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This study explores leisure attitudes within the family, specifically addressing itself to three primary questions: (1) Will leisure attitudes of children be "at the same level" as those of their parents?; (2) Will the children's attitudes relate significantly to their parent's attitudes?; and (3) Will the answers to these questions be the same for different kinds of leisure attitudes? Subjects were students and their mothers and fathers, 59 sets at The City College of New York and 99 sets at Lehigh University. Questionnaire data were obtained, using Neulinger's "A Study of Leisure." Analyses indicated attitude-specific findings, a sex-related "generation gap" in some leisure attitudes, and relative independence of child-parent relationships. While the cross-sectional nature of the study did not allow a separation of "cohort-effects" from age effects, the data are supportive of a historical interpretation of the findings. Support for this explanation is provided by significant college-related attitude differences. (Author)

This paper discusses ways in which maternal attitudes may serve as mediating variables linking social class characteristics of the family to the socialization of children. Reference is made to the Family Problem Scale (Ernhart and Loevinger) which provides a psychological characterization of social class levels on five dimensions or subscales: authoritarian family ideology, approval of conventional social role for women, denial of hostility, concern for moralistic control, basic distrust vs. trust. Ten other subscales were created by imposing a priori constructs on items of the Family Problem Scale. These "a priori scales" are: old vs. new child rearing ideologies, mother's view of sex role, toilet training attitude, mother's house cleaning attitude, resentfulness, open vs. enclosed family, affirmation vs. denial of aggression, autonomy vs. dependence, subscales of autonomy and sex role attitudes, attitudes towards pregnancy. In this report, preliminary ideas are given as to how the a priori scales might be related to social class levels or within them to variables like racial groupings and different-sized families. The a priori scales are included in an appendix. (JH)

Follow Through, an educational program for K-3 grade children, is operated on the following reservations: Cherokee, North Carolina; Choctaw, Mississippi; Northern Cheyenne, Montana; Rosebud Sioux, South Dakota; Turtle Mountain, North Dakota; and Wind River, Wyoming. Since Follow Through mandates the employment of paraprofessionals from the community served, the primary budget item is for the employment of classroom aides. From the beginning, the program set up career development training which would enable participating schools to increase the available certified personnel from the population served. Educational approaches which can be effectively taught by paraprofessionals are used. For the first time, Indian personnel are in the majority and the educational achievement of reservation children has been "dramatically" improved. This report discusses: how Follow Through is improving the education of reservation children, what would happen if the program is discontinued, the involvement of parents on advisory committees and school boards, the ways the program has come to reflect the uniqueness of each Indian nation, and parent attitudes about the program on Indian reservations. The community, type of school, and tribe served by Indian Follow Through Projects are listed. (NQ)

This historical case study of the Ridgeway Elementary School from initial community contact through the completion of the first year of Individually Guided Education (IGE) assesses the attitudes of the parents; evaluates the cost factors associated with implementing the program; assesses the effects of IGE implementation on the local community; assesses the possibilities of using IGE materials in preservice, undergraduate, and graduate education courses; and evaluates the IGE materials as utilized by elementary teachers during their ongoing in-service program. This study is divided into seven sections. Section one provides (a) an introduction to and historical background of IGE implementation, (b) a chronology of major events leading to IGE implementation, and (c) a profile of the school. In section two the IGE facilitator views everyday school life from August to May. Section three discusses identifying, selecting, and preparing resources for IGE implementation. Section four deals with the influence of IGE on teachers' attitudes and behaviors. Section five reviews the initial effect of IGE upon the student, and section six discusses parent and community reaction. Section seven provides a summary of the purposes of the study. Tables and 10 appendixes are included. (PD)

This fourth year evaluation reports the effects and usage of "Carrascolendas," a children's television series in Spanish and English. Research was conducted in Texas schools and encompassed three phases: a field experiment to measure learning effects; attitudinal surveys among teachers, parents, and children; and a process evaluation of the Education Service Center Carrascolendas staff members. The field experiments consisted of viewer and nonviewer groups of Mexican-American children, grades K-3. Criterion referenced instruments designed in Spanish and English were administered which compared viewer and nonviewer scores. Combined viewers made a significant gain score increase in the Spanish areas of history, culture, and reading; and in the English areas of history, culture, and science. The content areas which had the least impact in Spanish and English were math and self-concept. Survey elicited attitudes indicate increased improvement in the use of Spanish and English by children and greater pride in the Mexican-American culture. Attitude items on which viewers made significant gains over nonviewers dealt with speaking Spanish and teacher approval of school work. The process evaluation summarizes activities and describes the services and interaction which were provided. (Author/WCM)

Ten hypotheses were tested to evaluate the effects on pupils and teachers of open space construction. Over 2,000 students in open and traditional schools were selected for experimental and "control" groups. Grades 4 and 7 pupils were selected specifically since major data indicative of academic achievement were drawn from the County Testing Program that was administered to all grades 4 and 7 students. In addition to these tests, questionnaires were sent to teachers and principals of schools involved in the study and to about 500 parents. Study findings indicate in part that there are no significant differences in achievement between students in open plan and traditional design schools, and that students from traditional design schools express significantly more positive attitudes about the nonphysical and physical aspects of their learning environment than do students in open plan schools. (Appendixes may reproduce poorly.) (MLF)

This document reports on parent and elementary pupil expectations regarding participation in a Big Brother-Big Sister type program. The parents and students included were all new to the program and experiencing the relationship with a Big Brother or Sister for the first time. In the program a community volunteer befriended a youngster at the elementary or junior high school level; generally school personnel saw the need for such a relationship and suggested it to the family. In brief, the results from the study were: (1) the parents generally welcomed this type of relationship for their child; (2) all the children interviewed were very happy and enthused at being in the program; (3) the volunteers were taking advantage of the numerous activities offered them by local agencies; (4) relationships between children and volunteers, generally, were developing into true and honest friendships; and (5) every parent felt his child had gained in at least one respect from the Big Brother-Big Sister Program. Some parents felt their children were doing better in school, getting over shyness, and benefiting from the program in other specific ways. (Author/PC)

This position paper surveys recent study results on the variable effects of both socioeconomic status and parent-child relationships on the development of competence in young children. Research results imply that certain ways that parents interact with their children are more effective than others in aiding the development of a child's social, intellectual, and language abilities. In this connection, an overview and analysis of the Harvard Preschool Project study of the development of competence in young children is presented. Discussion centers around the following questions: Do the characteristics of competence occur in the same sequence in children of different cultures? Are these characteristics dependent on internal developmental structures similar to those that have been theoretically described by Jean Piaget? How much attention should be given to studying the existence and importance of critical periods? Should parenthood be a licensed profession requiring special preparation? And how much influence should the state exercise in the family life of its citizens? (Author/CS)

To determine what child care arrangements are made by employed mothers, how much they spend for child care, and their potential use of other arrangements including day care, a study was conducted in the Pittsburgh area early in 1973. Included were four work settings which employ women in a variety of occupations. A structured questionnaire was mailed to 819 women workers: (1) white collar workers at two universities, (2) unskilled and professional workers in a hospital, and (3) semi-skilled workers in a food processing plant. The distribution of the responses to the questionnaire, an analysis of the factors affecting the mode of child care and the level of child care expenditures are included in this general description of the study and its findings. In general, the respondents were satisfied with their current arrangements, but expressed support for government or industry-related child care arrangements which would be easily assessible and inexpensive. (CS)

Groups of boys and girls at two summer day camps in 1970 were interviewed on the manner in which they viewed television, thought about it, and talked about it among themselves. The areas explored were: (1) the types of programs which they reported liking or disliking, (2) the types of programs which they felt informed them, (3) their attitudes toward commercials, and (4) the factors associated with their perception of the credibility of the various types of presentations of roles, situations, and information. Information also was sought on the manner in which disputes with parents or siblings over which programs to watch were managed. The children were found to prefer entertainment programs and to consider most commercials annoying. Family conflicts over which program to watch appeared to be a powerful stimulus for political interaction within the family. (Author/PF)

The San Juan School (Espanola, New Mexico) was evaluated by a team from the Bureau of Indian Affairs' Central Office staff in Albuquerque. Team members assisted the Division of Program Review as representatives from other divisions, using the expertise in their respective fields. The methodology and techniques, which were left to the evaluator's discretion, included questionnaires, observations during school visits, interviews, and parent opinionnnaire. Program information categories selected for review and evaluation were presented and discussed with the San Juan Pueblo school staff and school board in separate meetings. Designated categories were: (1) school philosophy and goals; (2) curriculum; (3) instructional program; (4) testing and self-evaluation; (5) out-of-class activities; (6) administration (school, agency, and area); (7) school facilities and plant; and (8) community involvement. For the reports in this publication, each evaluator compiled and analyzed the data, presenting the findings in a summary form. Some findings are: (1) 57 percent of the respondents (school board, PTA, tribal officials, and parents) felt the present program goals and objectives were satisfactory; (2) there were few planned or competitive sports and recreation events due to a lack of facilities, equipment, staff, and money; (3) food services suffer from insufficient staff; and (4) 63 percent of the parents felt their children would be ready for public school on completing study at San Juan Day School. (NQ)

This monograph, a Planned Variation study, examines the impact of Project Follow Through (FT) on three sets of analyses, each of which approaches parent data exclusively, and assumes the relationship of parental attitudes and behaviors to pupil cognitive and affective growth. The first set of analyses summarizes the initial demographic characteristics, attitudes, and behaviors of the Cohort III kindergarten parents. The second set of analyses assumes the Project Follow Through should change the behaviors and attitudes of parents and examines indicators of parental behavior and attitude measured during the spring of a child's third year to determine if differences between FT and NFT parents exist both overall and within sponsor. The third set of analyses begins to examine the relationships which exist among the parent variables. First, the criterion variables examined in the first two sets of analyses are further explored by examining them in relatively 'uncontaminated' form by controlling statistically for a number of potentially mediating variables. Second, the influence of specific potential mediating variables on parent attitudes and behaviors is examined; and third, these data are examined to determine if variable interrelationships are different for FT/NFT within different sponsors. An exploration of parent information may provide both a background for understanding what is happening in the classroom and a perspective on the extent to which Follow Through is achieving its goal of increased parent involvement. (Author/CS)

Major elements of the Florida Parent Education Follow Through Program are: (1) training mothers (two to each classroom) in the role of combined parent educator and teacher auxiliary; (2) training the teacher to use paraprofessional personnel; (3) developing materials for family use which take into account not only the school's goals for the child, but also, and equally, the family's expectations, goals, life style, and value system; and, (4) involving the Policy Advisory Committee in all phases of the program. In 11 communities, intervention contact focused on parents but also involved teachers, students, parent educators, community program coordinators, and consultants. Community personnel participated in five workshops which encouraged each community's independence, responsibility for self-evaluation, and the development of effective use of the program advisory committee (PAC). Inservice program support was supplied by liaison officers and consultants from the University of Florida. Inservice training materials were developed, and 422 home learning tasks were performed in two Alachua County, Florida, elementary schools for use in the 11 communities. Pretest and posttest data was collected using a variety of test and report measures; results appeared to indicate that basic objectives were met for this year. Data results on parents, children, teachers, parent educators, home visits, and home learning activities, are contained in the appendixes. (SDH)

This report is an effort to provide information on school district practices during the 1972-73 school year on early admission of children to kindergarten. The responses of 115 school districts in Minnesota provided information on early admission practices and reported some of the issues involved. Procedures discussed in selection of children are initiation of parent interest, fees, pretesting interviews, posttesting interviews, and followup to a child's placement. Selection criteria were birthdate cutoff, physical maturity, emotional and social maturity, academic skills, appropriate pupil behaviors, preschool experiences, and mental age. Six issues which need further consideration are also discussed: previous studies in early admission, necessary research design, age as a criterion, children for whom early admission should be considered, the effect of the school program on early admissions, and issues concerning readiness. The appendix lists each school district and its type of early admission policy. (SDH)

A factor analysis was performed of education goal ratings of principals, teachers and parents of a number of California elementary schools. One hundred and six goals obtained from the Center for the Study of Evaluation's Needs Assessment Kit were rated on a five point scale for their importance. Ratings were submitted to a principal components factor analysis and then varimax rotation. Obtained factors included one for "traditional education," affective goals, and foreign language education. (Author)

This report focuses on the responses given by 1,531 black high school students interviewed in 11 school districts throughout the State of Texas. It also reports on interviews conducted with a sample of black graduates, dropouts, and parents, school personnel, community people, and employers. Part 1 includes background material. The findings of a previous study in occupational education which resulted in these reports are briefly analyzed. The framework of the study is described in detail: project goals and objectives, general methodology, description of target populations, and the organization and phasing utilized in its execution. Part 2 contains an analysis of the characteristics, attitudes, aspirations, and problems of the black high school students interviewed in 23 high schools located in key metropolitan areas as well as a number of communities in East Texas. In addition, it summarizes the results of two other questionnaires and interviews administered to a limited number of black parents whose children are enrolled in vocational programs and a small sample of black students who have left school either by dropping out or through graduation. Part 3 incorporates other project findings gathered through interviewing school personnel, community people, and employers. Part 4 is a summary of the findings and a discussion of their implications. (Author/JM)

Three school districts are examined in terms of what educational objectives are important and how well the schools are meeting these objectives. The first district incorporated goals listed by Phi Delta Kappa and questioned grade 5 parents, high school and junior high school students, and elementary, junior high school, and high school teachers as to perceived importance and performance standards for the 18 objectives. A table is presented showing areas of agreement among the groups, and there is a fairly high agreement within each group between the ranking of goals on importance and performance. The second school district used a similar method but did not divide parents, students, or teachers into subgroups. General agreement resulted on the relative importance of the goals, although there was less agreement on the areas of educational needs. The third district did not use general goals, defined in a questionnaire, but elicited five educational priorities from parents in the district. (SE)

The Salinas Union High School District's Concurrent Enrollment Program, in which credit for college courses successfully completed can be applied toward high school graduation, was evaluated. The evaluation covered the period from September 1972 to January 1974, during which 201 high school students were concurrent-enrollment and advanced-placement participants. The sections of the report provide the following: (1) the name, title, units, and number of persons completing each course, the grade earned, and the cumulative grade point average per unit in a specific content area; (2) participating students' evaluation of the experimental program; (3) parents' evaluation of selected aspects of the program; (4) a digest of participating students' additional comments; (5) a digest of parents' comments; (6) analysis and comparison of the experimental period to a base period; (7) post concurrent enrollment activity; and (8) recommendations. An appendix provides the students' and parents' evaluation forms, with the covering letter. (DB)

Elementary and Secondary Education Act Title I migrant programs focus on identifying and meeting the needs of migrant children through remedial instruction, health, nutrition and psychological services, cultural development, and prevocational training and counseling. Evaluating the impact of Title I programs for migrant children, the study determined the success of the Federal program in meeting the migrant child's needs. The sample consisted of 100 projects in 10 States. Analysis was done by compiling answers by subject and type of respondent and aggregating the data by State. This volume (II) of the 4 volume evaluation reports on the qualitative and quantitative assessment of the impact of the State education agency and local education agency levels. Information is also given on factors accounting for observed variations in impact and the extent to which Federal funds were used to supplant, rather than supplement, other funding sources. Topics covered are: (1) impact of the Migrant Education Program on migrant students; (2) services provided to migrant students by the Migrant Education Program; (3) paraprofessional program aides; (4) home-school relationships; (5) advisory councils; (6) staff attitudes; and (7) parental attitudes. The majority of the information is in tabular form. (NQ)

Because it included only public schools and guaranteed both school survival and staff employment rights, the first year of the Alum Rock demonstration (1972-73), as sponsored by the Office of Economic Opportunity, was not a test of vouchers as defined in theory. The demonstration was known, therefore, as a "transition" voucher model, which would look to the inclusion of private schools in the future. The participating schools created a limited amount of educational diversity by setting up special instructional programs known as mini-schools; but, as of the second year, there are still no private schools in the demonstration. The demonstration has shown that Federal agencies can offer incentives for schools to follow innovative policies, but these agencies cannot control the shape of future innovations in American public schools. That shape is traditionally determined by local priorities and interests. With Federal support, Alum Rock has shown that it is possible to combine decentralization of authority down to the school level with parental freedom to choose children's school programs. The major discernible effect of the first year of the demonstration has been on the roles of central district staff, principals, and teachers. Each voucher school has gained new autonomy, and teachers are now working in new cooperative arrangements and with new discretionary power over resources. (Author/JF)