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THIS DOCUMENT IS A COLLECTION OF ARTICLES WRITTEN BY MEMBERS OF THE COLORADO INDIAN EDUCATION WORKSHOP. THE ARTICLES ARE CONCERNED WITH THE PROBLEMS OF SOCIAL, CULTURAL, MORAL, EMOTIONAL, AND INTELLECTUAL DEVELOPMENT OF BILINGUAL-BICULTURAL CHILDREN, AS A MEANINGFUL CURRICULUM IS DEVELOPED TO CORRELATE WITH THEIR SOCIAL AND CULTURAL ENVIRONMENT. THE CHILDREN CITED IN THE ARTICLES ARE--NAVAJO, APACHE, PUEBLO, COMANCHE, UTE, ESKIMO, AND SPANISH-AMERICAN. (JH)

A conference was held to discuss the problems of the hard-core unemployed. The purpose of the conference was to spread the experience of the five Human Resources Development programs with special emphasis on Houston's success in the Outreach phase and to stimulate representatives from 12 southern states to promote HRD programs in their areas. (Author)

The potential advantages of bilingual educational programs for Spanish-speaking students in South Texas are discussed in this paper, which gives data on the academic achievement among Spanish-surnamed children in Texas. The paper covers both the traditional solutions to the academic difficulties of these students and bilingual education as an alternative approach. Also, the rationale for bilingual education is given with regard to its effect on educational retardation and the child's attitudes, the home, and the economic benefits. The national and state policies on bilingual education and preliminary data on the Region One Bilingual Project are included.

Based on a June 1970 survey of 259 black homemakers (women between 18 and 65 having children in the household) in 2 villages and 1 town of an East Texas county (75% rural, disproportionately high rate of low-income families relative to Texas as a whole, 25% black, and pervaded by traditional southern culture), this paper presents 4 general conclusions: blacks perceive a high degree of racial prejudice among their white counterparts; blacks tend to be relatively positive about the possibility for racial integration in general but tend to be divided on the desirability of it; substantial differences in orientation toward race relations exist among blacks relative to size of place of residence; and many blacks still do not desire school integration, even though they perceive it to be possible and, in fact, it has taken place. In the document, a narrative and tabular description of respondents (age, education, size of family, income) and a statement of the observations, indicators, and data operations lead into the analysis and findings concerning the 4 primary data comparisons (perception of prejudice, desire for integration, perception of possibility for integration, and relation between possibility and desire for integration) by town and village residence. A 17-point summary of major findings, a 4-pronged discussion of the study's relevance, 22 references, and 4 appendices (instruments, distribution of responses, description of the study county, and cross-classification of specified responses) close out the paper. (BO)

The need for research pertaining to the best use of water and recreation resources in Texas is emphasized in these four papers presented at the 1968 Experiment Station Conference, College Station, Texas. "Parameters of Water Resources in Texas" identifies and elaborates upon the important elements presently constituting the water resources research needs in Texas--water supply (quantitative and qualitative aspects), water demand, and marketing water. "A General View of Institutional Constraints as Factors in the Development of Recreation Resources in Texas" considers government control, resource ownership, economics, organizations, financial institutions, education, and religion. "Institutional Constraints: A Factor in the Development of Recreation Resources in Texas" is an indepth study of the second paper, using a specific example, Livingston Reservoir, to illustrate the influential role of history, provincialism, isolationism, rural dominance, and misconceptions as to the meaning and significance of recreation in the formation of policy and its implementation. New institutional directives in the form of enabling legislation and constitutional revision are deemed necessary. "Estimating Recreation Demand - A Reality?" investigates two opposing forces--expansion of outdoor recreation facilities in line with population growth and urban concentration vs. the spread of private land ownership and its restricted use. (BL)

This conference report on vocational guidance mainly deals with the proper relationship of the vocational counselor and the traditional counseling program in the school. The strategy developed by the conference planners centered upon the involvement of teams of vocational counselors in discussions, panels, and presentation by educated men in the field. Four major sets of papers were presented at the conference and are contained in the handbook, followed by a transcript of the panel discussions held by the groups of vocational counselors. The major papers are divided into two similar parts: 1) Realities of Vocational Guidance, and 2) Projections for Vocational Guidance in the '70's. (Author/AWW)

This volume consists of papers by representatives from the six States comprising the Comprehensive Planning State Education Agencies Project (CPSEA). The first paper, by Bernarr S. Furse, outlines common elements appearing in one or more of the models developed by the project States. Everett W. Reimer then details the need for educational planning in the present planning capability of, and a comprehensive planning program for Puerto Rico. Joseph Wolvek describes a data producing process of alternatives to aid in administrative decisionmaking in Iowa. Leonard Landry discusses Colorado's strategy to facilitate interoffice and local school district process oriented planning. Marlin L. Brockette considers the Texas program for identifying Statewide educational priorities and coordinating State education agency planning endeavors with the activities of regional education service centers. Douglas Dopp introduces Connecticut's interim report on the establishment of a planning unit and an organizational structure for the coordination and review of educational plans. Don K. Richards examines a Utah model that portrays a Statewide comprehensive educational planning mechanism. In conclusion, B. G. Pauley reports on the establishment of an Office of Educational Planning in West Virginia as a structural element to coordinate agency plans for education and to correlate the planning endeavors of other education agencies in the State. (Author/JF)

According to the weighted pupil philosophy, the essence of equal educational opportunity is not in providing equal amounts of funds for the education of each child, but in providing the varying amounts of funds needed to insure a financial basis for giving each child an equal opportunity to obtain an education which meets his needs. This paper attempts to document, analyze, and evaluate the methodology used and the procedures followed in the development of a weighted pupil method for financing Texas public schools. The paper purports to provide substantive information about issues addressed, staff organization, working procedures, and the collection and analysis of data in order that another State considering the development of a weighted student approach to the distribution of funds for public school education might have the benefit of the Texas experience. (Author)

STATISTICAL DATA OF THE 1950 AND 1960 CENSUSES ENABLES TEXAS MEXICAN-AMERICANS TO BE COMPARED EDUCATIONALLY WITH OTHER GROUPS IN TEXAS, WITH MEXICAN AMERICANS IN OTHER STATES, AND WITH TEXAS MEXICAN AMERICANS OF AN EARLIER DATE. FOR THE PURPOSE OF THIS STUDY, ALL PERSONS OF SPANISH-SURNAME ARE CONSIDERED TO BE MEXICAN AMERICAN. THE PAPER IS ORGANIZED INTO 5 MAJOR SECTIONS--(1) PAST AND PRESENT EDUCATIONAL STATUS, (2) SOME SOURCES OF VARIATION IN EDUCATIONAL STATUS, (3) CHANGES IN EDUCATIONAL STATUS OF DIFFERENT ELEMENTS OF THE POPULATION, (4) CHANGES IN EDUCATIONAL STATUS OF DIFFERENT GEOGRAPHICAL AREAS, AND (5) FUTURE TRENDS IN ABSOLUTE AND RELATIVE EDUCATIONAL STATUS. THE FOCUS THROUGHOUT IS ON THE NATURE AND MAGNITUDE OF RECENT CHANGES IN EDUCATIONAL STATUS AND ON THE PROSPECTS FOR FUTURE CHANGE. REFERENCES AND TABLES ARE INCLUDED. THIS IS A REVISED VERSION OF A PAPER PRESENTED AT THE ANNUAL CONVENTION OF THE TEXAS ACADEMY OF SCIENCE (DALLAS, DECEMBER 10, 1965). (SW)

The second year of the Coordinated Vocational-Academic Education (CVAE) Academic Curriculum Project, Region One Education Service Center, was devoted to the production of instructional materials and to the field testing of the instructional system. Having as its target population junior high school CVAE students, the project's field test involved more than 120 students and 6 academic teachers in the Austin Junior High School, Pharr-San Juan-Alamo Independent School District. Eighth grade students participated in the mathematics, social studies, and language arts curricula, and 9th grade students participated in the mathematics and science curricula. Developed around student performance objectives, the system provides for individual learning rates. Students receive instruction via filmstrips, cassette tapes, and realia, as well as by paper-and-pencil activities. They proceed from simpler to more complex tasks as they move individually from one objective to the next. Field test students, typically disenchanted with formal schooling, were involved in the planned learning activities up to 71% of the time and in individual work up to 57% of the time. Absenteeism and disciplinary referrals dropped. Ninth grade students' more positive attitude toward science was documented. Mastery over specific performance objectives, from 88.7% to 99.8% in the different curriculum areas, was accomplished. It was concluded that the instructional system is viable, and it was recommended that the project be continued and expanded. (Author/NQ)

This paper presents the rationale, techniques, and structure used to develop and implement an evaluation-accountability program for a new regional Education Service Center in Texas. Needs assessment, a critical element in this model, consists of objectively identifying the educational needs of clients and establishing an initial list of priorities. The statement of these needs in terms of behavioral or performance objectives constitutes the heart of the entire model. Phases included in the model can be classified as primarily concerned with planning and implementation. Tasks in the planning phase include stating divisional objectives, stating the performance objectives of all programs, selecting activities to achieve the stated objectives, developing a program evaluation plan, and completing the program evaluation guide. The completion of this phase results in the translation of targeted needs into viable programs to meet those needs. The implementation phase comprises actually performing the activities designed to permit accomplishment of the stated objectives. The program itself is subject to an ongoing evaluation whose major purpose is to improve managerial decisions by permitting the directors to manipulate their resources and activities to achieve the optimum output in terms of objectives attainment. (Author/WM)

The development of scales to measure Mexican American identification with their population is discussed in this paper. The scales measure (1) identification with the Mexican American population using attitudinal items (Identity Scale) and (2) interaction behavior with the Mexican American population (Interaction Scale). The sample consisted of all Spanish surnamed males employed in the Texas communities of Waco (selected for pretesting), Austin, McAllen, and Lubbock. Names and occupations of Spanish surnamed males were obtained from the city directory. They were divided into occupations (labor, farm, or other) and 4 status groups. Individuals were interviewed in a random order using the 16 items in the Identity Scale and the 19 in the Interaction Scale. A panel of 5 Mexican Americans active in their communities assisted in developing the interview schedule and selecting items for the scales. To determine scale validity, each panel member was asked to evaluate the respondents' identification with the Mexican American population. Item analysis and intercorrelation are also discussed and scale items are given. (NQ)

The purpose of this study was to evaluate the relative importance of school socioeconomic and racial-ethnic context for Mexican American student achievement and dropout behavior. Data reported in this paper were obtained from the first part of a larger 3-year panel study evaluating the effects of court-ordered busing on majority and minority student achievement. The sample consisted of 860 7th to 12th grade students in public schools in Waco, Texas, and a random sample of 380 dropouts from the Waco public schools during the 1970-71 school year. The specific variables identified were self-concept, racial/ethnic membership, family socioeconomic status, measured I.Q. score, parental authority structure, achievement value orientation, school racial/ethnic climate, school socioeconomic climate, school status-inschool/dropout, and composite achievement score. It was concluded that school racial-ethnic climate exercised the largest effect on variance in Mexican American achievement test scores. With all other factors controlled, Mexican American achievement scores were higher in desegregated school climates while Anglo achievement scores were higher in segregated facilities. The factor which exercised the second largest effect on Mexican American achievement was self-concept, followed closely by measured I.Q. It was further concluded that segregated school climates produced more Mexican American dropouts while desegregated school climates produced more Anglo dropouts. (HBC)

The objective of this paper was to investigate the utility of the Ginzberg developmental model for explaining differences in the types or occupational status of the role models of Negro and white rural youth at two stages of adolescence. Data were obtained from 484 youth residing in East Texas in their sophomore and senior years in high school. In the patterns that did not differ over time, the findings indicated that Negro boys selected more teachers and glamour figures as role models than did the white boys, that white boys chose more relatives, and that white boys had a more diverse selection pattern than did their Negro age cohorts. In patterns that did differ over time for Negro and white girls, it was found that whereas the white girls had a slightly more diverse selection pattern than did the Negro girls in 1966, the opposite was true in 1968. Additional conclusions were that more white boys than Negro boys chose occupational role models who were owners or managers of a farm or ranch, but the difference decreased over time; that more white girls than Negro girls selected housewives as role models; and that, although occupational role models in professional or related areas were equally popular among both Negro and white respondents in 1966, more Negro girls than white girls chose this type of role model in 1968. (HBC)

In an attempt to analyze what social characteristics may account for the Mexican American's "apparent slow rate" of both upward mobility and assimilation into the dominant American culture, this paper postulates a conceptual model of Mexican American mobility patterns that is based on theories of socialization, the marginal man, acculturation, and assimilation. One figure and 40 footnotes are included. Related documents are ED 032 157 and ED 042 556. (BO)

Recommendations for certification requirements for the school media specialist in Texas were the concern of the conference reported here. Two papers presented were: "The Emerging Profession of Media Specialists," and "Certification for Tomorrow," chapter three of the proceedings gives a panel on "Certification" and chapter four presents the group reports and recommendations. The Texas Association of Educational Technology (TAET) and the Texas Association of School Librarians (TAST) certification proposals, a tentative draft of "Objectives of a School Media Program," a tentative draft of "Occupational Definitions," directives for the group discussions, and a directory of the conference participants are included in Appendixes I through VII. (Author/NH)

This topical paper is fourth in a series prepared for reading specialists. Others in the series include: Number 18, Directions for Research and Innovation in Junior College Reading Programs; Number 20, Skill Development in Junior College Reading Programs; Number 21, Community College Reading Center Facilities; and Number 24, Training Faculty for Junior College Reading Programs. Reading instructors at four colleges: Penn Valley Community Junior College (Missouri); Odessa College (Texas); Lake Michigan College (Michigan); and Iowa Central Community College (Iowa) submitted general descriptions of reading materials and practices at their institutions. Each college represents a different approach to admission of students and method of instruction. The reading programs of a junior college reflect the needs of students, the philosophy of the college, the goals of instructors, and the resources at hand. (CA)

The study was designed to determine whether inner-city children of various ethnic groups prefer suburban or inner-city story settings. Subjects (Ss) participating were first-grade pupils from two large urban school districts in California and Texas. The student population in one school in each district was almost exclusively Negro; the population of a second was Caucasian; and, the third was Mexican-American. Ten boys and ten girls were randomly selected from the dominant ethnic group in one first-grade class at each of the six schools. Four pairs of 11 by 14 inch black-and-white illustrations were prepared for use as stimulus materials. Each pair depicted an environmental setting frequently appearing in the every-day experiences of children. One illustration depicted an inner-city scene representing the designated setting, the other a suburban scene. Each subject was shown one pair of illustrations at a time by the experimenter until he had responded to the four pairs. The 120 Ss selected an average of 2.47 suburban settings, or 62 percent, and 1.53 inner-city settings, or 38 percent. Both black children, 74 percent, and Caucasian children, 62 percent, selected suburban settings more often than inner-city settings. Mexican-American children selected the two types of settings approximately an equal number of times. [This document has been reproduced from the best available xerox copy of the paper.] (Author/DM)

The lack of representation of minority group members in social work education and the profession has been a salient issue in recent years. A project designed to alleviate this lack and to develop social work curriculum relevant to the minority community and minority group experiences stemmed from the creation of a Consortium of Texas schools of social work. This paper, one of a series of presentations made at social work curriculum workshops at each consortium school, highlights problems and issues involved in infusing minority content into the curriculum. The author discusses the need for curriculum change and suggests new directions for core content to be included in social work curriculum. A related document is SO 005 801. (Author/SHM)

The scope of this paper covered preliminary analyses and findings on historical change in occupational aspirations, occupational expectations, and intensity and aspiration of black and white Southern youths from an East Texas rural high school. Comparisons were made by race and sex only to illuminate historical changes. Surveys of approximately 966 sophomores from 3 East Texas counties comprised the data base for surveys conducted in 1966 and 1972. Census data (1960-70) were examined to determine whether or not any significant historical changes had occurred in the socioeconomic makeup of the study counties. No significant historical change was observed in intensity of occupational aspiration among the respondents. Occupation remained in 1972, as in 1966, among the top 3 goals relative to the respondents, and was generally second after education, and followed by income. At both time periods occupation was evaluted only slightly higher by whites than blacks. Among black males the difference in magnitude between education and income narrowed as education decreased as the primary goal. (FF)

Over the last decade the Texas Agricultural Experiment Station (TAES) has stimulated and sponsored research related to the status, problems, and future prospects of Mexican Americans in Texas. This document lists the over 40 reports which were part of 6 TAES research projects. It also contains relevant TAES and Texas A&M research reports available for distribution. Ranging from 1964-1973, the document includes journal articles, papers, reports, and theses. (KM)

The paper described and compared the attitudes that teenage boys and girls hold of marriage and procreation. Sex comparison was emphasized, because the process of change and its concomitant value and role confusion may be producing conflicting orientations toward future familial roles and spouses' expected roles. Specifically, the study focused on boys' and girls' projected age of marriage, number of children, work of their spouses and selves outside the home, and the importance the youths accord desire to marry relative to other goals. It was hypothesized that the orientations of girls will deviate from tradition more than boys. The sample population was questioned in 1966, when the boys and girls were high school sophomores, and again in 1968, regardless of school status. All of the youths resided in rural East Texas at the time of the first interview, and the large majority maintained a similar residence in 1968. The sample area was also characterized by low median family income and a large Negro population. A striking result of this investigation was that the marital-family orientations of the Negro and white boys and girls did not change appreciably over the 2 year period. The boys and girls differed most significantly for orientations toward their spouses or selves, respectively, working outside the home. In contrast to the boys, almost none of the girls, Negro or white, appeared to adhere to the traditional ideas that "a woman's place is in the home." (KM)

This document evaluates data and opinion concerning medical education presented to the Coordinating Board and proposes recommendations to the legislature for enlarging medical opportunities in the state during the next decade. The bulk of the report contains appended reports, proposals, statistics, and discussions. Source material includes articles from professional medical journals, reports, evaluations, enrollment projections, feasibility studies, city proposals, medical education plans of other states, papers, statements, fact sheets from the American Medical Association and the Texas Medical Association, reports of visits to medical schools, medical centers, hospitals, university facilities, clinics, and special consultations with interested groups, individuals, and out of state experts. (NF)

Reported is a 1964 conference devoted to the problem of the low achiever in mathematics. Part I of the document presents five position papers concerned with motivation, Piaget's views on children's intellectual development, inplications of psychological research, the responsibility of school administrators, and business and industry cooperation with the schools. Part II offers six contributions describing current promising practices--programs in Baltimore and Fort Worth, mathematics materials specially prepared for noncollege bound students of average and below average ability, and an elementary mathematics laboratory. A series of recommendations are also included. (NH)

This is a record of the proceedings of the First Faculty Desegregation Institute held at Bishop College. Included is a chronology of program activities (lectures, field trips, etc.). Position papers on intergroup relationships, disadvantaged children, race relations in America, and the nature of prejudice for the major part of the record. In addition, an evaluation of participants' responses is appended. Also included in the appendices are a description of participants, pictorial highlights, preliminary evaluation of the institute, and news coverage. [Not available in hard copy due to marginal legibility of the original document.] (RJ)

This paper summarizes the historical foundations for the financing and maintenance of Texas' present day school system. This review traces the history of Texas public education from the seventeenth century through 1949 when three major school reorganization laws were enacted by the state legislature. The earliest schools in Texas were associated with the Spanish missions and were intended to educate (and control) the Indians. Education suffered under the Mexican regime, which failed to provide funds for schools. The Republic of Texas set up a public school system based on land grants to counties. This funding approach was later employed when Texas entered the Union and continued until the Civil War brought havoc to public education. However, after Reconstruction, the 1875 state constitution provided for a perpetual school fund based on property and poll taxes as well as for a state board of education. Independent school districts emerged. Finally in 1949, the state legislature mandated that 12 years of schooling for all children are mandatory and gave the state board of education more power. (DS)

The Texas concept of higher education is 3-part, each part with a legal relation to the others, each with a specific role, and all interlocking under central coordination. The divisions are community junior colleges, senior colleges with first-level graduate offerings, and universities offering doctorate-level work and graduate education for the professions. This policy statement covers the purpose of the junior college (to give general, technical/occupational, and continuing education programs), the criteria for establishing new colleges (size of enrollment, commuting distance, etc.), and determination of college financing methods. This same paper also describes the core curricula for the state's public junior colleges. Most important, the curricula must seek as much common content as possible so that the courses are "freely transferable" among all institutions. This should not interfere with a university's privilege of innovation and experiment or with a junior college's decision to offer additional courses. General provisions for credits and transfer are listed and charts show the relationship of courses in the major core curricula (Arts and Sciences, Business Administration, and Engineering). (HH)

This document combines two papers--one on pre-service, one on in-service training of junior college teachers. Literature on pre-service training shows general agreement on the need for knowledge of the history, philosophy, and unique features of the junior college, of adolescent psychology, of curriculum, and of subject matter. Of the 20 state-supported senior colleges and universities (out of 22 queried) that had graduate programs, 16 had programs for junior college teachers. The programs varied greatly: none had courses in adolescent psychology, many had administration courses, some taught both senior and junior college teaching, two led to a master's degree in teaching, one provided post-master's work, one led to an Ed.D., several gave a master's in subject matter, one offered an internship ($3150) in selected junior colleges. Two programs were still being prepared. On in-service training, a questionnaire to the presidents of 39 public junior colleges brought 31 usable replies. Twenty-one said they had an in-service program; 26 had a faculty handbook. Replies to 21 questions on the usefulness of certain items to the orientation of new faculty are shown by total and by percentage. Knowledge of one's own college is considered more important than knowledge of junior colleges in general. Recognition of duties and responsibilities to administration, staff, other faculty, and board were considered most important. Responses varied on the value of counseling, psychology, student traits, programs available, and follow-up studies. (HH)

A PROGRAM PROVIDING SPECIAL ASSISTANCE TO ELEMENTARY SCHOOL READERS IN BEAUMONT, TEXAS, IS DESCRIBED. THE ORGANIZATION AND MATERIALS FOR INSTRUCTION INCLUDE EXTENDED READINESS, BASAL INSTRUCTION, REMEDIATION IN GRADES 3, 4, 5, AND 6, AND CLINICAL INSTRUCTION. INSERVICE TRAINING, GRADING, EVALUATION AND PROBLEM AREAS ARE DISCUSSED. A SHORT BIBLIOGRAPHY OF INSTRUCTIONAL MATERIALS IS INCLUDED. THIS PAPER WAS PRESENTED AT THE NATIONAL COUNCIL OF TEACHERS OF ENGLISH CONFERENCE (HONOLULU, NOVEMBER 23-25, 1967). (BK)

SINCE MANY MEXICAN-AMERICANS ARE VOCATIONALLY UNTRAINED AND FUNCTIONALLY ILLITERATE, THE PROBLEMS RELATED TO THEIR EDUCATION ARE ANALYZED THROUGH EXAMINATION OF EDUCATIONAL NEEDS IN RELATION TO OCCUPATIONAL SUCCESS, CITIZENSHIP PARTICIPATION, AND PERSONALITY FACTORS. OCCUPATIONAL SUCCESS IS OFTEN PREVENTED BY A DIRECT CONFLICT BETWEEN THE MEXICAN FOLK CULTURE AND THE AMERICAN LABOR FORCE DEMANDS. THIS CONFLICT ARISES FROM THEIR LACK OF COMPETITIVENESS, THEIR TIMIDITY, THEIR TIME ORIENTATION, AND THEIR LEVELS OF ASPIRATION. ALL NEED TO BE TAUGHT THEIR BASIC CIVIL RIGHTS AS U.S. CITIZENS, THE EXTENT OF THEIR PROTECTION UNDER THE LAW, AND THE SERVICES PROVIDED BY VARIOUS GOVERNMENT AGENCIES. SUCCESSFUL OPERATIONS WITHING THE SOCIO-CULTURAL MILIEU PRODUCE A POSITIVE SELF IMAGE WHILE LITTLE SUCCESS PRODUCES A NEGATIVE ONE. PROBLEMS OF ACCULTURATION ARE CAUSED BY THE DISFUNCTIONS BETWEEN THE SOCIAL SYSTEM IN WHICH THE INDIVIDUAL IS FORCED TO OPERATE AND THE VALUE SYSTEM TO WHICH HE IS COMMITTED. THESE POINTS SUMMARIZE THE EDUCATIONAL NEEDS OF THE MEXICAN-AMERICAN--EQUAL EDUCATIONAL OPPORTUNITY, INCLUSION OF SOCIO-CULTURAL FACTORS IN EDUCATIONAL PROGRAM DEVELOPMENT, WELL PREPARED TEACHERS, GOOD MATERIALS, BETTER APPROACHES, SMALL CLASSES, AND FINANCIAL SUPPORT. THIS PAPER WAS PREPARED FOR THE NATIONAL CONFERENCE ON EDUCATIONAL OPPORTUNITIES FOR MEXICAN AMERICANS, AUSTIN, TEXAS, APRIL 25-26, 1968. (CL)

PROCEEDINGS OF A 1967 TEXAS CONFERENCE ON IMPROVING EDUCATIONAL OPPORTUNITIES FOR MEXICAN AMERICANS ARE INCLUDED IN THIS REPORT. SPEECHES, COMMENTARIES, A PAPER, RECOMMENDATIONS, AND RESOLUTIONS ILLUSTRATE THE STATED GOALS OF THE CONFERENCE--(1) TO IDENTIFY AND DEFINE BARRIERS FACED BY MEXICAN-AMERICANS IN SCHOOLS AND COMMUNITIES IN TEXAS, (2) TO SHOW AND DISCUSS SOME OF THE PROGRAMS UNDERWAY AIMED AT ENHANCING BILINGUAL EDUCATION, (3) TO FOCUS ATTENTION ON PROBLEMS REQUIRING IMMEDIATE SOLUTION, AND (4) TO DEVELOP A PLAN OF ACTION FOR THE DISSEMINATION OF INFORMATION AND STATISTICAL DATA TO REMOVE EXISTING BARRIERS AND FIND SOLUTIONS TO THE PROBLEMS. NAMES OF THE CONFERENCE SPEAKERS AND SPEECH TITLES ARE LISTED IN THE TABLE OF CONTENTS. SOME EXEMPLARY DEMONSTRATION PROGRAMS DEALING WITH BILINGUALISM CONCLUDE THE DOCUMENT. (SW)