education students through the use of academic scholarships. Major findings include the following: (1) 30 percent of the institutions reported available preservice teacher education scholarship funds; (2) the average scholarship was reported to be $1,520/year; (3) 6 institutions reported increases in scholarships, 4 reported gains, and 18 were unable to assess the effects of these scholarships; (4) 8 institutions had teacher education scholarships designated exclusively for minority students; (5) 10 institutions reported an increase in the use of scholarships for recruiting students, 6 reported gains, and 18 were unable to measure the effects; (6) private institutions were significantly more willing to designate scholarships on the basis of academic merit alone; (7) private institutions indicated significantly more willingness to award four-year scholarships than did public institutions; (8) 13 institutions gave special scholarship consideration to students enrolled in certain teaching fields, 8 gave preference to mathematics students, while no private institution had such inclinations; and (9) entering freshmen were reported to be most likely to receive scholarship assistance. (JD)

This speech is devoted to the question of whether athletics, or more specifically, highly recruited athletic teams can survive. First, these programs are in financial trouble. Big-time athletic programs are financed in part by student fees whether the students wish to attend the games or not; consequently, student government associations and other student organizations are waging a bitter antiathletic compaign on many campuses. The Women's Liberation Movement is beginning to add to the financial trouble of big-time athletics by demanding equal athletic budgets. Second, the educational values of athletics are being questioned; there is little empirical evidence to support athletics as an educational endeavor. In recent years the socialization of sports has caused an overemphasis on winning. The author recommends that two athletic programs should be established in our colleges and universities. One program would be highly recruited and labelled "big-time," the objective of which would be entertainment. The other program would use nonrecruited athletes, the goal of which would be educational. This division will provide a program for those who wish to attempt the difficult climb to excellence and for those individuals who wish to play for fun. (JA)

This is a report on a conference held in August of 1972 at the National Academy of Sciences Summer Studies Center in Woods Hole, Massachusetts, by the CIES (Council for International Exchange of Scholars). The main purpose of the conference was to: review the various philosophies and interests that have influenced the conduct of the Fulbright program over the 25 years of its existence; consider the possible new dimensions for the committee's activities; renew its ties with the sponsoring councils; orient new members to the committee's functions and responsibilities; review the committee's relationship to other international exchange programs; and consider its future role. A summary contains the principal conclusions and recommendations of the conference. Appendices contain information on the Fulbright-Hays Program for Senior Scholars and on the potential of the Fulbright-Hays Act. (Author/AM)

Approximately 95 percent of affiliated Jewish youth attend college. Much is happening in student aid today that will probably affect parents and their children. Issues of importance include: (1) legal considerations; (2) sources of financial aid; (3) applying for financial aid; (4) state and federal programs of financial aid; (5) sources of information about financial aid; (6) problems of middle income, risk scholarships, and aid for transfer students; (7) the future of student aid; and (8) training educational personnel to administer student financial aid. What should be the role of the B'nai B'rith Career and Counseling Service (BBCCS) in career and scholarship planning? It is extremely important that all BBCCS officers be particularly aware of student aid and financial assistance opportunities available or potentially so from all sources. (Author/KE)

The introduction of new scholarships and awards in Canadian college athletics led to a panel discussion at the 1971 Canadian Association for Health, Physical Education, and Recreation on the issue of opposing or supporting such scholarships. The first participant supported them and felt it was wrong to assume Canadian sports would automatically imitate American mistakes of ignoring the athlete's academic life and allowing too much recruitment activity. The second participant felt athletes do not need special scholarships because in Canada financial aid is available to anyone who really wants a college education. Also, competitive recruiting would mean appealing to Americans to the disadvantage of Canadian boys, and the healthy, relaxed atmosphere surrounding Canadian sports in the past would be lost. A government spokesman supported third-party scholarships, particularly those in which the athlete gets the money from the government and decides for himself where to go to school. He did not see why sports should be singled out as a cultural activity not worth supporting. He also suggested that offering scholarships would keep promising athletic talent in Canada. The next participant warned that over-recruiting and commercialization in sports would follow, with physical education teachers having to engage in extensive recruiting and noncompetitive sports losing support. He said that the costs incurred in attracting larger audiences to big sports events cancel the profits. Reactors then gave additional views to which panelists replied. (CD)

The conference was planned to appeal to a diverse audience and was not centered on a single unifying theme. It was divided into three sessions. Session I was comprised of two presentations which focused on measurement problems at the preschool, early childhood, and preadolescent levels: Measurement of Cognitive Abilities at the Preschool and Early Childhood Level, by Dorothea A. McCarthy; and Prediction of Maladjustive Behavior, by William C. Kvaraceus. Two papers were presented at Session II, exemplifying basic and applied research: A Theory of Test Response, by Jane Loevinger; and Measurement and Prediction of Teacher Effectiveness, by David G. Ryans. Session III was composed of a panel which discussed: What Kinds of Tests for College Admission and Scholarship Programs, by Robert L. Ebel and by Alexander G. Wesman; Criteria for Selecting Tests for College Admissions and Scholarship Programs, by John C. Flanagan; and The Nature of the Problem of Improving Scholarship and College Entrance Examinations, by E. F. Lindquist. The luncheon address was delivered by Henry Chauncey and was entitled, Some Observations on Soviet Education. (MH)

Descriptions are given of three programs at the University of Missouri-Columbia which were implemented to recruit talented minority students into a career of teaching. The first of these, the Brooks Scholarships, are basically "full-ride" scholarships which provide a $3,000 scholarship renewable for 4 years. Two-thirds of the funding is provided by the state. Another is the EDUCARE program, a 6-week summer experience for minority students who have expressed interest in graduate study and a career as a professional educator. The program's objectives are to: provide selected minority students with an opportunity to participate in research and scholarly activities, introduce students to opportunities for graduate study, acquaint them with procedures for applying and securing financial aid, and help in planning for a career in professional education. The program is funded jointly by the university and the U.S. Department of Education. The third program, the Minority Intern Program, is a collaborative effort between the university and elementary and secondary schools. The program provides college students with opportunities to observe and work with professional educators in and out of the classroom. Internships are for one semester with opportunity for renewal and include a $1,500 stipend for each full semester the intern is enrolled in the program. (JD)

The Apparel/Design Symposium, cosponsored by Eastern Michigan University (EMU) and the Fashion Group International (FGI) of Detroit, has been conducted for 7 years. Participants include business/industry professionals and Michigan, Ohio, Indiana, and Illinois high school, community college, and university students and faculty. EMU faculty and FGI professionals scan the issues that interact with the three Michigan subsystems (educational, business, and professional) to select the theme and to identify a keynote speaker. Students and faculty are informed of the theme 1 year in advance to prepare for career and design scholarship competitions. The Michigan fashion business community is apprised of the theme so that it can identify ways in which to interact. Entry-level students attend the event to create an awareness; midlevel students are involved in activities to extend knowledge; and senior-level students become involved at the integration level as they organize the actual program by using prior classwork and field experiences. Publicity brings community involvement. The retailing/industry involvement comes through FGI members who provide scholarship funds, financial support, judges, publicity, and speakers. Post-symposium follow-up includes evaluations by all participants. (YLB)

The prospective student's decision to choose an education major is influenced by a number of factors: prestige versus the perceived difficulties of the job, the quality of the program offered, and the costs involved. A vigorous and sound public relations program is recommended. Suggestions are made for developing appealing and truthful outreach based on the benefits and rewards of choosing a major in education. Such methods as newsletters and news releases, college-sponsored activities to bring prospective students to campus, and faculty involvement in elementary and secondary schools are described. The importance of economic aid and scholarships is also discussed. Other recruitment efforts include faculty outreach, special programs for undecided majors, and effective introductory courses. Whatever techniques are used, the goal is to bring the best students possible into the teacher education program. (JD)

A few of the relationships between individuals who are eligible for and receive financial support from federal and nonfederal sources are examined as they bear on policy-making. The data on which this report is based are from the National Longitudinal Study of the High School Class of 1972 (NLS) sponsored by the National Center for Education Statistics. This report uses base-year and first follow-up (i.e., 1972 and 1973) data. Descriptive statistics are given relating to socioeconomic status and ability and current patterns of student financial support for postsecondary education. Fewer than half of the high school seniors who had planned in the spring of 1972 to obtain some kind of aid reported having received such aid during the 1972-1973 academic year. In general, the probability that these students would fulfill their specific financial aid plans (e.g., plan for and receive a federal scholarship) was quite low; the probability that they would receive support from some federal or nonfederal source was considerably higher. The probability of financial aid plan fulfillment varied according to student subgroup as well as by source of funds. For example, low SES students were more likely to fulfill their plans for federal aid; high SES students for nonfederal aid. Regardless of prior plans, it appears that the type of postsecondary school entered was an important factor in receiving financial assistance. (Author/LBH)

The amount and quality of financial aid received by approximately 100 men and women students who participated in a survey conducted by the American Association for the Advancement of Science is examined. The people responding to the survey questionnaire finished their PhDs after 1971. Major findings indicate that scholarships and family contributions were the two major sources of funding for students while attending college. Secondarily, students relied on their own earnings, loans, or spouse's earnings for additional funds. A trend of increasing support expected from the student is noted. According to the American College Testing Program, married male students in both 1959 and 1969 earned approximately 31/2 times as much as married female students, a difference of $2,000 per year, and unmarried male students earned approximately twice as much (about $500) as female students. At the graduate level it was found that science students switch from dependency on their parents and their own earnings to almost exclusive dependence on fellowships, research assistantships, or teaching assistantships to finance their education. (SPG)

Comparisons are made of the groups of Army officers that were procured through various programs and of various categories within the Army Reserve Officers' Training Program (ROTC). The criterion for these comparisons was the final course grades in the Officer Basic Courses (OBC) of the 13 career branches. Two samples were studied; one sample completed the course in 1977 and the other in 1974. For both samples, comparisons of mean course grades were made for ROTC graduates, Military Academy (West Point) graduates, Officer Candidate School graduates, and officers with direct appointments. In addition, for the 1977 sample, comparisons of mean grades were made for male and female officers, and for ROTC graduates from four regions of the United States. For both samples, scholarship recipients in ROTC were compared with non-recipients. Significance tests were made by analysis of variance. Conclusions indicated that although there were differences in grades of graduates from different institutions, the ROTC program was producing graduates whose quality was comparable to those from the other institutions. (CTM)

As the pool of outstanding college bound students has declined, the use of merit scholarships has increased as a means of attracting high quality students. When Boston University began again in 1974 to use merit scholarships, it decided to analyze how well the awards serve their purpose. The study showed that they are effective in increasing attendance rates among needy students, but not effective in increasing attendance among those who have no financial need. Further, even among needy students the effect of the scholarships may be related to other factors such as the school offering the award and the student's academic quality. Given these findings and in light of the controversy surrounding the propriety of no-need scholarships, the widespread use of such awards seems to need further evaluation. (Author/MSE)

This speech discusses the failure to educate America's athletes. The speech covered the extent of the national scandal of the exploitation of athletes as well as the work of Northeastern University's Center for the Study of Sport in Society. The Center is the first university-based program to address the issue of the education of athletes with programs affecting middle school, high school, college and professional athletes. Professional athletes are encouraged to continue their education in preparation for retiring from active competition, and also to counsel youngsters on the importance of obtaining a good education. (Author/JD)

A five-year pilot project was initiated at Eastern Washington University (Cheney, Washington) in 1983 to integrate women's scholarship into the university's traditional disciplines. The existing women's studies curriculum committee acted as the project's steering committee and offered assistance to the faculty through selected student resource persons. The resource persons selection was based on their knowledge of the discipline and research skills. Some curriculum innovations by these students included textbook analysis for gender balance, the compilation of information packets, additional lecture materials, guest speakers, and a questionnaire designed to explore business students' attitudes towards women's issues in business. As a result of the project: (1) specific curriculum changes in social work, biology, art, and black studies were incorporated; (2) a brochure describing the project was developed and disseminated; (3) project materials were organized and placed in binders for university departments; and (4) a feminist theory research program series was initiated. The final evaluation of the project has yet to be conducted, but the project will become statewide in the next academic year through three workshops. (DJC)

The purpose of this paper was to examine the procedures a state may use to implement a teacher incentive program to recruit individuals into the profession. This paper describes the selection and monitoring process Missouri uses to implement its state incentive program. The intent of the Missouri Teacher Education Scholarship program is to attract academically talented individuals into the teaching profession. A profile of the recipients indicates that the average American College Testing (ACT) score for the Missouri recipient is at the 85th percentile and the average class rank is 13 percent. Most of the recipients are females wishing to teach at the elementary level. (Author)

Educational Data Mining is a branch of science related to the development of a method for studying data sourced from educational data so that it can be used to understand the characteristics of students or students. In this discussion, Educational Data mining will be used to eligibility determine of scholarship recipients, making it easier for managers to supervise and direct students to be more successful in their studies. The data that will be used is sourced from a database owned by the Student Affairs Bureau. Scholarship recipient students are individuals who are chosen and should have more abilities than students in general, but in fact in all cases that these recipient students are not better than expected. and suitable for the purpose of providing scholarships and student achievement can be bette [ABSTRACT FROM AUTHOR]

Scholarships are financial assistance provided by an institution/company, government, and even universities to students who meet the scholarship requirements. The many types of scholarships and different requirements make some students confused in choosing the right type of scholarship for them to be successful in getting a scholarship. This study applies data grouping techniques to determine the appropriate scholarship group. For this reason, a clustering algorithm with a partition approach was developed using the K-Means algorithm. Then, this study also conducts a decision support process with the TOPSIS algorithm to make scholarship recommendations so that users can choose scholarships from the previous process. Then, for the results of the study, a system test was carried out with scholarship recipient data which was still ongoing for 25 scholarship recipients and obtained a good system result, namely an accuracy of 88%. [ABSTRACT FROM AUTHOR]

This paper reports on the developments of a repository of quantitative assessments used in mathematics education contexts between 2000 and 2020. The repository is public and freely available, identifies validity evidence of associated measures, and has potential to inform future quantitative mathematics education scholarship., This paper discusses the types of instruments and reports the data analysis regarding the types of validity evidence found for the 1,034 instruments where the validity evidence was categorized, and located across over 1,200 sources. [ABSTRACT FROM AUTHOR]

The roles and values of theory, theoretical frameworks, and theory building in library and information science (LIS) research have been the focus of attention of many scholars for decades. However, current practices in scholarly publishing have undermined these roles and values, creating a paradox in scholarly publishing and raising questions regarding a. whether research should be theoretically grounded, b. the impact of these practices on theory use and theory building; c. the roles of scholarly journals in encouraging the use of theory, d. the adequate preparation of LIS doctoral graduates to use and develop theory, and e. the roles theory play in the master's level of LIS curricula. This panel of researchers and experts will share their work and map out their perspectives on the roles of theory, theorizing, theory building, and theoretical frameworks in scholarly publications. Attendees will share insights with the panelists about their experiences in using theory in research. [ABSTRACT FROM AUTHOR]