Describes a new cooperative venture between the Kansas Scholastic Press Association and the Nebraska High School Press Association, in which adviser-judges from one state evaluate publication from the other. (SR)

This guide was developed to help secondary education teachers plan a summer cooperative vocational education program. This booklet's content is presented in four sections. The first one covers background information while section two explains the reasons for establishing a summer cooperative education program. The third section discusses ten steps…

Investigates whether Nebraska schools with Student Assistance Programs (SAP) are associated with reduced alcohol use and a higher level of academic achievement. Results show that students from schools with a SAP reported lower alcohol use and a significant difference in academic achievement. Results suggest that further research is needed.…

A ten-question survey instrument was used to measure teacher acceptance of vocational agriculture core curriculum materials in Nebraska. On a scale of one (poor) to ten (excellent), all 103 teachers who responded rated the core curriculum concept as 5 or higher, with 68 teachers scoring the core concept as 8 or higher. (LRA)

This 1965 Elementary Secondary Education Act Title I Evaluation Report illustrates a small part of the continued effort of the Omaha Public Schools to meet the needs of educationally disadvantaged children. The multiple activities outlined in the 1973-74 Title I Proposal were designed for two purposes. First, they were to supplement the…

The objectives of the Individualized Study Center Program, funded under Title I of the 1965 Elementary Secondary Education Act, were as follows: (1) provide an environment which is designed to lead to wholesome personal and social adjustments; (2) provide an educational environment in which, under the guidance of understanding teachers, the…

The multiple activities funded under Title I of the 1965 Elementary Secondary Education Act had two purposes. First, they supplemented the instructional program for educationally disadvantaged children by developing a curriculum and techniques which would raise their achievement level commensurate with their ability. Second, they supported this…

The purposes of the Multiple Activities Program, funded under Title I of the 1965 Elementary Secondary Education Act, were: (1) to supplement the instructional program for educationally disadvantaged children by developing a curriculum and techniques, specifically in reading, which would raise their achievement level commensurate with their…

This report on transition services for students with disabilities in Nebraska schools begins with an outline of the development of transition programming as part of special education services, noting federal legislation in this area and the importance of intra-agency and inter-agency cooperative agreements. The role of career education in the…

Description of the placement component of the Lincoln Career Education Project is contained in this report, covering the period of 1973-1976. Objectives, procedures followed, and project results and accomplishments are reported in detail. Results of the project included the establishment and refinement of the general concept of career education…

Home economics and social studies teachers' perceptions of their ability and use of the reading process were compared. Data were gathered through a reading survey instrument given to 82 home economics teachers who later participated in workshops on integrating the reading process into the curriculum. The same instrument was mailed to 100 randomly…

This is an evaluation of the second year of a program designed to reduce the incidence of destructive risk-taking behavior (e.g., drug-alcohol abuse and juvenile delinquency) among school-age youth. Background research indicates that peer group pressure is the single most important factor in dictating the presence or absence of juvenile…

This is an evaluation of the first year of a program designed to reduce the incidence of destructive risk-taking behavior (e.g., drug-alcohol abuse and juvenile delinquency) among school-age youth. Background research indicates that peer group pressure is the single most important factor in dictating the presence or absence of juvenile delinquency…

This is Part I of a final evaluation of a program designed to reduce the incidence of destructive risk-taking behavior (e.g. drug-alcohol abuse, and juvenile delinquency) among school-age youth. Background research indicates that peer group pressure is the single most important factor in dictating the presence or absence of juvenile delinquency…

This is Part 2 of a final evaluation of a program to reduce destructive risk-taking behavior (e.g., drug-alcohol abuse and juvenile delinquency) in school-age youth. The program uses peer counseling in schools to develop self-esteem and better communication skills in students. Analysis of attitude tests is performed and factors affecting the…