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This report examines how successful America's high schools have been in raising high school graduation rates over the past decade and how severe the high school dropout problem actually is. It reviews existing empirical evidence on the school dropout problems of America's youth during the 1990s. It also presents evidence to support the view that some of the more widely cited official government measures of school dropout rates substantially underestimate the number of youth who drop out. The evidence on dropout rates, the report states, is quite mixed and controversial. Specifically, the report examines the following: (1) official and alternative estimates of school dropout rates; (2) dropout rates among young adults; (3) high school dropout rates based on data from the U.S. Department of Education and selected states; (4) annual high school dropout rates in large public school districts; (5) the differences in dropout rates between the behavior of men and women dropouts; and (6) estimates of high school graduation rates with the annual high school diploma data. The text is supplemented by 31 tables, 5 charts, 5 appendices, and 50 footnotes, many of which contain references. (WFA)

This report provides, in tabular and graphic format, the results of a national poll conducted for the Fight Crime: Invest in Kids campaign. The survey sought opinions of 780 police chiefs: all chiefs from cities with populations over 100,000, a sample of 288 chiefs from cities of less than 25,000, and a sample of 292 chiefs from cities of between 25,000 and 100,000. Survey results indicated that more than 90 percent of policy chiefs agreed that crime could be reduced if government invested more in programs to help children and youth get a good start by funding Head Start, preventing child abuse, providing parenting training for high-risk families, improving schools, and providing after school programs and mentoring. Results were similar across region and city size. The crime fighting strategy ranked as "most effective" over the long-term was to increase investment in programs to help all children and youth get a good start (selected by 60 percent). Other crime fighting strategies were ranked as follows: trying juveniles in court proceedings as adults (16 percent); hiring additional police officers (17 percent); and making parents legally liable when their children commit crimes (26 percent). In the tables and graphs comprising virtually all of this document, results are delineated by city size and by region. The appendix provides a further breakdown by city size among cities with populations over 100,000. (KDFB)

This study investigated how instructional goals, activities, and methods for grading in college level courses vary across disciplines and how these course design variables are related to student ratings, class size, and course level. The study used a 44-item, multiple choice questionnaire mailed to 1280 instructors teaching 2700 course sections in the spring and fall quarters of 1991. Surveys for 887 course sections taught by 486 instructors were returned. Student ratings of instruction for the 887 courses taught by the survey respondents were part of a routine course evaluation process. Patterns of significant association among survey variables appeared which were consistent with disciplinary differences. For example, courses in the engineering-math-science area tended to emphasize fact and concept learning goals, and lectures, and based a high percentage of student grades on exams. Courses in humanitites, on the other hand, emphasized skills development, papers, group discussion, and practice quizzes, and relied less on exams for grading. A similar pattern involving the same course design variables was associated with overall ratings of amount learned, and overall teacher effectiveness. Generally, courses with higher student participation and feedback were associated with higher ratings. A heavy reliance on midterms and finals, and low-frequency feedback grading methods, were associated with lower ratings across disciplines. (Author/JB)

The Postdoctoral Faculty Fellowship Program at Northeastern University, which provided opportunities for professional development and research/publication to full-time minority and women faculty, is described. The program, which was federally funded by the Experimental Program for Opportunities in Advanced Study and Research in Education, enabled participants time-out from the home institution with full-time research support for one academic year. Nine minority and women postdoctoral fellows received support during the 3-year project. To facilitate professional development (tenure and advancement), the program provided opportunities for, and assistance in, improving research skills, initiating and writing research proposals, and presenting research findings in colloquia and other forums. Finally, opportunities for association were provided by supporting fellows' participation in professional meetings where they could disseminate their work, expand their professional networks, and enhance their future participation and recognition in educational research and decision making. Program evaluation results are discussed, along with policy implications. (SW)

This pilot research project analyzes the role related classroom instruction plays in training journeymen in three Boston area trades-machinist, electrician, and operating engineer. Information was gathered from apprentices, journeymen, apprentice coordinators, and others by means of personal interviews and/or mail questionnaires. The data were used to estimate the impact of related instruction on individual job performance. The principal hypothesis was that related instruction has multiple roles, varying by trade and the particular objectives of different sponsors. It was possible to identify the independent effect of related instruction on job performance. In all three crafts the primary objective of related instruction was to equip apprentices with the technical knowledge and manipulative skills to become versatile all round journeymen. Only in the electrical trade did related instruction seem to offer a significant explanation of the variation in individual performance. It was almost impossible to coordinate related instruction with on-the-job training in construction. In the machinist trade, the degree of coordination varied from firm to firm. (Author/SA)

The general objectives of the study were to determine whether one can motivate users of health personnel, such as hospitals, to modify their hiring-in-requirements to the actual needs of the job, to restructure health occupational skills, and to develop inservice training programs which permit upward job mobility. Five hospitals, representing a variety of types, cooperated in the study. The research design included a primary care questionnaire, visits to the hospitals, analysis of standards, interviews, and recommendations. Data is tabulated and findings summarized. The summaries reinforce earlier findings in that the more skilled professional (i.e., the RN and LPN) spends large amounts of time on tasks which require very little skill, while persons in entry-level occupations in fact perform some of the more sophisticated functions. Research findings related to marginal medical functions and health manpower employment are discussed, the progress of the general work of the Center for Medical Manpower Studies reported on, and future plans presented. The appendix includes letters, a description of the five participating hospitals, and a reprinted article on the duties of the nurse practitioner. (MW)

With survey data from college and noncollege youth and their parents collected in the spring of 1969 for CBS News by Daniel Yankelovich Inc., this investigation evaluates existing theories of the youthful protest involvement of the 1960s. The analysis shows that youthful alienation, critical perspectives on society, and rejection of traditional values, contribute to the protest behavior of youth, and that these personal dispositions are, in turn, encouraged by various factors in the social backgrounds, family environments, and educational contexts of young people. These findings are generally consistent with theories that hold that the social backgrounds and family experiences of young people predispose them toward protest involvement. However, the analysis also reveals that the social class backgrounds of youth and academic standing of the colleges and universities they attend strongly encourage protest activity independently of personal dispositions, such as youthful alienation, social criticism, and traditional values. The sizable independent contributions of family SES and school quality lead to alternative interpretations of the protest movement in terms of the "dynamics of disorderly politics" and the "political incorporation of the student status," and to suggestions for further analyses of these data. (Author)

This report is addressed principally to college personnel who may have direct program responsibilities or who may otherwise have an impact upon the development of cooperative education. The aim of this report is twofold: first, to describe the research undertaken by the staff of Northeastern University Cooperative Education Research Center concerning the planning, implementation, and operation of cooperative education programs; and second, based upon the findings of that research to offer advice about the initiation and operation of a cooperative education program. The document is organized into six chapters followed by appendixes A through E. Chapter one is the introduction to the research, which includes the background and objectives of the research. Chapter two is the research plan and design, which describes the instruments, a research sample, procedures, and treatment of data. Chapter three is a taxonomy of cooperative education programs. Chapter four discusses perceptions of cooperative education by students, faculty, and administration. Chapter five outlines the elements of program implementation (included is a list of criteria for successful implementation), and discusses the correlates of program stability. Chapter six organizes conclusions and implications under four subheadings: (1) the decision to initiate a cooperative education program; (2) the planning and implementation of cooperative education; (3) special considerations and issues of cooperative education program planning and implementation; and (4) the vital cooperative education program. Appendixes include an objectives matrix, guidelines for administrator and faculty interviews, a student questionnaire, and interview guidelines for cooperative education student samples. (DMT)

Interviews were conducted with 456 Northeastern University liberal arts undergraduate students to ascertain their perceptions of personal change due to college experiences, career attitudes and expectations, social and humanistic attitudes, and student voluntary activities. Two-hundred and ninety-three of the students had either participated or planned to participate in the cooperative education program. The remaining 163 students had neither participated nor planned to participate in the program. These students served as a control group. The output data indicates: (1) that cooperative education students in contrast to others perceive greater personal change since entering college, particularly in the area of career development; (2) there is a consistent and clear trend within the cooperative education group to perceive greater personal change as they progress; (3) the most important agent of change for both groups was perceived to be general maturity, with work experience becoming increasingly important for the upperclass cooperative education student; (4) as freshmen, more cooperative students were unsure of their career goals; (5) cooperative students put a high priority on career establishment and, by contrast, the noncooperative students put a high priority on personal well-being; (6) the attitudes of both samples of students towards people is generally positive; and (7) although the social and humanistic attitudes of the cooperative students are similar to their noncooperative peers they evidence more conservative, cautious, and prudent judgment. The overall evidence is that the cooperative work experience has a considerable impact upon student development during the college years, particularly in the area of career development. Interview questions are listed in an appendix. (DMT)

The report, directed toward hospital administrators, chiefs of services, and health personnel in general, outlines the work at the Center for Medical Manpower Studies (CMMS) (completed and in progress) concerned with restructuring of health occupations. Briefly described is the growth of health care services, expenditures, and personnel. Conclusions of earlier studies dealing with health manpower shortages are presented with predictions for the future. The methodology and findings of a pilot study in hiring standards for paramedical manpower are discussed which revealed that hiring standards do not reflect consideration for educational disadvantages, apparent shortages, or changes in job content. A list of eight recommendations for change presented to the Manpower Administration is included. Techniques used, findings, and conclusions are reported for an in-depth study of a single hospital, which found significant overlap of functions by the different nursing occupations studied. The hospital's positive reactions to the report's conclusions are described. Information on the establishment of CMMS, the current study on improving utilization of health manpower, dissemination of research findings, and future research plans is also provided. A list of publications of CMMS and a list of selected readings conclude the report. (Author/MS)

The guide for hospital administrators, chiefs of services, and health personnel in general, suggests ways to evaluate the utilization of manpower and to restructure health manpower occupations. The need to evaluate utilization is outlined in terms of problems faced by health institutions. The experience of the Center for Medical Manpower Studies (CMMS) is described including its research findings on overlapping of medical functions, chronic employee shortages, high turnover, and lack of incentives. A section on analyzing the utilization of hospital personnel summarizes studies on hiring standards for paramedical manpower and restructuring paramedical occupations. A suggested methodology for individual hospitals to use in evaluating manpower utilization is presented. Detailed guidelines and instructions for conducting a survey of health personnel within a facility and criteria for judging the results are provided (including completed sample forms and instructions for summarizing data). Eight CMMS recommendations to The Cambridge Hospital for improving manpower utilization are listed with the action taken on them. Ten specific guidelines for restructuring of paramedical manpower are offered. Lists of CMMS publications and selected readings conclude the guide. (Author/MS)

A comparative study of the alumni of 12 cooperative and 12 noncooperative education programs examined the following facets of career development: Views toward undergraduate career preparation, characteristics of first full-time job, and characteristics of current employment situation. In addition, the mail questionnaire measured differences in views and experiences according to sex, race, year of graduation, and major of the alumni. The study also explored alumni attitude toward the alma mater and avocational activities of the alumni. The questionnaire was first field tested and revised. A random sample of 4,387 alumni was chosen, with a response rate of 33.6%. The "Statistical Package for the Social Sciences" was used to analyze the data. Findings indicated that student participation in an undergraduate program of cooperative education had an impact on their after-graduation career goals, expectations, and actual experiences; that there were differential effects of cooperative work experience for students in different curricula, for men and women students, and for minority students; and that aside from greater career choice stability, the impact of cooperative work experience appeared to diminish over time. Alumni of cooperative and noncooperative programs did not differ greatly in their attitudes toward their alma mater or in their avocational activities. (Tables of data appear throughout the report and the alumni questionnaire is appended.) (LMS)

A case study of the introduction of the Comprehensive Employment and Training Act (CETA) in Boston was conducted (1) to chronicle and analyze the changes in employment and training planning and programs as the federal policy changes from a centralized and categorical policy to a decentralized and decategorized one, (2) to examine the impact of those changes on employment and training programs and institutions, the internal structure and staffing of these institutions, program participants, and the community, and (3) to study how the CETA prime sponsor monitors and evaluates its programs. Open-ended interviews were conducted of strategic members of the city, state, and private institutions which were engaged in either planning or operating employment and training programs. Program data pertaining to client characteristics, enrollments, termination, and work experiences were collected. The eleven principal findings included these: (1) Aside from Public Service Employment, the introduction of CETA has not changed Boston's manpower system much, (2) a restructuring of the administrative system did permit incorporation of several new youth programs, and did permit special attention to the needs of ex-offenders, drug addicts, older workers, and women, and (3) due to the weakness of the local economy and administrative defects in the program there was a substantial cutback of on-the-job training. (This report concludes with twenty-two recommendations.) (EM)

Project LEAP is the Title I program of Medford, Massachusetts, which, in 1978-79, received State validation as an exemplary program for its grades 2-6 reading component. This report describes the project's content, results, and the State evaluation which determined it exemplary. The program includes instruction in reading and language skills that emphasizes their integration with experience-based activities and materials. Additional features of Project LEAP are components in physical education, career awareness, counseling, and speech and language therapy. The program has also maintained an active Parent Advisory Council. Appended to this report are letters and other documentation relating to the project's evaluation. (Author/GC)

This monograph includes two reports describing the results of three years of field research on the implementation and impact of the Comprehensive Employment and Training Act (CETA) in Eastern Massachusetts. They represent a thorough and detailed study of the problems faced by prime sponsors in the initial years of CETA. The first report, CETA in Eastern Massachusetts, covers Cambridge, Lowell, New Bedford, and the Massachusetts balance of state prime sponsors. Chapter l concerns CETA in general and in Massachusetts; Chapter 2 gives the methodology of the study. Chapter 3 discusses the administration of CETA with emphasis on the organizational factors. Chapter 4 deals with the generalizations and lessons learned on the process of implementation of CETA. Chapter 5 presents numerical and qualitative impact and client information gathered from pre-CETA records and post-CETA performance and monitoring information. Chapter 6 summarizes in detail findings and recommendations emerging from the entire study. The second report, The Implementation of CETA in Boston, 1974-77, is a case study of the introduction of CETA in Boston. Following an introductory chapter, Chapter 2 discusses the transition period--the decentralization and decategorization of employment and training programs. Chapter 3 focuses on CETA functioning in Boston through community-based agencies, including changes, new programs, and problems with funds. Public Service Employment is the focus of Chapter 4. Chapters 5 and 6 summarize findings and conclusions and list recommendations based on observations in Boston. (YLB)

This report presents an evaluation of the Medford, Massachusetts, Language, Education, Acceleration Program (Project LEAP) for the 1979-80 school year. The first section presents findings of evaluator observations during program implementation. The second section reports findings from quantitative measures: standardized tests, evaluator-constructed tests, and questionnaires. The appendix includes reports from program specialists, examples of language activities, correspondence, and newsletters. (MK)

Focusing on graduates of cooperative vocational programs at the high school level, a study described and analyzed the in-school and post-high school labor market experiences of 427 students enrolled in four different programs during their junior and senior years: cooperative vocational, regular vocational, work study, and general academic. The (male) students, who attended eighteen high schools in nine Massachusetts cities and towns, were interviewed first while seniors and then after graduation (in spring 1972) in three followup interviews over an eighteen-month period. Interviews with students prior to graduation elicited information concerning employment experiences during high school (labor force participation, weeks of employment, unemployment experiences, occupations and industries of jobs held, wages, and on-the-job training) and post-high school plans. In subsequent interviews students were questioned as to their first post-high school job, labor force participation, employment experience, unemployment experiences, and wages. In general, the successes of graduates from cooperative vocational programs were not significantly greater than those of graduates from other programs. Irrespective of the high school program, the amount of work experience during the high school years was a significant factor leading to success in the transition from school to the labor market. (YLB)

During the 1980-1981 school year, the Medford, Massachusetts, Elementary and Secondary Education Act Title I program, Project LEAP, provided services in reading and language skills to approximately 400 students in grades kindergarten through six. Additional program components included instruction in perceptual/motor skills, career awareness (for sixth graders), and school adjustment. California Achievement Test results showed significant gains in each subtest at each grade level. (Subtests measured reading and language skills.) Gains were also demonstrated by a group of selected students in most areas of perceptual/motor skills. Sixth graders showed growth of knowledge, self-awareness, and interest about careers. Results of a behavior/attitude checklist indicated that children in the program improved in behavior and school attitudes. Evaluators found the school administration supportive of Project LEAP. Results of a questionnaire demonstrated that parents were involved and interested in the program. (Author/MK)

This report is a summary assessment of the contents of the FY 78 Year End Reports on Youth Employment and Training Programs (YETP) and Youth Community Conservation and Improvements Projects (YCCIP) programs that were submitted to the National Office of Youth Programs. Section 1 introduces the study. It covers Youth Employment and Demonstration Projects Act (YDEPA) legislation, instructions for drafting year-end reports, and characteristics of sample prime sponsors. Section 2 provides a detailed review and analysis of the year end reports. It begins with an overall assessment of content quality. A summary of findings of the overview sections is followed by a detailed discussion of the content with respect to ten separate topics related to the planning, targeting, design, administration, monitoring, and evaluation of local programs by prime sponsors. Section 3 summarizes prime sponsors' recommendations for future changes in youth programs. Their plans for altering program aspects during FY 79 are also discussed. The section concludes with an overview of their perceived needs for technical assistance. Section 4 contains detailed recommendations by the authors for improving the quality and usefulness of future YEDPA-related Year End Reports. (YLB)

This report contains a first evaluation of the Summer Institute on Teaching and Assessing Writing Skills, which was organized to help parents, teachers, and administrators in the Boston (Massachusetts) public schools begin the development of a comprehensive and coordinated writing program for grades kindergarten through twelve in each school district, and to develop guidelines for the assessment of writing skills as part of the state-mandated basic skills improvement policy. The various sections of the report provide information about the following topics: (1) the methodology of the evaluation; (2) institute organization; (3) institute staff, guest speakers, and workshops; (4) reading and writing assignments; (5) the development of recommendations for a comprehensive writing program; (6) institute objectives; (7) suggestions for future teacher training institutes; and (8) the conclusions of the evaluation as drawn from questionnaires completed by the program participants. Attachments to the report include a list of participants, names of staff members, a program overview, a selected bibliography of materials concerning the teaching and assessing of writing skills, and a copy of the recommendations for a writing program prepared by the participants. (FL)

The relationship between high technology firms and educational institutions in the Boston metropolitan area was studied. Attention was focused on the responsiveness of public schools, community colleges, and four-year colleges and universities to the demands of the industry for technically trained personnel. The influence of companies on educational policies and the development of links between the two institutions were also explored. Information was gathered from: personal interviews with 130 officials from education, industry, and government; a survey of 158 secondary mathematics and science teachers at high schools on Route 128; reanalysis of a national survey of American high school seniors in 1980 commissioned by the National Center for Education Statistics; and review of documents and reports. It was found that there is considerable interest on the part of students and school administrators at all levels of education in courses and programs of study that would lead to technical careers. However, the capacity of educational institutions to respond to student interest is limited by budgetary considerations. A shortage of staff and equipment exists in all programs. Industry support for the schools is concentrated mainly on baccalaureate and postgraduate degree programs. There are a few cases of mutually satisfying cooperation programs between the companies and other sectors of education; but, for the most part, school-industry ties are fragmentary, weak, and of short duration. It is concluded that despite new interest in industrial-education partnerships, it is highly unlikely that corporations will be able to provide schools with the resources traditionally supplied by government funds. A bibliography is appended. (Author/SW)

Northeastern University's development of an elective course on aspects of cancer prevention for physician assistants is described. Faculty addressed such problems as the selection of course content, the need to make it clinically applicable, and the design of a final product that permits replication of presentation. The course uses a variety of teaching modalities such as audiovisual presentation and self-instructional modules, and a format that permits updating of content. The course was presented at four sites in different states using several scheduling variations. Course components were systematically evaluated by students and faculty, and student examination performance was analyzed. There was consistent evidence of attainment of cognitive objectives. Acquisition and retention of information was due partly to the use of self-instructional modules with review exercises and self-tests. The final field trial of the complete course provided partial support for positive attitude change regarding the efficacy of prevention. Presentation of the course as a one-semester offering, and/or assignment of course components to other courses, were considered by participants and faculty to be satisfactory formats. (SW)

A study investigated whether graduates of cooperative education programs, especially those who remain with a former co-op employer, report a greater sense of power in their jobs than other new college hires. Two mechanisms by which cooperative education might lead to this outcome were hypothesized: better organizational socialization and greater perceived relevance of job to career plans. The population studied was college graduates working on their first full-time job since graduation. Data were obtained by mailed questionnaire from 225 employees. Results showed that cooperative education graduates have more realistic expectations regarding their first job after college than do graduates of typical degree programs. Such expectations, which provide evidence of successful early socialization to the company, were also predictive of an important outcome of socialization--commitment to the employing organization. More co-op graduates were concerned about and chose jobs relevant to their career plans. Although co-op status itself was not a significant predictor of employee sense of power, organizational commitment and job relevance were. Data showed cooperative education experience facilitates the transition from student to employee and may serve as a mediating effect to enhance employee sense of power on the job. (Correspondence, instruments, and data are appended.) (YLB)

The project expanded on an already developed process for teacher-course evaluation at the higher education level. The process uses student ratings collected with an instrument which focuses on teacher behaviors and activities, overall assessments, and student and course information. Teaching improvement materials were developed as was a computer-based mechanism which provides statistical results, generates narrative reports that interpret the statistics, and matches areas of weak performance with the specific references and resources at hand. Products developed by the project included articles, books, reports, audio-visual items, and computer software (e.g., the "Tencore" authoring system and "Ventura" desktop publishing software). The system has been implemented at Northeastern University (Massachusetts) where it has been favorably received and where it efficiently handles about 1,500 course evaluations per academic quarter using 4 full-time staff. It has also been field tested at the State University of New York (SUNY) at Buffalo. Seven appendixes include: system description; lists of professional meetings and expert consultants; the course evaluation questionnaire; the summary report of project implementation at SUNY Buffalo; and a resource bibliography of 38 citations. (DB)

This report describes the current status of families headed by persons under age 30, and compares the economic well-being of the current generation of young families in 1986 with that of the preceding generation in 1973. An analysis of the widening gaps between young families with and without children, between young families headed by persons with the least and most education, and between younger and older families is also included. Chapter 1 provides an overview of the problems that young families face and recommendations for how to improve their situations. Chapter 2 provides a profile of young families. Chapter 3, "The Growing Economic Plight of Young Families," covers the following topics: (1) "Earnings of Heads of Young Families"; (2) "The Incomes of Young Families"; (3)"Income Distribution among Young Families"; and (4) "Poverty among Young Families." Chapter 4, "Special Analyses for Selected Groups of Young Families," covers the following topics: (1) "Young Families by Race/Ethnic Group"; (2) "Family Structure: Married Couples and Single Parents"; (3) "Very Young Families"; and (4) "Young Families That Don't Live on Their Own." Chapter 5, "Some Consequences of Falling Earnings and Inadequate Incomes Among Young Families," covers the following topics: (1) "Home Ownership and Rental Costs"; and (2) "Health Insurance and Health Care." Chapter 6 provides regional data on young families' income levels. Thirty-three tables and 22 figures are included. Notes on the data in this report are included. (JS)

This report describes improvements in the status of families headed by persons under age 30 from 1986 to 1987 based on figures from "Vanishing Dreams" and the most recent available data drawn from the Current Population Survey. The following sets of economic data are updated: (1) earnings of family heads; (2) young family incomes; and (3) poverty rates. The findings of this report indicate that where the situation did improve from 1986 to 1987, it improved very little, and that in some important respects the situation worsened. The following trends are discussed: (1) the poverty rate among children living in young families continued to rise in 1987; (2) the median earnings for all heads of families younger then 30 with children fell by more than 36 percent from 1973 to 1987; (3) a 24.4 percent plunge from 1973 to 1987 in median income for young families with children because of lower earnings for family heads and increasing number of single-parent families; (4) in 1987 the median income of the nation's 1.3 million young black families for the first time fell below the amount needed to keep a 4-person family out of poverty; and (5) the proportion of births to young women who received late or no prenatal care increased from 1976 to 1987. The following measures are recommended to help young families: (1) an increase in the federal minimum wage; (2) the enactment of the Act for Better Child Care Services (ABC); (3) the expansion of the Earned Income Tax Credit (EITC); (4) an extension of Medicaid coverage to reach all poor and near-poor pregnant women and children; and (5) a continuation of building upon the successes of proven, cost-effective programs such as Head Start, Chapter 1, WIC, and the Job Corps. Six tables are included, along with three figures. Nine additional tables are appended. (JS)

This report presents results of a research project designed to increase understanding of civil rights crime through a systematic description of the characteristics of incidents that occurred in Boston (Massachusetts) between 1983 and 1987. Data were taken from police incident reports and are limited to only those cases that were reported to the Boston Police Department. Section 1, "Introduction and Study Design," covers the following topics: (1) "Background"; (2) "Data Description"; and (3) "Data Limitations." Section 2, "Characteristics of Incidents," covers the following topics: (1) "Race of Victim"; (2) "Race of Offender"; (3) "Victim Offender Racial Combinations"; (4) "Seriousness of the Incident"; and (5) "Rationale for Racial Attacks." Section 3, "Identification, Investigation and Apprehension of Suspects," covers the following topics: (1) "Identification of Incidents"; (2) "Victim Participation"; and (3) "Suspect Apprehension." Section 4, "Case Handling and Resolution by the Courts," covers the following topics: (1) "Use of Civil Injunctions"; and (2) "Processing of Civil Rights Cases in Boston Courts." Seven end notes, 2 figures, and 11 tables are included. A copy of a Boston Police Department incident report is appended. (JS)

This document describes a longitudinal study of the role of sports in the lives of minority youth during the 1980s. Data were analyzed from the High School and Beyond study and all findings were proven to be statistically significant after multiple regression analyses. The term "athletes" refers to those individuals who reported participating on varsity athletic teams both in their sophomore year (1980) and in their senior year (1982); "nonathletes" refers to individuals who either participated only in the sophomore year or not at all. The following findings are discussed: (1) minority athletes are more active in the affairs of their schools and communities than nonathletes; (2) Black and Hispanic athletes scored higher on standardized tests than nonathletes; (3) athletic participation was significantly related to lower dropout rates for Black males and Hispanic females in rural schools and for Whites in suburban school, but demonstrated no "holding power" in urban schools; (4) the upward mobility of minority athletes after high school is limited compared to that of Whites, with the exception of Hispanic female athletes; (5) females benefit from sports much the same as males; and (6) high school athletes stay involved with sports as young adults. Recommendations for educational policy are included. The appendices provide statistical data on 14 graphs, a discussion of the research methodology, and a list of the members of the policy advisory board. (FMW)