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This policy brief presents an in-depth look at the dropout issue in Texas in the context of 1986 state legislation that mandated that the schools and state education agency ensure that at least 95 % of Texas youth complete high school. Findings from a study by the Intercultural Development Research Association (IDRA), using a high school attrition formula and the review and analysis of secondary data, suggested that 86,000 students had not graduated from Texas public high schools that year. By 1998, the estimated cumulative number of dropouts was much higher, at more than 1.2 million, and study findings show that 43% of the 1993-94 freshman class did not graduate in what should have been their senior year. The costs to the state in foregone income, lost tax revenue, and direct costs of the criminal justice and welfare systems have been enormous. The student attrition rate was highest in major urban districts (51%) and lowest in rural districts (28%). Racial and ethnic minority group students were more likely to be lost from public school enrollment than were White nonHispanic students. The Texas Education Agency has reported much lower dropout rates, suggesting that in 1996-97, only 9.1% (estimated longitudinal rate) did not graduate. One of the recommendations coming from this study is that state and district dropout reporting be made more accurate. Other recommendations center on modifying definitions and policy requirements to reflect the realities of the situation, and establishing monitoring, reporting, and prevention activities at the local school district level. (Contains 17 references.) (SLD)

In 1995, the Texas legislature established a policy that each school district must have an "alternative educational setting for behavioral management." This policy brief examines the ways in which this idea has been implemented in Texas, using data from the Texas Education Agency. Findings show that, for the most part, these alternative educational programs are being used as dumping grounds for "undesirable" students who, once there, get little support. Minority students are overrepresented in removals to these programs, and there has been an increase in reports from schools that have classified students' race and ethnicity as "unknown." Anecdotal reports of some exceptional programs exist, but there are no conclusive studies on the effectiveness of such programs for students forced to participate. Recommendations from the Intercultural Research Development Association are that the decision to refer a student to such a program be made in conjunction with the student's parents, with all options clearly explained. Better information should be gathered about the effectiveness of existing programs, and the alternative programs should be held to the same standards as other Texas schools. In addition, school districts should not be allowed to operate programs that combine students from elementary, middle, and high school levels. (Contains 20 references.) (SLD)

This policy brief presents an in-depth look at the issue of grade-retention in Texas, reviews research that finds this practice to be ineffective, and outlines alternatives to both retention and social promotion. In-grade retention has been a recurrent theme in education over the last 30 years, and it is currently linked to calls for higher standards by politicians. It is often seen as the only alternative to social promotion, passing students with the age-appropriate cohort. Of 66 studies done from 1990 to 1997, 65 found in-grade retention to be ineffective or actually harmful. Retained students suffer low self-esteem and are not likely to make up academic deficiencies. African American and Hispanic students are retained at twice the rate of Whites, and 40% of grade repeaters come from the lowest socioeconomic quartile. In-grade retention is increasing in Texas, especially for minority and economically disadvantaged students. The highest retention rates are found in urban school districts. The Intercultural Development Research Association has developed some recommendations for addressing issues related to in-grade retention in Texas. These include early identification of students at risk, professional development for teachers, redesign of school structures to provide more support, and establishment of new criteria for determining whether or not students should be promoted. (Contains 6 tables, 1 graph, and 39 references.) (SLD)

In 1997, conservative Texas lawmakers introduced a measure for a state-funded voucher program, which was to be limited to low-income students in the state's lowest performing schools. The real objective of the proposal was to set state precedents for state subsidies for private schools. This proposal never made it out of committee in the Texas Senate, but supporters promised to try again in 1999. This policy brief explores the use of vouchers and their effects. State courts have been inconsistent in rulings regarding the constitutionality of using public funds for private schools, which are not accountable to the public for their actions or results. In addition, diverting money for private schools takes money away from communities, resulting in higher taxes. Vouchers do not give parents a choice as much as they give private schools a choice about whom to accept. There is no extensive empirical evidence to support claims that vouchers, by creating competition, improve the quality of local public schools. In Texas, the private schools do not have the capacity to absorb large numbers of students. Vouchers give a new government subsidy to private schools and wealthy parents with children already in private schools. The Intercultural Development Research Association recommends that public monies be used solely for the support of public schools, and that all students should have access to community-based, equitably-funded, high-quality public schools. Schools that receive state tax monies should be subject to the admissions and reporting requirements applicable to public schools. (Contains 1 table, 3 graphs, and 50 references.) (SLD)

This report describes school design and construction delivery processes used by the School Board of Brevard County (Cocoa, Florida) that help optimize value, avoid problems, and eliminate the cost of maintaining a large facility staff. The project phases are examined from project definition through design to construction. Project delivery processes are analyzed including the traditional competitive bid, construction management at risk, and design-build, followed by discussions on using continuing service and performance contracts in school building projects. Delivery processes available to Florida school districts are compared and contrasted. Additionally addressed is school board involvement in approving school building contracting and expenditures. Answers to frequently asked questions on school construction contracting conclude the paper. (GR)

This report provides baseline information from the six schools in Arkansas, Louisiana, New Mexico, Oklahoma, rural Texas, and urban Texas participating in the Applying Technology to Restructuring and Learning (ATRL) project, which seeks to create replicable models of constructivist learning environments supported by technology. The information in this report was collected in the spring and fall of 1998 from teacher surveys; state, district, and school reports; classroom observations; and field notes from initial on-site visits. The purposes of these data are to enable the project team to compare initial classroom conditions with the development of constructivist learning environments supported by technology and to examine how these environments change instructional practices and student learning. Findings for each site are organized under the following headings: The Community and Environs; State Support for Technology; District Overview; Description of School Site; Project Participants; Teacher Self-assessment in Technology; and Observations of Classroom Practices. Appendices include letters of understanding/intent, the technology skills self-assessment checklist, and the classroom observation form. (AEF)

This literature review lays the groundwork for exploring potential linkages between constructivist learning theory and applications of technology. The first section provides an overview of constructivist learning theory, including the major concepts of constructivism, support for constructivist precepts, and confusions and controversies. Constructivism's implications for K-12 classrooms are identified in the next section, including the following elements of constructivist theory and their application in the classroom: the importance of prior understandings; learning as an adaptive activity; knowledge as constructed; resistance to change; learning as situated; and the role of social interaction. The third section describes the role of technology in constructivist learning environments; three major categories of instructional use for computer-based technologies are summarized--learning from technology, technology as the object of instruction, and learning with technology. The challenges of establishing constructivist learning environments and using technology to support them are addressed in the fourth section, including barriers to technology implementation, teachers' resistance to change, students' resistance to change, the dilemma of "right" answers versus student understandings, and the need for in-depth understandings of pedagogy, subject matter, and skills in using technology. A final section offers conclusions about creating constructivist learning environments supported by technology. (Contains 141 references.) (AEF)

The future of rural schools is inextricably linked to the future of their surrounding communities, and service learning is a powerful tool for capitalizing on those links. Service learning makes students active participants in service projects that respond to community needs while furthering the academic goals of students. Service learning projects are enormously varied and may address community needs related to health, poverty, social issues, or the environment. Although most projects are implemented in the middle or high school grades, elementary school students can benefit as well. For service learning to be effective, it must be integrated into the school's ongoing curriculum, and the teacher must identify the academic objectives to be addressed through the activity. The teacher's role must change to being an organizer or facilitator, and school schedules and rules must become more flexible to accommodate service learning activities. All school and community participants should agree beforehand on an activity's basic purpose. Service learning benefits students by providing authentic learning relevant to daily life and work, promoting social values and good citizenship, teaching work skills, and improving critical thinking and self-esteem. Various examples of rural service learning projects are described, and five information resources are profiled. (SV)

A survey of 509 technical education students who had graduated or completed a certificate from the Dallas County Community College District (DCCCD) between May 1998 and August 1999 identified students' primary educational goals while attending DCCCD as: (1) earning a two year degree (48%); (2) improving skills in a current job and/or getting a better job (16%); (3) transferring to a four year college (15%); (4) achieving skills to seek employment (11%); and (5) earning a certificate from a technical program (9%). Overall, graduates were satisfied with their goal progress, technical training, skills acquired for citizenship and critical thinking, and overall education. Approximately 90% of the respondents were employed, and 70% were in jobs relevant to their field of study. Graduates indicated they were most likely to return to study topics of personal interest and less likely to return to pursue an additional degree. Student comments were categorized describing education outcomes (88% positive, 6% negative), education as it relates to the job world (40% positive, 60% negative), and education experience (57% positive, 43% negative). Appendix A contains a list of 194 companies employing graduates. Appendix B contains a response profile broken down by the DCCCD college respondents attended. (PGS)

This document contains nine strategic planning priorities and associated key objectives set by Austin Community College (ACC) (Texas) for 1999-2004. Planning priorities include: (1) expand existing and develop new instructional programs to meet identified community needs; (2) explore instructional delivery alternatives for courses and programs to ensure instructional flexibility; (3) improve student retention and educational goal completion for students attending ACC; (4) expand student recruitment efforts to increase access to higher education for the ACC service area; (5) develop facilities that meet instructional needs that are responsive to identified community needs; (6) expand relationships with the community regarding instruction; (7) ensure continued high quality teaching through expansion and continuous renewal of a strong core of professional faculty; (8) ensure increased operating effectiveness through improved internal administrative processes, a strengthened infrastructure, and consistent use of information for planning and decision making; and (9) ensure that the college has the resources to provide excellence and quality in all programs needed by the community. Following each of these nine priorities are key objectives and practical steps to accomplish each strategic planning priority. (PGS)

This study attempts to discern the rate at which first-time-in-college (FTIC) Austin Community College (ACC) (Texas) students transfer to senior institutions, and which senior institutions they choose to attend. Highlights of the report include: (1) From 1990-1993, Austin Community College students transferred to four-year institutions at a higher rate than community college students elsewhere in Texas; (2) In each of these years, one-third of FTIC students majoring in academic areas transferred to senior institutions, both from ACC and statewide; (3) Comparison of the percent of change in the number of transfers from one year to the next for ACC and statewide reveals an inverse relationship, with ACC's rate increasing where the statewide rate decreases; and (4) about one-fifth of ACC's FTIC students majoring in technical areas transfer to senior institutions, while slightly over one-tenth of statewide students do. The majority of ACC transfer students (63% in 1996-97) went to the University of Texas at Austin, while 21% went to Southwest Texas State University and most remaining chose another of Texas' 33 public universities. Appended is a table of transfer rates by ethnicity and a list of transfer institutions in Texas. (EMH)

The report describes the Instructional Program Review Process at Austin Community College (Texas). The report includes program review process timeline and schedule. The Instructional Program Review Process focuses on issues of need, cost, and effectiveness of instructional programs. It provides for identification of improvements, includes standards of academic quality, and allows for better decision-making, including modifications, budget, strategic planning. In consultation with the administration, Deans determine the order in which programs in their areas will be reviewed. Each dean will designate a self-study team for each instructional area. The selection will be based on recommendations from the Program Coordinator or Taskforce Chair. The Chair is the key member of the self-study team. The Chair's responsibility begins during the spring term prior to the self-study and continues through the next academic year until the final self-study report has been submitted. The basis of the program review process is the analysis of information relating to a set of core indicators. These core indicators have been identified by the Program Review Work Group and reflect the input from a variety of sources. They include indicators federal, state, and regional agencies, as well as "best practices" identified in similar processes at other community colleges. The core indicators are presented in three sets, categorized by need, cost, and program effectiveness. (JA)

This document is a compilation of reports that outline various institutional effectiveness measures and present assessment results and data at Austin Community College (ACC) (Texas). The College Effectiveness Update reports include Academic Programs Transfer Effectiveness Measures, Workforce Education Effectiveness Measures, Developmental Educational Measures, Retention Effectiveness Measures, and Student Services Measures. Each report describes the purpose, intended outcome, criterion, results, and data of one or more effectiveness measure. The purpose of the 'academic programs transfer effectiveness measures' is to prepare students for successful college or university transfer. The intended outcome of the 'workforce education effectiveness measures' is for students in workforce education programs to meet their educational goals. The criterion for 'retention effectiveness measures' is that the percentage of FTIC degree-seeking students enrolled in the fall semester who return the following spring semester will be higher than the state average. Results indicate that the percentage of ACC's fall 1996 FTIC degree-seeking students who returned in spring 1997 (58.6%) is 7.3 percent below the statewide average return rate of 65.9%. The intended outcome of the 'student services effectiveness measures' is for the unduplicated headcount enrollment of ACC to reflect the diversity of the population the College serves. (Contains data tables.) (JA)

This report outlines institutional effectiveness measures at Austin Community College (Texas). Areas of assessment include transfer outcomes, workforce education, developmental education, retention, student services, and adult education. This report shows the purpose of each area of assessment, followed by the intended outcome, assessment criteria, and methodology of one or more effectiveness measures in a given area of assessment. For example, effectiveness measures for academic programs transfer include transfer rate, transfer intent fulfillment, and success at the transfer institution. The intended outcome for 'transfer intent fulfillment' is that first-time students who indicate an intent to transfer and who have earned at least 15 credit hours in baccalaureate transfer courses will transfer to a 4-year college or university within 6 years of their initial enrollment. Its assessment criteria is that 65% of first time students who indicate an intent to transfer and who have earned at least 15 credit hours in baccalaureate transfer courses will transfer to a 4-year college or university within 6 years. The methodology is a longitudinal analysis of student intent data collected from student applications. (JA)

The document contains tables displaying enrollment data for all spring 1999 sessions at Austin Community College (Texas), with comparisons to the same data for all spring 1998 sessions. The numbers for headcount, demographic, credit hour, contact hour and FTSE data reported were obtained by modifying the mainframe SPSS report to include demographics and running it for spring 1999 and spring 1998. Total College-wide Headcount increased slightly to 25,298 in spring 1999 from 25,288 in spring 1998. The report also gives a breakdown of the data for Total College-wide Headcount by race/ethnicity, gender, and age. White, Hispanic, Native American, and international student enrollment increased, while African-American and Asian/Pacific Islander student enrollment decreased. Female enrollment increased by 125, to 53.7% of the total student population, while male enrollment decreased by 118 students. The age distribution of students remained relatively stable. Head counts, credit hours, and contact hours are also provided for each of the nine campuses. (Contains 11 tables.) (JA)

This report provides various facts about Austin Community College (ACC) (Texas). It addresses general school information, budget and finance, credit programs, college credit student profile, credit degrees and awards, campus demographics, alternative credit and adult education, faculty and staff, and facilities and instructional sites. The college was established in December 1972 by voters of the Austin Independent School District. Presently, the college maintains six full-time campuses in addition to the Highland Business Center, which houses the administration offices and a business training center. ACC receives its funds from three primary sources of revenues: state funding, property taxes, and student tuition and fees. ACC's tuition is among the highest of any community college in Texas. Unlike state reimbursement, tuition and fee income may be spent for any college purpose, including retirement of revenue bonds which could be used for limited construction purposes. ACC's educational programs include workforce programs and academic/ transfer courses. The college offers 16 Associate of Arts programs and 12 Associate of Science programs. In fall 1998, 39.0% of the students were between 16 and 21 years of age and 36.3% were between 22 and 30. Contains numerous charts and tables. (JA)

In 1997 the Austin Independent School District (AISD) (Texas) launched the Austin Collaborative for Mathematics Education (ACME), a project funded by the National Science Foundation to improve mathematics education districtwide. The initiative provides all K-8 mathematics teachers in the district with long-term professional development and campus-based support to implement current national standards for mathematics curriculum and instruction. The teaching practices of teachers before and after participation in ACME programs were examined. A random sample of 248 mathematics teachers and 39 special education teachers returned completed questionnaires on attitudes toward mathematics reform, teaching practices, content knowledge, and demographic characteristics. Ten randomly selected classrooms and 3 special education classes were observed. During the ACME project's first year, teacher attitudes changed from anxiety to confidence and interest in mathematics reform. The investigative culture and design of ACME professional development were rated "effective" by teachers. Strong points included the professional community of learners ACME supported, and the responsiveness of the program to teacher concerns. Some challenges to the program were identified, and recommendations are made for program improvement. Appendixes contain the teacher questionnaire and study interview protocols. (Contains 1 figure, 5 tables, and 13 references.) (SLD)

The Optional Extended Year (OEY) program was initiated in Texas in 1995 and first implemented in the Austin Independent School District (AISD) in 1996. The primary focus of the OEY programs is to reduce student retention in grade through four school day options: (1) extended day; (2) extended week; (3) intersessions for year-round schools; and (4) summer school. In the 1997-98 school year, 43 elementary and 15 middle schools received OEY funding. Administrators and teachers in each program were asked to provide information about program operation and about students. In most schools, the OEY programs focused on reading and mathematics. Most students who attended were promoted to the next grade. There was considerable parent involvement in OEY programs. Recommendations for program improvement centered on implementing a standard curriculum targeting a specific area with a standardized pretest and posttest to measure student achievement. Professional development and increased parent participation are also recommended. (Contains four tables.) (SLD)

This document gives an overview of the "Calling the Roll" program, a two-state study-circle program. Study circles employ a public-engagement model that fosters dialogue among diverse individuals and groups. This report explores how participation in study circles affects the education policymaking process, and it examines the process of implementing a statewide program of study circles. The report is divided into five sections. Section 1 provides a summary of the program. Section 2 presents background information on public engagement and the policymaking process and explores deliberative dialogue and how the study-circle model encourages deliberative dialogue about education. Section 3 describes the statewide implementation of the "Calling the Roll" program in Arkansas and Oklahoma. Section 4 presents a description of the study, outlining the key questions and the research approach, along with site and sample selection criteria and data-collection processes. Section 5 provides a brief overview of the collaborative-research effort among the various organizations involved in the program. The study will provide educators and legislators needed information on the implementation of the program, as well as its short-, mid-, and long-term effects. A bibliography, a glossary, and a list of acronyms appear at the end. (RJM)

This monograph shares the lessons learned from participation in the Intercultural Development Research Association's Texas Immigrant Education Collaborative (TIEC) project in two sites: a middle school in Houston with an international immigrant student population and a border high school in El Paso with a primarily homogenous Mexican immigrant population. Data came from field notes and interviews with students, teachers, parents, and administrators. Part 1 of the monograph is a primer on immigrant education that discusses related basic issues. Part 2 presents a broad discussion of the lessons learned from participation in the TIEC project. In part 3, selected TIEC initiatives are described with details about how each lesson was learned. In most cases, the teachers in program schools had good ideas about what they wanted to do to improve students' education. What they lacked was time to interact and a forum to build advocacy for immigrant students. Five appendixes contain information about immigrant students' rights to attend public schools, a list of organizations devoted to immigrant issues, lists of immigrant education and Internet resources, and a glossary of terms related to immigrant education. (Contains 2 tables, 2 figures, and 48 references.) (SLD)

This report discusses the outcomes of a study that examined how special education services were being provided in four elementary schools in the Austin Independent School District in the 1997-98 school year: Brentwood, Dawson, Pillow, and Zavala. The study's intention was to determine how much, if any, inclusion of students with disabilities in general education classes was occurring. Principals, assistant principals, special and general education teachers, and teacher assistants were interviewed at the four schools, resulting in 125 interviews. The number and type of student with disabilities on each campus varied considerably and the number of students with a disability seemed to be related to how far advanced each school was with its plans for inclusion. The school with the fewest number of students with disabilities made the most advances with inclusion. In general, the administrators in these four schools were found to be doing a good job of working with and supporting the teachers, as evidenced by the teachers' perceptions of them. Many teachers viewed their principals as being supportive of them and as being instructional leaders. The majority had very positive attitudes toward including students with disabilities in general education programs. Appendices include assessment materials. (Contains 29 references.) (CR)

The ExceL through Innovation grants program provides funding for elementary campuses to implement 4-year instructional and staff development programs designed to raise student achievement. All 66 campuses of the Austin Independent School District (Texas) received ExceL funding for the 1996-97 and 1997-98 school years, with the funded amount based, in part, on the number of reading and mathematics tests from the Texas Assessment of Academic Skills failed at the campus in 1994-95. In September 1997, the elementary school principals completed a benchmarks survey to clarify their ExceL benchmarks for the 1997-98 school year. Survey responses and the results of site visits were used to develop summaries of the ExceL program at each campus. Most campuses (82%) met some of their benchmarks, and 14% met all of their benchmarks in 1997-98. Campus instructional programs varied greatly in terms of content and degree of innovation, but 64% of programs focused on mathematics, and 55% focused on literacy. Parental involvement was a focus at 52%. Campus staff development programs varied, also reflecting the differences in funding amounts, but 67% of campuses included training in mathematics and 50% included training in literacy. Recommendations for program continuation and improvement include suggestions for competitive grant allocations. Three appendixes contain information on program costs by campus for both school years and the study survey. (SLD)

This report focuses on the standards and test schools used to measure student and school performance in Texas. The primary method for evaluating the academic achievement of Texas public school students is a standardized test called the Texas Assessment of Academic Skills (TAAS). A review of TAAS scores and their uses suggests that the TAAS test may be given too much weight in the Texas educational system for evaluating students and schools. The TAAS is used not only for student assessment and school evaluation, but is also used to decide if students are ready to graduate. Although an increasing number of students are passing the TAAS, there is still substantial need for improvement. Fair learning standards should be based on a realistic assessment of the skills and knowledge that a student will need in college or the workplace. All children should have similar learning opportunities. High standards are the beginning, but students also need the belief that they have the ability to succeed. The Ysleta Independent School District, El Paso, Texas, demonstrates the success possible when the vision of the school district makes academic success nonnegotiable. Ysleta students are passing the TAAS at higher rates than in any other large urban district in the state. (Contains 2 figures, 4 tables, and 23 endnotes.) (SLD)

The Families Communicate pilot project provides early intervention at the home campuses for students having discipline problems and their families. The interactive curriculum is presented in four sessions: (1) communication; (2) anger management; (3) conflict resolution; and (4) problem solving. Facilitators were trained, and the pilot project was implemented during the 1997-98 school year. Eighty students from six campuses participated with their parents in the four-session program. Goals of the pilot project include: (1) to increase the number of on-campus support programs for students and their families; (2) to increase the early intervention options principals have in working with students showing signs of persistent behavior problems; (3) to enhance staff skills in working with at-risk students and their families; and (4) to reduce the number of referrals for alternative education. Table 1 describes student characteristics. Table 2 shows rates of school attendance, discipline, and passing TAAS. A summary of student-parent joint evaluations is presented in Table 3. Suggestions for improvement of the program are reviewed in the text. Overall, the project was considered a success. Current data will provide a baseline for future project evaluations. (EMK)

This is the first in a series of reports about public education in Texas. This introductory report summarizes many of the challenges faced by students in Texas, as well as challenges faced by the schools they attend. It focuses on low income and disadvantaged children and describes some of the major education-reform efforts currently being discussed. The report opens with a profile of Texas school children and a discussion of some of the challenges faced by these children. It explores environmental and social factors, family literacy, early childhood education, learning standards and student assessment, student achievement, social promotion, dropouts, children with special challenges, bilingual education, special education, school finance, school crowding, professional development, technology in schools, school facilities, parental and family involvement with schools, violence in schools, school-community partnerships, charter schools, contracting, school-choice magnet schools, school-based services for children and their families, and vouchers. The report concludes that almost half of all students in Texas are considered economically disadvantaged, with many of them lacking English proficiency or suffering from disabilities and barriers to learning. Each issue raised in the report serves as a brief introduction to each of the topics to be discussed in more detail in upcoming reports. (RJM)

The DELTA program of the Austin Independent School District (AISD) (Texas) is an open-entry, open-exit competency-based diploma program in 10 high schools that is designed to help recover former dropouts and to prevent students who are at risk from dropping out. Instruction in the program is individualized and self-paced, but goals for the DELTA program are aligned with other AISD academic programs. In 1997-98, the third year of program operation, the DELTA program served 858 male and 766 female students. Nearly half (47%) were Hispanic Americans, and 20% were African Americans. Evaluation of the DELTA program shows that the number of students served by the program continued to increase in the third year. During its 3 years of operation the program has served increasing numbers of seniors, who need fewer credits to graduate, and this has contributed to a decrease in the number of credits earned by program participants. Findings of the evaluation indicate that the DELTA program is successfully meeting the goals of serving the target population and helping recovered and prevented dropouts stay in school and earn high school diplomas. Recommendations are made for program improvement. These include improvement of data collection techniques to evaluate the program's impact more thoroughly. (Contains three figures.) (SLD)

Title VI of the Elementary and Secondary Education Act, as amended in 1994, provides federal funds to states to contribute to the improvement of elementary (including preschool) and secondary educational programs in both public and private schools. Title VI funds supplement or increase local funds, but may not be used to supplant them. The 1997-98 allocation of Title VI funds to the Austin Independent School District (AISD) of $414,630 was based on public and private school enrollments and the numbers of students eligible for free or reduced-price lunches. This program summary presents the allocation, expenditure, number of students served and staff funded, and cost per student/staff for each Title VI program. These programs included: (1) expenses associated with a coordinator of volunteers; (2) library resources; (3) funding for a mathematics specialist for the school district; (4) equipment and supplies for private nonprofit schools; (5) a science workshop; (6) visiting teachers for extra student support; (7) Reading Recovery programs; (8) funding for intervention specialists; and (9) scholarships to a summer program. (Contains one table and two references.) (SLD)