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Milwaukee Area Technical College's (MATC) Project Get Started assesses mothers on welfare, analyzes their child care needs, makes recommendations, and engages 75% of the women in an appropriate job activity for at least 10 hours per week. Mothers attend an orientation that furnishes information on the project and on "W-2," the state's new welfare initiative that requires mothers with children over 12 weeks of age to work. The project provides assistance in filling out forms, and evaluates participant literacy. Of the 1,551 mothers assessed by MATC, staff determined that 28% of them were ready to enter employment with no help, 36% were ready to enter employment with minimal help, 29% faced barriers but were employable, and 7% had severe barriers to employment. The women cited job retention as a major concern, and many of them lacked the basic reading and math skills expected in the labor market. Project recommendations include providing short-term training modules and collaborating with employers and educators to provide training, mentor programs, workshops, skills-building classes, counseling, and service referrals. Appendices include client forms and program descriptions. (YKH)

Instructors from two campuses of Milwaukee Area Technical College (MATC) in Wisconsin were asked to judge the effectiveness of two integrated learning systems (ILS): the Computer Systems Resource (CSR) and Foundations for Success (FFS) systems, both of which are designed to provide adult learners with remedial instruction in reading, writing, and mathematics. Ten instructors from MATC's west campus evaluated the CSR system, and 18 instructors from the college's downtown campus evaluated the FFS system. In addition, 14 MATC adult learners were asked to evaluate the effectiveness of the Microsoft Works (MSW) tutorial as a remedial instruction tool. The west campus instructors demonstrated strong support for the CSR system, just as the downtown campus instructors demonstrated strong support for the FFS system. The adult learners' evaluations of the MSW tutorial were also highly favorable. An attempt was made to have special needs adult learners evaluate the ILS. The attempt was unsuccessful, however, because neither ILS could be easily adapted to meet the learners' requirements. The ILS proved especially difficult to adapt to the needs of visually impaired students. (Appendixes constituting approximately 50% of this document contain the following: literature describing the two ILS evaluated; list of evaluating instructors; and questionnaires used in evaluating the ILS and tutorial system.) (MN)

The Technical Education Demonstration Program helped students aged 16-25 traditionally excluded from technical careers because of lack of training to attain academic and technical skills. Eighty-one teachers attended four-credit summer courses; 500 teachers, counselors, and administrators attended seminars. A demonstration model interfacing mathematics, science, and communication skills with technical education was developed and implemented at a high school for at-risk students, a specialty school, and a comprehensive high school. Enrollment in technical courses was increased and student exposure to technological disciplines was provided through advanced standing agreements awarding credit at Milwaukee Area Technical College (MATC) for high school courses; bringing high school students to MATC to acquaint them with careers involving technology and with the school; and credit courses titled "Careers in Computers" and "Health Careers." Students were exposed to current technology and employer expectations through awareness partnerships that provided speakers in the classroom, informational interviews, and employee shadowing and through a showcase of education and work opportunities. (The 28-page report is followed by these appendixes: third-party evaluation report; 52-item bibliography; partnership agreement between MATC and a high school; advanced standing chart; brochure on MATC tour; awareness partnership proposal; sample quarterly newsletters; publicity; and advisory board committee list.) (YLB)

The purpose of a project was to develop a model for more effective recruitment and retention of people of color in the Associate Degree Interior Design and Diploma Interior Design Assistant Program at Milwaukee Area Technical College (MATC), Wisconsin. During Activity One, individuals in MATC's Student Development and High School Relations Departments and Milwaukee Public Schools resource people were interviewed to determine strategies for recruiting high school students. During Activity Two, interior design professionals were interviewed to locate potential training sites and mentors for high school students. Findings were as follows: MATC made very little effort to recruit in any high school program area; most high school students were not aware of MATC as a continuing schooling option and did not understand what interior design was; no special recruitment efforts were needed to attract minority high school students; and MATC's interior design programs should be specifically presented to students in art-related courses in high schools. Several recommendations were made: use of minicourses or seminars, shadowing efforts involving current MATC interior design students with potential students, and presentation by MATC personnel of solutions to perceived barriers to potential students. A video of interior design careers, consisting of interviews with six interior designers and features on students, was produced. (Appendixes include questions used in video interviews and lists of resource people and organizations.) (YLB)

The High School Equivalency Program (HEP) at Milwaukee Area Technical College, in Wisconsin, is designed to help migrant and seasonal farmworkers and their dependents obtain General Educational Development (GED) degrees, and gain employment or enroll in postsecondary educational programs outside of the agricultural setting. Before enrolling in courses, program participants complete a week-long assessment and orientation, and develop an educational plan. Students in the HEP enroll in a minimum of 30 hours of weekly instruction. Specific services and activities of the program include the following: (1) open-entry, open-exit, competency-based curriculum; (2) GED curriculum in the five subject areas of science, reading, mathematics, social studies, and writing skills; (3) bilingual instruction; (4) comprehensive career counseling and testing services; (5) basic skills, English as a Second Language, and remedial training; (6) individualized instruction; (7) adult high school credits and diploma program; (8) concurrent occupational skills training options; (9) career exploration and career readiness instruction; (10) education and job placement services; (11) financial and other support services including stipends, meals, student activities, transportation, and day care; (12) computer-assisted instructional labs; (13) tutorial services; and (14) follow-up and post-placement job counseling. The program, which targets 100 students each year, has served over 2,000 migrant and seasonal farmworkers who have obtained their GED, gained employment, or enrolled in postsecondary educational programs. Detailed program budget information is included. (PAA)

In July 1988, Milwaukee Area Technical College (MATC) initiated the Systematic Assessment of Leavers (SAL), a 2-year, 2-phase research activity to develop and implement a monitoring process to identify the personal, demographic, institutional, and environmental factors associated with leaving the college. The target populations of the study were 6,392 students who were admitted to MATC in 1988-89 and 884 students who graduated from MATC, transferred to other institutions, did not return to MATC, or withdrew voluntarily from MATC during 1988-89. Study findings included the following: (1) there were no major educational or demographic differences between the entering students or the leaving students; (2) the reasons given by students for withdrawing in the middle of the semester were largely personal, such as personal or family illness, and changes in education plans; (3) the most important reason for leaving cited by nonreturning students was financial, though personal problems were also important to this group; (4) although students who left the college indicated that they were satisfied with student services, a majority did not use these services; and (5) there were large differences in the proportion of withdrawing and nonreturning students by ethnic group, with fewer minorities persisting than whites. Appendixes provide the MATC student progress flowchart, a synthetic causal model of student attrition, SAL database categories, student surveys, and an ASSET educational planning form. (JMC)

The third report of the greater Milwaukee area career education project documents the phase 3 activities and accomplishments of the project, from October 1974 to July 1975. The following objectives were accomplished. Contact persons have been established in each district to promote career education. Three one-week workshops, two adult career conferences, and a career education seminar for leaders from education, business, industry, labor, and the community were conducted. The publishing of a newsletter has continued, with circulation tripling since the beginning of the 1973-74 fiscal year. In addition, persons from 35 area schools have used publications and films from the project lending library. The report outlines the objectives and presents the procedures and results with conclusions and recommendations. Project-related materials are appended, making up a large portion of the report. Included are: conference reports and schedules, newspaper clippings, a career education speech and summary, lists of area contact persons and available films, and teacher workshop reports. (NJ)

The study presents the results of a cost-benefit analysis, comparing the private economic benefits with the private economic costs inherent in a two-year registered nurses program. The basic data were the result of a questionnaire administered to the class of 1971-73, the business office, office of student services, the Dean of Nursing and Health Occupations, State Employment Service, and publications from the Bureau of Labor Statistics. The study investigates such variables as instructional costs, foregone income, income prior to entry into the program, and starting salary on graduation. In addition, student opinions were used in three basic areas: first, whether the benefits exceeded costs; secondly, job satisfaction; and finally, their evaluation of their training. Ninety percent of the respondents felt that the economic benefits derived from their education exceeded the economic costs. Tables display the data which are also discussed in the report. (Author/NJ)

As part of its continuous planning and evaluation process, Milwaukee Area Technical College (MATC) surveyed a sample of day and evening students (N=8,018) from throughout the district regarding the functions, services, and facilities of the school. The survey solicited information on students' characteristics, reasons for attending MATC, prior education, current employment, income, and transportation to MATC, and requested students to evaluate a wide range of services and facilities, such as instruction, equipment, facilities for the handicapped, opportunities for non-traditional study, the library, registration, counseling, financial aid, the bookstore, job placement, student involvement in governance, and student activities. Items receiving the highest evaluations districtwide were instructors' attitudes, course relevance, quality of instruction, availability of faculty, quality of facilities, treatment by non-teaching staff, quality of instructional equipment, and services and facilities for the handicapped. Lowest ratings districtwide were given to availability of parking, recreation facilities, job placement, athletic activities, student lounge facilities, and extracurricular activities. The study report describes methodology, profiles student subgroups (i.e., categorized by day/evening attendance, campus attended, ethnic background, and handicapped status) and details their responses, and compares findings to those of a 1981 survey. The questionnaire is appended. (KL)

In February 1985, 41 classes were offered on Friday evenings and Saturdays to test the Weekend College concept at Milwaukee Area Technical College's West Campus. A sample of students from the West Campus Weekend College was surveyed in April 1985 to obtain an evaluation of the program and a profile of the students attending. Surveys completed by 55% of the students enrolled during the second semester of 1984-85 (N=309) and comparisons with similar data on day and evening students in 1984 yielded the following results: (1) 72% of the Weekend College participants were women, compared with 51% of the total district population; (2) median age for the Weekend College students was 31 years, while the median age for day students was 24.4 years and for evening students was 29.8 years; (3) 7.8% of the students attending Weekend College were black, while blacks made up 21.7% of the day enrollments and 10% of the evening enrollments; (4) 49.7% of the respondents attended no other classes; (5) business was the major area of study for 33% of the respondents; (6) "the manner in which I have been treated by MATC instructors" received the highest mean rating, while "the availability of parking" received the lowest mean rating. The study findings suggested that the Weekend College was a successful operation. The survey instrument is appended. (LAL)

Building on previous research on the future skill needs of workers in southeastern Wisconsin, a study was conducted at Milwaukee Area Technical College (MATC) to gather information on the machine tool industry in the Milwaukee area. Interviews were conducted by MATC Machine Shop and Tool and Die faculty with representatives from 135 machine shops, ranging in size from those employing less than 10 operators to those employing over 100 operators. The interviews focused on the nature of the machine tools currently used and projected to be used in 5 years, current and projected employment figures, and the skills that MATC students should have to prepare them for work in machine shops in l989. Study findings included the following: (1) machine shops of all sizes were evolving toward greater use of computer-controlled machines, with the larger shops currently using more of these machines and projecting greater needs for employees with skills in operating this equipment; (2) the smaller shops appeared to be more optimistic about growth, projecting an increase of 43% in the number of machine tool operators on conventional machines in the next 5 years and an increase of 363% in operators on computer-controlled machines; and (3) respondents indicated a need for employees who could operate multiple machine tools and who had some exposure to computerized operations. Recommendations for program development and information on specific skill needs of employers are included in the report. (HB)

A series of studies were conducted at Milwaukee Area Technical College (MATC) to determine the relationship of basic skills assessment test scores, sex, and race to student success for the following groups of fall 1985 students: 229 developmental studies (Crossover Program); 501 associate degree level students; 66 business and graphic arts students; 74 health students; and 49 technology students. Using multiple regression analyses, the study revealed: (1) reading and numerical scores were good predictors of success for Crossover students, while language test scores were less useful; (2) for Crossover students, there was no statistical evidence of a relationship between race and GPA, although there was a relationship between sex and GPA; (3) among associate degree students, language test scores and race appeared to have little relationship to grade point average (GPA), reading and numerical scores appeared to contribute to GPA, and males tended to get lower GPA's than females when all other measurable variables were equal; and (4) when the three groups of vocational/technical students were examined as a whole, reading scores, numerical scores, and sex were related to GPA. (EJV)

Composed primarily of data tables and charts, this fact book provides information for 1995-96 on the faculty, students, and four campuses of Wisconsin's Milwaukee Area Technical College (MATC). Following information on the MATC vision and mission, tables are provided on general institutional characteristics, including a list of District Board members; a summary of MATC property and facilities as of June 30, 1995; average class size by division; and program and student fees by revenue category. Data are then provided on the gender, ethnicity, and handicap status of MATC faculty and staff from 1984 to 1995 and on full-time equivalent (FTE) student enrollment by state aid code and division/program from 1992-93 to 1994-95. Tables are then provided on student enrollment, including day, evening, weekend, and total headcount enrollments from 1990 to 1995; districtwide enrollment by level and instructional division as of the fifth week of the first semester of 1995-96; full- and part-time enrollment by level; headcount enrollment by ethnicity and gender; numbers of high school graduates attending MATC and those attending immediately after graduation from 1990 to 1995; and district enrollment by zip code. The next sections provide data on MATC's South, North, Milwaukee, and West campuses, including for each data on enrollment by level and division, headcount and FTE by level and division and by gender and ethnicity, and enrollment by zip code. Finally, data are provided on the percentage of minorities in the MATC District, minority enrollment by campus, and headcount and percent of minorities enrolled from 1980-81 to 1995-96. (BCY)

As the second phase of a three-phase study of why students leave Milwaukee Area Technical College (MATC) and why others remain, this research focuses on three questions: (1) what were the reasons for discontinuing studies at MATC? (2) what were the overall perceptions of the 269 leavers in 1989 regarding institutional and student services? and (3) were there any patterns of differences or similarities among responses of leaver groups regarding education plans, work patterns, and usage of institutional services? The study found that in 1989, child care, financial problems, and personal or family illness were the most important reasons for leaving. (In 1990, the importance patterns of these problems altered somewhat.) The study also found that the leavers had positive attitudes toward quality of instructors and instructors and toward student services. They also were heavier users of student services than other students. The study concluded that the barriers to education experienced by the students were not created by MATC and could not all be lifted by the school. The study recommended that the college should continue to provide a full range of student services and that these services should be monitored to ensure that their quality remains high. It also recommended that the employment of students leaving college should be studied. (KC)

A study was conducted to develop a curriculum to meet the information processing/management training needs of persons entering or continuing careers in the information marketing area. The process used for the study was based on Stufflebeam's Context, Input, Process, Product (CIPP) model of evaluation. The information gathering process included a detailed review of current literature and contact with approximately 40 representatives of appropriate institutions and trade associations, using technical focus panels of 8 to 14 managers. In addition, purchasing area surveys were mailed to 375 managers, an advertising survey was mailed to 350 advertising personnel, and a technical sales survey was sent to 549 sales managers (all in the Milwaukee area). Survey responses varied from 35 percent for purchasing to 14 percent for media planning/buying. Postsecondary institutions were also surveyed and their curricula reviewed. Through these efforts, competencies were listed for each of the areas, and initial and continuing education needs were identified. As a result of the study, key competencies were incorporated in the marketing management program. Two courses in information marketing and four courses in negotiation skills, advanced selling techniques, materials management, and quality management were crated. (Seven appendixes, comprising about 75 percent of the document, include the following: a list of organizations and persons contacted; a 46-item bibliography; lists of panelists on the technical sales, purchasing, and media buyers panels; sample letters, surveys, company profiles, and responses; lists of college programs; a discussion of survey results; and an evaluation of course outlines.) (KC)

This report and research analysis relate to the Milwaukee Area Technical College Research Project, a study undertaken to determine a curriculum to meet the information processing/management training needs of individuals entering or continuing careers in the information marketing and business data processing occupational clusters. The report of this project describes the research design--a survey of approximately 400 Data Processing Management Association members and 150 members of a small business users group with follow-up interviews. These outcomes are reported: (1) respondents prioritized courses; (2) competencies in some courses were revised and upgraded; (3) a competency-based curriculum model was developed; (4) new courses were created; and (5) the training needs of employees were identified. The research analysis describes the survey technique and discusses findings of the study, which identified the topics in data processing and management information systems that businesses and industry considered essential. Findings are reported under these headings: profile of companies surveyed; job titles used in organizations; job titles that will become part of the information systems environment; priority of technical courses and of supportive courses; data analysis based on company size; and identification of technical and supportive courses. Seventeen tables are included. Appendixes contain 36 tables based on data analysis determined by company size. (YLB)

A study of 2-year associate degree commercial arts programs in Wisconsin was conducted to determine the entry-level job requirements of commercial artists on a statewide basis; to identify skill tasks, performance levels, and learning experiences required of commercial artists; to evaluate the relevance of 2-year programs to industry requirements; and to ascertain revisions necessary to improve the quality of instruction and the relevance of programs. Personal interviews were conducted with art supervisors from a sampling of firms and with graduates from associate degree programs. In addition, questionnaires were sent to graduates from three Wisconsin colleges (N=180), employers of graduates (N=68), and various industrial employers thought to employ artists (N=99). Findings, based on responses from 38% of the graduates, 28% of the graduate employers, and 67% of the industrial employers, included the following: (1) the most common areas of employment were keyline, paste-up, advertising lay-out, and graphic design; (2) 48% of the graduates earned less than $500 per month in their first job after graduation; (3) employers of graduates considered basic math knowledge, reading skills, printing terminology, drawing, and keyline/paste-up as essential skills for employees; and (4) general industrial employers felt courses should be required in drawing, keyline/paste-up, and graphic design. The report details survey responses and specifies the competencies required of commercial artists. (HB)

A project was undertaken at Milwaukee Area Technical College (MATC) to involve business and industry representatives in defining minimal reading competencies for job entrance, retention and promotion. Project activities included the following: (1) a workshop entitled, "Business Speaks to Education," during which business education and reading instructors, administrators, counselors, and reading specialists articulated reading needs and goals; (2) participation in the Milwaukee Public High School Teacher Orientation Program to emphasize the importance of basic skills mastery at all levels; (3) meetings with business and industry representatives to establish basic reading skills requirements for job placement; (4) a conference presentation encouraging teachers statewide to focus reading instruction on job requirements; (5) dissemination of information on basic skills to superintendents and principals of local school districts; and (6) meetings with business and industry representatives, which identified the basic skills needed by prospective employees, current employees, and those seeking promotion. The project report includes brief summaries of 1979-80 activities, along with conclusions and recommendations. The bulk of the report consists of appendices related to project activities, such as "Business Speaks to Education" workshop materials explaining the cloze procedure, readability tests, study and note-taking techniques, and the comparability of public school and MATC reading courses. (KL)

Milwaukee Area Technical College (MATC) initiated summer evening classes during summer 1985. In June 1985, a study was conducted to evaluate the functions, services, and facilities of the summer school and to develop a profile of MATC summer students. A random sample of 1,609 (38.5%) of the 4,183 students enrolled in summer 1985 were surveyed in-class by their instructors. Study findings included the following: (1) a majority of students at all campuses were female, with a high of 73% female among North Campus day students; (2) the three most important reasons for attending at all locations were to earn an associate degree, acquire skills for a new job, and earn transfer credit; (3) approximately 35% of the students at Milwaukee Campus were minority group members, compared to 9.5% at South Campus, 14.1% at North Campus, and 14.6% at West Campus; (4) about 20% of the day students and 60% of the evening students were working more than 34 hours per week; (5) campus choice was influenced most by low costs and convenient location; (6) highest ratings were given to the following items: "the manner in which I have been treated,""the quality of teaching I have received at MATC," and "the courses I have taken at MATC." The survey instrument and responses by campus and day/evening status are included. (LAL)

This January 1989 fact book for Milwaukee Area Technical College (MATC) presents data on institutional characteristics, faculty and staff, full-time equivalent enrollments, student characteristics, and facilities for the MATC district and each of its four college campuses. Highlights derived from an analysis of data and trends include the following: (1) MATC enrollments were found to be directly proportional to the unemployment rates, with enrollments at their highest in the recession years of 1982 and 1983; (2) in 1988-89, enrollments were 57.7% female and 21.4% minority; (3) students over 25 years of age represented 63.5% of the day enrollments and 78.2% of the evening enrollments; (4) the ratio of full-time day students to total students decreased sharply from .478 in 1983-84 to .291 in 1988-89; (5) between 1976-77 and 1988-89, day headcount enrollments increased 17.6%, evening headcount decreased 23.9%, and weekend headcount increased 100%, representing an overall decrease in the district of 6.3%; (6) FTE enrollments in associate degree programs increased by 15.5% between 1976-77 and 1987-88, while enrollments in vocational programs decreased by 31.3% and in community services by 58.5%; (7) since 1981-82, three divisions (Agribusiness, Graphic and Applied Arts, and Industrial) decreased in FTE enrollments by more than 30%; (8) females represented 28.75% of the administrative/managerial staff in 1988, up from 18.75% in 1978; and (9) minority employment in administrative/managerial positions increased from 5.36% in 1978 to 19.05% in 1988, while minority employment in other professional positions increased from 14.08% to 31.97%. (AAZC)

In April 1988, a survey was conducted at Milwaukee Area Technical College (MATC) to enable students to evaluate the college's functions, services, and facilities, and to gather data to construct profiles of MATC's day, evening, and weekend college students. Questionnaires were administered in class to 7,362 students (out of a total college population of about 32,000), including 2,826 day, 3,715 evening, and 306 weekend college students. Study findings included the following: (1) 55% of MATC students were women; (2) between 1980 and 1988, the median age of day and evening students increased from 26.4 years to 28.4 years; (3) 37% of the day students, 40% of the evening students, 43% of the weekend college students, 39% of the students attending evening centers, and 48% of the TV College students had dependent children; (4) 3.4% of the responding students spoke an Asian language at home; (5) 35% of the day students and 20% of the evening students were minorities; (6) 7% of the day students, 5% of the evening students, and 5% of the weekend college students were physically handicapped; and (7) respondents gave the highest ratings to the following aspects of their MATC experience: the way they had been treated by faculty, quality of instruction, satisfaction with courses, availability of instructors, and instructional facilities. Tables showing survey responses by campus and the questionnaire are included. (EJV)

In April 1988, as part of an annual survey conducted at Milwaukee Area Technical College (MATC), students were asked to assess the institutional attitudes of MATC toward women and minorities and to indicate whether they had experienced discrimination because of race, religion, sex, ethnic background, or handicap. In addition, students were asked about the manner in which they were treated by instructors and other MATC employees. A sample of 7,362 students responded to the survey, including 1,009 Black students, 207 Hispanics, 204 Asians, and 76 American Indians. Study findings included the following: (1) 9% of the students indicated that they had experienced discrimination, an increase of 1% from the previous year; (2) day students had experienced more discrimination than evening students; (3) 20% of the Black respondents reported that they had experienced discrimination, compared to 6% of the White females and 7% of the White males; (4) 21.4% of the handicapped respondents had experienced discrimination; (5) more than 95% of the respondents to this survey and previous surveys conducted in 1986 and 1987 felt that the institutional attitude of MATC toward women was "Ok", "Good," or "Excellent"; and (6) 65% of the White students indicated that MATC's institutional attitude toward minorities was "of no concern to me" or "I cannot evaluate this," while more than 86% of the minority respondents to the question indicated that MATC's attitude was "Ok", "Good," or "Excellent." (AYC)

In April 1986, a survey was conducted at Milwaukee Area Technical College (MATC) to provide students with the opportunity to evaluate the college's functions, services, and facilities, and to gather data to construct a profile of MATC students. Questionnaires were administered in class to 7,869 MATC students including 3,324 day students, 4,123 evening students, and 422 weekend college students. Study findings included the following: (1) 56% of the day students, 53% of the evening students, and 60% of the weekend college students were women; (2) the median age had increased in recent years to 25.1 years for day students, 30.5 for evening students, and 32.6 for weekend college students; (3) 4.2% of the day students spoke an Asian language at home; (4) most students were not seeking a degree or diploma as their primary reason for attendance when they initially enrolled; (5) evaluations given by evening and weekend college students were more favorable than those given by day students; and (6) child care, health services, housing services, and recreation facilities were areas of concern for students not attending the main campus. Tables showing survey responses by campus and the two survey instruments are included in the study report. (EJV)

In spring 1984, a survey was conducted at Milwaukee Area Technical College (MATC) to determine student evaluations of district functions, services, and facilities and to construct a profile of MATC students. The survey instrument was administered in class to students attending day and evening centers of the district. Usable responses were obtained from 8,125 students. Survey findings, based on responses from 23% of total district evening enrollments (N=4,722) and 19% of day enrollments (N=3,403), included the following: (1) 52% of the MATC students were female, 34% were attending full-time, their median age was 27.7 years, 39% were married, 9% had less than a high school diploma, 10% had a bachelor's or graduate degree, 77.6% were white, 15% were black, and 39% were employed full-time; (2) among both day and evening students, the main reason for attending MATC was to earn an associate degree; (3) the percentage of unemployed students decreased from 35% in 1983 to 31% in 1984; (4) student evaluations in 1984 did not differ significantly from 1983 evaluations for the district as a whole, for day or evening students, or by campus/center attended; (5) the areas receiving the highest ratings were treatment by instructors and the applicability of courses to student needs; and (6) the two lowest mean response items concerned athletic activities and recreation facilities. The survey instrument and data tables showing responses by population sub-groups are appended. (LAL)

The Milwaukee Area Technical College (MATC) educational master plan is a 5-year operational action plan to implement the MATC Board's Strategic Planning Statements of 1983 and 1985. Chapter I of the plan provides a brief history of educational planning at the college and MATC's mission statement. After chapter II presents an analysis of the population of the MATC district, chapter III analyzes high school graduates and postsecondary schools in the MATC district. Chapter IV offers an analysis and projection of MATC enrollments. Chapters V and VI include an overview of the local employment outlook and operational planning assumptions and recommendations. Chapter VII highlights significant issues that require study and recommendations including entrance requirements, remedial and basic education, and high technology programming. Chapter VIII contains a summary of instructional division and department plans including proposed new instructional programs, expansion of existing programs, and specially funded programs and activities. Chapters IX through XI provide information on physical facility needs, 5-year equipment and financial plans. Finally, chapter XII presents a summary and recommendations. The report includes detailed tables. (HB)

This descriptive report focuses on Milwaukee Area Technical College's Crossover Program, which was designed to help students who have demonstrated a low level of academic preparedness on their admissions placement test to improve their basic academic skills and choose a realistic program of study. The first sections of the report describe the Crossover Program, focusing on objectives; admissions procedures; the curriculum, which includes courses in communication skills, reading and study techniques, mathematics, and social studies; orientation; attendance and tardiness policy; and requirements for the successful completion of the program. The next section offers an evaluation of the program, including a profile of the academic and personal characteristics of the 534 students who entered the program in fall 1985; statistics on retention and on attrition by race for the 440 students in the program in fall 1984; results of a follow-up of 122 spring 1986 Crossover students which looked at students' majors, persistence rates, and grade point averages; and program enrollment data for 1981-82 to 1985-86. Finally, a series of recommendations concerning the program are presented. The agenda for the student orientation is appended. (RO)