(1991). Composition of the Staff in California's Public Colleges and Universities from 1977 to 1989. The Sixth in the Commission's Series of Biennial Reports on Equal Employment Opportunity in California's Public Colleges and Universities. This report provides information on the gender, ethnic, and racial composition of staff in the California Community Colleges, the California State University, and the University of California through the 1989-90 academic year. It is broken down into seven parts: (1) part 1 discusses the origin, preparation, limitations, and organization of the report; (2) part 2 provides information on the amount and nature of growth in staff in the segments during the time period covered by the report; (3) part 3 identifies changes in the composition of staff within the public postsecondary segments between 1979 and 1989 for the California Community Colleges and between 1977 and 1989 for the California State University and the University of California; (4) part 4 compares the composition of the segmental staffs with that of the California labor force; (5) part 5 contrasts the composition of the segmental staffs with that of California's population to comparative base established by the Commission… [PDF]

(1975). Women in Higher Education. Papers from a Conference Held in London on 29 June 1973. Delivered at a conference on women in British education, this collection of papers demonstrates with statistical evidence and close argument the extent of discrimination against women in higher education. "The Place of Women in the Changing Pattern of Further Education" by Eileen Byrne looks at women as they leave school at the secondary level and pursue non-degree courses. Naomi McIntosh ("Women and the Open University") discusses the Open University, established to provide places for people with little opportunity of going to an ordinary university. Special efforts were made to recruit women students, and its success in this area serves to underline the negligence of other universities. Maureen Woodhall ("The Economic Benefits of Education for Women") studies statistics which at first seem to indicate that education is less profitable as an investment for women. A closer look presents a different picture. "Sources of 'Underachievement': Women…

(1987). Strengthening Transfer and Articulation Policies and Practices in California's Colleges and Universities. Progress since 1985 and Suggestions for the Future. Commission Report 87-41. This report reviews and analyzes progress made by the California Community Colleges (CCCs), University of California (UC), and California State University (CSU) in improving transfer and articulation. After part 1 discusses the origins and purposes of the report, part 2 highlights events affecting transfer and articulation in California since 1983, focusing on changes in undergraduate enrollments, more comprehensive admissions requirements, financial problems, state-level commitment to affirmative action and transfer, and specially-funded projects. Part 3 offers information from the CCCs, UC, CSU, and the California Postsecondary Education Commission (CPEC) regarding progress made since 1985 toward improving high school preparation; identifying, assessing, and counseling transfer students; assuring adequate community college transfer courses; gathering comparable information on community college enrollments and student achievement; improving information about transfer; and… [PDF]

Burgos-Sasscer, Ruth (1994). Why and How To Manage Diversity. Demographic predictions indicate that by the end of this century only 15% of new entrants to the workforce will be white males, compared to 47% in 1985. Executives, as well as academic administrators, are being forced to learn how to manage a diverse employee population by cultivating, strengthening, and utilizing diverse talents and skills, rather than merely providing access to new groups. The barriers that exist to integrating new team members can be overcome by understanding differences of race, gender, disabilities, sexual orientation, and social class and recognizing that different groups may approach their work differently. More specifically, the following 10 strategies can help college presidents build diverse teams: (1) insist on a diverse pool of qualified candidates for managerial positions; (2) address salary inequities; (3) adopt flexible family needs policies; (5) disseminate information about student, faculty, and staff demographics; (6) provide seminars and workshops… [PDF]

Nickson, Sheila J. (1982). Status of Minority Professionals on Majority Campuses. \Saviors, Victims or Survivors?\. The conspicuous absence of Black professionals at predominantly White colleges has serious consequences for Black students. In the State University of New York system, for example, there are only 262 Blacks in a 9,000 member faculty and the highest percentage of Black professionals are low level administrators. For the few Black faculty on majority campuses, maintaining racial identity is difficult. Yet it is essential, for often only a minority teacher can effectively reach a minority student. Black students at White schools are often less well educated than Black students at Black schools because majority teachers cannot always communicate their knowledge in a manner that is meaningful to minority students. Obviously, too, Whites cannot teach Black awareness and pride. Black professors, on the other hand, often become the unofficial mentors of Black students, but this time-consuming activity does not help them gain tenure. Non-renewal of Black faculty is widespread and is…

Johnson, Dona, Comp.; And Others (1976). Evaluation of Hotel, Restaurant, and Institutional Management Graduates: A Ten Year Review. A study of graduates from the Hotel, Restaurant, and Institutional Management program at St. Louis Community College at Forest Park was conducted, primarily in order to elicit information from graduates regarding potentially effective recruitment methods for minority groups and women. The study also sought to obtain evaluation of course curriculum and content and general follow-up information from program graduates. Of the 159 who had graduated over the past ten years and were surveyed, 139 (94.5%) responded. Results of the study indicated: (l) the majority of graduates were white males between 20 and 29 years of age, with an Associate degree; (2) 22% had continued their education to the baccalaureate level; (3) 86% were employed full-time, with 63% having held their present positions for 1 to 3 years; (4) nearly two-thirds felt their present employment was 100% related to the training they received in the program; and (5) over 62% felt the most helpful recruiting method for… [PDF]

Beausang, Kenneth R. (1976). An Investigation of the Effectiveness of Black Hawk College Policy in Responding to the Needs of Returning Women Students. Black Hawk College policies and programs were examined to determine their effectiveness in responding to the needs of returning women students, one of the most significant groups in the "new student" population. Literature was reviewed, college documents studied, key personnel were interviewed, and 225 women students aged 25 or older were surveyed. Findings demonstrated that (1) women constituted 52.8 percent of the entire student population and women 25 years old or older accounted for 25 percent of this group, (2) Black Hawk College has several significant programs for women, but very few women have knowledge of these programs, (3) about 70 percent of returning women students at Black Hawk College are career or job goal oriented. Four major recommendations are suggested: (1) a position of Coordinator for Women's Programs should be created to help bridge the present communication gap between existing programs and the student population; (2) a more flexible system for the…

Jordan, Joseph, Ed.; Moody, Ferman B., Ed. (1979). National Association for the Advancement of Black Americans in Vocational Education. NAABAVE Conference Proceedings, AVA Convention (Dallas, Texas, December 1-4, 1978). These conference proceedings present an overview of significant activities that took place at the National Association for the Advancement of Black Americans in Vocational Education (NAABAVE) forum during the American Vocational Association Convention in Dallas, December 1-4, 1978. The document is organized in two major sections: (1) the public hearing, with the theme "An Essential Beginning for Blacks in the Search for New Directions in Vocational Education," and (2) an overview of the business meeting. In the first section are these twelve presentations: The Birth of NAABAVE; Education for Everyone; An Overview of the Office of Civil Rights Guidelines for Vocational Education; The Involvement of Blacks in the Vocational Political Process; To Be Black and Qualified within Itself Is Not Enough; Implications of the Bakke Decision for Increasing Black Participation in Vocational Education; Increased Black Participation in Vocational Education Is a Must; Comprehensive…

Heyward, Salome M. (1992). Access to Education for the Disabled. A Guide to Compliance with Section 504 of the Rehabilitation Act of 1973. This book presents an analysis of and guide to Section 504 of the Rehabilitation Act of 1973. Part I considers the evolution of compliance standards under Section 504 with chapters on civil rights compliance standards, nondiscrimination versus affirmative action, and the recipient's obligation. Part II provides an overview of Section 504 covering: who must comply (the meaning of "recipient" and "federal financial assistance"); determining who is handicapped; the meaning of"qualified handicapped person"; prohibited discriminatory actions; and procedural requirements. Part III examines the duty to provide access to facilities. Part IV focuses specifically on elementary and secondary education through coverage of: entities responsible for providing services; appropriate education; free education; educational setting; evaluation and placement; disciplining disabled students; procedural safeguards; nonacademic services; preschool, adult education, and…

Johnson, Beth Hillman, Ed.; Lowe, Ida B., Ed. (1993). Collective Bargaining in Higher Education and the Professions. Bibliography No. 21. This bibliography of 885 citations is an annual accounting of the literature on collective bargaining in higher education and the professions for 1992. The research design and methodology used in the preparation of this volume relied on computer searches of various data bases, as well as manual retrieval of citations not available on data bases. Sources include books, monographs, dissertations, journals, periodicals, research and conference papers, and newspaper articles and are grouped into either the faculty bibliography or the professions and professionals bibliography. References are listed by author within the following subject areas: academic freedom, administration, affirmative action, Acquired Immune Deficiency Syndrome (AIDS) in the workplace, arbitration and mediation, collective bargaining, collective bargaining (Canada), community colleges, comparable worth, discipline and dismissal, discrimination, drug testing, ethics, evaluation, excellence, faculty, faculty… [PDF]

Johnson, Beth Hillman; Lowe, Ida B. (1992). Collective Bargaining in Higher Education and the Professions. Bibliography No. 20. This bibliography of 834 citations is an annual accounting of literature on collective bargaining in higher education and the professions for 1991. The research and design and methodology used in the preparation of this volume relied on computer searches of various databases and manual retrieval of other citations not available on database. Sources include books, monographs, dissertations, journals, periodicals, research and conference papers, and newspaper articles and are grouped into either the faculty bibliography or the professions and professionals bibliography. References are listed by author within the following subject areas: academic freedom, administration, affirmative action, aids in the workplace, arbitration and mediation, collective bargaining, collective bargaining in Canada, community colleges, comparable worth, discipline and dismissal, discrimination, drug testing, ethics, evaluation, excellence, faculty, faculty organizations, fiscal issues, fringe benefits,… [PDF]

(1989). Agreement between University of Cincinnati and American Association of University Professors, University of Cincinnati Chapter. September 1, 1989 to August 31, 1992. The collective bargaining agreement between the University of Cincinnati and the University of Cincinnati Chapter of the American Association of University Professors (AAUP), for the period September 1, 1989 through August 31, 1992 is presented. The document covers the following topics in 39 articles under the following categories: (1) "Basic Principles" (recognition and description, academic freedom, academic safeguards and responsibilities, non-discrimination, affirmative action); (2) "Faculty and Librarian Status" (appointment, reappointment, promotion and tenure, grievance procedure, disciplinary hearing and dismissal for cause); (3) "Compensation" (College of Medicine compensation, minimum salaries, overloads, extra compensation, academic unit head compensation, additional compensation); (4) "Fringe Benefits" (insurance, sick leave, and other leaves); (5) "Bargaining Agent" (rights and duties of the AAUP as agent, dues…

(1996). Centralia College Strategic Plan, January 1996. Preliminary Report. Based on an analysis of the internal and external environment, this report describes the mission, values, and strategic priorities of Centralia College (CC), in Washington. Following introductory materials describing the role of strategic planning, a historical perspective of planning at the college is presented, reviewing previous strategic plans; the college master plan; college initiatives related to diversity, assessment, affirmative action, and Title III and other grants; and the college's planning process for 1994-95. CC's mission statement is then provided, highlighting the college's values and commitment to student success. Next, results from an analysis of the institutional environment are presented based on a campus survey, campus and community focus groups, and external data. Issues are discussed and college assumptions are presented for the following areas: (1) effectiveness, efficiency, and accountability; (2) marketing, recruitment, and retention; (3) the economic… [PDF]

Levin, Bernard H. (1993). Social Change, the Future of the Community College, and the Future of Community College Research. Focusing on the social forces acting upon community colleges, this paper reviews possible modes of response by the colleges, focusing specifically on the role of institutional research. The first section presents an overview of the social forces affecting community colleges, discussing the 16% increase in two-year college enrollments in the 1980's; the impact of limited federal, state, and local funding; the financial stress caused by growing prison populations, health care costs, and public school costs; increasing percentages of minorities and changing family demographics; and the declining availability of full-time work. The next section discusses possible modes of response by the community colleges. Likely responses include establishing or maintaining affirmative action programs, increased use of advanced technology to provide instruction, an increased importance assigned to institutional research to enable colleges to adapt, a continued emphasis on accountability, and a… [PDF]

Tolliver, Ella (1994). Staff Actively Nurturing Diversity at Solano (SANDS): Faculty and Staff Diversity Grant, Solano Community College. Final Report. A year-long project was undertaken at Solano Community College, in California, to establish a well organized and planned program to recruit and retain underrepresented faculty and staff, utilizing funds from a Faculty and Staff Diversity grant from the California Community Colleges' Office of the Chancellor. The first step was the formation of a diverse "crucial team" to identify weaknesses, adopt more effective recruiting strategies, improve hiring procedures, research successful programs, and develop a successful plan. The 18-member team received training on affirmative action, gender equity, and disability requirements and implemented a variety of campus enrichment activities, including educational forums, community outreach, part-time faculty orientation, networking of newly hired faculty, and preparation of a draft campus cultural diversity survey. Recommendations proposed by the team included the following: (1) on-going training on cultural diversity issues for… [PDF]

Romine, Robert J. (1991). Independence Community College Program Review Process. Program review at Independence Community College (ICC) is structured so that every program of study will undergo review within a 5-year period. The purpose of the program review effort is to assess the relationship of inputs to outcomes, so that actual outcomes can be compared to expected outcomes. Each program of study is evaluated according to the following 18 criteria: (1) institutional mission and goals; (2) advisory council involvement; (3) labor market data; (4) comprehensive needs assessment; (5) local educational area needs assessment; (6) curriculum analysis; (7) instructional analysis; (8) facilities, equipment and materials analysis; (9) enrollment; (10) cost; (11) marketing analysis; (12) internal procedures analysis; (13) transfer; (14) placement and demographics; (15) survey of previous program enrollees; (16) admissions requirements; (17) outside accreditation; and (18) affirmative action/sex equity. Vocational programs are reviewed using a vocational program review…

Marshall, Catherine (1989). More Than Black Face and Skirts: New Leadership To Confront the Major Dilemmas in Education. To address minority students' needs, increase school administrators' instructional leadership capacities, and involve parents in improving schools, school districts must recruit large percentages of women and minority educators to school leadership positions. This will not be a simple task, as entirely new definitions of school leadership are needed. Educators are being challenged to (1) find ways to keep at-risk students in school; (2) create stimulating learning environments; and (3) garner community support. Women are still underrepresented in school leadership, and minorities have not benefited from affirmative action and other equality-based legislation. The dominant reform proposals are flawed for not promoting equity, for failing to involve black educators in reform discussions, and failing to propose measures ensuring minorities' access to school leadership positions. What is needed is a reconceptualization of school leadership and active recruitment of women and minority… [PDF]

Ramirez, Genevieve M. (1986). Retention of the Latino University Student: The Case of CSULB. This study examines the characteristics, needs, and actual experiences of Latino (Mexican American/Chicano and other Hispanic) students enrolled at California State University, Long Beach (CSULB), through identification of Hispanic demographic characteristics from university records, comparison of Student Affirmative Action Outreach Program (SAA) participants with non-participant Latino peers, and random sample interviews with SAA participants. Although Latino CSULB enrollment grew from 5.4% to 8.7% from 1975 to 1985, Latinos, who comprise 18.1% of California high school graduates, are greatly underrepresented. Of SAA Latino students entering CSULB in 1982-83, 73% had been retained to begin their fourth year in 1985 or had graduated. Findings indicate academic failure/difficulty results from unrealistic expectations, lack of clear personal goals deemed attainable, general alienation from the institutional mainstream, and interference of external circumstances. Factors favoring… [PDF]

(1986). Agreement between the Massachusetts Board of Regents of Higher Education for the Massachusetts Regional Community Colleges and the Massachusetts Community College Council/Massachusettes Teachers Association, an Affiliate of the National Education Association for Academic Years 1983-84 to 1985-86 and 1986-87 to 1988-89. Two consecutive collective bargaining agreements between the Massachusetts Board of Regents of Higher Education and the Massachusetts Community College Council/Massachusetts Teachers Association are presented, covering the years 1983 through 1986 and 1986 through 1989. The 26 articles in the agreements set forth rights and provisions related to: (1) unit recognition and definitions; (2) the relationship between the association and the board, and the formation of a special joint study committee to resolve problems related to the agreement; (3) the use of board facilities; (4) the rights and responsibilities of the board, and the role of unit members in college governance; (5) maintenance of records; (6) deduction of dues and agency fees; (7) academic freedom and responsibility; (8) affirmative action; (9) supplemental benefits; (10) grievance procedures; (11) appointment, reappointment, and tenure; (12) workload, work assignment, and working conditions; (13) faculty evaluation; (14)… [PDF]

Hales, William; Whitaker, Colbert (1984). Women in Administration. That women hold less than 3 percent of secondary school principalships underscores society's contuinuing use of sexual stereotypes. Among the misguided assumptions hindering women's professional aspirations are beliefs about their lack of interest in promotions and their ineffectiveness as authority models. There is also the behavioral description: e.g., a female administrator is picky, whereas her male counterpart is good on details. If schools are not to lose a valuable pool of administrative talent, clear change strategies and implementation commitments must be realized. The federal government must enforce discrimination regulations and promote goals for increasing women's numbers in administration. State education boards should support affirmative action plans, and state education departments promote more women to top positions as role models for other women. On a local level, persons should work for the development of an objective administrator selection process–one now marred…

Snyder, William F. (1989). Evidences of Faculty Centered Management Style. At Wytheville Community College (WCC) in Virginia, the seminal management style is collegial, while the seminal management structure is bureaucratic. Formal bureaucratic structures exist for normal and routine communication and for policy decisions. However, faculty are encouraged to share their concerns with the president and other administrators without going through the formal channels. Various mechanisms have been created to encourage "coalition management": (1) the Faculty Government Association has specific committees to address admissions and standards, affirmative action, curriculum, financial aid, improvement of instruction, and other areas; (2) the College Council, made up of students, staff, faculty, and administrative representatives, provides a forum for the discussion of ideas, concepts, and policy matters; (3) the loosely organized Support Staff Group communicates directly with the president on matters related to the improvement of the work environment; (4)…

Kuhns, Eileen; Martorana, S. V. (1978). Academic Programming. AAHE-ERIC/Higher Education Research Currents, September 1978. This review of academic programming considers changes that have occurred as a reaction to real or perceived shifts in institutional and social conditions and values, program design, and program approval, review, and evaluation. Among the conditions influencing programming decisions in the late 1970s are open-access policies, affirmative-action policies, the new majorities of part-time and female students, the demand for noncredit and nontraditional educational opportunities, developments in collective bargaining, and geographic duplication of degree program. The curriculum for American undergraduates typically contains three components: general education, the major concentration, and electives. It is shown that the undergraduate career is now divided almost equally among these three components, and that a growth in elective-taking has been at the expense of the general education component. Curricula have been redesigned to serve the increasing body of adult students, since the… [PDF]

(1979). Development of Attitudinal Skills. Final Evaluation Report, April 1, 1978-June 30, 1979. School district staff, aware of the need for a program to teach attitudinal skills, undertook to develop a curriculum model for vocational teachers to help their students gain those attitudes, behaviors, and personal characteristics valued by employers. Teacher input led to a workshop for converting behavioral ideals into practical teaching terms using learning activities and evaluation techniques. An Affirmative Action Committee evaluated the tentative curriculum so produced to exclude any bias or stereotyped attitudes prior to field testing under conditions of frequent supervision. A final workshop evaluated the total project and refined the model, with results indicating success. Field test teachers found students, teachers, and administrators very enthusiastic regarding the project, with noticeable improvement in student employability and promotion. Students not only knew the attitudinal roles but were also able to duplicate them in terms of behavior. Contributions to curriculum…

Koble, Daniel E., Jr., Ed.; And Others (1975). 1975 National Vocational Education Personnel Development Seminar. Industry-Education Innovations in Personnel Development (Omaha, Nebraska, October 28-31, 1975). Leadership Training Series No. 46. Major contents of this report are the seminar presentations made at a national seminar in which educators focused on innovations in personnel development for industry education. Of the ten major papers three established the context of cooperation between business, industry, labor, and education in providing vocational education. Three papers focus on planning instruction and evaluating instructional systems including use of case studies as an instructional device and integration of affirmative action efforts and issues into the personnel development program. Two papers on industry-education-labor cooperation describe a successful industry-education-labor council and analyze the communication process in education-labor cooperative program development. Other titles are \A Program for Improving the Quality of Working Life\ and \Future Think: Training and Development…Where Do We Go From Here?\ A series of shorter presentations are summaries of various research and development efforts… [PDF]

(1973). Guidebook to Promising Practices in Compensatory Education and Miller-Unruh Reading Program Schools in California. The purpose of this guidebook is to give recognition to some of California's effective schools and, more importantly, to encourage interschool visiting. Emphasizing that organization leads to productivity, specific suggestions as to how to use the book and how to plan school visits are provided. Listed alphabetically and by county, section I provides a roster of schools with promising practices in compensatory education and Miller-Unruh Reading Programs. Section II contains an inventory of program strengths on which validation teams rate the schools. Among the criteria considered are nonisolation of disadvantaged students, auxiliary services, staff development, intergroup relations, and affirmative action. A section providing facts about the schools describes ethnic content, target students, socio-economic background, staffing, and funds follows. Section IV provides a listing of other schools and special projects suggested by various program units within the State Department of… [PDF]

(1998). Senate Rostrum: The Newsletter of the Academic Senate for California Community Colleges, 1997-1998. Senate Rostrum: The Newsletter of the Academic Senate for California Community Colleges, Sep 1997-Oct. This collection of four Senate Rostrum newsletters discusses the various issues of interest to faculty in California community colleges. The September 1997 issue addresses such topics as welfare reform, technology mediated instruction, academic standards, an annual gathering of the Academic Senate for California Community Colleges entitled the Summer Faculty Leadership Institute, and a controversial rewards plan called "Academic Excellence." The January 1998 issue deals with a 2005 Task Force Report and discusses affirmative action, the California Virtual University, and various legislative statements and updates. The next issue, from April of 1998, contains an article by the President of the Academic Senate about realizing the vision of shared governance and other issues addressed in Assembly Bill 1725. The newsletter touches on certain curriculum issues, mentions again the Academic Excellence plan (retitled "Partnership for Excellence"), and contains an article… [PDF]

Ware, Martha L. (1982). Reduction in Force: The Legal Aspects. Six legal issues surrounding a school district's reduction in force are described in this twelfth chapter in a book on school law. First, the courts generally hold that the school board must prove that a reduction in force (RIF) is inescapable. The second issue revolves around which positions and employees are being eliminated. In deciding such cases, one question to be resolved by the courts is whether a board is attempting to circumvent the fair dismissal statute by abolishing a specific position. Third, courts will examine closely allegations that the real reason for a layoff is constitutionally impermissible, such as the exercise of free speech. Fourth, the issue of seniority is largely determined by statute and contract. Tenured faculty attempting to \bump\ other tenured faculty must prove their qualifications for the position. Fifth, in absence of both statute and contract provisions, courts require sufficient notice of RIF. Unfortunately, this causes many boards to issue…

Charles, Camille Z.; Fischer, Mary J.; Lundy, Garvey F.; Massey, Douglas S. (2006). The Source of the River: The Social Origins of Freshmen at America's Selective Colleges and Universities. Princeton University Press African Americans and Latinos earn lower grades and drop out of college more often than whites or Asians. Yet thirty years after deliberate minority recruitment efforts began, we still don't know why. In \The Shape of the River,\ William Bowen and Derek Bok documented the benefits of affirmative action for minority students, their communities, and the nation at large. But they also found that too many failed to achieve academic success. In \The Source of the River,\ Douglas Massey and his colleagues investigate the roots of minority underperformance in selective colleges and universities. They explain how such factors as neighborhood, family, peer group, and early schooling influence the academic performance of students from differing racial and ethnic origins and differing social classes. Drawing on a major new source of data–the National Longitudinal Survey of Freshmen–the authors undertake a comprehensive analysis of the diverse pathways by which whites, African Americans,… [Direct]

(1991). Latinos in Pennsylvania: Summary Report & Recommendations. This report summarizes the activities of the Pennsylvania Governor's Advisory Commission on Latino Affairs from its inception in January, 1989, to December, 1990; and makes recommendations to the Governor on policies, procedures, and legislation that would make the state more responsive to the Latin American community. Latin Americans are the youngest and fastest growing population group in Pennsylvania. Language and cultural barriers breed resentment and discrimination and lead to denial of services and resources necessary to the economic, social, political, and educational well-being of the Latin American community. To promote equal access and equal opportunity in all aspects of community life for Latin Americans, the Commission devised the following priority areas each to be addressed by committees: (1) education; (2) employment; (3) physical health and mental health; (4) economic development; (5) housing; (6) aging; and (7) Latin Americans in prison. Civil rights and civil… [PDF]

(1993). Intercultural Programs: Program Evaluation. The Office of Intercultural Programs of the Des Moines public schools addresses the equity needs of the district through a wide range of equity services. The Office serves as a resource for students, parents, community, and staff, and provides service in the areas of: (1) the Voluntary Transfer Program; (2) paired and magnet schools; (3) extended day kindergarten; (4) English as a Second Language and bilingual programs; (5) Minority and Bilingual Community Liaison Advisor Program; (6) multicultural, nonsexist education; (7) cross-cultural awareness training; (8) the Military Achievement Program; (9) affirmative action; (10) discrimination compliance; and (11) sexual harassment training. An evaluation helped the staff prepare to meet the needs of the growing student population. Systematic equity efforts were framed by the revision of the district's Desegregation Plan and the publication of a formal document defining equity efforts. Strategic planning efforts involved parents, staff,… [PDF]