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Today, under an array of market pressures and increased competition, institutional researchers, administrators, and faculty are being called on to work in more collaborative cross-institutional arrangements. This paper uses a case study method to describe the process of forming a Civic Engagement Cluster, a collaborative of 10 different institutions, and to illustrate and identify lessons for institutions involved in designing and developing multi-organizational collaboratives. Thirty interviews were conducted with leaders of initiatives at nine institutions and documents related to the Kellogg Forum on Higher Education Transformation (KFHET) initiative were reviewed. From the experiences of KFHET participants, a number of lessons can be drawn. It was apparent that the nature of academic work can keep institutions isolated and competing with each other rather than collaborating. Semantic problems are often roadblocks, and ambiguous collaborative and project goals can lead to confusion. Organizational structure can have a direct effect on the collaborative, and time demands from outside the Cluster can distract participants. In general, any attempt to change institutions can be considered difficult. It will involve a reconceptualization of current practice on the part of key institutional actors. Appendixes contain a KFHET time line, project descriptions, a description of the Civic Engagement Cluster structure, and cluster institution descriptions. (Contains 16 references.) (SLD)

This paper offers a developmental perspective on college drinking by focusing on broad developmental themes during adolescence and the transition to young adulthood. Heavy drinking increases during the transition to college, with significant interindividual variation in the course and consequences. The majority of young people make it through these years with, on balance, more positive than negative experiences with alcohol, but some experience tragic consequences and others develop chronic problems of abuse and dependence. The transition to college is a critical developmental transition, with major individual and contextual change in every domain of life leading to the potential for discontinuity and change in functioning and adjustment. Normative developmental transitions of adolescence and young adulthood are reviewed, focusing specifically on fundamental biological and cognitive changes; transitions of identity; changes in affiliations with the family of origin, peers, and romantic partners; and achievement transitions related to school and work. These transitions offer important vantage points for examining increasing (and decreasing) substance use and other health risks during adolescence and young adulthood. Final sections review research and policy implications, including broad implications for developmental interventions and more specific recommendations for alcohol-specific programming. (Contains 279 references, 3 tables, and 2 figures.) (Author/GCP)

Relations among academic achievement, school bonding, school misbehavior, and cigarette use from eighth to twelfth grade were examined in two national and panel samples of youth from the Monitoring the Future project (N=3,056). A series of competing conceptual models developed a priori was tested using structural equation modeling (SEM). The findings suggest that during middle adolescence the predominant direction of influence is from school experiences to cigarette use. School misbehavior and low academic achievement contribute to increased cigarette use over time both directly and indirectly. Two-group SEM analyses involving two cohorts--gender and ethnicity--revealed that the findings are robust. In addition, comparisons between high school dropouts and non-dropouts and between eighth-grade cigarette use initiators and nonusers revealed few differences in direction or magnitude of effects. Results suggest that prevention programs that attempt to reduce school misbehavior and academic failure, as well as to help students who misbehave and have difficulty in school constructively avoid negative school and health related outcomes, are likely to be effective in reducing adolescent cigarette use. (Contains 5 tables, 2 figures, and 78 references.) (Author/MKA)

The United States armed forces adopted "zero tolerance" policies concerning illicit drug use in 1980, and later developed policies to discourage tobacco and alcohol abuse. This paper examines drug use among young active-duty recruits both before and after enlistment, compared with non-military age-mates. It also documents historical shifts in such drug use across two decades. Analyses employed longitudinal panel data from 20 nationally representative samples of high school seniors (cohorts of 1976-1995) each surveyed just before graduation and again within two years. Separate analyses for men (n=12,082) and women (n=15,345) contrasted those who entered military service, college, and civilian employment. Results show that illicit drug use declined more among young military recruits than among their civilian counterparts. Analyses of male recruits at multiple time periods showed declines in the prevalence of marijuana use and cocaine use after the initiation of routine military drug testing. Lower proportions of smokers of half a pack or more cigarettes per day elected to enter service after initiation of tobacco bans during basic training. An appendix discusses racial/ethic differences. Tables contrast substance use between high school seniors, college students, civilians, and those in military service. (Contains 11 tables, 3 figures, and 29 references.) (Author/MKA)

This report asserts that in spite of increases in efforts by universities to recruit and hire women, progress in increasing women's representation among tenured faculty continues to be slow. To increase understanding of the complex factors that influence retention of women faculty, qualitative interviews were conducted with women who voluntarily left their untenured and tenured faculty positions at one research university. Informants included 8 former tenured faculty members and 13 former untenured faculty representing 6 of the colleges and schools at 1 university. Interviews were conducted by telephone, tape recorded, and transcribed for analysis. The reasons informants left university employment were not clear-cut and varied greatly, showing that influences on their decisions were multiple and interconnected. The key reasons cited included these benefits/opportunities that were denied them at the university in question and that may have been offered at a new position: (1) respect shown by colleagues; (2) opportunity for personal growth and contribution; (3) opportunities for promotion; (4) support of resources, including salary; (5) assistance in finding employment for spouses and partners; (6) assistance with dependent care responsibilities; and (7) fit with the institutions values about the kind of research they should conduct. (Contains 27 references.) (SLD)

This study examined the relative impact of both student-driven and institutional factors on anticipated academic and career outcomes among first-year graduate students. The study addressed two primary questions: (1) whether significant gender and ethnic differences exist in the academic credentials, expectations, and degree of incorporation within graduate departments among first-year graduate students; and (2) which factors account for differences in expected academic and career outcomes. The study used data from a longitudinal study tracing the educational and career outcomes of the Fall 1995 entering cohort of 289 graduate students in engineering and the physical sciences. Findings indicated there were relatively few differences in the academic credentials, self-confidence, or expectations about their departments and faculty among the first-year students in these fields. There were significant differences in Anglo and minority student perceptions about the roles that gender and ethnicity play in academic outcomes. However, gender and race were not significant predictors of anticipated academic outcomes. International students expected higher grades, but anticipated lower earnings and more difficulty finding jobs than U.S. counterparts. Married students expected to finish earlier than non-married counterparts and anticipated higher wages upon degree completion. Two significant predictors for lower expected grade point averages were upper class status and student perception of race as liability. (Contains 64 references.) (CK)

This study examined the relationship between students' self-reported goals of being socially responsible and of forming relationships with peers, to their achievement goals in English and mathematics. The sample consisted of 175 male and 138 female seventh-graders from a predominantly white, lower middle-class middle school. The study found that social responsibility goals were positively related to task goals and relative ability goals, and negatively related to extrinsic goals. Students who aimed to be socially responsible were likely to engage in their academic work to gain a personal sense of mastery or to demonstrate their ability in comparison to others, and not out of a desire to get extrinsic rewards such as grades. Social relationship goals were found to be positively related to both task goals and relative ability goals. Social relationship and extrinsic goals were unrelated in English and were negatively related in math. In addition, gender was a significant predictor of extrinsic and relative ability goals, with males being more likely to pursue extrinsic goals. Contains 16 references. (MDM)

This document provides information about an undergraduate course that introduces college students to major social, economic, and political influences that have affected the demographic structure of the nation's population over the last four decades. The course permits students, working in small teams, to investigate the ways in which changes in race relations, family living arrangements, the status of women, and the nation's industrial structure affect particular birth cohorts, population subgroups, and geographical areas. In addition to a description of the course, the document also provides illustrative examinations, team assignments, class discussion questions, and additional exercises. Lists of data sets, which students use in computerized census tabulations, also are included. (DB)

The first phase of this study was a nationwide survey that examined children's services statistics collected by state agencies and the collection of juvenile circulation statistics by individual public librarians. The study investigated the extent to which these statistics were collected by the two groups and were available through state agencies. Few children's services statistics of any kind were collected by state agencies. Ten agencies requested no public library youth-related information on their report forms. Circulation statistics of juvenile materials appear to be widely available at the local level, however, as 89.1% of the public librarians reported collecting them. In the second phase of this study the 50 state education agencies were asked about school library media center statistics they regularly collect. In addition, a random sample of individual elementary and middle school library media specialists nationwide were asked about the kinds of circulation statistics they collect. Although approximately 53% of the school respondents reported collecting circulation data, almost half of the state agencies (24) were not regularly collecting any library media program statistics. The goal of the third phase of this study was to investigate similarities and differences in the use of children's collections in two paired sets of school and public libraries in the same communities. A rural and a suburban community were studied to determine whether there were differences in the types and subjects of children's books that circulated. The public libraries circulated significantly more easy fiction, and the elementary school library media centers circulated significantly more fiction and nonfiction. The most highly circulated juvenile nonfiction books were in the 300, 500, 600, and 900 Dewey classes. Circulation of juvenile nonfiction within each of these classes was subject to local variation, however. (Three appendices contain copies of the survey forms and directories of statistics collected by state agencies on children's library programs and services and on school library media programs.) (Author)

This document contains volume I of a two-volume report presenting the results of the 17th national survey of drug use and related attitudes among American high school seniors and the 12th national survey of American college students. Volume I contains the results from the secondary school samples of 8th, 10th, and 12th graders. Chapter 1 provides an introduction to the report. Chapter 2 contains an overview of key findings, looking at trends in illicit drug use, alcohol use, and cigarette smoking, and the drug use of 8th and 10th graders. A summary of trends notes that, over the last 10 years, there have been appreciable declines in the use of a number of the illicit drugs among seniors. Chapter 3 describes the study design and procedures; chapter 4 considers the prevalence of drug use among 8th, 10th, and 12th graders; chapter 5 examines trends in drug use among high school seniors; and chapter 6 focuses on drug use at earlier grade levels. Chapter 7 concentrates on the degree and duration of drug highs. Chapter 8 explores attitudes and beliefs about drugs and chapter 9 considers the social milieu. Other findings from the study, including findings on the use of nonprescription stimulants and the use of marijuana on a daily basis are presented in chapter 10. Prevalence and trend estimates adjusted for absentees and dropouts are appended. Thirty-four tables and 32 figures are included. (NB)

This paper presents results of a study that examined the effect of different levels of autonomy upon intrinsic goal orientation, task value, self-efficacy, test anxiety, use of metacognitive strategies, and performance in the college classroom. Study participants were 365 college students from 4 institutions in 10 classrooms: 3 biology (n=162); 3 English (n=79); and 4 social science classes (n=124). Study findings revealed clear differences between the three types of classrooms on end-of-term mean levels of intrinsic goal orientation, task value, and self-efficacy, with autonomy showing a facilitative effect on these constructs. Metacognition was only slightly, but positively related to autonomy. Neither test anxiety nor performance seemed to be related to classroom experiences of autonomy. Both intrinsic goal orientation and autonomy were significant main effects on end-of-term task value; and intrinsic goal orientation and autonomy seemed to have an additive relationship with regard to task value. Intrinsic goal orientation, but not autonomy, was related to differences in end-of-term levels of metacognition and self-efficacy. The results indicate that the effects of autonomy are more closely related to motivation than to actual performance. Contains 17 references. (Author/GLR)

The effects of the school psychological environment on student motivation and the indirect effects of school leadership on student motivation are examined in this report. Path analysis of a comprehensive data set of over 16,000 fourth-, sixth-, eighth-, and tenth-grade students from 880 public schools was used to develop a causal model based on a psychometric approach. The model identifies a causal chain of factors leading from school goal stresses through motivation to achievement for grades 6, 8, and 10. Findings point to the importance of the school psychological environment at the tenth-grade level, especially for nonwhite students, the significance of ethnicity in motivation, and the crucial role of the family at the fourth-grade level. A conclusion is that school leaders can and do influence the psychological environment of their schools. Three figures and six tables are included. (39 references) (LMI)

Previous research on the concept of perceived control has assumed that beliefs about control reflect a generalized personality trait and that people desire as much personal control as possible. To investigate whether perceptions of and needs for control vary across different life domains, and whether the discrepancy between perceived and desired control would have independent effects on well-being, 340 adult (61% female) health clinic out-patients in Detroit were surveyed. Study participants completed a questionnaire measuring control (internal, control by others, and chance control), and perceptions and needs across six life domains (work life, health, personal life, emotions, actions and behavior, and life as a whole). Indicators of well being (anxiety, depression, and life quality) were also measured. An analysis of the results showed that individuals perceived and desired different amounts of control across domains. Both perceived and desired internal control was highest in the self-oriented domain of actions and behavior, and lowest in the health domain and the other-oriented domain of work life. Desired control by others was higher in the health domain than in all other domains. Well-being was most related to perceived control in the domains of actions and behavior and emotions. Well-being was most related to control needs and "misfit" in the domains of actions and behavior and work life. On the whole, control in the self-oriented domains of actions and behavior and emotions appeared to be most important among the domains for predicting well-being. (Author/BL)

Proposing that teachers can help children learn more effectively by promoting metacognition and the acquisition of problem solving strategies, this report describes research studying the effectiveness of the experimental curriculum, Informed Strategies for Learning (ISL), in increasing third and fifth grade students' reading comprehension skills. Using a pretest-posttest design, the reported study revealed significant gains in reading comprehension and reading skills among the ISL group. The appendix of the report contains instructional materials, grouped in 14 comprehension skill training modules, designed to develop metacognitive awareness and reading comprehension. Each module includes graded skills to be targeted weekly, the rationale for teaching them, instructional techniques, specific lesson plans for teacher use, and bulletin board ideas to supplement lessons. In addition, this section contains worksheets and assignments for student use. (MM)

Increasingly, young American women are engaged in multiple roles, combining job and family responsibilities. To investigate the links between role groups (employment, marriage, parenthood), and pressures, satisfactions, and physical health among young women, a subsample of 162 white women, aged 18 to 34, drawn from the 1978 Health in Detroit Study, completed interviews about health and stresses; 144 women subsequently kept health diaries for 1 week or longer. An analysis of the results showed that, although motherhood and employment increased certain pressures, marriage tended to diminish them. Both marriage and employment were linked to well being, self-esteem, and personal control. Lowest competence was found among never married women, who had least resistance to stress and lowest self-esteem, and among previously married women. Women with the fewest roles were least content, while those with the most roles were very content despite the pressures they experienced. Employment and motherhood were linked to good health, while previously married women had distinctly worse health. Overall, women with multiple roles learned how to buffer the increased pressures they often confronted, and women without multiple roles exploited their satisfactions when they were fortunate enough to feel them. (BL)

Black undergraduate students' educational characteristics, experiences, and outcomes at six predominantly white, State-supported universities were examined in this study. Data were collected from 695 undergraduates by means of questionnaires. Findings show that black students in the study came from high schools where blacks were in the majority, and entered college with established histories of academic achievement. The majority were doing relatively well academically, although their grades were lower than in high school. Frequent exposure to racial discrimination was reported. Many students characterized general relationships between black students and white faculty and staff as negative. However, personal relationships with white faculty, staff, and students were rated good to excellent. Black students also reported that white faculty had difficulty relating to them and tended to avoid interaction with them outside of class. Most students believed white faculty to be concerned about their success but felt that they sometimes evaluated black academic performance unfairly. Socially, black students were at a severe disadvantage. Even though black organizations sponsored activities, over half the students reported infrequent participation in such activities. Most students were reasonably satisfied with the amount of financial aid they received. Finally, despite obvious problems, black students clearly possessed high perceptions of self. (CMG)

In response to concerns resulting from changes in metropolitan growth during the past decade, and the concomitant gain in population of nonmetropolitan areas, this study was conducted in an effort to understand the effects of such growth on the quality of rural life and the physical environment. Data analyzed dealt with safisfactions, perceptions, evaluations, behaviors, and environmental characteristics, as seen by rural residents in three national and one regional (northern Michigan) surveys conducted between 1971 and 1976. The studies, which included questionnaires, personal interviews, and telephone interviews, defined the population groups by age, race, income and educational levels, job status, and occupation, with the last three categories looked at separately for men and women. Results indicated a somewhat "mixed picture" of life in rural America. In most instances, a greater satisfaction than dissatisfaction was seen in rural areas than in urban areas, but rural residents taken as a whole were seen to be neither better nor worse off than urban Americans. Stemming from limitations of using available national data in characterizing life in rural America, six issues concerning research tasks were identified which should be addressed by policy makers and other groups and individuals concerned with the quality of rural life. (JD)

A study was conducted in thirty-four sixth grade classrooms in order to examine (1) the effect of teacher behavior on pupil achievement and feelings of control; (2) how pupil characteristics affect teachers' differential behaviors toward different pupils; (3) how the effect of teachers' behaviors on pupils varies according to pupil characteristics; and (4) how changes in pupils' attitudes and expectancies mediate their changes in academic performance. Included in this report are the results of pupil achievement and personality tests (administered three times during the school year) and data from coded observations of teacher pupil interaction. The sample of pupils for which data are analyzed included black and white children of both sexes and different levels of internal and external control. Results are presented in separate chapters on teacher judgments of children, teacher behaviors, the relationship between teacher judgment and behavior, and teacher locus of control. This study also highlights ways that teacher behaviors and pupil characteristics may interact to hinder rather than to facilitate a pupil's learning. (Author/GC)

The final report and a general summary of a research project that assessed the developmental differences in children's use of constructive reading strategies are presented in this paper. The five chapters of the final report offer descriptions of separate studies conducted in the following areas: children's metacognitive knowledge about reading; the ability of children to monitor, organize, and recall stories; comprehension monitoring in good and poor readers; inferential distance and children's memory for pictorial sequences, and comprehension strategies and repeated recall with good and poor readers. A statement of the major conclusions of the project is included. The general summary contains brief descriptions of the various studies. (FL)

The current prevalence of drug use among American high school seniors, and trends in drug use since 1975, were investigated as part of the program entitled "Monitoring the Future: A Continuing Study of the Lifestyles and Values of Youth," funded by the National Institute on Drug Abuse. The basic research design involved data collection from high school seniors in approximately 125 public and private high schools across the United States, beginning with the class of 1975. Subjects were asked to respond to questionnaire items about current drug use, use at earlier grade levels, degree and duration of "highs," attitudes and beliefs, and their social milieu. Results indicated that: (1) 65% had used illegal drugs at some point in their lives with a substantial proportion having used only marihuana; (2) cigarettes were used daily by more of the students than any other drug; (3) more students used marihuana daily as compared to alcohol; and (4) higher proportions of males than females were involved in drug use, especially heavy drug use. (Author/HLM)

The opinions of nearly 17,000 college-bound and noncollege-bound high school seniors concerning a wide range of issues of both personal and social significance were surveyed in 1979 at the end of the senior year. Developing successful personal relationships, particularly a good marriage and family life, ranked at the top of freshman goals in life, and satisfaciton and success in work were also central concerns. In large proportions they preferred marriage, wanted children, and seemed willing to accommodate the needs of those children. Students' ratings of very important aspects in a job and of the desirability of different work settings are considered. Highest ratings were assigned to jobs that are interesting and make use of a person's skills. The most preferred work settings are those that provide the greatest independence and involve the least external control. The majority of the high school student respondents were employed and most were making fairly good money. While the students had positive expectations for their own future, they were considerably more pessimistic about how things will go for the country and the world over the next five years. Specific problems they are worrying about are summarized. The national issue that has been of greatest concern to recent high school classes has been crime and violence, and an issue that historically has been of less worry, the energy shortage, has reached a level of comparable concern. Drug abuse, pollution, and economic problems rank next among student concerns. Slightly less often on the minds of seniors are the issues of possible nuclear conflict, race relations, hunger and poverty, and population growth. Their views on national defense and the military, politics and the system, and their ratings of institutions in society are also addressed. (SW)

As an aid to people who want detailed information on the methodology of the project "Monitoring the Future: A Continuing Study of the Lifestyles and Values of Youth," information is presented on the scope and purposes of the project, study design and procedures, data collection procedures, measurement content, and questionnaire format. The project was designed to provide an ongoing assessment of the changing behaviors, plans, and preferences of American youth. The study involved a nationwide survey of each new high school senior class in over 130 secondary schools since 1975. In addition, annual follow-up surveys are mailed to members of each class for a six-year period after graduation to determine changes in attitude regarding personal lifestyles, confidence in social institutions, intergroup and interpersonal attitudes, concerns about conservation and ecology, behavior and attitudes related to drug use, and other social and ethical issues. The document is presented in four major sections. In section one, the scope and purposes of the project are outlined. In section two, the research design is described. Information is presented on the rationale, base-year data collections, and follow-up data collections. Section three focuses on measures, including monitored and background variables, high school and post-high school experiences, and questionnaire organization and format. Information is also presented on sample representativeness and response validity. The final section examines analysis strategies and stresses the need for multi-cohort longitudinal data. The document concludes with appendices which offer information on sampling procedures, questionnaire items, measures, study description, instructions to teachers, and a flyer to senior students. (DB)

The research summarized in this report is a longitudinal study of the effectiveness of a particular type of alternative secondary school in improving the behavior of delinquent and disruptive students. Three alternative school programs which provide students with experiences of success and social support from teachers are described. The effectiveness of scholastic success and social support in raising students' self-esteem, integrating students with their school, and decreasing incidents of delinquency and disruption is examined. Details about the students and the alternative schools are described and the study design comparing alternative and conventional students is explained. Findings are given and comparisons among the alternative programs are made. Conclusions in this report indicate that poor scholastic experiences are significant causes of delinquent and disruptive behavior, and positive scholastic experiences make a difference in the behavior of only those students whose delinquency seems effective in defending against negative impacts. Problems of anxious or depressed students are also considered. (NRB)

The project of faculty development program evaluation, developed by the Center for the Study of Higher Education of the University of Michigan, is described. Project thrusts were: to develop assessment instruments for judging the success of faculty development programs; to provide formative and summative evaluation for the programs of the 24 participating institutions; and to explore the effectiveness of a number of strategies aimed at faculty growth in a variety of institutional settings. After a literature search on potential goals of the faculty development program, experts rated item and suggested criteria for evaluating whether particular goals had been reached. Site visits and case studies of the faculty development programs at the 24 schools were undertaken, along with the design and administration of seven survey instruments. There were four principal surveys (on the faculty role, on teaching, on scholarship, and on program evaluation), plus a demographic sheet, and two secondary surveys (faculty viewing students, and administrators defining scholarly activity for their faculty). Among the findings are the following: faculty apparently have a highly internal set of criteria for judging their classroom performance which is supported by personal experience with students and is relatively free from colleagues' and supervisors' opinions; the professor's task is to transmit knowledge and skill to able people who agree with the teacher's goals; most faculty will lecture regardless of the course size or level; improving teaching in the classroom was the faculty's leading desire, followed by the desire to improve interpersonal skills. Sample survey forms are appended. (SW)

One of the theories favoring alternative schools suggests that scholastic success and social support raise students' self-esteem and reduce their provocation to become delinquents. A longitudinal study was conducted to determine the effectiveness of three alternative secondary schools in improving the behavior of highly delinquent and disruptive students. These students were also compared to students in the conventional schools from which they came. The data indicated that the alternative schools made a significant difference in the behavior of students who were less anxious and depressed and whose delinquency seemed effective in defending against negative affect. The assertion that poor scholastic experiences are significant causes of delinquent behavior, particularly at school, received substantial support. Further research is needed to determine whether alternative school-based programs should screen out very depressed and anxious students because the programs are less likely to help them. (JAC)

Some research has theorized that the student role is a central part of adolescence, and that failure in this role threatens adolescents' self-esteem. Derogative self-esteem may provoke delinquency as a defensive response. To test this theory a longitudinal study was designed to compare the effectiveness of three alternative school programs that attempted to provide students with experiences of success in an atmosphere of social support. Although these schools were not found to be reliably more effective than conventional schools, the theory that implicated poor scholastic experiences as a provocation to delinquency received substantial support. As students' assessments of their schools and themselves became more positive, their scholastic performance and behavior improved. However, respondents' behavior improved without the mediation of elevated self-esteem. The findings suggest that positive scholastic experiences make a difference in the behavior of only those students whose delinquency seems effective in defending against negative affect. (JAC)

This report is the seventh in an annual series reporting the drug use and related attitudes of America's high school seniors; the findings come from an ongoing national research and reporting program, "Monitoring the Future: A Continuing Study of Lifestyles and Values of Youth," also known as the High School Senior Survey. Data on two major topics are reported: current prevalence of drug use among high school seniors (especially illicit drug use), and trends in use since 1975. Also reported are data on grade of first use, trends in use at earlier grade levels, intensity of drug use, seniors' attitudes and beliefs concerning various types of drug use, and their perceptions of certain relevant aspects of the social environment. Eleven separate classes of drugs are distinguished, including marijuana, inhalents, hallucinogens, cocaine, heroin, natural and synthetic opiates other than heroin, stimulants, sedatives, tranquilizers, alcohol, and cigarettes. The report also includes sections dealing with the use of non-prescription stimulants such as diet pills, stay-awake pills, and psuedo-amphetamines, and trends in use at the higher frequency levels gathered from reports of the duration and intensity of the highs experienced by drug type. Numerous tables and figures illustrate the results. (MCF)

This report contains detailed statistics on the prevalence of drug use among American high school seniors in l983, and on trends in those figures since l975. The introduction provides an overview of the study design and purposes; defines the larger population represented by the survey samples; and discusses sampling procedures, questionnaires and administration methods, the representativeness of the sample, and the validity of the self-report measures of drug use. Section II provides an overview of important results. Section III, Prevalence of Drug Use and Recent Trends, is divided into 12 chapters. Chapter 1 provides a compilation across drugs of the key results contained in chapters 2 through 12 which deal with actual use of various drugs: marijuana/hashish, inhalants, hallucinogens, cocaine, heroin, opiates other than heroin, stimulants, sedatives, tranquilizers, alcohol, and cigarettes. Extensive figures and data tables are included in each chapter. A standard set of tables with comparable table numbers from chapter to chapter are used whenever possible. The key points from data tables are presented in a brief, structured format at the beginning of each chapter. Chapters have been organized and formatted to facilitate use of this report as a reference work. Section IV examines attitudes and beliefs about drugs and the social milieu. Section V presents other findings from the survey. A brief guide for interpreting data tables is appended and all measures discussed in the report are either given or operationally defined in the appendices. (Author/NRB)