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This extensive volume contains separate studies on the politics, government, education, labor, migration, and culture of Puerto Rico. It also includes reports on the contemporary Federal-regional relationship in Puerto Rico and on Puerto Rico's relationship with the United States. One study deals with the Dutch, French, and British areas of the Caribbean. There is also an inventory which lists (1) the agencies of the United States Government with offices in Puerto Rico and (2) the departments of the Executive Branch of the Commonwealth of Puerto Rico. (LB)

This document consists of three parts: (1) a manual for administering the science test to first graders (in Spanish), (2) a copy of the test itself (pictorial), and (3) a list of expected competencies in science for the first three grades (in English). The test consists of 25, four-choice items. For each item, the administrator reads a statement and the test-taker marks the appropriate picture. (SD)

THIS REPORT ON RECRUITMENT TO HIGHER EDUCATION IN PUERTO RICO EXAMINES, IN PART 1, THE DIMENSIONS OF THE EXPANSION OF HIGHER EDUCATION AND SOME OF ITS CONSEQUENCES FOR THE CHARACTER OF THE HIGH SCHOOLS AND FOR THE PATTERN OF RECRUITMENT TO THE UNIVERSITY. PART 2 DESCRIBES IN DETAIL THE PATTERN OF RECRUITMENT TO HIGHER EDUCATION AS IT EXISTED IN 1960. THE DATA CAME FROM A SAMPLE SURVEY OF HIGH SCHOOL SENIORS AND COMPARED THE PUERTO RICAN RECRUITMENT PATTERN WITH THAT OF THE UNITED STATES. ITS MAIN FINDING WAS THAT THE RECRUITMENT PATTERNS ARE REMARKABLY SIMILAR. (LP)

Nine articles, related to the preservation of the natural quality of the air, and to prevention, elimination and control of atmospheric pollution in the Commonwealth of Puerto Rico, are contained in this document. These articles were written and enacted by the Environmental Quality Board in accordance with Law No. 9, approved June 18, 1970 - Public Policy Environmental Act. Article headings appear as follows: Definitions; General Provisions; Administration; Open Burning; Control of Particulate Emissions; Control of Sulfur Compound Emissions; Control of Organic Compounds Emissions; Odors in the Atmosphere; and Additional Provisions. (LK)

This document highlights the activities and accomplishments of the Puerto Rican Research and Curriculum Development Coordinating Unit during the 1971-72 year. The Unit includes the following components: (1) Educational Research, (2) Curriculum Development, (3) Information and Dissemination, and (4) Planning and Evaluation. Included is information on the four components as well as descriptions of the projects and studies conducted. Proposed future activities are: (1) information gathering for planning and developing programs and projects, (2) development of an information system, (3) design and implementation of career education projects, (4) the conducting of needs assessment type activities to determine the feasibility of developing occupational education programs, (5) program and project evaluations, (6) curriculum development for regular and special programs, and (7) information dissemination. (SN)

This document is a summary of a study conducted by the Puerto Rico Vocational Advisory Committee to determine the effectiveness of the Vocational-Technical Education (VTE) programs in that country over a 1-year period. Predicated on the philosophy that improvement in the quality of education is dependent on continuous and comprehensive evaluation, this followup study is based on previous Council evaluation assessments. Resulting recommendations include: (1) Efforts should be made to equip the Research and Curriculum Unit with the necessary professional personnel with budgets appropriated accordingly, (2) Consultive services should be sought for external appraisal of career education projects, (3) Provisions should be made with industry to arrange short-term faculty internships, (4) Recommendations and findings of the Advisory Council should be used to a greater extent by State personnel in developing occupational education programs, (5) Efforts should be made to accelerate the implementation of the VTE information System with data updated continuously, and (6) Cooperative work experiences should be developed so as to involve students more. (SN)

Puerto Rico's economic growth has accentuated the need for a larger vocational education program capable of handling the demand for occupationally-trained personnel. The Area of Vocational and Technical Education (AVTE) operates within the general structure of the Puerto Rico Department of Education, and AVTE programs must be adapted to the growth of and changes in occupational requirements. The Department of Education should adjust its accounting, personnel, purchasing, and communication procedures to better respond to the needs of AVTE. This report documents a study on administrative utility analysis and vocational education programs for AVTE. Recommendations are made for changes in organizational structure, planning and budgeting, systems and procedures, personnel policies and salaries, and other areas affecting the management and organization of Puerto Rico's vocational education programs. Recommended organization charts are included. Related documents are available as VT 019 715 and VT 019 716. (MF)

This document summarizes the recommendations made as a result of a study on administrative utility analysis and vocational education programs for Puerto Rico. The major recommendation was that the Area of Vocational and Technical Education (AVTE) in the Puerto Rico Department of Education be restructured at the central organizational level, for which various level positions, offices functions, and responsibilities are detailed. Included are general guidelines with regard to the internal management structure and operating methods for the individual vocational programs. Organization structures are presented for specific area programs in industrial arts, health occupations, industrial and technical education, vocational agriculture education, home economics education, business education, distribution and marketing education, vocation guidance, and special programs. Other recommendations were made for restructuring the AVTE regional organization, planning and budgeting operations, and all internal systems and procedures. Present and recommended organization charts for the AVTE administrative organization and for the various vocational and technical education programs are appended. Related documents are available as VT 019 716 and VT 019 717. (MF)

Dichotomous poverty is defined by taking an arbitrary standard of consumption capability as a dividing line between rich and poor. An investigation into dichotomous poverty below the 2000 dollar level will be worthwhile, since, in 1953, the Planning Board announced as a goal the attempt to lift all families above this margin. In 1953, 78 percent of the families had an income below the 2000 dollar dichotomous poverty threshold. Forty-six percent did not reach it in 1963, and 39 percent did not reach it in 1969. The reduction in the percentage of dichotomous poor from 1963 to 1969 was not sufficient to keep up with the population. Between 1963 and 1969, population grew faster than economic progress. Continuous poverty classifies as poor those who fall in a specified bottom percentage of the population in terms of capability to consume. In terms of the distribution of income, the greater the inequality, the greater the amount of continuous poverty. While between 1953 and 1963 the poor earned more, the rest of the society earned even more than proportionately more. Agricultural workers, slum dwellers, families with unemployed or subemployed heads, and recipients of welfare are the groups who have progressed at the lowest rates--the lowest groups have progressed at the slowest rate. [Several pages in this document are not clearly printed and contain editorial markings.] (Author/JM)

To assist decision makers in appropriating funds wisely for vocational school programs, this study was undertaken to: (1) conduct a cost effectiveness analysis of vocational programs administered by the Department of Education, (2) determine variations in unit costs of programs and curricula, (3) identify factors contributing to variations in unit costs, and (4) array programs from the highest rated utility function to the lowest. Some of the major conclusions reached from the cost-analysis technique were: (1) There are considerable cost variations among the districts, (2) Cost variation depends heavily on the number of graduates by districts as well as on the number of courses offered under a program or occupation, (4) Scientific-technical courses increase the absolute cost of a program as opposed to nontechnical courses, and (5) Costs are affected by the level of courses offered. In regard to the cost-benefit analysis, it was concluded that: (1) technical courses generally bring about a higher level of learnings than do nontechnical courses, and (2) benefits are seriously affected by the number of graduates joining the labor force and finding employment on a full and/or part-time basis. (Author/SN)

This evaluation attempts to measure the extent and effectiveness of ESEA Title I programs designed to meet the needs of disadvantaged children and apprizes the public and the legislature of program outcomes. In keeping with USOE requirements for evaluating Title I programs, this document is constructed of (1) responses to USOE probes by questionnaire sequence, (2) applicable supplementary or background information, and (3) available related findings. Data were collected from interviews with selected personnel from the Commonwealth of Puerto Rico Department of Education; reaction reports from teachers, administrators, State ESEA Title I personnel, and university personnel; onsite visitations by Title I staff and university consultants; and evaluation supplement and narrative reports distributed to local educational agency Title I directors and activity directors. (EA)

The Conference on Ecological and Cultural Factors Related to Emotional Disturbance in Puerto Rican Children and Youth was the primary attempt to bring together a group of behavioral scientists, medical doctors, and educators, so that the scientific findings of the former--behavioral and medical scientists--may be used by the latter--educators--in the designing and implementation of a curriculum plan for the education of emotionally disturbed children in Puerto Rico. All participants at the Conference were Puerto Ricans actually engaged in dealing with emotionally disturbed children in Puerto Rico. Contents include the following papers: "Introduction," Roberto E. Moran; "Machismo versus Momism in Puerto Rico," Efrain Sanchez Hidalgo; "The Puerto Rican Child with Emotional Disturbances," Nectar R. de Torregrosa; "The Emotionally Disturbed Child in the Classroom," Alba N. Lebron de Ayala; "Experiences with Emotionally Disturbed Children at the Day Care Center, Psychiatric Hospital, Puerto Rican School of Medicine," Cira V. Romera de Uriarte; "The Puerto Rican Family: Psychological Approach," Antonio Martinez-Monfort; "Social Structure and Child Development," Raul A. Munoz; "The Impact of the Family on the Child's Emotional Development," Estelia Munoz de Lopez de Victoria; "The Puerto Rican Community: Sociological Approach," Juan J. Maunez; "The Impact of Some Factors of the Puerto Rican Community on the Development of Our Children," Guillermo Santiago; and, "Summary of Group Reports," Aida S. Candelas. (Author/JM)

This report on the Elementary and Secondary Education Act Title I programs in Puerto Rico concentrates on improvements of substandard conditions and of educational achievements, on recreational and cultural enrichment, and on teacher training. Topics covered are: effects of preschool education; effects of Title I programs on grades 3, 6, 7, and 10; nonpublic school participation; teacher and teacher aide training programs; and, parents and community involvement. Tables and graphs are included. (KG)

In 1958 a project was begun in a small, isolated, rural farm community in Puerto Rico to provide nutrition education and improve other conditions of home and community living. Preliminary meetings, interviews, and examinations revealed the interest and great need of the 100 families. Progress reports were made after 1 year, 2 years, and 5 years. The 90 children were given 3 meals a day at the 2-room elementary school, along with instruction about good foods. The families were given information and demonstrations on home food production and nutrition. Housing, school, and public facilities (such as roads and water supply) were repaired or newly constructed. The community attitude toward self help was raised considerably. Although all problems were not solved, many deficiencies began to be corrected. Partly because of the on-going improvements at Dona Elena, the Governor of Puerto Rico in 1960 established a Commission for Improvement of Isolated Communities to administer other programs similar to the Dona Elena Project. (JAM)

PLANNING, IMPLEMENTATION, AND EVALUATION OF TITLE I PROJECTS IN PUERTO RICO EMANATED FROM THE COMMONWEALTH DEPARTMENT OF EDUCATION. THROUGHOUT THE VARIOUS PLASES OF TITLE I ACTIVITIES PROJECT DIRECTORS WORKED CLOSELY WITH THIS CENTRAL OFFICE. OBSERVATIONS, ATTENDANCE RECORDS, INTERVIEWS, AND QUESTIONNAIRES WERE THE PRIMARY EVALUATIVE TECHNIQUES USED BY 34 OF THE 42 PROJECTS. THE MAJOR PROBLEM AREAS WERE IN CONTRACTING FOR PERSONNEL, IN AUTHORIZING ADEQUATE SALARIES, AND IN BUYING AND DISTRIBUTING MATERIALS AND EQUIPMENT. THE IMPLEMENTATION OF PROPOSALS AND EVALUATIVE EFFORTS WERE HAMPERED BY ADMINISTRATIVE DIFFICULTIES. COORDINATION WITH OTHER FEDERAL PROJECTS AND WITH NONPUBLIC SCHOOLS WAS NOT A PROBLEM. THE MAIN USES FOR TITLE I FUNDS WERE (1) TO PROVIDE MORE SCHOOL HOURS, (2) TO IMPROVE THE PROFESSIONAL PREPARATION AND QUALITY OF THE STAFF, AND (3) TO OFFER RECREATIONAL, CULTURAL, AND KINDERGARTEN PROGRAMS. OTHER ACTIVITIES INCLUDED (1) SCHOOL PLANT IMPROVEMENT, (2) CURRICULUM DEVELOPMENT, (3) SUPERVISED STUDY CENTERS, (4) PROVISION OF MATERIALS, EQUIPMENT, AND SCHOOL TRANSPORTATION, AND (5) SPECIAL SERVICES FOR THE RETARDED. INCLUDED IN THIS REPORT ARE A LIST OF MEASUREMENT INSTRUMENTS, A SECTION OF TABULAR DATA, AND SUMMARIES OF THE RATED EFFECTIVENESS OF PARTICULAR TYPES OF PROJECTS. (NH)

RECENT LEGISLATION IN PUERTO RICO HAS VALIDATED THE 2-YEAR REGIONAL COLLEGE CONCEPT, AND THE CHARACTER OF THE PROGRAM COMBINING LIBERAL ARTS TRANSFER CURRICULUMS AND VOCATIONAL EDUCATION HAS BEEN SET. TO IMPLEMENT THE PLANNING PHASES, THIS STUDY PREDICTS STUDENT ENROLLMENT BY REGION. TWO INDEXES ARE USED TO ESTIMATE STUDENT DEMAND--COLLEGE INTEREST, BASED ON THE NUMBER OF STUDENTS TAKING THE COLLEGE ENTRANCE EXAMINATION BOARD TESTS AND APPLYING FOR ADMISSION AT ONE OF THE FIVE UNIVERSITIES, AND VOCATIONAL TRAINING INTEREST, BASED ON APPLICATIONS TO THE SEVEN VOCATIONAL SCHOOLS. GROWING NUMBERS OF HIGH SCHOOL GRADUATES ARE SEEKING ADDITIONAL EDUCATIONAL OPPORTUNITIES. URBAN CENTRALIZATION OF HIGHER EDUCATION INSTITUTIONS IS CREATING TRANSPORTATION PROBLEMS FOR POTENTIAL STUDENTS AS WELL AS REGIONAL IMBALANCES. IT IS RECOMMENDED THAT A DIRECTOR BE APPOINTED TO COORDINATE AN IMMEDIATE PROGRAM OF PREPARATION INCLUDING STAFF APPOINTMENTS, ESTABLISHMENT OF SCHOLASTIC STANDARDS, ALLOCATION OF ECONOMIC RESOURCES REQUISITE FOR DEVELOPMENT, AND CURRICULA DESIGNATION. THE DOCUMENT IS WRITTEN IN SPANISH. (AL)

THE POSSIBILITY OF PREDICTIVE ERROR WHEN APPLYING U.S. MAINLAND NORMS FOR THE GENERAL APTITUDE TEST BATTERY TO THE EMPLOYMENT COUNSELING AND SELECTION PROCESS IN PUERTO RICO, PROMPTED A STUDY TO ESTABLISH LOCAL NORMS FOR THE SPANISH LANGUAGE VERSION, BATERIA GENERAL DE PRUEBAS DE APTITUD. A STRATIFIED QUOTA SAMPLE OF 1,500 PERSONS WAS SELECTED FROM THE PUERTO RICAN GENERAL WORKING POPULATION AFTER CONSIDERATION OF OCCUPATION, SEX, AGE, AND GEOGRAPHIC LOCATION. THE MAJOR DEPARTURE FROM RANDOM SELECTION WAS CAUSED BY SOME EMPLOYERS' REFUSAL TO FREE EMPLOYEES FOR TESTING. OCCUPATIONAL STRATIFICATION WAS BASED ON THE REVISED BUREAU OF THE CENSUS OCCUPATIONAL CLASSIFICATION SYSTEM. THE RATIO OF MALES TO FEMALES WAS 65 TO 35, THE USUAL AGE RANGE FROM 18 TO 45, AND NO PERSON WAS INCLUDED WHO HAD COMPLETED LESS THAN THE SIXTH GRADE. WHEN THE RESULTS WERE COMPARED WITH ASSUMED DISTRIBUTIONS HAVING THE MEAN OF ANY APTITUDE AS 100 AND THE STANDARD DEVIATION AS 20, ALL SCORES DEPARTED SIGNIFICANTLY FROM THIS BASE. EVERY APTITUDE EXCEPT MANUAL DEXTERITY WAS BELOW ITS STATEWIDE COUNTERPART AT OR BEYOND THE .01 LEVEL. MANUAL DEXTERITY WAS ABOVE ITS COUNTERPART AT THE .01 LEVEL. A CONVERSION TABLE GIVING PUERTO RICAN CUTTING SCORE EQUIVALENTS BASED ON PUERTO RICAN MEANS AND STANDARD DEVIATIONS IS INCLUDED. (EM)

To study the prevalence of mental retardation in Puerto Rico, the proportional distribution of successful retardates, and the processes accounting for success and failure, a random sample of 4,771 adults between the ages of 23 and 49 was screened by the Stanford Binet Form L and a vocabulary test. From this sample, the estimated retardation rate for Puerto Rican adults was 31%. Success was measured by comparing the average income of male retardates with the incomes of other males in the same community; those in the lowest 20% were considered unsuccessful. The proportion of successful retardates was dependent on the complexity of the community; in peasant communities, 78% were successful while in urban non-slums this was reduced to 60%. Intelligence and education contributed to the probability of success, especially for those with IQ's of 85 or above; however, in urban areas retardates with 4 years or less of school had a failure rate of 50% while for those with more schooling the rate was 30%. Over 60% of respondents had a positive self image although normals and successful retardates showed more positive self images (p=.05). Most retardation resulted from cultural deprivation. (MK)

Level of person served, occupational field involved, and community within the Commonwealth of Puerto Rico, serve to organize the accomplishments for the year. Expansions and improvements are described for high school and post-secondary students, for employed persons, and those with special needs by each of the following vocational areas: (1) trade and industry, (2) health occupations, (3) office occupations, (4) distribution and marketing, (5) vocational agriculture, and (6) home economics. Activities in strengthening the programs are presented as data concerning the effort of teacher training, vocational guidance, curriculum development, research, and evaluation of programs. The physical facilities for the programs, the work-study programs, legislation, strengths, and unmet needs of the Commonwealth programs are presented from the overall Commonwealth point of view. Additional significant information covers the special programs of Industrial Arts, Manpower Developing and Training, and Hotel School, as well as an accounting of recent promotional efforts, and a listing of publications by vocational area. (MU)