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The inability of teachers to timely cover the scheme of work, students' truancy and persistent lateness to school, poor attitude towards teaching and learning, activities of cultism and frequent conflicts among secondary school students in Enugu State prompted this study to determine the administrators' managerial competencies for sustainable human resource management in secondary education in Enugu State. Two specific purposes were formulated and two research questions guided the study. The study adopted a descriptive survey research design. The study population comprised all the 291 secondary school principals in Enugu State. Simple random sampling technique was used to sample 146 principals for the study. The instrument used for data collection was a 19 items researchers' developed instrument titled; "Administrators' Managerial Competencies for Sustainable Human Resource Management Questionnaire" (AMCSHRMQ). The face validation of the instrument was established by three experts, two from the Department of Educational Management and Policy and one from the Department of Educational Foundations (Measurement and Evaluation Unit), Nnamdi Azikiwe University, Awka. The Cronbach alpha was used to determine the reliability of the instrument. Coefficient value of 0.71 was obtained. Data were analyzed using mean and standard deviation. Findings of the study revealed among others that secondary school administrators lack managerial competencies for students' human resource management by not providing counseling services to students regarding their learning process, providing incentives for students to increase their motivation to learn among others. Based on the finding, it was recommended among others that student human resource management should be incorporated and emphasized in the training guide for educational administrators in order to make them develop more suitable students centered policies in their various schools. Conclusion was drawn based on the findings.

This study is an evaluation of the case study method as it is currently used in the Institute for College and University Administrators. The subjects of the study were 36 recently appointed academic deans and vice-presidents who participated in the American Council on Education's fall 1971 institute for academic deans held at the University of Chicago. The subjects were divided into two 18-member subgroups. The subgroups were identically matched in every feasible way. One subgroup was arbitrarily assigned the case-study method and the other the paper-seminar method. All subjects were tested before and following their respective experimental sessions with an 18-item attitude questionnaire. A comparison of the results across subgroups revealed case study was a more effective and efficient learning method than the reading-discussion method. Eleven appendices contain supporting documents, materials used in the study, and functional guidelines for planning professional training programs and developing administrative case studies. (MJM)

A historical perspective on several issues related to the development of equal opportunity in higher education is presented in these speeches. Six authors address the following issues: (1) the black college in historical perspective (Stephen Wright); (2) the development of equal opportunity in relation to historical patterns in higher education (Elias Blake, jr.); (3) a historical account of testing as it relates to equal opportunity (William Turnbull); (4) financing postsecondary education for EOP students (Fred F. Harcleroad); (5) future considerations on the development of educational opportunity programs (Willard L. Boyd); and (6) a historical model for evaluating equal opportunity programs (Hugh W. Lane). The speakers come from the American College Testing Program, the College Entrance Examination Board, the Institute for Services to Education, the Educational Testing Service, the National Scholarship Service and Fund for Negro Students, and the University of Iowa. (Author/LBH)

This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: Recognizing longstanding educational inequities, what research-backed practices can district administrators, school leaders, and classroom teachers use to support English Learner (EL) students' academic success and linguistic development in an instructional context transformed by COVID-19? In order to answer this question, the brief breaks down the issue into three points: (1) EL students are a rapidly growing and diverse population entitled to English language development instruction that will allow meaningful access to academic content; (2) Complex federal laws govern the education of EL students and continue to hold state and local education agencies accountable for their academic performance even during the pandemic; and (3) School leader and teacher training rarely provides sufficient support for how to meet the unique needs of EL students. Based on these points, the brief provides five strategies to consider and two strategies to avoid. [This brief was co-prepared by the University of Texas at El Paso (UTEP) and the University of Texas at Austin, College of Education.]