The Ed School currently runs "on-site" teaching programs in Newton, Cambridge, and Boston. Although these would continue to serve the interests of the entire school, the CAP expects the Learning Environments area to oversee many of these programs.

The proposed Human Development shop consolidates at least three present programs, one of which already does extensive research in early childhood development. But the report recommends that there be a greater commitment to intervention programs "for children ranging roughly from the period of infancy through the early elementary years."

This greater commitment means a substantial allocation of money from the School's core budget- income from tuition and endowment- in order to avoid the instability of dependence on outside funds from the federal government.

The CAP's recommendation for the development of a new shop in Childhood Education illustrates clearly the guiding tenets of Ed School reforms.

"THE NATIONAL need seems clear enough," the report says. "Early education is failing to provide millions of children, particularly poor children, with the personal and cognitive resources they need to surmount the social circumstances in which they find themselves. Educational reform, especially educational reform for the less affluent, must deal concretely with very young children; for the pattern of failure and withdrawal established for many children by the middle elementary grades is very difficult to reverse.

"We do not believe that this problem is adequately or creatively addressed elsewhere," the report continues, "and we are convinced that there are special advantages in creating a group of faculty to address it here."

The Ed School operates two master's programs in education: its own Ed. M. and a joint M. A. T. program with the GSAS. These programs involve about half the School's students.

The report recommends that both programs be continued, but also that both be submitted to further discussions of aims and methods. It criticizes the isolation of master's students from the rest of the School.

Ideally, these students would also benefit from training in the skills and perspective of the two new shops concerned most with on-site investigation and application of new ideas, Learning Environments and Childhood Education.

The two-year-old Clinical Psychology and Public Practice program is a collaboration of the Ed School with the GSAS, the Divinity School, and the Med School. The report recommends that the Ed School's Public Psychology shop realize the "tremendous" potential for collaboration among CPPP, Learning Environments, and the Childhood Education program. Although the point of departure for the Clinical Psychology and Public Practice program is mental health, the report recognizes the similarity of its general approach to that of the two new shops.

"There are clearly many 'services' CPPP should provide the School outside its own program, thereby avoiding duplication of effort, and there are services in turn that other programs should provide CPPP."

There are now three shops which fall within the area of Administration and Social Policy: one concerned with educational planning, one with edu-

cation and social policy, and one with administrative careers. The CAP considers the viability and desirability of three separate shops a moot issue, but hints that the separate degree programs might be better merged.

Such a merger would be consistent, says the report, with its own "bias toward the training of 'problem-solvers'- individuals with a mixture of clinical and analytical training who will work on problems in on-going educational settings."

At an open meeting last Monday, called to discuss the new CAP report, Steve Goldberg, a doctoral student at the Ed School, briefly raised the question of legitimacy of the reform process as perceived and understood by the students. He questioned whether there can be an "informed response" to the CAP report after such short notice on its release.