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THIS TECHNICAL NOTE IS A NONTECHNICAL DISCUSSION OF THE URBAN EDUCATION MODEL, AN ANALYTIC, SYMOBLIC MODEL TO BE USED IN PLANNING THE LOCATION AND ENROLLMENT SIZE OF URBAN SCHOOLS. AMONG THE EDUCATIONAL ALTERNATIVES THAT MAY BE CONSIDERED BY THE METHODOLOGY PRESENTED ARE THE "GREAT HIGH SCHOOLS" AND THE "EDUCATIONAL PARKS." THE CENTRAL ORIENTATION OF THE URBAN EDUCATIONAL MODEL IS PLANNING THE LOCATION AND ENROLLMENT SIZE OF ELEMENTARY AND SECONDARY SCHOOL PLANTS. FOUR SUB-MODELS COMPOSE THE GENERAL URBAN EDUCATION MODEL. THE URBAN SUB-MODEL DETERMINES ATTENDANCE AREA BOUNDARIES BY ASSIGNING PUPILS TO SCHOOLS SO AS TO ACHIEVE GIVEN OBJECTIVES. THE SCHOOL SUB-MODEL ESTIMATES SPACE AND STAFF REQUIREMENTS PER SCHOOL. THE COST SUB-MODEL ESTIMATES THE COST IMPLICATIONS OF ATTENDANCE AREA BOUNDARIES AND SPACE-STAFF REQUIREMENTS. THE EFFECTIVENESS SUB-MODEL ASSURES THAT A PREDICTION OF ACHIEVEMENT LEVELS ON AN AGGREGATED SCHOOL PLANT BASIS MAY BE MADE BASED ON THE VARIABLES DEFINED IN OTHER SUB-MODELS, THAT IS STUDENT SOCIOECONOMIC AND SCHOOL VARIABLES. THE MODEL DOES NOT YIELD A "SOLUTION" BUT DOES PROVIDE AN ARRAY OF MEASURES OF POTENTIAL USE TO THE SCHOOL ADMINISTRATOR. EA 001 235 IS A RELATED DOCUMENT. (HW)

THIS TECHNICAL NOTE, ONE OF A SERIES PUBLISHED ON THE URBAN EDUCATION MODEL, PRESENTS A MODEL FOR DETERMINING REQUIRED SCHOOL ATTENDANCE AREAS WHEN RESTRICTIONS HAVE BEEN PLACED ON THE RACIAL AND/OR SOCIAL COMPOSITION OF EACH SCHOOL PLANT. THESE ATTENDANCE AREAS ARE GENERATED IN A MANNER INSURING THE ASSIGNMENT OF STUDENTS WHICH MINIMIZES THE TOTAL "DISTANCE" TRAVELED BY ALL STUDENTS. THE METHODOLOGY ALLOWS FOR SYSTEMATIC STUDY OF THE RELATIONSHIP BETWEEN SCHOOL LOCATION DECISIONS, RACIAL AND SOCIAL COMPOSITIONS OF SCHOOLS, AND OBJECTIVES SUCH AS THE MINIMIZATION OF TOTAL STUDENT TRAVEL TIME. INPUTS REQUIRED TO CONDUCT SUCH ANALYSES INCLUDE THE EXISTING DISTRIBUTION OF SCHOOL PLANTS, THE LOCATION OF PROPOSED PLANTS, AND THE GEOGRAPHIC DISTRIBUTION OF STUDENTS DEFINED BY THEIR RACIAL, SOCIAL, AND AGE CHARACTERISTICS. THE ANALYSIS CONSISTS OF (1) THE DEFINITION OF THE PROPOSED AND EXISTING SCHOOL PLANT(S) BY LOCATION, AGE GROUP, AND CAPACITY, (2) DATA THAT DEFINE THE STUDENT POPULATION CROSS-CLASSIFIED ACCORDING TO AREAL UNIT, RACIAL GROUP, SOCIAL CLASS, AND AGE GROUP, (3) PROPORTIONS OF RACIAL AND SOCIAL MIXES FOR THE INDIVIDUAL SCHOOL PLANTS, (4) AN OBJECTIVE FUNCTION SUCH AS MINIMIZING THE TOTAL DISTANCE TRAVELED BY ALL STUDENTS, AND (5) SOLVING THE MODEL TO YIELD THE ASSIGNMENT OF STUDENTS TO SCHOOLS. EA 001 236 IS A RELATED DOCUMENT. (HW)

THIS DOCUMENT CONTAINS A COST SUBMODEL OF AN URBAN EDUCATIONAL SYSTEM. THIS MODEL REQUIRES THAT PUPIL POPULATION AND PROPOSED SCHOOL BUILDING ARE KNOWN. THE COST ELEMENTS ARE--(1) CONSTRUCTION COSTS OF NEW PLANTS, (2) ACQUISITION AND DEVELOPMENT COSTS OF BUILDING SITES, (3) CURRENT OPERATING EXPENSES OF THE PROPOSED SCHOOL, (4) PUPIL TRANSPORTATION COSTS, (5) INSTRUCTIONAL EQUIPMENT COSTS, AND (6) DEBT SERVICE COSTS. VARIABLES CITED THAT DETERMINE CONSTRUCTION COSTS OF NEW SCHOOLS ARE ADMINISTRATION COSTS, SPACE PER PUPIL, TOTAL PUPILS, AND THE SQUARE FOOT COST. FROM EVIDENCE PRESENTED, THE ASSUMPTION THAT LARGER SCHOOL PLANTS COST LESS PER PUPIL CANNOT BE SUPPORTED. QUANTITY RATHER THAN QUALITY OF BUILDING WAS CONSIDERED. LAND COSTS ARE DETERMINED BY COST PER ACRE, LAND NEEDED FOR TYPE OF SCHOOL, LAND NEEDED PER PUPIL, AND TOTAL NUMBER OF PUPILS. CURRENT OPERATING COSTS ARE ESTIMATED FROM SALARY LEVEL AND NUMBER OF STAFF, EDUCATIONAL LEVEL AND NUMBER OF PUPILS, AND TEACHER-PUPIL RATIO. TRANSPORTATION EXPENSES ARE DETERMINED FROM EQUIPMENT COST, MAINTENANCE AND STORAGE COST, PUPILS TRANSPORTED, EFFECTIVE CAPACITY OF BUS PER MILE COST OF OPERATION, BUS SPEED, AND PUPIL COLLECTION TIME. INSTRUCTIONAL EQUIPMENT COSTS ARE DETERMINED FROM PURCHASE AND MAINTENANCE COSTS, AND NUMBER OF PUPILS USING EQUIPMENT. DEBT SERVICE COSTS ARE ESTIMATED FROM CONSTRUCTION, BUS, EQUIPMENT, LAND PURCHASE, INTEREST VARIABLES, AND AMORTIZATION SCHEDULE. (JZ)

A SUBMODEL OF THE MODEL DEVELOPED IN TECHNICAL NOTE 24, "URBAN EDUCATION SYSTEMS ANALYSIS," (A TOTAL DECISIONMAKING PROCEDURE FOR THE ALLOCATION OF RESOURCES FOR LARGE EDUCATIONAL FACILITIES) IS FURTHER SPECIFIED. THE SCHOOL SUBMODEL IS CONCERNED WITH THE DEFINITION OF THE BASIC INPUT DATA REPRESENTING EDUCATIONAL POLICY ON FACILITIES, STAFF, AND PROGRAMS. THE OBJECTIVE OF THIS PAPER IS THE SPECIFICATION OF THESE INPUTS, THEIR INTERRELATIONSHIPS, AND THE PRESENTATION OF THE DATA IN THE FORM NECESSARY FOR THE LATER EVALUATION OF COSTS AND EFFECTIVENESS. FOUR TYPES OF INFORMATION ARE GENERATED FROM THE MODEL FOR USE IN EDUCATIONAL POLICY--(1) FACILITY REQUIREMENTS IN TERMS OF TOTAL SCHOOL PLANT SIZE AND FUNCTIONAL SPACE ALLOCATION, (2) STAFFING REQUIREMENTS BY NUMBER AND OCCUPATIONAL CATEGORIES, (3) SPECIAL PROGRAM REQUIREMENTS IN TERMS OF STAFF AND SPACE, AND (4) STAFF AND SPACE IMPLICATIONS OF SCHEDULING MODIFICATIONS. (HW)

A collection of 27 articles from the Journal of the Society of Motion Picture and Television Engineers (SMPTE) covers the fundamental aspects of color television technology. Introductory articles explain the basic workings of color television within the set and as perceived by the viewer. Other sections deal with: color television systems, color film, color television cameras and studio practices, and color television broadcasting facilities and measurements. These latter two sections deal with ways that production techniques must be modified as a result of the use of color equipment. The papers are technical in style. A bibliography of additional papers on color television, a set of SMPTE standards and recommended practices, and an index to all current standards and practices are included. (JY)