Search

Bakery Europa and the Straub Clinic in Hawaii participated in Project BELIEVE, a 3-year (1995-98) workplace literacy project conducted in partnership with the University of Hawaii's College of Education. Instruction focused on the literacy, communication, interpersonal, and problem-solving skills needed to succeed in the baking and health care industries, determined through needs assessments of both companies. These skills include the following: English for nonnative speakers, reading, business writing, mathematics, effective communication strategies, and team building. Courses were designed using workplace-specific materials for each company and conducted during the workday in a room set aside as an education center. Evaluation of the project showed that it is necessary to support of both management and employees for a workplace literacy project to succeed. Management needed to be kept apprised of the progress of the project and its relevance for improvements in productivity. Employees learned why it was important for them to improve their skills and earned small incentives for participation. Most employees improved their skills. (Contains a public service announcement, a newsletter, mini-lessons, evaluation reports, and a Straub employee newsletter article.) (KC)

Pursuant to the Carl D. Perkins Vocational and Technical Education Act of 1998 and in accordance with Program Memorandum 2 issued by Assistant Secretary for Vocational and Adult Education, the State of Hawaii is submitting a transition plan under Option 3 to extend the current Multi-Year Plan. The plan discussed in this report takes into consideration the benchmarks that must be met in order to submit a new multi-year state plan to the Office of Vocational and Adult Education by April 2000. All eligible recipients are aware of the Perkins III requirements. They are prepared to address the compliance issues in their local plans and focus more immediately on meeting the Perkins III programmatic accountability provisions. The State of Hawaii could not meet Transition Options 1 and 2 because a needs assessment, interagency collaboration, intra-agency consultation, committee meetings, public hearings, synthesis of public hearing outcomes, and State Board approval could not be accomplished in a timely manner. This report addresses the following topics: (1) planning, coordination, and collaboration prior to plan submission; (2) program administration; (3) accountability and evaluation; (4) special populations and other groups; (5) tech prep; and (6) financial requirements. Appendices include a timeline and a budget summary. (VWC)

Fall 1982 registration data for Hawaii's community colleges were analyzed to determine the course-taking patterns of different groups of student majors and the client-serving patterns of different academic departments. Major findings reveal that students seeking a certificate were taking 56% of their course work in vocational courses; those seeking an associate in arts degree (AA) were taking 88% of their work in general education; and those seeking an associate in science degree (AS) were taking 54% of their work in vocational courses. The courses taken by certificate and AS students were generally numbered less than 100, while AA students took 75% of their course work in courses numbered 100 or higher. As in previous years, liberal arts majors took the bulk of their course work (88%) in general education courses, and vocational majors took 56% of their course work in vocational education areas. Vocational students continued to generate the bulk of the vocational student semester hours (SSH's), and to generate an increasing proportion of the SSH's in general education courses. Other findings indicated that the proportion of SSH's generated by general education was slightly less than two-thirds of the total, and that 87% of the SSH's taken by early admits and 63% taken by concurrent registrants were in general education courses. Data tables and charts comprise the bulk of the report, providing combined and institutional statistics and illustrating trends. (HB)

Project components of the Elementary Secondary Education Act (ESEA) Title I in Hawaii are evaluated in this paper. The project components are the following: Reading resource rooms, tutorial projects, Hiloe reading clinic (preschools), and Alae Operation Live-In. The Peabody Individual Achievement Test is administered to each Title I pupil as a pre and post test measure of their achievement. The test of Expressive Language is administered to the pupils involved in the preschool projects. Among the findings are the following: The "umbrella" project concept implemented for the reading projects enables the Hawaii District Office to more efficiently coordinate activities in a variety of areas. Perhaps one of the most efficient and highly organized programs, the District Parent Advisory Council (DPAC), became involved in a number of activities including the surveying of all Title I parents within Hawaii County for program evaluation purposes. All of the projects show substantial academic gains among the enrolled pupils. The gains are significant and emphasize the point that all children, including identified low achievers, can learn to read when given adequate and appropriate instruction. Caution should be exercised, however, in interpreting the specific results of individual pupils and/or averages of the respective schools. (Author/AM)

This report, part of a series of studies on student flow in the seven Hawaii community colleges, contains an analysis of fall 1975 entering students in their fourth semester. Of a total of 8,979 entering students in fall 1975, 3,653 were registered in spring 1977 and 3,302 had been continuously enrolled over the four semesters. The continuation rate from the previous semester (fall 1976) was 80%. Overall, continuation rates were higher for males, for students aged 19 and under at the time of entry, for unmarried students, for graduates of island public high schools, for new students as compared to transfers, and for full-time students. The highest continuation rates were for students seeking the Associate of Science degree. Statistically significant differences in continuation rates were found for the community college total on all of the 10 personal and academic characteristics studied but sex and marital status. However, characteristics found to be statistically significant between continuing and non-continuing students in the fall 1975 entering group for the community college total as well as for each of the seven campuses were, in spring 1976 (second semester)--age, entry status, full- or part-time status, grade point average, and credit-completion ratio; in fall 1976 (third semester)--grade point average and credit-completion ratio; and in spring 1977 (fourth semester)--grade point average and credit-completion ratio. (JDS)

As part of a continuing study of student flow in the seven Hawaii community colleges, this study examined the number and characteristics of fall 1975 entering students who did not enroll at their campus of entry (non-enrolled) in fall 1976, but who registered at one of the other community colleges. Of the total fall 1975 entering students (8,979), 81 had graduated by fall 1976 and 4,308 or 48% were enrolled at their campus of entry. Out of the 4,565 non-enrolled students, 324 or 4% of the entering group were enrolled at another community college. Of these students, 42% had credit-completion ratios of less than .50, 56% were males, 56% had fewer than 12 cumulative credits, 40% had grade point averages below 2.0, and 41% kept the same major field of study at their new college as they had at their college of entry. Significant differences between the 324 registrants and the total population of non-enrolled students were found on six characteristics: entry status, full- or part-time status, program, grade point average, credit-completion ratio, and cumulative credits earned. Data are reported by campus and for the community college total. (JDS)

As part of a continuing study of student flow in Hawaii community colleges, characteristics of fall 1975 entering students who did not continue at the same community college in spring 1976 but who registered at another public community college were examined. Characteristics studied were sex, entry status, full/part-time status, program, grade point average, credit completion ratio, and cumulative credits earned. Of 2,499 non-continuing students in spring 1976, 140 (6%) registered at another community college. Of these 140, 56% were males, 71% were new students, 56% were full-time students, 59% were liberal arts majors, 37% had grade point averages below 2.0, 40% had credit-completion ratios below .50, and 74% were students with less than l2 cumulative credits. Only 46% retained the same major field of study. Significant differences were found between the total population of non-continuing students and those who registered at another college on five of the seven characteristics studied: full/part-time status, program, grade point average, credit-completion ratio, and cumulative credits. Findings are presented for each campus and tabulated data are appended. (JDS)

This report describes faculty teaching load for fall 1976 in the Hawaii community college system as measured in terms of average semester hours taught, average hours in contact with students, and class size. The data used in generating this report were based on students registered in regular credit programs in Hawaii community colleges. A general increase in the number of courses, classes, and semester hours was noted at all campuses, due in part to the greater number of courses scheduled on a modular (short-term) basis. Average class size was smaller at most of the colleges. Faculty teaching figures indicated: a generally heavier workload in terms of average semester hours taught by instructors compared to 1975; a generally heavier workload in terms of weekly instructor contact hours compared to 1974; a decline in productivity ratios for the system compared to 1975; and an unchanged faculty/student ratio of 1:23 for the system. Decline in productivity ratios and average class size are attributed to lighter credit loads carried by both full- and part-time students and the greater proportion of part-time students. Tabular data on courses, classes, semester hours, contact hours, class size by program, average semester and contact hours taught, productivity, and faculty/student ratios are included for each college and for the system. (JDS)

A questionnaire was sent to 2,045 students who had entered Hawaii community colleges in fall 1975, continued their enrollment in spring 1976, but who did not enroll in fall 1976 for a third semester. The purpose of the questionnaire was to obtain data on reasons for non-continuance, to obtain information on the fall 1976 activities of non-continuing students and on their future educational plans, and to provide non-continuing students with an opportunity to evaluate their community college experience. A total response rate of 43% was achieved. Results of data analysis indicated: (1) major reasons for non-continuance were transfer to another college (24%), work preference (15%), and desired classes unavailable (15%); (2) 56% of the respondents were working in fall 1976 while 27% were attending another school; (3) 50% indicated plans to continue their education in spring 1977 and 13% planned to continue at a later time; and (4) the best average ratings of characteristics of the college experience were for friendship with other students and for instruction, while the lowest rating was for the variety of courses available. Tabular data are presented throughout the report. Additionally, data are analyzed according to institution, non-continuing student demographic characteristics, and type of educational program. (JDS)

This booklet summarizes the principal conclusions of a four day conference held by the University of Hawaii's Curriculum Research and Development Group and Department of Curriculum and Instruction in order to examine the development of a marine curriculum for Hawaiian schools from kindergarten to 12th grade. A major conclusion of the conference was that new marine education opportunities would have to be developed as existing activities are insufficient in scope to serve the whole state nor can they be expanded to serve the entire state. The report includes sections on a rationale for a curriculum, basic considerations in curriculum design, social sciences in marine affairs, the humanities and marine affairs, the teacher and marine affairs, constraints and problems, and a check list for possible action. (SL)

All 2,346 graduates of Hawaii community colleges 1975-76 were surveyed in September 1976 using a two-part questionnaire intended to elicit from students both general information and a general evaluation of the students' college experience. The evaluation section requested a rating of importance of 11 educational goals and 12 expectations, and a rating of the degree to which goals and expectations were fulfilled. A response rate of 65% was achieved. Analysis of the system-wide data showed: (1) 40% of the graduates were employed, 22% were enrolled in school and employed, and 9% were enrolled in school; (2) of those attending school, 48% were liberal arts majors, 65% were part-time students, and 63% were seeking bachelor's degrees; (3) of those employed, 71% were working full-time, 41% felt their course work was very relevant to their jobs while 32% felt their course work was somewhat relevant, and 36% felt that their present jobs were the type in which they would probably make their career; and (4) in terms of evaluating their college experience, 90% considered being educated for an occupation as very important, approximately 75% felt that their very important goals had been attained, and 79% considered having been able to choose from a large curriculum as being very important. Analyses of the survey data for each campus are included as are tabular data displaying survey responses. The survey instrument is appended. (JDS)

This report examines selected characteristics of regular credit (classified and unclassified) students in the Hawaii community colleges in spring 1977. Data for this report were derived from student applications, personal history forms, and student class registrations. Analysis of the data revealed: (1) regular students (20,625) comprised 71% of the total registrations (28,858) in community college programs; (2) spring 1977 enrollment of regular students was 1% less than in fall 1976; (3) males (57%) outnumbered females (43%), consistent with the pattern of previous semesters; (4) mean age of students was 25.5 years, compared to 24.7 years in fall 1976 and 26.0 in spring 1976; (5) the modal age group was the 18-19 year-old category; (6) 47% of the students were enrolled in the liberal arts program while 44% were enrolled in the vocational program; (7) average semester hours taken was 10.5 compared to 10.8 in the previous fall, and constituted the lowest average in three years; (8) 45% of the students were part-time, compared to 42% in the previous two semesters; and (9) 73% were continuing students and 13% were new students. Tabular and graphic data pertaining to student characteristics and enrollment are attached, including comparative data for the six semesters fall 1974 through spring 1977. (JDS)

This report includes the history and background of marine education in Hawaii, goals and objectives of marine education, guidelines for marine education implementation, and a proposed development plan for a marine education curriculum. The report also presents a general schedule of developmental activities that calls for the establishment of a steering committee that will monitor the development of a total environmental plan. The plan includes, among other things: a community resource identification program, a media resource identification program, a newsletter, and a curriculum development plan. (MH)

The Elementary and Secondary (ESEA) Title I project components for Hawaii's Maui District are evaluated in this document. The first section reviews the following: the reading resource rooms, the preschools, and the measurement of academic gain as shown by the Peabody Individual Achievement Test. The second section presents a school-by-school examination of each project, as well as data tables relating to individual projects. It also presents the pre- and post-test results of the Peabody. The third section provides the assessment of various components of the Maui District ESEA Title I projects in alphabetical order of the schools/projects. Each project component is evaluated on the basis of the given original and revised project objectives. Recommendations are made which focus on the following areas: pupil eligibility, selection, and identity; standardizing achievement measuring instruments; leisure and enrichment readings; teacher effectiveness; motivation and learning theory; peer tutoring; preschool; and parent involvement. It is concluded that projects during the 1973-74 academic year are more organized, more effective, and of more help to the pupils than they were during the 1972-73 academic year. (Author/AM)

Two Elementary and Secondary Education Act (ESEA) Title I project components for the Maui District, Hawaii are evaluated in this report. These are the reading resource rooms and the preschools. This report makes the following recommendations: follow-through instructional services should be carried into the target pupils' regular classrooms; a hierarchy of reading skills objectives with accompanying criterion- referenced tests as an alternative achievement, diagnostic and placement test instrument should be developed; teachers should scrutinize instructional materials before purchases are made; the concerns of Title I programs should be effectively communicated to all personnel and faculty. (Author/AM)

The data presented in this report supplements that contained in Report 6 of this series of reports on a longitudinal study of student progress in Hawaii community colleges. Among the findings reported in this study are: (1) continuation rates for new and transfer students at the fourth semester were 42% and 31% respectively with a higher rate among the males than females; (2) about three-fourths of new and over one-half of transfer students were full-time with a minimum load of 12 credits; (3) greater proportions of full-time students were found among vocational education majors than among liberal arts majors; (4) for both new and transfer students, credit-completion ratios were higher in their fourth semester than in their first; (5) females had higher graduation rates than males; (6) among the Hawaii campuses, Hawaii Community College had the highest graduation rate (22% for new and 31% for transfer students); (7) vocational education majors had higher graduation rates than their counterparts in liberal arts; and (8) overall, vocational education majors tended to have higher continuation, credit-completion, and graduation rates than liberal arts majors. Tables summarizing the data presented in the report are attached. (JDS)

This document, part of a series of reports on student flow in Hawaii's seven community colleges, analyzes patterns in student applications, acceptances, and registrations for fall 1976. New student applications for admission numbered 9,642 and transfer applications numbered 4,465. The application-acceptance-registration patterns for fall 1976 for new and transfer students were similar to those reported for fall 1975; the colleges accepted 91% of all new applicants and 86% of transfer applicants, and of those admitted, 72% and 63%, respectively, actually enrolled. Additional analysis showed slightly higher proportions of males than females were accepted in the new and transfer groups, at least 85% of new and transfer students were enrolled at the campus of their first choice, and slightly higher proportions of applicants in the new student group were accepted than in the transfer group. Of those accepted for the liberal arts program, 72% of new students accepted and 63% of transfer students accepted actually enrolled in the liberal arts program, while of those accepted for vocational education programs, 72% and 66%, respectively, actually enrolled in vocational education programs. Overall, the acceptance-registration rates were comparable to those of fall 1975 in terms of sex, program, and campus. Tabular and graphic data for the system and for individual campuses are included. (JDS)

The Pacific Educational Computer Network Feasibility Study examined technical and non-technical aspects of the formation of an international Pacific Area computer network for higher education. The technical study covered the assessment of the feasibility of a packet-switched satellite and radio ground distribution network for data transmission between computers and terminals in widely dispersed areas. The theory that a satellite operating on a broadcast mode could reasonably service a variety of institutions in the Pacific led to experimental data transmission and exchanges of working papers on hardware development and protocols between universities in Hawaii, Alaska, Japan, New Zealand and Korea. Non-technical efforts were concentrated in determining the level of interest in undertaking network development, the kinds of equipment existing in Pacific Rim institutions, possible uses of the computer network, and an investigation into the organizational, political, and financial aspects of the formation of such a network. (Author)

Future development and operations of the Korean Educational Computer Network are discussed and possible network layout and cost implications are studied. The Aloha System radio communication, telephone lines and satellite systems are considered as possible alternatives to the present network. The availability of telecommunication facilities and technologies of data transmission in Korea are briefly discussed. It is concluded that the lowest-cost layout is the Aloha radio communication system. (SK)

This study presents data on full-time faculty appointees at each Hawaiian community college. The material is presented in a series of tables cross-referencing information about each campus, program categories, tenure status, sex, age, education, and salary. Of the 749 appointees, 68 percent are full-time, 2 percent are part-time, and 30 percent are lecturers. Eighty-two percent of the professional staff serve in instruction; 372 in general education, 240 in vocational education. Following previous years' patterns, 63 percent are male. The average age is 40, average salary $14,413, and 61 percent have a masters degree. Lecturers tend to work in general education areas and earn $1,569 for a course. As compared to full-time staff, lecturers are younger; more have only a B.A. degree, and more are women. Fifty-seven percent of the full-time professional staff is tenured. It is expected that over 80 percent will be tenured by 1978. (MJK)

With the new development in instructional techniques and styles, the quantification and description of faculty workload becomes increasingly more difficulty. At the Hawaiian community colleges, certain changes were made in the methodology of computing FTE for students and faculty, and average class size. They divided the total student credit hours by 15, counted division chairmen as two-thirds FTE, and excluded certain classes such as directed study in the computation of class size. This resulted in a lower FTE for students and faculty and an increase in average class size. By comparing course registration reports, schedules of classes, and faculty-staff reports, it was determined that faculty workload has stabilized at about 16.4 class contact hours or 13.3 credit hours taught. Generally, a lighter teaching load was noted for instructors in terms of hours and faculty-student ratio. But statewide community college figures show considerable increases in all areas: number of students, faculty, courses, classes, etc. Tabular data are presented, showing general FTE information as well as more detailed breakdown for each campus in terms of subject areas taught. (MJK)

The information explosion in vocational-technical education has created a need for a system whereby information may be disseminated economically and efficiently for vocational educators at all levels and in different institutions throughout the State of Hawaii. This project was designed to disseminate information and resource materials on the development of vocational-technical education curriculum in Hawaii. This was accomplished by establishing three project objectives: (1) selection of an advisory committee, (2) dissemination of vocational-technical information for instructional programs, and (3) provision of nine workshops. Half of the document consists of the following papers presented by Hawaiian educators--An Irreverence for Relevance Without Referents; The Need for Vocational Counseling; The Department of Education's Long-Range Plans for Vocational-Technical Education; Guidance Curriculum Guide: Career Development Intermediate Level; A Conceptual Model for a Career Development Continuum K-14 for Implementation in the Public Schools of Hawaii; Counseling for Decision-Making and Career Development; The Career Information Center; Fact Sheet on Basic Educational Opportunity Grants; Combining Theory with Work Experience through Apprenticeship; Lists of Apprenticeship Programs at Honolulu and Hawaii Community Colleges; and the Educational Resources Information Center. Ninety pages of workshop related materials are appended. (BP)

As part of a longitudinal study of student progress through the Hawaii community colleges, fall 1974 entering students were studied for three semesters ending in fall 1975. Continuation rates were higher for new students than for transfer students, males than for females, vocational education majors than for liberal arts or other majors, and technical and business education majors than for other vocational groupings among new students. Full-time students constituted a larger proportion for new than for transfer students, males than for females, vocational education majors than for liberal arts or other majors, and technology majors than for other vocational groupings of new students. Withdrawal rates were about equal for new and transfer students, but higher for males, and higher for liberal arts majors than for vocational education majors. Change of major rates were higher for new students, for females, and for vocational education majors, especially business education majors. Graduation rates were higher for transfer students, females, and vocation education majors; of course, however, high graduation rates are expected at the end of the fourth semester. Detailed tables of data, including data for each of the seven community colleges, are appended. (Author/NHM)

As part of a longitudinal study of student progress through the Hawaii community colleges, spring 1976 applications to the system were studied. The total number of applications received numbered 6,692 (3,924 new students, and 2,768 transfers), about half the number received for the fall semester (13,631). The colleges accepted 90 percent of the new student applications and 86 percent of the transfer student applications. Of the admitted students, 71 percent of the new students, and 68 percent of the transfer students actually enrolled. The large majority (at least 90 percent) of entering new and transfer students enrolled at the campus of their first choice. Slightly higher proportions of males than females were accepted, and actually enrolled. Among the seven campuses there is a range in the proportion of applicants accepted, and actually enrolling. Windward accepted about 99 percent of its applicants, while Kapiolani accepted only 65 percent. However, only about 60 percent of the students accepted to Windward actually enrolled, while 77 percent of the students accepted to Kapiolani actually enrolled. Patterns of enrollment by sex, campus, and program do not vary greatly from the fall 1975 patterns. Detailed data, including data on individual campuses, are tabulated and appended. (NHM)

The document, second of two volumes, presents sewing instructional materials developed in the third year of the project aimed at disadvantaged Samoans living in Hawaii, 20 years of age or older, unemployed or underemployed, and unable to effectively compete for or maintain jobs. Instructional materials are presented in two sets, with the first a 10 lesson series of instructional activities revolving around 50 basic sewing terms. The acquisition of basic educational skills is stressed through vocabulary development, reading, spelling, and writing lessons with practice sheets. Vocabulary lessons utilize both English and Samoan; other materials are presented in English only. Pre- and post-tests indicate progress, and the material may be taught in a group situation or individually. The second set of instructional materials consists of five information sheets that deal with practical sewing skills, with students moving at their own pace with the help of the instructor or peer tutor. Sewing skills include measuring for dress size, laying and cutting a pattern, hemming a skirt, stitching a straight seam, and hand stitching. The instructional materials were custom designed for the project and a discussion concerning other materials used is included in the first volume of the report. (LH)

Third year project activities, aimed at disadvantaged Samoans living in Hawaii, 20 Years of age or older, unemployed or underemployed, and unable to effectively compete for or maintain jobs, are summarized in the document. Third year's aims included: (1) providing basic education to 75 adult Samoans through vocational interest areas, (2) using innovative curriculum, including peer instruction, and (3) disseminating project materials and information. Basic education was taught in conjunction with sewing, auto mechanics, and consumer education classes, with the vocational involvement of the students motivating their learning of basic educational skills. Teacher evaluation of curriculum, a survey of instructional concepts developed over a three year period, the responsibilities assumed by peer tutors, and pre- and post-test results are provided. Dissemination efforts are discussed. The implementation of bilingual/bicultural teachers, advisory board members, and staff is seen to be a contributing factor to the success of the program, along with efforts to incorporate a concern for the total family unit into teaching methods. Descriptions of instructional materials used and developed, a list of those in contact with the program, reports on various dissemination projects, and a description of the Adult Basic Education tests used are appended. (LH)

The report describes an institute whose purpose was to produce specific recommendations to facilitate student transition from one school to another within and between the secondary and postsecondary levels in the four vocational education subject areas of agriculture, auto body repair and painting, carpentry, and distributive education. For each of the four subject areas, the report describes goals and objectives; analyzes both horizontal and vertical articulation with respect to recommendations, implementation procedures, cost factors, and implications/benefits; and provides course equivalencies among the various participating secondary and postsecondary institutions. Three-fourths of the document consists of appendixes. The first appendix is a third party evaluation of the institute which considers background of respondents, goals/purposes of the institute, institute methods and materials, institute organization, and summary and recommendations. Four other appendixes provide various information for the four subject areas such as task force budgets, student flow charts, courses, requirements, and course descriptions at the various high schools and community colleges, and employment opportunities. The final appendix lists institute participants. (JR)

The followup study on program articulation in Hawaii public secondary and postsecondary educational institutions examines articulation in the subject areas of auto mechanics, business education, drafting, and food service. It contains seven general recommendations regarding articulation for the State Board of Vocational Education, the Board of Regents, community college provosts, and the State Department of Education. In addition, it contains specific recommendations relative to implementation of program articulation in the four subject areas for the community colleges and State Department of Education. It also contains the report of an administrators' meeting on articulation with the various general and specific recommendations and articulation guidelines and responsibilities delineated by provosts. Appendixes comprising one-half of the document list the program offerings in the four subject areas and analyze them with respect to: extent of implementation of articulation, description of implementation, responsible agent, expected outcomes, cost factors, and other implications of both the postsecondary and secondary levels. (JR)

An operational description of the 1973-74 Buddy-Tutor Project at Hilo Intermediate School in Hilo, Hawaii and an evaluative assessment of its outcome with statistical treatment of the data is provided in this report. This project is an exploratory behavioral intervention program for educationally deprived students and focuses its efforts on the improvement of academic and school oriented behaviors. The tutor component of the project consists of the delivery of academic remedial services through the use of the peer tutoring strategy adopted from the Operation Tutor Project. The buddy component consists of the mediation and advocacy efforts of the project buddies to support and maintain student academic progress. The efforts involve buddy contacts with parents and teachers to create supportive conditions for learning, and the use of positive, nonacademic activities to motivate student learning. The project is successful in reaching its goals and attaining its objectives, and effective in helping the pupils to acquire social and academic behaviors which are essential for success in schools and the community. Academic improvement is shown most clearly in reading and mathematics skills, the tutored subjects. Improvement in attitudes toward the environment is also indicated. It is recommended that the project be continued with at least thirty weeks of consistent and well organized implementations. (Author/AM)

This report summarizes data on the high school background of students entering the University of Hawaii System for their first collegiate work since high school. The population is comprised of all new students at the two-year and four-year campuses between fall 1972 and fall 1975. Each of the five tables in the report examines a select group of entering students, as follows: (1) all entering students, regardless of high school background; (2) students entering from Hawaii State high schools, only; (3) June 1975 Hawaii State high school graduates; (4) 1972-75 Hawaii State high school graduates; (5) June 1975 Oahu high school graduates. The 9,158 students entering the University of Hawaii System in fall 1975 represent an increase of 3.6 percent over the 8,837 students entering in fall 1974. Over 70 percent (6,579) of these students entered the community colleges, of which 12.9 percent came from non-Hawaii high schools. The proportion of Hawaii State high school graduates entering the University of Hawaii System immediately after graduation has remained about 43-44 percent during the past three years. Of the graduates entering the system immediately after graduation, more students are choosing to enter the community college campuses rather than the four-year University of Hawaii at Manoa. (Author/NHM)

In fall 1975, 4,702 students transferred into the University of Hawaii (UH) System, representing a 15.5 percent increase over the number of transfers in 1974. Of the total, 56 percent transferred from within the UH System, 6 percent transferred from other Hawaii institutions, and 36 percent transferred from out-of-state institutions. The total numbers of transfers from within the System in 1975 represents an 8.7 percent increase over the 1974 figures. The University of Hawaii at Manoa (UHM) received 1,999 transfers; Hilo College received 300; and the seven community colleges received 2,403. Sixty-one percent of the transfer students entering UHM chose arts and sciences programs, and 14 percent entered as unclassified students. Greater proportions of students entering Hawaii, Honolulu, and Kapiolani Community College selected vocational programs, whereas more of those students entering Kauai, Leeward, Maui, and Windward Community Colleges selected liberal arts programs. Data for the 1973, 1974, and 1975 academic years are organized into three tables with are appended. (DC)

This report presents the findings of one of several studies intended to form a basis for the development of the student flow model for the Hawaii community college system. In fall 1975, 9,508 students new to higher education and 4,123 transfer students applied for admission to the seven community colleges; 8,886 (94 percent) of the new students and 3,619 (88 percent) of the transfer student applicants were admitted. Three-fourths of the admitted new students and two-thirds of the admitted transfer students actually enrolled. Of the 4,636 new students applying for admission to the liberal arts programs, 4,425 (95.4 percent) were accepted and 3,293 (74.4 percent of those accepted) actually enrolled. Of the 4,073 new students applying for admission to the vocational education programs, 3,711 (91.1 percent) were accepted and 2,751 (74.1 percent of those accepted) actually enrolled. Of the 1,733 transfer students applying for admission to the liberal arts programs, 1,538 (88.7 percent) were accepted and 1,007 (65.5 percent of those accepted) actually enrolled. Of the 1,607 transfer students applying for admission to the vocational education programs, 1,333 (82.9 percent) were accepted and 929 (69.7 percent of those accepted) actually enrolled. Additional tabular data on applications, acceptances, and registrations are provided by sex and institution. (DC)

This brief report outlines the preliminary plans of the University of Hawaii to develop a student flow model for its seven community colleges. This model will indicate the flow of students--progressing through class levels, changing majors, leaving or withdrawing from the institution. It will be used as a basic tool for planning and management systems. Before the model is developed, five reports will be made: (1) a summary of the number of students who apply for admission, the number who are accepted to that campus, and the number who actually register at that campus for the particular semester; (2) a study of the "no-shows," those students accepted by a particular campus who did not register there for the term; (3) a summary of attrition rates, end-of-semester changes (withdrawals and graduates), and changes of majors; (4) a study of the present activities of students who were expected to continue their registration, but who "disappeared" between semesters; and (5) a study of the present activities of graduates and their evaluations of their community college experiences. Analysis will be in terms of the community college system total and each campus. Entering students will be classified as "new to higher education" or transfers, and data by sex and program (liberal arts, vocational education, and other), will be presented. (DC)

This report provides data on the faculty and staff of the Hawaii community college system as of fall 1975. It focuses on full-time appointees, but also provides information on lecturers, part-time appointees, and professional staff on leave. Data are summarized by five program categories: instructional support, academic support, student services, instruction, and public service; the instruction category is further divided into the areas of general education and vocational education. The bulk of the report consists of eight tables: (1) headcount for all professional staff, by full-time and part-time status; (2) sex, highest degree earned, and mean age of full-time professional staff, by program category; (3) average salary, salary range, tenure status, age, highest degree earned, and instructional area for full-time instructors, by sex; (4) sex, program category, highest degree earned, salary, and age of all lecturers; (5) salaries for full-time appointees, excluding instructors, by program category; (6) salaries for full-time instructors, by program category; (7) tenure status, by year of possible tenure and by instructional area; and (8) number of instructors on leave, by type of leave and by tenure status. Although data are also provided for fall 1974, the figures for 1975 include an additional community college, so reliable comparisons cannot be made. (DC)

This report focuses on the major similarities and differences of three sets of day care licensing standards (model, state, and federal) in order to provide an information base for isolating the problems, concerns, and issues involved in day care licensing. Sets of standards compared are: (1) "OCD Guides for Day Care Licensing," 1973 (model); (2) "Rules and Regulations Governing Group Day Care Centers" and "Rules and Regulations Governing Family Day Care Homes" used by the state of Hawaii since 1966; and (3) "Federal Interagency Day Care Requirements" (1968). Part 1 lists major issues and concerns (in question form) grouped under these major headings: (1) the act itself (title, purpose, and definition of terms), including application, development, and enforcement of rules and regulations; (2) administration, program, staffing, and parent participation requirements; (3) health and sanitation requirements; and (4) fire and safety requirements. A brief summary is included. Part 2 (comprising three-quarters of the report) contains four charts grouped under the same headings. The charts present the provisions of each set of standards so that specific regulations may be compared across standards. Summaries follow each chart. (ED)

In view of the fact that the teaching of Standard English has high educational priority in American schools, and that its use as the medium of instruction makes it a vital skill for nonstandard speakers, the present paper reports on an investigation of the Standard English performance of young children from minority groups in which Standard English is not a primary language. The investigation technique described is that of elicited imitation, whereby the child is simply asked to repeat sentences containing grammatical features observed to show variation. Previous use of this technique and its advantages and disadvantages are discussed. The test itself appears in two forms, each one containing 15 sentences taken from recordings of natural speech. It is administered individually to children whose mean age is 5.5 years, by an adult tester, and recorded. Native speakers of English should perform better on the test, and the scores should improve with age, that is, further exposure to Standard English. The results confirm these predictions, thus demonstrating the validity of the test. Specific results are given for tests given to Mexican-American and Pima children, and to Hawaiian-Creole speaking children, the results from the latter being the most detailed. (CLK)