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This study investigated the relationship between soldiers' satisfaction with the environment for families in the Army and satisfaction with the military way of life. The report is based on a secondary analysis of the responses of a stratified random sample of 9,198 Army personnel, a sample that participated in the 1985 Department of Defense Worldwide Survey of Officer and Enlisted Personnel. The importance of satisfaction with the environment for families to overall satisfaction with the military way of life was examined separately for officers and enlisted participants from six household types: single; single parent; married to a military spouse with no children; married to a military spouse with children; married to a civilian spouse with no children; and married to a civilian spouse with children. The results suggest that satisfaction with the environment for families in the Army was a significant predictor of overall satisfaction for 4 of the 12 sample subgroups: enlisted members married to other military members with no children; enlisted members married to other military members with children; enlisted members married to civilian spouses with children; and officers married to civilian spouses with children. In each case, the results supported the major prediction of the research: the more satisfaction members have with the environment for families in the Army, the greater the satisfaction with the military way of life. (Author/ABL)

The two purposes of this literature review are to provide the Research Triangle Institute staff a thorough grounding in the migrant education literature, and to furnish theoretical and/or empirical bases for the meaning and refinement of variables and parameters for a study design development. Examined analytically are the characteristics of migrant culture and migrant children in order to identify and define their educational and social needs. Facts emerging from the classification and processing of materials are: the information is diverse and primarily descriptive, publishing dates are mostly between 1970 and 1972, very few studies are based on objective research, and few studies deal with migrants from specific ethnic groups. However, this review does provide a profile of migrant life and a summary of educational programs that have been described to date. Reviewed in depth are the following categories: background characteristics of migrant culture, characteristics of migrant children as related to educational programs and achievement levels, general descriptions of education and noneducation migrant programs, characteristics of Elementary Secondary Education Act (ESEA) Title I migrant programs, and evaluations of the Migrant Student Record Transfer System (MSRTS). Further studies are recommended. (AN)

This report reports activities of the Regional Information Exchange (RIE) program under the National Institute on Disability and Rehabilitation Research's Knowledge Dissemination and Utilization Program. An overview compares the RIE program with a National Diffusion Network unit--the Joint Dissemination Review Panel, which also focuses on validating effective programs and encouraging dissemination. The operational procedures of five regional RIEs which follow centrally etablished funding priorities are described. Issues are discussed concerning: (1) the nomination and validation of exemplary programs; (2) RIE priorities; (3) dissemination and utilization activities; (4) RIE evaluation procedures; (5) the program's regional configuration; and (6) the relationship of the program's activities to the parent organization's broad research and dissemination mission. Differences in approach among the RIEs are stressed, with two RIEs emphasizing rigorous, systematic, research based evaluation and validation; two emphasizing proactive, hands-on, organizational capacity building; and one focusing on a specific topical area. Recommendations include: RIEs should consider limiting the priorities addressed; site visits to applicant programs should be part of validation activities; and establishment of a national RIE component should be considered. (DB)

Beginning with the planning stages of the National Assessment of Educational Progress (NAEP), careful attention has been given to the design of efficient probability sampling methods for the selection of class-age respondents and the assignment of test packages. With these methods, it is possible for NAEP researchers to make relatively precise statements about population characteristics on the basis of fairly small samples. The purpose of this monograph is to describe what is meant by relatively precise statements about population characteristics and to show how NAEP sample data are being used to gauge the accuracy of reported results. The levels of precision for Year 01 and 02 were compared, and the overall precision was improved in Year 02. The sampling error methodology developed for the Year 02 sample was applied to calculate Year 03 and 04 sampling errors. A major redesign of NAEP's primary sample was initiated for the Year 05 assessment. The Year 06 (1974-75) NAEP in-school primary sample was an independent replicate of the Year 05 sample selected from the deeply stratified primary unit frame developed for the 1973-74 survey. Four non-overlapping samples were to be used successively for Years 07 through 10. Primary type of information provided by report: Procedures (Sampling) (Evaluation). (BW)

The National Assessment of Educational Progress in-school sampling design is a three-stage stratified design. Stratification variables include region, size of community and socioeconomic status. The three levels of sample selection are Primary Sampling Units (PSUs), schools and students. In general, two and sometimes three PSUs are selected from each stratum for variance estimation. The stratification variables are assumed fixed and not subject to change; therefore, the problem of finding the optimal design is reduced to finding the number of PSUs, schools and students per stratum that will minimize cost for a given variance. Following a brief overview of the sample drawn for Year 11, presented in Section 2, the cost model developed for the purpose of the present study is outlined in Section 3. Section 4 describes the statistics which were selected for analysis, and Section 5 derives the corresponding variance and covariance component models. Finally, Section 6 describes the optimization procedure used, and Section 7 provides a summary of the results. Primary type of information provided by report: Procedures (Sampling). (Author/BW)

Sampling activities for Year 11 of the National Assessment of Educational Progress began in 1977 when plans were begun to Years 11-14. In March 1979 the sample was selected and allocated. In-school secondary sample selection activities were carried out during May through August, 1979, and in-school package assignment and field support activities were begun in August and continued into 1980. Sample weight computation activities began in January and continued through August 1980. The Supplementary Frame secondary sample was selected in July and August 1979, and the third-stage sample of discontinuers and early graduates was selected during March through May 1980 and administered in June through August. Supplementary Frame weights were computed in September through November 1980. This report documents the Year 11 in-school sampling and weighting activities, and the Supplementary Frame activities. Primary type of information provided by the report: Procedures (Sampling) (Weighting). (Author/BW)

This report summarizes the in-school field operations and data collection activities, as well as the administration decision-making, undertaken in Year 11 of the National Assessment of Educational Progress, (NAEP) from March, 1979 through July, 1980. The more pertinent summary data on the planning and conduct of Year 11 in-school assessment are cited here. Also included are details, in summary form, on (1) National Assessment meetings attended and field trips taken by Research Triangle Institute (RTI) central staff members, (2) the inventory (summer, 1980) of NAEP materials and equipment stored at RTI, and (3) project expenditures of funds and effort. An assessment of out-of-school 17-year-olds (Supplementary Frame assessment) was conducted in Year 11; a summary of the Year 11 Supplementary Frame assessment field activities is presented in this report. Primary type of information provided by the report: Procedures (Field Administration). (Author/BW)

This final report summarizes Year 11 quality check activities for the National Assessment of Educational Progress (NAEP). A probability sample of 40 schools was selected for quality check purposes from all three age classes. One regular school was selected for each District Supervisor at each Age Class. Quality check activities were conducted in these schools during the period of October 1979 through May 1980 by staff from the Research Triangle Institute (RTI). All checks were conducted with the consent and cooperation of the schools involved. The sample design and other sampling activities associated with the Year 11 quality check are documented in section 2 of this report. The procedures used to implement the quality check are dicussed in section 3. The results of the quality check are reported in section 4. Conclusions and recommendations for future quality checks are presented in section 5. Primary type of information provided by report: Procedures (Field Administration). (Author/BW)

Investigated were the reasons for low participation rates of women and minorities in college science curricula. The data base for the study came from the National Longitudinal Study, a study of over 20,000 high school seniors of the Class of 1972. Three follow-up surveys of the class were conducted in order to analyze the educational and vocational background of these graduates. The survey involved a sample of 1,200 schools with 18 seniors per school. Data collecting instruments included a test battery, a student record information form, and a student questionnaire. The primary tool used for analysis of the data was multiple regression analysis in a path analysis framework. Analysis of the data indicated that sex differences were more important than differences between blacks and whites in the probability of selecting a major in science. Black males were less likely to select a science major or to obtain a degree in science than were white males. When results were adjusted for difference between males and females in interviewing variables, blacks had a higher probability of selecting a science major than whites. Females showed negative impacts on the selection of a college science major. (Author/DS)

A summary is presented of some of the results from the National Longitudinal Study of the High School of 1972, which examined the vocational activities, plans, aspirations, and attitudes of young adults after they leave high school, along with their postsecondary experiences and family and community activities. By October 1979, about one-fourth of the class of 1972 had obtained a bachelor's degree or higher, while another fourth had never enrolled in postsecondary education. Among those who had aspired to postsecondary education as high school seniors, the majority had achieved or exceeded their expectations. Whites were considerably more likely than other racial/ethnic groups to have received a bachelor's degree by October 1979. As of October 1979, more than four out of five of the graduates were employed either full-time or part-time. High school graduates with six or more years of work experience had about the same hourly earnings as college graduates with less than two years work experience. Part-time work rates were greater for women than for men, and black women worked part-time at higher rates than white women in the three years following high school, but at lower rates since 1977. Over three-fourths of those working were in the private sector, about 17 percent were in the public sector, and 5 percent were self-employed or in a family business. College graduates were more than twice as likely as those with no college education to be employed in the public sector. As of October 1979, 57 percent of the men and 70 percent of the women were or had been married. Selected questionnaire items and information on the research methodology are appended. (SW)

The major emphasis of the National Longitudinal Study of the High School Class of 1972 (NLS) has been directed toward individuals in the 1972 high school graduating class. Consequently, sampling parameters were established to ensure student representation, and the bulk of data collected were individual-level data. School-level data exist on a separately documented database, and weights appropriate for analyzing these data have been computed. The purpose of this report is to define the post-stratification adjustment procedure used to develop appropriate school-level weights, given an initial school selection procedure designed to provide student representation. This report describes the NLS school sample design, computation of unadjusted student weights (used in determining weights for individual high school seniors), and computation of adjusted weights for school-level analyses. (Author/BW)

The report contains major findings concerning the size and geographic distribution of limited-English-proficient students, the students' characteristics, state and local policies toward special services for this group, personnel providing services, instructional contexts and practices, and the nature of services being provided to them. Numerous data tables are included with the narrative findings and summaries. It was found that districts varied widely in their entry and exit criteria for special services, although several factors were common. The population, based on local school district definitions, was found to be 882,000 public school students in grades K-6. The predominant native languages were Spanish and Asian languages, with the typical school serving three or four non-English language groups. Almost all school districts reported offering special instructional services. Instructional personnel were found to have widely varied backgrounds and experiences; this group included providers of special services, special education teachers, resource or instructional support staff, and paraprofessional aides or tutors. (MSE)

The National Assessment of Educational Progress (NAEP), like most large national surveys, employs a complex stratified multistage unequal probability sample. The design provides a rigorous justification for extending survey results to the entire U.S. target population. Developments in the analysis of data from complex surveys which provide a straightforward method for taking account of the sample design through proper estimation of subpopulation estimates and their covariance matrix are reviewed. Relationships among subpopulations are then evaluated via large sample Wald statistics assumed to be asymptotically distributed as central chi-squared random variables. While these methods provide a mechanism for analyzing NAEP data, the computer software required to properly estimate sample design-based covariance matrices is not generally available to NAEP data users. Design effect methods for adjusting test statistics obtained from standard statistical methods which implicitly assume simple random sampling from an infinite population are presented with several new decompositions obtained which display the effects of multistage clustering, stratification, and unequal weighting on the covariance matrix. A comparison of asymptotically valid sample design-based chi-squared tests versus analogous simple random sampling tests and design effect adjusted tests is given. Design effect adjustments on NAEP mathematics data are shown. Primary type of information provided by the report: Procedures (Sampling); Results (Secondary Analysis). (Author/CM)

This report is part of a study of academic performance by American Indian elementary school students with limited-English proficiency (LEP). The study was designed to complement the National Longitudinal Evaluation of the Effectiveness of Services for Language Minority Limited-English-Proficient (LM-LEP) Students, which did not include Native American students. The document summarizes results of the first year of a two-year study. It includes results of data collection from 23 projects, with students from 16 different tribes and 18 different language groups. The document describes American Indian bilingual education projects, their criteria, and the instruction generally received by Indian LEP elementary students. The Stanford Achievement Test (SAT) was used as a measure of academic achievement of first- and third-grade American Indian LEP students. The students scored somewhat higher on vocabulary and reading comprehension than students in the national LM-LEP study, but slightly lower in math. It is noted that students receiving special instruction in English were most likely to have low SAT scores, suggesting the special services are being directed toward those who are most in need of them. The report contends Indian students in rural schools have serious educational problems. Although the students have average or better than-average academic aptitudes, they performed poorly on standardized achievement tests. A comprehensive assessment of the schools the students attend is recommended. Graphs, charts and references are included. (Author/TES)

This report describes results of a study of academic performance by American Indian elementary school students with limited-English proficiency (LEP). The study was designed to complement the National Longitudinal Evaluation of the Effectiveness of Services for Language Minority Limited-English-Proficient Students, which was also conducted for the Department of Education, but which did not include Native American students. This report summarizes the results of the second year of the two-year study of performance of LEP American Indian students. It includes results of two years of on-site data collection in a sample of eight projects visited. Schools visited include public schools, tribally controlled schools, and one school controlled by the federal Bureau of Indian Affairs. Researchers assessed the extent to which Indian languages and English are used at home and during school. Overall, the students participating in the study scored substantially below the national average on standardized achievement tests in mathematics and English. Indian students scored lower on math subtests than did students in the main LEP study, even though their English oral proficiency ratings were higher. Several variables are examined but the report suggests Indian students' low test scores are largely due to lack of exposure to English and lack of home support for educational achievement. A final section examines the implications and areas for further study. Graphs, tables and references are included. There is a glossary and appendixes describing the study's design, methodology, data, and the "technical advisory panel members." (Author/TES)

In November 1985, the Research Triangle Institute conducted a study of enrollment, staffing, governance and administration, and budget allocations in the North Carolina community colleges. The study involved an analysis of public records related to enrollment, staffing, and finances; an extensive study, including on-site interviews, of 12 representative institutions; a survey of all 58 community colleges for information on mission, special constituencies, staffing, funding, developmental priorities, enrollment trends, and transfer agreements; a survey of student interest in and use of special services and facilities; interviews with selected state-level and institutional administrations; and focus group interviews with students and community members. Study findings included the following: (1) staffing patterns varied considerably as a function of institutional size, student and staffing markets, and local variations in assignment of personnel allocations; (2) full-time equivalent (FTE) enrollment was found to be the most generally appropriate basis for allocating operating funds to the institutions in terms of its capability to reflect the instructional staff workload; (3) the tradition of local control through the institutional boards appeared to be working well and in accordance with current statutes and regulations; (4) the state's community colleges were perceived by community members and prospective students as of higher educational status than the technical colleges or technical institutes; and (5) increases in college transfer tuition to the lowest of the current four University System tuition rates would result in an increase in tuition of about 129% for the community college students involved. The study generated 29 recommendations regarding areas including budget allocation formulas, research needs, administrative structures, conversion of technical colleges to community colleges, and tuition increases. (RO)

The study described in this report was conducted by by the Research Triangle Institute as an inquiry into the staffing patterns, funding allocation formulas and procedures, enrollment trends, and mission and governance of the North Carolina Community College System (NCCCS) and its 58 institutions. Section I of the report provides an introduction to the study, its design and specific objectives, the national and regional context, the history and current composition of the NCCCS, and the organization of the study activities and research questions asked. Section II outlines procedures which included a literature review; an analysis of enrollment, funding, and staffing data of public record; site visits to 12 representative institutions; a survey of all 58 NCCCS colleges; a student survey; interviews with state and institutional administrators; and interviews with other personal contacts. The section also delineates the uses of the information collected and limitations. Sections III, IV, and V present findings, conclusions, and recommendations related to: (1) staffing; (2) methods of calculating student enrollments; (3) trends in the mix of full- and part-time students and the impact of more part-time students on the need for administrative and support personnel; (4) governance, administration, and programs related to the mission of the NCCCS; (5) conversion of technical institutes or colleges to community colleges; and (6) tuition for college transfer courses. (RO)

Data collected during the first year of a 3-year study are reported. The study evaluated the effectiveness of a variety of special services provided to approximately 10,000 language-minority limited-English-proficient first- and third-grade students in English-medium classrooms in a national sample of 18 school districts. Services studied are not limited to those funded under any one program or by any single source. The present report summarizes the characteristics of the study's students, services, and schools. The first chapter offers background information, and the second chapter gives an overview of the study's design and implementation. Chapters 3-9 discuss the following topics: home and parent characteristics (family background, home language use, parent interest in education, and relationships among these characteristics); student characteristics (demographic, oral language proficiency, and academic aptitude); the school context (student body characteristics, academic climate, school language environment, provision of relevant teacher training, principal involvement, attitudes of non-language-minority parents, and program exit and entry policies and practices); elements of instructional services (language of instruction, curriculum design, materials, and staff); service clusters and sequences; student academic performance; and "other outcomes." The final chapter summarizes the findings and discusses implications. A 66-item bibliography is included. Appendixes include a glossary, a description of test scores and variables, an explanation of methodology, and technical analyses of two tests. (MSE)

A project to field test instruments and procedures for measuring English language proficiency, to be used in a large-scale national household survey, is reported. The major purposes of the field test were to measure the validity of census-type questions for determining language proficiency, using several different bilingual ethnic groups, and to evaluate proposed data collection procedures for the larger study. The report begins with an overview of the project. Chapter 2 explains the design of the original field test, revisions made to it, and site selections. The third chapter describes sampling activities: securing school district cooperation, obtaining lists of students, and selection of sample individuals. Samples were drawn from Miami (Florida), El Paso (Texas), San Francisco (California), and Ganado and Window Rock (Arizona). Data collection activities are outlined in chapter 4, and analysis activities are described and results are presented in chapter 5. Appended materials include the bilingual study census questionnaire and compilations of additional results of discriminate analysis. (MSE)

This report describes the important contribution that Retired Senior Volunteer Program (RSVP) Volunteers are making to help reduce alcohol and drug abuse. ACTION undertook a study of the Retired Senior Volunteer Program's activities in alcohol and drug abuse prevention and education. The study had two major goals: to provide descriptive information based on RSVP Projects, Stations, and Volunteers and on the effects of RSVP activities; and to describe successful activities and program elements that ACTION can use to construct models for others to follow and adapt. The study used mail and telephone surveys to collect data on activities in RSVP Projects and Volunteer Stations. Based on the findings, researchers then chose three sites for more intensive on-site data collection. Project Directors of 752 (99%) of the 761 RSVP Projects completed the survey. Site visits were conducted with three exemplary Volunteer Stations to collect in-depth information. The survey results indicated that: (1) RSVP Volunteers' services include direct and indirect services, prevention, education, and treatment in the area of alcohol and drug abuse; (2) recruitment to alcohol and drug abuse areas is more demanding, and training requires more attention, than other RSVP activity areas; (3) Station Supervisors find RSVP Volunteers capable, dependable, and willing to serve; and (4) opportunities exist for increased participation in alcohol and drug abuse prevention activities. Information on what the model sites can teach and program recommendations are included. The appendices, separately bound, contain: the scope of the study; the volunteer supervisor, the project director, and the station director survey instruments; the research methodology; and extensive data tables. (ABL)

From 1960 to 1980, school enrollment and educational expenditures in developing countries experienced significant expansion. By the late 1980s, however, this trend had slowed. This report examines the impact of education upon welfare and productivity. A unified global data set is used to address the question from a macroeconomic, gender-specific, and multisectoral perspective. The data support the following conclusions: (1) enrollments in education grow principally as a result of increased supply; (2) rates of completion increase with increased spending per student; (3) education of women lowers fertility rates and infant mortality rates, eventually contributing to population-growth decline and improvement of life expectancy; and (4) education participation rates have an indirect effect on growth of GNP. Data from 80 countries were integrated into a computer simulation model, the Educational Impacts Model (EIM). EIM focuses primarily on population growth and economic productivity. It was designed as a tool to support efforts of education ministers in developing countries to increase allocations to their sectors. Data from Pakistan are used as a demonstration of EIM. The document includes tables, charts, and graphs illustrating the educational and economic data used by the simulation model. This document contains approximately 70 references. (TES)

This report lists RTI International's efforts to improve education around the world by strengthening education system management. Projects are organized based on the following themes: (1) Conducting research to inform the education policy process; (2) Promoting education reform and policy support; (3) Facilitating and enabling participation; (4) Facilitating decentralization; and (5) Establishing and using education standards as a research, management, and accountability tool.

The South African government has made significant efforts to overcome the legacy of apartheid education, committing itself to the dual goals of achieving high-quality education with more equitable access for all South Africans. Substantial investments have been made to achieve this vision, however, translating policies into improved school-level practice remains a major challenge. Since 1998, the United States Agency for International Development (USAID) has assisted the South African government to achieve these goals through the District Development Support Program (DDSP) and the Integrated Education Program (IEP), both implemented by RTI International. This report provides a brief description of the program's activities and results to date.

The Safe Schools/Healthy Students (SS/HS) Initiative, funded by the U.S. Departments of Education, Health and Human Services, and Justice, is an ambitious federal effort to improve the health and well-being of children and adolescents. The Initiative focuses on integrated prevention and treatment programs, strategies, and services designed to reduce violence and substance use among children, promote mental health, and enhance school safety. The SS/HS Initiative has awarded competitive grants to between 20 and 54 sites each year beginning in 1999. The Research Triangle Institute (RTI) is using two approaches to evaluate this Initiative: conducting a comprehensive cross-site evaluation and supporting consortia of local evaluators who conduct independent evaluations. The goal of these complementary evaluation strategies is to assess the effectiveness of collaborative community efforts to promote safe schools and facilitate healthy child and adolescent development. This brief report describes these strategies and lists the reports resulting from the evaluations.

The reluctance of the Southeast to increase educational spending is closely linked to the region's lagging behind the rest of the nation in quality of education and hence in overall standard of living. Six "myths" about educational spending, widely held in the Southeast, are here addressed: (1) That educational expenditures, worthwhile in the long run, are burdensome in the short run. In reality, dollars spent on education create jobs, purchase goods and services, and contribute to local economies. (2) That educational spending has greatly increased. In truth, increases have been modest relative to inflation and new demands. (3) That higher salaries have improved the economic status of teachers. In fact, because of inflation, teachers' purchasing power has declined, and too little has been spent for support services. (4) That the Southeast spends proportionally more than other regions. Actually, expenditure per capita corresponds to the national average. (5) That the Southeast has been closing the gap. In reality, unless spending increases dramatically, the region will remain in last place. (6) That the Southeast cannot afford increased educational spending. On the contrary, one cent more per dollar of personal income could turn mediocrity into excellence. (TE)

Through a number of measures, both quantitative and qualitative, this progress report explores the achievements of Southeastern public schools in meeting the continually expanding goal of quality education for all citizens. Quantitative figures are shown, regionally and state by state, for ages of compulsory attendance, public and private school enrollments (1980), public school enrollment per population, and literacy of population (1900 and 1980). Qualitative measures of educational progress are provided by graphs and charts illustrating percent of high school graduates in the United States population (1870-1970), high school graduates 25 and older (1970 and 1980), median school years completed (1950 and 1980), public kindergarten enrollment (1970 and 1980), black adults completing four or more years of high school (1970 and 1980), percentages of nonwhite populations, numbers of exceptional children served in public school programs, percent of children served in different educational environments, pupil/teacher ratios, minimum competency testing, and per capita personal income levels (relative to the nation as a whole). Conclusions derived from these statistics suggest three major challenges confronting education in the Southeast: (1) overcoming the legacy of poverty, (2) helping the nation compete in a highly technological world society, and (3) providing quality education with decreasing public resources. (TE)

Constituting part of the final volume of a four volume report on the results of a national study of the Upward Bound (UB) and Educational Talent Search (ETS) programs, the appendixes are comprised of: (1) data collection and preliminary processing procedures; (2) sampling methodology and sampling error computation; (3) instrumentation; (4) instruments and important letters; (5) data management and manipulation; (6) standardization or balancing and adjustment for nonresponse; (7) aggregation, reduction, and analysis procedures; and (8) list of Advisory Council members, Analysis Advisory Committee members, Student Panel on Instrumentation, and other consultants. (Author/AM)

Volume IV of a four volume report on the results of a national study of the Upward Bound (UBO and Educational Talent Search (ETS) programs focuses on Upward Bound itself. The first three chapters provide a general descriptive background to the study, its design and limitations. The next four chapters focus on: (1) characteristics of the UB staff, (2) characteristics of UB projects, (3) perceptions of UB by participating students, (4) student outcomes as a function of UB participation, and, (5) student outcomes as related to project characteristics. Findings of the evaluation include the following (1) UB does not appear to represent a single intervention treatment, or even two or three clearly delineated treatments; pursuit of the general objectives of the UB program appear to be common across projects, but particular programmatic emphases and assumptions relative to the attainment of the general objectives showed considerable variation among projects; (2) projects appear to be adequately staffed, with individuals of acceptable levels of formal training and experience for their positions; (3) although the overall program exhibits considerable variability, particularly in the academic component, UB seems to be effective in providing and delivering the basic activities required by the guidelines; (4) students involved in the UB projects appear positive about staff and their program experience; and, (5) projects appear to be compatible with and an integral and accepted part of their host institutions. (Author/AM)

In this volume is reported the review of related literature that was conducted during the design phase of the study (July 1973 through January 1974). Its purpose was to provide input for the study design. Chapter 1 is a summary of the findings judged most relevant to three basic questions: (1) Who are the disadvantaged, how are they defined, and what are the personal characteristics and situational variables that may affect their educational progress? (2) What is the nature of college experience for disadvantaged young people, and what this experience prescribes as useful support programs? (3) What is the impact of Upward Bound (UB), Educational Talent Search (ETS), and other similar programs? Chapter 2 presents a definition and general description of the disadvantaged population. Chapter 3 presents a review of the literature related to the nature of the college experience of the disadvantaged student. Chapter 4 presents a review of the literature related to the impact of ETS, UB, and other similar programs. Chapter 5 presents a review of existing literature related to cost benefit analyses of education and training. (Author/AM)

This paper concerns a national evaluation study of the Upward Bound (UB) Program conducted for the U.S. Office of Education by the Research Triangle Institute. It describes the practical constraints imposed on the study design and the features of the design that were shaped by these constraints. The design features include the quasi-experimental and cross-sectional approaches. Also considered are methodological problems presented by the design and measures taken to alleviate them, including a synthetic cohort approach and the choice of the comparison group. (Author/RC)

This paper concerns a national evaluation study of the upward Bound (UB) Program conducted for the U.S. Office of Education by the Research Triangle Institute. It presents the major results of the study with attention to methodological considerations of analysis. Two sets of analyses are discussed: (1) a set designed to examine the effectiveness of the UB program nationally, and (2) a set designed to examine differential UB project effectiveness. The national impact findings are quite consistent in support of the central theme that for student outcomes relating to postsecondary school entry, there are strong positive relationships with UB participation; but for outcomes related to high school academic success or continuation no consistent relationships to UB participation exist. These findings suggest that the impact of the UB program on student participants is primarily in the area of facilitating entry into education beyond high school. Given a national program impact, findings related to differential project effectiveness do not reveal any systematic program treatments that are related to differential project success. Rather, the relative success of individual projects seems more related to the characteristics of students recruited than to functional or structural characteristics of the projects. (Author)

The Research Triangle conducted an evaluation study of the Upward Bound Program, a nationwide program funded by the U.S. Office of Education to help selected low-income high school students prepare for and enter post secondary education. This paper describes the sample design and selection procedures used in selecting a sample of Upward Bound students and a sample of comparison students for the study. A multistage probability sample design was used. In addition, data collection procedures, which included questionnaire administration, mail queries and telephone followups, are described. (Author/BW)

A national survey addressed Section 123 of the Job Training Partnership Act (JTPA). (The section provides 80 percent of the 8 percent set-aside for services to eligible participants and 20 percent for administrative coordination and technical assistance.) In fall 1985, the survey was mailed to JTPA state education agency (SEA) personnel in each state. Thirty responded, and a telephone follow-up obtained responses from the others. The survey indicated that states interpret the law differently. Forty states administered the majority of the JTPA 8 percent set-aside to an SEA; 10 states administered the funds to a noneducational agency. States allocated the 80 percent by formula, Request for Proposal, or both. States identified the following as final institutional recipients of 8 percent funds: LEAs, service delivery areas, state agencies, prisons, community colleges, vocational institutions, business and industry, nonprofit agencies, junior colleges, and other public training agencies. Educational agencies' involvement in setting policies varied, with 6 states indicating strong involvement, 24 average, and 11 minimal or no involvement. Services provided through the set-aside funds ranged from administration and compliance monitoring to training programs and training related activities. Generally, the funds provided for services that would not be available otherwise. (An appendix includes each state's compiled responses to the survey questions.) (YLB)

An October 1987 national survey provided follow-up information to the April and November 1986 surveys to address Section 123 of the Job Training Partnership Act (JTPA). (The section provides 80 percent of the 8 percent set-aside for services to eligible participants and 20 percent for administrative coordination and technical assistance.) The written response rate to a questionnaire sent to JTPA administrators in the 50 states and the District of Columbia (DC) was over 90 percent (46 replies); nonrespondents were contacted by telephone. Findings showed that 39 states and the District of Columbia designated state education agencies (SEAs) to administer the Section 123 funds. In a majority (30), a single SEA had responsibility for services provided through the set-aside funds. In 25 states, the SEA(s) designated under Section 123 also administered the 20 percent funds. Most frequent replies to the question regarding how the state allocated the 80 percent of the 8 percent funds were allocation by formula, Request for Proposal (RFP), and a combination of formula and RFP. Across the states, the 20 percent funds were used most often for coordination activities, staff development, curriculum development, dissemination, and evaluation. In most states, these funds flowed to local K-12 school systems, postsecondary schools, service delivery areas, and community-based organizations. A large number of states noted that education's day-to-day role in JTPA activities is significant in providing services through educational entities. (Survey questions are listed in a prefaced table. The two-page report is followed by four data tables and an appendix that includes each state's responses to survey questions.) (YLB)