ED 352 955

TITLE

INSTITUTIONSPONS AGENCY

REPORT NOPUB DATENOTEAVAILABLE FROM

PUB TYPE

JOURNAL CIT

EDRS PRICEDES'7RIPTORS

IDENTIFIERS

ABSTRACT

DOCUMENT RESUME

IR 015 925

Education-Community-Business Partnerships. The ERIC

Review.ACCESS ERIC, Rockville, MD.Office of Educational Research and Improvement (ED),

Washington, DC.ERIC-92-5024; ISSN-1065-11609233p.; For the previous issue, see ED 343 583.

ACCESS ERIC, 1600 Research Boulevard, Rockville, MD20850-3166 (subscription free; obtain back issues

from EDRS).Collected Works Serials (022) Information

Analyses ERIC Clearinghouse Products (071)

Reference Materials Bibliographies (131)

ERIC Review; v2 n2 Fall 1992

YFOl/PCO2 Plus Postage.*Education Work Relationship; Elementary SecondaryEducation; Higher Education; Literacy; Parent School

Relationship; *School Business Relationship; *School

Community Relationship; Urban SchoolsERIC; Partnerships in Education

The ERIC Review is published three times a year and

announces research results, publications, and new programs relevant

to each issue's theme topic. This issue examineseducation-community-business partnerships via two principal articles:

"Collaboration To Build Competence: The Urban Superintendents'

Perspective," by Terry A. Clark; and "Higher Education-Business

Partnerships: Development c: Critical Relationships," by Diane

Hirshberg. In addition the following features are provided: (1)

Recent Federal Partnership Initiatives; (2) Partnership Resource

List, which includes organizations and associations, clearinghouses,

and federal agencies; (3) General Reading List, which provides an

annotated bibliography of 41 titles; (4) a research article,

"School-to-Work Transition: Its Role in Achieving Universal

Literacy." by Susan Imel; and (5) an annotated list of 33 new

publications produced by the ERIC clearinghouses and the Office of

Educational Research and Improvement. (ALF)

***********************************************************************Reproductions supplied by EDRS are the best that can be made

from the original document.***********************************************************************

Vol. 2 Issue 2. Fall 1992

U S Department of EducationOffice of Educational Research and ImprovementEducational Resources information Center

Education-Community-Business Partnerships

I I

Collaboration ToBuild Competence

Higher Education-Business Partnerships

School-to-WorkTransition

ResourceOrganizations

ReadingList

FederalInitiatives

1111111111111 EFRJ

ERIC SystonDevelopments

BEST COPY AVAILABLE

U.S DEPARTMENT OF EDUCATIONOffice cd Educational Reseercn and improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER 'ERIC,

This Cocumni nas teen reoroclute0 as,ecveo Iron me Or IrSOn or oloanizationoriginating .1

O Minor changes nave Win mule to vrivoveieDioCuction Quality

Points ot view or opinions stated in this etc../mon! 00 not Oetliatily rprolenl OnCra,OERr Position or polity

n Important Message to Our Readers

issue of The ERIC Review focuses on partnerships involving schools, colleges and universities, busi-

nesses, and communities. Such collaborative relationships expand the resources available for education

improvement and help prepare students to be informed, responsible citizens and productive members of the

work force.

As Terry Clark notes in an excerpt from Collaboration To Build Competence: The Urban Superintendents'Perspective, partnerships exist along a continuum. They may 6c es simple as a one-on-one relationshipbetween an elementary school and a local business whose employees provide afterschool tutoring or as

complex as a comprehensive collaborative involving education, business, government, and communityleaders working to provide for the full health, education, and training needs of urban youth.

Because education is a cumulative, lifelong process, education-community-business partnerships can span

the whole education spectrum. from prekindergarten to postsecondary. Partnerships involving institutions

of higher education may focus on strengthening teaching and learning in schools. preparing students forwork. or enhancing the productivity of those already in the workplace. Diane Hirshberg presents an over-view of the latter kinds of partnerships in "Higher Education-Business Partnerships: Development of

Critical Relationships."

In some communities, business leaders and other concerned citizens have begun to act to reform or restruc-

ture education and to strengthen the links between education and the workplace, particularly for economi-cally disadvantaged and non-college-bound youth. These efforts are the subject of this issue's Research in

Action section on page 21.

A list of resource organizations. federal initiatives, and additional readings on education-community-business relationships will help you pursue the topic. To find out more about how the ERIC System

can help meet your education information needs, write to ACCESS ERIC or call the toll-free number,

1 -800 LET ERIC (538-3742). The materials contained in this journal are in the public domain and

may be reproduced and disseminated.

U.S. Department of Education

Lamar AlexanderSecretary

Office of Educational Research andImprovement

Diane RavitchAssistam Secretary

Office of Research

Joseph ConatyActing Director

IEducational ResourcesInformation Center

ContentsCollaboration To Build Competence:The Urban Superintendents' Perspective 2

Higher Education-Business Partnerships:Development of Critical Relationships 7

Recent Federal Partnership initiatives 12

Partnership Resource List 13

Organizations and Associations 13

Clearinghouses 15

Federal Agencies 15

General Reading List 16

Research in Action 21

For Your Information 23

New Titles in Education 24

The ERIC Review. publilhed three times

a year by ACCESS ERIC with supportfrom the U.S. Department ofEducation's Office of EducationalResearch and Improvement (OERI).announces research results, publications.and new programs. The ERIC Reviewalso contains information on programs.research. publications, and services of

the Educational Resources InformationCenter (ERIC), its subject-specificclearinghouses, and support compo-nents. The ideas and opinions expressedin this publication do not necessarily

reflect the positions or policies of theDepartment of Education or OERI.

For more information about ERIC or a

flee subscription to The ERIC Review.call ACCESS ERIC toll free at 1-800LET ERIC.

ACCESS ERIC Director: Beverly SwansonManaging Editor: Carol Laseski BostonGraphics Designer: David SchmidtCopy Editor: Beth Fisher

ISSN 1065-1160

4

ACCESS ERIC-Making Education

Information AccessibleACCESS ERIC is your gateway toERICthe Educational ResourcesInformation Centera nationwideinformation service designed to makeeducation literature readily accessible.

The ERIC System consists of 16subject-specific clearinghouses:several adjunct clearinghouses:and support components, includingACCESS ERIC. At the heart ofERIC is the largest educationdatabase in the worldcontainingnearly 750,000 abstracts of docu-ments and journal articles. Curricu-lum materials, papers, conferenceproceedings, and literature reviews,along with articles from nearly 8(X)education-related journals, can befound in the ERIC database.

You can access ERIC at about 3.000locations around the world: ERICcollections and materials are foundin every state and in more than 60countries. Typically, university, state.and large city public libraries offeraccess to ERIC through theirmicrofiche collections and onlineor CD-ROM searches.

in addition, documents selectedfor the database are abstracted andannounced in ERIC'S monthlyjournal, Resources in Education.The full text of most documentsannounced in ERIC is available inmicrofiche or paper copy from theERIC Document ReproductionService. ERIC announces journalliterature in a separate monthlypublication. Current Index toJournals in Education.

ACCESS ERIC reference staff cananswer questions about the ERICSystem and its services and products.and refer you to the clearinghouses,which contain vast subject expertisein various fields of education.

Gain entry to a world of educationinformation. Call I-800LETERIC.Monday through Friday, 8:30 a.m. to5:15 p.m. (eastern time). Requestscan also be made by writing:

ACCESS ERIC. 1600 ResearchBoulevard. Rock.,ille, MD 20850.

2

COLLABORATION To BUILDCOMPETENCE: THE URBAN

SUPERINTENDENTS PERSPECTIVE

ecause schools arecharged with educatingchildren, they are home to

children for a good part of each day andfor many days each year. They are thepublic agency most often called upon tonurture children and to provide leader-ship in addressing their needs. Manyurban public schools find it increas-ingly difficult, however, to providehigh-quality education to those fromimpoverished and disconnected homes.

Partnerships between schools and theircommunities provide a mechanismfor assisting these children throughenhanced and coordinated services.Traditional educational partnershipsparticularly those between schools andbusinessesare considered valuable tothe extent that partners have helpedreduce illiteracy, provided assistance inwork experience and college scholar-ships for students, enlisted volunteersfor individual schools, and donatedequipment. Such one-on-one institu-tional partnerships are the most basictypes, as viewed on a continuum suchas that in the exhibit. Partnershipsbroaden the education schools providethrough tutoring and mentoring pro-grams. recognition and incentiveawards, field trips, and dropout preven-tion activities.

A National Center for EducationStatistics (NCES) survey found that in1987 through 1988, 40 percent of thenation's public schools had some kindof formal partnership with an externalinstitution. In urban areas, 54 percentof partnerships are with businesses.

by Terry A. Clark

another 17 percent are between schoolsand civic or service organizations, and9 percent are with postsecondaryinstitutions.' Eighty percent of urbaneducation partnerships are initiated byschool system staff. They reportwanting partnerships to foster school-community cooperation (35 percent).provide incentives for students (25percent), supplement curriculum yidstaff (23 percent), and obtain equip-meat (11 percent) (NCES, i989).

Some partnerships attempt to branchout to involve multiagency, multi-service projects that are jointly plannedand governed. These types of collabo-rationsmany of which have be nfunctioning for several yearsaredepicted as cooperative agreements onthe partnership continuum displayed in

the exhibit. They are characterized byformal agreements about each partner'sresponsibilities and expected outcomes.and they imply a reciprocal commit-ment between or among partners.Activities might include staff develop-ment, advocacy for education policy,targeted services for specific agegroups. and magnet school support.Many are focused on a particular area,such as dropout prevention, teenagepregnancy, or employability training.

Among the cooperative agreementsestablished across the country are theBoston Compact, a set of formalagreements between the public schoolsystem and local businesses, uni-versities, and labor, promising post-secondary opportunities to graduates:the Los Angeles Educational Partner-

ship, a collaboration of corpora.ions,universities, and community leaders.which has raised more than $7 millionfor school improvement: and theMinneapolis Youth Trust, a collabora-tive of major employers, city and stateagencies, social service organizations,and the public schools, which hasdeveloped m apprenticeship andsummer employment initiative and amentorship program.

ComprehensiveCollaboratives

A few districts have collaboratives thathave reached beyond cooperativeagreements. They exemplify thecomprehensive collaboratives repre-sented on the continuum as the mostsophisticated and fully developedpartnerships. Broad-based and involv-ing multiple organizations, they requirelong-term institutional commitment.They proceed with a commonly sharedvision, goals and objectives developed

Terry A. Clark is President of EducationResources Group in New York City andauthor of the report. Collaboration To BuildCompetence: The Urban Superintendents'Perspective. from which this article wasadapted. The Urban Superintendents'Network, sponsored by the U.S. Depart-ment of Education's Office of EducationalResearch and Improvement, includessuperintendents from the nation's largesturban districts who meet regularly toexplore and share st,ategies for improvingurban education.

A Continuum of School-Community Partnerships

Institutional One-on-One(Sponsor -4 Beneficiary)

Focuses:

Cooperative Agreements

(Sponsor Beneficiary)

Focuses:

Comprehensive Collaboratives

(Sponsors Beneficiaries)

Focuses:

I. Tutoring 1. Needs assessment 1. Needs assessment

Mentoring 2. Planning 2. Broad-based multiagency planning

3. Field trips 3. Research and development 3. Research and development

4. Guest speakers 4. Training in new technology 4. Long-term institutional commitment

5. Summer jobs 5. Teacher/administratorprofessional development

S. Commonly defined vision

6. Paid work-study 6. Advocacy-policy/laws 6. Goals/objectives by consensus

7. Scholarships 7. School-based health clinics 7. Shared authority/decisionmaking

8. Incentives/recognition awards 8. Magnet schools 8. New roles/relationships

9 Demonstrations 9. Funds to support innovation 9. Advocacy-policy/laws

10. Use of business facilities 10. Advice on restructuring schools 10. Integration of mu;tiple services

II. Loaned executives 11. "Focused" (e.g.. on dropout orteen pregnancy prevention)

11. Cross-institutional programs

12. Volunteers 12. "Comprehensive" services.focusing on the whole child

13. Minigrants for teachers

14. Teaching assistance

15. Equipment/supplies donations

16. Public relations

through consensus, shared authorityand decisionmaking. new roles andrelationships for the various players.integrated delivery of multiple services.and cross-institutional activities. Mostimportantly, they address the compre-hensive needs of children, from pre-school through high school.

The mission of comprehensivecollaboratives is to create a dynamicforce to provide coordinated, qualityprograms and services to children andfamilies in order to enable students tofunction more successfully in schooland society. The key goals of compre-hensive collaboratives-as defined bythe Urban Superintendents' Network-are to reduce the number of schooldropouts. increase the number of highschool graduates competent to enter thework force or postsecondary education,and ensure the capacity of graduates to

participate effectively in the social.cultural, political, and economic life ofthe community. In essence, colla-boratives are decisionmaking bodiesdesigned to use the various resourcesand service-delivery systems of mem-ber organizations to serve the needs ofchildren more comprehensively andefficiently.

Two noteworthy examples of compre-hensive collaboratives are the Cincin-nati Youth Collaborative and thePortland Investment. The CincinnatiYouth Collaborative (CYC). whichbegan in 1987 and has raised $6.9million in pledges. has developeddiverse and far-reaching initiatives.including a preschool program for 3-year -olds. a summer jobs program tomotivate middle school students to stayin school and to achieve academically.a mentorship program. and a college

scholarship fund. Members of theCYC steering committee representlocal businesses. including Procter &Gamble, which spearheaded th° col-laborative. as well as the CincinnatiPublic Schools, the teachers union, theparent-teacher association, universities.religious groups, community-basedorganizations, and county social serviceagencies. The success of the Cincin-nati Youth Collaborative, which servesmore than 3,500 youth. will be mea-sured in terms of participants' schoolattendance, performance, and gradua-tion rates.

The Portland Investment is a long-termplan developed in 1983 by the PortlandLeaders Roundtable to implementactivities focused on dropout preven-tion, employability training. and workexperience for low-income, minorityyouth up to age 21. It is directed by a

mr('T 4 '"'6 11

3

committee that includes the chiefexecutive officer of the city's largestbank, the mayor, the chairman of thePrivate Industry Council, the schoolsuperintendent, and the chair of thePortland Chamber of Commerce.Roundtable at-large members includerepresentatives of organized labor. areacolleges, the United Way, the UrbanLeague, the school board, the gov-ernor's office, and area businesses.

4

The Portland Investment serves morethan 2,300 youth through more thana dozen programs with operatingbudgets totaling $4.6 million. Keyprojects involve prenatal and child-care services for teenage parents, acomprehensive health-screeningprogram for preschoolers, a neigh-borhood program for at-risk ele-mentary students, support servicesand basic skills classes for eighth-graders, a school-to-work transitionprogram for juniors and seniors, andthe Youth Employment Institute forout-of-school youth.

Identifying KeyCollaborative Players

Studies show that the superintendent'sleadership is an indispensable moti-vating factor in successful schoolcommunity partnerships and schoolimprovement involving the community.According to a RAND Corporationreview of promising innovations in sixschool districts, school superintendentshelp:

Create a public mandate for theschools.

Advocate for all racial/ethnicgroups.

Increase and maintain the flow ofinformation to the public.

Encourage staff professionalism(Hill, Wise, and Shapiro. 1989).

In some communities, leadership comesfrom the business sector, which hasshown strong support for public educa-tion. Based on its involvement with theschools, the National Alliance ofBusiness notes in A Blueprint forBusiness on Restructuring Education(1989) that business people mustunderstand three axioms if they are towork productively with public schools:

They must recognize that the crisisin American education is critical tothem.

They must learn about education ifthey expect to make viable, adaptablerecommendations.

They must view their connection toeducation as an ongoing, long-termeffort.

unaffected by the results of the partner-ships. Often, the voices of parentswhose children are being served areunheard and unheeded.

cc If comprehensivecollaboration is tosucceed, communityorganizations andthe community ofparents also mustbe involved.

If comprehensive collaboration is tosucceed, community organizations andthe community of parents also must beinvolved. Every urban area has aunique configuration of communityorganizations that play more and lessdominant roles, depending on thecultural and economic environment ofthe city. These include local groupsserving particular ethnic/racial popula-tions, churches, youth-serving agen-cies, health agencies. hospitals. otherservice agencies (e.g.. human re-sources, justice. mental health. andtransportation), and local affiliates ofsuch national organizations as theUrban League.

Parents are almost always the leastrepresented constituency on partner-ships. task forces, and commissionsthat focus on the needs of children. In

too many instances, the professionalsrepresenting school systems, commu-nity organizations. business, and civic

groups are well-educated and middle-class parents whose children are en-rolled in private schools and are thus

r7

Learning From SuccessfulCollaboratives

Although few school/communitypartnerships have been formally evalu-

atedand this is a major short-comingenough is known fromdocumentation of their implementa-tion and products to indicate thatboth concept and practice are matur-ing. Criteria for identifying success-ful collaboration generally includesuch factors as length of time inoperation, range and diversity ofmembership. visibility of collabora-tive activities, evidence of benefitsto students, and products. Summa-ries compiled by researchers atmajor universities, research andevaluation firms, and corporationssuggest that the primary elements ofsuccess include the following kindsof characteristics:

A shared vision, written goals.and objectives.

A commitment of top-level institu-tional support and visibility.

A willingness to cross traditionalinstitutional boundaries.

A willingness to be flexible, tosubordinate traditional roles, and toadopt new ones.

In addition, successful collaborationrequires a formal organizational struc-ture. long-term commitment. anddiverse membership. Based on theirexperiences, members of the UrbanSuperintendents' Network providedadvice on the "do's and don'ts" ofpartnerships and collaboration. Thefollowing two recommendations weremade consistently:

II Do keep lines of communicationopen by disseminating informationhonestly and regularly to all partnershipmembers.

Do operate with the strong supportand involvement of all partners fromthe outset.

The overriding "don't" for collabora-tion was: Don't be impatient! Changetakes time!

Measuring Success

Evaluating progress is key to under-standing whether and how a collabora-tion is working. It is critical to plan atthe outs:t mechanisms for measuringthe process of collaboration and itseffects on students. Collaborativeleaders can establish straightforwardrecord-keeping and tracking systemsto help measure progress and out-comes. For example, records foreach student participating in a drop-out prevention program mightinclude hours of participation, entryand exit dates, school attendance.grades, test scores, and coursescompleted. Analysis of these dataafter a certain time perioda semes-ter or a school year. for examplecan range from simple tallies tosophisticated measures of change inattendance or achievement.

III Soliciting top CEO support andleadership from each sector of thecommunity.

Involving the media in elicitingbroad community support.

Working out turf issues that mayinhibit smooth functioning.

Coordination

Ensuring that responsibilities areclearly delineated and s- ported by allpartners.

Each collaborative will have uniqueprogram objectives that, in the end,must be measurable. Collaborativemembers must agree on what consti-tutes progress and reasonable evidenceof success, whatever program they areimplementing or sponsoring. Theymust recognize uncontrollable fac-torsindependent of the collabora-tivethat may affect its outcome.They also need to distinguish betweenprogram processes and program out-comes. Addressing the need for out-come measuresbased on programgoals and objectivesand identifyingthem from the beginning are twoessential steps in preparing for programevaluation.

Shaping Collaborativesfor the Future

2. Identify and recruit the people orcommunity sectors who can participatein the collaborative. Develop lists ofcategories of potential members (suchas businesses and civic groups); makean inventory of services and serviceproviders; and identify key interestgroups (such as parents, large propertyowners, utility companies, financialinstitutions).

3. Adopt a formal structure and puttogether a governing board that will be

able to establish operating proce-dures and generate funds. Theformal structure is important toensure the continuation of the col-laborative even when key personali-ties depart.Collaborative

members must agreeon what constitutesprogress and reason-able evidence ofsuccess . . . 5y

Within the process of initiating collabo-ration, there are a number of issuesrelated to participation. coordination.and structure that must be addressed.These include:

Participation

Ensuring that participation includesthe community's diverse ethnic andcultural elements.

1111111111111111111111

U Sharing leadership among collabo-rative partners.

Articulating both the school's andthe community's objectives.

Ill Articulating and responding tostudents' needs.

Building trust. flexibility, and opencommunication among partners.

III Designing methods for measuringschool performance and student out-comes.

Structure

Exploring alternative structures.

Institutionalizing the collaboration.

Funding the management structure.

In "Building Coalitions for Support ofSchools" (Hart. 1988). the OregonSchool Study Council recommends thefollowing set of strategies designed toresult in a functioning communitycollaborative:

1. Identify an issue and contact othergroups with an interest in it. Thisprocess traditionally referred to asneeds or problem identification.

nie 4%7

bkioL7

4. Form committees to oversee thecollaborative's planned activitiesonce the organization and governingboard are established. Committeescould establish bylaws, conductneeds assessments, develop goalsand objectives, explore options forraising funds, or plan public infor-mation activities.

The organizations and individualsinvolved in collaboration.; must beprepared to expend time and energy,take action and risks, and compromiseor arrange tradeoffs where necessary(Hord, 1986). The potential benefits tomembers and to the public are great:enhanced or expanded services andbetter, more efficient delivery to thosein need.

Integrated delivery of services tochildren, youth, and their families willincrease the likelihood that youngAmericans will become healthy. edu-cated, and responsible adult citizens.The Urban Superintendents' Networkurges colleagues to explore the possi-bilities. broaden their perspectives, andlower the bureaucratic barriers thatinhibit children from realizing their fullpotential.

For more information about the OERI UrbanSuperintendents' Network, contact MaryCampbell. Coordinator, OERI Urban Superinten-dents' Network. U.S. Department of Education/OER1.555 New Jersey Avenue NW, Washing-ton. DC 20208-5644; (202) 219-2130. To orderthe report. Collaboration To Build CompetenceThe Urban Superintendents' Perspective 00065000(X)475-5 ). send $4 to New Orders. Superin-tendent of Documents. P.O. Box 371954,

Pittsburgh. PA 15250-7954.

Notes and ReferencesHart. Thomas E. (September 1988). "BuildingCoalitions for Support of Schools." OregonSchool Study Council Bulletin. 32 (I). ED 297482.

Hill. Paul. Arthur Wise, and Leslie Shapiro(1989). Educational Progress. Cities Mohill:e toimprove Their Schools. Santa Monica: TheRAND Corporation. ED 306 321.

Hord. Shirley M. (February 1986). "A Synthesisof Research on Organizational Collaboration."Educational Leadership. 43 (5): 22-26. EJ 334200.

National Alliance of Business ( 19891. A Blue-print for Business on Restructuring Education.Washington. DC: National Alliance of Business.ED 312 486.

National Center for Education Statistics (1989).Educ anon Partnerships in Elementary andSecondary Schools Surve Report). Washing-ton. DC: U.S. Government Printing Office. ED304 789.

' The National Association of Partners inEducation (NAP":). with funding and technicalassistance from NCES. surveyed the status ofpartnerships in the 1989-90 school year. A totalof 51 percent of districts reported a partnershipprogram that year. In urban areas, more than 70percent of the partnerships involved a corporationand/or small business. 63 percent involved a civicorganization or service club, and 59 percentinvolved a college or university. For moreinformation on these findings, contact NAPE.209 Madison Street. Suite 401, Alexandria. VA22314; (703) 836-4880.

s.

Lessons Learned: BalancingAcademic and Business IssuesAs businesses and schools fo76e newrelationships for school improve-ment. concerns have arisen thatbusiness needs and academic inter-ests are not always one and the same.Schools have a broader mandate thansimply equipping students withworkplace skills, and where job-related skills support the school'sacademic mission, questions remainabout how best to teach them. Therecently released Excellence at Work:Policy Option Papers for the Na-tional Governors' Association. forexample, takes a skeptical view ofeducation's ability to prepare stu-dents for work, suggesting insteadthat work force preparation systemsbe market-based.

The potential for misunderstandingexists between business leaders and

educators. P. Michael Timpane andLaurie Miller McNeill note in Busi-ness Impact on Education and ChildDevelopment Reform: A Study Pre-pared for the Committee for EconomicDevelopment that some businessleaders are concerned about edu-cation's capacity and willingness tochange. Some educators, in turn, fearthat business does not understandeducational problems. has unrealisticexpectations, or will use the schoolsfor "narrow promotional or vocationalpurposes.-

Such tensions related to curriculumand instruction will continue to beexplored as education and busi-ness groups work together to arriveat common interests and mutualunderstanding.

Higher Education's K-12 PartnershipsThe higher education community isactive in collaborating with elementaryand secondary schools to strengthenteaching and learning and to increaseaccess to postsecondary education.

Concurrent enrollment programs enablestudents to enroll in college-levelcourses before they-graduate from highschool. Examples include the CollegeBoard's Advanced Placement Programand Minnesota's Postsecondary Enroll-ment Options Program.

Enrichment. compensatory. and motiva-tional partnerships enhance the second-ary school experience: help studentsdevelop skills: or provide inspiration,motivation, and support for students whootherwise might not seriously considerthe college option. One model programis University of California-Berkeley's

Mathematics. Engineering. ScienceAchievement program for minority highschool students.

Academic alliances and other teacher-to-teacher partnerships enable classroomteachers and college faculty to worktogether in an academic discipline tostrengthen teaching and learning.Examples include the Greater BostonForeign Language Collaborative and theNational Writing Project.

Other forms of higher education col-laboration with K-12 programs includepreservice reacher education partner-ships and professional developmentschools that involve teacher educatorsand practitioners in the preparation ofnew teachers. and tutoring andmentoring programs that pair collegestudents with at-risk students.

Finally, partnerships for school im-provement or restructuring have a morecomprehensive focus, the betterment ofan entire school or system. One ex-ample is the EQ Models Program forSchool-College Collaboration, a compo-nent of the College Board's EducationalEQuality (EQ) project to improvethe quality of secondary educationand increase access to postsecondaryeducation.

For more information, see CollegePartnerships: Conceptual Models.Programs. and Issues (1991). by ArthurR. Greenberg. ASHE -ERIC HigherEducation Report No. 5. The report isavailable for $17 from the ERIC Clear-inghouse on Higher Education, TheGeorge Washington University. OneDupont Circle. Suite 630. Washington.DC 20036-1183; (202) 296-2597

6

HIGHER EDUCATION-BUSiNESSPARTNERSHIPS: DEVELOPMENT OF

CRITICAL RELATIONSHIPS

he U.S. business commu-nity is striving to adaptto a number of changing

economic realities, including:

A shift in economic structure froma manufacturing base to a postindustrialbase of service, information, andtechnology.

International competition that haseroded American jobs and profits.

A growing trade deficit that isundercutting the U.S. position in theworld economy.

A decline in productivity growth.Currently it takes 3 years to gain thesame level of productivity increase thatwas gained in only 1 year prior to 1973

(Gonzales. 1991).

Coupled with these economic changesare changes in the work force thatintensify the need for worker trainingand retraining. By the year 2000, 85percent of all new workers will bewomen, minorities, and recent immi-grants (Thomas-Wilson-Robertson andZeiss, 1991). If present rates continue.I5 to 20 percent of the high schoolstudents now enrolled will drop out ofschool before graduation, and they willlack the skills needed to succeed in theworkplace. Furthermore, every fifthperson now hired in American industryis functionally and mathematicallyilliterate (Mancuso Edwards, 1990).Nationwide, private industry spei:dsmore than $30 billion to train andretrain its work force: an estimated 75percent of American workers will needretraining by the year 2000 to meet the

by Diane Hirshberg

changing demands of the workplace.including new technology and manage-ment structures (Mancuso Edwards,1990: Thomas-Wilson-Robertson andZeiss. 1991).

U.S. business leaders. as well as federaland state policymakers, see the educa-tion community as a critical componentin increasing American economiccompetitiveness. As a result. they havetaken the lead in education reformactivities over the past decade. Theirinvolvement spans K-12 (see page 6)to postsecondary levels. Companiesseeking to expand their research anddevelopment activities, implementwork force retraining, or gain access tonew technologies are turning increas-ingly to higher education institutions.from major research universities tocommunity colleges.

This article provides an overview ofpartnerships between business andhigher education.

Higher Education inSupport of the BusinessCommunityThe importance of the role played byhigher education institutions in support-ing business and industry cannot beoverstated. First and foremost, collegesand universities provide industry withtrained personnelfrom techniciansand managers to research and develop-ment personnel. Beyond this, universi-ties provide technical expertise andcurrent scientific and technological

information to industry. Under therubric "technology transfer," they assistbusinesses in applying research resultsand provide advice on how to operatemore effectively (Fairweather, 1989).In addition, higher education providesretraining services that keep workforces up to date. Although largecorporations have traditionally main-tained their own human resourcedevelopment programs, smaller busi-nesses and even some large corpora-tions are finding it financially morefeasible to contract with educationalinstitutions to conduct training (Pincus,1985).

Colleges and universities, as well asbusinesses, stand to benefit from suchpartnerships. In the mid-1950s, colleges and universities faced a decline instudent enrollments, funding difficul-ties, and increasing obsolescence intheir research equipment ant facilities(Allen, Aldridge, and Burkhalter,1989). Partnerships and contracts withindustry have provided funding forresearch activities and equipmentpurchases that otherwise might nothave been possible (Fairweather, 1989).In addition, these relationships oftengive faculty the opportunity to applytheir expertise to real-world problems.

The roles education organizations playin supporting business often vary bytype of institution. Research universi-

Diane Hirshberg was formerly the UserServices Coordinator for the ERICClearinghouse for Junior Colleges.

ties tend to receive the majority of theirindustry funding for research. Compre-hensive 4-year colleges and universitiescontribute to regional economic devel-opment, focusing on companies locatedclose to campus and local and region-al educational and economic needs.Community colleges typically maketheir contributions to local and regionaleconomic development through jobtraining and retraining programs aswell as business consulting. Thesedelineations are approximate, however;many research universities participatein job training programs, some commu-n4 colleges conduct industry-relatedresearch, and all levels of higher educa-tion organizations participate in techni-cal transfer activities (Fairweather,1990).

8

University-BusinessPartnerships

Affiliations between universities andthe private sector began to grow at theend of the 1970s, when federal fundingfor university research leveled off.Over the years, industry funding tocolleges and universities for researchand development has increased sub-stantially. As the source of researchfunding shifted, so did the nature of theacademic rese;rch conducted. Whilegovernment-funded studies typicallyfall in the category of "basic research,"the private sector more often funds"applied research," with practicalapplications in such areas as en-gineering, medicine, computer science,chemistry, and biotechnology.University-business relationships areparticularly strong in biotechnology;nearly half the companies in this fieldhave some sort of arrangement with auniversity, underwriting between 16and 24 percent of all university fundingin this discipline (Fairweather, 1990).

Universities conduct many other typesof business partnerships, includingindustrial incubators designed todevelop new companies, not-for-profitand for-profit joint research ventures,and industrial affiliate programs,in which corporations can pay foraccess to faculty research findings(Fairweather, 1990). Stanford Univer-sity: University of California, Berkeley;and Massachusetts Institute of Technol-ogy are among ill(' najor universitiesproviding technology transfer services,

including patent policy and administra-tion, industrial liaison programs,continuing education, and universityownership of equity in research-basedcompanies (Matkin, 1990). The threecase studies that follow are examples ofother innovative partnerships betweenindustry and universities.

New field of study develops withthe help of IBM funding. In 1982, theIBM Corporation sponsored a $50million grant competition to supportnew approaches in manufacturing.Subsequently, 22 universities receivedComputer-Aided Drafting/Computer-Aided Manufacturing (CAD/CAM)equipment, and 5 of them also received$2 million in curriculum grants formanufacturing systems engineering(MSE) programs. IBM providedtechnical staff and consultants to assistin program development. By providingfunding, equipment, and technicalexpertise, IBM essentially legitimatedMSE as a field of graduate study. In1981, only 1 American universityoffered an MSE program; more than 50institutions offer MSE degrees today.

This partnership program has hadpositive results for all involved.Graduates of MSE programs havereported substantial success in theworkplace. Universities have benefitedby acquiring state-of-the-art equipmentfor their programs and up-to-datetraining on manufacturing processesfrom IBM. IBM and other companiesbenefit by being able to hire engineerswith the training and knowledgeneeded to move the manufacturingindustry forward.

IBM is continuing its involvement inhigher education, extending its partici-pation to community colleges as well.In 1989, IBM began an educationpartnership program intended to estab-lish computer-integrated manufacturingfacilities in 48 2-year and 4-yearinstitutions (Porter, 1989).

Purdue's technology transfersupports economic development inIndiana. In May 1986, Purdue Univer-sity established the Technical Assis-tance Program (TAP) for small- andmedium-size businesses and industry inIndiana, with the goal of eventuallyimproving economic conditionsthroughout the state. TAP uses the

human and technical resources of theuniversity to assist firms in implement-ing advanced technologies. Seniorresearch faculty and graduate studentsconduct all the project work, thusapplying their research in real-lifecontexts. Clients in turn are guaranteedaccess to the newest and most advancedtechnologies at no cost. As of Septem-ber 1988, TAP had worked with morethan 450 companies in Indiana, morethan 90 percent of which reported thatthey were pleased with the results ofthe program and were adopt;ng TAPrecommendations or using the informa-tion provided by TAP (Law and others,1989).

University of California programkeeps telecommunications employeescurrent. In 1984, the University ofCalifornia Extension, the noncredit andcontinuing education arm of the Uni-versity of California system, respondedto a request by Pacific Bell to develop atechnical training program that wouldprovide the company's telecommunica-tions engineers with updates on currenttechnology and prepare them for futuredevelopments in telecommunications.Access to the program has been ex-tended to other telecommunicationscompanies in California: at IBMRolm,2,100 employees are now enrolled in anin-plant version of the program (Tsinaand others, 1989).

Community Colleges andthe Business Community

In the last 15 yearc, community col-leges have taken a leading role in localbusiness and economic developmentactivities, providing customized jobtraining and small-business assistanceand development programs, as wellas continuing their traditional roleof producing a trained labor force(Palmer, 1990). A recent survey of 16leading community college systemsdemonstrates the growth of participa-tion in economic development activi-ties. In the 1980-1981 academic year,the colleges operated a total of 132zustomized training programs; 6 yearslater they ran 1.700 programs. Thevolume of these programs increasedfrom $200,000 to $13 million (Kent,1991).

Throughout the 1980s. communitycolleges across the country began

creating advanced technology centers(ATCs) to improve their ability to meetthe needs of industry and business.ATCs promote technology transfer byidentifying and then helping localemployers learn about technologicalinnovations that are applicable to theirbusinesses. In addition to serving asdemonstration sites for relevant pro-cesses and equipment, ATCs offerwork force training and consulting(Smith, 1991).

The following case studies demon-strate the range of community college-business partnerships possible:

Special Schools attract industry toSouth Carolina. While many commu-nity colleges are involved in one-on-one partnerships with local businesses.others are part of consortia or statewideprograms designed to offer services to amultitude of businesses.

For 30 years, South Carolina's SpecialSchools have provided ere-employmenttraining programs to assist new andexpanding industries as they beginoperations in the state. The SpecialSchools program, created by the SouthCarolina State Board for Technical andComprehensive Education (State TechBoard) in 1961, is essentially a state-funded partnership involving SouthCarolina's 16 technical colleges, newor expanding companies, and otherstate agencies.

Each of the Special Schools is devel-oped in cooperation with the companybeing served. The school operates as atemporary entity created from theresources of the consortium to providethe training needed in each case. Itplans the curriculum according to thejobs being created, and assists thecompany in recruiting and screeningjob candidates. The school then pro-vides classroom or on-site training andalso offers special training programsfor supervisors or future job trainers.

The program has provided services tomore than 1,000 plants, training morethan 120,000 workers in the process(Brooks, 1990).

California system gains strengththrough networking. The Californiacommunity college system's resourceshave been pooled in the I07-member

Economic Development Network(ED>NET), creating a $3 billionresource for the state's business andindustry community. Founded in 1989,ED>NET already has developed astatewide program providing totalquality management (TQM) training tohundreds of suppliers to the state'saerospace contractors, a programexpected to generate training revenuesof more than $40 million by the end of1992.

ED>NET also has developed a projectwith Pacific Bell that is providingaccelerated associate in arts programsto 2,800 employees at 19 communitycolleges statewide. ED>NET has madeit easy for businesses to access theresources of California's communitycolleges by developing an informationclearinghouse with a toll-free number.Callers receive referrals to collegeservices, including economic develop-ment and training programs. availablethroughout the state (Kent, 1991).

1111 Great Lakes region supports areabusinesses through consortium. TheMid-America Training Group (MATG)was established in 1984 by the presi-dents of 15 community and technicalcolleges in 7 Great Lakes states (Illi-nois, Iowa, Michigan, Minnesota,Missouri, Ohio, and Wisconsin).MATG provides local industry withtraining capabilities and technology-transfer programs that are not limitedby what is available through localcolleges. Member colleges pool re-sources and expertise, offering clientsmore than $250 million worth ofpersonnel, facilities, and equipment aswell as more than 250 years of collec-tive training experience. GeneralMotors, IBM, and Firestone, amongothers, have taken advantage of MATGservices for training and retrainingemployees.

The program has benefits for theparticipating colleges as well as forindustry: colleges enjoy cooperativemarketing efforts, improved trainingcapabilities, interinstitutional support,and shared tools for program develop-ment and evaluation (Schubert. 1989).

Colorado initia"ive reduces em-ployee turnover. Employee turnover isa major concern for businesses nation-wide. In Colorado. a recent study

found that 43 percent of the employerssurveyed experience problems inretaining workers in critical job areas.In response. Pueblo Community Col-lege (PCC) has developed an employeeretention initiative model that hasproved effective in reducing the turn-over rate for the Wats MarketingGroup, a telemarketing subsidiary ofAmerican Express. The field oftelemarketing typically has a highturnover ratein some cases as high as300 percent annually for sales represen-tatives. However, when PCC trained500 telemarketing professionals forWats Marketing,- including the entiremanagement staff, the attrition rateafter 3 months was only 2.5 percentThe retention model includes acompany-specific study. job assessmentprofiles, basic skills and job skillstraining, worker motivation activities.and customized management training(Zeiss, 1990).

Higher Education andBusiness Provide FacultyDevelopment

In addition to enhancing economicproductivity, college-business partner-ships can provide faculty developmentopportunities. A unique partnershipamong General Motors (GM). UnitedAuto Workers (UAW), and the Michi-gan State Board of Education focuseson preparing trade and industrialeducation faculty at secondary andpostsecondary institutions. Funded byGM and the Michigan State Board ofEducation, the UAW-GM Vocational-Technical Mentorship Program wasdeveloped to provide these instructorswith training in up-to-date skills andtechnology used in GM manufacturing.Program participants spend 9 weeks ata GM facility, where they "shadow"technicians working on the shop floor.They observe and experience theindustrial applications of current tech-nology, attend GM training courses.and complete a project entailingdevelopment of new training classes forGM employees. Finally, the teachersbring back to their classrooms newknowledge and teaching ideas that willbenefit their students and the futureemployers of these students, includingGM (Atkins. 1990).

9

1

10

Where To Go forMore Help

The fo;lowing organizations are amongthe sources for additional informationon higher education-business partner-ships. See also the Resource Liststarting on page 13.

American Association for Commu-nity and Junior CollegesEducational ServicesOne Dupont Circle NW. Suite 410Washington. DC 20036(202) 728-0200

Companies or colleges interested infanning collaborative relationshipsmay phone Lynn Barnett or JimMc Kenney for technical assistance inidentifying matches and starting up.

ED>NETCalifornia Community CollegesEconomic Development Network1305 North Fine Street, Suite 106Fresno, CA 937271800-344-3812(209) 255-9077

State community college systemsinterested in pooling their resources forbusiness and industry support maycontact ED>NET for ideas on estab-lishing such a network.

Labor/Higher EducationCouncil2.429 34th Place NWWashington, DC 20016(202)362 -1522

The Labor/Higher Education Council.sponsored by the American Council onEducation and the AFLCIO. works topromote collaboration between col-leges and universities and the labormovement on issues of concern to bothsectors, particularly worker training.Contact Len Oliver, Executive Direc-tor, for additional information.

The Tennessee Valley Authority(TVA)Community College Network1C40 Old City Hall601 West Summit Hill DriveKnoxville, TN 37902(615) 632-8103

The TVA Community College Net-work recently launched a regionalinitiative involving 40 communitycolleges and area businesses andcommunity organizations. Groupsinterested in similar regional initiativesmay call or write Mr. Carroll Marsalis.

Questions RegardingBusiness-Higher EducationPartnerships

Business-higher education partnershipsoffer many benefits: state-of-the-arttechnology and information transfer.improved efficiencies in staff develop-ment and training, and economic andcommunity development. Linkagesbetween institutions of higher educa-tion and business help ensure thatstudents are prepared for the demandsof the workplace and that the work-place can take advantage of cutting-edge research and development.

Some researchers have concerns,however, about the nature and effectsof these relationships on educationalinstitutions. They question whethersuch partnerships have detrimentaleffects on the quality of academicinstruction in research and comprehen-sive universities and whether therelationships compromise the indepen-dence of educational institutions incontrolling their own curriculum.

Fairweather (1989) asserts that "aca-demic liaisons with industry may ...detract from the instructional missionof the university, particularly under-gra-.1uate teaching" (p. 396). He furthernotes that business-university partner-ships, which often encourage ap-plied research activities, may detractfrom the basic research mission ofuniversities.

Pincus (1985) also cautions that corpo-rations and colleges do not alwaysshare the same goals and interests. Inparticular, he is concerned that busi-nesses have far narrower goals fortraining workers than do colleges,whose mission includes the teaching ofboth concrete skills and ab3tract aca-demic subjects such as philosophy andvalues. Pincus fears that liberal artsprograms will be greatly weakened oreven disappear from community col-leges as vocational programs continueto grow, and that community collegeleaders will focus attention more on theneeds of business than on the academicneeds of students.

On the other hand, many' researchersare now arguing in favor of consideringapplied research a legitimate academic

undertaking (Allen, Aldridge, andBurkhalter, 1989). Faculty understand-ing of applications of technology canimprove the quality of their teachingand ultimately strengthen the prepara-tion of students. Resources from thebusiness community can enhanceeducational offerings and help equipstudents for productive work andpersonal lives. Finally, business-highereducation collaborations can harnessthe strengths of both communities tobetter serve the needs of society.

Conclusion

As the United States attempts to regainits economic preeminence in the world,partnerships between institutions ofhigher education and the businesscommunity will continue to grow.Higher education-business partnershipsalready have contributed to improvingindustry's understanding of technology.the quality of the work force, and theeducation community's knowledge ofthe workplace. New and changingtechnologies create a continual need forretraining workers, development ofnew applications for technology, andinnovations in how industry conductsits business. Institutions of highereducation have moved to the forefrontof the struggle to keep Americanbusiness competitive and will remainthere as we enter the next century.

References

Allen. Martha L.. M. Dayne Aldridge. and BettyeB. Burkhalter (1989). "The Evolution of Univer-sity and Industry Research Relationships. Pan11." Engineering Education. 79 (3): 476-480.

Atkins. Barbara A. (1990). "Partners in Learn-ing." Vocational Education Journal. 65 (4): 32.42.

Brooks. Alice (19901. "South Carolina's SpecialSchools: A Dollars and 'Sense' Incentive."Community. Technical. and Junior CollegeJournal. (4) (4): 38-41.

Fairweather. James S. (199(1). "Education: TheForgotten Element in Industry-UniversityRelationships." The Review of Higher Ediu.anon.14 (11: 33-45.

Fairweather. James S. (1989). "AcademicResearch and Instruction: The Industrial Connec-tion." Journal of Highei Ldui anon. 60 (4 ): 388-407.

Gonzales. Tom (1991). "The Sensible Choice:High Skills and Community Colleges." Cornniu-

Oily. Technical, and Junior College Journal, 61(4): 26-30.

Kent. Norma (1991). "Partners for the Future."Community. Technical. and imlior CollegeJournal, 61 (4). 31-35.

Law, Gordon T. and others (1989). "Two Modelsof Technology Transfer at Purdue University."Engineering Education, 79 (3): 507 -509.

Mancuso Edwards, Flora (1990). "From the Chair:Building a World-Class Work Force." Community,Technical, and Junior College Journal. 60 (4): 8.

Matkin, Gary W. (1990). Technology Transferand the University. New York: Macmillan. ED325 064.

Palmer, Jim (1990). "How Do CommunityColleges Serve Business and Industry? A Reviewof Issues Discussed in the Literature." Washing-ton. DC: American Association of Communityand Junior Colleges. ED 319 443.

Pincus, Fred L. (1985). "Customized ContractTraining in Community Colleges: Who ReallyBenefits?" Paper presented at the AnnualConvention of the American SociologicalAssociation. Washington, DC. August 26-30.1985. ED 261 721.

Porter, John C. (1989). "IBM's ManufacturingGrants Make Their Mark on Industry and Aca-deme." Engineering Education, 79 (3): 498-500.

Schubert. Ronald (1989). "Community CollegesPool Resources To Improve Training in Industry."Engineering Education. 79 (3): 49495.

Smith, Elizabeth Brient (1991). "Responding toIndustry Demands: Advanced TechnologyCenters." Community. Technical. and JuniorColle,cv Journal. 62 (2). 18-21.

Thomas-Wilson-Robertson, Ernestine and TonyZeiss (1991). "Literacy: America's Great Deficit."In Creating a Literate Society: College-Business-Community Partnerships. edited by Tony Zeiss.Washington. DC: American Association ofCommunity and Junior Colleges. ED 331 546.

Tsina. Richard V.. William R. Goodin, Oliver G.Sasse. and Ernest J. Selzer (1989). "A CertificateProgram in Telecommunications Helps EngineersKeep Up-to-Date." Engineering Education. 79(3): 495-496.

Zeiss, Tony (1990). "Employee Retention: AChallenge of the Nineties." Community. Techni-cal. and Junior College Journal, 60 (4) 35-37.

Catalytic Organizations: A Means forEncouraging Higher Education-BusinessPartnershipsPartnerships between higher educa-tion institutions and businesses canbe developed on a one-on-one basis.However, as Powers and Powers(1989) point out, these individualrelationships may prevent educatorsfrom conducting broad-scale studiesto identify emerging regional needsand also discourage programs thatrespond to needs beyond those of theone particular company. To avoidsuch problems, local, regional, state,and national organizations should becreated to serve as catalysts forhigher education-business partner-ships. The impetus for creation ofthese organizations can come fromhigher education institutions orgovernment agencies.

The following recommendations onhow to create and run catalyticorganizations successfully weredeveloped by directors of existingorganizations designed to encouragepartnerships:

Getting Started

Choose representatives of compa-rable levels of seniority from busi-ness and higher education. Obtainbacking from chief executive officersand involve committed and effectiveparticipants.

Set clearly defined objectivesconsistent with the needs of businessand higher education and the particu-lar representatives of each sector.

Appoint task forces to deal withspecific issues.

Acquire enough funding to givethe organization a fair chance tosucceed.

Make sure projects are feasiblein terms of budget and staff required.

Establish a "home" for thecatalytic ot 3anizationin either thebusiness or higher education corn-munitythat is willing to takecriticism and defend the efforts ofthe group.

Be patientit takes time to buildtrust among members and identifyappropriate issues that can be ad-dressed productively.

Building TogetherConsult with experts to define

business needs, design and imple-ment programs, and establish proce-dures that will enable the partnershipto operate effectively.

III Develop programs that can becustomized to meet the needs ofindividual employers.

Identify methods for screeningprogram participants, assessing theirperformance, and helping themtransfer, where necessary, intoremedial basic skills courses.

Organize strong program advi-sory committees.

11 Build in opportunities forfeedback.

II Remain flexible, open-minded,and willing to experiment and takerisks to find out what works.

(Adapted from "Creating CatalyticOrganizations" by Mary F. Powersand David R. Powers in AdultLearning, October 1989, Volume 1,Issue 2, pp. 18-20.)

BEST COPY AVAILABLE 11

't010%,t,

Recent Federal Partnership InitiativesThe U.S. Department of Education is committed to encour-aging businesses and communities to collaborate withschools to improve education. The Corporate LiaisonOffice within the Department provides outreach to busi-nesses and groups such as chambers of commerce toencourage them to help their communities reach the Na-tional Education Goals and get involved in AMERICA2000.

Starting in 1990, the Department's Office of EducationalResearch and Improvement (0ERI) began awarding grantsunder its Educational Partnerships Program. These grants.awarded to partnerships involving public elementary andsecondary schools, institutions of higher education (IHEs),businesses, and nonprofit organit...tions, are used to helpelementary and secondary schools and IHEs obtain and usecommunity resources to encourage excellence in education.work effectively with educationally disadvantaged andgifted students, and expose students to jobs and careerpossibilities.

This year (FY 92), S4.23 million has been allocated tocreate up to five new educational partnerships that focus on"Fundamental Educational Improvement Through theStrategy of Systemic Change"; examples of systemicchange include effective schools initiatives, choice options,and school restructuring. Approximately four additionalprojects in this priority area will be funded out of FY 1993

funds. Each partnership will undergo a rigorous evaluationto determine its impact, potential for replication, andcontribution to the body of knowledge about effectivepartnerships for educational improvement. Informationabout successful practices will be widely disseminated.

To encourage partnerships between institutions of highereducation and secondary schools serving low-income andat-risk students and to improve these students' academicskills, thereby increasing their access to postsecondaryeducation and employment, the U.S. Department of Educa-tion has developed the School, College, and UniversityPartnerships (SCUP' program. Administered by theDivision of Student Services within the Office of Post -seconday Education, the SCUP program supports suchactivities as tutoring, study skills and test-taking instruction.college and career counseling, and enrichment activities.Fourteen projects were awarded 3-year grants totaling $3.9million in fiscal year 1991; a competition for new grantawards under this program is not planned for fiscal year1992.

12

In the area oZwork force preparation, the Office of Voca-tional and Adult Education's Division of National Programsfunds the Nationai Workplace Literacy Partnership Pro-gram. Support is provided to demonstrate that job-relatedprograms of literacy and basic skills can result in newemployment, advancement, and increased productivity. Tobe eligible, partnerships must include at least one represen-tative from business, industry, a labor organization, or aprivate industry council and another from a state or localeducation agency, an institution of vocational or highereducation, an employment and training agency, or acommunity-based organization.

The U.S. Department of Labor (DOL), like the U.S. Depart-ment of Education, has launched collaborative efforts tokeep young people in school and increase their preparednessfor the workplace. The Labor Secretary's Commission onAchieving Necessary Skills (SCANS) has identified a three-part foundation of basic skills, thinking skills, and personalqualities students need to develop along with five genericworkplace competencies: using resources, using informa-tion, using interpersonal skills, using systems, and usingtechnology. DOL has established a Youth Mentors Officeto aid employers interested in supporting education throughmentoring.

In September 1990, the Department of Labor presentedLIFT (Labor Investing for Tomorrow) Awards to 16 organi-zations in 4 categories, including Business-School Partner-ships and School-to-Work Programs. DOL's Office ofWork-Based Learning offers assistance in the establishmentof youth appprenticeship programs; the Job TrainingPartnerships Act (JTPA) and Job Corps programs are otherDOL programs that aid youth in the transition to the workforce.

Other federal partnership initiatives focus largely on oneacademic area. For example, the U.S. Department ofEnergy's partnership program pairs federal research labora-tocies and schools to improve science and math education.The National Endowment for the Arts' Arts Plus programprovides funding to arts organizations that make a 3-yearcommitment to a school or school district to make the artsa basic element of prekindergarten through grade 12

education.

Contact information for the federal partnership initiativesdescribed here are included in the list of resourc, organiza-tions starting on page 13.

iJ

k

Organizations andAssociations

American Association of HigherEducation (AAHE)AAHE is a membership organizationthat works to identify and resolvecritical issues in postsecondary educa-tion through conferences, publications.and special projects. AAHE's Office ofSchool-College Relation,. can provideinformation and referrals on collabora-tions for educational improvement.One Dupont Circle NW. Suite 600.Washington. DC 20036-1110: (202)293 6110.

Association of School/BusinessPartnership DirectorsThis professional association providesdirectors of school district partnershipprograms with opportunities for net-working and professional growth.Members may he employed by a schoolsystem or an outside agency. such as achamber of commerce. The associationsponsors workshops and enablesmembers to use a resource bank inPittsburgh to obtain such materials asprofessional articles. training modules.evaluation tools. and data on exemplaryprograms. P.O. Box 923. Norwalk. CT06852.

Business Council for EffectiveLiteracy (BCEL)A membership organization for busi-nesses interested in literacy issues.BCEL produces a newsletter and otherpublications. Businesses interested inreceiving a brochure. Functionalilliteracy Hurts Business, and onecomplimentary copy of the newslettershould write to BCEL on companyletterhead. 1221 Avenue of the Ameri-cas. New York. NY 10020: (212) 512-2_415/2412.

Business-Higher Education ForumThis membership organization, foundedin 1978 by the American Council onEducation, is composed of 90 academicand corporate chief executives whomeet to address issues of mutual con-cern to the corporate and higher educa-tion communities and to buildconsensus on how the two sectors can

Partnership Resource List

collaborate more effectively for thebenefit of all. The Business-HigherEducation Forum conducts roundtables,publishes policy reports, and awardsthe Anderson Medal to exemplarybusiness-higher education partnershipsacross the country. One Dupont CircleNW. Suite 800. Washington. DC20036: (202) 939-9345.

Business RoundtableChief executive officers of major U.S.corporations comprise this publicaffairs organization representingAmerican business. The EducationCommittee of the Human ResourcesTask Force oversees members' activi-ties with schools. including careerawareness. civic and character educa-tion. and drug and dropout preventionefforts. 200 Park Avenue. Suite 2222.New York. NY 10166: (212) 682-6370.

Center for Human ResourcesClearinghouseThis center studies the relationshipbetween social equity. social protectionpolicies, and productivity and providesinformation on youth employment andeducation, dropout prevention, andschool reform. Brandeis University.Heller Graduate School. 60 TurnerStreet. Box 9110. Waltham. MA02254-9110: 1400-343-4705.

Center for Wor!Lforce Preparationand Quality EducationEstablished by the U.S. Chamber ofCommerce in 1990, the center serves asa clearinghouse for local chambers ofcommerce and business communitiesinterested in improving and reformingeducation. Write for a publications list.1615 H Street NW, Washington. DC20062-2300: (202) 463-5525.

Committee for EconomicDevelopment (CED)CED. an independent research andeducation organization. is composed ofmore than 2(X) business leaders andeducators. Its objective is to promotestable growth with rising living stand-ards and increase opportunities for all.Among CED's chief interests areeducation reform an child develop-

ment. 477 Madison Avenue. NewYork. NY 10022: (212) 688-2063 and1700 K Street NW. Washington. DC20006: (202) 296-5860.

Council for Aid to EducationThis organization seeks to increase theamount and effectiveness of educationfunding contributed by the privatesector. The Council for Aid to Educa-tion conducts research on educationphilanthropy and offers training andpublications on issues in higher andprecollege education. 51 MadisonAvenue. Suite 2200. New York. NY10010: (212) 689-2400.

Cities in Schools, Inc.Sponsored by the U.S. Departments ofJustice. Health and Human Services.Labor, and Commerce. this organiza-tion seeks to create public-privatepartnerships to bring existing humanresource services into schools wherethey can benefit youth at risk of drop-ping out. Cities in Schools offersfactsheets, brochures, newsletters, andtraining manuals. 401 Wythe Street.Suite 200. Alexandria, VA 22314:(703) 519-8999.

Info Media, Inc.This publisher specializes in newslet-ters, journals, books, and directories onbusiness-education partnerships andsponsors a national partnership awardscompetition. Call or write for a sampleissue of Business-Education Report.Business-Higher Education Report, orPartnerships in Education Journal.P.O. Box 210. Ellenton, FL 34222-0210: (813) 776-2535.

Inroads, Inc.This organization assists U.S. corpora-tions that sponsor internships forminority students and prepares African-American. Hispanic. and Native Ameri-can high school and college studentsfor leadership positions within majorbusiness corporations in their owncommunities. Inroads offers training.publications. and a speaker bureau.1221 Locust Street, Suite 300. St.Louis. MO 63103: (314) 241-7488.

13

Partnership Resource List (continued)

Ir titute for Educational Leader-ship (IEL)IEL conducts extensive analysis ofeducation policies and provides leader-ship development for educators andpolicymakers. IEL operates the Work/Educational Fellowship Program,which helps school staff in urban areasbetter prepare students for the transitionfrom school to work. 1001 ConnecticutAvenue NW. Suite 310. Washington.DC 2(X)36: (202) 822-8405.

Institute on Education andthe EconomyThis institute conducts research andpolicy analysis to assess the impact ofchanges in the economy and job mar-kets on all levels of the educationsystem. It publishes reports and papersthat address such topics as teachereducation and job skills training.Teachers College, Columbia Univer-sity. Box 174. New York. NY 10027:(212) 678-3091.

National Alliance of Business (NAB)Through its Center for Excellence inEducation. NAB works with busi-nesses. federal agencies. state and localgovernment. and community-basedgroups to promote the restructuring ofeducation. Write to request a free copyof the executive summary of "Corpo-rate Action Agenda: The Business ofImproving Public Education." 1201New York Avenue NW. Suite 700,Washington. DC 2(X)05: (202) _89-_2910.

National Association for Industry-Education Cooperation (NAIEC)NAIEC advocates industry-educationcollaboration in school improvement.preparation for work through careereducation, and human resource andeconomic development. The associa-tion provides technical assistance inestablishing formally structured indus-try-education councils composed ofleaders in business, education, labor.government. and the professions. 2:,5

Hendricks Boulevard. Buffalo, NY14226-3304:(716)834-7047.

National Association of Partners inEducation (NAPE)NAPE is a membership organizationrepresenting schools. businesses.community groups. educators. and

14

individuals ss ho work together asmanners to enhance the education ofchildren. Materials and training forschool-business-community relation-ships and volunteer and partnershipinitiatives are available. 209 MadisonStreet. Suite 401. Alexandria. VA22314: (703) 836-4880.

National Center for Research inVocational EducationThis organization provides vocationaleducation information to the public andprivate sectors, .ncluding onlinesearches and a free newsletter andproduct catalog. Its research agendaincludes the follow ing areas: context.goals. planning. and evaluation: cur-riculum and instructional methods:ocational education for special popu-

lations: the des elopment of personnelin vocational education: the deliverysystem of vocational education and

training: and governance and policy.1995 University Avenue. Suite 375,Berkeley. CA 9470 -1 -1058: 1 -800-762 -4093.

National Center on Educationand the EconomyThis organization was created to de-velop proposals for building the world -class education and training system theUnited States must have if it is to havea world-class economy. The centerconducts policy analysis and develop-ment and works collaboratively withothers at the local, state, and nationallevels. 39 State Street. Suite 500.Rochester. NY 14610: (716) 546-6720.

National Committee for Citizens inEducation (NCCE)NCCE promotes citizen and parentinvolvement in local public schoolissues through a program of research.publication, and information dissemina-tion. Its special interest is in legalissues related to parent and studentrights. Bilingual services are providedto Spanish-speaking requesters. 900Second Street NE. Suite 8, Washington.DC 20002-3557: 1-800-NET-WORK.

National Community EducationAssociation (NCEA)Founded in 1966, NCEA promotes andsupports community involvement in

public education, i.l!erattency partner-ships. and lifelong learning opportuni-

ties for everyone in the community .The association publishes a journal. anewsletter. and other training materialsand also provides technical assistance tocommunities. 801 North Fairfax Street.Suite 209. Alexandria, VA 22314: (703)683-6232.

National Dropout Prevention CenterThis center seeks to reduce the nation'sdropout rate by fostering public-privatepartnerships in local school districts andcommunities across the country. Itcollects. analyzes, and disseminatesinformation about such partnerships:provides technical assistance to developand demonstrate dropout preventionprograms: and maintains an onlinedatabase of dropout prevention informa-tion called FOCUS. Clemson Univer-sity. Clemson. SC 29634-5111: I800-443-6392.

National Information Center onSchool-College PartnershipsThis information center maintains acomputerized database on school-college partnerships across the nation.Faculty and administrators at schoolsand colleges may conduct customizedsearches by discipline, region, or pro-gram type. Syracuse University, IIIWaverly Avenue. Suite 200. Syracuse.NY 13244-2320: (315) 443-2404.

National Mentor NetworkDeveloped by the National MediaOutreach Center with support from theU.S. Department of Labor, the NationalMentor Network helps refer businessvolunteers interested in mentoring toschools in their area. Write or call forthe names of contacts in your area and alist of print and video resources onmentoring. 4802 Fifth Avenue. Pitts-burgh. PA 152 i 3: (412) 622-1584/1491.

National Research Center on theEducational Quality of the WorkforceThis university-based research centerconducts basic and applied research onthe education requirements of occupa-tional clusters to determine the short-and long-term effects of school andcollege achievement on labor-marketoutcomes and disseminates informationto educators and businesses. 42(X) Pine

Street. Room 5A. Philadelphia. PA19104-4090: (215) 898-4585.

National Youth EmploymentCoalitionTo increase employment and trainingopportunities for disadvantaged youth,this organization encourages informa-tion exchange between community-based organizations and corporations.It offers factsheets. a bimonthly news-letter, directories. and reports relatingto youth employment and trainingissues. 1501 Broadway, Suite 1111.New York. NY 10036: (212) 840-1834.

Public/Private Ventures (P/PV)Designs, manages, and evaluates socialpolicy initiatives to help young people.especially those who are hard to serve.become productively employed andself-sufficient. P/PV works withschools, employment and trainingorganizations, community-basedorganizations, foundations, business,and government to improve education.training, and employment. 399 MarketStreet, Philadelphia. PA 19106-2178:(215) 592-9099.

Southwest Regional Laboratory(SWRL)One of 10 regional educational labora-tories sponsored by the U.S. Depart-ment of Education's Office ofEducational Research and Improve-ment (OERI), SWRL is responsible fordocumenting and evaluating projectsfunded through OERI's EducationalPartnerships Program. 4665 LampsonAvenue. Los Alamitos, California90720: (310) 598-7661.

Volunteer: National Center forCitizen InvolvementThis membership organization encour-ages the exchange of ideas and infor-mation among volunteer programleaders through publications, training.and reference and information services.1111 North 19th Street, Arlington. VA22209: (703) 276-0542.

Clearinghouses

ERIC Clearinghouse on Adult,Career, and Vocational EducationOhio State University1900 Kenny RoadColumbus, OH 43210-10901-800-848-4815

ERIC Clearinghouse onEducational ManagementUniversity of Oregon1787 Agate StreetEugene. OR 97403(503) 346-5043

ERIC Clearinghouse on Elementaryand Early Childhood EducationUniversity of IllinoisCollege of Education805 West Pennsylvania AvenueUrbana, IL 61801-4897(217) 333-1386

ERIC Clearinghouse on HigherEducationThe George Washington UniversityOne Dupont Circle NW. Suite 630Washington, DC 20036-1183(202) 296-2597

ERIC Clearinghouse for JuniorCollegesUniversity of California at Los AngelesMath-Sciences Building. Room 8118405 Hilgard AvenueLos Angeles. CA 90024-1564(310) 825-3931

ERIC Clearinghouse on Rural Edu-cation and Small SchoolsAppalachia Educational Laboratory1031 Quarrier StreetP.O. Box 1348Charleston. WV 25325-13481-800-624-9 I 20

ERIC Clearinghouse on TeacherEducationAmerican Association of Colleges forTeacher EducationOne Dupont Circle NW. Suite 610Washineto9. DC 20036-2412(202) 293-2450

ERIC Clearinghouse on UrbanEducationTeachers College, Columbia UniversityInstitute for Urban and MinorityEducationMain Hall, Room 303. Box 40525 West 120th StreetNew York, NY 10027-9998(212) 678-3433

BEST COPY AVAILABLE

Federal Agencies

U.S. Department of Education400 Maryland Avenue SWWashington. DC 20202

Office of the Deputy Secretary

Corporate Liaison(202) 401-3060

ill AMERICA 20001-800USALEARN

Office of Educational Researchand Improvement

Educational Partnerships Program(202) 219-2116

Office of Postsecondary Education

III National Workplace LiteracyPartnership Program(202) 732-5950

School, College, and UniversityPartnerships Program(202) 708-4804

U.S. Department of Labor200 Constitution Avenue NWWashington, DC 20210

Job Corps(202) 535-0550

111 Job Training Partnerships Act(202) 535-0580

School-to-Work TransitionPrograms(202) 523-0281

Secretary's Commission onAchieving Necessary Skills1-800-788SKILL

II Youth Mentors Initiative(202) 535-8758

U.S. Department of Energy1000 Independence Avenue SWWashington. DC 20585

Partnership Programs(202) 586-8951

National Endowment for the ArtsArts in Education Program1100 Pennsylvania Avenue. Room 602Washington. DC 20506

Arts Plus(202) 682-5426

15

16

GENERAL READING LIST

The folloing title c cover a range of issues regardm education-community-busineAA partnerships. Ordering information is includedat the end of each entry. In addition, publications with an ED numberhare been abstracted and are in the ERIC databaAe. You mar readthem on microfiche at more than 3.000 locutions worldwide or order

microfiche or paper copies from the ERIC Document ReproductionService at I MO-443ERIC (3742). For details. contact ACCESS

ERIC at I- -S00 LET ERIC (538-37-12).

At-Risk Youth in Crisis: A Handbook for CollaborationBetween Schools and Social ServicesLinn-Benton Education Service District and the ERICClearinghouse on Educational Management, 1991(See ERIC document numbers in text below.)

This handbook series promotes interagency agreement ong.procedures for schools to follow in managin crisis

situations with at-risk students. I .oltone I: Introductionand Resources (ED 330 025) helps school districts adaptthe handbook for their own needs and provides resourceson school-social service agency collaboration. Subsequentvolumes provide practical materials for dealing withsuicide (1 'olunte 2. ED 330 026). child abuse (l'olume 3.ED 332 307). substance abuse (1 Alone 4, ED 332 308).and attendance (l'ohune 5). (S7.50 per volume: seriesdiscount available) ERIC Clearinghouse on EducationalManagement. University of Oregon. 1787 Agate Street.Eugene. OR 97403-5207; (503) 346-5044.

A Blueprint for Business on Restructuring EducationNational Alliance of Business. 1989ED 312 486

This report (R3844) discusses how business people canuse their experience and expertise to bring about systemiceducational change. Recommendations address school-based management. teacher and administrator profession-alism, curriculum revision. accountability measures. andlinks between education and social services. (S15) Na-tional Alliance of Business. 1201 New York Avenue NW.Suite 700. Washington. DC 20005; (202) 289-2910.

Briefs on MentoringErwin Flaxman and Charles Harrington. 1992

These issue briefs for educators. policymakers. and thegeneral public address mentoring relationships and prac-tices. (Free) To order. send a stamped (48 cents) self-addressed envelope to Briefs on Mentoring. BON 40.Teachers College. Columbia University. New York. NY10027.

Bring Business and Community Resources Into YourClassroom: A Handbook for EducatorsNational Education Association. 1991

This manual for teachers and administrators (#1851-600) provides practical advice about seeking and usingbusiness and coznmunity resources for instruction andlearning. It includes 18 case studies and sample survey s.letters, and forms. (S 19.951 NEA Professional Library.Box 509. West Haven. CT 06516: I-800-229-4200.

Business and the Schools: A Guide toEffective ProgramsDiana Wyllie Rigden. 1992

This volume describes what businesses can do to supportelementary and secondary education. The projects pro-filed address changing the nature of schooling. changingteaching and learning strategies. and changing the rela-tionship between schools and the community. (S20)Council for Aid to Education. 51 Madison Avenue. Suite2200. New York. N Y 10010: (212) 689-2400.

Business Impact on Education andChild Development ReformP. Michael Timpane and Laurie Miller McNeill. 1991ED 337 514

This research report provides a critical look at the in-vol ement of corporate America in the reform of publiceducation. it traces the evolution of the business role from"helping hand" to more substantive participation inleading coalitions for reform and initiating policy changeat the state and national levels. It offers an agenda for the1990s. (S11) Committee for Economic Development. 477Madison Avenue. New York. NY 10022: (212) 688-2063.

Business/School Partnerships: A Path to EffectiveSchool RestructuringDiana W. Rigden. 1991ED 336 813

LJ

This book offers guidelines and models for companiesinterested in establishing partnerships with schools thatlead to restructuring outcomes. It covers goal setting.costs, management. and assessment issues. ($15) Publica-tions Department. Council for Aid to Education, 51Madison Avenue, Suite 2200, New York, NY 10010;(212) 689-2400.

Business Strategies That Work: A Planning Guide forEducation RestructuringNational Alliance of Business. 1990ED 322 329

This publication (R3894) illustrates how small and largecorporations can work collaboratively within broadcommunity coalitions and their own companies to createeducational change. ($15) National Alliance of Business,1201 New York Avenue NW, Suite 700, Washington. DC20005; (202) 289-2910.

Collaboration Between Schools and Social ServicesLynn Balster Liontos, 1990ED 320 197

This ERIC Digest (EA 48) outlines the Heed for collabo-ration between education and human service agencies.offers startup suggestions, and identifies successfulefforts. ($2.50) ERIC Clearinghouse on EducationalManagement, University of Oregon, 1787 Agate Street,Eugene, OR 97403-5207; (503) 346-5044.

Collaboration To Build Competence: The UrbanSuperintendents' PerspectiveTerry A. Clark. 1991

This report from the Office of Educational Research andImprovement's Urban Superintendents' Network offersstrategies for developing comprehensive collaborationsamong schools, community agencies, and businesses toserve the needs of children. Profiles of selected urbanpartnerships are offered. ($4) New Orders. Superintendentof Documents, P.O. Box 371954. Pittsburgh. PA 15250--7954.

Economic and Work Force DevelopmentNew Directions for Community Colleges, 1991ED 335 107

This issue of New Directions for Community Colleges(#75) focuses on the task of meeting the economic andwork force development needs of local communitieswithin a global economy. Trends, innovations, problems.and solutions are addressed by various contributors.($15.95) Jossey-Bass Inc., Publishers, 350 SansomeStreet, San Francisco. CA 94104; (415) 433-1767.

Educational Partnerships Program: Analysis of ProjectCharacteristicsJacqueline P. Danzberger, 1990ED 325 534

This report. commissioned by the U.S. Department ofEducation, presents a descriptive analysis of 18 partner-ship projects funded by the Office of Educational Re-search alid Improvement's Educational PartnershipsProgram. ($16 plus postage) ERIC Document Reproduc-tion Service, 7420 Fullerton Road. Suite 110. Springfield.VA 22153-2852; 1-800 '113ERIC (3742).

EmployabilityThe Fifth Basic SkillBettina A. Lankard, 1990ED 325 659

This ERIC Digest (#104) discusses employability as abasic skill and introduces strategies for incorporating thisskill into academic and vocational instruction. (Free)ERIC Clearinghouse on Adult, Career, and VocationalEducation. Ohio State University, 1900 Kenny Road.Columbus, OH 43210-1090; 1-800-848-4815.

Excellence at Work: Policy Option Papers forthe National Governors' AssociationEvelyn Ganzglass, editor. 1992

This collection of papers outlines state strategies forincreasing the competitiveness of the U.S. work forcewithin the global economy. Advocates involving thepublic and private sectors in modernizing manufacturingand developing work force preparation systems. ($16)Upjohn Institute. 300 South Westnedge, Kalamazoo, MI49007; (616) 343-4330.

The Fourth R: Workforce ReadinessNational Alliance of Business. 1987ED 289 045

This guide explains the types of education partnershipsthat business can form to prepare students to enter andmake a successful adjustment to the workplace. Chapterscover the business consequences of an ill-prepared workforce, and the return on business investment in education.($9.95) National Alliance of Business. 1201 New YorkAvenue NW. Suite 700, Washington, DC 20005; (202)289-2910.

A Guide to Working PartnershipsRichard Lacey and Christopher Kingsley, 1988ED 295 001

Drawing from the experiences of 21 work/educationpartnership programs sponsored by the Edna McConnell

(continued)

17

, 0

18

GENERAL READING LIST (continued)

Clark Foundation, this guide investigates the realities ofmobilizing community leaders and of sustaining thoseleaders' active involvement in a partnership over time.(Free) Center for Human Resources, Heller School,Brandeis University, Waltham, MA 02254-9110;1-800-343-4705.

Handbook for Principals and Teachers: A CollaborativeApproach for Effective Involvement of VolunteersNational Association of Partners in Education. 1989

This manual provides training models to demonstrate howeducation practitioners can involve volunteers creativelyand effectively. ($15) National Association of Partners In

Education, 209 ladison Street. Suite 401, Alexandria,VA 22314: (703) 836-4880.

Helping At-Risk Youth Make the School-to-WorkTransitionCheryl Meredith Lowry. 1990ED 321 158

This ERIC Digest (#101) describes school-to-worktransition services, lists barriers to effective delivery ofservices, and describes models. (Free) ERIC Clearing-house on Adult. Career, and Vocational Education. OhioState University. 1900 Kenny Road. Columbus. OH43210 - 1090;1- 800 - 848 -4815.

How to Monitor and Evaluate Partnerships inEducation: Measuring Their SuccessSusan D. Otterbourg, 1990

This guidebook covers monitoring and evaluation proce-dures for partnership and volunteer programs. Instrumentsfor surveys. record keeping. observations, product evalua-tion, and interviewing are included. ($32.90) InfoMedia.Inc.. P.O. Box 210, Ellenton, FL 34222-0210: (813) 776-2535

Improving Science Education Through Local AlliancesJ. Myron Atkin and Ann Atkin, 1989ED 314 244

This report focuses on collaborations between publicschools and national and corporate laboratories, universi-ties. and museums for the purpose of upgrading K-12science education. ($10) Network Publications. P.O. Box1830. Santa Cruz. CA 95061-1830.

Joining Forces: A Report From the First YearJanet E. Levy and Carol Copple, 1989ED 308 609

This report examines collaboration between educationand human services as a way to help children and fami-lies at risk. Descriptions of collaborative initiativesidentified through a national survey are included. ($10)National Association of State Boards of Education. 1012Cameron Street. Alexandria, VA 22314; (703) 684-4000.

Linking America's Schools and Colleges: Guide toPartnerships & National DirectoryFranklin P. Wilbur and Leo M. Lambert. 1991ED 340 332

This guide addresses improving the connection betweenschools and colleges to increase student achievement. Itcovers existing programs and services, curriculum andinstruction issues, and resource sharing. Descriptions of343 programs are included. ($24.95, American Associa-tion for Higher Education, One Dupont Circle, Suite 600,Washington, DC 20036-1110; (202) 293-6440.

Linking Schools with Human Service AgenciesCarol Ascher, 1990ED 319 877

This ERIC Digest (#62) addresses barriers to schoolhuman service linkages and identifies characteristicsassociated with successful programs run on the locallevel. (Free) ERIC Clearinghouse on Urban Education,Teachers College. Box 40. Columbia University. New

York. NY 10027; (212) 678-3433.

A Manager's Handbook to PartnershipsDon Adams and Paul Snodgrass. editors. 1990

ED 332 275

This book covers setting up. operating. and maintainingpartnerships. Three detailed case studies and forms areincluded. ($15.95 plus $2.50 shipping and handling)InfoMedia, Inc.. P.O. Box 210. Ellenton. FL 34222:(813) 776-2535.

One on One: A Guide to Establishing Mentor ProgramsU.S. Department of Education, 1990ED 327 344

This guide examines why mentor programs are neededand what being a mentor involves and offers guidelinesfor developing and implementing mentor programs. It

also profiles model programs and describes organizationsthat can help with program planning and development.($9.60 plus postage) ERIC Document ReproductionService, 7420 Fullerton Road. Suite 110, Springfield. VA

22153-2852; 1-800-443ERIC (3742).

21

Options for Evaluating the Educational PartnershipsProgram, 1991-1993Education Resources Group, Inc., 1991ED 325 533

This report, commissioned by the U.S. Department ofEducation, analyzes methodologies for evaluating theeffectiveness of the Office of Educational Research andImprovement's Educational Partnerships Program. Issuesrelated to formative versus summative approaches andquantitative versus qualitative data collection are ex-plored. ($6.40 plus postage) ERIC Document Reproduc-tion Service, 7420 Fullerton Road, Suite 110, Springfield.VA 22153-2852: 1-800-443ERIC (3742).

An Overview of Evaluation Research on SelectedEducational PartnershipsEducation Resources Group, Inc., 1991ED 325 536

This report, commissioned by the U.S. Department ofEducation, reviews selected literature on education-business partnerships, highlighting the methodologiesused in partnership evaluations, including documentreviews, observations, interviews. surveys. and casestudies. The need for more systematic evaluation ofpartnerships and further refinement of evaluation modelsis illustrated. ($3.20 plus postage) ERIC DocumentReproduction Service. 7420 Fullerton Road, Suite 110.Springfield, VA 22153-2852; 1-800 143ERIC (3742).

Partnership Evaluation: Simple to ComprehensiveNational Association of Partners in Education. 1991

Topics covered in this guide include evaluation steps.design and planning, methods and strategies, programmonitoring, economic efficiency, and barriers to partner-ship development and evaluation. Sample forms areincluded. ($30) National Association of Partners inEducation, 209 Madison Street. Suite 401, Alexandria.VA 22314: (703) 836-4880.

Partnerships in Education: Measuring Their SuccessSusan D. Otterbourg and Don Adams. editors. 1989ED 320 202

This book presents 24 case studies of partnership pro-grams in which monitoring and evaluation have beencrucial to program improvement, expansion. and replica-tion. Measurement and evaluation surveys used by thepartnerships to assess the impact of their programs areincluded. ($32.90) InfoMedia, Inc.. P.O. Box 210.Ellenton, FL 34222: (813) 776-2535.

A Practical Guide to Creating and Managinga Business/Education PartnershipNational Association of Partners in Education, 1990

This guide includes a training manual for communityteams and program managers as well as worksheets andsample materials. It covers 12 steps of program develop-ment. (S50) National Association of Partners in Educa-tion, 209 Madison Street, Suite 401, Alexandria. VA22314: (703) 836-4880.

The Role of Business in EducationAlan Baas, 1990ED 321 344

This ERIC Digest (EA 47) describes the type and extentof business involvement in education as well as theadvantages of, and potential problems with, such coopera-tion. ($2.50) ERIC Clearinghouse on Educational Man-agement, University of Oregon, 1787 Agate Street.Eugene, OR 97403-5207; (503) 346-5044.

The Role of the Community College in Economic andWorkforce DevelopmentDiane Hirshberg, 1991ED 339 443

This ERIC Digest presents an overview of the economicdevelopment functions community colleges have assumedin recent years on behalf of both the work force and thebusiness community. (Free) ERiC Clearinghouse forJunior Colleges, University of California at Los Angeles,8118 Math Sciences Building, 405 Hilgard Avenue, LosAngeles, CA 90024; (310) 825-3931.

The Same Client: The Demographics of Education andService Delivery SystemsHarold L. Hodgkinson, 1989ED 312 757

This report explores the complex interrelationships amongfamily demography. housing, transportation, health.crime, and education and recommends interagency coop-eration and taxpayer investment in families. ($12) Insti-tute for Educational Leadership. 1001 ConnecticutAvenue NW, Suite 310. Washington, DC 20036-5541:(202) 822-8405.

School-Community-Business Partnerships: BuildingFoundations for Dropout PreventionHarriet Hanauer Bucy, 1990ED 318 894

This manual presents ideas and approaches for developingpartnerships for dropout prevention. It identifies workingpartnerships and includes a planning and implementationguide. (S8 plus postage) Publications Department. Na-tional Dropout Prevention Center. Clemson University.Clemson. SC 29634-5111; 1-800-443-6392.

(continued)

BEST COPY MAE

20

GENERAL READING LIST (continued)

States and Communities on the Move: Policy InitiativesTo Create a World-Class WorkforceWilliam T. Grant Foundation Commission on Youth and

America's Future. 1991ED 339 875

This publication reviews new policy initiatives underwayto prepare young people for high-skill, high-performancejobs. Among the state-level programs covered are school-to-work transition programs, apprenticeships. communityservice programs, and school-business collaborations.($5) William T. Grant Commission on Work. Family andCitizenship, 1001 Connecticut Avenue NW. Suite 301,Washington, DC 20036-5541; (202) 775-9731.

Synthesis of Existing Knowledge and Practice in theField of Educational PartnershipsTerry Grobe and others, 1990ED 325 535

This report, commissioned by the U.S. Department ofEducation, presents a brief history of education partner-ships, focusing on the educational impact of varioustypes, including partnerships in social services, in theclassroom, in teacher training and development, in man-agement, in systemic educational improvement, and inpolicy. ($6.40 plus postage) ERIC Document Reproduc-tion Service. 7420 Fullerton Road. Suite 110. Springfield.VA 22153-2852; 1-800-443ERiC (3742).

Training and Educating the Work Force in the Nineties:The Rationale for Public-Private CollaborationThomas J. Smith and Carolyn Trist, 1988ED 303 679

This report (IN 331) explains how publicprivate traininglinkages improve national competitiveness and productiv-ity, increase equity in access to employment. and enhancelocal economic development. ($6) Center on Educationand Training for Employment. 1900 Kenny Road, Colum-bus, OH 43210-1090: 1-800-848-4815.

Urban School-Community AlliancesCarol Ascher, 1988ED 306 339

This report, part of the Trends and Issues series (No. 10).describes collaborations between urban schools andbusinesses, community agencies. cultural institutions. and

universities. It outlines principles of successfulcollaboratives and identifies potential problems andpolicy concerns. ($3) ERIC Clearinghouse on UrbanEducation. Teachers College, Box 40. Columbia Univer-sity. New York, NY 10027; (212) 678-3433.

Vocational Education Involvement withBusinesslIndustrylLaborSusan Imel. 1991ED 340 947

This Trends and Issues Alert provides a brief overview ofissues and resources related to partnerships betweenvocational educators and employers, labor, government.and other education institutions. (Free) ERIC Clearing-house on Adult. Career, and Vocational Education. OhioState University. 1900 Kenny Road. Columbus. OH43210- 1090 ;1 - 800 848 -4815.

What It Takes: Structuring Interagency Partnerships toConnect Children and Families withComprehensive ServicesAtelia I. Melaville and Martin J. Blank, 1991ED 330 748

This report analyzes factors related to the success of 13

collaborative efforts involving a school and at least 1human services agency. Guidelines for new partners and apartnership needs assessment are included. ($3) Educationand Human Services Consortium. cio Institute for Educa-tional Leadership. 1001 Connecticut Avenue NW. Suite310, Washington, DC 20036-5541: (202) 822-8405.

Winning the Brain Race: A Bold Plan to Make OurSchools CompetitiveDavid T. Kearns and Denis P. Doyle, 1988

Drawing on his experience making Xerox competitive.Kearns advocates school restructuring, school choice, andbetter teacher training to radically improve schoolachievement and foster U.S. economic competitiveness.($10.95 plus shipping) Institute for Contemporary Stud-ies. 243 Kearny Street, San Francisco, CA 94108; (415)981-5353.

2 k.1

Research in Action

^7=1"

Research in Action providesyou with a synthesis of recentresearch findings on currenttrends and issues in education.These brief analyses cover abroad range of topics impor-tant, as well as practical, toeducators, parents, and stu-dents. Each document reprintedin this column includes refer-ences to additional readingmaterials and informationsources on related topics.Published by ERIC's 16 sub-ject-specific clearinghousesas ERIC Digests, many areavailable free from individualclearinghouses, while othersare available for a nominal fee.Subsequent issues of The ERICReview will highlight currentDigests from other ERICClearinghouses.

SCHOOL-TO-WORKTRANSITION: ITS ROLE INACHIEVING UNIVERSALLITERACY

by Susan lmel, Director

ERIC Clearinghouse on Adult. Career, and Vocational EducationERIC Digest Series No. EDOCE-91-106

The fifth national education goalestablished by the President and thenation's governors after the Charlottes-ville education summit in 1989 isachieving universal literacy in theUnited States. The goal states, "By theyear 2000, every adult American willbe literate and will possess the knowl-edge and skills necessary to compete ina global economy and exercise therights and responsibilities of citizen-ship." In a recent article in the Kappan,Larry Mikulecky (1990) outlines why"achieving universal literacy within thedecade ... is probably not possible,even with infinite resources" tp. 306).Nevertheless, Mikulecky is optimisticthat progress can be made towarduniversal literacy.

To reach the goal of universal literacyin the United States, five objectiveswere established. This digest focuseson the first objectivethat every majorAmerican business will be involved instrengthening the connection betweeneducation and work. The issues in-volved include the need for effectiveschool-to-work transition and itsrelationship to the literacy goal. thecurrent status of business involvement

yt

in this transition, and steps for develop-ing effective connections betweeneducation and work.

Why School-to-WorkTransition?

Although the goal of universal literacyin the United States refers specificallyto the literacy of adult Americans,significant progress toward the goal isdependent to a great extent uponindividuals' educational experiencesprior to adulthood. Encouragingbusiness involvement in strengtheningthe connection between school andwork acknowledges the relationshipbetween a literate adult population andits prior educational experiences.

Because early education reform effortsfocused on college-bound youth, littleattention was given to the need forimproving school-to-work transitionsof non-college-bound youth. However.recent reports such as The ForgottenHalf (William T. Grant Foundation,1988) and America's Choice (NationalCenter on Education and the Economy.19901 stress the need to "overcomt the

21

disconnection between education andwork" (National Governors' Associa-tion, 1990, preface). This renewedemphasis on the school-to-work transi-tion has been prompted by such factorsas changing demographics, the need fora more productive and competitivework force, and concern about theeconomic well-being of many youth.

According to the National Governors'Association (1990, p. 22), "in the past

was possible to tolerate .. . a haphaz-ard approach to school-to-work transi-tion ... but today the waste in humanpotential that results no longer can beafforded." Programs that connectstudents with the business world areneeded to give young people bothknowledge of work and of themselves(William T. Grant Foundation, 1988).

What Is the Current Statusof Business Involvement?

School-to-work issues and solutions(e.g., work-education partnerships andcouncils) have been on the scene sincethe 1970s and are again the focus ofattention due to the seriousness of theUnited States' competitiveness prob-lem. During the past decade, businessinvolvement with schools has in-creased, and, as a result, progress hasbeen made toward strengthening theconnection between education andwork (Mikulecky, 1990). Results of aFortune magazine survey support thisstatement. Of the 305 Fortune 500 andService 500 companies responding tothe survey, all but 7 (2 percent) re-ported they were doing something foreducation. Companies respondingaffirmatively to the survey were in-volved in the following activities tohelp public education: contributingmoney. 78 percent; offering studentssummer or part-time jobs, 76 percent;contributing materials or equipment, 64percent; encouraging employees to runfor school boards, 59 percent; partici-pating in school partnerships, 48percent; offering teachers summer jobs,26 percent; lobbying legislatures forreform, 22 percent; supporting taxincreases or bond issues, 18 percent;and loaning executives to schools. 12percent (Kuhn, 1990).

Although it is true that more businessesare helping public education, many ofthe activities listed here do not contrib-

22

ute directly to strengthening the link-ages between education and work. Insome communities, however, businessleaders are entering into a new formof collaboration, known as a work-education partnership, that focuses oneducation reform and on strengtheningthe links between education and theworkplace for economically disadvan-taged youth. Much more complex andsophisticated than traditional school-business partnerships such as Adopt-a-School programs, these partnerships aredesigned to bring about substantivechange in the existing system bychanging the nature of school-businesspartnerships (Lacey and Kingsley,1988).

Both the Edna McConnell Clark Foun-dation (Lacey and Kingsley, 1988;Lefkowitz, Kingsley. and Hahn, 1987)and the National Alliance of Business(NAB) (1989) have been involved infostering work-education partnershipsin a number of cities throughout thecountry. Designed to bring an array ofpublic and private resources to bear onthe transition from school to work, boththe Edna McConnell Clark Foundationand the NAB projects sought to formand sustain alliances among groups ofemployers rather than individual firmsand among school systems rather thansingle schools, using combinations ofgovernment and private funding ratherthan a single source. The experiencesof these projects provide valuablelessons to businesses wishing tostrengthen the relationship betweeneducation and work.

What Makes EffectiveWork-EducationPartnerships?

By their very nature, work-educationpartnerships vary. They take place indifferent communities under uniquecircumstances, involving distinctivesets of key players. Nevertheless, anexamination of the reports by Laceyand Kingsley (1988) and NAB (1989)reveals that effective partnerships sharea number of common elements:

Brokering. An intermediary or"broker" is crucial for developing linksamong all the players in a successfulwork-education partnership. In orderfor brokers to facilitate cross-sector

collaboration, they must be able tooperate in several contexts. Brokershelp translate differences in terminol-ogy, context, and cultures and helpcreate a sense of common ownershipamong the key players. Once estab-lished, the broker may become respon-sible for governance of the partnership.

Involving the right players.Partnerships achieve their maximumpotential when the right mix of peoplefrom many organizations are involved.A core group of high -level leaders fromthe various sectors who endorse themission of the partnership and agree toshare the risks and benefits equally isessential for success.

Ensuring commitment. Commit-ment to the partnership is fostered bydeveloping a sense or ownershipamong the various organizations. Thecommitment must be long-term, sus-tained, and emerge from all sectorsinvolved in the partnership. Top-levelleaders should understand that there areno "quick fixes" and must be willing toassign time, money, and human re-sources to the partnership effort.

III Developing a formal plan. For-mal plans that include both long- andshort-term goals, measurable objec-tives, concrete tasks, and specificationsdefining responsibilities and deadlinesprovide a foundation for successfulpartnerships. Goals serve as an incen-tive and as a means for measuringaccountability. In addition, a collabo-rative process for deciding goals andobjectives can ensure consensus andexpand ownership of the project. Thebest plans include an obvious chain ofcommand, are signed by all top leaders.and are publicized.

Implementing the plan. Estab-lishing an organization to manage theday-to-day operation of the partnershipand evaluate its efforts is important.The management role may be assumedby the Private Industry Council. thelocal chamber of commerce. or by anorganization created especially for thepurpose of managing the partnership.The management function may emergefrom the initial brokering efforts of anintermediary organization.

Maintaining the partnership.Partnerships must be cultivated and

maintained. Time and effort should bedevoted to preparing for the inevitablechanges that will result over the life ofa partnership. For example, evaluationresults will often mandate proceduralchanges. Original partners may with-draw and new ones may be recruited totake their places. The partnership mustbe nurtured and sustained in order tomaintain its vitality.

What Next?

By the year 2000. will every Americanbusiness be involved in strengtheningthe connection between education andwork? Certainly the results of theFortune survey (Kuhn. 1990) areencouraging, since they indicate thatbusiness is involved with publiceducation in a variety of ways. Thechallenge now is to channel this in-

volvement into the development of thetype of work-education partnershipsfostered by the Edna McConnell ClarkFoundation and the National Allianceof Business. However, for thesepartnerships to be successful, businessmust increase its understanding of thetype of educational reform requiredthat which facilitates and enhancesschool-to-work transition.

ReferencesKuhn. S. E. (Spring 1990). "Hoy. Business HelpsSchools.- Fortune. 121 (12): 91-94.

Lacey. R. A. and C. Kingsley (1988). A Guide toWorking Partnerships. Waltham. MA: TheCenter for Human Resources. Heller GraduateSchool. Brandeis University. ED 295 001.

Lefkowitz, B.. C. Kingsley. and A. Hahn (1987).Working Partnerships Casebook. Waltham. MA:Center for Human Resources, Heller GraduateSchool, Brandeis University. ED 295 002.

Mikuleck. L. (December 1990). "NationalAdult literacy and Lifelong Learning Goals."Phi Delta Kappan. 72 (4): 304-309.

National Alliance of Business (1989). TheCompact Project: School-Bu.sincs.s Partnershipsfor Improving Education Washington. DC:National Alliance of Business. ED 312 487

National Center on Education and the Economy(June 1990). America's Choice: High Skills inLow Wages! The Report of the Commission onthe Skills of the American Workforce. Roches-ter. NY: NCEE. ED 323 297.

National Governors' Association (1990).Educating America State Strategies for Achiei-in,g the National Education Goals. Report of theTask Force on Education. Washington. DC:NGA.

William T. Grant Foundation danuan 19881.The Forgotten Half: Non-College Youth inAmerica. An Interim Report on the School-to-Work Transition. Washington. DC: Commissionon Work. Family and Citizenship. ED 290 822.

For Your InformationACCESS ERIC Gets New Toll-Free Number

ACCESS ERIC, the ERIC Systeni's promotional and outreach arm, has a new toll-free telephone number: 1-800--LETERIC (538-3742). This number. which replaces 1-800USEERIC. went into effect in late August.

In August. the contract to operate ACCESS ERIC was awarded to Aspen Systems Corporation in Rockville. Maryland.

Aspen managed ACCESS ERIC for the first 3 years of operation and will continue for another 3-year term.

Department of Education Announces Clearinghouse Competition

The Department of Education will conduct a competition for the award of the 16 subject-specific ERIC Clearinghouses.

The Request for Proposal is scheduled to be issued in mid-October. The period of performance will be for 5 years from

the date of the award.

1993 Calendar and Catalog of Clearinghouse PublicationsAvailable From ACCESS ERIC

Now is the time to order your 1993 ERIC Calendar of Education-Related Conferences, a compilation of hundreds of

international, national, regional, and state conferences to be held within the next 12 months. Each entry includes confer-

ence site, sponsor. contact person, registration information, estIniated attendance, and target audiences. Five indexes are

included to help you identify conferences according to name, date, geographic location, sponsor, or subject. Order the

1993 Calendar from ACCESS ERIC for S20 prepaid. Calendars will be available in December 1992.

The 16 ERIC Clearinghouses in the ERIC System are subject authorities responsible for acquiring significant literature

within their scope and cataloging, indexing, and abstracting it for the ERIC database. In addition, they produce research

summaries called ERIC Digests, as well as bibliographies, information analyses, and other products. Many of these titles

are available free or at a very low cost. The Catalog of ERIC Clearinghouse Publications offers a complete listing of

titles available from the Clearinghouses. It includes ordering information and acomprehensive subject index. The Cata-

log of ERIC Clearinghouse Publications. $10 prepaid, will be available from ACCESS ERIC in early 1993.

23

This column features new publications produced by the ERIC Clearinghouses and the Office of Educational Research and

Improvement, as well as selected resources recently abstracted from the ERIC database. Title, author, availability, cost,

order number, and a brief description are provided to help you locate these resources easily through ERIC.

If a publication is for sale. the price is listed: make your check or money order payable to the organization receiving your

order. To expedite handling, please refer to the order number (if provided) as well as the title.

For readers interested in other education titles, The Catalog of ERIC Clearinghouse Publications is a comprehensive

listing of free and low-cost education materials produced by the Clearinghouses and support components. To order the

Catalog, send a check or money order for $8 to ACCESS ERIC, 1600 Research Boulevard, Rockville, MD 20850-3172.

dult, careefir4tri VocationalEducation

Order these publications from Center Publications. Centeron Education and Training for Employment. 1900 KennyRoad. Columbus. OH 43210-1090; 1-800-848-4815.

Cognitive Theory-Based Teaching and Learning inVocational Education, 1992Ruth G. ThomasIN 349; $8.75

Reviews research on theories of cognition in relation tovocational curriculum and instruction. Explores thedevelopment of higher order thinking skills throughvocational education.

A Multicultural Focus on Career Education, 1991

Don C. Locke and Larry D. ParkerIN 348: $5.25

Discusses career educator implications of the increasingcultural diversity of the United States. Questions the

relevance of existing career development theories andidentifies appropriate interventions for specific groups.

ounseling and PersonnelServices

Order these publications from the ERIC Clearinghouse onCounseling and Personnel Services. University of Michi-gan, School of Education, Room 2108, 610 East Univer-sity Street, Ann Arbor. MI 48109-1259; (313) 764-9492.

Helping Children Cope With Fears and Stress, 1992Edward H. Robinson. Joseph C. Rotter, Mary Ann Fey,

and Kenneth R. VogelEC188; $16.95

Part 1 of this guide includes a discussion of and activitiesfor helping K-8 students cope with fears and stress.

24

Activities are designed to be integrated into variouscurricular areas. Part 2 is a facilitator's guide for counse-

ors and teachers.

Student Self-Esteem: A Vital Element of SchoolSuccess, 1992Garry R. Walz and Jeanne C. BleuerEC193; $26.95

Brings together 59 articles offering practical and field-validated program and practice ideas for building K-12student self-esteem. Topics include self-esteem; aca-demic achievement; students at risk: career development;and gender, racial, and ethnic factors.

dacational Mana ement.

Order these publications from the ERIC Clearinghouse onEducational Management, University of Oregon, 1787

Agate Street, Eugene, OR 97403-5207; (503) 346-5043.

Graying Teachers: A Report on State Pension Systems

and School District Early Retirement Incentives, 1992Frank Auriemma, Bruce Cooper, and Stuart C. Smith$10.50 if prepaid; add $3 handling if billed

Summarizes research on retirement programs and in-

cludes state-by-state comparisons of offerings. Writtenfor school district personnel, school board members,administrators, and teachers' union representatives.

Sounding Board, 1992Prepared for the U.S. Department of Education's Urban

Superintendents' Network$2.50 each issue

Two issues of a series on management in urban schooldistricts are now available. The first focuses on urbansuperintendent retention, school board-superintendentrelations, and the changing expectations of chief execu-tives. The second issue addresses school collaborationswith social service agencies.

lementary and Early ChildhoodEducation

Order this publication from the Southern Association onChildren Under Six, P.O. Box 5403, Little Rock, AR72215-5403; (501) 663-0353.

The Portfolio and Its Use: Developmentally AppropriateAssessment of Young Children. 1992Southern Association on Children Under Six$10

Covers using portfolioscollections of work samples,activity records, observational notes, photos. and audioand video recordingsas a basis for instructional deci-sions about the achievement and progress of schoolchildren.

Order these publications from the ERIC Clearinghouse onHandicapped and Gifted Children, The Council forExceptional Children (CEC), 1920 Association Drive,Reston, VA 22091-1589; (703) 264-9467.

How to Find Answers to Your Special EducationQuestions, 1992Judy Barokas and Dianna PinkertonR637; $10 ($7 for CEC members)

Explores traditional information-gathering strategies aswell as the use of computerized information databases tofind answers to questions about exceptional students.

Programs and Practices in Gifted Education: ProjectsFunded by the Jacob K. Javits Gifted and TalentedStudents Education Act of 1988, 1992Sandra L. Berger, editorR636: $18 ($12.60 for CEC members)

Directory of 46 projects; provides information on whathas been accomplished by projects serving difficult-to-identify, culturally and linguistically diverse, and under-achieving gifted and talented populations.

Jgher Education

Order these publications from the ERIC Clearinghouse onHigher Education. The George Washington University.One Dupont Circle NW. Suite 630, Washington. DC20036-1183; (202) 296-2597.

The Leadership Compass: Values and Ethics in HigherEducation. 1992John R. Wilcox and Susan L. EbbsASHEERIC Report 1. 1992; $17

Addresses the need for institutional self-scrutiny andincludes chapters on leadership, the professorate. andcampus culture. Revisits such ethical problems as defin-ing and assessing academic integrity, freedom of speech,and the conflicts between the rights of the individual andthe needs of the academic community.

Preparing for a Global Community: Achieving anInternational Perspective on Higher Education. 1992Sarah M. PickertASHEERIC Report 2. 1992; $17

Presents the history and current state of internationaleducation in the United States. Discusses such topics ascurriculum reform, including interdisciplinary ap-proaches; professional schools; the international baccalau-reate; study-abroad and foreign student issues; andadministration of international education prograi,

Order these publications from the ERIC Clearinghouse onInformation Resources. 030 Huntington Hall. Syracuse,NY 13244-2340; (315) 443-3640.

Libraries for the National Education Goals and America2000. 1992Barbara StriplingIR-94; $10 plus S2 postage and handling

Synthesizes information from the ERIC database. journalliterature, and the U.S. Department of Education's Officeof Library Programs to show how libraries support suchaims as preparing children for school, increasing the highschool graduation rate. promoting literacy and lifelongeducation, and improving educational achievement incritical subjects.

Trends and Issues in Educational Technology, 1991,1992Donald P. Ely, Anne Foley, Wendy Freeman.and Nancy ScheelIR-93; $7.50 plus S2 postage and handling

Provides a state-of-the-art analysis of the field of educa-tional technology and its personnel. tools, and applica-tions. Literature reviewed includes five professionaljournals. dissertations from five leading educationaltechnology programs. proceedings from three nationaland international conferences. and ERIC input.

25

unlor C Ile es

Order these publications from Jossey-Bass Inc., Publish-ers, 350 Sansome Street, San Francisco, CA 94101; (415)433-1740.

Prisoners of Elitism: The Community College's Strugglefor Stature: New Directions for Community Colleges,1992Billie Wright Dziech and R. William Vilter, editorsNo. 78; $15.95

Discusses how community college faculty and staff canchange the negative perceptions of community collegesthat are held by faculty at baccalaureate institutions.

Maintaining Faculty Competence: New Directions forCommunity Colleges, 1992Keith Kroll, editorNo. 79; $15.95

Provides new perspectives on recruitment, faculty culture.training, and classroom atmosphere to attract new facultyand renew current faculty.

Order this publication from the ERIC Clearinghouse onLanguages and Linguistics, Center for Applied Linguis-tics, 1118 22nd Street NW, Washington, DC 20037-0037;(202) 429-9551.

Speaking of Language: An International Guide toLanguage Service Organizations. 1992Paula M. Conru. Vickie W. Lewelling. and WhitneyStewartPrice to be announced

Lists more than 200 language resource and service organi-zations that educators can use to enrich instruction andstudents can use to find educational and employmentopportunities in foreign or second language instruction.

IP%- :

Order these publications from the ERIC Clearinghouse onReading and Communication Skills, Indiana University.Smith Research Center. Suite 150, 2805 East 10th Street.Bloomington, IN 47408 -2698: 1-800-759-4723.

Critical Thinking: Helping Students Learn Reflectively.1992S. Samuel ShermisG28; $12.95

Explains how to teach students to think reflectively andcritically by posing problemslife-affecting dilemmasand conundrums without easy answersthat students cansolve through reflective inquiry.

Teacher Effectiveness and Reading Instruction. I99 IRichard D. RobinsonG25; $12.95

Demonstrates how teachers can apply techniques andstrategies that research has shown make a reading teachereffective. Includes exercises in self-research, implemen-tation ideas. and chapters on managing the reading class-room, establishing an effective environment for reading.and involving homes in the school reading program.

Order these publications from ERIC Clearinghouse onRural Education and Small Schools, Appalachia Educa-tional Laboratory. P.O. Box 1348. Charleston, WV25325; 1-800-624-9120.

In Our Own Words: Community Story Traditions toPrevent and Heal Substance Abuse. 1992Michael Tierney$10

Shows teachers and youth workers how to use communitystories to help youth gain access to strengths withinthemselves and their communities to protect from or healthemselves of substance abuse. Uses examples fromAmerican Indian and rural contexts.

Managing Smallness: Promising Fiscal Practices forRural School District Administrators. 1992Deborah Inman Freitas$10

Shares practitioners' successful strategies for the financialmanagement of rural small-school districts. Based on a

survey of superintendents and business managers con-ducted in cooperation with the American Association of

School Administrators.

26

AE

Order these publications from the ERIC Clearinghouse onScience, Mathematics, and Environmental Education,Ohio State University, 1200 Chambers Road, Room 310,Columbus, OH 43212-1792; (614) 292-6717.

Integrating Science and Mathematics in Teaching andLearning: A Bibliography, 1992D. BerlinS8.50

Provides annotations of resources for teachers, teachereducators, and curriculum developers interested in cur-ricular integration.

Environmental Literacy. 1992C.E. Roth58.50

Investigates environmental literacy in the context ofcitizenship education. Explores what citizens need toknow to make sound environmental choices as individualsand members of society.

octal Studies /Social ScienceEducation

Order this publication from the American Political Sci-ence Association, 1527 New Hampshire Avenue. Wash-ington, DC 20036; (202) 483-2512.

Ideas of the Founders on Constitutional Government:Resources for Teachers of History and Government,1991John J. Patrick. editor$12 plus $2 for shipping and handling

Highlights the political thought of John Adams,Alexander Hamilton, John Jay, Thomas Jefferson, JamesMadison. and other founders. Includes scholarly essays.teaching plans for high school classes, and document-based learning materials for students.

Order this publication from the ERIC Clearinghouse forSocial Studies/Social Science Education, Indiana Univer-sity. Social Studies Development Center, 2805 East 10thStreet. Suite 120. Bloomington. IN 47408-2698; (812)855-3838.

Internationalizing the U.S. Classroom: Japan as aModel, 1992Linda S. Wojtan and Donald Spence. editors$10 plus $2 for shipping and handling

Provides approaches for studying other cultures andpeoples using the experiences of the NationalPrecollegiate Japan Projects Network.

eacher Education

Order these publications from the ERIC Clearinghouse onTeacher Education, American Association of Colleges forTeacher Education, One Dupont Circle NW, Suite 610,Washington, DC 20036-2412; (202) 293-2450.

Culturally Responsive Pedagogy, 1992Ana Maria Villegas$12

Presents a key component of the knowledge base forbeginning teachersa framework of culturally responsiveteaching for the nation's increasingly diverse studentpopulation.

Focal Points: Qualitative Inquiries into Teaching andTeacher Education, 1992Renee T. Clift and Carolyn M. Evertson, editors$20

Addresses the complex interplay of curricular, contextual.and pedagogical issues in both public school and univer-sity settings.

NIP

Order this publication from the Superintendent of Docu-ments, U.S. Government Printing Office, Mail Stop:SSOP. Washington. DC 20402-9328; (202) 783-3232.

Raising Standards for American Education: A Report toCongress, the Secretary of Education, the NationalEducation Goals Panel, and the American People. 1992National Council on Education Standards and Testing#065-000-00480-1; $5.50

Discusses the desirability and feasibility of establishinghigh national education standards for all students and avoluntary, linked system of assessments to raise expecta-tions, revitalize intruction, and rejuvenate educationreform.

27

3u

rban Education

Order these publications from the ERIC Clearinghouse onUrban Education, Teachers College, Columbia University.Box 40, New York. NY 10027-9998; (212) 678-3433.

Fostering High Achievement in African-AmericanChildren: Home, School, and Public Policy, 1992Janine Bempechat$5

Surveys recent research and existing programs to identifyfactors that encourage school achievement in African-American children. Includes policy recommendations.

Teaching Mathematics Effectively and Equitably toFemales, 1992Katherine Hanson$5

Reviews current classroom practices and mathematicscurricula and makes recommendations for more equitableand positive teaching.

,

r

e

Order these publications from the Center for AppliedLinguistics, 1118 22nd Street NW, Washington. DC20037; (202) 429-9292.

Making Meaning, Making Change: Participatory Cur-riculum Development for Adult ESL Literacy, 1992Elsa Roberts AuerbachPrice to be announced

Covers issues related to teaching and curriculum develop-ment for classes of adults learning English as a secondlanguage.

Talking Shop: A Curriculum Sourcebook for Participa-tory Adult ESL, 1992Andrea Nash, Ann Cason. Madeline Rhum, LorenMcGrail, and Rosario Gomez-SanfordPrice to be announced

Offers strategies used by teachers in community-basedadult education programs in Boston to involve learners incurriculum development, redefine student and teacher

roles, encourage critical thinking, and teach language-learning skills.

Oft_

l'sI IC :

Order these publications from the Superintendent ofDocuments, U.S. Government Printing Office. P.O. Box371954. Pittsburgh, PA 15250-7954; (202) 783-3238.

Getting Started: How Choice Can Renew YourPublic Schools, 1992#065-000-00518-2; $4.25

Discusses programs to allow parents to select the schoolstheir children will attend and explains how such -choice**programs can benefit education.

Hard Work and High Expectations: Motivating Studentsto Learn, 1992#065-000-00496-8; $1.50

Explores factors that motivate students to study andachieve, as well as barriers to motivation. Includessuggestions for increasing student motivation.

Educational Resources information Center(ERIC)U.S. Department of EducationOffice of Educational Research andImprove vent (OERI)555 New Jersey Avenue NWWashington. DC 20208-5720Telephone: (202) 219-2289FAX: (202) 219-1817

ClearinghousesAdult, Career, and Vocational Education(CE)The Ohio State University1900 Kenny RoadColumbus. OH 43210-1090

zlephone: (800) 848-4815(614) 292-4353

FAX: (614) 292-1260

Counseling and Personnel Sers ices (CGUniversity of MichiganSchool of Educa.ion. Room 2108610 East University StreetAnn Arbor. MI 48109-1259Telephone: (313) 764-9492FAX: (313) 147-2425

Educational Management (EA )University of Oregon1787 Agate StreetEugene. OR 97403-5207Telephone: (503) 346-5043FAX: (503) 346-2334

Elementary and Early Childhood Education(PS)1:nivers;:y of Illinois805 West Pennsylvania AvenueUrbana. IL 61801-1897Telephone: (217) 333-1386FAX: (217) 333-3767

Handicapped and Gifted Children (EC)Council for Exceptional Children192(1 Association DriveReston. VA 22091-1589Telephone: (703) 264-9474FAX: (703) 264-9494

Higher Education (HE)The George Washington UniversityOne Dupont Circle NW. Suite 630Washington, DC 20036-1183Telephone: (202) 296-2597FAX: (202) 296-8379

Information Resources (IR)Syracuse UniversityHuntington Hall, Room (13(1Syracuse. NY 13244-2340Telephone: (315) 443-3640FAX: (315) 443-5448

Junior Colleges (JC)University of California at Los AngelesMath-Sciences Building. Room 8118405 Hilgard AvenueLos Angeles. CA 90024-1564Telephone: (310) 825-3931FAX: (310) 206-8095

Languages and Linguistics (FL)Center for Applied Linguistics1118 22nd Street NWWashington. DC 20037-0037Telephone: (202) 429-9551FAX: (202) 659-5641

Reading and Communication Skills (CS)Indiana UniversitySmith Research Center. Suite 1502805 East 10th StreetBloomingt-in. IN 47408-2698Telephone: (8(X)i 759-4723

(812) 855-5847FAX: (812) 855-1220

Rural Education and Small Schools (RC)Appalachia Educational Laboratory1031 Quarrier StreetP.O. Box 1348Charleston. WV 1.5325-1348Telephone: (800) 624-912(1 outside WV).(800) 344-6646 (inside WV).(304) 347-0400 (Charleston area)FAX: (304) 347-0487

Science. Mathematics, and EnvironmentalEducation (SE)The Ohio State University1200 Chambers Road. Room 310Columbus. OH 43212-1792Telephone: (614) 292-6717FAX: (614) 292-0263

Social Studies/Social Science EducationISO)Indiana UniversitySocial Studies Development Center2805 East 10th Street. Suite 120Bloomington. IN 47408-2698Telephone: (812) 855-3838FAX: (812) 855-0455

Teacher Education (SP)American Association of Colleges for Teacher

EducationOne Dupont Circle NW. Suite 610Washington. DC 20036-2412Telephone: (202) 293-245(1FAX: (202) 457-8095

Tests. Measurement, and Evaluation (TM)American Institutes for ResearchWashington Research Center3333 K Street NWWashington. DC 20007-3893Telephone: (202_)342 -5060FAX: (202) 342-5033

Urban Education IUD)Teachers College. Columbia Unix ersit.Institute for Urban and Minor* EducationMain Hall. Room 303. Box 40525 West 120th StreetNess York. NY I())27-9998Telephone: 1212) 678-3433FAX: (212) 678-1048

Adjunct ClearinghousesAdjunct ERIC Clearinghouse for ArtEducationIndiana UniversitySocial Studies Development Center2805 East 10th Street. Suite 12(1Bloomington. IN 47408-2698Telephone: (812) 855-3838FAX: (812) 855-7901

Adjunct ERIC Clearinghouse on Chapter 1Chapter I Technical Assistance Center26(11 Fortune Circle EzraOne Park Fletcher Building. Suite 300-AIndianapolis. IN 46241Telephone: (8(X)) 456-2380

(317) 244-8160FAX: (317) 244-7386

Adjunct ERIC Clearinghouse on ConsumerEducationNational Institute for Consumer Education207 Rackham Building. West Circle DriseEastern Michigan Univers*Ypsilanti. Ml 48197Telephone: (313) 487-2292FAX: (313) 487-7153

Adjunct ERIC Clearinghouse on LiteracyEducation for Limited-English-ProficientAdults and Out-of-School YouthCenter for Applied Linguistics1118 22nd Street NWWashington. DC 20037Telephone: (202) 429-9292FAX: (202) 659-5641

National Clearinghouse for I2.S.-JapanStudiesIndiana UniversitySocial Studies Development Center2805 East 10th Street. Suite 120Bloomington. IN 47408-2698Telephone: (812) 855-3838FAX: (812) 855-0455

Support ComponentsACCESS ERIC1600 Research Boules andRockville. MD 2085(1-3172Telephone: (800) LET-ERICFAX: (301) 251-5767

ERIC Document Reproduction Service(EDRS)CBIS Federal742(( Fullerton Road. Suite 110Springfield. VA 22153-2852Telephone: (800) 443 -ERICFAX: (703) 440-1408

ERIC Processing and Reference Facility13(11 Piccard Drive. Suite 300Rockville. MD 20850-43(15Telephone: (301) 258-5500FAX: (301) 948-3695

00x Press404I North Central Avenue. Suite 700Phoenix. AZ 85012-3397Telephone: (800) 279-ORYX

(602) 265-2651FAX: (800) 279-4663.1602) 265-6250

1.0'01 51

BEST COPY AVAILABLE

United StatesDepartment of Education

Washington. DC '2.0208-5720

Official 3usinessPenalty for Private Use. $300

ERIC 92-5024

a)

Postage and Fees PaidU.S. Department of Education

Permit 1\1,-. G-17

FOURTH CLASSBOOK RATE