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This report was commissioned by the Global Partnership for Education's Secretariat to take stock of how disability and inclusive education are in included in education sector plans (ESPs) in 51 countries, including GPE-funded programs, such as education sector program implementation grants (ESPIGs), program documents (PADs), implementation progress reports (IPRs) Education Sector Analysis (ESA), if applicable, and other relevant GPE program documents. Moreover, a plethora of key international reports and monitoring reports was reviewed. This report documents progress and highlights the need to step up support to GPE partner countries on disability and inclusive education, to improve consideration of issues around disability and inclusion in education sector analysis and sector planning processes to better promote the achievement of GPE 2020 strategic goal 2, and to fulfill the transformative vision of Agenda 2030. This means ensuring that girls and boys with disabilities are not only able to access their right to a quality education in a nurturing environment, but also, through education, become empowered to participate fully in society, and enjoy full realization of their rights and capabilities. [This report was written with Louise Banham and Eleni Papakosta.]

This document outlines the educational programs and issues affecting American Indian, Alaska Native, and Native Hawaiian students in early childhood, K-12, adult, and postsecondary education at the start of the 107th Congress (2001). The national American Indian, Alaska Native, and Native Hawaiian education agenda requires the formal acknowledgment by the next administration about federal responsibilities and commitments based on federal-Indian treaties; the government-to-government relationship between Indian Nations and the United States; and Congressional mandates for the education of American Indians, Alaska Natives, and Native Hawaiians. Under this acknowledgment, there are immediate needs to: reauthorize the Elementary and Secondary Education Act, sustain basic needs of Indian schools funded through federal agencies, increase funding for repair and renovation of schools serving American Indians, ensure that Executive Orders remain in force, create a national blueprint on Indian education, explore new education strategies, elevate the director of the Department of Education's Office of Indian Education (OIE) to Assistant Secretary, reestablish the National Advisory Council on Indian Education, better coordinate federal-state-tribal educational partnerships, avoid block-granting of funds for certain Indian programs, provide adequate funding of Bureau of Indian Affairs (BIA) programs, support Ka Haka 'Ula O Ke'elikolani College in Hawaii, fund Native language revitalization programs, and involve tribal leaders in forming the national American Indian education agenda. Supplemental information lists all OIE programs identified for elimination, OIE programs being funded, Impact Aid programs, and BIA programs, and presents the National Indian Education Association's position on issues surrounding each one. (TD)

As of August 1995, there exists a backlog of $800 million in needed facility improvements, repairs, and construction in schools funded by the Bureau of Indian Affairs (BIA). The cost and number of projects has risen to a level that exceeds current program funds. With the school buildings deteriorating and the student population increasing, there is an immediate need to fund these projects. This position paper proposes a Congressional bill to create a National Indian Bonding Authority that would issue bonds to finance these projects. Existing education program money and reserve funds would be the repayment source and security for the bonds. These existing funds would be leveraged through the bonds to fund substantially more projects. BIA and tribal grant schools would establish the projects, which would be approved by existing federal agencies. A bonding underwriter would underwrite and sell the bonds, the proceeds of which would be deposited with a bond trustee acting as a disbursement agent. The issue of timely payment of principal and interest by the Indian Nations is removed by having the debt service moneys come directly from the U.S. Treasury. Included are a memo from the Acting Inspector General reflecting difficulties in the BIA audit, data on some of the unobligated and unattached construction funds that could be used to leverage and secure construction bonds, and a cover letter soliciting support for the initiative. (Contains three tables.) (TD)

This report contains amendments to House Joint Resolution 226 to establish a national policy on permanent papers proposed by the House Committee on Government Operations. The main purpose of the legislation is to establish a formal policy that federal records, books, and publications of enduring value be produced on acid free permanent papers. The report presents a discussion of the problem and alternative solutions, including the use of acid free papers, microfilming deteriorating documents, and bulk deacidification of books. The report also provides a section-by-section analysis of the amended legislation, including five urgent congressional recommendations: (1) federal agencies should require the use of acid free permanent papers for publications of enduring value produced by the Government Printing Office or by federal grant or contract; (2) federal agencies should require the use of archival quality acid free papers for permanently valuable records; (3) American publishers and state and local governments should use acid free papers for publications of enduring value; (4) both private and governmental publishers should prominently note the use of acid free paper, and federal officials should make known the national policy on acid free papers to foreign governments and international agencies. (KRN)

This publication contains the text of House Joint Resolution 226, which establishes a policy that Federal records, books, and publications of enduring value be produced on acid free permanent papers; recommends that federal agencies and American publishers require the use of acid free permanent papers for publications of enduring value; recommends that statistics be kept on the present production of acid free papers and the volume of production; recommends that the Secretary of State make known the national policy; and directs the Librarian of Congress, the Archivist of the United States, and others to monitor progress in implementing the national policy. The publication includes statements in support of the legislation from James H. Billington, the Librarian of Congress; Representative Pat Williams; Lawrence Hughes, the Association of American Publishers; and Don W. Wilson, the Archivist of the United States. Extensive appendices include the following: (1) responses from the Archivist to questions raised by the subcommittee about computer applications needed or in place at the National Archives; (2) the text of an instructional guide on managing electronic records; (3) information about the Library of Congress's Machine-Readable Collections Reading Room (MRCRR) and a copy of the first year, pilot program report of the accomplishments of the MRCRR; (4) information from the Association of Research Libraries on the use of alkaline paper and paper preservation; (5) comments from the Government Printing Office (GPO) on the legislation and a copy of the GPO's plan for use of alkaline paper, which includes statistics about paper production and comparative costs of acid and alkaline papers; and (6) statements about the proposed legislation from the New York Public Library, the American Library Association, and other interested parties. (KRN)

Planning the activities for an instructional development unit and evaluating how well it has performed requires a set of standards against which the unit can be compared. This paper proposes a set of standards developed from a variety of references and personal experiences with instructional development units from across the country. Thirty-eight characteristics of a model instructional development unit are presented in five categories: plans and goals, organization and administration, decision making, activities, and evaluation. Eighteen references are listed. (Author/THC)

This technical assistance paper focuses on the transition of children with disabilities birth to three and their families from the Infants and Toddlers Early Intervention Program for children ages birth to three to the Prekindergarten Program for Children with Disabilities for children ages three to five. The information presented is consistent with the requirements for transition outlined in the Individuals with Disabilities Education Act 1997. Presented in a question and answer format, information is provided on the following topics: (1) goals of the transition process; (2) eligibility for preschool services; (3) parent permission; (4) starting services; (5) initiating the transition process; (6) timing of the services; (7) recommended components of a transition interagency agreements and how agreements promote transition planning; (8) the purpose of the transition planning meeting; (9) participants of the transition planning meeting; (10) documentation; (11) participation of the early intervention primary service coordinator in the transition meeting; (12) use of the family support plan; (13) differences between the family support plan and the Individualized Education Program; (14) temporary assignments; and (15) options for providing uninterrupted services. An appendix includes a transition plan form. (CR)

This paper assesses the likely impact of proposed changes in the Office of Postsecondary Education's method of calculating parental base-year income on determining eligibility for student financial aid. In examining applicant data the study concludes that the change to use of prior, prior year (PPY) income is not a good proxy for the current prior year (PY) data. It notes that: (1) at the individual student/family level, PPY either over- or underestimates income for approximately 63 percent of all aid applicants; (2) at the institutional level, almost half the cases will require recalculation of need ; (3) at the state level, many states will be forced to collect PY income on a supplemental form; and (4) at the federal level, the over- or underestimates of income with PPY will create several serious consequences, among them redistribution of federal aid from more needy to less needy families. The report discusses each of these findings in detail. Three appendixes provide: comparative data on Title IV applicant total family income; comparative data on the number and percent of applicants with income changes; and show how the proposed changes would impact upon one public institution. (CH)

This document discusses the goals and efforts of the California Community College Trustees (CCCT) in promoting diversity in the system's students, staff, and faculty. Goals include: (1) holding conferences and seminars that assist local colleges in addressing diversity on their campuses and model a value for diversity; (2) paying attention to the implications of diversity issues in research and policy analyses; (3) representing local college perspectives to state and federal government and agencies, supporting policy that values diversity and empowers local districts to value diversity; (4) creating content in publications and other communications that assists local colleges in addressing diversity and models diversity; (5) ensuring that all partners, services, and programs support diversity; and (6) conducting procedures and operations in a diversity-friendly manner. Local Board policy statements are also listed, including those for student success, community value, college operations, human resources, student recruitment and support, and education programs. Examples of these amended policy statements include: (1) degree and certificate programs will be offered that are relevant to and current for the needs of the students and community; and (2) the criteria used to recruit and enter into business partnerships shall include support for minority- and women-managed and -owned businesses. Possible measures or indicators that might be used to monitor policies are also included (JA)

This document explains complaint resolution procedures for individuals who file a complaint with the Florida Department of Education (DOE) on behalf of one or more students with disabilities, or one or more parents of students with disabilities, alleging a public agency has violated the educational rights of a student with disabilities under the Individuals with Disabilities Education Act (IDEA), Part B, and the corresponding state regulations. The DOE is required, within 60 days of receipt of a formal complaint to carry out an inquiry, give the complainant an opportunity to provide additional information, review all relevant information and determine if the district/agency has violated a requirement, and provide a written decision to the complainant that addresses each issue presented in the complaint. The document begins by explaining the option of mediation of disputes. It then describes the three levels of action the DOE has developed to address formal complaints: (1) an Early Resolution Agreement; (2) an inquiry resulting in a Bureau Resolution Determination; and (3) an inquiry resulting in a Commissioner's Order. For each level, step-by-step instructions for DOE procedures are provided. Following sections address timelines and extensions for completion of complaint resolution activity and local education agency complaint inquiries. (CR)

This paper outlines procedures for making inquiries or complaints relating to the education of children and youth with disabilities in Arizona. It encourages individuals to first contact the administration of the local public school district or agency and then offers steps to follow to register a complaint with the Arizona Department of Education, Special Education Section. The responsibility of the state agency in investigating and responding to the complaint is outlined. Corrective action that will be taken if areas of noncompliance are found is presented. A memorandum from the Office of Special Education and Rehabilitative Services offers information on the Secretarial Review Process, in which a party to a complaint has the right to request that the Secretary of the U.S. Department of Education review the State education agency's final decision on that complaint. The guidelines address who can request Secretarial review, what information should be submitted, criteria used by the Assistant Secretary in determining whether to grant or deny a request for Secretarial review, and results of Secretarial review decisions. (JDD)

This paper is designed to assist school district personnel in implementing revised Florida regulations concerning student performance standards and graduation requirements for Special Diplomas for certain exceptional students. The revised regulations call for provision of a diploma option based upon demonstrated employment and community competencies; development of a training plan to implement the new diploma option; documentation of the student's intent to pursue a course of study leading toward either a Standard or Special Diploma by eighth grade or age 16; and identification of levels of performance standards for students with mental handicaps, hearing impairments, physical impairments, language impairments, emotional handicaps, specific learning disabilities, and profound handicaps. A background section provides a brief historical perspective and an overview of applicable statutes and rules. A question and answer section responds to common concerns about student mastery of the performance standards, incorporation of the performance standards into curricula, establishment of credit requirements, components of the training plan required under the Employment and Community Competencies option, and selection of the appropriate diploma option for an individual student. (JDD)

The paper is intended to provide Oregon schools with guidance on interpretations regarding evaluation of children with specific learning disabilities (LD), as required by the regulations for the Education for All Handicapped Children Act, P.L. 94-142. A list of definitions is followed by guidelines for protection in evaluation procedures with all handicapped children and for re-evaluation. Procedures for evaluating students with specific LD are then summarized, and components of the evaluation process (exclusion of other primary disabilities, criteria of academic achievement, discrepancy between the student's potential and actual levels of learning, psychological processes, and medical aspects) are discussed. Requirements regarding observations and written reports are specified. The final section consists of answers to 17 questions on such topics as student transfer, differences between slow learners and students with specific LD, re-evaluation frequency, timeliness on evaluation, multidisciplinary team processes, and determination of a discrepancy between expected and actual achievement level. Among four appendices are a suggested evaluation compliance checklist and an index of selected screening, intelligence, and diagnostic tests for use with the LD population. (CL)

Compiled by the members of the U.S. Senate Subcommittee on Rural Development, this series of papers presents varying views on rural land-use issues. The 19 papers are titled as follows: (1) "Planning: Some questions, Answers, and Issues"; (2) "Evolution of Planning Theory and Practice: A Response to Changing Problems and Institutions"; (3) "The Legal and Governmental Framework for Planning"; (4) "The Politics of Planning"; (5) "Planning Practice and Techniques"; (6) "Implementing the Products of Comprehensive Planning: The Pueblo Experience"; (7) "Integrating Natural Resources into Areawide and Local Planning: The Southeastern Wisconsin Experience"; (8) "Rural New York State's Agricultural Districts"; (9) "An Overview of the Taxation of Open Land"; (10) "Differential Assessment of Open Space and Farmland"; (11) "Status of Ad Valorem Taxation on Rural Land in Georgia--1972"; (12) "Farming in the City's Shadow"; (13) "Human Considerations in Land Use"; (14) "Major Uses of Land in the United States: Summary for 1969"; (15) "Land Use Change in the Southern Mississippi Alluvial Valley, 1950-69"; (16) "Urbanization of Land in the Northeastern United States"; (17) "Urbanization of Land in the Western States"; (18) "Improving Water Quality Management Planning in Nonmetropolitan Areas"; (19) "Watershed Models: Tools in Planning Land Management for Water and Pollution Control". (JC)

This information paper on the major income and employment issues affecting older Americans survey the economic impacts of an aging population, presents an agenda for future research into principle income and employment policy issues, and provides an outline of those policy options to be reviewed as a basis for governmental policy formation. Benefit adequacy and fairness, retirement systems, pension plan funding, the impact of extending the individual's working life, and the coordination and design of current retirement policies are examined. The implications of migration and regional development patterns and the impact of an aging population on employment, income, wealth, government spending and revenues, pension plans, and financial markets are analyzed. Following a discussion of data availability, research priorities are identified in the following areas: finance, benefit adequacy and fairness, employment, and systems coordination and design. The position taken on social security and public retirement systems by business, labor, and the aged is set forth. Conflicts among objectives, major gaps in identified policy options, and the relationship of policy options to economic trends are described. A total of 120 recent related research projects are listed in an appendix. (MN)

This document is one of six discussion papers prepared for the Wisconsin Legislative Council's Special Committee on Crimes Against Children. The introduction explains the committee's task of conducting a thorough examination of state laws relating to crimes against children, reviewing major policy issues affecting those laws to determine whether substantive changes are needed in various statutory provisions and reorganizing the laws. This paper deals specifically with the crimes of contributing to the delinquency of a minor. It is organized into five parts which cover the areas of: (1) laws relating to contributing to the delinquency of children; (2) the prohibition against crime comics; (3) the prohibitions against furnishing alcoholic beverages to a child and the presence of minors on alcoholic beverage licensed premises; (4) the prohibitions against distributing controlled substances to minors; and (5) receiving stolen property from a minor. For each of these issues, there is a section explaining current law and a section giving suggestions for statutory revisions. Copies of the statutes covered in the report, arranged in numerical order, and a copy of ss. 939.50 to 939.52, which prescribe the basic criminal penalty classification system used in the Criminal Code are appended. (NB)

This document is one of six discussion papers prepared for the Wisconsin Legislative Council's Special Committee on Crimes Against Children. The introduction explains the committee's task of conducting a thorough examination of state laws relating to crimes against children, reviewing major policy issues affecting those laws to determine whether substantive changes are needed in various statutory provisions and reorganizing the laws. This paper deals specifically with the problem of interfering with custody. Part I covers the laws relating to the abduction of children, part II deals with the interfering with custody statutes, and part III discusses unauthorized placement for adoption. For each of these issues, there is a section explaining current law and a section giving suggestions for statutory revisions. Appendix 1 contains a chart setting forth the elements and penalty levels of various criminal statutes which relate, in full or in part, to the unlawful taking or concealing of a child. Appendix 2 contains copies of the statutes covered in the report, arranged in numerical order, and a copy of ss. 939.50 to 939.52, which prescribe the basic criminal penalty classification system used in the Criminal Code. (NB)

This document is one of six discussion papers prepared for the Wisconsin Legislative Council's Special Committee on Crimes Against Children. The introduction explains the committee's task of conducting a thorough examination of state laws relating to crimes against children, reviewing major policy issues affecting those laws to determine whether substantive changes are needed in various statutory provisions and reorganizing the laws. This paper deals with the problem of physical neglect of children. Part I covers the laws relating to failure to support, part II deals with the prohibition against abandonment of a young child, and part III discusses the prohibition against abuse of children in facilities. For each of these issues, there is a section explaining current law and a section giving suggestions for statutory revisions. Copies of the statutes covered in the report, arranged in numerical order, and a copy of ss. 939.50 to 939.52, which prescribe the basic criminal penalty classification system used in the Criminal Code are appended. (NB)

These papers provide indepth analyses of barriers to and proposals for economic development on Indian reservations. The collection is a follow through to April 29, 1982 hearings of the Select Committee on Indian Affairs of the United States Senate. Alan R. Parker and Charles Trimble survey Indian economic development issues including the federal role, tribal experience, legal questions of development, and capital and financing issues as well as listing relevant federal assistance programs. Eric D. Eberhard examines the American Indian Development Finance Corporation in the context of federal Indian law. Eric Natwig describes institutional barriers to financing development projects in Indian country and establishes the need for an independent development finance institution. Ronald L. Trosper estimates capital needs for an American Indian Development Finance Corporation. Lorraine Turner Ruffing discusses initiatives in development finance including domestic and international programs and institutions. A second paper by Trosper offers guidelines for project evaluation on reservations, applying cost-benefit analysis and social accounting matrices to four hypothetical projects. Reka Potgieter Hoff discusses tribal taxation and economic development. Tables and explanatory notes accompany the papers. (LFL)

This collection of papers addresses improvement of programs for the growing numbers of limited English proficient children in America. Included are: (1) "Improving Conditions for Success in Bilingual Education Programs," (2) "The Role of English as a Second Language in Bilingual Education," (3) "The Role of Research in Policy Decisions about Bilingual Education," (4) "Teacher Preparation for Bilingual Education," (5) "Issues in Estimates of the Number of Limited English Proficient students," (6) "Academic Achievement of Language Minority Children," (7) "Effective Teachers for Language Minority Students, National Needs," (8) "Parental Involvement in Bilingual Education," and (9) "Educational Policy and Political Acceptance: The Imposition of English as the Language of Instruction in American Schools." Despite the controversy, the particular language of instruction makes little or no difference; the opportunities that are thought available to the ethnic group by members of the group themselves make the difference. The United States, at both the Federal and State level, has sought to balance the unifying effect of English with the harmonizing benefits of native language retention by consistently favoring English. The government, though, has recently realized that the option of native language instruction should also be made available. The Federal system needs the sense of harmony, cultural equality, and devotion which such an option engenders. (ETS)

The achievement of educational opportunity goals for the disabled in California is addressed in this report, which includes three brief working papers prepared for regional hearings and written testimony provided by 30 individuals. Included is the text of Assembly Concurrent Resolution (ACR) 3, which directed the California Postsecondary Education Commission to establish a committee of representatives from schools, colleges, and universities to develop and adopt a plan by the end of 1986 to achieve three equal opportunity goals. The goals for the disabled concern admission to public four-year colleges, completion of vocational technical programs or transfer from community colleges to four-year colleges, and completion of baccalaureate programs. Titles of the working papers are:"Ways of Improving the Academic Preparation of Disabled Students in Secondary Schools if Underpreparation Results from Their Disability,""Financing Services for Disabled Students," and "Evaluation and Accountability." (SW)

The policies and performance of the post-Mao Chinese government (1976 to the present) in the four modernization areas of industry, agriculture, science and technology, and the military are examined. Realizing that the program to modernize the economy of the People's Republic of China, which was initiated by Mao's successors in 1977, was much too ambitious, the current Chinese leadership is in the process of adjusting, reorienting, and retrenching the four modernizations into something more pragmatic, realistic, and attainable. Included among the topics are: economic growth; major developments in the Chinese economy since Mao's death; how the Chinese transportation network has been expanded to meet economic needs; population growth and control; the different economic and social roles of the urban and rural labor forces; why Chinese modernization has not entailed urbanization; how key industries are adjusting to meet the needs of modernizing China; plans for reforming industry; rural industrialization; agricultural productivity; science and elitism; Chinese attitudes towards technology transfer; whether or not military modernization has remained in its position as last in priority; and resource allocation for the military. (RM)

The politics and performance of the post-Mao Chinese government (1976 to the present) in the areas of foreign economic relations and Sino-American normalization are examined. Realizing that the four modernizations program for bringing up to date agriculture, industry, science and technology, and defense, initiated by Mao's successors in 1977, was too ambitious, China's current leadership is in the process of adjusting, reorienting, and retrenching the program into something more pragmatic, realistic, and attainable. Included among the topics discussed in this publication are: China's international trade and finance; China's capital construction and the prospects for foreign participation; China's hard currency export potential and import capacity through 1985; Sino-Japanese economic relations; China's grain imports; Chinese general agreement on tariff and trade; normalization of U.S. commercial relations with China; recent developments in China's trade practices; emerging functions of formal legal institutions in China's modernization; recent developments in China's treatment of intellectual property; U.S. firms in China trade; overcoming hindrances and impediments in U.S.-Chinese commercial negotiations; and the U.S.-China Joint Economic Committee. (RM)

A Florida State Department of Education technical assistance paper on expulsion of handicapped students is presented. Contents are as follows: historical information on court decisions, issues questions and answers, brief summaries of seven court cases dealing with expulsion of handicapped students, and sample materials from three local school districts. It is noted that the school district must conduct a staff meeting to determine whether a student's misconduct bears a relationship to his/her handicapping condition, while meeting federal and state requirements. An additional requirement is that the school district must conduct an individualized education program meeting. Attention is also directed to the following topics: possible alternative placements for the student, the application of the school district's code of student conduct, and procedural safeguards available to the parents of a handicapped student whose program and placement are being reviewed. The sample materials pertain to crisis intervention, secondary school principal's workshop on suspension/expulsion of handicapped children, and suspension policy. Forms for notifying parents and committees are included. The following court cases are described in terms of facts, issues, and findings: "Stuart vs. Nappi (Connecticut, 1978),""Howard S. vs. Friendswood Independent School District (Texas, 1978),""Sherry vs. New York State Education Department (New York, 1979),""DOE vs. Koger (Indiana, 1979),""Mrs. A. J. vs. Special School District No. 1 (Minnesota, 1979),""P-1 vs. Shedd (Connecticut, 1980)," and "S-1 vs. Turlington (Florida, 1981)." (SW)

This background paper provides the basis for evaluation of programs aimed at reforming social welfare programs. It analyzes the effect of current income transfer programs on poor families. Public expenditures for social welfare programs have grown four-fold while at the same time, the percentage of families in poverty has declined by only 30%. This is a result of the types of programs that account for most of the recent growth in the number of poor families and the inadequacies of the measures used to estimate families in poverty. There are three classes of social welfare expenditures; social insurance programs, cash assistance programs, and in-kind programs. In fiscal year 1976, social insurance programs, designed to replace reduced income, accounted for 68% of major government income-transfer payments. Most of the recent rapid growth has been in in-kind transfers, such as food stamps and medicare. Expenditures for in-kind transfers increased sixteen-fold over the last decade, and cash assistance increased four-fold. The effectiveness of transfer programs varies according to family type, race, age, and region of residence. Detailed statistical tables provide information on the assistance programs described. (Author/AM)

Designed to examine alternative answers to questions on rural development, the Conference on Planning Frontiers in Rural America is presented in this digest which transcribes some of the deliberations stimulated by 10 speakers of national reputation interested in contemporary rural America and its prospects for the future. Specifically, this digest presents testimony and papers relative to the following: (1) Rural Development and the Need for Planning (The North Carolina and Appalachian Experiences); (2) Altarnatives for Rural Development (An Activity in Search of Direction; Rural Transportation and Industrial Development; Rural Impact of Recreation Development; The Urban Shadow: The Rural Fringe of Expanding Urban Areas: Rural Development; International Perspectives); (3) Implementation of Rural Development Objectives (Regional Councils; The State Level; Regionalism: An Answer for the Planning of Rural Areas; Management and Technical Assistance for Rural Areas; Citizen Participation in Rural Development Decision Making); (4) Achieving a More Livable Rural Environment (Environmental Implications of Rural Development; Improving the Infrastructure of Rural Areas--A Panel Discussion; A Better Place to Live; Rural Housing Conditions; Rural Health Delivery; Planning and the Rural Way of Life; Protecting the Rural Environment); (5) A Conference Summary. (JC)

State School Food Service Directors were sent telegram questionnaires on January 23, 1975, by the above Senate committee. The purpose of the questionnaire was (1) to determine the most pressing problems facing those who have responsibility for administering the School Lunch and Breakfast Programs; and (2) to gather recommendations for strengthening the legislation, with the goal of feeding as many children as possible in an economical way. This working paper contains the individual responses by the state directors; a summary of some of the more important answers received; an analysis of the potential effect on child nutrition programs, if the administration's bloc grant proposal goes into effect; some citizen responses to the administration's proposal; and a copy of this year's legislative package for child nutrition, S. 850, with a section-by-section analysis. (Author/MLF)

Prepared at the request of the U.S. Senate Committee on Labor and Human Resources, this study analyzes present federal programs serving youth and evaluates a variety of alternative approaches, without making recommendations. After a summary of the issues involved in the youth employment problem (such as whether to emphasize training and education programs that would help youth obtain jobs in future years or to stress programs that would provide immediate employment and income; and how to achieve the desired emphasis: by continuing existing programs without change, by modifying them, or by establishing new ones), the report presents in five chapters (1) an overview of current youth education and employment problems; (2) a description of current federal youth employment and education programs; (3) an evaluation of current youth employment and education programs; (4) a description of the Carter Administration's youth proposal (Youth Act of l980) and an evaluation of it; and (5) alternatives to the Administration's plan. Appendixes contain recent history of employment programs and eligibility criteria and population characteristics of participants in federal employment programs. (KC)

In response to challenges and guidelines set forth in the 1982 International Plan of Action on Aging (IPAA) by the World Assembly on Aging, this background paper summarizes (1) immediate and long-range reasons for the World Assembly; (2) content and significance of the IPAA and the factual base on which action plan decisions were made; (3) follow-up steps taken within the United Nations system since the World Assembly; (4) similarities and diversities among peoples as they become more aware of aging as a factor affecting the quality of life for all generations; and (5) the past and future role of the United States in supporting recommendations of the IPAA, in expressing its support for a continuing U.N. priority to aging concerns, and in maintaining communication with other nations on aging issues of mutual concern. Data in chapter one build a case for action on aging. Several key points of the IPAA are made in chapter two. In chapter three, responses by the United Nations and by individual nations since 1982 are detailed, while chapter four focuses specifically on past and future responses of the United States. Appendices include a fact sheet on the American Association for International Aging, the complete text of the IPAA, an annotated list of trust fund projects approved or earmarked for funding, a state department report on the World Assembly on Aging, and the concluding chapter of Charlotte Nusberg's "Innovative Aging Programs Abroad: Implications for the U.S." (LH)

This working paper presents specifications for materials developed between 1978 and 1981 as a part of the Wisconsin Program for the Renewal and Improvement of Secondary Education. Part 1 includes the technical and substantive specifications for audiovisual materials of two types: (1) filmstrips and accompanying cassettes, and (2) supplementary audiocassettes without accompanying materials. The desired cognitive and affective objectives for each of the materials are presented, and specifications for printed study guides to be provided with the filmstrips and accompanying cassettes are provided. Part 2 presents specifications for four major printed products: a book on secondary education, two guides for school practitioners and a guide for college instructors. A content outline, description of intended audiences, list of technical specifications, and statement of objectives is presented for each item. References are provided. (KM)

Federal and State of Michigan regulations related to employing youth in farm occupations are presented in the document. Issues such as minimum wage, minimum age, hazardous occupations regulations, and compulsory education requirements are covered as well as a legal definition of agriculture, social security and income tax regulations, and supervision of youth in farm occupations. Appended is a list of documents addressing these issues. (LJ)

This report discusses the current federal role in career education under the Career Education Incentive Act (PL 95-207), which authorizes a federal formula grant program to states and to two national discretionary grant programs. An introduction explains the purpose of the Act, which is to make education as preparation for work a primary educational goal by increasing the emphasis placed on career awareness, exploration, decisionmaking, and planning. The following information concerning P.L. 95-207 is presented: a definition of career education; provisions of the current law; funding levels; evaluation requirements; legislative history; and a chronology of events. (BM)

This compendium reproduces all currently effective federal and state legislation, as well as federal court decisions, regarding bilingual education. States are found to fall into one of four categories: (1) those that mandate instruction in English only for public and nonpublic schools (five states); (2) those that mandate English-only instruction for public schools only (two states); (3) those that have no bilingual or English-only provisions (twelve states); and (4) those that have bilingual provisions or that mandate bilingual education (thirty-one states). (JB)

Responses from 27 State offices on aging revealed 8 recurring problems of rural and small-town elderly: a need for a uniform legislative definition of rural; the need for a complete rural strategy to reverse discrimination against rural and small-city elderly; a need to streamline Federal regulations; the need for changes in the Older Americans Act; and the need to address specific concerns with regard to transportation, nutrition, health, and housing. Many policies and programs affecting the elderly seem to be designed for urban areas and then applied to rural areas almost as an afterthought. A population density factor and a factor of distance from larger population centers must be included in a rural definition. Because the Federal Government has no rural strategy, the rural elderly do not receive their just share of the support and assistance available. Transportation and the quality of available health care continue to be major problems of rural senior citizens. Federal housing programs do not adequately address needs of the rural elderly. Many States indicated that there is no clearer illustration of rural-urban inequities than across-the-board regulations for the nutrition services program. The Older Americans Act lacks adequate funding levels for rural planning and implementation. (BRR)

The United States Office of Technology Assessment (OTA) conducted a study designed to provide a view of human immunodeficiency virus (HIV) testing in the context of other routine tests required by health insurers. The study was undertaken to collect basic information on underwriting practices and the use of medical screening by health insurers and to document how health underwriters are responding to the acquired immune deficiency syndrome (AIDS) epidemic. Sixty-two commercial health insurers, 15 Blue Cross/Blue Shield plans, and 39 health maintenance organizations were asked about their underwriting practices for individual applicants for health insurance, and on the impact of AIDS on their claims costs. This document presents findings from the OTA survey, discussing results for commercial health insurers, Blue Cross/Blue Shield plans, and HMOs in the areas of medical and other factors in risk classification; sources of medical information; AIDS policies and experience; and the top 10 most costly conditions in which AIDS is compared to other major illnesses. The survey questionnaire is appended. A list of abbreviations, a glossary of terms, references, and 31 data tables are included. (NB)

The Domestic Volunteer Service Act of 1973 authorizes ACTION, an independent agency, to administer six volunteer programs including the three components under Title II, the Older Americans Volunteer Program (OAVP). The programs under OAVP--the Foster Grandparent Program (FGP), the Retired Senior Volunteer Program (RSVP), and the Senior Companion Program (SCP)--provide opportunities for persons aged 60 and older to work part time in a variety of community service activities. In addition, Volunteers in Service to America (VISTA) work full time in community activities to reduce or eliminate poverty and poverty-related problems. At least 20 percent of VISTA volunteers must be aged 55 or older. The act was reauthorized through fiscal year 1989 during the 99th Congress by Public Law 99-551. (This document provides a summary of the provisions of the act and describes programs and services authorized by it.) (KC)

This publication is a background document for the National Fuels and Energy Policy Study authorized by Senate Resolution 45. The purpose of this report is to identify the issues, to describe the impact of present policy on gasoline supply and demand, and to suggest potential measures to reduce the shortfall. This document is published to assist members of the Committee on Interior and Insular Affairs, and other interested parties, in their understanding of the issues inherent in the formulation of a long-term National Energy Policy which assures the continued welfare of the Nation, including balanced growth, safeguarding and enhancing the quality of the environment, and national security. Topics under discussion include supply and demand; impact of shortages on the consumer, agriculture, and independent marketers; and proposed remedial actions. The concluding summary indicates that the gasoline shortage is the result of several interacting factors and will persist for some time. Two appendices contain energy related legislation and references. (Author/MA)

The rising cost of college textbooks has recently become a topic of intense public debate. It is perceived as a significant barrier to college attendance, and an assortment of legislative remedies has been proposed. This position paper of the Academic Senate for California Community Colleges explains that profit is just one of a complex series of interacting issues that determine the ultimate cost of textbooks to students. Educational and ethical issues surrounding the adoption of course material are explored, and a wide variety of interested parties and their concerns are identified. The paper describes current criticisms of the college textbook situation and presents avenues whereby faculty members can help control costs while still preserving academic integrity. Recommendations are made to local academic senates on possible local responses to the issues, including appropriate college-wide guidelines and steps that can be taken by individual faculty members. Appended are: (1) AAUP Statement on Academic Bill of Rights; (2) Academic Senate Resolutions on Academic Bill of Rights; (3) Education Code Language on Bookstores; (4) Education Code and Title 5 Language on Sale of Materials; (5) Academic Senate Resolutions on Textbook Issues; and (6) Appendix VI: Legal Opinion on Faculty profits. (Contains 2 footnotes.)

This paper presents the Higher Education, Lifelong Learning, and Competitiveness Subcommittee's fourth hearing in preparation for the reauthorization of the Workforce Investment Act. As with its previous hearings, this paper focuses on new innovations and best practices that will improve the workforce development system. In this paper, attention is focused on the adult education and family literacy programs that are authorized under Title II of the Act. Members testifying before the Committee were the Honorable Brett Guthrie, Ranking Minority Member, Subcommittee on Higher Education, Lifelong Learning, and Competitiveness; and Honorable Ruben Hinojosa, Chairman, Subcommittee on Higher Education, Lifelong Learning, and Competitiveness. Witnesses testifying before the committee were: David Bere, president and chief strategy officer, Dollar General Corp.; Kathy Cooper, policy associate, Washington State Board for Community and Technical Colleges; Martin C. Finsterbusch, executive director of VALUE, Inc.; Donna Kinerney, instructional dean, Adult English for Speakers of Other Languages (ESOL) & Literacy-GED (General Educational Development) Programs, Montgomery College; Roberta Lanterman, Family Literacy; Dr. Stephen Reder, university professor and chair, Department of Applied Linguistics, Portland State University; and Gretchen Wilson, Grammy winning recording artist, GED graduate.

In 2012, the Senate Committee on Health, Education, Labor, and Pensions launched a series of hearings to examine the challenge of college affordability. In the first three hearings, the Committee heard from the administration, from both traditional and online universities and community colleges, from State officials, higher education associations, think tanks and researchers, among others. In this fourth and final hearing Committee members examine this issue through the lens of students. Statements from the following Committee members are given: (1) Honorable Tom Harkin (Chairman, opening statement); (2) Honorable Lamar Alexander, a U.S. Senator from the State of Tennessee (opening statement); (3) Honorable Christopher Murphy, a U.S. Senator from the State of Connecticut; (4) Honorable Tammy Baldwin, a U.S. Senator from the State of Wisconsin; (5) Honorable Patty Murray, a U.S. Senator from the State of Washington; (6) Honorable Sheldon Whitehouse, a U.S. Senator from the State of Rhode Island; and (7) Honorable Al Franken, a U.S. Senator from the State of Minnesota. Prepared statements were given by the following witnesses: (1) Ethan Senack, Higher Education Associate, U.S. Public Interest Research Group, Washington, DC; (2) Derrica Donelson, Student, Lipscomb University, Nashville, Tennessee; (3) Sara Goldrick-Rab, Associate Professor of Educational Policy Studies and Sociology, University of Wisconsin-Madison, Madison, Wisconsin; and (4) Vivica Brooks, Bowie State University, Bowie, Maryland. Additional material includes response to questions of Senator Bennet by Sara Goldrick-Rab, Ph.D. and Vivica Brooks.

This paper presents the Higher Education, Lifelong Learning, and Competitiveness Subcommittee's fifth hearing in preparation for the reauthorization of the Workforce Investment Act. The last time the Workforce Investment Act reauthorized was in 1998. The Workforce Investment Act was designed to streamline and coordinate job training programs. It was supposed to provide a one stop system of workforce development that would serve workers and employers alike. After 11 years, the system is long overdue for an upgrade, and time is of the essence. Members testifying before the Committee were the Honorable Ruben Hinojosa, Chairman, Subcommittee on Higher Education, Lifelong Learning, and Competitiveness; and the Honorable Dina Titus, a Representative in Congress from the State of Nevada. Witnesses testifying before the committee were: Chris Brooks, director, Bombard Renewable Energy; Chanda Cook, director of community initiatives, Nevada Public Education Foundation; Rebecca Metty-Burns, interim director, division of workforce & economic development, College of Southern Nevada; and Brian Patchett, president and CEO, Easter Seals of Southern Nevada.

This paper presents two forms of the Educational Quality Bill of Rights (EQBR). The first is a "one-page version", with a very brief single sentence identification of a key element of quality education in response to each of the key questions about the school (covering standards/learning goals, curriculum, instruction, etc.). The second is a "much fuller version" that attempts to supply the content for each of those key elements.

This document contains the text of testimony presented at a congressional hearing examining education's role in economic competitiveness. Senator James M. Jefford's opening statement is followed by testimony given by representatives of the following agencies and organizations: TRW, Inc., Circuit City Stores, Inc., McGraw-Hill, Inc., Drew University, U.S. Bureau of the Census, University of Southern California, Cornell University, and Knowledge Network for All Americans. Also included is a paper titled "Improving Education: How Large Are the Benefits? How Can It Be Done Efficiently?" (Bishop), and a paper titled "Improving National Economic Competitiveness through Educational Investment" (Lloyd). Charts summarizing the following are contained in the testimony: average annual federal taxes by family for 1991; change in median family income by education; education loan debt; employment by major economic sector from 1800 to 1993; the growing gap between individuals based on mastery of the skills required for economic competitiveness; distribution of available capital stocks in the U.S. business economy; components fueling domestic economic growth in the United States from 1929 to 1990; and shifts in federal budget priorities from 1993 to 1995. (MN)

This report presents the testimony and submissions presented at the first of a series of Congressional hearings on workforce development and reauthorization of the Workforce Investment Act. Statements were given by the following individuals: (1) Buck McKeon, U.S. (United States) Congressman from California; (2) John Tierney, U.S. Congressman from Massachusetts; (3) Bruce Stenslie, Director of the Ventura County, California, Workforce Investment Board and Deputy Director of the Ventura County Human Services Agency; (4) Danny Wegman, President of Wegman's Food Markets; (5) Diane D. Rath, Chair of the Texas Workforce Commission and Commissioner Representing the Public, Austin, Texas; and (6) Timothy Barnicle, Co-Director of the Workforce Development Program, National Center on Education and the Economy. The bulk of the document consists of the written statements of these witnesses and a sampling of promising best practices from the nation's Workforce Investment System. (AJ)

The Subcommittee on Immigration and Claims of the House Committee on the Judiciary met to hear testimony on the benefits to American workers, businesses, citizens, and legal residents of more educated immigrants in the national workforce. Statements were given by the following persons: (1) Lamar Smith, U.S. Congressman from Texas; (2) William Archey, president and chief executive officer, American Electronics Association; (3) Bebecca Quan Burdette, attorney-at-law; (4) Barry Chiswick, Department of Economics, University of Illinois, Chicago; (5) Stephen F. Clarke, senior legal specialist, Law Library of Congress; (6) James R. Edwards, Jr., researcher and author; (7) Randel K. Johnson, vice president, Labor and Employee Benefits, U.S. Chamber of Commerce; (9) Richard W. Judy, director, Center for Workforce Development, Hudson Institute; (10) Laura Reiff, attorney-at-law; and (11) Kersi B. Shroff, legal specialist, Law Library of Congress. (Eleven appendices contain the written statement of these witnesses and others submitted for the record.) (AJ)

The Department of Labor (DOL) conducts several activities to foster Job Corps' employer and community linkages to ensure the appropriateness of its vocational training to local labor markets and its relevance to employer needs. However, a review by the General Accounting Office (GAO) determined that information reported by DOL on the percentage of Job Corps participants who complete their vocational training and obtain training-related jobs is misleading and overstates program results. Although Job Corps reported that, in program year 1996, 48% of program participants nationwide completed training, the GAO found that only 14% of program participants had actually completed all requirements of their vocational training curricula. The remaining participants counted by Job Corps as completing training had completed only some of the duties and tasks of a specific volunteer training program. According to DOL, 62% of Job Corps participants nationwide found jobs matching their training. At the five Job Corps centers visited by the GAO, however, the validity of 41% of the job placements reported by DOL to be training related was questionable. The GAO also questioned DOL's practice of awarding sole-source contracts to national labor and business organizations for vocational training. (MN)

Held to solicit the opinions of experts regarding the preservation of the brittle books in the nation's libraries, this hearing was intended to determine the appropriate federal, state, and private sector roles; learn the magnitude of costs and who should bear them; and explore what procedures are necessary to insure that selection decisions are made equitably and that the public can fully participate in all aspects of the process and the solution. Following introductory remarks by Representative Pat Williams, the subcommittee chairman, statements, prepared statements, letters, and supplemental materials were presented by: (1) Lynne Cheney (National Endowment for the Humanities); (2) Vartan Gregorian (New York Public Library); (3) Daniel J. Boorstin, William J. Welsh, and Peter G. Sparks (Library of Congress); (4) Carole F. Huxley (New York State Department of Education); (5) Warren J. Haas (Council on Library Resources); and (6) David C. Weber (Stanford University Libraries). Also included are prepared statements by Representative Thomas J. Downey (New York), Arthur W. Schultz (President's Committee on the Arts and the Humanities), the Association of American Universities, National Association of State Universities and Land-Grant Colleges, Richard M. Dougherty (University of Michigan Library), and Nova Tran Corporation; a letter from Billy E. Frye (Commission on Preservation and Access); and two articles on the proposed Library of Congress diethyl zinc deacidification program excerpted from the September 15, 1986, issue of "Library Journal." (KM)

Children's access to Medicaid dental services is a long-standing concern. The tragic case of a 12-year-old boy who died from an untreated infected tooth that led to a fatal brain infection renewed attention to this issue. He was enrolled in Medicaid--a joint federal and state program that provides health care coverage, including dental care, for 30 million low-income children--but, like many children in Medicaid, he experienced difficulty finding a dentist who would treat him. At the federal level, the Centers for Medicare & Medicaid Services (CMS), an agency within the Department of Health and Human Services (HHS), oversees Medicaid. In this report, Government Accountability Office (GAO) examined: (1) state strategies to monitor and improve access to dental care for children in Medicaid; and (2) CMS actions since 2007 to improve oversight of Medicaid dental services for children. GAO surveyed all state Medicaid programs and interviewed state and federal officials, and dental researchers and associations. GAO recommends that CMS develop a plan to review dental services in states with low utilization rates, ensure that states found to have inadequate managed care provider networks strengthen their networks, develop additional guidance, and identify ways to improve sharing of promising practices among states. CMS generally concurred with GAO's recommendations. Seven appendixes are included: (1) Methods Used by State Medicaid Programs to Monitor the Statewide Provision of Dental Care to Children; (2) Statewide Utilization Goals for the Provision of Dental Care to Children in State Medicaid Programs; (3) Access Standards Set by the 21 States That Provide Dental Services through Managed Care Organizations (MCOs); (4) Extent to Which Managed Care Organizations (MCO) Meet State Standards and State Verification of MCO Networks; (5) CMS Promising Practices and State Reported Best Practices; (6) Comments from the Department of Health and Human Services; and (7) GAO Contact and Staff Acknowledgments. (Contains 8 tables, 1 figure and 37 footnotes.)

The last reauthorization of the Workforce Investment Act was in 1998. To say that times have changed would be an understatement. The testimony of this hearing's witnesses shows that people have ideas and tested practices that work. They just need the resources and the sustained commitment to have a world-class workforce development system that works for those starting at the bottom rung of the career ladder as well as for those racing to the top. Members testifying before the committee were the Honorable Ruben Hinojosa, Chairman, Subcommittee on Higher Education, Lifelong Learning, and Competitiveness and Honorable Paul Tonko, a Representative in Congress from the State of New York. Witnesses testifying before the committee were: Gail B. Breen, executive director, Fulton, Montgomery, and Schoharie Counties Workforce Development Board, Inc.; Nanine Meiklejohn, senior legislative representative, American Federation of State, County and Municipal Employees (AFSCME); Mario Musolino, Executive Deputy Commissioner, New York State Department of Labor; Tom Quick, human resources leader, power & water, GE Energy Infrastructure; and Joseph T. Sarubbi, executive director, Training and Education Center for Semiconductor Manufacturing and Alternative and Renewable Technologies (TEC-SMART), Hudson Valley Community College.

This Subcommittee on Higher Education, Lifelong Learning, and Competitiveness hearing on "New Innovations and Best Practices under the Work-force Investment Act," better known as WIA, is about the reauthorization of the Workforce Investment Act. Members testifying before the Committee were the Honorable Jason Altmire, a Representative in Congress from the State of Pennsylvania; Honorable Brett Guthrie, Ranking Minority Member, Subcommittee on Higher Education, Lifelong Learning, and Competitiveness; and Honorable Ruben Hinojosa, Chairman, Subcommittee on Higher Education, Lifelong Learning, and Competitiveness. Witnesses testifying before the committee were: Morton Bahr, president emeritus, Communications Workers of America, commissioner, National Commission on Adult Literacy; Bill Camp, Sacramento Central Labor Council, AFL-CIO; Karen R. Elzey, vice president & executive director, Institute for a Competitive Workforce, U.S. Chamber of Commerce; Yvonne Bonnie Gonzalez, chief executive officer, Workforce Solutions, Inc.; Sherry Johnson, associate director, Lincoln Trail Area Development District; and Steve Wooderson, administrator, Iowa Vocational Rehabilitation Services .