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The HBCU Propelling Agency Relationships towards a New Era of Results for Students Act was put in place to strengthen the capacity and competitiveness of historically Black colleges and universities through robust public-sector, private-sector, and community partnerships and engagement, and for other purposes. The Act includes the following sections: (1) Short Title; (2) Findings and Purposes; (3) Definitions; (4) Strengthening HBCUs through Federal Agency Plans; and (5) President's Board of Advisors on HBCUs.

This hearing of the Committee on Health, Education, Labor, and Pensions focuses on reauthorizing the Higher Education Act through access and innovation. The following committee members presented opening statements: (1) Honorable Lamar Alexander, Chairman, Committee on Health, Education, Labor, and Pensions; and (2) Honorable Patty Murray, Ranking Member, a U.S. Senator from the State of Washington. The following witnesses presented: (1) Joe May, Chief Policy Officer, Chancellor, Dallas County Community College District, Dallas, TX (Prepared statement and Summary statement); (2) Donna Linderman, University Dean for Student Success Initiatives, City University of New York, New York, NY (Prepared statement and Summary statement); (3) Barbara Brittingham, President, Commission on Institutions of Higher Education, New England Association of School and Colleges, Burlington, MA (Prepared statement and Summary statement); (4) Deborah Bushway, Director, Independent Higher Education Consultant, and Provost, Northwestern Health Sciences University, Bloomington, MN (Prepared statement and Summary statement); and (5) Michael Larsson, Founder and President, Match Beyond, Boston, MA (Prepared statement and Summary statement). Statements, articles, publications, letters, etc. were provided by Honorable Orrin Hatch (Prepared statement for the record); Salt Lake Community College (Prepared statement); and Western Governors University (Prepared statement).

The 101 Historically Black Colleges and Universities (HBCUs) play an important role in higher education and in their local and regional economies. Among African Americans who obtained a doctorate in science, technology, engineering, or mathematics in 2005-2010, more than one-third earned their undergraduate degrees from an HBCU. The Government Accountability Office (GAO) was asked to review the Small Business Administration's (SBA's) entrepreneurship-related efforts with HBCUs. This report examines (1) SBA efforts to foster entrepreneurship with HBCUs in recent years; (2) SBA's plans for the White House Initiative on HBCUs; and (3) the extent to which SBA collected information specific to HBCUs. GAO analyzed SBA information on HBCU participation in programs and activities for fostering entrepreneurship and reviewed related standard operating procedures. GAO also interviewed officials at SBA headquarters and eight SBA district offices, and representatives of nine Small Business Development Centers (selected for a high number of agreements with HBCUs and other factors). GAO is making three recommendations, including that SBA communicate planned efforts to support HBCUs to key Small Business Development Centers or district offices, and collect additional information on its efforts to support HBCUs. SBA agreed with GAO's recommendations.

Historically Black Colleges and Universities (HBCUs) play an important and unique role in the higher education system and in their local and regional economies. Small Business Administration (SBA) works with many colleges and universities to provide entrepreneurial training and counseling on campuses. SBA is also part of a long-standing White House Initiative to expand the capacity of HBCUs, including their ability to participate in federal programs. However, little is known about the extent to which SBA has worked with the 101 HBCUs to foster entrepreneurship among students and others. The Government Accountability Office (GAO) reviewed recent executive orders related to enhancing HBCU capacities; agency documents, including SBA's 2018 agency plan for supporting HBCUs; and statutes and regulations for key programs and activities. GAO also interviewed SBA headquarters and selected district officials based on criteria including (1) the number of HBCUs in the state, and (2) agreements, if any, between HBCUs and SBA. GAO also interviewed six HBCUs based on their relationship with SBA.

This document records testimony from a hearing before the Subcommittee on Higher Education and Workforce Development that was held to discuss expanding options for employers and workers through earn-and-learn opportunities. This hearing is part of the House Committee on Education and the Workforce's ongoing efforts to strengthen the nation's workforce for the future. It is even more important in the realm of apprenticeships now that the White House has taken note of the true success apprenticeship programs are having for workers and employers alike. In this hearing, witnesses provide details on how they have been able to create their own innovative apprenticeship programs and how the Subcommittee can strengthen these efforts to help close the skills gap that exists in our country. Member statements were presented by: (1) Honorable Susan A. Davis, Ranking Member, Subcommittee on Higher Education and Workforce Development; and (2) Honorable Brett Guthrie, Chairman, Subcommittee on Higher Education and Workforce Development. Witness statements were presented by: (1) Mike Bennett, Vice President, Cianbro, Pittsfield, Maine; (2) Rob Hogan, Vice President of Manufacturing and Material Distribution, Newport News Shipbuilding, Newport News, Virginia; (3) Stacey Johnson Hughes, State Chair, Kentucky Federation for Advanced Manufacturing Education (KYFAME), Russellville, Kentucky; and (4) Robert Peglow, Student, Kentucky Federation for Advanced Manufacturing Education (KYFAME), Franklin Kentucky. Additional submissions include: (1) Honorable Joe Courtney, a Representative in Congress from the State of Connecticut: Letter dated July 25, 2017 from Collins & Jewell Company; Slide: USA Today; and Photograph of Representative William Fitzgerald; (2) Mrs. Davis: Statement for the record from National Electrical Contractors Association (NECA); and Construction Apprenticeship; (3) Mr. Peglow: KYFAME; (4) Questions submitted for the record by: Honorable Lou Barletta, a Representative in Congress from the State of Pennsylvania; and Mrs. Davis; and (5) Responses to questions submitted for the record: Mr. Barletta and Mrs. Davis.

This document records testimony from a joint meeting of the Subcommittee on Cybersecurity and Infrastructure Protection and the Subcommittee on Higher Education and Workforce Development regarding public-private solutions to educating a cyber workforce. Member statements were presented by: (1) Honorable John Ratcliffe, Chairman, Subcommittee on Cybersecurity and Infrastructure Protection; (2) Honorable Cedric L. Richmond, Ranking Member, Subcommittee on Cybersecurity and Infrastructure Protection; (3) Honorable Bennie G. Thompson, Ranking Member, Committee on Homeland Security; (4) Honorable Brett Guthrie, Chairman, Subcommittee on Higher Education and Workforce Development; (5) Honorable Susan A. Davis, Ranking Member, Subcommittee on Higher Education and Workforce Development; and (6) Honorable Virginia Foxx, Chairwoman, Committee on Education and the Workforce. Witness statements were presented by: (1) Stephen A. Cambone, Associate Vice Chancellor, Texas A&M University System; (2) Douglas C. Rapp, President, Rofori Corporation-DEFCON Cyber, Testifying on Behalf of the Cyber Leadership Alliance; (3) David Jarvis, Security and CIO Lead, IBM Institute for Business Value; and (4) R. Scott Ralls, President, Northern Virginia Community College. Appendices include: (1) Questions from Chairman John Ratcliffe for Stephen A. Cambone; (2) Questions from Chairman John Ratcliffe for Douglas Rapp; (3) Question from Chairman John Ratcliffe for David Jarvis; (4) Question from Chairwoman Virginia Foxx for David Jarvis; and (5) Questions from Chairwoman Virginia Foxx for Scott Ralls.

This document records testimony from a hearing before the Subcommittee on Early Childhood, Elementary, and Secondary Education that was held to discuss strengthening career and technical education (CTE) and the need to reform, improve, and modernize current law so that more students can experience the power of this important education. By strengthening CTE policies, there is an opportunity to ensure the law reflects the current realities facing students, workers, and employers today. It is an important opportunity, one that allows more Americans to not only seize opportunities in the workforce, but helps them excel in the high-skilled jobs that exist today. Member statements were presented by: (1) Honorable Jared Polis, Ranking Member, Subcommittee on Early Childhood, Elementary, and Secondary Education; and (2) Honorable Todd Rokita, Chairman, Subcommittee on Early Childhood, Elementary, and Secondary Education. Witness statements were presented by: (1) Janet Global, Director of Career and Technical Education, Canyons School District; (2) Glenn E. Johnson, Manufacturing Workforce Development Leader, BASF Corporation; (3) Mimi Lufkin, Chief Executive Officer, National Alliance for Partnerships in Equity (NAPE); and (4) Mike Rowe, CEO, Mikeroweworks Foundation. Additional submissions were presented by: (1) Honorable Lou Barletta, a Representative in Congress from the State of Pennsylvania: Letter dated March 21, 2017, from International Code Council; (2) Mr. Johnson: Chart--Workforce Development Pipeline; (3) Mr. Polis: The CTE Equation in Tennessee; (4) Mr. Rowe: CompTIA--Change in TECH Act; (5) Chairman Rokita: Article--How Congress can help millions of Americans achieve career success; and (6) Honorable Glenn Thompson, a Representative in Congress from the State of Tennessee: Letter dated February 24, 2017, from Data Quality Campaign (DQC).

This Report to Congress is required by Section 658L of the Child Care and Development Block Grant (CCDBG) Act, as amended. The report provides information about the role of the Child Care and Development Fund (CCDF), which is authorized under the CCDBG Act. This report covers fiscal year (FY) 2016 and (FY) 2017. The data and analysis contained in this report are from a variety of sources, including preliminary administrative data about children and families receiving CCDF services. Some data was not yet available at the time this report was drafted in accordance with the statutory submission deadline, but that data will be posted online. This report to Congress includes highlights of CCDF program activities, information on activities states and territories are implementing to improve the quality of child are across the country, and an overview of the Administration for Children and Families' technical assistance and research projects related to child care. [For "Child Care and Development Fund (CCDF). Report to Congress FY 2014-2015," see ED591074.]

This report is provided in response to a mandate by Congress in the Head Start Act, §650(b), as amended on December 12, 2007. The Act requires that the Secretary of the U.S. Department of Health and Human Services submit a report on the facilities of Indian Head Start agencies to the Committee on Education and the Workforce of the House of Representatives and the Senate Committee on Health, Education, Labor and Pensions at least once during every five-year period. The report is required to provide the condition, location, and ownership of facilities used or available to be used by Indian Head Start agencies (including Alaska Native Head Start agencies) and Native Hawaiian Head Start agencies. This report focuses solely on American Indian and Alaska Native (AI/AN) Head Start agencies providing AI/AN Head Start services since the Office of Head Start (OHS) did not provide funding to agencies designated as Native Hawaiian during Fiscal Year (FY) 2015. One hundred and fifty-one AI/AN grantees provided services across 26 states within 506 AI/AN Head Start centers in the 2014-2015 program year. There were 147 AI/AN grantees eligible to participate in the facility assessment during the period it was conducted. Of the four grantees ineligible to participate, two only offered home-based services, one was operated by an interim grantee, and one was a new Early Head Start-Child Care Partnership grantee.

The Federal Government currently funds a number of programs to support early childhood education and care. However, they are well short of meeting existing needs. The Strong Start for America's Children Act significantly expands investments at the Federal level to accelerate the work being done in States to support high-quality pre-K. It also dramatically increases access to high-quality care for infants and toddlers. This hearing presents views on that legislation. Harkin, Hon. Tom, Chairman, Committee on Health, Education, Labor, and Pensions, presented an opening statement. The following witnesses provided statements: (1) Quirmbach, Hon. Herman C., Iowa State Senate District 23, Des Moines, IA, Prepared statement; (2) Guest, Susan, Director of Early Childhood Programs, Des Moines Public Schools, Des Moines, IA, Prepared statement; (3) Merrill, Barbara, Executive Director, Iowa Association for the Education of Young Children, Des Moines, IA, Prepared statement; (4) Regan, Christi, Head Start Director, Hawkeye Area Community Action Program, Inc., Hiawatha, IA, Prepared statement; (5) Gallentine, Gabriela, Director of Hispanic Educational Resources, Conmigo Early Education Center, Des Moines, IA, Prepared statement; and (6) Pierce, Douglas M., Brigadier General, U.S. Air Force (Retired) Mission: Readiness, Norwalk, IA, Prepared statement. Connie Boesen, Des Moines School Board, provide a letter to Senator Harkin as additional material.

This Report to Congress is required by Section 658L of the Child Care and Development Block Grant (CCDBG) Act as amended. The report provides information about the role of the Child Care and Development Fund (CCDF), which is authorized under the CCDBG Act, in improving access to high-quality child care in states, territories, and tribes. This report covers fiscal years 2014 and 2015. While the program's authorizing statute was reauthorized during this period, the law had not yet been implemented in many states. The data and analysis contained in this report are from a variety of sources, including administrative data about children and families receiving CCDF services. Some data was not yet available at the time this report was drafted in accordance with the statutory submission deadline, but that data will be posted online. This report includes highlights of CCDF program activities, information on activities states and territories are doing to improve the quality of child care across the country, and an overview of the Administration for Children and Families' Technical Assistance and Research projects. The report closes with a look to the future. [For "Child Care and Development Fund (CCDF). Report to Congress for FY 2012-FY 2013," see ED591073.]

This Report to Congress is required by Section 658L of the Child Care and Development Block Grant (CCDBG) Act as amended. The report provides information about the role of the Child Care and Development Fund (CCDF), which is authorized under the CCDBG Act, in improving access to high-quality child care in states, territories, and tribes. The data and analysis contained in this report are from a variety of sources, including the biennial State and Territory Plans effective October 1, 2011 through September 30, 2013 (fiscal year 2012-2013) and administrative data about children and families receiving CCDF services in fiscal year (FY) 2012 through FY 2013. This report includes highlights of CCDF program activities, information on activities states and territories are doing to improve the quality of child care across the country, and an overview of the Office of Child Care's Technical Assistance and Research projects. The report closes with a look to the future, focusing on the exciting changes coming with CCDBG Reauthorization.

This Report to Congress is required by Section 658L of the Child Care and Development Block Grant Act (CCDBG) as amended. The report provides information about the role of the Child Care and Development Fund (CCDF) in improving access to high-quality child care in states, territories, and tribes. The data and analysis contained in this report are from a variety of sources, including CCDF expenditure reports for Fiscal Year (FY) 2008 through FY 2011; Biennial State Plans effective October 1, 2007 through September 30, 2009 (FY 2008-2009) and October 1, 2009 through September 30, 2011 (FY 2010-2011); and administrative data about children and families receiving CCDF services in FY 2008 through FY 2011. This report also includes information about training and technical assistance that is provided to states, territories, and tribes. The report closes with a look to the future, which focuses on activities to improve the quality of child care across the country.

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.

"A Progress Report to the Legislature: After-School and Out-of-School Time Quality Grant" is submitted pursuant to Chapter 61 of the Acts of 2007, line item 7061-9611. The Department is working to coordinate this state After School and Out-of-School Time (ASOST) grant program with other such programs in state organizations, such as the Departments of Early Education and Care and Public Health, and other organizations in the ASOST field, such as the Massachusetts Afterschool Partnership and the United Way. In FY 08 eligible applicants included public schools, non-public schools, and community-based organizations. To be eligible to apply, applicants needed to demonstrate that they were engaged in a partnership with a public school, non-public school, community-based organization, and/or an institution of higher education. While submission of a Letter of Intent to apply was optional, the Department received 128 such letters, totaling nearly $5.5M in requests. In the end, 148 proposals were received for consideration, requesting more than $7.7M; the budget appropriation is $2M. Staff members from the Department of Education, Department of Early Education and Care, and Massachusetts Afterschool Partnership read the proposals and considered them against the priorities and requirements established in the Request for Proposal. The review teams worked to identify high quality proposals that would reflect a diverse group of lead agents (public schools, non public schools, and community-based programs), broad representation across the regions of the Commonwealth, and an array of services and programs. On September 27, 2007, the Massachusetts Board of Education approved 48 grantees to receive the After-School and Out-of-School Time Quality Grant funds. In order to fund the 48 applications, most had their requested budgets reduced by a certain percentage. Appendix B provides a list of the grantees along with their partner organizations and the grant award. If more funds had been available, the Department would have recommended approving additional applications. Three appendices are included: (1) Guidelines for Quality Enhancements in After-School and Out-of-School Time Programs; (2) ASOST Grantees; and (3) Chapter 61 the Acts of 2007, line-item 7061-9611. (Contains 2 tables and 1 footnote.)

The Subcommittee convened this hearing to examine the challenges facing charter schools as they expand in the District of Columbia. They heard testimony from witnesses who are all founders and directors of innovative charter schools in the District. These witnesses shared their success stories as well as the individual issues and challenges facing their respective schools. Statements were presented by: Senator Mike DeWine; Senator Mary L. Landrieu; Senator Richard J. Durbin; Thomas Loughlin, Chair, District of Columbia Public Charter School Board; Josephine Baker, Executive Director, District of Columbia Public Charter School Board; Peggy Cooper Cafritz, President, District of Columbia Board of Education; Ariana Quinones-Miranda, Executive Director, District of Columbia Public Charter School Association; Joe Nathan, Director, Center for School Change, Humphrey Institute, University of Minnesota; David Domenici, Co-founder, Maya Angelou Public Charter School, Washington, DC; Eric S. Adler, Founder, SEED Foundation, Washington, DC; and Joshua Kern, Co-founder and President, Thurgood Marshall Academy, Washington, DC.

Statements by the following individuals were given at this hearing and are presented in this document: Hon. Lamar Alexander; David McCullough; Hon. Robert Byrd; Bruce Cole; Eugene W. Hickok; James H. Billington; Diane Ravitch; Hon. Christopher J. Dodd; and Russell Berg accompanied by Peter Sullivan and Blanche Deaderick. Additional material including statements, articles, publications, and letters relating to this hearing are appended. (MA)

This document discusses and presents Pennsylvania's family literacy indicators of program quality (IPQs). The booklet begins with an overview of the IPQs development and integration with Pennsylvania's system for educational accountability. Next, 18 key terms are defined. The remainder of the booklet lists the five categories of standards, key concepts underpinning them, and the standards in each category. The categories and key principles are as follows: (1) family outcomes and program accountability (integration of the four components of family literacy to provide educational opportunities for adults and children with quality ultimately judged by family outcomes and satisfaction); (2) instructional system (integration of ongoing assessment, individualized instructional planning, use of appropriate curriculum frameworks, research-based instructional practices, and multiple delivery systems for adults and children); (3) program leadership and continuous improvement (strategies, systems, and methods for achieving excellence and demonstration of accountability to all families and stakeholders in a multicomponent program); (4) professional development (professional development activities contributing to well-trained administrators and paid and volunteer practitioners to ensure quality educational services maximizing family outcomes); and (5) community collaboration and support (helping families to reach their educational and personal goals by providing seamless and integrated services through meaningful and substantive community collaboration and support). Sixteen resources are listed. (MN)

This publication covers the U.S. House of Representatives June 25, 2002, hearing on building character education through the "First Tee" program in U.S. public schools. The First Tee is a youth character-building organization with programs located throughout the country. It provides young people of all backgrounds the opportunity to develop values and character traits that can positively impact their lives and their school experiences through golf and character education. The publication explains that First Tee programs are community-based and are implemented through a partnership of parents, civic and corporate leaders, state and local governments, youth-serving agencies, schools, and the golf community. The publication contains the following: "Opening Statement of Chairman John A. Boehner, Committee on Education and the Workforce, U.S. House of Representatives, Washington, DC"; "Opening Statement of Representative Ron Kind, Committee on Education and the Workforce, U.S. House of Representatives, Washington, DC"; "Statement of Jack Nicklaus, Professional Golfer, North Palm Beach, Florida"; "Statement of Amber Davis, First Tee Participant, East Point, Georgia"; "Statement of Joe Louis Barrow, Jr., Senior Vice President and Executive Director, The First Tee, St. Augustine, Florida"; "Statement of Duane W. Dedelow, Jr., Mayor, Hammond, Indiana"; "Statement of Karen W. Schoenfeld, LaCrossroads High School, La Crosse, Wisconsin"; "Statement of Anne Flannery, Executive Director, P.E.4Life, Washington, DC"; "Statement of Robert S. Krause, Vice President of Institutional Advancement, Kansas State University, Manhattan, Kansas"; and contains eleven appendices (A-K) consisting of written statements by other scholars, celebrities, and political figures. (BT)

This report presents the testimony and submissions given at a field hearing on workforce training in Michigan. Four expert witness statements follow introductory comments from Vernon J. Ehlers and James A. Barcia, United States Congressmen from Michigan. The statement of Bruce P. Mehlman, the assistant secretary of commerce, assesses the ability of the nation to remain competitive in a global economy and the need for increased emphasis in education on technology. The statement of Cindy Ballard, the director of policy, Michigan Economic Development Corporation, reviews workforce development and training needs research in Michigan. The statement of Tim N. Clark, a researcher at Saginaw Valley State University, examines workforce challenges facing small manufacturers in Michigan. The statement of Robert C. Worthington, Sr., a Michigan manufacturer, outlines obstacles facing industries in the state and offers possible solutions from both government and business. Also included are the witnesses' biographies and financial disclosure statements, as well as a transcript of the discussion that followed the witnesses' testimony. (AJ)

American Indian students attend Bureau of Indian Affairs (BIA) schools, BIA schools operated by tribes under contracts and grants, public schools off Indian reservations, and public schools on Indian reservations. Who has legal jurisdiction over Indian education in these various scenarios is undecided, so some tribes, states, and school districts have entered into mutual agreements to advance Indian education. In Washington, the Skokomish Tribe has a memorandum of agreement with the Hood Canal school district and the state superintendent of public instruction to operate a project to increase tribal student reading achievement and community involvement; the Swinomish tribal community in Washington has a cooperative agreement with the local school district and Head Start program for the collaborative provision of early childhood services; and the Lummi tribal schools have an agreement with their local school district that addresses funding and provision of education for BIA grant school students. Other examples are given of co-governance between tribes and schools in the areas of truancy, impact aid funding, Johnson O'Malley programs, and school board composition and operation. Aspects of state and tribal cooperation that are required by state law are reviewed, and factors contributing to sustaining collaborative efforts in Indian education are listed. Most of this document consists of appendices, which present cooperative agreements, applicable laws, and contact information. (TD)

During fiscal year 1999, the Office of Correctional Job Training and Placement (OCJTP) conducted numerous activities related to its primary functions, which are as follows: (1) coordinate federal departments' and agencies' efforts related to correctional job training and placement; (2) provide training to develop staff competencies needed by state and local agencies to assist offenders and ex-offenders in gaining marketable occupational skills and job placement; (3) provide technical assistance related to development of offender employability to state and local training and employment agencies; and (4) collect and disseminate information on offender job training and placement programs and outcomes. The following were among the specific activities conducted by OCJTP within those 4 functions: (1) cosponsored the first national forum for administrators of offender job training and placement services; (2) convened 12 focus groups to elicit recommendations from inmates, ex-offenders, and corrections staff and administrators regarding offenders' employment needs and skills needed by professionals to meet offenders' employment needs; (3) initiated pilot testing of self-directed interactive software to help states replicate a prison industries program developed in the state of Washington; and (4) developed an 120-hour competency-based training program for corrections staff. (Focus group and survey results are appended, along with training participants' self-reported increases in skills.) (MN)

This testimony describes existing efforts to promote community college student transfer from the Los Rios Community College District to the University of California (UC), Davis. Since the mid-1980's, UC Davis has participated in collaborative efforts with California community colleges to implement the following transfer-related services: (1) articulation through a Web-based Articulation System Stimulating Interinstitutional Student Transfer (ASSIST) program; (2) transfer centers; (3) the Transfer Opportunity Program; (4) transfer admission agreements (TAAS); (5) Math, Engineering, Science Achievement (MESA)/California Community College Program (CCCP) for non-traditional students; (6) the Early Academic Outreach Program; and (7) counselor institutes. UC Davis proposes several more initiatives to continue promoting transfer: (1) faculty-to-faculty-articulation dialogues; (2) transfer student recruitment, Web-page campaign and degree navigator; (3) Early Academic Outreach Program/Transfer Opportunity Program Adviser; (4) UC Davis/UCOP-Fresno virtual advising collaboration; (5) expansion of the transfer opportunity program to the Santa Clara County region; and (6) expansion of the transfer admission agreement program. Appended are a memorandum on enhancing student transfer, a description of ASSIST software, the Transfer Opportunity Program mission statement, and the UC Davis Transfer Admissions Agreement. (AS)

Twelve construction cluster skill standards and associated benchmarks were developed as part of a federally funded school-to-work initiative that included the following parties: the Chicago Public Schools; City Colleges of Chicago; and business, labor, and community organizations. The standards, which include core academic, generic workplace readiness, and core industry standards, are as follows: (1) understand and communicate effectively orally, in writing, and graphically in standard English; (2) demonstrate knowledge and use of mathematical operations, measurement, algebraic and geometric methods to solve real-world problems; (3) understand and apply the fundamental concepts, principles, and processes of science to the construction industry; (4) demonstrate creative thinking, problem solving, decision making, and visualization; (5) apply computer literacy skills and knowledge; (6) demonstrate knowledge and skills to make viable career choices and obtain employment in the broad construction industry; (7) demonstrate personal qualities of self-esteem, self-management, and responsibility; (8) demonstrate acceptable behavior governed by the rules of society and the workplace; (9) demonstrate an understanding and ability to work with others; (10) demonstrate knowledge of the construction industry, related careers, and economic issues that affect the industry; (11) apply technical skills and knowledge used in the industry; and (12) understand and apply safety measures. (MN)

This document presents the National Health Care Skill Standards, which were developed by the National Consortium on Health Science and Technology and West Ed Regional Research Laboratory, in partnership with educators and health care employers. The document begins with an overview of the purpose and benefits of skill standards. Presented next are overviews of the following groups of core and cluster skill standards: (1) health care (academic foundation, communications, systems, employability, legal responsibility, ethics, safety practices, teamwork, health maintenance practices); (2) therapeutic/diagnostic (intra-team communication, monitoring client status, client interaction, client movement); (3) therapeutic (data collection, treatment planning, implementing procedures, client status evaluation); (4) diagnostic (planning, preparation, procedure, evaluation, reporting); (5) information services (analysis, abstracting and coding, information systems, documentation, operations); and (6) environmental services (operations, aseptic procedures, resource management, aesthetics). A health science career path is outlined and intended to assist health science and technology educators in implementing a contextual approach to linking academic curricula with career pathways that will enable students in elementary, middle, high school, and postsecondary programs to advance through the following five stages: career awareness, career exploration, core standards preparation, core concentrations preparation, and employment. Concluding the document is a list of accountability criteria for national skill standards. (MN)

This hearing examined federal and private sector programs that provide assistance to schools and libraries to ensure that telecommunications technologies are being used effectively by schools. Topics include: local, state and national information infrastructures; program development; the role of technology; increase in funding; access to the Internet and technology "haves" and "have nots"; the E-rate; teacher training; partnership projects; corporate support; evaluation efforts; and technological advancement and the future of education. Included are the statements of: Forrest J. Fisher, Director, Education Technology Support Center, Education Service District 105; Brent D. Frey, Supervisor of Computer Services, West Shore School District; Carlotta C. Joyner, Director, Education and Employment Issues, General Accounting Office; Jane J. Prancan, Executive Director, US West Foundation; Marilyn Reznick, Vice President, Education Programs, AT&T Foundation; Linda Roberts, Director, Office of Educational Technology and Special Advisor to the Secretary on Technology, Department of Education; Tom W. Sloan, Delaware State Librarian; Joseph W. Waz, Jr., Vice President, External Affairs, Comcast Corporation; and Nancy M. Mitchell, Director, Education Market Group, Pacific Bell. (AEF)

In 1997, Maryland formed the Task Force on Education Funding Equity, Accountability, and Partnerships. The group made a comprehensive review of education funding and programs in grades K-12 to ensure that students throughout Maryland have an equal opportunity for academic success. The task force's final report features the membership roster, the status of the task force's interim recommendations, and successful 1998 legislative initiatives, such as limited-English-proficiency grants, targeted-improvements grants, a teacher development program, a professional development program, school library programs, school construction in Prince George's County, and other measures. Initiatives needing continued support, as well as areas requiring further study, such as a student-enrollment count methodology and employment of retired teachers, are also detailed. The bulk of the report is contained in six appendices, which provide the full text for various house bills, including school accountability funding for excellence; Prince George's County school construction; workers' compensation--students in unpaid work-based-learning experiences; and the scholarship program for prospective teachers. Some approaches for determining student enrollment and distributing education aid to local school systems, and a summary of recommendations and responses by the Maryland State Department of Education are also provided. (RJM)

The Enterprise Florida Jobs and Education Partnership has taken actions to resolve issues raised in a previous report. The legislature has expanded the partnership's work force development (WFD) role; assigned it a role in implementing the state's welfare-to-work program; and established additional incentive funding for WFD program outcomes. The partnership has expanded its evaluation efforts to address requirements in recent legislation. It has developed both baseline measures necessary to determine whether performance outcomes are improving from year to year, as well as expected performance levels necessary to evaluate whether WFD programs are achieving desired outcomes. The partnership's procedures for identifying and eliminating poor performing programs include evaluating the performance of local WFD boards and requiring corrective action when appropriate. Local WFD boards refer clients to community college and school district job training programs. The partnership uses Performance-Based Incentive Funding (PBIF) to encourage community colleges and school districts to provide job training programs that prepare individuals for occupations that meet market demands and provide a living wage. Disadvantaged student outcomes (completion, employment rates, wage levels) show substantial increases since the PBIF program began. The partnership monitors community college and school district PBIF performance to prevent loss of federal funds. (YLB)

In 1997, Maryland formed the Task Force on Education Funding Equity, Accountability, and Partnerships to ensure that students throughout Maryland have an equal opportunity for academic success. The Task Force's preliminary report features a comprehensive review of education funding and programs in grades K-12. The report presents membership and subcommittee rosters, a chronology of task force meetings, guiding principles of the task force, a summary of full committee meetings and public involvement, and critical issues and recommendations, the latter of which constitutes the bulk of the report and examines enhanced funding for at-risk students, including state funding for at-risk programs, targeted-improvement grants, professional development programs, and the maintenance of effort provision. The task force concentrated on Prince George's County public schools, since this district contained a significant percentage of at-risk students. It focuses on a desegregation lawsuit, the community schools education plan, school construction, teacher certification, professional development, financial accountability, public/private partnerships, effective management, work-force skills development, promoting success, and eliminating barriers. Eight appendices list the charge of the task force, targeted-improvement program charts, a corporate partnership on managerial excellence, and other information. (RJM)

The National School-to-Work Office in collaboration with the National Association for Gifted Children, the Council for Exceptional Children, the Association for the Gifted, and the Council of State Directors of Programs for the Gifted have identified 11 gifted education/school-to-work (GT/STW) models that are either best practice or unique approaches. This information packet highlights the five "best practices" and six "unique approaches" selected. "Best practices" signifies excellent progress in implementing a comprehensive school-to-work system that challenges high achieving/gifted and talented students. "Unique approaches" recognizes a unique program element. This packet includes: (1) evaluation criteria that resulted in selection of the programs; (2) brief descriptions of the five "best practices" programs with contact information (Lincoln Park Academy-Harbor Branch Oceanographic Institutions, Inc.; the Mott Hall School for Advanced Studies in Math, Science, and Technology; the Mentor Program in Minnesota; the Executive Internship Program in Florida; and the Independent Study/Mentorship program in Texas); (3) brief descriptions of the six "unique approaches" programs with contact information; (4) a copy of the School to Work Opportunities Act of 1994; (5) a fact sheet on the School-to-Work Learning and Information Center; (6) a list of resources provided by the Center; and (7) an announcement and request for program submissions due in 1998. (CR)

This report presents the testimony and materials presented at the California Senate Select Committee on Higher Education Admissions and Outreach hearing, held on December 3, 1997. The main purpose of the hearing was to provide public awareness and information on the articulation and transfer rate of community college students. Witnesses at the hearing made a number of recommendations and insights regarding the community colleges and the services they provide to students. The publication provides a letter of transmittal, a list of witnesses, and the transcript of the testimony. Senator Teresa Hughes, who was also the chairperson presiding over the testimony, gave the opening statement. Charles Ratliff, Executive Director of California Postsecondary Education Commission, provides a historical overview of California's transfer students and programs. Dr. Alice Petrossian, Christopher Cabaldon, and Kathleen Nelson addressed the role of the student transfer. Making the transition happen is an issue addressed by several students -- Sandi Sawa, Caroline Walls, and Anthony Cannizzo -- who spoke of their own personal experiences at the community college. Four college and university administrators conducted a panel on enhancing student transfer. Senator Hughes ended the testimony with some closing remarks. (VWC)

This technical supplement presents various reports on education in Maryland. The materials include: (1) papers on the state of Maryland's public school construction program, including supplemental material, and a focus report on Prince George's County public schools; (2) a report on system renovations, aging school program, and supplemental aging school program; (3) public school construction funding and allocation process; (4) Maryland partnerships in education; (5) accountability in education (a briefing document and a full report); (6) the Maryland State Department of Education's (MSDE) presentation on information management issues; (7) using the Maryland School Performance Program data and school improvement in Howard County; (8) the Maryland School Performance Assessment Program interpretation for Allegany County Public Schools; (9) school improvement in Harford County Public Schools; (10) MSDE fact sheets for national board for professional teaching standards, regional professional development networks, and recommendation of strategic direction for professional development; (11) teaching for America's future; (12) performance-based teacher licensure system in Maryland; (13) the report of the task force on school-enrollment audits; (14) approaches to determining student enrollment and distributing education aid to local school systems; and (15) an overview of performance audits to evaluate MSDE's procedures for distributing and monitoring aid to local subdivisions. (RJM)

This document contains a summary of the policies adopted by the Association for Science Education (ASE). These policies are applicable to teachers of science at all levels in all formal places of learning in Great Britain. Summaries of policy statements pertaining to quality in science education, a flowchart that provides an overview of these policies, the place of science in a balanced curriculum, values and science education, initial teacher education, continuing professional development, science technicians, learning and teaching, assessment, class size, information and communication technologies, the public understanding of science, environmental education, instructional design and technology, governors and science education, partnerships between industry and education, science education and the community, access to science education, and gender and science education are included. (DDR)

This document proposes establishment of eight bachelor of science programs to be offered through Partnerships for Enhancing Postsecondary Participation by Indiana State University. These mediated instruction programs are in the areas of: (1) business administration, (2) community health, (3)electronics technology, (4) general industrial supervision, (5) general industrial technology, (6) industrial automotive technology, (7) mechanical technology, and (8)vocational trade-industrial-technical education. It is proposed that they will be offered at campuses and postsecondary centers in six regions throughout the state: South Bend/Elkhart/Warsaw; Fort Wayne; Kokomo/Logansport; Muncie/Anderson/Marion; Columbus/Bloomington; and Sellersburg. The document summarizes the history of the program, delivery methods, transfer arrangements, budgeting understandings, and enrollment projections. The text is supported by appended enrollment/completion data projections, extracts from a report on student transfers from associate programs to public four year colleges, revised budget requests, and descriptions of the proposed eight telecommunications programs. (CH)

This report contains project synopses and evaluations supporting recommendations for funding 25 continuing and 7 new projects in public and nonpublic colleges and universities included in the $1.5 million appropriated for fiscal year 1997 for the Illinois Cooperative Work Study Program. Selection criteria included: strengthening cooperation among higher education, business, industry, and government; promoting school/college relationships; encouraging social and community service activities; maximizing use of matching contributions; creating new opportunities for public/private sector partnerships; and integrating components of student financial aid to reduce reliance on student loans. Institutions receiving grants were: Belleville Area College; Bradley University; City Colleges of Chicago; Concordia University; Danville Area Community College; DeVry Institute of Technology-Chicago; DeVry Institute of Technology-DuPage; Eastern Illinois University; Elmhurst College; Greenville College; John A. Logan College; Kaskaskia College; Knox College; Lewis University; Northwestern University; Quincy University; Rend Lake College; Rockford College; Rosary College; St. Augustine College; Saint Xavier University; School of the Art Institute of Chicago; Shimer College; Southern Illinois University at Carbondale; University of Illinois at Springfield; College of DuPage; Northern Illinois University; Richland Community College; Spoon River College; Harry S Truman College of the City Colleges of Chicago; University of Illinois at Chicago; Western Illinois University. (CH)

The annual review of the activities of the Colorado Commission for Achievement in Education found that the primary focus of the Commission's activities during 1996 was a study of graduate education, and to this end a task force on graduate research and education was created to study issues related to current basic and applied research at graduate institutions in the state; the task force's final recommendations are due in June 1997. The Commission also recommended support for a bill that would allow certain tax deductions under an approved prepaid tuition plan. Other actions included: a recommendation to implement a statewide assessment program of standards-based education; a recommendation of a task force on special education personnel for changes in licensure requirements for occupational and physical therapists and school nurses; and recommendations of another task force for increased community involvement in education through formation of local partnerships, increased emphasis on early childhood and adult education, and the use of technology to link communities, maximize resources, and improve access. Appended to the report is a list of committee hearing dates, a list of additional materials available, and a copy of the proposed tax bill. (CH)

The Campus of Learners Initiative is one of a series of programs developed by the U.S. Department of Housing and Urban Development (HUD) to empower people and communities by encouraging citizens to work together to create jobs and economic opportunities. This booklet describes the initiative and tells potential participants what they need to do to earn the Campus of Learners designation. HUD will designate between 15 and 20 Campus of Learning sites. Designations will be awarded to public housing agencies (PHAs) that prepare creative strategic plans to provide residents with education, job training, and employment opportunities involving computer and telecommunications technology through a college campus-style setting. Key principles of the initiative are: (1) strategic vision for change; (2) economic opportunities for residents; (3) education, training, and access to technology; and (4) community-based partnerships. A number of activities may be undertaken by Campus of Learning projects. HUD will provide substantive support and technical assistance that will augment the investments the community makes. This support will include waivers and allowances, technical assistance, private sector contributions, and the opportunity to use HUD capital funding. What to include when requesting Campus of Learning designation is specified. An appendix describes five partnership-operated job training programs in existence. (SLD)

The prupose of the hearing, which was chaired by William F. Goodling, was to disseminate information about the good things that are happening in public education. The document contains the testimonies and prepared statements of the following members of the first panel: (1) Christopher Atchinson, graduate of the West Stand Lake Even Start Program; (2) Mary Brown, an Even Start program supervisor in the Oklahoma Public Schools; (3) Lynn Cherkasky-Davis, a teacher-facilitator at the Foundation School located on Chicago's South Side; (4) Hamid Ebrahimi, executive director of Project SEED, Special Elementary Education for the Disadvantaged; and (5) Samuel C. Stringfield, researcher, Johns Hopkins University. Participants on the second panel included Stanley Litlow, president of IBM Foundation and director of Corporate Support; Frank Brogan, Commissioner of Education of Florida; William Randall, Colorado State Commissioner of Education; Jerry Weast, Superintendent for Guilford County, North Carolina; and James Williams, Superintendent of Education of Dayton, Ohio, City Schools. (LMI)

Early Childhood Education (ECE) Tech Prep is a partnership among Washington's Centralia College, secondary schools, business, and the community to prepare students and workers through logically sequenced courses leading to successful transition from high school to postsecondary education and/or work. This articulation agreement describes goals and methods used in the ECE Tech Prep project. First, the vision, mission, and goals of the project are detailed, indicating that the project seeks to provide an integrated, competency-based curriculum; a clear pathway from secondary to postsecondary education; articulated courses that lead to a community college ECE certificate or associate degree; and preparation for careers in ECE. Next, the actual agreement is presented, describing the project's statement of intent and policies related to equal opportunity, the articulation of course content, postsecondary entrance requirements, the mandatory use of competency portfolios for students seeking entrance into postsecondary institutions, the postsecondary degree program application procedure, the recording of tech prep credits on postsecondary transcripts, and the role of secondary and postsecondary ECE instructors. Appendix A provides a checklist of ECE competencies in the areas of health, safety, and nutritional needs; observation, assessment, and recordkeeping; cultural and individual diversity; and child guidance. Appendix B provides ECE Tech Prep recommend courses, and Appendix C presents a sample application for tech prep college credit. (BCY)

Hearings before the House of Representatives served as a public forum for representatives from the District of Columbia City Council, academia, local schools including the City of Baltimore, Maryland, and the private sector to share their experiences, successes, and concerns about the education of children in urban areas. The chairman of the subcommittee, Peter Hoekstra, Michigan, presided. The speakers described the problems of urban schools and some potential solutions, including the school-within-a-school arrangement, charter schools, public-private partnerships, school vouchers, age-appropriate health and sexuality education in urban schools, "mission" schools, and private management of public schools. The document contains statements, prepared statements, letters, and supplemental materials. (LMI)

The Minnesota Department of Education has created a plan, "Unlearning Violence," to aid schools and communities in their efforts to create safe and nurturing environments for all the state's children. The goals and challenges of this plan were formulated with the involvement of over 600 citizens and an in-depth study of research related to violence prevention. Seven goals for violence prevention are articulated: (1) Promotion: Develop the qualities children need to thrive; (2) Prevention: Create comprehensive prevention efforts for all learners; (3) Protection: Assure the protection of all K-12 students and staff; (4) Family Partnerships: Strengthen the school/parent/guardian educational connection; (5) Healthy Climates: Provide positive school climates, environments, and cultures in which to work and learn; (6) Community Focus: Assure a community focus to promotion and prevention efforts; and (7) Social Norms: Change social norms to emphasize acceptable ways to solve problems. When it is implemented, the plan will be assessed through existing evaluation instruments. Implementation will be aided through state technical assistance and funding through programs described. Additional Department of Education violence prevention activities and future efforts are described. An appendix describes media activity supporting the program, community models, school violence prevention efforts, and laws related to school violence. Eight resources are provided for additional information. (SLD)

This report describes the 1994 activities and recommendations of the committee charged with studying the budget, programs, and policies of North Carolina's 12 Smart Start early childhood education and development demonstration projects. Smart Start is a high quality early childhood education and family services initiative involving public and private sector partnerships for children. In 1994, the committee met three times to hear testimony from the state Department of Human Resources, the Secretary of Human Resources, the North Carolina Partnership for Children, Inc. (a public-private corporation that administers the Smart Start programs), 8 of the 12 local Smart Start programs, and 3 local planning committees from counties not selected for Smart Start demonstration projects in 1993. The committee recommended that funding for Smart Start be increased in fiscal year 1994-95, and that 12 additional sites should be selected for demonstration projects. The bulk of this report consists of 12 appendixes, which include copies of the statute that created the committee, the committee roster, a Smart Start program description, legislation and budget figures relevant to the Smart Start program, the mission statement and board membership of the Partnership for Children, and two legislative proposals to expand the Smart Start program in 1994-95. (MDM)

This paper consists of a transcript of the testimony of the Director of Early Childhood Services at the National Association of State Boards of Education (NASBE) before the U.S. Senate Committee on Labor and Human Resources on April 21, 1994. The testimony addresses the issue of improving the connections between early childhood programs and public schools. The testimony indicates that the NASBE is increasingly concerned with the challenges of creating a more seamless, comprehensive, equitable system of early childhood and family support services and linking those programs to the public education system. The testimony focused on three points: (1) early childhood programs make a positive difference in the skills, knowledge, confidence, and social capacities of children and families; (2) public schools fail to sustain this positive momentum when children and parents move into kindergarten and the primary grades; and (3) full advantage should be taken of current legislative reforms in Head Start and Title 1 programs to create incentives for more effective partnerships between schools and early childhood programs. (SD)

This conference report outlines the proposed House of Representatives and Senate compromise regarding disputed provisions in the proposed School-to-Work Opportunities Act of 1994. First, Congress' findings regarding the education needs of noncollege-bound students, youth employment, work-based learning, and educational attainment in the United States are summarized. Next, the major purposes of the proposed School-to-Work Opportunities Act of 1994 and Congress' intent in passing it are outlined, and pertinent definitions are presented. The remainder of the report consists of the proposed compromise text of titles I-VII of the act, which deal with the following: School-to-Work Opportunities basic program components, system development and implementation grants to the states, federal implementation grants to local partnerships, national programs, waiver of statutory and regulatory requirements, general provisions, other programs, and technical provisions. (MN)

These transcripts present testimony concerning the reauthorization of the Elementary and Secondary Education Act (ESEA), which since 1965 has provided the bulk of federal aid to elementary and secondary schools and related programs. Much of the testimony was from Arizona education officials, school administrators, teachers, civic leaders, and business people who voiced opinions about the efficacy of specific programs and activities funded by the ESEA, particularly those items that they would like to see expanded or improved. Testimony was heard from: (1) United States Representatives from Arizona, Karan English and Jolene Unsoeld; (2) an elementary school principal; (3) a high school counselor; (4) the Arizona state administrator of vocational and technical education; (5) school district officials; (6) staff of the Scottsdale and Mesa chambers of commerce; (7) local education foundations; and (8) educators from the Dial and Motorola corporations. Correspondence and statistical materials from the Arizona Center for Vocational/Technological Education at Northern Arizona University are included. (MDM)

These hearing transcripts present testimony concerning the proposed Improving America's School (IAS) Act of 1993, which embodies the Clinton Administration's program for transforming the Elementary and Secondary Education Act of 1965. Testimony was heard from U.S. Secretary of Education, Richard W. Riley, accompanied by Marshall Smith, Under Secretary of Education, and Tom Payzant, Assistant Secretary for Elementary and Secondary Education. Secretary Riley outlined the major points of the IAS Act, emphasizing the need for a holistic approach to education that focuses on the student, family, school, and school system, and not simply on specific deficiencies. The Act emphasizes: (1) high standards for all children; (2) a focus on teaching and learning; (3) targeting resources to where needs are greatest; (4) flexibility coupled with greater accountability; and (5) linking schools, parents, and communities. Prepared statements and additional materials were presented by Secretary Riley; Representatives Eliot L. Engel, Gene Green, and Thomas C. Sawyer; and Mary Ann Smith, the coordinator of the National Writing Project. (MDM)

Providing information on a memorandum of understanding (MOU) between the California State Board of Education and the Board of Governors of the California Community Colleges to facilitate the articulation and coordination of vocational education programs and services funded by the Carl D. Perkins Vocational and Applied Technology Education Act (VATEA), this document describes the planning process between the two agencies and timelines for division of funds. Following a brief introduction indicating that the MOU delegates the maximum responsibility to the Board in administration and operation of community college vocational programs funded by the VATEA, the report describes areas of agreement related to the following: (1) shared planning and coordination, including staff operations and the background, purpose, functions, and operational procedures of the Joint Advisory Committee on Vocational Education (JACVE); (2) the development of the state plan for vocational education and/or amendments, including the processes for adopting, developing, and monitoring the implementation of the plan and amendments; and (3) procedures for resolving differences, indicating that if the JACVE fails to reach an agreement, the presidents of each board will meet, then a joint session of the two boards will be held if the presidents cannot agree, and finally, if an agreement is still not reached, the Board of Education will make a decision. (KP)

These hearings transcripts record testimony given in Vancouver, Washington, on reauthorization of the Elementary and Secondary Education Act. Ideas were solicited on ways the federal government could support local partnerships between the business and education communities. Prepared statements and transcripts of testimony are presented for the following individuals and organizations: (1) Randy Dorn, State Representative and Chair of the Washington State House Education Committee; (2) the director of Workforce Education and Agency Relations for the Office of the Superintendent of Public Instruction, Olympia, Washington; (3) the director of the Hough Foundation; (4) the chair of Hewlett-Packard's K-12 Steering Committee; (5) the vice-president and editor of "The Columbian"; (6) the Vancouver School District Superintendent of Schools; (7) the manager of Vocational, Technical, and Career Education in the Evergreen School District, Vancouver; (8) a Vancouver mathematics teacher; (9) the president of the Battle Ground School Board; (10) the state executive director of the Citizen's Alliance of Washington; and (11) the resource coordinator for Vocational Education, Vancouver School District. The report concludes with a summary statement describing six competencies employers want future employees to demonstrate: work ethic, character history, people to people skills, thinking skills, communication skills, and mathematical skills. (SM)

Today's linguistically diverse classrooms require teachers who are properly educated to communicate effectively with students, parents, and the larger community. Teacher education programs have the responsibility of preparing teachers with these skills and of responding to the shortage of racial and ethnic minorities within the state of New York's teaching pool. Five issues are relevant when considering how schools of education should respond to this shortage: (1) currently, schools of education have a largely Caucasian, female, and monolingual student population; (2) the proliferation of languages among today's school population makes it imperative that teachers be prepared to offer bilingual learning opportunities to their students; (3) teacher education programs need the capacity to prepare multiculturally aware teachers; (4) teacher education programs need to prepare teachers who are willing and able to teach in areas of teacher shortage, particularly urban areas; and (5) schools of education must place multicultural competence on par with intellectual competence in their teacher education programs. At present, many schools of education fail to prepare teachers to work effectively with culturally and linguistically diverse students because these higher education institutions do not themselves model the kinds of interpersonal relationships, collegiality, student-centered pedagogy, and relevant curriculum that the teachers they produce must be able to implement. An approach to improving the ability of schools of education to respond to the needs of today's diverse school population lies in creating closer working relationships with schools. The Professional Development School as proposed by the Holmes Group is a promising model of meaningful collaboration. (IAH)

The hearing transcribed in this report is focused on the imperative of having a federal educational research and development strategy. As part of this strategy, a discussion concerning an innovative approach to dissemination and professional development also took place. The report contains testimony from: (1) G. Carl Ball, Committee on the Federal Role in Education Research, National Research Council, National Academy of Sciences and Andrew C. Porter, Committee on the Federal Role in Education Research, National Research Council, National Academy of Sciences, Wisconsin Center for Education Research; (2) A. Alfred Taubman, Chairman, Michigan Partnership for New Education, Michigan State University; (3) Judith Lanier, President, Michigan Partnership for New Education, accompanied by Elnora Crutchfield, Assistant Principal for the Seventh Grade, Holmes Middle School, Flint, Michigan; (4) Carlton E. Brown, Dean, School of Liberal Arts and Education, Hampton University, Hampton, Virginia; and (5) the American Educational Research Association's Hispanic Research and Bilingual Education Special Interest Groups. (TMK)