(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…
(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]
(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]
(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…
(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)…
(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…
(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]
(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…
(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]