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THIS EVALUATION REPORT ON THE PARTICIPATION OF NONPUBLIC SCHOOL CHILDREN IN TITLE I PROJECTS IS BASED ON CASE STUDIES OF 10 LARGE, 10 MEDIUM, AND 10 SMALL SCHOOL SYSTEMS THROUGHOUT THE UNITED STATES. THE STUDIES WERE PREPARED THROUGH THE EFFORTS OF 14 FIELD SURVEY COORDINATORS WHO INTERVIEWED PUBLIC AND NONPUBLIC SCHOOL REPRESENTATIVES AT BOTH THE STATE AND LOCAL LEVEL. TABLES CONTAINING BASIC DATA FROM THE STATE AND LOCAL EDUCATION AGENCIES, A GLOSSARY OF TERMS, AND A BIBLIOGRAPHY ON TITLE I AND OTHER COMPENSATORY EDUCATION PROGRAMS ARE INCLUDED IN THIS REPORT. THIS DOCUMENT IS ALSO AVAILABLE FROM THE SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C. 20402. (LB)

A study was conducted to observe the varying degree of consistency between three sources of data with respect to the same classroom phenomenon. Data was gathered in a public high school near Detroit in 1969. Using the basic 10-category Flanders interaction analysis system, systematic observations of controversial issues discussions were made in the social studies classrooms of 14 teachers during 28 different discussion sessions (averaging 70 minutes per teacher). Student talk/teacher talk ratios (as indices of the extent to which students rather than teachers talk during the discussions) and student-initiated/teacher-initiated talk ratios (as indices of the tendency of students to offer their own ideas without being induced to do so by the teacher) were derived from the data. The teachers were questioned by means of a paper and pencil questionnaire about students' freedom to express their opinions during these discussions, and a sample of their students responded to a similar questionnaire. An analysis of the consistency of these sources of data was then made, using product moment correlations as indicators of between-source agreement. Apparent distortions in the teacher-reported data seem to be related to the importance which teachers assign to student opinion expression as a teaching goal. The teacher data were found to disagree with the other two sources, and were judged to be an unsatisfactory source of data for this classroom phenomenon. (Author/JES)

Many modern buildings become uncomfortably warm during sunny spells in the summer, and until recently there was no simple, reliable method of assessing at the design stage whether a building would become overheated. This paper describes a method of calculating summertime temperatures which was developed at the Building Research Station, and gives data on parameters required for calculation. These include--(1) solar radiation intensities, (2) solar gain factors for glass, (3) blinds and other sun controls, and (4) 'admittances' of building components which are a measure of the ability of the components to smooth out diurnal temperatures in the building. (TC)

Under the stress of today's extremely complex and diverse pressures, "college administrators have been abandoning institutions of higher education like rats from a sinking ship." College presidents need to be able to obtain significant information about their institutions in order to make decisions sufficiently viable for the institution's survival. This study assessed some of the kinds and sources of data used in the decision making of college presidents under present conditions. Presidents of institutions belonging to the American Association of State Colleges and Universities were queried on: which officers have the responsibility for providing the president with data such as studies on students, budget and curriculum, long range planning, space utilization, and federal programs; what kinds of institutional data in these areas do they regularly review in making decisions; how does the president decide where to gather information in making policy decisions; does the president communicate research findings to the faculty; and what was the value of ongoing studies compared with those completed when a problem arose. The results, analyzed in this paper, show no standard set or recommended pattern of behavior. It was found, however, that presidents seem preoccupied with providing physical facilities and budgetary efficiency. (JS)

FACET DESIGN, AS ORIGINATED BY LOUIS GUTTMAN, IS A METHOD OF SYSTEMATICALLY ORDERING A PROBLEM FOR RESEARCH. FACET ANALYSIS ENABLES THE VALIDITY OF AN ASSESSMENT OF THE ORDERING PROCESS TO BE TESTED. THE LOGIC OF FACET DESIGN AND ANALYSIS IS BASED UPON SYSTEMATIC DELINEATION OF THE IMPORTANT VARIABLES PRIOR TO DATA COLLECTION AND THE EVALUATION OF THEIR EFFECT IN A SPECIFIC RESEARCH DOMAIN. THE AUTHOR CONSIDERS THE APPLICATION OF HIS DESCRIPTION OF FACET DESIGN AND ANALYSIS IN FOUR SPECIFIC RESEARCH CASES AND SHOWS, IN EACH CASE, HOW THE PROBLEM UNDER CONSIDERATION CAN BE SPECIFIED MORE PRECISELY, HOW RELEVANT HYPOTHESES EVOLVE FROM THE FACET DESIGN, AND HOW THE VALIDITY OF FACETS CAN BE COHERENTLY CHECKED. THE RESEARCH PROCESS CAN BE DIVIDED INTO FIVE PHASES--(1) CHOOSING THE DOMAIN OF INVESTIGATION, (2) RECORDING OBSERVATIONS MADE WITHIN THE DOMAIN, (3) CONVERTING OBSERVATIONS INTO DATA, (4) CLASSIFYING THE DATA, AND (5) SEEKING RELATIONSHIPS AMONG VARIABLES. THE THEORY OF DATA CONCERNS PHASES 3 AND 4. A SCHEME PROPOSED BY COOMBS IS CITED WHICH ENCOMPASSES ALL OF THE FACETS ENCOUNTERED WHEN OBSERVATIONS ARE CONVERTED INTO DATA AND DATA INTO VARIABLES. COOMBS PRESENTS A "SEARCHINGNESS STRUCTURE" WHICH ENABLES A RESEARCHER TO LAY OUT AN ENTIRE GRID OF METHODS FOR COLLECTING DATA. HIS CONCEPTUALIZATION OF THE FIELD CAN PROVIDE MEANS OF INVENTING NEW METHODS OF COLLECTING DATA AND OF CHOOSING APPROPRIATE WAYS TO ANALYZE THE GATHERED DATA. THIS DOCUMENT IS A REVISED VERSION OF A PAPER PRESENTED AT THE CONFERENCE ON NEW DIRECTIONS IN RESEARCH IN EDUCATIONAL ADMINISTRATION (UNIVERSITY OF OREGON, EUGENE, MARCH 30, 1965). THE EARLIER PAPER IS INCLUDED AS ED 010 221. (GB)

THIS DOCUMENT CONTAINS THE PAPERS PREPARED BY THE PILOT CENTER FOR EDUCATIONAL POLICY RESEARCH STAFF WHICH ARE THE BASIC SOURCE MATERIAL SUMMARIZED IN PART 1 (ED 014 222). THESE PAPERS DESCRIBE THE ACCOMPLISHMENTS OF THE CENTER IN DEPTH, TELL SOMETHING OF THE ASPIRATIONS AND ASSUMPTIONS FOR THE PROPOSED OPERATIONAL CENTER, AND CONTAIN THE FINDINGS AND CONCLUSIONS OF THE PILOT STUDIES. THE PAPERS COVER THE FOLLOWING GENERAL TOPICS--(1) THE RESULTS OF THE INVESTIGATIONS INTO THE METHODOLOGY OF CONJECTURING ABOUT THE FUTURE, (2) THE POTENTIAL UTILITY OF COMPUTER PROGRAMED MATHEMATICAL MODELS FOR EDUCATIONAL PLANNING, (3) THE RESULTS OF AN EXPERIMENT DESIGNED TO EXPLORE THE EDUCATIONAL "WANTS" OF "FUTURE PREFERENCES" OF A SELECTED NUMBER OF DIVERSE GROUPS AND ORGANIZATIONS IN SOCIETY, (4) THE RESULTS OF AN ANALYSIS OF POSSIBLE FUTURE ROLES OF EDUCATORS IN A POST-1988 WORLD, (5) FINDINGS OF AN INVESTIGATION OF THE UTILITY OF AUTOMATED BIBLIOGRAPHIC AND FORECASTING METHODS DATA FILES FOR USE IN AN OPERATIONAL CENTER, (6) THE USE OF "SYSTEM" CONCEPTS AS AN AID IN THE EDUCATIONAL POLICY MAKING PROCESS, AND (7) COMMENTARY ON THE EDUCATIONAL POLICY MAKING PROCESS. (HW)

Evidence presented in this paper substantiates the position that: (1) the United States is pursuing a national goal and foreign policy of population control; and (2) a conflict about this goal could arise within the minds of many people. To support these two facts, the author has outlined statements giving an overview about the profusion of population control literature and the moral problems of control methods, particularly abortion. A mathematically-oriented point of view regarding demographic aspects considers man's future prospects in the world, the ultimate capacity of the earth, and the lack of controversy over population control. The history and recent legislation of the population control movement are also outlined, as well as comments by Robert S. McNamara on population control and its myths. Citations and a bibliography are included. (BL)

A series of data collection and general methodological needs which were encountered in the course of research study on the communication and value patterns of the rural poor, as part of Northeast Regional Project (NE-68) "Paths Out of Poverty" are given. Section headings include: Data Collection: Design and Testing; Data Collection-Field Work; Recruitment and Hiring of Interviewers; Training of Interviewers; Use of Indigenous Interviewers; Research and Community Development. (NF)

A methodology for busing to achieve school desegregation is described. Two different approaches are proposed: a student interracial contact score and a quota method. Travel time and number of children bused are proxies for busing costs. Useful data include travel time, school capacity, and student residences for each region and level of school. A higher ceiling on individual travel time allows greater balance within the area. For example, when contiguous districts are added, busing 25% of the students can achieve 95% desegregation with a 45-minute upper limit as opposed to 90% with a 35 minute upper limit. Portable classrooms are not very helpful nor is splitting schools into smaller grade spans. For the sample city, cost of raising desegregation from 41% to 85% was $16 million ($25 per student). The critical factor in reducing costs is the greater use of each bus by shorter trips and an efficient system of staggering school starting hours. Alternatives to daily busing are described. (DJ)

A survey of recent literature was undertaken to locate validity studies of paper-and-pencil tests which met the following criteria: (1) Studies were conducted in a business or industrial (i.e. non-education, non-military) setting; (2) Separate statistics were available for blacks and whites; (3) Race was not confounded with some outside variable which would preclude meaningful interpretation; (4) Necessary data were reported to enable a test of homogeneity of regression between racial groups. For each of 20 studies which met these criteria, a homogeneity of regression analysis was conducted on each predictor-criterion pair to determine if there were significant differences between blacks and whites in standard errors, slopes, or intercepts of the regression lines. The number of significant differences in standard errors and in slopes was less than would be expected by chance, indicating that tests do not have differential validity between white and black groups. For intercepts, significant differences in excess of chance were obtained. The direction of the differences was such that job performance of blacks was overestimated by tests. (Author)

Three outstanding features of the Rapidly Extensible Language (REL) System are discussed. REL itself is an integrated software system designed to facilitate conversational interaction with the computer, especially by those working with dynamic, highly interrelated data. The system's main parts are: 1) the operating system, which manages the simultaneous use of the system from a number of terminals and handles all input/output from peripheral storage; 2) the language processor, which analyzes the incoming query or data and schedules and executes the appropriate calculations and processing of the data base; and 3) the REL languages and user language/data base packages. The characteristics of the system treated in detail in this paper include: 1) its ability to handle interrelated and time-oriented data; 2) its provision for communication with data in natural language trailored to the user's needs, with emphasis upon ordinary English; and 3) its extensional facility, which allows for the modification of data through definitions of new terms and relationships as part of the user's ongoing work with the system. (Author/LB)

Several techniques and types of non-test data are available to a counselor prior to and during the intake interview. In an academic setting before the interview, there are six basic techniques or sources for gathering non-test data about clients. These are: (1) personal data blank, (2) autobiography, (3) questionnaire, (4) rating scale, (5) anecdotal record, and (6) cumulative records. During the interview, the counselor is himself the means for gathering information about the client. Techniques available to the counselors are: (1) statements about self, and (2) observations of the client's behavior. Research related to these techniques of non-test and self-report data is presented. Implications for practice include: (1) counselors should be familiar with the above techniques, (2) there is much non-test data available on college campus that counselors could use, and (3) counselors should be aware of the limitations of this data. Questions to be answered include those on which techniques are most accurate, what kind of information can best be gathered, and what is the format of each technique. (Author/KJ)

A 4-YEAR RESEARCH STUDY HAS INDICATED THAT A MOTHER'S ATTITUDE TOWARD THE SCHOOL INFLUENCES THE YOUNG CHILD'S SCHOOL BEHAVIOR AND HIS ABILITY TO DEAL WITH ADULTS AND PERFORM COGNITIVE TASKS. THE SAMPLE POPULATION FOR THE STUDY WAS MADE UP OF 1,963 NEGRO MOTHERS OF 4-YEAR-OLD CHILDREN FROM ONE MIDDLE-CLASS AND FROM THREE LOWER-CLASS GROUPS--UPPER-LOWER, LOWER-LOWER, AND LOWER-LOWER RECEIVING PUBLIC ASSISTANCE. DATA ON THE MOTHERS AND THE HOME ENVIRONMENTS WERE GATHERED FROM INTERVIEWS, INTELLIGENCE TESTS, AND "INTERACTION SESSIONS" DURING WHICH THE MOTHER WAS REQUIRED TO TEACH THE CHILD THREE SIMPLE TASKS WHICH SHE HAD SPECIFICALLY BEEN TAUGHT. IT WAS CONCLUDED THAT MOTHERS IN THE THREE LOWER-CLASS GROUPS INFLUENCE THE CHILD'S ATTITUDES TOWARDS SCHOOL BY STRESSING THAT HE BEHAVE AND LISTEN TO THE TEACHER. THUS THE LOWER CLASS CHILD COMES TO REGARD SCHOOL AS AN AUTHORITARIAN INSTITUTION RATHER THAN AS A PLACE FOR LEARNING. MOTHERS IN THE TWO LOWEST-CLASS GROUPS EXPRESSED FEELINGS OF POWERLESSNESS IN RELATION TO THE SCHOOL SYSTEM AND THEIR CHILD'S BEHAVIOR, WHICH TENDED TO INHIBIT THE CHILD'S INITIATORY BEHAVIOR IN A TESTING SITUATION, HIS QUICKNESS OF RESPONSE, AND HIS SOCIAL CONFIDENCE WITH AN ADULT EXAMINER. IN GENERAL, MIDDLE CLASS MOTHERS HAD MORE POSITIVE ATTITUDES TOWARDS THEIR CHILD AND THE SCHOOL AND WERE MORE SENSITIVE TO THE EMOTIONAL ASPECTS OF THEIR CHILD'S EARLY SCHOOL EXPERIENCES. THIS PAPER WAS PREPARED FOR THE FIFTH WORK CONFERENCE ON CURRICULUM AND TEACHING IN DEPRESSED URBAN AREAS HELD AT COLUMBIA UNIVERSITY TEACHERS COLLEGE, JUNE 20-JULY 1, 1966. (DK)

TWO POSSIBLE EXPLANATIONS FOR THE MAGNITUDE OF THE DISENGAGEMENT FROM THE POOR BY PRIVATE SOCIAL WORK AGENCIES ARE THE CONCERN THE SOCIAL WORK PROFESSION FOR ITS OWN STATUS, WHICH HAS LED IT TO SEEK A MORE PRESTIGIOUS CLIENTELE, AND THE FEELING THAT THE PSYCHOLOGICAL TECHNOLOGY OF SOCIAL WORK IS MORE AMENABLE TO MIDDLE-CLASS THAN TO LOWER-CLASS SOCIALIZATION. ONE "CONSERVATIVE" EXPLANATION FOR THE PROBLEMS OF THE POOR IS THAT THESE PROBLEMS ARISE OUT OF PERSONAL RATHER THAN INSTITUTIONAL DEFICIENCIES. THE CONSERVATIVES THUS SAY THAT THE POOR CANNOT BE HELPED BECAUSE THEY DO NOT RECOGNIZE THE CAUSES OF THEIR PROBLEMS. THE AUTHORS CONCLUDE THAT CONFLICT HAS ARISEN BETWEEN THE AGENCIES AND THE POOR BECAUSE THE POOR SEE THEIR PROBLEMS AS CONCRETE AND WANT DIRECT SERVICE WHEREAS THE SOLIDLY MIDDLE-CLASS AGENCY IS PSYCHOLOGICALLY ORIENTED AND IS PREPARED ONLY TO TALK, NOT TO PROVIDE PHYSICAL SOLUTIONS TO PROBLEMS. THE RESULT IS THAT PRIVATE AGENCIES RELIEVE THEMSELVES OF THE RESPONSIBILITY OF HELPING THE POOR BY REFERRING THEM TO ALREADY OVERBURDENED PUBLIC AGENCIES. A BIBLIOGRAPHY OF 50 REFERENCES LISTS PERTINENT WORKS, MANY OF WHICH ARE DISCUSSED IN THE BODY OF THE PAPER IN AN HISTORICAL OVERVIEW OF THE ACTIVITIES OF SOCIAL WORK AGENCIES FROM 1900 TO 1960. (MR)

THE CONCERNS OF THIS SPEECH ARE THE EXTENT OF SCHOOL SEGREGATION IN THE NATION'S 20 LARGEST CITIES, THE STEPS WHICH HAVE BEEN AND MIGHT BE TAKEN TO DESEGREGATE THEIR SCHOOL SYSTEMS, AND THE STRATEGIES NECESSARY TO EFFECTIVELY IMPLEMENT SCHOOL DESEGREGATION PLANS. THERE IS ALMOST TOTAL RESIDENTIAL SEGREGATION IN 13 OF THESE CITIES. SEVENTY PERCENT OF ALL NEGRO PUPILS IN THESE CITIES ATTEND SCHOOLS WHICH HAVE A 90 TO 100 PERCENT NEGRO SCHOOL POPULATION, AND THERE ARE INDICATIONS THAT SCHOOL SEGREGATION CONTINUES TO INCREASE. IN EACH OF THE CITIES THERE ARE BETWEEN ONE AND THREE LIMITED REMEDIES IN OPERATION, INCLUDING SUCH PLANS AS FREE CHOICE TRANSFER, OPEN ENROLLMENT, AND CHANGES IN ATTENDANCE ZONES, BUT FEW COMPREHENSIVE REMEDIES ARE IN ACTUAL OPERATION. POSSIBLE COMPREHENSIVE SOLUTIONS INCLUDE (1) MAGNET SCHOOLS, (2) EDUCATIONAL COMPLEXES OR CLUSTERS, WHICH INVOLVE A POOLING OF TEACHERS, SERVICES, AND STUDENTS WITHIN A GEOGRAPHICALLY LIMITED NUMBER OF SCHOOLS, (3) ADMINISTRATIVE DECENTRALIZATION, AND (4) A POTENTIAL REAFFIRMATION OF EXISTING NEIGHBORHOOD SEGREGATION. EDUCATIONAL PARKS OFFER A VARIETY OF BENEFITS, BUT TO BE EFFECTIVE THEY MUST INTEGRATE STUDENTS FROM URBAN AND SUBURBAN DISTRICTS AND BE FINANCED UNDER A FEDERAL URBAN REDEVELOPMENT PROGRAM. THE INTERDISTRICT, URBAN-SUBURBAN COOPERATION INTRINSIC TO SUCH A PLAN IS ONE OF THE MOST FEASIBLE METHODS OF SCHOOL DESEGREGATION. TO IMPLEMENT DESEGREGATION STRATEGIES, ADMINISTRATORS MUST STRESS THE EDUCATIONAL BENEFITS OF DESEGREGATION FOR ALL CITIZENS, AND NEW FEDERAL POLICIES MUST LEGALLY REQUIRE COMPREHENSIVE EFFORTS. THIS PAPER WAS PREPARED FOR THE NATIONAL CONFERENCE ON EQUAL EDUCATIONAL OPPORTUNITY IN AMERICA'S CITIES, SPONSORED BY THE U.S. COMMISSION ON CIVIL RIGHTS, WASHINGTON, D.C., NOVEMBER 16-18, 1967. (LB)

THE PURPOSES OF AN INVESTIGATION WERE TO TEST THE PROPOSITION THAT RURAL NEGRO AND WHITE YOUTH HAVE SIMILAR LEVELS OF SOCIAL ASPIRATION AND TO EXAMINE POSSIBLE IMPLICATIONS THAT CAN BE DRAWN FROM THE FINDINGS. THE RESEARCHERS HYPOTHESIZED THAT NEGRO AND WHITE YOUTH HOLD GOALS OF SIMILAR LEVELS IN REFERENCE TO INCOME, OCCUPATION, EDUCATION, AND PLACE OF RESIDENCE. THE DATA USED FOR THE STUDY WERE OBTAINED FROM INTERVIEWS WITH MALE HIGH SCHOOL SOPHOMORES IN THREE ALL-RURAL EAST TEXAS COUNTIES DURING APRIL AND MAY OF 1966. ANALYSIS OF THE RESULTS SHOWS THAT RURAL NEGRO AND WHITE BOYS HAVE SIMILAR ASPIRATIONS TOWARD INCOME, OCCUPATION, EDUCATION, AND PLACE OF RESIDENCE. ALTHOUGH THE GENERAL HYPOTHESIS IS UPHELD, APPRECIABLE AGGREGATE DIFFERENCES SEEM TO EXIST BETWEEN THE TWO GROUPINGS IN REFERENCE TO EACH TYPE OF GOAL AS FOLLOWS--(1) NEGROES HAVE SLIGHTLY LOWER INCOME AND OCCUPATIONAL GOAL LEVELS, (2) NEGROES TEND TO HAVE HIGHER EDUCATIONAL GOAL LEVELS THAN WHITE BOYS, AND (3) NEGRO AND WHITE YOUTH HOLD DIFFERENT PLACE OF RESIDENCE PREFERENCES. A BIBLIOGRAPHICAL REFERENCE SECTION IS INCLUDED ALONG WITH TABULAR PRESENTATIONS OF THE DATA. THIS PAPER WAS PRESENTED AT THE SOUTHERN SOCIOLOGICAL SOCIETY MEETINGS, ATLANTA, GEORGIA, MARCH 30, 1967. (ES)

ONLY SCHOOL INTEGRATION CAN PROVIDE NEGRO STUDENTS WITH EQUALITY OF EDUCATIONAL OPPORTUNITY. AS CONFIRMED BY DATA FROM SUCH STUDIES AS THE COLEMAN REPORT AND THE U.S. COMMISSION ON CIVIL RIGHTS REPORT, "RACIAL ISOLATION IN THE PUBLIC SCHOOLS," THE SOCIAL CLASS AND RACIAL COMPOSITION OF A SCHOOL STRONGLY INFLUENCES STUDENTS' ACHIEVEMENT AND ASPIRATIONS. NEGRO STUDENTS IN CLASSROOMS WHICH ARE MORE THAN HALF WHITE, AND ESPECIALLY STUDENTS IN CLASSROOMS WHERE THERE IS COMPLETE INTERRACIAL ACCEPTANCE, ACHIEVE AT A SIGNIFICANTLY HIGHER LEVEL THAN NEGRO STUDENTS IN SEGREGATED CLASSROOMS. HOWEVER WHITE PUPILS IN PREDOMINANTLY NEGRO CLASSROOMS PERFORM BELOW THE LEVEL OF WHITE STUDENTS IN ALL-WHITE SCHOOLS. INTERRACIAL EDUCATION BENEFITS BOTH WHITE AND NEGRO STUDENTS BY OFFERING THEM CONTACTS WHICH HELP TO PREPARE THEM FOR INTERRACIAL LIVING AS ADULTS. NEGRO STUDENTS IN INTEGRATED CLASSROOMS TEND TO HAVE A GREATER, MORE INTERNALIZED SENSE OF CONTROL OVER THEIR ACHIEVEMENTS AND ALSO TEND TO EVALUATE THEMSELVES ACCORDING TO MORE MIDDLE-CLASS, AND THUS HIGHER, STANDARDS OF ACHIEVEMENT AND ASPIRATION. NEGRO STUDENTS WHO HAVE CLOSE WHITE FRIENDS IN THEIR PEER GROUP MAKE THE MOST USE OF THIS CROSS-RACIAL SELF-EVALUATION, AND THUS ARE THE MOST STRONGLY AFFECTED BY THEIR INTERRACIAL SCHOOL EXPERIENCE. THIS PAPER WAS PRESENTED AT A SYMPOSIUM ON IMPLICATIONS OF COLEMAN REPORT ON EQUALITY OF OPPORTUNITY, WASHINGTON, D.C., SEPTEMBER 3, 1967. (LB)

THESE APPENDIXES TO THE 1967 U.S. CIVIL RIGHTS COMMISSION INVESTIGATION OF RACIAL IMBALANCE IN AMERICA'S SCHOOLS CONTAIN EXTENSIVE DISCUSSION AND DATA RELEVANT TO THE STUDY'S FINDINGS. PRESENTED IN THE FIRST APPENDIX ARE TABULATIONS OF THE DEGREE OF PUPIL AND TEACHER SEGREGATION IN VARIOUS ELEMENTARY SCHOOLS IN 1965-66, AND OF THE GROWTH OF SEGREGATION IN SOUTHERN, BORDER, AND NORTHERN ELEMENTARY SCHOOLS FROM 1950 TO 1966. THE TABLES AND DISCUSSION IN THE SECOND APPENDIX DESCRIBE SELECTED CHARACTERISTICS OF CITY AND SUBURBAN SCHOOLS IN THE NORTHEAST, GREAT LAKES, GREAT PLAINS, SOUTHEAST, AND FAR WEST REGIONS. FURTHER ANALYSIS OF THE EQUALITY OF EDUCATIONAL OPPORTUNITY SURVEY (COLEMAN, ET. AL.) IS REPORTED IN THE THIRD APPENDIX. HERE TABLES INDICATE THE EFFECT OF THE RACIAL COMPOSITION OF A SCHOOL AND CLASSROOM ON NEGRO STUDENTS, ESPECIALLY ON THEIR COLLEGE ASPIRATIONS, AND ON NEGRO AND WHITE ADULTS WHO HAVE ATTENDED SEGREGATED OR DESEGREGATED ELEMENTARY SCHOOLS. ALSO INDICATED IS THE RELATIONSHIP BETWEEN STUDENT PERFORMANCE AND SUCH FACTORS AS STUDENT FAMILY BACKGROUND, TEACHER CHARACTERISTICS, CURRICULUMS, AND SCHOOL FACILITIES. THE REPORT INDICATES THAT THERE APPEARS TO BE AN UPWARD TREND IN THE ACHIEVEMENT LEVEL OF NEGRO STUDENTS AS THE PROPORTION OF THEIR WHITE CLASSMATES INCREASES. CONTAINED IN AN ADDITONAL SECTION ARE EVALUATIONS OF COMPENSATORY EDUCATION PROJECTS IN PHILADELPHIA, PENNSYLVANIA, AND SYRACUSE, NEW YORK. ACCORDING TO THE EVALUATIONS THE PROJECTS DID NOT IMPROVE THE STUDENTS' READING PERFORMANCE. HOWEVER THE READING PERFORMANCE OF NONPROJECT STUDENTS WHO WERE BUSED TO SCHOOLS WITH A MAJORITY OF WHITE STUDENTS NOTABLY INCREASED. THE LAST APPENDIX CONTAINS FIVE PAPERS WHICH DISCUSS EDUCATIONAL PARKS, DESEGREGATION, EDUCATIONAL TECHNOLOGY, AND EDUCATIONAL EQUALITY. THIS DOCUMENT IS ALSO AVAILABLE FROM THE SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C., 20402, FOR $1.00. (LB)

Letter concerning an agricultural college and station exhibit for the St. Louis Exposition.