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The document provides a model for planning and evaluating adult basic education (ABE) programs in correctional settings and is also a workbook for its implementation. It requires the use and understanding of systems techniques and concepts. The introduction discusses the rationale for and development of the conceptual model; basic systems, concepts, and principles; and directions for the model's use. The following seven chapters present major functions that must be incorporated into an ABE delivery system. Chapter 1 concerns the conceptualization of the correctional system, describing the real life environment, with ABE programs as an integral part of the system. Chapters 2 through 5, and 7 combine to provide a very detailed model for a management system: establishing a philosophy and assessing needs; defining systems goals, subgoals, and objectives; formulating a plan to implement major goals; and evaluating delivery systems and programs. Chapter 6 constitutes a model for an instructional delivery system. For each element a definition of concept, relation of element or function to the total model and directions to the user are presented. Appended material includes: a 27-page bibliography; a 21-item annotated list of bibliographies of ABE materials; a glossary; names of contributors to the model, resource personnel and advisory committee members; and author and subject indexes. (Author/BP)

This document reports the graduation and retention rates at the University of Hawaii community colleges and compares the graduation and retention rates of students with other institutions. The three rates that are examined in this report are as follows: (1) retention/continuation rate; (2) graduation rate; and (3) success rate (defined as the sum of graduation and continuation rates). The data is gathered by tracking first time freshmen at a specific community college. The report concludes that the average three-year graduation rate is 14%. Also an average of 40% of students either graduate within three years or continue at the same campus after the third year. Furthermore, women have higher retention and graduation rate at most of the campuses. The average three-year success rate is 42% for women and 37% for men. Women also have higher success rates in all campuses than men. Lastly, Hispanics and Caucasians have the highest average graduation rates in all of Hawaii Community Colleges while Asians have the highest average continuation and success rates. The Hawaii CCs have an average continuation rate of 25%. Contains five figures, nine tables, and eight appendices. (MZ)

This document presents the data on degrees and certificates earned at the University of Hawaii Community Colleges during fiscal year 2001-02. The data presented are for the following community colleges: (1) Windward; (2) Hawaii; (3) Honolulu; (4) Kapi'olani; (5) Kaua'i; (6) Leeward; and (7) Maui. The data are presented in the format of tables and figures. Degrees earned are presented as totals for the system, and are broken down according to campus as well as type of degree earned at each campus. Degrees earned are also delineated according to gender and ethnicity. Figures include data from fiscal year (FY) 1991-92 through 2001-2002. Total degrees earned for all campuses in 1991-1992 were 2,365. Total degrees earned for 2001-02 at all campuses were 2,553, for an increase of 0.7%. In FY 1991-1992, 20.1% of degrees were earned by Caucasians, 18.6% earned by Filipinos, 17.8% by Japanese, and 12.4% by Hawaiians. In FY 2001-2002, Caucasians earned 16.7% of degrees, Filipinos 19.9%, Japanese 18.7%, and Hawaiians 16.1%. Certificates of completion awarded by college and certificate program are appended in tabular format. This data is also broken down by ethnicity and gender. Contains 10 figures, 17 tables, and 9 appendices. (NB)

This document includes tables and graphs illustrating the transfer rates of University of Hawaii Community College (UHCC) students into the University of Hawaii (UH) four-year campuses. The population of the study was restricted to those students enrolled at UHCCs in either the Fall 2000 or Spring 2001 semester with a declared educational objective of either Associate in Arts or Associate in Science, and further restricted to those students who had completed 24 or more credit hours of course work at UHCC campuses. The first table and graphic show numbers of students with transfer rates by campus. The second table and graphic shows transfer rates by ethnic background of students. The third table and graphic shows selected characteristics for the student enrolled at UH Manoa. Overall, 14.1% of the UHCC students transferred to the UH four-year campuses over the time period. Among ethnic groups, American Indian and Alaskan students had the highest transfer rate (27.3%), but the small number of students in the UHCC group (33) precludes definitive conclusions. Of the 1,067 UHCC students who transferred to UH Manoa, 24.8% had received a degree from a UH campus, 56% were female and the average number of credit hours earned at the UHCC campuses prior to transfer measured 64.2 hours. (JS)

This publication provides resources for linking vocational programs with five special populations. Sections 1-5 each focus on one special population and contain some or all of these resources: activities; recruitment; teacher tips; laws; staff development; funding streams; parent advice; instructional modifications; websites; community resources; student survival sheets; and publications. They also contain supplemental resources. Section 1, on nontraditional training and employment, has these resources: retention; nontraditional occupations; and nontraditional funds. Section 2, on the economically disadvantaged, includes misconceptions; risk/protective factors; victory in education; and videos. Section 3, on persons with disabilities, includes curriculum modifications. Section 4, on English for second language (ESL) learners, includes ESL assessment; videos; and court decisions. Section 5, on single parents and displaced homemakers, lists videos. Sections 6-8 deal with facilitating learner success (definitions related to equity; curricular bias; educator actions that affect student success; do's and don'ts of inclusive language; emotional intelligence; multiple intelligences); harassment (online resources; staff development and publications; awareness activities); and relevant laws and related information (overview of federal legislation; key nondiscrimination laws; equity provisions in Perkins III; complying with Title IX; and laws online). Acronyms/abbreviations and index are provided. (YLB)

This report presents information on projected headcount enrollment for the University of Hawaii (UH) Community Colleges: Hawaii, Honolulu, Kapiolani, Kauai, Leeward, Maui, and Windward. The projections are organized by registration status--first-time, transfer, and continuing/returning students. Figures are also given for each community college. Report highlights include: (1) total headcount for the UH Community Colleges dropped 6% in the fall 2000 term, from 25,390 to 23,777; (2) enrollment for first-time students in fall 2000 was 5,253, transfer enrollment was 3,034, and continuing/returning enrollment was 15,490; (3) according to middle series projections, first-time student enrollment in 2007 will increase to 5,839, transfer student enrollment to 3,145, and continuing/returning enrollment will decrease to 14,837; (4) of the seven community colleges, Kapiolani had the highest student enrollment in fall 2000, at 6,760; however, Leeward seemed to attract the most first-time students during that period, at 1,084; (5) at most of the community colleges, liberal arts enrollments outweighed the vocational education enrollments, except at Hawaii, Maui, and Honolulu Community Colleges; and (6) overall, there were 13,324 students enrolled in the liberal arts and 8,440 in vocational education; similar numbers were projected for 2007. (Includes numerous tables and figures, with historical data.) (EMH)

The Faculty Institutional Survey was conducted in 1999 to assess the opinions and satisfaction of members of the Kapiolani Community College faculty. In addition to biographical information, the survey includes satisfaction questions divided into nine sections: academic quality, facilities and equipment, faculty involvement, leadership, personnel policies, professional climate, student characteristics, support services, and overall satisfaction. All questions were scored on a scale of 1 to 4, where 1 represents "very dissatisfied" and 4 represents "very satisfied." The response rate was 39.6 percent. Sixty-five percent of the respondents were female and eighty-four percent were full-time. Responses were categorized by discipline: Business Education, Food Service and Hospitality Education (FSHE), Health, Nursing, and Liberal Arts. The total average rating from the entire survey was 2.70. FSHE and Nursing faculty perceived the institution more favorably than other faculty, and Business Education faculty perceived it the least favorably. There was no difference between full- and part-time faculty in terms of satisfaction, although satisfaction decreased with years of employment. Faculty were most satisfied with academic quality (2.92) and support services (2.91) and least satisfied with student characteristics (2.35) and personnel policies (2.43). Total faculty satisfaction was lower than in previous surveys from 1991, 1993, and 1996. Report sections include: executive summary, background, results, and longitudinal comparison. Appendices contain the survey form, statistics, and respondents' comments. (Contains 9 tables and 22 figures.) (RDG)

The Current Student Survey was administered in October 1999 to 659 students. Relationships with the instructor, other students, and the counselors were among those aspects that received the highest ratings, along with a number of items dealing with the quality of instruction and knowledge received. Student Congress and its sponsored activities were prominently classified as the least satisfactory aspect of the institution. Half of the students did not know of the availability of workshops. Every aspect of the institution measured in this survey was rated above average. Food Service and Health majors provided more favorable responses than students in other majors, and Liberal Arts students provided the least favorable responses. No specific satisfaction trend was observed as a function of the length of time at the College, but native English speakers reported significantly higher satisfaction than non-native speakers did. Academic Support and Services ranked highest in this survey, while the Overall category ranked lowest. Items with the highest level of satisfaction over the nine-year period dealt with the Climate and with instruction. All items with the lowest levels of satisfaction during the same period dealt exclusively with Student Congress. Appended in this report are the Survey Form, Statistics, and Respondents' Comments. (VWC)

This report presents information on actual and projected headcount enrollment for the University of Hawaii Community Colleges (UHCC). Highlights include: (1) total headcount for the UHCC measured 24,909 in Fall 1998, virtually unchanged from the previous fall; (2) enrollment peaked at 27,905 in Fall 1994, and then declined 10.8% over the next three years; (3) enrollment of first-time students may improve over the next few years due to increases in the number of high school seniors; (4) enrollment of continuing/returning students has declined steadily since Fall 1994; (5) transfer enrollment has been forecast to follow the same trend as first-time students; and (6) headcount enrollment at the UHCC is expected to increase modestly through the projection period, at an average annual rate of 1%. The enrollment projections are based on unduplicated headcounts of full-time and part-time students enrolled in credit courses. Included are classified students enrolled in liberal arts or vocational programs as well as unclassified students. Unlike previous reports, these projections also include projected headcounts in continuing education credit courses offered by Honolulu Community College, beginning Fall 1999. Historical data are included to facilitate comparison and analysis. Appended are historical and projected enrollment of Hawaii public high school seniors by school district. (JJL)

This handbook contains guidelines for setting up a workplace literacy project through a partnership between business and an educational partner. It is based on the experiences of a workplace literacy partnership of Bakery Europa, Straub Clinic and Hospital, and the University of Hawaii. Information is provided on the following six topics: (1) building successful partnerships (duties and responsibilities of educational and business partners, composition and duties of advisory committee); (2) identifying workplace literacy needs (general and business-specific needs); (3) facilities; (4) instruction (goals, content, format, methodology, scheduling, and assessment); (5) recruitment (methods and incentives); and (6) evaluation (recordkeeping and effects on workplace productivity). (KC)

This report provides a summary of enrollment projections for the University of Hawaii (UH) system, which includes three university and seven community college campuses. The projections are statistical extrapolations of current trends in enrollment by campus, based on unduplicated headcounts of full-time and part-time students enrolled in regular session day or extended-daycredit courses. Included are students in programs leading to a bachelor's degree or higher, students in programs leading to associate degrees or certificates, and unclassified students. Historical data are included in the tables and charts to facilitate comparison and analysis. They were compiled from the Student Enrollment Reports, the Academic Crossover Studies and the Course Registration Reports. Findings show that the enrollment of regular students for the University of Hawaii measured 45,251 in Fall 1997, a 3.9% decline from Fall 1996 and the third consecutive year of decrease. For Fall 1998, UH system enrollment is forecast to decline slightly, to just over 45,000. This projection is somewhat lower than that made last year and takes into account the recent enrollment decline across the UH system. Recommendations are made in response to findings that the UH system will experience little or no overall growth in enrollments. (JJL)

This report presents information on the residence and migration of first-time freshmen for the State of Hawaii for the Fall 1996 semester. The information presented is for first-time freshmen only. The first-time freshmen population discussed in this report is divided into three groups: (1) those residents of Hawaii who chose to main in the State to attend either a University of Hawaii (UH) campus or private degree-granting institution; (2) those Hawaii residents who chose to leave the State to enroll in institutions on the U.S. mainland; and (3) those first-time freshmen who came to Hawaii from other states or from foreign countries. Information is further broken down by type of institution attended: public versus private and four-year versus two-year. Findings show that UH seems to be the first choice for most Hawaii-resident first-time freshmen. The vast majority of students in-migrating to Hawaii attend private rather than public UH institutions. In contrast, slightly more than half of out-migrating students attended private institutions. The percentage of Hawaii resident first-time freshmen remaining in the state and proportion of first-time freshmen enrolled in the state who are Hawaii residents have declined since 1992. Overall, 21.9% more students left Hawaii than entered. Appendices include lists of U.S. mainland institutions with ten or more Hawaii resident first-time freshmen enrolled in Fall 1996, as well as lists of the 50 states with the number of Hawaii-resident first-time freshmen enrolled in each state. (JJL)

The University of Hawaii's (UH) three university and seven community college campuses are compared with benchmark and peer group institutions with regard to selected financial measures. The primary data sources for this report were the Integrated Postsecondary Education Data System (IPEDS) Finance Survey, Fiscal Year 1994-95. Tables show data on enrollment, revenues, and expenditures. Highlights include: (1) UH had a full-time equivalent (FTE) enrollment in Fall 1994 of 35,751; (2) total revenues per FTE student for the UH system in fiscal year 1994-95 were $11,804, and expenditures were $15,680; (3) total revenues per FTE student exceeded the benchmark or peer group averages for UH Manoa and UH Hilo, and expenditures at UH Manoa and Hilo were also higher; and (4) revenues per FTE student from state appropriations were much higher for the UH campuses than for their peer and benchmark averages. It is anticipated that recent tuition increases for the UH system, as well as policy changes on the distribution and control of tuition and fees revenues, may align the UH figures more closely with those of its benchmark and peer group averages in the near future. Appendices include enrollment numbers in comparison to peer and benchmark groups as well as a list of terms and definitions. (JJL)

This document presents the Strategic Plan and Academic Development Plan for Kapi'olani Community College (KCC) (Hawaii). In addition to its liberal arts transfer mission, KCC offers the state's only programs in Health Sciences and Legal Education and the only community college nursing programs on Oahu. The goals in the Strategic Plan document maintain or add to current practices and directions. The Academic Development Plan should be used as a point of reference, as a planning document, as leverage for initiatives. KCC has as its mission to broaden access to postsecondary education in Hawaii by providing open-door opportunities for students to enter quality educational programs. The college's long-range planning process is part of a comprehensive approach which seeks to integrate academic program planning and budgeting through a participatory process involving faculty, staff, and students. Among the planned or anticipated changes are improvements in educational technology and networked communications and new models of delivery, which provide more flexibility in course offering and in responding to the changing needs of businesses and students. This report also shows some indicators of program demand, efficiency, and outcomes, which have been used as the basis for our strategic decision-making. (JA)

This document is a historical report of enrollment-related data spanning fall 1992 to fall 1996 for the University of Hawaii Community Colleges. The system consists of seven campuses: Hawaii, Honolulu, Kapilolani, Kauai, Leeward, Maui, and Windward. The report is presented in two parts, with data being presented in graphs and tables. The first part covers the historical course registration. This section provides information on the overall student semester hours, number of classes, course full-time equivalent (FTE), and average class size. Student semester hours and average class size are broken down further by each campus. Overall, the number of student semester hours increased between 1992 and 1994 and decreased in the last two years. The number of classes offered decreased slightly each year between 1993 and 1996. Average class size in occupational and vocational courses steadily increased over the period measured, while class size for general academic courses peaked in 1995. The second part of the report entails the historical departmental activity and instructional workload measures. Graphs are used to show total student/faculty ratio, student faculty ratio for each campus, total equivalent semester hours per faculty, and equivalent semester hours per faculty for each campus. The overall student/faculty ratio for the system increased from 17.1 to 18.4 between 1992 and 1996, and the number of analytical full-time equivalent faculty decreased from 909 to 848 over the same period. (JJL)

This report highlights graduation and persistence rates for degree-seeking undergraduate students at the University of Hawaii Community Colleges, as of January 1997. The report covers seven campuses: Hawaii, Honolulu, Kapiolani, Kauai, Leeward, Maui, and Windward. The data are from the National Center for Higher Education Management Systems/University of Hawaii System Longitudinal Database Project. The report includes full-time and part-time students, as well as first-time and transfer students. A glossary of key terms, highlights from the data tables and a summary of the overall findings are included. According to the persistence data, 53 percent of degree-seeking students who begin at one of the University of Hawaii Community Colleges will return for their second year. Students of Japanese, Chinese, and Filipino ancestry have the highest one-year persistence rates, while students of Caucasian and Hawaiian ancestry have the lowest. The data did not find a notable difference between the persistence patterns of men and women. The graduation section reports that close to 27% of degree-seeking students entering the UH community colleges can be expected to graduate within 6 years of entry; about 19 percent earn an associate degree over an average period of 3.3 years; and women maintain slightly higher graduate rates than men after 6 years. The document provided explanations of the data tables throughout the report. (TGO)

This annual report reviews program offerings, finances, and student and faculty characteristics at the University of Hawaii Community Colleges (UHCC) for the 1992-93 academic and fiscal years. The first section reviews major achievements for 1992-93 related to service to the state, the international role of the system, and efforts to expand educational access. A system organizational chart and mission statement is then presented, followed by a systemwide profile of enrollments from 1988-92, funding, staffing, programs of study and disciplines offered, and special programs and services. The report concludes with profiles of the Employment Training Center and seven UHCC campuses. Each profile contains a brief narrative, information on enrollment by major, attendance status, gender, ethnic background, and degree objective; staffing; funding; and campus leadership. Selected data include the following: (1) in fall 1992, UHCC credit enrollment was 26,120, a 5% increase from 1991, while another 107,265 students were enrolled in non-credit courses; (2) 14,258 students were Liberal Arts/Sciences majors, while 8,199 were in vocational programs; (3) in 1992-93, $75,139,441 of general funds were appropriated to the system, a 1% decrease from 1991-92; and (4) a total of 1,462.25 staff positions were authorized for the UHCCS in 1992-93, a 2.7% increase from 1991-92, while 793.6 of these positions were for instructional personnel. (HAA)

This annual report for the University of Hawaii Community Colleges provides data on programs, finances, and student and faculty characteristics for the 1991-92 academic and fiscal years (FYs). The first section reviews activities undertaken to broaden access to the colleges, ensure quality education, strengthen ties with elementary-secondary education, support statewide economic development, enhance the state's role in Asia and the Pacific, and maintain the quality of facilities. The next section offers a month-by-month summary of initiatives undertaken by particular campuses and individuals between July 1991 to June 1992. Next, following an organizational chart and institutional mission, data are provided on enrollment, degrees and certificates awarded, tuition, general fund appropriations, special programs and community services, and student and faculty characteristics. The remainder of the report provides data on outcomes and appropriations for the seven community colleges and one training center and a list of college staff. Highlighted data include the following: (1) in fall 1991, the system enrolled 24,874 credit students, representing 61% of all undergraduate enrollments in the state, while 130,044 students enrolled in non-credit courses; (2) in 1990-91, 1,122 Associate in Science degrees, 828 Associate in Arts degrees, and 285 certificates were awarded; (3) in fiscal year 1991-92, $75,839,686 of general funds were appropriated to the colleges; and (4) in fall 1991, the system employed 1,198 instructional faculty, 686 of whom were employed full-time. (HAA)

Providing information on programs, students, and faculty at the University of Hawaii Community Colleges, this report reviews data for the 1990-91 academic and fiscal years (FYs). The first section reviews systemwide accomplishments for the year, describes efforts related to international education, and presents an agenda for action. The organizational structure and mission of the colleges are then presented and 1990-91 data are provided on enrollment, degrees and certificates awarded, tuition, general funds appropriations, programs of study, disciplines, special programs and community services, and student and faculty characteristics. Next, demographic and enrollment data are presented for each of the system's seven community colleges and one training center. The final sections discuss goals and plans for 1993-99 and provide a roster of college staff. Highlighted data include the following: (1) in fall 1990, 23,727 students were enrolled in credit courses in the colleges; (2) 11,878 students were enrolled in Liberal Arts and Sciences, while 2,844 were in Business Education, 2,804 were in Technology, and 982 were in Public Services; (3) in 1989-90, 1,083 Associate in Science degrees, 836 Associate in Arts degrees, and 274 certificates were awarded; (4) in FY 1990-91, $60,765,631 of general funds were appropriated to the system; (5) in 1990-91, 22% of the students were Caucasian, 21% were Japanese, and 17% were Filipino; and (6) 1,198 faculty were employed in 1990-91, of whom 58% were employed full-time. (HAA)