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The effects of federal funds upon the viability of selected biomedical and behavioral disciplines were studied based on multivariate analyses of a longitudinal data base, supplemented by case study field trips to nine carefully selected universities. In the quantitative analyses, models were constructed to predict several indices of academic department structure and function; e.g., Ph.D. production, graduate enrollment, and department size, which were postulated to be linked in a recursive model. The degree to which the federal funding effect varied as a function of the kind of institution was also examined. The key finding was that federal funding has a clear, strong, and positive relationship to department and structure, and that this holds true even when other factors in the model are taken into account. The detailed results are presented in numerous statistical tables. (Author/LBH)

A project focusing on the assessment of the educational system in adapting people to technological change considered the problem of adaptation for the whole person, not simply the work role, but also the family, consumer, citizen, and other roles for which educational activity is potentially instrumental. There were two major objectives: Development of a formal theoretical framework by which the problem could be defined, and application of that theoretical framework in terms of the educational needs of several selected groups. The analytical framework emerged from the interaction of a multidisciplinary team and may be characterized as a formal treatment of role-theoretic concepts in social psychology, using the welfare-maximization techniques of microeconomic theory. The usefulness of this model of adaptation to technological change was explored in terms of the problems of adaptation to technological change faced severally by engineers (role conflict), physicians (role conflict), married women (role sequence), and the elderly (role loss). The model was useful in structuring a review of the literature relevant to each of the groups considered, but the paucity of literature posed a major difficulty. Little research has been conducted on the nature of the adaptation problems of these groups, the resources at their disposal, and the effectiveness of various educational interventions. In addition to the summary and introduction the report is in four chapters, each with its own bibliography: (1) A General Model of Adaptation, (2) Professional Obsolescence in Engineering and Medicine, (3) Technological Change and Role Sequences: Special Problems of Women, and (4) Problems of Adaptation Among the Elderly. (HD)

This report examines the economic effects of formal military vocational training and on-the-job training acquired while working in a military specialty. The hypothesis advanced is that investments in different types of military training have a significant effect on productivity and thus on wages if individuals are employed in civilian occupations in which they are able to use skills acquired during their military services. The findings of the study support the economic and statistical significance of military training in explaining differences in the postservice wages of separates. (Formal vocational training in the military tends to have a significantly positive effect on postservice wages if individuals enter civilian occupations related to their military specialties. On the other hand, on-the-job training in military specialties parallel to the current civilian occupations of separatees does not have a significantly positive effect on the postservice opportunities of separatees.) The report also offers evidence on several related issues. Using data on the type and amount of both civilian and military formal and informal vocational training acquired by individuals in the sample, the study evaluates the extent to which the returns to various types of training were overestimated or underestimated by previous studies. The appendixes provide information on sample selection and data, characteristics of separatees by employment status, and characteristics of separatees by occupational groups. A selected bibliography is also included. (WL)

This report highlights the major findings and recommendations of four Title IV-funded agencies which provide racial desegregation services; the General Assistance Centers, the State Educational Agencies, the Training Agencies, the Training Institutes, and the Local Education Agencies. The study is based on a statistical analysis of responses to mail questionnaires from 140 Title IV projects, from site visits to school districts served, and from interview data. The first three agencies cited are compared to each other, while the last is treated separately. Two key variables that affect service delivery from the regional offices and projects are explained. These are: commitment (amenability to desegregation), the relationship to the institution at which the project is located, and, for GAC's, organizational characteristics. The final section analyzes the context in which the programs as a whole operate, and suggests some ways in which Title IV can be strengthened. (Author/AM)

This paper examines problems of services delivery to elderly members of ethnic groups. This is done to suggest that failures of public policy often are aggravated by political, cultural and historical experiences which some ethnic groups bring to the American scene. It reviews the literature relevant to services delivery to elderly Chinese, Japanese, Filipinos, Samoans, American Indians, Mexican Americans and black Americans. These groups were chosen for study because it was believed that each of them would manifest particular economic and demographic characteristics which affect the level of social services needs, or that they have cultural and historical characteristics which affect their readiness to seek access to social services, or that they may suffer in some special manner from inadequacies in the design of the services delivery system. Several factors affect the use of services by elderly persons from minority groups: differences in socioeconomic status, cultural factors, differences in eligibility for services, communication and language barriers, and differences in physical and financial access. Each of these factors is briefly discussed and each discussion is concluded with some recommendations for improvement in the social services delivery system. (Author/JM)

This report brings together two issues: quality of care measurement and health care for the disadvantaged. The main question that is asked is whether an improvement in the quality of health care delivered to the disadvantaged will contribute to equalizing their health status. A review of the literature points to the following four conclusions: (1) differentials in health status persist between the disadvantaged and those not disadvantaged, often to a large degree; (2) differentials in the overall amount of care received are less striking at the present time than before, but standardization by level of need demonstrates measurable discrepancies in health services provided to the disadvantaged compared with the nondisadvantaged; (3) the technical quality of health care for the disadvantaged is not strikingly poorer than care for the nondisadvantaged but, in view of demonstrable shortcomings in the quality of health care in general, this is not viewed as a positive statement; and (4) attempts to improve quality of care for the disadvantaged have not had the hoped for impact. In addition to continued evaluation of current innovative approaches for improving the quality of health care for the disadvantaged, four new avenues for further research are suggested; increased patient responsibility, increased consumer knowledge, financial accountability, and quality assurance activities. (Author)

This study was designed to 1) reasonably relate educational resources and the way they are used for specific students to the educational outcomes for those students, and 2) to demonstrate the feasibility and problems of obtaining information about resource-effectiveness relationships. Data for the study were gathered at Everett Junior High and Mission High School in the San Francisco Unified School District. Section 1 describes the objectives and development of the study; section 2 discusses the development of Everett Junior High School's learning centers and differences in the use of resources by each learning center; section 3 analyzes achievement test measures for Everett in light of the working hypotheses; and section 4 describes Mission High School's equal-cost route to increased school effectiveness. (Author/JG)

This report applies a human capital/internal labor market theory of teacher mobility to school districts in the state of Michigan. Previously, this theoretical framework was used to explain teacher mobility within a single school district, the San Diego school system. The report is divided into four sections. Section I, the Introduction, presents a summary of the theoretical framework of the study, a summary of results for San Diego, and a description of the study of the Michigan personnel system. Section II, "Mobility in a State Educational Personnel System," discusses results of the Michigan study. Section III, "Determinants of Teacher Mobility within a State Educational Personnel System," is divided into the following subsections: terminations and moves between districts; the returns to interdistrict transfers; tradeoffs between salaries and district characteristics; moves to administrative and special teaching positions. Section IV presents conclusions drawn from the Michigan study. The appendixes are Supplemental Statistical Results; Determinants of Teachers' Salaries, and Michigan Educational Data. Supportive tables are included throughout the text. (JA)

To increase the supply of doctors, the government has become directly involved in physician education. Of the $673 million appropriated for health manpower programs in 1972, 55% was for medical schools. Legislation to date has emphasized expansion of medical education output in the aggregate, but increasing attention has been directed to the composition of the output with regard to the type and location of practice and to the equality of educational opportunity for ethnic minorities and women. This paper examines changes that have occurred in the medical education system concurrently with the growth of Federal programs designed to influence that system's output. The data indicate that the system has responded very favorably. Capacity is expanding rapidly, discrimination against women has apparently disappeared, medical schools are seeking out and admitting qualified individuals from minority groups, and financial barriers to medical education have been lowered. (MJM)

Evaluations in education often throw away important information because of a penchant for averages. Multiple regression techniques are used to estimate the average effect of policies across schools, and usually school performance is represented by the average score of its students on an achievement test. The author suggests some ways of broadening educational evaluations: (1) to consider "outliers," or exceptional performers among schools; and especially, (2) to consider other statistics of a school's distribution of scores besides the mean, which have an intuitive link to ill-defined but still meaningful educational objectives like equality, mobility, success with exceptional children, and attainment of certain minimum levels of skills. Tables reflecting the author's research are included. (Author/SE)

The Air Force Logistics Command (AFLC) is revising and enhancing its data-processing capabilities with the development of a large-scale, multi-site, on-line, integrated data base information system known as the Advanced Logistics System (ALS). A data integrity program is to be built around a Data Base Manager (DBM), an individual or a group of people who provides the focal point for the coordination and control of data base functions. Data-related computing system activities serve as the basis for developing a statement of responsibilities for a DBM. The DBM can use education and indoctrination to create awareness of the role that each member of the organization plays in assuring data integrity. (Author/WH)

Health Manpower Legislation and related research aspects are the topics of this report. The program of the Comprehensive Health Manpower Training Act of 1971 played a major role in the medical school enrollment expansion that occurred between 1971 and 1973. Medical school admissions decisions have been responsible to federal policy objectives and broader social concerns regarding equality of access for women and minorities. Primary care physicians need and are choosing speciality training, whether in family medicine or one of the more traditional specialities of internal medicine, pediatrics, or obstetrics-gynecology. Although public schools and private schools have increased real tuition levels during the past decade, the spread between the two has increased. The strong technical interdependencies among patient care, research, and education in academic health centers mean that there are strong interdependencies between federal decisions in the health manpower field and federal decisions in other health care areas. Greater reliance on clinical faculty earnings for institution support will require that clinical care in teaching hospitals be oriented more toward secondary and tertiary than toward primary care. Government proposals for the use of special projects to promote primary care may compensate for the financial problems associated with primary care training as well as for those created by cutbacks in general institutional support. (Author/PG)

A highly interactive multicamera-multimonitor closed circuit television system is described which permits a resource room teacher and her handicapped elementary school students to be in continuous visual communication with one another. On the basis of relatively short-term observation, data is reported to show that the system is of most help to partially sighted students, although it is also beneficial for educable mentally retarded and hearing impaired children. Appendixes contain data on the measurement of x-rays associated with closed circuit television monitors, tests that have been administered to the students, and entries from the teacher's log regarding the use of the current teacher-student system. (GW)

The Educational Voucher Demonstration began in the Alum Rock Union Elementary School District, San Jose, California, in September 1972. Initially sponsored by the Office of Economic Opportunity, it is now under the aegis of the National Institute of Education. This publication describes the socioeconomic and cultural setting of the school district, the relations among elements of the school administrative hierarchy, and their relations with outside groups and agencies; and shows how these interactions affected the progress of the voucher demonstration. The authors trace some of the developments as they occurred, and describe how the process of solving problems and adapting to new challenges changed the roles and status of individuals and groups involved in the demonstration. The report is selective and descriptive and presents only tentative conclusions based on the first year of the multiyear experiment. (Authors)

Discussion of higher education policy has been hampered in the past by an inability to forecast the effects on student behavior of proposed policies. This report describes efforts to develop a theoretical and empirical model of student behavior that will help to establish a method of forecasting enrollment patterns. In this model, actual college enrollments are the result of decisions made both by college administrators and by prospective students. The administrators determine feasible alternatives for students, who then select the "best" college. If this best alternative is more attractive than the various possibilities other than college, enrollment follows. In this report, the student's decision problem is separated into successive stages. Formally, at each stage of the student's decision problem, he or she maximizes a utility function defined over the relevant alternatives. The results show that a utility-maximizing view of student behavior offers a useful perspective on enrollments. Results also indicated that price--both tuition and room and board charges--had a lower effect on the decisions of students from higher-income families. Also the effect of parental education on college-going behavior declines with increasing family income. After presenting the estimation results, the potential use of the model for forecasting enrollment patterns is illustrated. (Author/PG)

Because it included only public schools and guaranteed both school survival and staff employment rights, the first year of the Alum Rock demonstration (1972-73), as sponsored by the Office of Economic Opportunity, was not a test of vouchers as defined in theory. The demonstration was known, therefore, as a "transition" voucher model, which would look to the inclusion of private schools in the future. The participating schools created a limited amount of educational diversity by setting up special instructional programs known as mini-schools; but, as of the second year, there are still no private schools in the demonstration. The demonstration has shown that Federal agencies can offer incentives for schools to follow innovative policies, but these agencies cannot control the shape of future innovations in American public schools. That shape is traditionally determined by local priorities and interests. With Federal support, Alum Rock has shown that it is possible to combine decentralization of authority down to the school level with parental freedom to choose children's school programs. The major discernible effect of the first year of the demonstration has been on the roles of central district staff, principals, and teachers. Each voucher school has gained new autonomy, and teachers are now working in new cooperative arrangements and with new discretionary power over resources. (Author/JF)

The Education Voucher Demonstration is a large-scale educational and social intervention that began in the Alum Rock Union Elementary School District, San Jose, California, in September 1972. First funded by the Office of Economic Opportunity, it is now sponsored by the National Institute of Education. This technical appendix is the third of four Rand reports that describe and analyze the workings of an education voucher demonstration during its first year (academic year 1972-73). The appendixes in this volume contain additional technical material related to the contents of the main volume of the series and are numbered to correspond with the section numbers of that report. (Author)

This report deals with new ways to look at achievement test scores as measures of educational outcomes. It attempts to show how existing data might be used more productively by planners and evaluators, by suggesting how test score statistics other than the mean might be used, and how they might indicate success along a wide variety of educational objectives. The report is a theoretical effort in which the empirical behavior of the proposed new statistics is examined briefly. (BB)

This appendix deals with career education projects funded under the Vocational Education Act, 1968 Amendments, Part D. Section 1 of the appendix describes the origins and the planning and management strategies that the United States Office of Education adopted for this program. Section 2 describes the role of state education agencies. Section 3 presents syntheses of the fieldwork case studies, which describe the similarities and differences found in the planning, implementation, and adaptation of each of the projects covered. It also attempts to generalize from the limited evidence. Section 4 presents the individual case studies for these career education projects. (Author)

This appendix deals with Title VII of the Elementary and Secondary Education Act, which funds bilingual education projects proposed by local school districts. Section 1 describes the origins and the planning and management strategies that the United States Office of Education adopted for this program. Section 2 describes the role of state education agencies. Section 3 presents syntheses of fieldwork case studies, which describes the similarities and differences found in the planning, implementation, and adaptation of each of the projects covered. It also attempts to generalize from the limited evidence. Section 4 presents the individual case studies for these bilingual education projects. (Author)

This report is the third in a series that describes the first-year results of the Rand study (July 1973-July 1974). It summarizes the findings and policy implications resulting from 29 case studies of change-agent projects conducted by Rand staff members and consultants in 25 school districts during April and May 1974. The report also describes the role of the state education agencies in selecting, managing, and disseminating change-agent projects. The case-study sites represent a variety of project objectives and local district conditions. The studies were limited to five types of innovations: career education, bilingual education, reading, staff development, and classroom organization. In the organization of the report, the process of innovation is characterized by three phases: initiation, implementation, and outcomes. Each area is given a chapter of the report. The outcomes of interest to this study are the effects of the project on classrooms, teachers, and students; the extent to which the project treatments were continued after the special project funding ended; and the amount of dissemination that took place between the project schools and nonproject schools within the local education agency and in other districts. (Author/IRT)

Under the sponsorship of the U. S. Office of Education, Rand is conducting a several-year study of federally funded programs designed to introduce and spread innovative practices in public schools. These change agent programs normally offer temporary federal funding to school districts as "seed money" or "risk capital." If an innovation is successful, it is assumed that the district will continue part or all of the project using other sources of funds, and also disseminate it to other schools in the district, as well as to other districts that may be seeking change. The Rand study examines four such federal programs--Elementary and Secondary Education Act Title III, Innovative Projects; Elementary and Secondary Education Act Title VII, Bilingual Projects; Vocational Education Act, 1968 Amendments, Part D, Exemplary Programs; and the Right-To-Read Program. The study identifies what tends to promote various kinds of changes in the schools and what doesn't. In particular, the Rand study will identify for federal, state, and local policy makers the nature, permanence, and extent of dissemination of innovations that are associated with the various federal programs and with various federal, state, and local practices. This part tries to distill the study's methods and results for a general audience. (Author)

This report reviews and synthesizes the findings of the survey and fieldwork as presented in Volumes II and III. In particular, it summarizes the evidence concerning the effects of federal change agent policy. Section 1 introduces the report. Section 2 describes the theoretical approach that served as the basis for data collection and analysis. Sections 3 and 4, respectively, present findings about the innovative process and about the factors affecting implementation and continuation. These sections do not present the actual analyses but use footnotes to refer to evidence presented in the other volumes. Section 5 goes beyond immediate data to raise questions about the policy instruments used in federal change agent programs. These policy implications are tentative for several reasons. First, this report presents only the findings of the first year of a two-phase study. Second, this is exploratory research--in effect the work consists of hypotheses that require more refined testing. Nonetheless, since policy can seldom afford the slow pace of scientific confirmation, conclusions supported by both the evidence and experience are offered. (Author)

This is the first of four appendixes to Volume III of the Rand report "Federal Programs Supporting Educational Change." This appendix is a description of Title III of the Elementary Secondary Education Act (ESEA) as it operates at the federal and state levels, together with a description and analysis of factors that contribute to the strengths and weaknesses of selected Title III projects. Section 1 describes the origins and the planning and management strategies that the United States Office of Education (USOE) adopted for Title III, both in the state plan program, which is administered by state departments of education, and in the smaller federally funded programs, which USOE administers directly. Section 2 describes the role of state education agencies in Title III. Section 3 presents syntheses of the fieldwork case studies. In examining Title III, the researchers decided to focus on projects that were reputed to be successful in one of two particularly difficult aspects of reform: classroom organization, which generally implies a shift in classroom practice toward concepts of open education; and staff development, which often aims at important changes in teacher behavior. Section 4 presents the individual case studies. (Author)

This is the second of four appendixes to the Rand study "Federal Programs Supporting Education Change." This appendix deals primarily with Right-To-Read, a federally administered program that funds innovative reading projects in schools that have been nominated by their district. It also contains descriptions of some Elementary Secondary Education Act Title III reading projects. Section 1 describes the origins and the planning and management strategies that the United States Office of Education adopted for Right-To-Read. Section 2 describes the role that state education agencies attempt to play in their program. Section 3 presents syntheses of the fieldwork case studies, which describe the similarities and differences found in the planning, implementation, and adaptation of each of the projects covered. It also attempts to generalize from the limited evidence. Section 4 presents the individual case studies for these Right-To-Read and Title III projects. (Author)

This second volume in the change-agent series reports the interim results of an exploratory statistical analysis of a survey of a nationwide sample of 293 change-agent projects funded by four federal demonstration programs--Elementary Secondary Education Act (ESEA) Title III, Innovative Projects; ESEA Title VII, Bilingual Projects; Vocational Education Act, 1968 Amendments, Part D, Exemplary Programs; and the Right-To-Read Program. The study addresses three research questions: To what extent did differences among the federal change-agent programs explain variations in the implementation and continuation of innovative projects? Which characteristics of innovative projects significantly affected their implementation and continuation? Were differences in institutional settings related to variations in project implementation and continuation, controlling for other factors, and, if so, which institutional aspects had significant and important effects? (Author)

The report evaluates some 300 items of literature dealing with programs for mid-life career redirection. A 20-page introductory chapter presents background information, a general description of target groups, and suggestions for further research in mid-life redirection of careers. Part one, Mid-Life Redirectors: Sources and Opportunities, contains chapters on aspiration and dissatisfaction among workers, training potential among older workers, and using manpower forecasts in career redirection planning, and suggest that as people grow older they tend to seek movement from data- and materials-oriented jobs to people-oriented jobs. Part two, Manpower and Educational Programs: The Experience, contains chapters on government programs, employer-sponsored programs, union-sponsored retraining programs, foreign programs, and special redirection efforts, and suggests that existing education and manpower programs provide many of the components necessary for career redirection. Part three, Synthesis and Implications for Policy, (1) summarizes the lessons from the literature, concluding that the potential for mid-life career redirection in the American work force is virtually untapped; and (2) makes recommendations for policymakers, sketching a spectrum of experimental pilot programs of various scale and coverage, intended to meet the shortcomings of existing programs. Every chapter but one contains a bibliography. (JR)

This volume specifies the design for a national evaluation of the effects of Head Start programs on the total child, defined in terms of his social competence (in assuming the role of pupil), but is not meant to be construed as a recommendation that a national evaluation be undertaken. The first chapters contain introductory recommendations concerning the use of the evaluation design; review of many of the theoretical and methodological problems involved in determining outcome criteria and producing interpretable, socially important, and socially responsible data; discussion of background information and issues which influenced the designing of the evaluation; and an overview of the evaluation, including detailed reasons for the choices made in respect to the main elements of the evaluation design. The following chapters contain specific examinations of these areas: (1) Health and Nutrition; (2) Perceptual-Motor, Cognitive, and Language Development; (3) Social and Personal Development; and (4) Independent Variables concerning treatment, control groups, and background characteristics. The final sections of the volume include the basic evaluation design and discussions of issues of statistical analysis, test development, pilot tests of the national evaluation, and the importance of using focused (small-scale) studies as adjunct to (and perhaps instead of) a national evaluation. (SDH)

Policy, or program, analysis has the responsibility for providing policymakers with timely information about the consequences of alternative courses of action. In elementary and secondary education, however, the policymaking effort is complicated by the organizational gap often present between the policymaker and the practitioner or user. An educational demonstration program can help bridge this gap if analysis of the demonstration program serves as the communication link. This paper delineates an equitable way to develop cost measures, to assess achievement measures (as one outcome), and to compare alternatives using these measures. Brief examples illustrate a simple, analytically-sound way to make the most of cost and outcome data in comparing alternative programs. Because the analysis is straightforward, the results are likely to be more credible to the policymaker. (Author)

This study focuses on the school district decision to initiate an innovative program. A natural experiment in the identification of school districts interested in initiating serious innovation is used to study the differences between school districts that were and those that were not considering innovation in one specific decisionmaking period. In late 1970 the U.S. Office of Education offered every school district an opportunity to receive a substantial grant if the district had a serious and well-planned innovative school program. In this study, the districts that applied are "initiators," and the districts that did not submit grant applications are "noninnovators." The model uses indicators of economic, organizational, and political phenomena to "predict" whether or not each of the sample districts applied for the federal innovation grant. Variables used in the analysis are: grant application, school enrollment, central city or suburban character of the district, poverty measure, board of education selection, and the number of calendar years elapsed since each district's 1970 superintendent of schools was appointed. (Author/MLF)

This report investigates the relationship between total school district expenditures and expenditures on teachers in order to assess how increased budgets for public education might be spent. Specifically, it examines the budget share going to teachers as it is reflected in the ratio of teachers to pupils, the salary schedule, and the distribution of teachers by education and experience. The study uses census, financial, and school district information for 602 California school districts for the census year 1970 and the school year 1971-72. Through the use of regression equations for each school district, salary schedules were broken down into three structural elements: starting salary, annual increments for additional experience, and annual increment for educational credits beyond a B.A. degree. In 92 percent of the school districts, these three variables accounted for more than 98 percent of the variance in salaries in the schedules. The principal statistical results indicate that expenditures on teachers rise at a rate less than proportional to total expenditures, that salary schedules are relatively insensitive to total expenditures, that the distribution of teachers by experience and education appears to vary with total expenditures, and that teacher-pupil ratios are especially sensitive to total expenditures. (Author/DN)

Self-conscious federal efforts to promote innovation in local educational practices have resulted in little consistent or identifiable improvement in student outcomes. Although such student outcomes may be disappointing, they do not accurately reflect the potential of innovative ideas because many innovations are not implemented according to plan. This interpretation of the problem stresses the complexity of the implementation process and locates the essence of the problem not in inadequacies of innovative plans but in the bureaucratic nature of the educational system itself. Therefore, improving educational results would require policies that promote change in the educational system and in the way it implements innovations. Without a systematic theory of planned change, however, federal policy has few reliable guidelines. As a requisite to Rand's proposed research, therefore, this report first assesses the literature comprising program and policy studies and then critically examines the analytical literature on planned change in education to select and formulate major theoretical issues. It then suggests an approach for investigating these research concerns and proposes a conceptual model of factors affecting change processes in a local school district. (Author/WM)

This document contains appendixes to the Rand report which include: (1) recommendations for program evaluation and research made by a panel of 12 black professionals, (2) reaction papers by three black professionals and three Spanish-surnamed professionals, and (3) an expanded discussion of the technical measures proposed in the main report. Major recommendations and reactions focus on the definition of the term "social competence" and the independent variables involved, research design problems, projected outcome validity, and implications for black and Spanish-speaking children. A survey of literature concerning intelligence measurement and linguistic competence in Mexican-American populations is included. Technical information is given on tests used to measure perceptual-motor/cognitive/language skills. Information is included which supplements the discussions of social competence in Chapter 5 of the main report, particularly focusing on instrument recommendations in the areas of direct observation, evaluative responses from others, measures collected from subjects, and measures restricted to subsample studies. Also included are a literature survey on the independent variables, categorization of counties according to metropolitan/sparseness dimension, and an approximation of costs for basic battery testing per site. (ED)

This report compares the roles and utilization of women in science and technology in the Soviet Union and the United States. Changes in demographic and population data in both countries during this century are examined and compared. Differences in policies and organization of scientific enterprises are also examined and used in comparing the participation of women in scientific and professional occupations in the two countries. Results of the analysis indicate that over the last 30 years, Russian women have been educated and have achieved all but the highest offices equally with men. The authors observe that use of women's capacities is essential to the Soviet economy, and that if any change in women's status should be expected in the USSR, it will be one of declining need for women in the work force. By contrast, the status of women in the United States is changing from one in which their talents have been untapped or underdeveloped. It is conjectured that societal changes in the United States will cause an increase in the proportion of women in the professions. (SD)

This publication is part of a series of reports that describes the results of the first year of a study of federally funded programs designed to introduce and spread innovative practices in public schools. Over several years, the study will examine innovative educational projects funded under four federal programs, including Title III of the Elementary and Secondary Education Act (ESEA), Title VII of the ESEA, the 1968 amendments to the Vocational Education Act, and the Right-to-Read Program. Purpose of the study is to examine the nature, permanence, and extent of dissemination of innovation associated with the various federal programs and with various federal, state, and local practices. A series of five reports presents the results of the study's first year; Volume 4 of the series summarizes the findings of the other volumes, synthesizes extensive data on the program strategy and management of each federal program, and discusses alternative federal strategies for promoting educational innovation. This report in turn summarizes Volume 4 and is designed to present in condensed form the study's approach and findings. (Author/JG)

One of a series on the visual information transfer problems of the partially sighted, the report describes an interactive, multicamera, multimonitor closed circuit television (CCTV) system that permits continuous visual communication between teacher and students in an elementary school resource room. The system (in use since November 1973) is the first known classroom CCTV system for the handicapped, and it enables students with severely impaired vision to read ordinary print, to write with a regular pen or pencil, to carry out operations requiring precise eye-hand coordination, and to see a teacher's written examples while listening to her verbal explanations. The system is reported to be helpful to educable mentally retarded and hearing impaired students and may also prove beneficial to similarly handicapped adults. Provided are sections on system components and design features, engineering considerations, and proof-testing the classroom TV system. Appendixes include technical information on system components; a description of nine performance tests (of intelligence, achievement, perception, and school attitude) administered to measure the effectiveness of the CCTV system; and entries from the teacher's log showing how the system has been used and describing associated problems and successes. (LH)

One of a series on the visual information transfer problems of the partially sighted, the report contains a detailed description of the double X-Y platform, a mechanical device used in conjunction with a closed circuit television system to permit users to read printed or handwritten materials and to take notes on or copy from the material. Also described are alternative approaches for handling visual information transfer problems and experiments (the results of which were inconclusive) with either single or double X-Y platforms. Appendixes contain instructions for using the double X-Y platform, a description of the platform's construction, and additional experimenter observations and comments. (LH)

The results of fieldwork in six diagnostic/prescriptive reading projects in school districts within and around Santa Monica, California, are summarized in this paper. The fieldwork was designed to examine the process of implementing diagnostic/prescriptive approach reading projects and was done as part of a large Rand study of innovative projects in four federal programs: Title III of the Elementary and Secondary Education Act; Title VII (the Bilingual Program) of the same Act; the Vocational Education Act, Part D; and the Right to Read Program. Fieldwork data were collected through semistructured interviews with superintendents, project directors, principals, teachers, and others with a knowledge of the project, such as district office personnel or parents. The adaptation and implementation problems observed in the six reading projects strongly suggest that the diagnostic/prescriptive approach to organizing reading instruction imposes behavioral change demands on teachers that require substantial extra resources to implement and, even more important, to continue. (LL)

In remarks made to the 1974 Executives Conference of the Child Welfare League of America, the author summarizes a 2-year multidisciplinary study of U.S. programs and services for handicapped (specifically vision and hearing impaired) children and their families. Described are the study's first year efforts to identify the population, services required, programs, and delivery services. Considered are the second year's analysis of general system problems in four general classes: insufficient resources; inequity in access to services and level of services provided; gaps in such services as prevention, identification, and direction; and lack of planning, coordination, and information. Recommendations of important service needs include improvements in prevention, early identification, direction, and medical treatment. (CL)

With manpower considerations assuming an ever increasing importance for the Department of Defense, the report was prepared as part of a research program intended to bring new methodologies to bear on present and future military manpower problems. The report describes the All-Volunteer Force (AVF) recruiting, classification, and assignment (RCA) processes and examines the emerging issues surrounding those processes. Section 1 describes the operational characteristics of pre-Volunteer RCA; Section 2, All-Volunteer RCA in terms of the major underlying influences shaping its development; and Section 3, the emerging issues and potential problems acting on RCA and their relationship to one or more of the underlying influences. Pre-Volunteer RCA was relatively simple; the most important influence was the virtual guarantee of a ready supply of high quality people to fill the needs of the Services. The absence of this guaranteed supply has been the dominant factor in shaping AVF adjustments and adaptations; seven major institutional influences acting on RCA are identified, and each relates to one or more emerging issue/problem affecting RCA. Six emerging issues are identified, which have in common a high degree of complexity and pervasiveness and which, together, constitute a major challenge to AVF management. (Author/AJ)