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As part of its congressional mandate to collect, analyze, and report statistics on the condition of education in the United States, the National Center for Education Statistics conducted the Survey of Classes That Serve Children Prior to Kindergarten in Public Schools, the first national data collection focused exclusively on prekindergarten classes, including special education, offered by U.S. public elementary schools. The survey study provides basic information on prekindergarten enrollment and more detailed information on student and class characteristics. Participating in the study were 1,843 public elementary schools, and questionnaires were completed by school staff members most knowledgeable about the prekindergarten program. This report presents information about general and special education prekindergarten classes in public elementary schools in 2000-2001. The report is organized into chapters reflecting the major topics addressed in the questionnaire. Chapter 1 presents definitional issues, describes prekindergarten programs, and summarizes the study. Chapter 2 highlights the characteristics of public schools that offer prekindergarten classes. Chapter 3 describes the children who were enrolled in those public school classes. Chapter 4 details characteristics of the public school prekindergarten classes, including information on the number of classes offered, the class schedule, and the number of children enrolled in each type of class. Chapter 5 reports on the number of public school prekindergarten teachers and their credentials and salaries. Chapter 6 describes the student support services that public school prekindergarten children received. Chapter 7 describes funding sources for public school prekindergarten classes. The concluding chapter summarizes the findings of the study. Three appendices include the survey methodology, standard error tables, and the survey questionnaire. (Contains 26 references.) (KB)

This report provides data on programs for adults in public library outlets, based on a survey conducted in Fall 2000 by the National Center for Education Statistics (NCES), U.S. Department of Education (ED). The results are based on questionnaire data for 954 public library outlets in the United States. Responses were weighted to produce national estimates that represent all public library outlets in the United States. Chapter 2 presents information about adult literacy program offerings at public library outlets, including the types of literacy programs offered and the groups for which adult literacy programs are specifically offered. Information is also provided about reasons library outlets do not offer adult literacy programs. Chapter 3 reports on the types of adult lifelong learning programs offered by public library outlets, the groups for which such programs are specifically offered, and barriers to providing lifelong learning programs for adults with learning and/or physical disabilities. Chapter 4 provides information about the extent of Internet access for adults in public library outlets and barriers to providing Internet access. The concluding chapter summarizes the findings of this study. Technical information, including a detailed study methodology discussion and tables of standard errors for all data presented in this report are included in two appendices. A third appendix presents the questionnaire. Includes ten tables and three figures. (AEF)

Since 1994, the National Center for Education Statistics (NCES) has surveyed public schools to estimate access to information technology in schools and classrooms. In the fall of each academic year, anew nationally representative sample of approximately 1,000 public schools has been surveyed about Internet access and Internet-related topics. This survey was conducted by NCES using the Fast Response Survey System (FRSS). FRSS is designed to administer short, focused, issue-oriented surveys that require minimal burden on respondents and have a quick turnaround from data collection to reporting. Questionnaires for this survey were mailed to a representative sample of 1,209 public schools in the 50 states and the District of Columbia. Data have been weighted to yield national estimates. This report presents key findings from the survey "Internet Access in U.S. Public Schools, Fall 2001." For selected topics, data from previous FRSS Internet surveys are presented as well. The findings are organized as follows: school connectivity; students and computer access; operating systems, memory capacity, and disk space; special hardware and software for students with disabilities; the Internet as a way to communicate with parents and students; and technologies and procedures to prevent student access to inappropriate material on the Internet. Detailed information about the survey methodology is provided in Appendix A, and the questionnaire is found in Appendix B. (Contains 11 references and 41 tables.) (AEF)

This report provides a national profile of the status of arts education in the nation's public schools during the 1999-2000 school year. The National Endowment for the Arts, the Office of Educational Research and Improvement (OERI), and the Office of Reform Assistance and Dissemination (ORAD) of OERI requested that the surveys reported in this document be conducted under the Fast Response Survey System (FRSS) of the National Center for Education Statistics (NCES). The report presents information on the characteristics of public elementary and secondary school arts education programs, including data on the availability of instruction in the arts, staffing, funding, supplemental programs and activities, and administrative support of arts education. It is based on data collected from elementary principals (n=640) and secondary principals (n=686) and from elementary arts specialists (music specialists (n=453) and visual arts specialists (n=331)) and classroom teachers (n=497). The report states that in the 1999-2000 academic year, music instruction and visual arts instruction were available in most of the nation's public elementary schools (94% and 87% respectively); dance and drama/theater were available in less than one-third of elementary schools (20% and 19% respectively). It also finds that overall, 72% of elementary schools offering music and 55% of elementary schools offering visual arts employed full-time specialists to teach these subjects, while full-time specialists in dance were employed by 24% of elementary schools offering it and full-time drama/theater specialists were employed by 16% of elementary schools offering it. The report states that the percentage of elementary schools with dedicated rooms for the arts varied greatly. It finds that music and visual arts instruction were offered in most of the nation's public secondary schools (90% and 93% respectively), while dance and drama/theater were offered less frequently (14% and 48% respectively). Appended are: Survey Methodology; Tables of Standard Errors; and Survey Questionnaires. (Contains 55 text tables, 26 text figures, and 14 references.) (BT)

Two Spring 1999 surveys collected data weighted to provide national estimates of occupational program activities. Respondents in public secondary schools (SSs) were asked about program activities for 28 selected occupations within 6 broad occupational areas; those in less than four-year postsecondary institutions (PIs) were asked about activities for 32 selected occupations in the same 6 occupational areas. A majority of SSs and 90 percent of PIs offered at least one occupational program. Respondents of both surveys indicated that procedures for ensuring a match between course content and occupational skill requirements were used. Most SSs and PIs had developed or adopted skill competency lists. The most commonly used vocational completer criterion for SSs was passage of specific vocational courses. PIs offered a variety of educational or occupational credentials. (The 29-page report presents selected highlights from the 29 tables in narrative form and in 13 figures. Tables 1 and 2 present data for both surveys; tables 3-19 present data from the SS survey; and tables 20-29 show data from the PI survey. Every table, except Table 1, is presented as part of a pair. For each pair, the first page or pages are tables of counts and percentages of schools or institutions listed for certain program or sample characteristics followed by tables of the standard errors associated with those counts and percentages. Appendixes consist of a methodology section and survey instruments.) (YLB)

In 2000, researchers conducted surveys on teacher preparation and qualifications, measuring change since 1998. Respondents were 5,253 K-12 teachers nationwide. The survey repeated some indicators of teacher quality examined in 1998 and explored new issues. Virtually all teachers held bachelor's degrees, and nearly half held master's degrees. Teachers were more likely to have participated in professional development emphasizing state or district curriculum and performance standards. For all but one content area of professional development, teachers reported having spent 1-8 hours on the activity during the preceding 12 months. Number of hours spent in professional development related to extent to which teachers believed that participation improved their teaching. Collaboration with other teachers was the most frequent collaborative activity. Over 60 percent of teachers felt very well prepared to meet the overall demands of teaching. They most often reported feeling very well prepared to maintain order and discipline in the classroom. The proportion of teachers participating in professional development was lower in 2000 than 1998 for three of seven content areas. For most classroom activities, teachers in 2000 were more likely than teachers in 1998 to report feeling very well prepared. Appended are research methodology, technical notes, and the survey instrument. (SM)

In fall 1995, the National Center for Education Statistics (NCES) conducted a survey of advanced telecommunications in private schools to provide baseline data on computer and Internet availability, and allow for comparisons with public schools. To revisit the issue of computer and Internet availability in private schools and measure changes since 1995, NCES, through its Fast Response Survey System, administered a second nationally representative survey of advanced telecommunications in private schools during the 1998-99 school year. Specifically, the 1998-99 survey focused on: computer and Internet availability, including the extent to which those resources were available for instruction; selected issues in the use of computers and the Internet, including instructional use of those resources, provision of teacher training, technical support for advanced telecommunications use, and barriers to the acquisition and use of advanced telecommunications; and the E-rate program and other external support for advanced telecommunications in schools. Findings show an increase in computer and Internet availability in private schools since the survey was first conducted in 1995. However, compared to public schools, private schools reported more students per instructional computer with Internet access, they were less likely to be connected to the Internet, and they reported proportionately fewer instructional rooms with Internet access. Data on the use of advanced telecommunications indicate that 45 percent of all private school teachers regularly used computers and/or advanced telecommunications for teaching in 1998-99, and almost two-thirds of all private schools offered or participated in some type of advanced telecommunications training for teachers. Relatively few private schools reported support for advanced telecommunications from the E-rate program. (Includes an index of tables.) (AEF)

This report provides national data for 903 U.S. public elementary and secondary schools on the condition of public schools in 1999 and the costs to bring them into good condition. Additionally provided are school plans for repairs, renovations, and replacements; data on the age of public schools; and overcrowding and practices used to address overcrowding. Among the findings are: about a quarter of the schools reported at least one type of onsite building in less than adequate condition; half reported at least one building feature in less than adequate condition; and about 4 out of 10 reported at least one unsatisfactory environmental condition. Data also suggest that the oldest schools are most in need of attention but that many of these schools do not have plans for improvement. About three-quarters of public schools do not have problems with overcrowding, but nearly 10 percent have enrollments that are more than 25 percent greater than the capacity of their permanent buildings. Appendices provide survey methodology, tables of standard errors, and the survey questionnaire. (Contains 34 references.) (GR)

This report presents findings from the survey, Nutrition Education in U.S. Public Schools, Elementary Teacher Survey, K-5, which followed a federal initiative to improve the quantity and quality of nutrition education in public elementary classrooms. Survey results indicated that 52 percent of elementary teachers had formal training to teach about nutrition. Most teachers reported high availability of resources to support nutrition education (e.g., healthy cafeteria meals, reference materials, support for use of instructional time, and written policies or guidelines). Most reported that they taught lessons to their students about nutrition. About one-third of those who taught nutrition taught it as a separate subject, and about one-third integrated nutrition lessons into other subjects. The mean number of hours teachers spent on nutrition education in a school year was 13. Teachers used active learning strategies and did not rely on traditional lecturing methods. About one in four teachers reported their instructional materials were of high quality. Teachers with higher levels of support from their schools, and teachers with college training on nutrition education utilized family involvement strategies more often. Three appendixes provide survey methodology and data reliability, tables of standard errors, and the survey form. (SM)

This document presents information from and about two 1999 surveys conducted by the National Center for Education Statistics: "Vocational Programs in Secondary Schools" and "Occupational Programs in Postsecondary Education Institutions." The first 25% of the document consists of an introduction and selected findings. The introduction provides overviews of the various policy initiatives that have intensified the push for standards and accountability in occupational education and the methods and assumptions underlying the two surveys. The selected findings focus on the following three areas: (1) use of skill competencies (large proportions of secondary and postsecondary schools had developed or adopted skill competency lists for some or all of their programs); (2) industry input in skill competency development (substantial proportions of secondary and postsecondary institutions had at least some industry input in developing skill competency lists); and (3) skill certificates and industry-related credentials (half of secondary schools and most postsecondary institutions offering one or more occupational programs reported that at least one of their programs prepared students to earn skill certificates or work toward industry-related credentials). The remainder of the document contains 35 tables summarizing the study findings and three appendixes that include the following: methodology and technical notes; and survey instruments examining vocational programs in secondary and postsecondary schools. (MN)

Summer-term projects are an important component of the federal Migrant Education Program (MEP), legislated under Title I of the Elementary and Secondary Education Act. In 1998, a nationally representative survey of MEP summer projects examined project characteristics, types of instructional and support services offered, and the projects' student records systems. About 1,700 MEP summer-term projects operated for an average of 6 weeks in 1998, serving about 262,000 migrant students. The majority of projects enrolled less than 100 students, served students of all ages, and were located in rural areas. About a third of projects and half of the students served were located in California or Texas. States provided various types of technical assistance to the projects. Almost all projects provided reading instruction; over two-thirds offered math or science instruction or bilingual education. Many projects also offered social science instruction, preschool education, special education, or high school equivalency instruction. The most common support services provided by projects were home-school liaison, transportation, and meals. Projects were less likely to provide medical or dental services, counseling, clothing, or day care. Data were also gathered on student records availability and project practices for creating, updating, and transmitting student records. Appendices present sample methodology, data reliability, definitions, detailed statistical data tables, and the survey questionnaire. (Contains 12 tables and 13 figures.) (Author/SV)

This report presents findings from the second national survey of distance education undertaken by the National Center for Education Statistics. The survey covers the 12-month 1997-98 academic year and includes data for higher education institutions as well as all 2-year and 4-year postsecondary institutions. Highlights of the report include the following: distance education is becoming an increasingly visible feature of postsecondary education, primarily at public institutions, with an estimated 54,470 different courses offered; 8 percent of all 2-year and 4-year institutions offer degree or certificate programs designed to be completed totally through distance education; most institutions offering distance education use several types of video and Internet-based technologies; about three-quarters of institutions offering distance education charge the same tuition for these courses as for comparable on-campus courses; and between fall 1995 and 1997-98 the percentage of higher education institutions offering distance education courses increased from 33 to 44 percent. The first chapter of the report is an overview; following chapters review institutions and enrollments, course offerings and enrollments, degree and certificate programs, distance education technologies, tuition and fees, changes in distance education since 1994-95, and present conclusions. Appended are survey methodology, tables of standard errors, and the survey questionnaire. (CH)

This report discusses the outcomes of a survey of 2-year and 4-year postsecondary education institutions (n=5,040) about students with disabilities. It includes information about enrollment of postsecondary students with disabilities and support services and accommodations. Results found: (1) an estimated 428,280 students with disabilities were enrolled at 2-year and 4-year postsecondary educational institutions in 1996-97 or 1997-98; (2) learning disability was the most frequent disability with almost half of the students with disabilities in this category; (3) 72 percent of the institutions enrolled students with disabilities; (4) almost all of the institutions that enrolled students with disabilities (98 percent) had provided at least one support service or accommodation, with most providing alternative examination formats or additional time; (5) public institutions were more likely than private institutions to have provided a service or accommodation; (6) almost all (95 percent) of the institutions provided at least one kind of educational material or activity for faculty and staff designed to assist them in working with students with disabilities; and (7) 28 percent of the institutions indicated that their counts of students with disabilities include only those students to whom services or accommodations were provided. Appendices include the survey questionnaire and tables of standard errors. (CR)

This volume examines education-reform efforts in U.S. public schools. The report, which focuses on higher standards for student achievement, is based on two nation-wide studies: the Public School Teacher Survey on Education Reform and the Public School Survey on Education Reform. The survey included questions on teachers' understanding of higher standards for student achievement; how prepared teachers feel to set or apply new higher standards of achievement for their students; and the extent to which teachers are implementing reform activities. Survey findings are presented throughout the report in aggregates for all schools; where significant differences were found, they are presented by school characteristics. Among the findings, 42 percent of elementary and secondary public school teachers reported understanding the concept of new higher standards for student achievement very well, and 35 percent said they felt very well equipped to set or apply new higher standards for their students; two activities associated with education reform were frequently cited by teachers as being incorporated into their classes to a great extent; and instructional strategies were aligned with high standards to help all students succeed. Three appendices present the survey methodology, reference and standard error tables, and the survey form. (RJM)

This sourcebook is a comprehensive compilation of data on American Indian and Alaska Native participation in higher education, primarily 4-year and 2-year universities and colleges, including tribal colleges. Data cover undergraduate students, graduate students, and faculty, as well as student outcomes following graduation. Data sources include the National Center for Education Statistics, the Bureau of the Census, and various published surveys and reports. The introduction explains terminology, data limitations, and structure of the sourcebook. Chapters cover: (1) American Indian and Alaska Native demography and a historical overview of Native American postsecondary education in the United States; (2) Native American access to higher education in terms of high school performance and graduation, scores on college entrance examinations, and student risk factors; (3) Native postsecondary enrollment, 1976-94, (by institution level and control and student sex, attendance status, degree level, major field of study, institution, and state), as well as student persistence and graduation rates; (4) degree completions, characteristics of degree recipients, and institutions awarding the largest number of degrees to Native Americans; (5) receipt and use of student financial aid; (6) American Indian and Alaska Native college faculty and staff, salaries, tenure, and distribution; and (7) historical overview and highlights of each of the 30 tribal colleges. Many data tables and figures are included. Appendices contain 80 references, supplemental data tables for the first six chapters, standard error tables, a glossary and list of acronyms, and over 200 additional sources of information. (SV)

The State Survey on Racial and Ethnic Classifications was conducted for the National Center for Education Statistics and the Office for Civil Rights in the U.S. Department of Education as part of the research associated with the comprehensive review of an Office of Management and Budget (OMB) directive on race and ethnic standards for federal statistics and administrative reporting. The survey was conducted to provide information for OMB about the quality and utility of the data collected by state departments of education using the five standard federal categories of race and ethnicity in use at that time. The issues examined in this report include: (1) the use of classifications that differ from those five standard categories (White, nonHispanic; Black, nonHispanic; Hispanic; Asian or Pacific Islander; American Indian or Alaskan Native): (2) the impetus for making changes to classification categories; (3) the types and origins of complaints received about the categories; and (4) the effect of possible changes on the collection, maintenance, and reporting of trend data. The survey was conducted as a telephone interview with a representative in each state (except Hawaii) in February 1997. Eight states reported using categories other than the five standard categories. Five states reported using a "multiracial" category, while two use an "other," one uses "Filipino," and one separates American Indians and Alaskan Natives. Complaints from parents and school districts were the main reasons given by states for modifying or considering modifications to the federal categories. Adding a multiracial category was the most frequently requested change. Three states reported that they were considering making changes to the categories, but the remaining states and the District of Columbia had not made any changes and reported none under consideration. Appendixes contain a discussion of the survey methodology and copies of the survey protocols. (Contains 12 tables.) (SLD)

A recent study asked nationally representative samples of public school principals and teachers about their use of content and performance standards and other reform strategies, ties between the home and school, Title I's role in supporting reform, and the information they needed to proceed with reforms. This report presents findings of the principal survey, which had 1,216 respondents. Fully 78 percent of principals reported their schools used content standards to a moderate or great extent to guide curriculum and instruction in all four core subjects. About 10 percent indicated their schools were implementing all 10 comprehensive reform strategies. At least 40 percent of respondents needed more information on using innovative technologies, professional development linked to standards, and parental involvement activities. Barriers to achieving high standards included diverse student populations, high student mobility, inadequate parent involvement, and inadequate student assessments. Half the principals preferred to receive information on reforms through institutes or workshops. Principals of Title I-funded schools and those without such funding had similar familiarity with and implementation of comprehensive reforms. Included are survey highlights, a summary, and appendices containing methodologies, tables, and the survey form. (MLH)

This 1995 federal survey designed to provide the first nationally representative data about higher education distance education course offerings. Data were collected in fall 1995 from 2-year and 4-year higher education institutions and were weighted to provide national estimates. The study includes information about the percentage of institutions that offer or plan to offer distance education courses in the next three years; course offerings, including the types of technologies used to deliver distance education and the sites to which such courses are directed; enrollments and completions; characteristics of distance education courses and programs; program goals; future plans; and factors inhibiting distance education programs. Among the results reported by the survey were the following: one- third of higher education institutions offered distance education courses, and an estimated 25,730 courses were offered; approximately 753,640 students were formally enrolled in distance education courses in academic year 1994-95; public 2-year institutions accounted for 55 percent, public 4-year institutions for 31 percent, and private 4-year institutions for 14 percent of the students enrolled in distance education; about 25 percent of the institutions offered degrees that could be completed through taking distance education courses exclusively. An estimated 3,430 students received degrees in 1994-95 by taking distance education course exclusively. Appended are tables of standard errors and the survey form. (JLS)

This document provides data from a nationally representative sample of private elementary, secondary, and combined schools in the United States and District of Columbia in the fall 1995. Twenty-five percent of private schools had access to the Internet. By comparison, 50% of public schools were on the Internet. Access to the Internet varied by instructional level of the school and size of enrollment; 57% of private secondary schools had Internet access compared with 23% of elementary schools and 19% of schools combining elementary and secondary grades. Almost all private schools (95%) were equipped with computers. On average, there were 24 computers per private school and an average of 9 private school students per computer. Nonsectarian schools reported fewer students per computer (6) than Catholic schools (10) and other religious schools. Nine percent of all the computers in private schools had Internet access and there were 99 students for every computer with Internet access. The percent of computers on the Internet in nonsectarian private schools was almost four times higher than the percent in schools with religious affiliations. Nonsectarian schools reported the lowest ratio of students per Internet connected computer--25 to 1. The ratio of students per computer with Internet access also varied by instructional level. Five percent of all instructional rooms in private schools had Internet access. Seventy-three percent of private schools provided access in one or more instructional rooms. Nonsectarian schools were more likely than Catholic schools to provide classroom access to the Internet. Of private schools with Internet access, 94% had e-mail, 72% had World Wide Web access, 69% had access to newsgroups, and 67% had search capability services. Ninety-four percent of private schools connected to wide area networks by modem. Teachers and staff had the largest role in developing private schools' advanced telecommunications activities, followed by parents. Fourteen percent of private schools had a full-time network administrator. Four in 10 private schools that did not have Internet access had plans to obtain access in the future. Funding was the most frequently cited barrier to the acquisition or use of advanced telecommunications in private schools. Twenty-one tables present statistics and standard errors for tables. The survey instrument is included. (AEF)

This report presents the findings from the "Nutrition Education in Public Schools, K-12" survey that was designed to provide data on the status of nutrition education in U.S. public schools. Questionnaires were sent to 1,000 school principals of a nationally representative sample of U.S. elementary, middle, and high schools. The survey requested information on: placement of nutrition education in the curriculum, and the content, coordination, and reasons for nutrition education. Survey findings are presented for all schools and frequently by instructional level, enrollment size, metropolitan status, and geographic region. Highlights of the survey's findings include: (1) practically all public schools (99 percent) offer nutrition education somewhere in the curriculum, and many integrate it within the total curriculum (70 percent); (2) overall, schools focus on increasing students' knowledge about what is meant by good nutrition, with less emphasis on influencing students' motivation, attitudes, and eating behaviors; (3) the majority of schools (61 percent) have no nutrition education coordinator, so teachers are responsible for their own lessons; (4) over 90 percent of all schools offer nutrition through the school meals program; and (5) topics in nutrition covered by more than 90 percent of all schools are: the relationship between diet and health; finding and choosing healthy foods; nutrients and their food courses; the Food Guide Pyramid, and Dietary Guidelines and goals. Four appendixes provide: Survey methodology and data reliability; tables of standard errors; the survey form; and Section 19(a) of U.S. Public Law 103-448, 103rd Congress, 2 November, 1994, The Child Nutrition Act of 1966. (ND)

Data from the Survey on Higher Education Finances and Services were analyzed to determine whether higher education institutions (n=711) experienced operating budget cuts during the fiscal year (after the budget was initially approved) between fiscal years 1990 and 1993. While 17 percent had experienced such cuts during fiscal year 1990, this percentage rose to about one-third of all institutions during fiscal years 1991 through 1993. A greater proportion of public than private nonprofit institutions experienced budget cuts. The major reason for cuts given by public institutions was rescissions in state or local appropriations; for private institutions, the most frequently cited reason was tuition and fees shortfall. Increases in class size for introductory courses were reported by 29 percent of institutions; 19 percent reported increases in class size for advanced courses. Few institutions reported decreases in the number of courses or sections offered. The number of academic departments stayed the same at 77 percent of institutions; the number of academic programs stayed the same at 56 percent of institutions. Very few institutions reported decreases in their key student services since academic year 1989-90. Ten tables and two graphs display the survey data. (JDD)

Findings from a principal survey on safety, discipline, and drug use prevention are presented in this report. A national questionnaire mailed to 884 public elementary and secondary school principals yielded 830 usable returns, a 94 percent response rate. Respondents were asked about the extent of discipline problems within their schools and the nature and effectiveness of their schools' current policies and drug education programs. Data are presented by instructional level, type of school location, enrollment size, region, and percentage of students receiving free or reduced-price lunches. After a list of definitions, 17 statistical tables illustrate the problems in schools, disciplinary actions, services and procedures, limitations to maintaining order and discipline, programs and policies, drug use education, and community support. Highlights of the findings include the following facts: (1) student alcohol use was considered a serious or moderate problem by 11 percent of all public school principals; (2) over 90 percent of public schools--both elementary and secondary--offer referrals to social services outside the school system for disruptive behavior; and (3) general discipline programs and policies were considered to be highly effective in reducing disruptive behavior by 33 percent of public school principals. Appendices contain standard error tables and the questionnaire. (LMI)

This survey examined trends in enrollments in undergraduate humanities courses. The survey gathered information from 481 (out of 494) colleges and universities about course offerings and enrollment in fall 1988 for full-time and part-time undergraduate students in six subjects: English and American literature, foreign languages and literatures, history, philosophy, religion, and English composition. Data were combined with fall 1980 and fall 1985 data to allow comparisons of enrollments across time. During the period from 1980 to 1988, undergraduate humanities enrollments grew at a slightly greater pace than total undergraduate enrollment. Most frequent course offerings at two-year colleges were composition/writing, remedial/developmental composition, English and American literature, and history. Most frequent course offerings at four-year colleges and universities were English and American literature, composition/writing, history, foreign languages and literatures, and philosophy. Except for English composition, enrollments per 100 students in four-year colleges were higher in private schools than in public schools. Appendices contain detailed tables, technical notes, and a copy of the survey questionnaire. (JDD)

This report describes the methodology and presents the findings of a survey of State education agencies concerning the extent of eligibility of school districts for ESEA Title I schoolwide projects and the extent of their participation in such projects. Information provided includes: (1) the number of districts that applied for Title I funds in the 1979-80 school year; (2) the number of these districts having at least one school with 75 percent or more children eligible for Title I; (3) within these districts, the number of schools with 75 percent or more Title I eligible children; (4) the number of districts that applied for a Title I schoolwide project for the 1979-80 school year; and (5) the number of districts that have, or will have, at least one Title I schoolwide project during the 1979-80 school year. Five percent of the districts applying were found to meet the eligibility criterion for schoolwide projects by having at least one school with 75 percent or more Title I eligible children. It was also found that while eligible districts tended to be concentrated in high poverty Southeastern States and in States with medium enrollments and high poverty rates, they occurred throughout the nation. (Author/APM)

The availability of evening and weekend baccalaureate degree credit courses and factors that discourage institutions from introducing or expanding such courses were investigated through a fast response survey that was sent to a national sample of universities and other four-year colleges. Among the findings are the following: almost three-fourths of the baccalaureate degree-granting institutions offered degree-credit courses in evening or on weekends during the 1979-80 academic year; evening courses were provided most frequently; an estimated 20 percent of all institutions offered enough evening and weekend courses to fulfill all degree requirements in at least one of the 11 major fields of study covered in the survey; for specific fields of study, the proportions of institutions providing all required credits in evening or weekend courses ranged from one percent for home economics to 25 percent of business and management; and next most widely available degree programs were in the fields of psychology and social sciences; opportunities to earn degrees through evening or weekend study tended to increase with enrollment size; and insufficient demand was perceived as the major deterrent to the introduction or expansion of evening and weekend courses (limited faculty resources ranked second as a deterrent, and neighborhood or transportation safety was the least frequently cited factor). Additionally two-thirds of the institutions with evening or weekend courses provided evening classes only, while one-third offered classes both in evenings and on weekends. A sample questionnaire and information on the survey methodology are appended. (SW)

This study was undertaken to obtain reliable national estimates of enrollments of undergraduates in humanities courses and to assess changes in enrollments from 1980 to 1985. The survey collected data from a sample of 453 (out of 493) colleges and universities on enrollment figures for full-time and part-time undergraduate students in eight general humanities subjects: English composition, English and American literature, foreign languages and literatures, history, philosophy, religion, history/appreciation of the arts, and interdisciplinary humanities. The survey found that humanities courses were offered at the great majority of American colleges and universities in the fall of 1985. The most frequently offered courses were composition/writing, history, English and American literature, and foreign languages and literatures. In general, enrollments per 100 students were highest in baccalaureate colleges, private schools, and small schools, and lowest in two-year colleges. Humanities enrollments per 100 students were fairly stable from 1980 to 1985. (JDD)

Recently released by the National Center for Education Statistics (NCES)(last described in the October 16, 1998 Scout Report), this is the first in a new series of biennial reports "specifically focused on teachers' learning (both preservice and continued) and the environments in which they work." This report is based on a recent national survey which examined the issues of teacher preparation, qualifications, and work environments. "Key findings are provided in three major areas: (1) preservice learning and teaching assignment; (2) continued learning; and (3) supportive work environment." Users can read the full text online or download the report in .pdf format.

The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. This survey was requested by the Planning and Evaluation Service of the Office of the Under Secretary within the U.S. Department of Education. The survey provides national estimates about the extent of remedial education on college campuses by examining: participation in college-level remedial education, characteristics of remedial courses and programs, and policies or laws that affect remedial education. For a quick look, readers should begin with the "Highlights" section at the beginning of the survey, here they can find a complete (yet short) overview of the survey's findings. Of course, if they are interested in more details they can read the survey in its entirety.