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In this paper we obtain the extended genus field of a global field. First we define the extended genus field of a global function field and we obtain, via class field theory, the description of the extended genus field of an arbitrary global function field. In the last part of the paper we use the techniques for function fields to describe the extended genus field of an arbitrary number field., Comment: 24 pages

This brief overview of research on Hispanic parents' cooperation in supporting their children's education focuses on the need to support parents so that they can, in turn, participate in their children's education. It suggests that local Hispanic community agencies have an important role in bringing schools and parents together. The following topics are covered: (1) barriers to parental involvement; (2) Hispanic parents' interest; (3) action from schools; (4) barriers to school action; and (5) community involvement with parents and schools. Included is an 11-item reference list and a list of other ASPIRA publications. (MYM)

This report examines the issues associated with school-to-work programs being developed in the U.S. and provides recommendations designed to facilitate the process of developing a national school-to-work initiative. It stresses the nation's increasing need for better-educated workers but notes the low rate (less than 50 percent) of high school graduates who pursue a postsecondary education, and even lower rate (25 percent) of those attaining a 4-year degree, with Latinos experiencing the lowest educational levels in the country. School-to-work initiatives are viewed as a possible answer to the dilemma, but neither educators nor business people have been very effective at developing a model of one. Concerns about the school-to-work model revolve around the following areas: (1) too much emphasis being placed on the vocational aspect of the program; (2) too little flexibility for changes in occupational focus without harming academic progress; (3) the potential for displacement of current workers; (4) problems with access to the program, particularly for Latinos; (5) the existence of discriminatory hiring practices against school-to-work graduates; and (6) a lack of employment opportunities. Descriptions of five promising school-to-work models are provided. (Contains 12 references.) (GLR)

School finance is the focus of battles for equity in funding. Issues in equitable finance that focus on the impact on Latinos are discussed. Some reform strategies are considered. As long as funding inequities can be related to achievement gaps, per-pupil expenditures will remain an important focus of discussion. (SLD)

This fact sheet on Hispanic American education in the United States in 1993 offers information on families, spending, school to work transitions, and education at preschool through college levels. The Hispanic population is growing much faster than the rest of the population, and by 1990 it comprised 9 percent of the national population. The Hispanic segment of the population is statistically younger than the non-Hispanic population, and 26 percent of Hispanic families live in poverty. On education spending and personnel, the paper points out that large urban school districts, which are 27 percent Hispanic, are chronically underfunded compared to other districts in the states. The fact sheet goes on to cite the following statistics: (1) Hispanic students make up 11.3 percent of all elementary school students and 10.4 percent of high school students enrolled in 1990; (2) Hispanic youth are most likely to report having been physically attacked at their school; (3) students enrolled in more advanced mathematics courses and who receive more homework have been shown to do better on national achievement tests; and (4) Hispanics are only 5.5 percent of the students enrolled in college in October 1990. Finally, with regard to school to work transitions, the paper cites that in 1989, 72 percent of all recent high school graduates were employed, but only 49 percent of Hispanic graduates had a job. (JB)

This brief reviews and analyzes issues surrounding public school financing, particularly for Latino communities and elementary school and secondary school education. A review of the current legal debate notes that there have been legal challenges to school financing since 1967, and that rulings have indicated that government has a responsibility in appropriating funds to education. A section on how schools are funded explains that generally 40 percent of funding comes from local revenue, 54 percent from state revenue, and 7 percent from the Federal Government. The brief goes on to look at school finance equalization, variations among states in funding levels and systems, and disparities between school districts. A further section discusses the significance of funding disparities and then their particular significance for Latinos who are one-tenth of the school population and heavily concentrated in urban areas. Later discussion reviews current school reform strategies and monetary reform approaches, including three recommendations for promoting educational equity in urban school districts: (1) more money for urban district schools; (2) better ways of calculating student needs; and (3) greater autonomy for poor schools given better financial support. This section also lists and discusses four considerations for funding formulas. (JB)