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Many students in the United States who are required to take educational tests are not fully proficient in English. To address this problem, a state-mandated testing program created dual language English-Spanish versions of some of their tests. In this study, the psychometric properties of the English and dual language versions of a fourth-grade mathematics test were explored. Analyses of the consistency of test structure across the two forms were conducted using structural equation modeling and multidimensional scaling. Analyses of differential item functioning (DIF) were conducted using Poly-SIBTEST. The results suggest slight structural differences across the two versions of the test. Part of this difference was attributed to overall proficiency differences across the two studied groups, and part was attributed to DIF. The implications of the findings for future research in this area are discussed. (Contains 4 figures, 11 tables, and 28 references.) (Author/SLD)

This paper discusses the nature of cognitive research and its implications for learning and teaching science. In addition to needing adequate financial support, active involvement of scientists and educators, and education of teachers, two other factors should loom large in the development of new instructional materials in science and in the design of new instructional strategies. The first is cognitive research findings on teaching, learning, and problem solving. The second factor is the nature of science as it is practiced by scientists. The paper is divided into sections on research on learning and problem solving in science, lack of alignment between instructional practices and current views of learning, and factors necessary to bring about alignment between instructional practices and current views of learning. (Contains 115 references.) (MM)

Setting standards on educational tests is extremely challenging. The psychometric literature is replete with methods and guidelines for setting standards on educational tests; however, little attention has been paid to the process of setting standards on computerized adaptive tests (CATs). This lack of attention is unfortunate because CATs are becoming more widely used, and setting standards on these tests is typically more difficult than setting standards on nonadaptive (linear) tests. This paper discusses some of the issues to be addressed when setting standards on CATs, presents the results of a standard setting study conducted on a computerized adaptive placement test, and discusses the implications of the findings for future research and practice in this area. Thirteen mathematics experts participated in the standard-setting study using ACCUPLACER (College Board) scores. The results of the study suggest that standards can be set on CATs using subsets of items from a CAT item pool, and that methods designed to gather test-centered standard setting data more quickly than traditional methods show promise for setting standards on CATs. (Contains 2 figures, 5 tables, and 14 references.) (Author/SLD)

Assessing people who operate in different languages necessitates the use of multiple language versions of an assessment. However, different language versions of an assessment are not necessarily equivalent. In this paper, the psychometric properties of different language versions on an international employee attitude survey are evaluated. This survey was administered to more than 50,000 employees of a large telecommunications company using both paper-and-pencil and Web administration formats. The structural equivalence of the survey was evaluated across language versions, cultural groups, and administration formats using multidimensional scaling. The statistical equivalence of English, French, and Spanish versions of the survey items was evaluated using analysis of covariance. The results indicate the structure of the survey is consistent across the groups studied, and that the different language versions of the items functioned similarly. The implications of the results for future research in this area are discussed. (Contains 3 figures, 4 tables, and 38 references.) (Author/SLD)

Whatever the purpose of test adaptation, questions arise concerning the validity of inferences from such adapted tests. This paper considers several advantages and disadvantages of adapting tests from one language and culture to another. The paper also reviews several sources of error or invalidity associated with adapting tests and suggests ways to reduce those errors. It also considers test adaptation advances in a rapidly emerging area of social research, quality of life measures. The term "test adaptation" is preferred to test "translation" because adaptation is a broader term that better reflects what should happen in preparing a test that is constructed in one language and culture for use in another language and culture. Adapting a test may be cheaper than developing a new test, and it may allow better cross-cultural comparisons, provide a greater sense of security, and enhance fairness. Sometimes, test adaptation is not the answer, and when it is a good approach care must be taken to ensure validity. Sources of error that arise in test adaptation can be organized into three broad categories: (1) cultural and language differences; (2) technical methods; and (3) interpretation of results. Each of these must be considered in the adaptation process. The use of quality of life (QOL) tests by medical and public health researchers is a growing area that requires more than mere translation of the test. Suggestions are made to ensure that the adaptation of QOL tests receives the rigorous judgmental analysis it deserves. (Contains 28 references.) (SLD)

This paper presents a teaching strategy based on showing students a two-part demonstration then asking them to predict the outcome and explain their predictions. The teaching approach focuses on students developing an understanding of the value of analyzing a situation in terms of basic concepts. Students also learn the advantage of simple reasoning over manipulating equations. (Author/YDS)

An emerging technology, classroom communication systems (CCSs), has the potential to transform the way we teach science in large-lecture settings. CCSs can serve as catalysts for creating a more interactive, student-centered classroom in the lecture hall, thereby allowing students to become more actively involved in constructing and using knowledge. CCSs not only make it easier to engage students in learning activities during lecture, but also enhance the communication among students, and between the students and the instructor. This enhanced communication assists the students and the instructor in assessing understanding during class time, and affords the instructor the opportunity to devise instructional interventions that target students' needs as they arise. By facilitating a shift from a passive, teacher- centered (i.e., lecture-style) classroom, toward an interactive, student-centered classroom, a CCS helps to create a classroom environment that accommodates a wider variety of student learning styles, making the learning of science a much more positive experience for students. CCSs are unique tools that teachers can use for facilitating learning and for improving students' attitudes toward science. This article describes our experiences over the last seven years using a CCS called Classtalk to teach eight different introductory-level physics courses at the University of Massachusetts in Amherst. This system has also been used in introductory courses in biology, economics, and sociology. (Contains 55 references.) (Author/MM)

This paper introduces integrated curriculum material for high school physics developed by the Physics Education Research Group (PERG) with the University of Massachusetts and high school teachers. This curriculum is based on an action-oriented constructivist approach. There are six types of materials in the curriculum: (1) student activities; (2) student reader; (3) answers and instructional aids for teachers; (4) assessment items; (5) supplements; and (6) answer sheets. (YDS)

The primary purpose of this study was to assess the effect of item bundling on multidimensional data. A second purpose was to compare three methods for assessing dimensionality. Eight multidimensional data sets consisting of 100 items and 1,000 examinees were simulated varying in terms of dimensionality, inter-dimensional correlation, and number of items loading on each dimension. Analyses were also performed on two samples of examinees from the November 1996 administration of the Uniform Certified Public Accountant examination. The items from both data sets were grouped into bundles that varied in size and content. Principal components factor analysis, maximum likelihood factor analysis, and multidimensional scaling were used to analyze the item bundles as well as the items themselves. Results suggest that item bundling tends to obscure multidimensionality, but analyses on the items themselves overestimate dimensionality. Multidimensional scaling also appeared better able to recover the underlying dimensionality of the data than the other two techniques. (Contains 13 tables and 17 references.) (Author/SLD)

This volume is a sampling of 18 pieces of writing by students in a workplace education writing course called Advanced Writing. It contains the following poems, fiction, and nonfiction written in and outside of class: "Artist" (Bruce Bass); "Tuesday Morning" (Kathy Colon); "House" (Lee Christian); "Life" (Alice Chapin); "A Cat Story" (Jane E. Carroll); "A Trilogy: Eugene" (Christine Heard); "The Day Daddy Brought Home the Television Set" (Elisabeth Williams); "Poems" (Carl Davignon); "Coming Home" (Mike Drew); "In This Photo..." (Linda Hillenbrand, Claire Galenski Myette, Carl Davignon, Janet Verrill); "Rhubarb" (Lee Christian); "Birth" (Kathy Colon); "Mirror Rock" (Judie Towlson); "Joey, A Special Kid" (Linda Hillenbrand); "Love Is Too Precious" (Janet Verrill); "Writing the Moment" (Claire Galenski Myette, Bruce Bass, Sophie Sidur); "My Brother Bill" (David Hutchins); "Ordinary and Wild Panic" and "Poems from Shatterland" (Eugenie Harvey); "Battle at Cam Le Bridge--23 August 1968" and "Desert Storm--1991" (Lee Forester); "The Knight in Shining Armor" and "The Nineties Princess (Faith)" (Janet Verrill); "The Snag of the Century" and "Everything He Knew" (Francis Martin, Jr.); "Dialogue," including "You, Me, I See" (Bruce Bass), "Untitled" (Janet Verrill), and "I Can See You, But I Can't Hear You" (Jane E. Carroll); "Two Songs," including "He Wasn't a Hero" and "Katie" (William Jacque); "Up at 4:00 Drinking Milk and Honey" (Eugenie Harvey); "Untitled" (Lee Christian); "New Found Friends" (Bruce Bass); "What Are Friends for?" (Jane E. Carroll); and "Kisses from Maine" (Kathy Colon). Writers' biographies are appended. (YLB)

The purpose of this study was to compare two non-parametric procedures, the Mantel-Haenszel (MH) procedure and the simultaneous item bias (SIB) procedure, with respect to their Type I error rates and power, and to investigate the conditions under which asymptotic distributional properties of the SIB and MH were obtained. Data were simulated to reflect a variety of conditions; the factors manipulated were sample sizes, ability distributions of the focal and the reference groups, percent of DIF items in the test, types of item and DIF effect sizes. Investigations of the distribution of the SIB and the MH statistics revealed that the SIB statistic had the theoretical asymptotic distributions when the sample sizes of the focal and reference groups exceeded 200, whereas the MH statistic did not have the theoretical asymptotic distributions under any condition. The MH and the SIB procedures were equally powerful in detecting DIF for equal ability distributions, and the SIB procedure was more powerful for unequal ability distributions than the MH procedure. The Type I error rates for the MH statistic were within limits, whereas they were higher for the SIB statistic than those for the MH statistic. Comparisons between the detection rates of the two procedures were made with respect to the various factors manipulated in the study. Suggestions for future research are made. (Contains 16 references and 11 tables.) (Author)

This report is designed to examine the construction of cultural memory, specifically the interpretation and transmission of historical knowledge in Spain and Catalonia. The study contends that in modern complex societies the genre commonly categorized as history represents a particular form of cultural construct devoted to the transmission, preservation, and alternation of the collective memory. The volume includes the following chapters: (1) "Introduction"; (2) "The Transition"; (3) "Models of Education and Models of Society"; (4) "The Structure of Education"; (5) "The Context of Learning"; (6) "Interpreting the Past"; (7) "Understanding the Present"; and (8) "Hegemony and Cultural Process." A map and diagram of the educational system accompanies the text along with a lengthy bibliography. Contains 12 pages of references. (EH)

Increasing social awareness of the need for accurate and fair testing has combined with technological developments to produce dramatic advances in psychometric models, methods, and procedures. Three of the most important new directions within the measurement field concern the following areas: (1) item response theory; (2) item bias or differential item functioning (empirical methods and judgmental approaches); and (3) performance assessment and the associated development of new item formats. Recent developments in each of these three areas are described. Future applications of item response theory include extensions to current models to handle polytomous and multidimensional data. One of the most exciting areas within performance testing involves more valid assessments of higher-level cognitive skills. Important future directions for differential item functioning research include the development of techniques for the analysis of items that are scored polytomously and improvements in current judgmental methods. The following are other areas within the measurement field in which important advances may be expected: (1) expanded uses of generalizability theory in the analysis of educational data; (2) increased use of computer technology in test development and administration; and (3) the integration of cognitive psychology and psychometric methods to evolve new types of measurements that are especially useful to teachers. Included are 37 references. (Author/RLC)

A study examined untenured faculty at the University of Massachusetts (Amherst) to determine their job satisfaction and work stress, changes in these areas over time, and ways the university could enrich their job experience. Two cohorts were studied via questionnaires. The first cohort comprised first-year faculty (N=23) and the second comprised all other tenure-tracked faculty (N=185). Questionnaires were returned by 100 faculty in the second cohort, and by 19 of 23 faculty in the first cohort; 20 of the first cohort faculty were also interviewed. Findings showed that from optimistic and enthusiastic beginnings, work stress increased and job satisfaction deteriorated over time. Budget restrictions and less resource availability were seen as being detrimental to career development. New faculty desired more assistance than they received in adjusting to their new setting and in establishing themselves as researchers and teachers, a condition particularly strong in female faculty. Finally, 82 percent of faculty, after their first year, indicated a likelihood of seeking jobs with other universities within the next year. These results suggest a greater need to provide social, intellectual, and physical support in attracting, developing, and retaining new and junior faculty, and recommendations for this are provided. Contains 10 references and 10 tables. (GLR)

This study was commissioned in order to understand better how partnerships between the community and the schools work. Over 250 partnerships in arts education were convened in six city-wide institutes and three, multi-state, regional institutes to examine what contributes to and what blocks successful community and school partnerships on behalf of arts in education. The study concentrated on partnership structures and partnership processes. These structures and processes were observed within individual collaborations as well as in city-wide cooperative support systems. Meeting participants depicted trends in funding, in school systems, and in arts organizations that affect community arts and school intersections. In the three regional meetings, participants described basic principles of collaboration and critical success factors. The study also revealed some common challenges to collaboration. The document lists values common to successful arts and education partnerships as: (1) assure equitable access to cultural experience; (2) value all cultures, assure cultural diversity of programs and participants; (3) value artistic quality in education; and (4) ensure that the arts are indispensably a part of education. A partnership development cycle is described. While coordination is the central or fundamental requirement, it is only part of six fundamental systems that together support arts in education partnerships: (1) coordination; (2) funding; (3) public policies and plans; (4) information and training; (5) advocacy; and (6) programming. Nine critical success factors include: (1) leadership and vision; (2) effective planning; (3) broad based community representation; (4) teacher participation; (5) artist participation; (6) public awareness and communication; (7) awareness of program catalyst; (8) site specific program design; and (9) ongoing assessment of the partnership. (DK)

The most important part of the teacher education program, the student teaching experience, typically receives the least coordinated conceptualization and collaboration between the key partners: the university and the schools. A clinical site, established in a high school or middle school on the model of a teaching hospital, can address two needs simultaneously: serving large numbers of students and providing a high quality teacher preparation experience. A clinical site can break down the characteristic isolation of the student teaching experience for both students and faculty. This program description provides an overview of the professional development school (PDS) project which was established in 1985 as a clinical site by the East Longmeadow (MA) School District and the University of Massachusetts at Amherst. Topics covered include: the need for clinical sites; recruitment and selection of students; the annual planning and development seminar for university faculty and cooperating clinical instructors; the end of the semester retreat for student teachers, cooperating clinical instructors, and university faculty; program implementation; program development and expansion; research, evaluation, and dissemination; and intended outcomes. (IAH)

A study examined the labor market mobility of displaced workers, using a new data file that matches the January 1984, 1986, and 1988 Displaced Worker Surveys (DWS) to the March Current Population Surveys in the same years. This large database provides information on displaced workers and their families and permits comparison of the geographic migration rates of displaced and nondisplaced workers. Findings were reported in terms of industrial, occupational, and geographic mobility. Major findings included the following: (1) about one-half of displaced workers change industry and occupation following displacement, with most workers who change changing both; (2) reemployment earnings as a percent of predisplacement earnings are substantially lower for workers reemployed in new industries or occupations; (3) skilled craft workers and semiskilled operators have a stronger attachment to industry and occupation than do less skilled laborers; (4) increased job tenure and higher wages on the prior job discourage mobility; (5) male displaced workers have significantly higher rates of geographic mobility than do similar nondisplaced workers; (6) family variables, such as whether a male worker's wife was also displaced, play an important role in family migration decisions; and (7) although the reemployment rate for some displaced workers who move tends to be higher in the short run than for those who do not, there are no significant long-term differences in reemployment rate. (38 references) (KC)

This report summarizes the program and activities of the Center for High School philosophy from 1972-1974. The publication begins with a very brief description of the Center's background and major objectives. Established in 1971, the Center serves as a clearinghouse for information, ideas, contacts, and counsel on every aspect of high school philosophy; publishes a newsletter; fosters appropriate standards in the field; and promotes and/or conducts workshops and institutes. The publications's second section describes the four major activities undertaken from 1972-1974: (1) the establishment of the Center at the University of Massachusetts at Amherst; (2) the meeting of the Center's national Advisory Board; (3) the initiation of a Curriculum Development/In-service Training project with a follow-up grant from the Rockefeller Foundation; and (4) the emergence of support within the secondary schools and the philosophical profession. Results of various activities including the Follow-Up Project and the development of new centers are described in section three. Included in the appendices which comprise more than one fourth of the document are copies of the Center's Newsletter and a list of the Center's publications. (Author/RM)

The effectiveness of instant video replay in improving young children's understanding of the physical laws of balancing blocks on a fulcrum was investigated. A total of 128 children from 4 to 8 years of age were randomly assigned to one of four treatment conditions. In the "Predict Block" condition, children viewed a video replay that stopped action immediately after a block reached the fulcrum. Following viewing, children were asked to say what the block would do when the videotape continued. In the "Predict Self" condition, children saw a frame with stopped action just prior to the placement of the block on the fulcrum and were subsequently asked to say where the block would be placed when the videotape continued. In the "Summarize Video" condition, children watched a replay of their attempt to balance a block without any stopped action and were asked to summarize that attempt. Children in the "No Video" group were asked to summarize a recent attempt at balancing without video replay. Children in the "Predict Self" condition, who began the training sessions with some notion of the need to search for a general rule (albeit often the wrong rule), evidenced the best posttest improvement. For children who began the training sessions with an ad hoc approach to each block, the video replay conditions were either no better than the "No Video" condition or actually debilitated performance in the "Predict Self" condition. (Author/MP)

Studies were conducted to identify critical barriers which could impede the progress of Hispanic undergraduates enrolled in science and engineering programs. The underlying theme in most studies was the interplay of language in various problem-solving tasks. Studies examined: (1) predictors of academic achievement (as measured by grade point average); (2) ability of students to translate word problems into appropriate mathematical equations, with an emphasis on identifying errors caused by misinterpretations of the problem statement as opposed to errors caused by mathematical deficiencies; (3) extent to which students' academic, motivational, and socioeconomic characteristics mediated their performance in various cognitive measures; and (4) the ability of students to solve logical reasoning problems containing multiple negations. Findings indicate that Hispanic students are underprepared in comparison to Anglo students. Areas in which Hispanics displayed underpreparation are algebraic skills, language skills, and problem-solving skills requiring substantial amounts of linguistic processing. Differences in socioeconomic status between Hispanics and Anglos were also found. In addition, findings indicate that various errors committed by the Hispanics in solving mathematics and logics problems are the result of semantic difficulties and not necessarily the result of difficulties in the content area. (JN)

At the heart of the secondary teacher education collaboration between the East Longmeadow School District (Massachusetts) and the University of Massachusetts at Amherst are the faculty at East Longmeadow High School and Birchland Park Middle School who have prepared to be mentors for student teachers. This volume contains reflections by these teachers about their experiences as mentors and the process of developing a professional development school. In addition, it contains statements by university faculty, a school district administrator, principals, and student teacher interns associated with the clinical site. Included in the volume are the sections: "Perspectives on the Need for Improved Teacher Development: Mentoring in a Professional Development School"; "Teachers As Mentors"; "Specific Components of a Mentoring Program in a Professional Development School"; "Impact of Mentoring in the Professional Development School Setting"; and "How to Begin a Mentoring Program." Appendices include a bibliography listing 26 references, a review of literature on the mentor role in teaching, and a report on a 1988 summer conference on mentoring. (IAH)

In response to the institutional change, a Management Review and Analysis Program (MRAP) was conducted at the University of Massachusetts at Amherst Library during 1974-1975. The first two chapters of the report describe the library, its institutional setting, missions, and goals. The other nine chapters discuss issues, problems, and recommendations in planning, policy formulation, budget, management information systems, organization, leadership and supervision, staff development, personnel, and general management. The report does not call for major changes, but suggests improvements of the existing operations and administrative structure. Major recommendations pertain to goal formulation, systematic planning, consistent application of personnel policy, efficient leadership, and internal communication. (SC)

The Integrated Day Teacher Education Program is an attempt to create a model for teacher preparation which will make schools healthy places for teachers and children. It is sensitive to the criticisms leveled at teacher education by observers such as Silberman and attempts to lead teachers to share in decision making, participate actively in learning, and become independent learners in their own right. During the workshop semester, up to 50 undergraduates join 15 or so graduate students in a series of learning experiences which have replaced the conventional methods and curriculum courses. These preservice teachers earn 18 hours of credit for participating in activity-oriented workshops in Multi-Arts, Math and Science, Language Arts and Reading, Curriculum Building, Social Studies, and Human Relations. Workshops are offered during two-and-a-half-hour blocks of time weekly. While learning activities vary widely (from lectures, to slide shows, to task groups, to finance committee meetings), all are competency based. The preservice teachers demonstrate their beginning competence during learning fairs, through projects, in peer teaching situations, and during their weekly field day experiences. Learning experiences are often integrated, and competencies overlap subject areas so that the preservice teacher can work toward several competencies concurrently. (JA)

In order to investigate the possible consequences of dialectical differences in the classroom setting relative to the low income black and white first grade child and the prospective white middle-class teacher, 25 black and 25 white university listeners yielded speech recognition scores for 48 black and 48 white five-year-old urban school-children speakers for monosyllabic words. Each child contributed one word for either a quiet, 10 decibel signal-to-noise ratio, or 0 decibel signal-to-noise ratio listening condition. Words were intensity-equated, randomized, and taped. Results showed that white listeners' speech recognition was significantly poorer for black speakers than for white speakers, while black listeners scoring white speakers equalled black listeners scoring black speakers. Overall black listener speech recognition was significantly superior to that of overall white listener speech recognition. It was concluded that since inexperienced white student teachers manifested severe speech recognition problems with black children, structured auditory training for white teachers may be fruitful. (Appendixes provide an examination of the characteristics of black English and a table of the F-tests for means.) (Author/JM)

The experiments described in this report attempt to further understanding of the storage and retrieval of factual information. In the first five experiments, organization of simple prose materials is varied. Effects upon both accuracy and order of recall are discussed in terms of retrieval strategies determined by organization. The fourth and fifth experiments consider transfer effects in prose learning as a function of organization. The sixth experiment considers how the context of the prose passage influences retention of sentences embedded within it. The remaining four experiments consider the retrieval of the simplest type of proposition: "Response j is paired with stimulus i." Using time to recall the response, several alternative theories of retrieval were tested. Good fits were obtained employing a mathematical model of a strength theory. (Author)

The final technical report details activities, events, products and procedures of the Northeast Regional Media Center for the Deaf from May, 1966 through August, 1974 in relation to the following goals: to carry out instructional materials development; to provide media, materials and educational technology training; to establish a media and materials information system; and to plan and implement regional-state program delivery. Major software products in the areas of visual communication, parent-child relationships, career education and the visual response system are described. Programs such as the Materials Exchange Program and field services are reviewed and recommendations for future activities are proposed. (Author/GW)

Telecommunications devices for the deaf were evaluated in social communications, business uses, and educational and general data systems uses. Approximately 80 TV Phones placed in the homes of deaf adults were evaluated in such areas as equipment utility and reliability, and user reaction, through collection instruments such as user questionnaires and electronic devices for recording cumulative time for calls. Business installation of the TV Phone was done at a Montgomery Ward's Catalog Sales Office and use by approximately 412 deaf persons in the area who were informed of the service was evaluated. Exploratory applications of the communications equipment in educational/systems utilization was done through the media departments of two schools for the deaf, and a university instructional technology department which examined its use as an on-line computer terminal for handicapped individuals confined to home. Users in the social setting reported advantages of the TV Phone such as compactness and portability and disadvantages such as the lack of hard paper copies of conversations (which TTYs provide). Utilization of the telephone catalog ordering service increased during the study period from approximately 3 orders per week to 8 to 12 orders per week. Educational uses for the TV Phone identified included continuing educational programing for deaf adults. (LS)

The smoking behavior and attitudes of public school teachers were studied to determine if the teachers' smoking behavior is related to their attitudes and behavior regarding students' smoking practice and smoking education in schools. The school system studied was in Northampton, Massachusetts, where 162 of the 194 teachers randomly selected from various schools in the district completed the close-ended questionnaires, administered and collected by the researcher. The study yielded a return rate of 83 percent. The results of the study showed that the general climate in school favored the establishment of a comprehensive smoking education program. It also indicated that the teachers' attitudes and behaviors towards smoking education were closely related to their smoking behavior. The exsmokers were the most active group in attempting to initiate change in student smoking behavior, while the smokers were the least active in this respect. Furthermore, preservice and inservice teacher training programs in relation to smoking education were shown to have been extremely sparse and ineffective in the past. Teachers felt that they were ill equipped to deal with student smoking behavior and suggested that a health education specialist deal with this important health education issue at the classroom level. (Authors/JA)

The first section of the annual report briefly describes the Nonformal Education (NFE) component of the Center for International Education at the University of Massachusetts. Section 2 discusses the general background and description of the problem of nonformal education and states the purposes and objectives of the university's grant to the center (to increase the capability of the university to assist developing countries with collaborative nonformal education programs). Section 4 discusses the impact of grant-supported activities in achieving grant purposes. Section 5 discusses other resources for grant-related activities. Section 6 covers the utilization of institutional response capabilities in development programs, program personnel and their accomplishments, and domestic and international program linkages. Section 8 tabulates the involvement of minority personnel and women in the program. Five supplemental tables provide a report of funding distribution, expenditure reports, and requests for assistance received. Two annexes provide a statement on planned NFE publications and a preliminary report on the activities of the NFE Center. (JR)