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This biannual report examines hunger in Ohio, providing current data about hunger programs and direct information from those who use these programs. An introductory section defines hunger and food insecurity and discusses how they are measured. The second section highlights national trends (by household composition, by household income, and low-income households). The third section describes food security trends in Ohio. The fourth section discusses what causes hunger. The fifth section presents federal nutrition programs working to feed Ohio's children, families, and older people, including: the Child and Adult Care Food Program; National School Lunch Program and School Breakfast Program; Summer Food Service Program; Supplemental Nutrition Program for Women, Infants and Children (WIC); WIC Farmer's Market Nutrition Program; Food Stamp Program; Emergency Food Assistance Program; senior meal programs; and Commodity Supplemental Food Program. The sixth section discusses state nutrition programs (Adult Emergency Assistance Program, Ohio Agricultural Surplus Production Alliance, and Ohio Food Program). Two major recommendations to Ohio's policymakers include taking immediate steps to increase Food Stamp Program participation and fully utilizing available federal funds to expand child nutrition programs by investing Temporary Assistance for Needy Families Maintenance of Effort dollars. An appendix presents federal poverty guidelines and acronyms. (SM)

An overview of U.S. academic achievement and the role of the federal government is offered in this report. It looks at scores on national tests, such as the SAT, and finds that although some improvements in math scores are evident, overall, students still score below scores from the 1970s. Furthermore, it is claimed that American students' math knowledge lags behind that of students in other countries. Such conditions raise the question whether schools are receiving adequate federal funding, and it is argued here that they are. Many schools, especially urban schools, are portrayed as being in crisis. Current federal establishments in education do not meet the needs, it is argued, in part because of program overlap and because of the sheer number of employees required to administer federal funds. An assessment of the federal effort shows that the effectiveness of federal programs is typically unknown. This lack of evaluative accountability is blamed on a shortage of results-oriented programs and an "instinctive caution." Research on federal programs has likewise failed to produce accountability. The report claims that real educational change will come through the states and districts and that these administrative bodies be given more latitude in school operations. (RJM)

This report provides information on 12 indicators of child and adolescent health, education, and economic status in West Virginia at the state and county level. It includes a state profile, a minority profile, and 55 county profiles. Each of the indicators is discussed on a state-wide basis. The bulk of the report consists of one-page county profiles, each of which contains a chart showing the percentage increase or decrease in each of the 12 indicators from 1980 to 1991, actual rates in each period, state rate, and county rank. Tables outlining county demographic and family income data are also presented. The report documents several alarming trends. First, nearly 30 percent of West Virginia women giving birth for the first time are starting families with significant disadvantages, falling into at least 2 of 3 categories: they have less than 12 years of schooling, they are unmarried, or they are under age 20. The state's unmarried teen pregnancy rate also increased by 60 percent from 1980 to 1991. On the positive side, the report notes that rates have declined significantly for infant and child mortality, high school dropouts, and overall teenage pregnancy. Appendixes provide information about indicator definitions, methodology, and sources, along with the raw data for each county. (MDM)

This document presents the results of a survey of all ongoing arts programs within the New Jersey educational system and other available resource programs. The survey was distributed to arts organizations throughout New Jersey. The survey was designed to measure the content and scope of arts education services provided by non-profit arts organizations. Respondents included 155 grant recipients of the state arts council and 62 organizations served by county arts councils and cultural and heritage commissions. The questionnaire used in the survey covered organizational information, goals and objectives, program planning, educational programs and services, educational outreach, staffing, evaluation and program assessment, marketing and public relations, and financial information. Respondents also were asked to describe technical assistance needs that would be relevant to their organization. The Literacy in the Arts Task Force set out to study the five major disciplines: (1) visual arts; (2) dance; (3) theater; (4) music; and (5) creative writing. In this survey, the visual arts included crafts, drawing and painting, print making, sculpture, photography, puppetmaking, and video and film. Dance included ballet, modern, ethnic, jazz, folk, and nonwestern. Music included band, chamber music, orchestra, choral, solo, new music, ethnic or folk, jazz, ethnic popular, and nonwestern. Information gathered describes target populations, school participation, staff training, selection of artists, and funding. Of the 136 organizations, 65 percent were involved in visual arts activities and 45 percent presented activities in dance. Of the 61 organizations involved in dance, 64 percent were involved dance activities focusing on nonwestern culture to some degree. Half of the organizations surveyed provided services in theater arts. (DK)

This conference report argues that folk arts, which are transmitted informally by community word of mouth and example, represent the core culture of the community. Since a central goal for education is to prepare students to understand, live in, and contribute to their culture, the traditional folk arts represent valuable classroom resources. They are a cross disciplinary arts component of a child-centered education. This concise summary of proceedings from the conference includes recommendations of the National Task Force on Folk Arts in Education, especially calling for a more prominent role for folk and traditional arts in federal and state education policy. The report concludes with lists of participants and key organizations as resources. (MM)

This document systematically studies the status of Native education in the United States and makes recommendations for improving the quality of education for American Indian and Alaska Native students. Based on extensive testimony by citizens and educators, school site visits, and commissioned papers by experts, the Indian Nations At Risk Task Force identified four reasons why Indian nations are at risk as a people: (1) failure of schools to educate large numbers of Indian students; (2) erosion of Native languages and cultures; (3) threats of further reduction of Native lands and natural resources; and (4) challenges to Indian self-determination and governance by changing federal policies and court decisions. Following a review of Native enrollments, funding for Native education, the changing context of Native education, barriers to success for Indian students, and progress in research and educational practices, the Task Force presents a strategic framework for improving schools. Major strategies are: (1) developing comprehensive education plans that uses federal, state, local and tribal resources; (2) developing local partnerships for schools; (3) emphasizing national priorities related to parent-based early childhood education, promotion of tribal language and culture, training of Native teachers, and strengthening of tribal community colleges; (4) creating mechanisms of accountability; and (5) fostering understanding of the relationships between tribes and government. Specific recommendations are outlined for parents, educators, Native communities, and governmental bodies, as well as priorities for additional funding, research, and higher education. This report contains 12 notes, 60 references, a list of 21 commissioned papers, and descriptions of 13 model programs and successful practices in American Indian education. (SV)

The Indian Nations At Risk Task Force commissioned 20 papers to review current conditions in Native American education and set forth rationale, plans, and strategies for action. This introduction to the commissioned papers describes the work of the Task Force. Comprised of 14 individuals, the Task Force met 5 times between May 1990 and May 1991 to exchange views, develop guiding principles, establish Native education goals, plan regional hearings and issues sessions, and draft the final report. The Task Force obtained public contributions of information and opinion through several means. Over 200 documents were received in response to a call for papers issued in the Federal Register. Hundreds of individuals presented testimony at regional hearings held in Juneau, Billings, Seattle, Phoenix, Oklahoma City, St. Paul, and Cherokee. Over 550 persons participated in 32 special issues sessions held during the 1990 National Indian Education Association Conference. Task Force members conducted 33 site visits across the United States to public schools, Bureau of Indian Affairs schools, tribally controlled schools, community colleges, and community education centers. Issues discussed at the regional hearings are summarized, including federal funding, teachers and teacher training, Native parent and community participation, integration of Native language and culture in the curriculum, financial aid for postsecondary education, postsecondary readiness and persistence, tribal colleges, minority faculty recruitment, support services for at-risk students, curriculum issues, government role, prejudice and racism, standards and testing, early childhood education, urban and public school education, adult basic education, special education, and data collection and research. (SV)

A guide to an extensive range of education programs offered by the Department of Defense is presented. K-12 school systems overseas and in the United States make it possible for children to attend school around the world. Voluntary Education programs generate nearly 700,000 undergraduate and graduate-level college enrollments by military services members taking courses on their own time. Through an extensive network of institutions, classroom education is delivered to more than 475 installations around the world. The Defense Activity for Non-Traditional Education Support (DANTES) program allows members to earn college credits for college-level learning that takes place outside the classroom. High school completion programs, functional/basic skills, English as a second language, and vocational/professional certification examinations are provided. The Reserve Officers' Training Corps (ROTC) program of Army, Navy, and Air Force units at over 500 public and private colleges and universities produces a majority of the commissioned officers for the military services. The Military Service Academies offer 4-year college programs leading to a Bachelor of Science degree. The Professional Development Education program includes study at civilian and military institutions for senior enlisted members and officers encompassing broad professional goals in such areas as military science, engineering, health sciences, and management. (CML)

A 50-state survey of mathematics, science, and computer education initiatives was undertaken to identify the number and diversity of responses states have made in response to the national crisis in precollege mathematics and science education. Descriptions of these initiatives (obtained from questionnaires, telephone interviews with state personnel, written materials provided by states, state newsletters, and from articles appearing in national publications) are presented in 10 sections: (1) task forces or commissions (quality or excellence); (2) task forces or commissions (computer education); (3) graduation requirements; (4) curriculum guides and performance standards; (5) science and mathematics programs; (6) computer education programs; (7) summer institutes, magnet and residential schools; (8) recognition and awards for teachers and students; (9) regional centers; and (10) teacher training and retraining. Only those state initiatives taken between 1982 and September 1983 are included. Although hundreds of initiatives were privately or locally sponsored, these are not included either, since the emphasis is on state actions. (JN)

This paper is one of several reports being prepared by the Energy Task Force on the impact of energy supply and cost trends on nonprofit educational institutions. This particular report focuses on the need to render educational facilities more energy-efficient through a program of capital investments focused on the rehabilitation of existing buildings. The report identifies the advantages offered by federal support of a building rehabilitation program that reduces both energy consumption and costs in the educational sector; it also outlines a phased investment plan for educational institutions involving progressive levels of technical sophistication and expenditure. Several tables that summarize survey data on the energy consumption and energy costs of 46 American colleges and universities are also included. Although the quantitative data applies specifically to institutions of higher education, most of the report applies equally to elementary and secondary schools as well. (Author/JG)

This document presents the results of a survey of New Jersey schools districts examining the state of arts education in New Jersey schools. Data from the department of education's annual series of fall reports of vital educational statistics also was reviewed. The information from the survey was combined with the data in the fall report to provide a picture of arts education in New Jersey in the 1987-88 school year. The survey form was sent to all superintendents of schools in the 592 operating school districts and to over 900 non-public schools. Respondents were requested to form a team to address the questions asked in the survey. These teams included the superintendent of schools, supervisor of curriculum, district arts coordinator or supervisor, a school business official, and a teacher from each of the five art forms (visual arts, dance, theater, music, and creative writing). Teams responded as a group to questions about values, preferences, and priorities in arts education in their districts. Results of the survey were divided into the areas of philosophy and goals, curriculum, staffing, instructional methods, arts resources, arts schools and special arts programs, facilities and equipment, evaluation, and funding. The section on curriculum included information on currency of materials, non-western cultures, graduation credits, full or partial year programs, arts enrollments, and course offerings in arts education. Survey findings report that only nine districts or two percent required more than one-year credit in the arts for graduation from high school. The number of students per instructor was higher in the arts than for other courses. (DK)

This report consists mainly of four separate issue papers, each prepared by an individual committee of the Minnesota School Task Force. Topics of the papers include educational management systems, Minnesota's state foundation aid program, school tax levy limitations, and educational overburden. In addition to the issue papers, the report also contains some additional comments and dissenting remarks prepared by individual members of the task force. Each issue paper contains a study summary, the committee's recommendations for action, and a discussion of the problem areas. The foundation aid and levy limitation papers each have an appendix of relevant statistical data. Each of the issue papers is organized so that the casual reader can get the gist of the paper by reading the first few pages of it. (Author/JG)

A task force was created in November of 1978 to assess the state of foreign language and international studies in Illinois public schools. This report begins with an overview of the current decline in foreign language enrollments and offerings. The need to foster foreign language study is discussed, both for its special place in intellectual development and to meet the ever-growing need for international communication in all fields of endeavor. The second part of the report outlines a comprehensive state-wide foreign language and international studies program. Basic premises of such a program assume that each student should have the opportunity to learn a foreign language, and that successful foreign language learning requires high standards from specific curricula. To meet learning objectives, a comprehensive program design provides for various approaches to foreign language instruction, including immersion and bilingual programs, at the preschool, elementary, secondary, and continuing education levels. Finally, general recommendations and specific action steps are set forth which cover state and regional advisory structure, visibility and awareness activities, curriculum and resource development, state office leadership, and student-focused activities. (JB)

The National Task Force on Desegregation Strategies was established in 1977 to encourage State leadership to become involved in fostering integrated education. This report summarizes the findings and recommendations of the Task Force after three years of work. The Task Force identified three outstanding tasks that must be approached simultaneously in order to desegregate schools: the elimination of urban segregation through educational planning and housing policy, the extension of the States' responsibility for desegregation, and the development of new approaches to attack racial and ethnic bias. Nine proposals were made to assist States in carrying out their commitments to desegregation. They called for (1) clear policy directives, (2) commitment to policy, (3) understanding and using existing state policy, (4) encouraging Federal coordination of programs for urban integration, (5) financial and psychological incentives, (6) incentives to increase residential opportunities for minorities, (7) technical assistance, (8) monitoring and sanctions, and (9) public understanding and support. (Author/MK)

This report presents attempts to understand more about how six background characteristics (small scale, population sparsity, district isolation within a BOCES (Boards of Cooperative Educational Service), interaction between a change in enrollment and initial scale of the district, rapid changes in full value property wealth over time, and large discrepancies between income and property based measures of ability to pay) affect financing and delivery of educational services. Each characteristic is examined in turn and discussion includes a rationale for expecting each characteristic to make a difference either for taxpayers or students. Two distinct types of burdens are addressed: the first type involves hardships that stem from whatever extra costs certain districts are forced to incur in producing a given level and mix of educational outcomes, and the second type involves instances of the state's inaccurate determination of the school district's ability to pay for educational services. The report concludes with a discussion of policy alternatives considered in response to seven questions, e.g., should the state concern itself with the limited extent to which small districts cooperate for the purpose of providing educational services, and should the state make allowances for the current size of districts when it makes adjustments for declines in pupil enrollment? (BRR)

Designed to serve as an introduction to research currently being conducted on behalf of the Task Force into implications for rural schools of the Levittown decision, the primary purpose of this report is to provide background information and to provoke discussion about fiscal problems in rural areas. Two sections provide historical as well as legal perspectives on the state's responsibility for delivering educational services in rural areas. Historical analysis gives an overview of how the state has responded in the past and provides insight into the current nature of the state's involvement. Section III draws heavily on the Levittown decision and shows that a concern for problems that exist perhaps uniquely in rural schools is entirely consistent with the holding of the court. Section IV addresses whether there are costs peculiar to operating schools in rural areas and presents results of early attempts to document existence of these costs. The report concludes with a discussion of policy implications. Definitions for rural schools are proposed as well as a series of policies which might be recommended by the Task Force as a means of more completely fulfilling the state's responsibility to students and taxpayers in rural areas of the state. (BRR)

The document contains a description and an evaluation of the activities conducted during the first year of the Indiana Parent Training Project (IPTP), a project to train parents in their rights and responsibilities as guaranteed by federal and state laws governing the education of handicapped children. The following public information efforts were conducted: news releases and newspaper articles, newsletters, brochures, radio and television announcements, and presentations to parents and professionals. One to one assistance and training were implemented through information and strategies shared by telephone; information, written materials mailed to parents, professionals, and others; and individual assistance, called parent cases. Training sessions were held in the St. Joseph County area to provide parents with the opportunity to directly ask questions, receive materials on parents' rights and responsibilities, learn the local educational services available, and share information and concerns with other parents. Training sessions in St. Joseph County and other areas of the state were evaluated as beneficial by both parents and professionals. Through the use of handbooks, training units, and copies of federal and state regulations, the IPTP and Task Force staff attempted to expand parents' knowledge and skills for effectively working with school personnel. Three different evaluations were used for the 2 day regional parent resources (RPR) training. Among findings were that RPRs needed specific suggestions or strategies outlining how to make contacts with schools and agencies, and that the RPR conducted trainings attended by IPTP staff were, overall, very well organized. Followup training was conducted to discuss RPR activities, local issues, and federal special education policies. IPTP staff maintained contact with organizations at the local, state, and national level. Materials were disseminated to parents, professionals, and regional parent representatives during each level of project activity. (SB)

The document contains the year-end report for the second year of the 2-year Indiana Parent Training Project, a program to train parents in their rights and responsibilities as guaranteed by laws governing education of handicapped children. Following an introductory section are 10 sections which cover the following program components: public information, individual assistance and training, trainings in St. Joseph County (Indiana), trainings in other areas of the state, Regional Parent Representative (RPR) trainings, the RPR conference, RPR followup training, RPR activities, coordination with other agencies, and dissemination. Noted among conclusions were that workshops offered parents valuable information on the laws, parents' rights, evaluation, and communication techniques; and that locally-based trainers can reach more individuals more readily, especially when support and assistance is available from a central source. (SW)