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This document presents a comprehensive evaluation of Title I of the 1965 Higher Education Act in California whose purpose centered around community problem solving and strengthening of community service programs of colleges and universities. Also, the Act provided for continuing educational programs for adults in urban environments, cooperative extension programs, and urban extension programs. The central mission of this evaluation project was to determine to what extent the selection, funding, and implementation of Title I projects in California during the past 5 years have been successful in achieving the national, state, and local objectives set for Title I. The evaluation team found that the Title I Act contains a lack of clarity concerning what kinds of activities are appropriately and legally fundable under Title I. Four major recommendations are made by the evaluation team for developing: (1) more adequate communication between Title I project personnel; (2) more longevity of service for those who have professional expertise in conceptualizing and implementing broad-aim community-oriented educational programs; (3) more effective interinstitutional and intrainstitutional consortial arrangements for Title I programming; and (4) more adequate reporting of the extensive, imputed and verifiable consequences of Title I projects. (HS)

An evaluation of Title I of the Higher Education Act of 1965 is presented. This act committed federal support at the 75 percent level to institutions of higher education for community service and continuing education programs to the attainment of these two objectives: (1) To help solve community problems; and (2) To strengthen and improve community service and continuing education programs of institutions of higher education. The evaluation team found that there have been several sources of confusion in interpreting the Title I Act. A widespread agreement was found that the Act itself contains a lack of clarity concerning what kinds of activities are appropriately fundable with Title I funds. In Chapter I, similarities and differences that have been identified between what seems to be the intent of the act and each of the following are presented: (1) the agricultural extension model, (2) community development, (3) community services in community college, and (4) public service in higher education institutions in general. The analysis of the evaluative data led to the inductive identification of the following alternative involvement models: (1) the Faculty Involvement Model, (2) the Student Involvement Model, (3) the Agency Involvement Model, (4) the Target Population Involvement Model, (5) the Transactive Involvement Model, and (6) the Comprehensive Involvement Model. The evaluative data generally indicate that the achievement of positive effects from local Title I projects was facilitated by the role played by the State agency. (Author/CK)

Planning, programming, budgeting systems (PPBS) require extensive investment on the part of institutions of higher education. But there is pressure from public agencies and the public in general for higher education to explore and use these techniques for improved management. The new environment for higher education includes competition with other social programs for funds, an interdependent economic system, and the acceptance of PPBS by federal, state, and local governments, and by business. A PPBS formulation can provide additional insight into program changes by identifying resource requirements and developing costs by program tends to improve understanding of objectives and outputs. Three methods of implementing of PPBS are listed in the present document: planning studies, evolutionary development of PPBS, and the "turn-key" changeover to PPBS. This paper concludes that an institution should begin implementation of PPBS cautiously, but that the PPBS technology would be useful to college administrators in developing their management art. (Author/HS)

This paper describes the reasons for development and implementation of planning management systems in institutions of higher education, relates the history and significance of the Western Interstate Commission for Higher Education Planning and Management System (PMS) program, and compares 2 approaches to implementation. It is suggested that a gradual or evolutionary approach to implementation is preferable to a large-scale design and implementation program in order to gain the benefit of training and early experience. The 6 suggested beginning steps are: executive training, development of an analytic capability, implementation of program cost accounting, application of a resource requirement model, application of a student flow model, and selection and implementation of a scheduling model. The first 2 steps are necessary to develop executive capability and confidence in the planning technology. Cost accounting is a prerequisite to almost all other analytic efforts. Implementation of the 2 models is recommended to gain a better understanding of the institution's underlying processes. (Author)

Interim national standard procedures for deriving per-student costs in postsecondary educational institutions are discussed in this staff paper. The interim procedures are intended to develop a national data base on the average annual cost per-student by level of instruction and field of study. The proposed procedures classify students by level-lower division, upper division, and graduate, and by field of study, according to the four digit discipline code of the HEGIS Taxonomy of Instruction Programs. Direct costs are aggregated by department and distributed to level of instruction on the basis of faculty assignment. Indirect costs are allocated to the departments by a specified allocation procedure. The resulting instructional unit costs are related to student majors by the induced course load matrix, which yields the average annual full cost per student by level of student and field of study. Once each participating institution determines its average annual full cost-per-student data, such data could be contributed to a national data base, along with explanatory materials that briefly characterize the students and the institutions. (Author/MJM)

Ninety-three higher adult education chief administrators served as subjects in this study which was designed to test whether or not there was evidence of increased professionalization between 1957 and 1967. Utilizing Hall's Professionalization Scales and some background scales to measure attitudinal and structural attributes of professionalization, an analysis of variance technique and a chi square analysis were used to determine the difference between the extent of professionalization of three groups of administrators. Findings revealed no significant change over time between the three groups at the .05 significance level. The average scores in this study were higher than those reported in previous studies using the Professionalization Scales with other occupations. These unexpected findings were viewed as attributable, at least in part, to characteristics of the field of higher adult education during the past decade which mitigated against further professionalization of the occupation. Using a supplementary questionnaire, additional comparisons were made between 93 respondents and a sample of the 143 non-respondents to the initial questionnaire. Differences were not significant. (author/pt)

In this study, the major hypothesis tested was: The chief administrators of higher adult education who respond to certain professionalization scales will have, on the average, a greater degree of professionalization in 1962 than in 1957 and in 1967 than in 1962. Each of the 12 variables related to Professionalization and Background Scales were analyzed in relation to the extent of Professionalization. The .05 significance level was employed throughout. None of the values obtained indicated significant change over time between groups tested. These findings were viewed as attributable, at least in part, to events which mitigated against further professionalization of the occupation. Such events included the expansion and diversification of the field of higher adult education and changes in the university setting and society between 1957 and 1967. Using a supplementary questionnaire, additional analyses which compared data from respondents and non-respondents to the initial questionnaire in terms of Professionalization and Background Scales scores, geographic location, and size of enrollment of program, were made. These analyses showed no significant difference between the groups of respondents and non-respondents. (Author/NL)

A study involving 93 higher adult education administrators revealed no significant increase, either during 1957-62 or during 1962-67, in professionalization as measured by the presence of a special, theoretically based adult education methodology, a career development system, and community recogniition of professional status. Two tables, Fourteen references. (LY)