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This study examined the education and preparation of 220 full-time learning assistance professionals in California's public Community College, State University, and University of California systems. The purpose of the study was to describe selected characteristics of the professionals and to assess their implications for future training programs. The results were reported in percents of responses, and analysis revealed considerable uniformity among the respondents despite the differences among the three public systems of higher education. The results of the study also suggested the importance of a uniform curriculum being established to prepare future learning assistance professionals for the field. Based upon the information generated by the results of the study, and a review of the literature, guidelines were developed that consisted of competencies and activities that should be included in a program designed to educate and train full-time learning assistance profesionals at the Master's degree level. Recommendations were included in the study. / Graduation date: 1993

During recent years, courts in the United States have in many instances attempted to force other agencies of government to take some sort of affirmative action. In doing so, they have sought repeatedly to force those other agencies to act where, left to their own accord, they would choose not to do so. A specific example of a situation of this sort is the United States Supreme Court's entry into the field of race relations with the issuance of the Brown decision in 1954. Quite obviously, in rendering that decision, the nation's highest court was seeking to force local school boards to act in a manner distinctly at odds with how they would otherwise have chosen to proceed. In the Brown situation and others like it, a crucial question which has arisen is this: to what degree is a court able to force other agencies to act where they otherwise would not? It is, moreover, with this question that this dissertation is concerned. Specifically, this volume seeks to explore the capability of the courts to force unwilling agencies to act in a manner opposed to their natural inclination by exploring the California school finance litigation and the legislative responses to it. What this exploration leads to is the conclusion that, although courts can and do force other agencies to act, their ability to do so is nonetheless limited. Specifically, it would appear that courts can act as agenda setters, thereby forcing other agencies of government to at least consider issues they otherwise would have ignored. Courts also, it would seem, can play some role in the molding of the substantive provisions of a given policy. There, though, their impact would appear not to be a particularly great one; rather, in that regard it would seem that all they are capable of doing is simply prodding other policy-makers in a given direction but little more. Indeed, it would appear that the capacity of courts to act as actual molders of substantive policy is seriously undercut by the fact that the decisions they issue are merely one component of the overall political environment with which nonjudicial officials must be concerned.

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A formal survey for the purpose of securing written statements by students of what they were doing, how the high school business education has served them in business, opinions regarding the sufficiencies and inadequacies of different phases in the business subjects, and difficulties encountered when first started working have not been made. Some attempt was made in Patterson to secure employer opinion of office workers apprenticed out from the school as part of their business education. However, no study was made of what employers thought of graduates that were working for them, the classification of office workers, or listing of business machines. While business teachers are often asked statistics of their program by the State Department of Education or scholars working toward a degree, the questions are frequently of too general a nature, or are confined to selected minutiae. Whatever surveys have been made were of isolated factors. This study makes the attempt to integrate those feasible sources of information for determining the effectiveness of the high school business educational program in the Patterson, Orestimba, and Gustine High Schools. How effective is the business educational program in the Patterson, Orestimba, and Gustine High Schools as evaluated by recent graduates, their employers, and business teachers.