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A survey of home economics work with low-income people in New York State lists the types of activities undertaken in 51 of the state's 55 counties (the other four did not respond). Programs reported most often by counties were donated foods (surplus food); homemaker services programs; parent programs; and public housing tenant programs. Programs reported least frequently were food stamp programs; migrant family programs; and school programs. The use of non-professional aides in homemaker services and allied activities has greatly enriched the program, providing an intimate and informal contact with households facing particular problems. (Includes tables; map; survey questionnaire.) (mf)

A study was conducted in a rural, low-income area of Northern New York State to determine the factors which influenced occupational decisions of farmers in the area. The data, collected by interview in 1963, were based on the responses of 299 individuals who were operating farms in 1949. The study revealed that 81% of the respondents considered a major occupational change in the 12-year period preceding the survey. A large number of the 81% did make the change to either more or less dependency on farming. The most important factor given in deciding to change to non-farm work was financial gain and the economic pressures of supporting a family. The ones who decided to go into full-time farming stated they could make as much or more money in farming. The study concluded that since most of the farmers interviewed changed occupation for financial gain, one of the most powerful value standards in American society appeared to be the obligation each man felt to support himself and his family. (RH)

A STUDY WAS CONDUCTED TO ANALYZE THE SOCIAL ISOLATION AND UPWARD MOBILITY OF FAMILIES LIVING IN A SHANTY TOWN AND A PUBLIC HOUSING PROJECT IN PUERTO RICO, AND OF NEGRO FAMILIES IN A GHETTO IN SYRACUSE, NEW YORK. DATA WERE COLLECTED BY MEANS OF PARTICIPANT OBSERVERS AND INTERVIEW SCHEDULES. IT WAS FOUND THAT THE POOR DO NOT LIVE IN A SUBCULTURE DEFINED BY A PARTICULAR VALUE SYSTEM, BUT RATHER THAT THEY DO NOT ENTER THE LARGER DOMINANT SOCIETY BECAUSE THEY LACK OPPORTUNITIES AND BECAUSE THEY DO NOT HAVE A SUPPORTIVE NEIGHBORHOOD ENVIRONMENT. IN PUERTO RICAN SOCIETY UPWARD MOBILITY IS NOT IMPEDED BY RACIAL BARRIERS, AS IT IS IN THE UNITED STATES, AND THE LOW-INCOME PUERTO RICAN CAN MORE RAPIDLY ACHIEVE A HIGHER STATUS. IN THE UNITED STATES RACIAL EXCLUSION HAS DISORGANIZED THE NEGRO HOME AND COMMUNITY AND HAS CAUSED IDENTITY PROBLEMS FOR THE NEGRO, WHOSE HOSTILITY IS OFTEN TURNED INTO ACTS OF DESTRUCTION AGAINST THE COMMUNITY ITSELF. IN CONTRAST WITH THE PUERTO RICAN HOUSING PROJECT COMMUNITY AND THE NEGRO GHETTO, IN THE PUERTO RICAN SHANTY TOWN COMMUNITY SOLIDARITY AND PRIDE ARE FOSTERED BY THE EXISTENCE OF A LOCAL LEADERSHIP, AND THE MALE PLAYS A DISTINCT ROLE IN THE FAMILY AND THE COMMUNITY. THE HOUSING PROJECT AND THE GHETTO COMMUNITIES DEPEND ON OUTSIDE AGENCIES TO MAINTAIN SOCIAL CONTROL IN THE NEIGHBORHOOD. TO PROMOTE ASSIMILATION, POLICY MAKERS SHOULD ENCOURAGE THE PARTICIPATION OF THE POOR IN LOCAL AFFAIRS. TABLES ARE INCLUDED. (LB)

In evaluating Federally-funded adult consumer-homemaking education programs in New York, ten programs were selected. A sample of participants was drawn through a process of random, unannounced visits. Evaluation techniques included interviews, systematic observation, ratings, and recording critical incidents. Several instruments were created for use in the study including the Consumer-Homemaking Descriptive Rating Scale and the Participant Interview Schedule. Results included these: significant gains were made by individual programs in all areas with most progress registered in clothing/textiles, in foods/nutrition and in relationships; those who persisted in the program were found to be less-educated, older, and of lower income; most participants came "to learn," were satisfied with the congenial atmosphere and opportunity to meet and be with others, endorsed the program as worthwhile, and trusted the teachers; little difference was found in comparing experienced and inexperienced paraprofessionals; teachers were found to understand the feelings and problems of the participants; and programs seemed to be reaching those for whom they were intended. Recommendations were made. (A 30-item bibliography is listed; appendixes presenting measures used in the study comprise half the report.) (SC)

ROLE-PLAYING, THE FLEXIBLE ACTING OUT OF VARIOUS TYPES OF PROBLEMS IN A PERMISSIVE GROUP ATMOSPHERE, WAS AIMED AT DEVELOPING A FULL, INNER FEELING ABOUT A SITUATION FROM ACTING OUT HOW OTHER PEOPLE ACTUALLY FELT IN THE SITUATION. ROLE-PLAYING WAS ESPECIALLY USEFUL FOR LOW-INCOME GROUPS BECAUSE THEY EXPRESS THEMSELVES MORE READILY WHEN REACTING TO THINGS THEY CAN SEE AND DO. ALSO THE PATTERN OF LOW-INCOME PEOPLE WORKING TOGETHER AND RESPONDING TO ONE ANOTHER WAS FAVORED BY ROLE-PLAYING. ROLE-PLAYING PROMOTED GROUP FEELING AND UNDERSTANDING THROUGH ITS INFORMALITY AND EASY PACE. SOME OF THE PROBLEMS OF LOW-INCOME PEOPLE THAT COULD BE ROLE-PLAYED WERE COMMUNITY ORGANIZATIONS, FAMILY PROBLEMS, GANG AND YOUTH PROBLEMS, AND AUTHORITY PROBLEMS. ROLE-PLAYING COULD ALSO BE USED BY THE SOCIAL WORKERS THEMSELVES. ROLE-PLAYING ACCOMPLISHED A NUMBER OF THINGS INCLUDING CHANGING ATTITUDES, MAKING PEOPLE AWARE OF THE FEELINGS OF OTHERS, AND ALLOWING A FREEDOM OF EXPRESSION. THE LEARNING THAT TOOK PLACE IN ROLE-PLAYING WAS INCIDENTAL LEARNING, KINESTHETIC, AND EMOTIONAL LEARNING, AND HELPED INCREASE AN INDIVIDUAL'S AWARENESS OF HIS POTENTIALS AND POSSIBILITIES. SOME OF THE TECHNIQUES USED IN ROLE-PLAYING WERE REVERSAL, SOLILOQUY, PROJECTION, AND NONVERBAL EXPRESSION. A TWO-STAGE SESSION WAS OUTLINED, AND A BIBLIOGRAPHY WAS INCLUDED.

SIX PRINCIPLES OF ACTION FOR WORKING WITH LOW-INCOME GROUPS WERE DISCUSSED. ACTION PRINCIPLES ARE NOT THE SELF-EVIDENT RESULT OF KNOWLEDGE ABOUT LOW-INCOME CULTURES. THEY LARGELY DEPEND ON THE GOALS WHICH ARE ANTICIPATED FOR LOW-INCOME INDIVIDUALS. THE ACTION CONCEPTS SUGGESTED SHOULD BE VIEWED AS GENERALIZATION AND GUIDE LINES WHICH MUST BE USED FLEXIBLY AND EMPLOYED INDIVIDUALLY. IN WORKING WITH LOW INCOME GROUPS THE POSITIVE FEATURES OF THEIR CULTURE SHOULD BE STRESSED. A SOCIAL WORKER SHOULD NOT HIDE HIS OWN STATUS NOR PRETEND TO BELONG TO THE LOWER CLASS. PRETENTIOUSNESSS IS EASILY SUSPECTED AND A PERSON IS TYPED AS "PHONY." A SUCCESSFUL WAY OF ACHIEVING INFORMALITY IS BY PLAYING OR ACCEPTING THE ROLE OR POSITION OF A BROTHER, BOSS, CLIENT, OR OR FRIEND OF A LOW-INCOME INDIVIDUAL. SOCIAL WORKERS, AT THE SAME TIME, MUST BE CAREFUL TO AVOID BEING MANIPULATED BY LOW INCOME YOUNGSTERS. IN HELPING A DISADVANTAGED PERSON ADAPT TO A MIDDLE-CLASS OCCUPATIONAL ROLE, A WORKER SHOULD AIM FOR ACCOMODATION TO CERTAIN MIDDLE-CLASS STRUCTURES RATHER THAN DEEP INTERNALIZATION OF ALL MIDDLE-CLASS VALUES. FINALLY, IT IS A NECESSARY ACTION PRINCIPLE FOR A SINCERE WORKER TO VALIDATE HIMSELF OR PROVE HIS INTEREST AND TRUST IN THE LOW-INCOME INDIVIDUAL AND THEREBY TO OVERCOME DEEPROOTED PREJUDICE AND ANTAGONISM TOWARD THE MIDDLE-CLASS.

THE MAJOR THEMES THAT DESRIBED LOW-INCOME CULTURE WERE--SECURITY OVER STATUS, PRAGMATISM AND ANTI-INTELLECTUALISM, ALIENATION ATTITUDE, COOPERATION, PERSON-CENTERED ATTITUDE, PHYSICALISM, TRADITIONALISM, EXCITEMENT, NONJOINING ATTITUDE, AND STABLE, FEMALE BASED EXTENDED FAMILY. THE LEARNING STYLES OF THE LOW-INCOME GROUP WERE PHYSICAL AND VISUAL, EXTERNALLY ORIENTED, PROBLEM-CENTERED, INDUCTIVE, SLOW, AND INVOLVED ONE-TRACK THINKING. DIFFERENCES BETWEEN THE LOWER CLASS AND THE WORKING CLASS INCLUDED SUCH THINGS AS THE FORMER LIVING UNDER MORE OPPRESSIVE CONDITIONS, HAVING LESS ACCESS TO MIDDLE CLASS GOALS AND GOODS, AND HAVING LESS STABILITY IN TERMS OF JOB, NEIGHBORHOOD, AND FAMILY. THE LOWER CLASS ALSO HAD FEWER WORKING CLASS TRADITIONS AND LESS URBAN EXPERIENCE, AS WELL AS HAVING A DIFFERENT ETHNIC COMPOSITION. SIMILARITIES OF THE TWO GROUPS INCLUDED PERFORMING MANUAL WORK FOR THEIR LIVELIHOOD, AN ESTRANGEMENT FROM THE MIDDLE CLASS PRESTIGE RACE, AND LIVING A "REALISTIC," PHYSICAL LIFE. AND BOTH GROUPS HAD A FAMILY AND COMMUNITY LIFE THAT LED TO INTERDEPENDENCE AND COOPERATION. THE FACTORS THAT PRODUCED LOW-INCOME CULTURES WERE LACK OF MIDDLE-CLASS OPPORTUNITIES, INDIGENOUS SOURCES (FAMILY LIFE, WORK LIFE, NEIGHBORHOOD), ETHNIC FACTORS, AND RURAL ORIGINS.

ADEQUATE EDUCATION EXPERIENCE IS IMPORTANT BECAUSE EDUCATION IS THE KEY TO SOCIAL TECHNIQUES. THEY MUST CONCENTRATE ON BARE ECONOMIC SURVIVAL AND VIEW THEIR PROBLEM AS EXTERNAL. THE POOR SHOULD BE REACHED WITH IMMEDIATE CONCRETE ACTION. THIS MAY BE CONSIDERED THE FIRST STEP IN THE FAMILY LIFE EDUCATIONAL PROCESS IN TERMS OF ENGAGING THE POOR. SEVERAL SPECIFIC PROGRAMS ARE DESCRIBED WHICH ATTEMPT TO GIVE THE SLUM DWELLER A MEANS OF COPING WITH THE COMPLEXITIES OF LIFE. THE PARENT EDUCATION AIDE PROGRAM HELPS MAKE HOME CONDITIONS MORE CONDUCIVE TO SCHOOL ACHIEVEMENT, FACILITATES PARENT-TEACHER INTERACTION, AND MAY ASSIST MASS EFFORTS TO PROTEST SCHOOL CONDITIONS. THE PARENT AIDES ARE INDIGENOUS NON-PROFESSIONALS, USUALLY FROM THE NEIGHBORHOOD, WHO CAN COMMUNICATE MORE EASILY AND SERVE AS EFFECTIVE ROLE MODELS FOR OTHER RESIDENTS. THE VISITING HOMEMAKERS SERVICE TEACHES MOTHERS INCREASED COMPETENCE IN HOME MANAGEMENT. IN THE SCHOOL COMMUNITY RELATIONS PROGRAM SOCIAL WORKERS TRY TO MINIMIZE THE SOCIAL DISTANCE BETWEEN THE SCHOOL AND THE FAMILY. THE CLIENT IS GIVEN INFORMATION ABOUT RESOURCES AND IS HELPED TO ARTICULATE HIS NEEDS AND RIGHTS. A COURSE IS GIVEN TO TEACHERS TO FAMILIARIZE THEM WITH STUDENTS' HOME ENVIRONMENTS. INCLUDED IS A VISIT TO EVERY HOME, WHICH HELPS TO BRIDGE THE GAP BETWEEN SCHOOL AND COMMUNITY. THE NEIGHBORHOOD SERVICE CENTER PROGRAM IS THE SERVICE CORE OF THE NEIGHBORHOOD WHERE ALL LEVELS OF STAFF ARE AVAILABLE. THE NEW SOCIAL WORK ROLE WHICH IS EMERGING IS A GENERAL ONE, PROVIDING ALL THE MANY CONCRETE NEEDS AND SERVICES FOR THOSE IN POVERTY.

The aim of this study was to examine the health and nutritional status of low-income women in Upstate New York and to identify problems that interfere with their employment. Questionnaires on health and work, complete medical and employment histories, physical examination, laboratory tests, dental examination and diet recalls were obtained for 469 low-income women, mothers of at least one teen-age child. Among the major findings are the following: The greater the total number of current medical complaints that the women reported, the less likely they were to be employed. Among these complaints neurasthenic symptoms including tiredness, insomnia, headaches and nervousness together were significantly more common among the non-working groups. Physical and mental disabilities, documented by examination, were also associated with unemployment. Obesity was the most common nutritional problem encountered. Unemployment was related to obesity, and the incidence of unemployment rose directly with the degree of fatness. The association between unemployment and obesity could be explained as being due to the coexistence of diseases known to be complications of obesity, such as hypertensive heart disease and diabetes. Variables correlated with current welfare status (welfare dependency) included absence of an employed husband, disabilities arising in early life and the presence of chronic disease. The total number of years a woman had been employed since leaving school was related directly to education and job skills and inversely to the number of children and number of pregnancies. (Author/JM)

This document is a comprehensive evaluation of the laws and methods of financing both public and private higher education in New York. Emphasis is placed on financing and governance. Major findings regarding the state of postsecondary education concern finance and capital, facilities, enrollments, access, financial aid, diversity, quality, governance, and future manpower requirements. Major recommendations suggest: (1) A student Bill of Rights should be enacted to guarantee New York high school graduates the right of access for up to 2 years of postsecondary education with necessary financial support. (2) Low income students must be able to count on grants from public funds adequate to cover full tuition during all 4 years of attendance at public institutions in the state as well as support from all sources to allow attendance at private institutions. (3) Tuition charges should be uniform throughout the state. (4) The concept of the University of the State of New York should be maintained and strengthened. (6) A statewide planning council for postsecondary education should be established. (7) The Governor should nominate the members of the Board of Regents for confirmation by both houses of the Legislature. (8) The state should increase its funding of and its responsibilities for the governance of the institutions. (9) Individual campus autonomy should be strengthened. (10) Special studies should be made of financial considerations. (Author/MJM)

This is a report of a pilot study completed in the Corlears Hook section (a predominantly non-white, low income area) of New York City in order to identify the major issues underlying the educational beliefs of community people and educators. A questionnaire administered to parents, teachers, administrators, and paraprofessionals of four public schools in the community and to the district office staff revealed four major types (and four counter types) of belief systems: (1) "community involvement in the schools is the only thing that is important"; (2) "community involvement is important but is part of a number of educational reforms needed"; (3) "Strict discipline is what is required in schools and not new or modern programs"; and, (4) "strictness is needed, but, simultaneously, educators should take a practical approach to education of children." Large groups of teachers opposed beliefs (1) and (3)--to which, on the contrary, large groups of parents subscribed; black parents supported belief (1) and Puerto Rican parents, belief (3). Parent leaders tended toward belief (2), but very few of them toward (3). District staff supported beliefs (1) and (2), and paraprofessionals, beliefs (2) and (4). The study thus indicated some striking and conflicting belief structures among the different groups involved. (RJ)

AN EXPLORATORY STUDY EXAMINED CHARACTERISTICS OF 1,128 HOME DEMONSTRATION UNITS TO SUGGEST HYPOTHESES AND SCOPE FOR A MORE INTENSIVE STUDY OF A SMALL SAMPLE OF UNITS, AND TO PROVIDE GUIDANCE IN SAMPLING. DATA WERE OBTAINED FROM A SPECIALLY DESIGNED MEMBERSHIP CARD USED IN 1962. UNIT SIZE AVERAGED 23.6 MEMBERS BUT THE RANGE WAS FAIRLY GREAT. A NEED FOR EXAMINING ADJUSTMENTS IN EDUCATION PROCEDURES ACCORDING TO UNIT SIZE WAS IDENTIFIED. AN AVERAGE LENGTH OF MEMBERSHIP WAS 6.7 YEARS WITH A MEAN AGE 42.9 YEARS. THIS SUGGESTS THAT A PROGRESSIVE GRADED PROGRAM OF SUBJECT MATTER MIGHT BE OFFERED AND THAT YOUNGER WOMEN MAY NOT BE ATTRACTED TO UNIT PROGRAMS. RURAL MEMBERS PREDOMINATE A LARGE MAJORITY OF UNITS AND A SMALL NUMBER HAVE A LARGE PERCENTAGE OF URBAN MEMBERS. THIS MAY IMPLY A LACK OF INTEREST IN ATTRACTING LOW INCOME MINORITY GROUPS OF THE CITIES INTO THE PROGRAM. ABOUT ONE FIFTH OF A UNIT MEMBERS HAVE MORE THAN HIGH SCHOOL EDUCATION, AND A MAJORITY OF UNITS HAVE WORKING MEMBERS. (OTHER CHARACTERISTICS AND THEIR IMPLICATIONS DISCUSSED ARE ORGANIZATIONAL ACTIVITIES, AGE OF CHILDREN, AND OCCUPATIONS OF HUSBANDS. THE MEMBERSHIP QUESTIONNAIRE CARD IS INCLUDED IN THE APPENDIX.) (PT)

During 1965-68, New York State participated in the Appalachian Regional Development Program, created under the Appalachian Regional Development Act of 1965 to improve the economic position of the 14 counties in the Southern Tier. In this 1968 document, factors which have impeded economic growth of the region are summarized; socioeconomic analysis of the region shows a declining growth rate in population along with growth rates in employment, income, and manufacturing below state levels; a study of educational levels attained points to a problem in education; and a survey of community facilities (housing, water and sewer systems, transportation, airports, and recreational facilities) serves as a partial basis for the developmental plan outlined. Reported objectives of the developmental plan are (1) completion of a regional transportation network; (2) acceleration of occupational, training, and retraining programs; (3) development of recreational and cultural activities; and (4) planning for development. Initial steps toward implementation of objectives 1, 2, and 4 are discussed; results of an occupational training survey by the state education department are considered; areas of potential economic growth in the region are examined; and a tabular summary of the state's Appalachian projects is presented. (PS)

Research findings are presented on five and one-half years operation of a special college program for disadvantaged students (mainly black and Puerto Rican), with remediation, counseling, tutoring, and stipends as principal supportive services. Initially very selective, the program subsequently reduced academic admission standards; most recent students have non-academic backgrounds with demonstrably poorer graduation rates. One-third of entering students graduated from community college, and two-thirds withdrew; nearly all graduates continued at senior college and most graduated. Most drop-outs took clerical or other jobs and many continued in evening classes but generally did not graduate from community college, despite high educational and occupational aspirations. They withdrew because of motivational, family, personal, and financial problems or unsatisfactory college placement; they studied much less than survivors. Early college performance was considerably improved for students taking half the normal credit load and two remedial courses. (Authors/JM)

This study under the direction of the N.Y. State Commission Against Discrimination (SCAD) investigated the relationship of low incomes to social and economic discrimination against Negroes and Puerto Ricans in New York State. The scope of the study included analyses by various authors of the present economic status of Negroes and Puerto Ricans, the limitations of their earning capacities and income, and developments most likely to affect their future employment opportunities. For the purpose of this study $2,000.00 annual family income was assumed to be the poverty line. The document includes recommendations drawn from the implications of the studies, basic facts about the economic status of New York's minority groups, illustrations by specific cases, and a theoretical summation of the social meaning of discrimination. A 54 page appendix follows which includes tables and questionnaires used in collecting the data. (RG)

The manufacturing industry's areal and structural growth trends were analyzed for insights into their possible future role in Appalachia's economy. Between 1950 and 1960, total manufacturing employment expanded in large-, medium-, and small-center population areas, in rates inverse to center size. However, absolute gains in employment were concentrated in areas with large- and medium-size urban centers. The growth of industries among areas in the 1950's was essentially in the nationally fast-growing industries for large- and medium-center areas and in the nationally slow-growing industries in small-center areas. It was concluded that: (1) if the trends of the 1950's continue, the growth prospects of large- and medium-center areas in Appalachia appear brighter than those of small-center areas; and (2) the manufacturing industry will have to grow at higher rates in small-center areas to offset existing unemployment and low incomes and to counteract further declines in agriculture and mining. (JAM)

THE PURPOSE OF THE STUDY WAS TO EXAMINE THE PSYCHOLOGICAL IMPACT OF STORIES AND STORY BOOKS ON 142 PRESCHOOL CHILDREN INCLUDING 46 NEGROES (N.Y. AND CALIF.), 22 PUERTO RICANS (N.Y.), 10 MEXICANS (CALIF.), 16 SIOUX (S. DAKOTA) AND 48 NAVAJO (ARIZ. - N. MEXICO) BY MEANS OF STANDARDIZED RETELLING OF STORIES. A FURTHER AIM WAS TO DISCOVER PATTERNS OF LANGUAGE PERFORMANCE AMONG THE FIVE DIFFERING ETHNIC GROUPS. THE INVESTIGATORS RECRUITED AND TRAINED TWELVE RESEARCH ASSISTANTS OR LIBRARIANS WHO WERE COLLEGE STUDENTS. EACH LIBRARIAN WAS PROVIDED WITH A STANDARD KIT OF TEN BOOKS OF THREE TYPES (1) BOOKS OF ETHNIC IDENTIFICATION, (2) NON-VERBAL BOOKS, AND (3) CLASSIC CHILDREN'S BOOKS. DURING THE LAST PART OF THE PROGRAM, THE LIBRARIANS READ ABBREVIATED VERSIONS OF TWO SELECTED STORIES TO THE CHILDREN AND HAD EACH CHILD RETELL BOTH STORIES. IT SEEMED THAT THE INCLUSION OF ETHNIC BOOKS IS USEFUL IN A PROGRAM AIMED AT NON-WHITE CHILDREN. (COD)

CONCERNED WITH THE EDUCATIONAL PROBLEMS OF CHILDREN FROM LOW-INCOME FAMILIES, ONE MUST NOT IGNORE THE POSITIVE EFFORTS OF LOW-INCOME INDIVIDUALS TO COPE WITH THEIR ENVIRONMENT. THERE ARE POSITIVE FEATURES IN THE CULTURE AND THE PSYCHOLOGY OF LOW-INCOME INDIVIDUALS. A CHILD IS OFTEN SLOW IN PERFORMING INTELLECTUAL TASKS FOR REASONS OTHER THAN DULLNESS. THE SLOW LEARNER CAN BE GIFTED AND THE TEACHER SHOULD LEARN NOT TO RESPOND ONLY TO THE QUICK STUDENT. SECOND, THE VERBAL HANDICAP OF CULTURALLY DEPRIVED CHILDREN IS ONLY ON A FORMAL LEVEL, THEY ARE VERY GOOD VERBALLY UNDER INFORMAL CIRCUMSTANCES. THE TEACHER SHOULD USE TECHNIQUES TO BRING OUT THIS VERBAL FACILITY. FINALLY, DEPRIVED CHILDREN AND THEIR PARENTS HAVE A POSITIVE ATTITUDE TOWARD EDUCATION. THEY OFTEN RESENT SCHOOL, FOR A NUMBER OF REASONS, BUT THEY DO VALUE EDUCATION. SOME OF THE WEAKNESSES CONCERNING DEPRIVED CHILDREN THAT SHOULD BE DEALT WITH ARE GENERAL "KNOW-HOW", TEST TAKING, FORMAL LANGUAGE, AND READING. MOST OF ALL, THEIR ANTI-INTELLECTUAL ATTITUDE MUST BE CHANGED. NEW SCHOOL PROGRAMS AND NEW EDUCATIONAL TECHNIQUES FOR TEACHING THESE CHILDREN ARE NEEDED.

THE PROBLEMS REGARDING THE TEACHING OF LOW-INCOME CHILDREN WERE PRESENTED. FORMERLY, WHITE, PROTESTANT, MIDDLE-CLASS NORMS WERE FORCED UPON THESE CHILDREN, AND THE TEACHER WHO ATTEMPTED TO TEACH THEM CAME ILL-PREPARED FOR THE TASK. SUCH INNOVATIONS AS CRASH REMEDIAL COURSES, PRESCHOOL PROGRAMS, AND INCREASED GUIDANCE SERVICES WERE EFFECTIVE, BUT THE ANSWER LAY IN THE EDUCATION OF YOUNG TEACHERS. THE BEGINNING OF SUCH EDUCATION SHOULD TAKE PLACE IN THE TEACHER-TRAINING INSTITUTIONS. A NEW SYSTEM OF TEACHING GEARED TO LOW-INCOME CHILDREN SHOULD BE DEVELOPED THAT WOULD INCLUDE MORE SOCIOLOGY AND ANTHROPOLOGY. STUDENT TEACHERS SHOULD BE PROVIDED WITH COMMUNITY FIELD TRIPS, HOME VISITS, AND STUDENT TEACHING IN A VARIETY OF SITUATIONS. THEY SHOULD BECOME WELL ACQUAINTED WITH THE ATTITUDES OF LOW-INCOME PUPILS. THE TEACHER'S EDUCATION SHOULD ALSO INCLUDE A DEVELOPMENT STYLE WHICH WOULD HELP HER HAVE MORE EFFECTIVE RAPPORT WITH THE CLASS. SHE SHOULD DEVELOP A STYLE THROUGH THE USE OF ROLE-PLAYING AND SHOULD PRACTICE BEFORE SHE ACTUALLY ENTERED A CLASSROOM TO TEACH.

THE FIRST STAGE IN A CLIENT-CASEWORKER RELATIONSHIP BEGINS WITH THE INITIAL INTERVIEW AND PROCEEDS THROUGH THE FIRST FOUR OR FIVE MEETINGS. LOWER CLASS CLIENTS ARE MORE INCLINED TO ACCEPT DIRECTIVE AUTHORITY WHEN IT IS COMBINED WITH INFORMAL FRIENDLINESS. BASED ON THIS ASSUMPTION, SEVERAL SUGGESTIONS ARE PRESENTED TO GUIDE SOCIAL WORKERS IN THE FIRST STAGE. FIRST, ENCOURAGING THE CLIENT TO SIMPLY TALK ABOUT HIS PROBLEMS AND FEELINGS SUBJECTIVELY IS PREFERRED TO HAVING HIM ANSWER QUESTIONS ON PLACES, DATES, BACKGROUND, AND OTHER DETAILS. A SECOND SUGGESTION IS FOR THE CASEWORKER TO TALK ABOUT HIMSELF WHERE RELEVANT TO THE CONVERSATION. THIRD, MINIMUM SPECIFIC INFORMATION WHICH NEEDS TO BE RECORDED SHOULD BE TAKEN DOWN AFTER THE INITIAL MEETING AT SOME LATER TIME. FINALLY THE CASEWORKER CAN OFFER WHATEVER ADVICE OR SERVICES HE ANTICIPATES MIGHT BE NEEDED IN THE IMPROVEMENT OF CLIENT'S PROBLEMS. A VERY DIFFERENT INITIAL APPROACH WHICH SHOULD BE EXPLORED IS ROLE-PLAYING. BEGINNING ON A ONE-TO-ONE BASIS WITH THE CLIENT AND CASEWORKER, ROLE-PLAYING FURNISHES AN EXCELLENT TRANSITION TO GROUP SESSIONS AND FAMILY COUNSELING. ROLE-PLAYING HAS THE POTENTIAL ADVANTAGES OF REDUCING THE DISTANCE BETWEEN CLIENT AND WORKER BY PARTICIPATING TOGETHER IN DRAMATIC SITUATIONS, OF LESSENING THE NEGATIVE CONSEQUENCES OF A DIRECTIVE APPROACH, AND OF PROVIDING AN OPPORTUNITY FOR CLIENT TO EXPRESS ANGER, HOSTILITY, AND OTHER EMOTIONS.

THE LABORATORY SCHOOL PROVIDED EXPERIENCE FOR TEACHERS WORKING WITH LOWER-CLASS GROUPS AND ENCOURAGED THE USE OF LOCAL FACILITIES FOR RESEARCH AND EXPERIMENTATION. A STAFF OF FIFTEEN, OPERATES A CURRICULUM CENTER TO AID SCHOOL PERSONNEL IN CURRICULUM PLANNING AND MATERIAL PROCURMENT. IN ADDITION THE CENTER PRODUCES INSTRUCTIONAL UNITS AND TEACHER GUIDES WITH ASSISTING MATERIALS. A READING CENTER SEEKS TO DEVELOP TEACHING SKILLS OF TEACHERS IN MODERATELY RETARDED CLASSES. A READING CLINIC ATTEMPTS TO LOCATE AND DEVELOP TECHNIQUES AND MATERIALS TO BE USED IN ELEMENTARY AND JUNIOR HIGH SCHOOLS. ENRICHED EDUCATIONAL EXPERIENCES ARE PROVIDED FOR 117 PREKINDERGARTEN THROUGH FIRST GRADE CHILDREN. ELEMENTARY SCHOOL PUPILS ARE HELPED IN AFTER-SCHOOL HOMEWORK SESSIONS USING PAID HIGH SCHOOL STUDENTS AS TUTORS. ABSENTEEISM IS REDUCED BY SPECIAL GUIDANCE COUNSELORS WHO SEEK OUT THE CAUSES OF ABSENTEEISM. SUMMER HELP FOR CHILDREN RETARDED IN THEIR SCHOOL WORK IS GIVEN IN CLASSES, READING CLINICS AND TUTORIAL HELP. A PROJECTED PROGRAM WOULD SEEK TO MOTIVATE STUDENTS THROUGH SPECIAL COUNSELORS, TEACHING SERVICES, SATURDAY AND AFTER-SCHOOL ENRICHMENT PROGRAMS, TRIPS, SCHOLARSHIPS, PARENT WORKSHOPS, AND MOTIVATIONAL TRAINING CLASSES. A DEMONSTRATION PRESCHOOL PROGRAM FOR A RACIALLY, ECONOMICALLY, AND LINGUISTICALLY MIXED GROUP IS TO BE SET UP. IT WILL USE THE MONTESSORI METHOD OF INSTRUCTION.

THE RELATIONSHIP OF ENVIRONMENT AND THE DEVELOPMENTAL PROCESS OF THE BEGINNING SCHOOL CHILD WAS EXPLORED. MORE SPECIFICALLY, THE OBJECTIVES OF THIS RESEARCH WERE TO DESCRIBE THE MAJOR DIMENSION THROUGH WHICH ENVIRONMENT IS LIKELY TO INHIBIT DEVELOPMENT AND TO SPECIFY THE AREAS THAT HAVE BEEN MOST INFLUENCED BY UNFAVORABLE ENVIRONMENTAL CIRCUMSTANCES. OVER 100 IDENTIFIABLE VARIABLES CONCERNED WITH SUCH FACTORS AS HOME BACKGROUND, LANGUAGE FUNCTIONING, INTELLIGENCE TEST PERFORMANCE, READING, AND GENERAL ORIENTATION WERE ASSESSED. THE POPULATION STUDIED INCLUDED A CORE SAMPLE OF 292 CHILDREN WITH A RELATIVELY WELL-BALANCED SAMPLE OF NEGRO AND WHITE, LOWER- AND MIDDLE-CLASS CHILDREN. ONE OF THE MAJOR IMPLICATIONS WHICH AROSE CONCERNED THE IMPORTANCE OF "CUMULATIVE DEFICIT PHENOMENON" WHICH TAKES PLACE BETWEEN THE FIRST AND FIFTH GRADES. THE DATA INDICATED THAT BEING LOWER-CLASS AND/OR NEGRO CONTRIBUTES TO LOWER LANGUAGE SCORES. IT WOULD APPEAR THAT 4 YEARS OF A SCHOOL EXPERIENCE ADDED ON TO A POOR ENVIRONMENTAL BACKGROUND, PLUS MINORITY STATUS, PRODUCES CHILDREN WHO ARE LESS CAPABLE OF HANDLING STANDARD INTELLECTUAL AND LINGUISTIC TASKS. IT MIGHT BE POSTULATED THAT WHEN A NEGRO CHILD BROADENS HIS ENVIRONMENTAL CONTACTS BY GOING TO SCHOOL, HE IS MADE MORE AWARE OF HIS INFERIOR CLASS STATUS, AND THIS HAS A DEPRESSING EFFECT ON HIS CLASSROOM PERFORMANCE.

Commissioned by the New York State Center for Migrant Studies to develop a report on improvement in the living environment of migrant workers during their sojourn within New York State, the author draws his conclusions from such information sources as interviews with migrants, growers, and state and national officials; personal labor camp visits; and printed materials. Although the author's expertise is mainly in the field of housing, this final report was critiqued by individuals knowledgeable about New York's migrants and their problems. Since it is concluded that "the best way to improve the environment for the migrant is for the migrant to drop out of the migratory stream," development of a New York State alternate agricultural labor force is suggested. Also recommended is the establishment of a Rural Development Corporation (as a corollary to the existing State Urban Development Corporation) to provide growers, migrants, nonprofit groups, and local governments technical and financial assistance for rural needs in the areas of environmental improvement and low-income housing (including migrant housing). Among the 8 major recommendations, it is further noted that greater emphasis should be placed on job training programs both in New York State and in the migrant home areas to aid transition from migrancy to a sedentary life-style. Included in the report in addition to discussions of the problem, the forces of change, and a program of housing are findings and recommendations, 10 references, a 57-item bibliography, an appendix interpreting a special 1968 survey of farm camps, 6 tables, 3 maps, and 2 graphs. (MJB)

The first year of this study addressed such questions as: What effects will the increasing black population have both immediately and developmentally on the suburban school? What has been the response of the suburban school system to the black student? What changes in the educational policy, curriculum, administration and structure are taking place? With what effect? What financial changes are needed for adequate educational support? What has been the changing relationships among the schools and various governmental agencies; county, state and Federal? Can those suburbs with black populations show surrounding suburbs--and the central city--that quality education can continue under the stress of a changing population? Can these suburbs demonstrate new ways of coping with problems on which the city schools have foundered? Can they develop new methods and ideas for educating the young that can be shared widely among educational institutions in the country? The initial aim was to look at several suburban school districts experiencing increases in black population in the New York Metropolitan Area. During the first year, we looked at two communities, the school districts of Roosevelt and Westbury. Both are located in suburban Nassau County, part of the expanding New York metropolis. Open-ended interviews were conducted with people from the community and people from the school system (blacks as well as whites), people who had lived there for a long time, and blacks who had only recently moved in. Special care was taken to include low-income blacks. The interviews ranged from 30 minutes to two hours. (Author/JM)

In accordance with the legislative requirements of Title I of the Elementary and Secondary Act of 1965, the New York State Education Department continued in its efforts to fulfill its administrative responsibilities relative to the Act in assisting local school districts to establish programs designed to increase the educational achievement of educationally disadvantaged children residing in areas of concentration of families of low income. Of the 3,397,413 children enrolled in public schools, 16.3 percent were Title I participants while 17.5 percent of 872,717 nonpublic school enrollment received Title I services. The New York State Title I grant for local school aid was 113,600,524 dollars of which 66 percent was allocated to New York City, nine percent to Albany, Buffalo, Rochester, Syracuse, and Yonkers, and the remaining 25 percent to the other 702 participating districts. The major emphasis of Title I programs was on the improvement of reading skills (1249 programs) and, secondarily, on the provision of pupil services (554 programs). Other programs emphasized were art, English as a second language, mathematics, preschool education, and speech therapy. The major changes in administrative structure in 1968-69 were the creation of State task forces to reexamine the State's educational goals; and the efforts of the Division of Evaluation to coordinate local, State, and Federal reporting by assisting in the development and implementation of an improved Federal program reporting system. As a result of statistical studies, several interesting facts came to light, e.g., it became obvious that Title I's greatest effect was on the younger child. (Author/JM)

Analyses of data obtained from 790 questionnaires collected from a sample of public high school seniors in a relatively low income, sparsely settled county in northern New York State in May, 1962, revealed some of the effects of 2 family systems--the immediate family and the extended family--on the migration planning of high school seniors. Hypotheses were formulated and tested with regard to the family functions of social-psychological support, economic support, and communication with relatives in other communities. When family members or relatives performed these functions, planning by youth to migrate was significantly more likely than when no family member performed these functions. Migration planning was also more likely when both family systems, rather than one, performed the functions. Little confirmation was given to the proposition that the immediate family was more important than other relatives in effecting plans to migrate. It was emphasized that while attachment to the immediate family was a barrier to migration, family support could overcome its effects. (SW)

RESEARCH ON SCHOOL DROPOUTS IS HANDICAPPED IN THE FOLLOWING AREAS--DEFINITION OF THE DROPOUT POPULATION, INCONSISTENT METHODS OF DATA COLLECTION, INADEQUATE RESEARCH DESIGNS, COMMUNITY VARIATION, VARIATION IN TYPE OF DROPOUT, AND KNOWLEDGE OF THE PROCESS OF DROPPING OUT. DROPOUT GROUPS SHOULD BE CLEARLY DEFINED, AND VARIATION IN THESE GROUPS SHOULD BE EMPHASIZED. SCHOOL RECORDS SHOULD NOT BE RELIED ON TOO HEAVILY. EXTENSIVE INTERVIEWS ARE EFFECTIVE. COMMUNITY VARIATIONS SHOULD BE CONSIDERED AND GENERALIZATIONS SHOULD NOT BE MADE WITHOUT THESE CONSIDERATIONS. RESEARCH SHOULD EMPHASIZE THE PROCESS OF DROPPING OUT INSTEAD OF THE PROPERTIES OF SCHOOL DROPOUTS. THE INTERPRETATION OF RESULTS IS DEEPLY AFFECTED BY THE ELEMENTS THAT PRODUCED THE RESEARCH REPORTS. SOME THINGS TO BE CONSIDERED ARE--DROPOUT RATES, SEX, RACIAL AND ETHNIC BACKGROUND, FAMILY TYPE, AGE OF DROPOUTS, INTELLIGENCE AND ACHIEVEMENT, GRADE ATTAINMENT, AND REASONS FOR LEAVING OR STAYING IN SCHOOL. HIGH-ASPIRING DROPOUTS WHO RETURN TO SCHOOL HAVE GENERALLY BEEN NEGLECTED IN RESEARCH. TRAINING AND CHANGE AT THE TEACHER LEVEL IS MOST EFFECTIVE WHEN IT IS COUPLED WITH CHANGE AT THE ADMINISTRATIVE LEVEL. THE SUCCESS OF MANY PROJECTS IN LOW-INCOME SCHOOLS RESTS WITH ORGANIZATIONAL CHANGE RATHER THAN WITH THE ADOPTION OF SPECIFIC PACKAGES OF PROGRAM. AN ANNOTATED BIBLIOGRAPHY OF RESEARCH ON DROPOUTS IS INCLUDED. MAJOR AREAS ARE-- STATEMENT AND DEFINITION OF THE PROBLEM, SOCIAL CHARACTERISTICS, PROFILE OF THE DROPOUT IN THE SCHOOL SETTING, POST-DROPOUT ATTITUDES AND EXPERIENCES, ACTION PROGRAM AND RECOMMENDATIONS, AND BIBLIOGRAPHIES ON DROPOUTS. A THIRD SECTION CONTAINS ANNOTATED REFERENCES AND METHODOLOGY.

THE GREENBURGH SCHOOL DISTRICT NO. 8 WAS ONE OF THE FIRST AREAS IN THE NATION TO BEGIN THE PRACTICE OF BUSSING PUPILS AROUND TO ELIMINATE SEGREGATED SCHOOLS. THIS MIXED RURAL AND SUBURBAN DISTRICT HAD DEVELOPED A BRILLANT EXAMPLE OF INTEGRATED EDUCATION BEFORE IT FELT THE STRENGTH OF COURT DECISIONS OR STATE EDUCATION DEPARTMENTS. THE STAGE WAS SET FOR BALANCED SCHOOLS IN 1932 WHEN A NEGRO MINISTER WON AN ELECTION FOR A SCHOOL BOARD POSITION. AT THAT TIME THERE WAS AN ELEMENTARY SCHOOL IN A LOW-INCOME AREA WHICH WAS ALMOST 99 PERCENT NEGRO AND ANOTHER SCHOOL IN A MIDDLE-CLASS RURAL AREA WHICH WAS ALMOST ALL WHITE. BY 1950, THE NEGRO SCHOOL WAS HALF EMPTY AND THE PREDOMINANTLY WHITE ONE PACKED TO THE DOORS. THE ALTERNATIVE TO A COSTLY BUILDING PROGRAM WAS SOME RESHUFFLING OF PUPILS. DESPITE THREATS, SEVERE CRITICISM, AND GREAT TENSION, AND BACKED BY HEAVY SUPPORTING ACTION BY A COMMUNITY CITIZENS COMMITTEE, A PLAN OF COMPLETE SCHOOL INTEGRATION WAS ADOPTED. DURING HIS PUBLIC SCHOOL CAREER, A GREENBURGH YOUNGSTER ATTENDS FIVE SCHOOLS, ACCORDING TO WHAT IS CALLED THE "PRINCETON PLAN." HE STARTS WITH ALL OTHER CHILDREN OF THE SAME AGE IN ONE KINDERGARTEN AND THEN ATTENDS SEPARATE SCHOOLS FOR ALL CHILDREN IN GRADES 1-2, 3-4, AND 5-6. HE THEN MOVES TO A COMPLETELY INTEGRATED JUNIOR-SENIOR HIGH SCHOOL.EACH SCHOOL BUILDING REPRESENTS A CROSS SECTION OF THE ENTIRE DISTRICT, DISTRICT, WITH A VERY STABLE STUDENT RATIO OF 36 PERCENT NEGRO AND 64 PERCENT WHITE. THE TEACHING STAFF IS BETWEEN 18 AND 19 PERCENT NEGRO. A BIRACIAL READER SERIES, INTERRACIAL COMMITTEES TO PLAN EXTRACURRICULAR ACTIVITIES ON THE SECONDARY LEVEL, AND LIBRARY INTERRACIAL READING AND AUDIOVISUAL MATERIALS ARE PART OF THE INTEGRATION PROGRAM.

SUCCESSFUL ELEMENTARY SCHOOL PUPILS FROM LOW-INCOME HOUSEHOLDS IN DEPRESSED NEIGHBORHOODS OF THE URBAN NORTH ARE COMPARED WITH AVERAGE AND FAILING PUPILS FROM IDENTICAL SETTINGS. THE AIM OF THE 3 YEAR PROJECT IS TO DOCUMENT DIFFERENT PATTERNS OF PERSONAL AND SOCIAL DEVELOPMENT AND TO RELATE THESE PATTERNS TO SCHOLASTIC PERFORMANCE. EMPHASIS IS ON DIFFERENCES IN THE PERSONAL AND INTERPERSONAL SITUATIONS THAT MOLD THE HIGHLY MOTIVATED IN CONTRAST TO THE AVERAGE AND THE FAILING STUDENT. DURING THE 1ST YEAR OF THE PROJECT, A STUDY WAS MADE OF THE ACADEMIC AND SCHOOL ENVIRONMENT TO ASCERTAIN AND IDENTIFY THE VARIOUS ABILITIES OF EACH PUPIL. DURING THE 2D YEAR, A GROUP OF RELATIVELY SUCCESSFUL STUDENTS WILL BE SELECTED COMPARISONS OF HOME AND PEER GROUP AFFILIATION WILL BE MADE BETWEEN THESE STUDENTS AND THE AVERAGE AND FAILING STUDENTS. DURING THE 3D YEAR AN INTENSIVE STUDY WILL BE MADE OF CHILDREN WHO SUCCEED ACADEMICALLY AND THOSE WHO DO NOT. AN ATTEMPT WILL BE MADE TO MEASURE THE INDIVIDUAL'S DESIRE TO SUCCEED ACADEMICALLY. ETHNIC COMPOSITION, GRADE LEVEL SUBJECT ACHIEVEMENT, IQ SCORES, CLASSROOM OBSERVATIONS, HOME AND BACKGROUND INFORMATION AND HOME INTERVIEWS ARE DEPICTED IN TABLES. FINDINGS SHOW THAT ONE ENCOURAGING ADULT FIGURE IN A CHILD'S BACKGROUND IS ESSENTIAL FOR SUCCESS IN SCHOOL. PARENTS USUALLY REALIZE THE IMPORTANCE OF EDUCATION BUT ARE VAGUE AS TO HOW IT CAN HELP THE CHILD AFTER HE GRADUATES FROM HIGH SCHOOL. BEHAVIOR IS A MORE IMPORTANT CONSIDERATION FOR ACADEMIC SUCCESS THAN ABILITY.