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This report presents the findings of a survey of all school boards in Ontario (Canada) concerning the status of policies to ensure racial and ethnic equality. Of the 124 boards surveyed, 100 responded. The following major findings are presented: (1) 39 boards have policies in place, three other boards have completed draft policies, and 22 boards have begun policy development; (2) the size, structure, content, and format of the policies vary widely; (3) boards with policies in place usually have related policies on multiculturalism, heritage, language, employment equity, racial harassment, and curriculum guidelines; (4) a small number of northern rural boards have used limited resources to develop policies, but most boards that have developed policies tend to be larger southern boards with greater resources; (5) the key factors to successful policy development and implementation were senior administrator support, the desire to eradicate racism, adequate resources, community involvement, clearly outlined responsibilities and accountability, and effective inservice training; and (6) boards expect leadership and modeling from the Ministry of Education. Statistical data are presented in 16 tables and two graphs. A 149-item bibliography, a list of survey participants, and copies of the survey questionnaire, in both English and French, are appended. (FMW)

The follow-up study of 2,101 students from occupational programs in Ontario secondary schools reported in this document is retrospective and longitudinal in nature. The study was intended to ascertain the effectiveness of the occupational program in enabling graduates to secure employment and to hold a job, and to assess the relation to and influences on occupational graduates of other background and school variables. The actual employment experiences of occupational graduates and the relation of their training to these experiences were studied and the effects on students just completing a two- or three-year occupational program in 1973 were examined. A baseline survey was carried out concurrently with the follow-up survey, and personal interviews were conducted to supplement the results of the follow-up survey and to provide a cross-check on them. This report is organized as follows: Chapter 1 outlines the scope, objectives, and method of the study; in chapter 2 the results of the follow-up survey in the three areas of school, job, and background information are examined. In chapter 3 these responses are discussed with reference to patterns of variation by school variables. A more in-depth view of the world of the occupational graduate is presented in chapter 4, based on interviews with graduates. In chapter 5 the responses to the baseline survey are discussed, with additional reference to patterns of variation by sex. Chapter 6 discusses findings and conclusions. Appendixes contain forms and materials used in the study. (TA)

Assessment of the Career Development Credit Course (CDCC), a career planning course, instituted in twenty-one Ontario secondary schools to prepare students for further education or for the labor market is reported in this document. Data reported are based on questionnaires completed by 1,789 sample and control students who have taken the course and are still in school or in the labor market, and on an in-depth interview with teachers of CDCC. Chapters are organized as follows: Chapter 1 describes the scope and objectives of the study. Chapter 2 deals with background characteristics of CDCC respondents and control respondents, and chapter 3 contains a discussion of the expectations, aspirations, and employment experiences of the two groups. Chapter 4 deals with information concerning students' experience with CDCC. Chapter 5 discusses the teaching and evaluation of CDCC from the teachers' point of view. Chapter 6 reports findings on male/female differences in the use of CDCC including the following: Females are more attracted to this type of course, are more highly motivated, and have higher (short-term) aspirations than males in the course; the two predominant career paths chosen by males and females in the study deviate little from traditional ones of the past generation. Chapter 7 presents the conclusion that CDCC is fulfilling many of the purposes for which it was established both for students still in school and for those already in the labor market. Appendixes contain forms and materials used in the study. (TA)