Results of ERIC Search 1992 ( ( 1992 ):Publication Date and ( Educational_Technology ):Descriptor )and ( Program_Evaluation ):Descriptor )and ( Elementary_Secondary_Education ):Descriptor ) (13 hits, 13 records returned) -ERIC_NO- ED348976 -TITLE- Comprehensive Study of Educational Technology Programs in California Authorized from 1984-92. Executive Summary. -AUTHOR- Cradler, John -LANGUAGE- English -DESCRIPTORS- Clearinghouses Computer_Software_Development Computer_Software_Selection Educational_Technology Educational_Television Elementary_Secondary_Education Inservice_Teacher_Education Program_Evaluation Program_Implementation State_Programs Videotape_Recordings -IDENTIFIERS- California -ABSTRACT- This executive summary of an in-depth analysis and evaluation of California's educational technology programs provides information on programs funded from 1984 to 1992 and provides guidelines for the evaluation of future state-funded educational technology programs and projects. Summaries of the findings for educational technology programs from 1984-89 include district-developed projects; Adoption/Expansion grants for technology access and use; Technology in the Curriculum (TIC) guides for selection of software and video; summer institutes for training educators to train others in integrating technology into the curriculum; California Instructional Video and Software Clearinghouses; video development projects; distribution of VCRs in 1985; and statewide licensing of instructional television (ITV) programs and their distribution. Programs authorized from 1989-92, which were the major emphasis of the study, are described under three headings: (1) Regional Support Services--California Technology Project and Instructional Television Agencies; (2) Resource Development--Level II Model Technology Schools, Level I Model Technology Schools, and Software Development Projects; and (3) School-Based Planning and Implementation--School-Based Educational Technology Grants. Recommendations for improving the quality of programs, equity of technology access, impact on students, management of resources, and accountability of the state educational programs conclude this report. (ALF) -GEOG_SOURCE- U.S.; California -CLEARINGHOUSE_NO- IR015654 -INSTITUTION_NAME- Far West Lab. for Educational Research and Development, San Francisco, Calif. -PUBLICATION_TYPE- 143 -PUBLICATION_DATE- 1992 -EDRS_PRICE- EDRS Price - MF01/PC01 Plus Postage. ---------------------------------------------------------------------------- -ERIC_NO- ED347627 -TITLE- Tennessee Public Education: Positioned for Progress in the 1990s. Annual Joint Report on Preschool through Graduate Education in Tennessee.; -LANGUAGE- English; -DESCRIPTORS- Dropout_Rate Educational_Technology Elementary_Secondary_Education Graduation_Requirements Higher_Education Preschool_Education Program_Evaluation School_Restructuring Economic_Factors Educational_Change Educational_Objectives Educational_Planning State_Action -IDENTIFIERS- Tennessee; -ABSTRACT- "Plans for restructuring Tennessee public education have been interrupted by the prolonged national recession and a $276.4 million reduction in the 1991-92 state education budget. The state's 1991 Annual Joint Report identified 26 essential educational objectives. Although progress in some areas has been limited, Tennessee has achieved a 25 percent yearly increase in GED recipients; a 15 percent yearly increase in college-bound high school graduates; a 10 percent increase in state public college graduate rates; an improvement in black participation rate in Tennessee higher education; a declining high school dropout rate; a decrease in elementary grade-level retention rates; an improvement in state and ACT achievement test scores; an increase in state-licensed teachers; an increase in school-business partnerships and school-based management; and an increase in university research and private gifts and grants. During 1992, state and local policy makers should provide adequate funding for all education levels; create a statewide technology network; encourage increased usage of educational technology; enroll all 4-year-old at-risk children and their families in early childhood and parent involvement programs; and increase applied university research. Appendices contain joint report requirements, high school graduation and state college entry requirements, national and state education goals, the State Board of Education master education plan, the Tennessee Challenge 200 program, and related documents. (MLH)"; -GEOG_SOURCE- "U.S.; Tennessee"; -CLEARINGHOUSE_NO- EA024025; -INSTITUTION_NAME- "Tennessee Higher Education Commission, Nashville.; Tennessee State Board of Education, Nashville."; -PUBLICATION_TYPE- "142; 141"; -PUBLICATION_DATE- 1992 -EDRS_PRICE- EDRS Price - MF01/PC02 Plus Postage.; ---------------------------------------------------------------------------- -ERIC_NO- ED352010 -TITLE- Establish a Baseline for Planning and Growth. Focus on Program Evaluation. Technology Report 92-114. -LANGUAGE- English -DESCRIPTORS- Audiovisual_Aids Broadcast_Television Computer_Assisted_Instruction Computer_Networks Computer_Uses_in_Education Consultants Educational_Administration Educational_Planning Educational_Policy Educational_Technology Elementary_Secondary_Education Formative_Evaluation Long_Range_Planning Microcomputers Occupational_Information Program_Budgeting Program_Evaluation Staff_Development Summative_Evaluation Telecommunications -IDENTIFIERS- Des Moines Public Schools IA Fiber Optics Mid Iowa Computer Center -ABSTRACT- This evaluation focuses on the use of computers, telephones, broadcast video, and related devices to support instructional activities and administrative functions in the Des Moines (Iowa) Independent Community School District. The findings are presented in five parts: (1) Context Evaluation--History and Recent Improvements (video and instructional and administrative uses of computers); Telecommunications (telephone system); Fiber Optic Networks (telephones, two-way video classes, instructional support systems and networks); and Policies and the Department of Information Management; (2) Input Evaluation--Budget; Inventory; Number of Computers Used for Instruction and Administration; Telecommunications; Staff Support; and Cost of Inservice; (3) Process Evaluation--Technology Planning, Purchases, Repair and Support; Telecommunications; Consultation Assistance; Mid-Iowa Computer Center; and Current Year Goals; (4) Product Evaluation--Technology Planning; Inventory; Telephones and Networks; Consultation Assistance; Instructional Management System; and Mid-Iowa Computer Center; and (5) Future Planning--Technology Planning, Purchases, and Initiatives; Telecommunications; and Consultation Assistance. A diagram showing how each of the schools in Des Moines is connected to the Mid-Iowa Computer Center and lists of the Technology Advisory Committee, the Technology Committee, and the Technology Consultation Committee are appended. (ALF) -GEOG_SOURCE- U.S.; Iowa -CLEARINGHOUSE_NO- IR015839 -INSTITUTION_NAME- Des Moines Public Schools, IA. Dept. of Information Management. -PUBLICATION_TYPE- 142 -PUBLICATION_DATE- 1992 -EDRS_PRICE- EDRS Price - MF01/PC03 Plus Postage. ---------------------------------------------------------------------------- -ERIC_NO- ED348989 -TITLE- Ethical Use of Information Technologies in Education: Important Issues for America's Schools. -AUTHOR- Sivin, Jay P.; Bialo, Ellen R. -LANGUAGE- English -DESCRIPTORS- Computer_Software Curriculum_Development Educational_Technology Electronic_Mail Elementary_Secondary_Education Ethics Intellectual_Property Legal_Problems Policy_Formation Privacy Program_Evaluation Purchasing Teaching_Methods -IDENTIFIERS- Computer Crimes Software Piracy -ABSTRACT- In response to the rapid growth of computer crime and such illegitimate practices as piracy and fraud, the National Institute of Justice and the Office for Educational Research and Improvement have formed a partnership to promote school programs on the ethical uses of new technologies. This report, the first of the partnership, is designed to assist schools in preparing a strategy to address technology-related issues. It begins by presenting six possible scenarios to illustrate the importance of policies and educational programs to address such issues as physical and intellectual property rights, the right to privacy, and limitations on the right to free expression. It then offers an overview of technology ethics issues for teachers, school administrators, and members of the community concerned about school policy, and explores the answers to four questions: (1) why technology issues are important for U.S. society; (2) how information technology can change what is considered to be ethical behavior; (3) why so many students find the concept of intellectual property confusing; and (4) what schools can do to address these problems. Discussion of what schools can do focuses on defining and implementing school policy and incorporating technology ethics issues into the curriculum. Additional information is presented in four "boxes": (1) The Impact of Computer-Related Crime; (2) Information Technology and the Law; (3) Cost-Effective Purchasing Options for Schools; and (4) Teaching Ideas from the Computer Learning Foundation's Responsible Computing Contest. Nineteen endnotes are provided as well as a list of 43 references; a list of 10 associations and agencies to contact for further information is appended. (BBM) -GEOG_SOURCE- U.S.; District of Columbia -CLEARINGHOUSE_NO- IR015782 -INSTITUTION_NAME- Institute for Law and Justice, Inc., Alexandria, VA. -PUBLICATION_TYPE- 070; 120; 801 -PUBLICATION_DATE- 1992 -EDRS_PRICE- EDRS Price - MF01/PC02 Plus Postage. ---------------------------------------------------------------------------- -ERIC_NO- ED345571 -TITLE- Foreign Language K-12. Program Evaluation 1991-92.; -AUTHOR- Wadden, Jerry M.; -LANGUAGE- English; -DESCRIPTORS- Academic_Achievement Change_Strategies Chinese Educational_Objectives Elementary_Secondary_Education French German Grades_(Scholastic) Italian Japanese Language_Enrollment Latin Media_Selection Program_Development Program_Effectiveness Program_Evaluation Russian Spanish Staff_Development Teacher_Qualifications Uncommonly_Taught_Languages Curriculum_Development Educational_Technology Inservice_Teacher_Education Instructional_Materials Language_Teachers Second_Language_Programs -IDENTIFIERS- Des Moines Public Schools IA; -ABSTRACT- "The Des Moines (Iowa) Public Schools foreign language program for K-12 is described and evaluated. The evaluation report focuses on six areas, including: (1) school district mission and philosophy of foreign language instruction; (2) context (state policies and standards, foreign language program overview and enrollment, fiber-optic communication and instructional system, foreign language needs and goals, recent major developments); (3) program input (expenditures, instructional materials use and selection cycles); (4) process (language arts supervisor job description, inservice and staff development sessions, and professional meetings attended by staff); (5) product (test results, community survey results, foreign language study committee report, supervisor observations, accreditation reports of two sites, attainment of objectives, adherence to standards and regulations, grades, and awards); and (6) the future (plans and needs, observations). Spanish is offered in one elementary school, grades 1 to 5. Introductory foreign language (a course in both Spanish and French) is offered in grade seven. First-year French and Spanish are offered in grade eight, and eight languages (Chinese, French, German, Italian, Japanese, Latin, Russian, Spanish) are offered in high schools. It is concluded that the two critical program needs are quality teachers, especially master teachers, and instructional technology, primarily audiovisual. A series of tables giving foreign language enrollment data is appended. (MSE)"; -GEOG_SOURCE- "U.S.; Iowa"; -CLEARINGHOUSE_NO- FL020409; -INSTITUTION_NAME- Des Moines Public Schools, Iowa.; -PUBLICATION_TYPE- 142; -PUBLICATION_DATE- 1992 -EDRS_PRICE- EDRS Price - MF01/PC03 Plus Postage.; ---------------------------------------------------------------------------- -ERIC_NO- ED344583 -TITLE- Curriculum Guidelines for Accreditation of Educational Computing and Technology Programs. A Folio Preparation Manual.; -LANGUAGE- English; -DESCRIPTORS- Accrediting_Agencies Behavioral_Objectives Curriculum_Development Educational_Technology Elementary_Secondary_Education Guidelines Higher_Education Program_Development Program_Evaluation Accreditation_(Institutions) Computer_Literacy Information_Technology Teacher_Education_Programs Technological_Literacy -IDENTIFIERS- National Council for Accreditation of Teacher Educ; -ABSTRACT- The purpose of this report is to provide guidance to teacher education institutions that are developing programs in educational computing and technology to assist them in preparing folios for the National Council for Accreditation of Teacher Education (NCATE) program evaluation. Those institutions with teacher preparation programs resulting in computer and technology literacy endorsement or a master's degree in educational computing and technology leadership that seek NCATE accreditation will, as a precondition to unit accreditation, submit folios to the International Society for Technology in Education (ISTE). This report provides information on the preparation of folios, the process by which folios are evaluated, and instruction, examples, definitions, and explanations that will assist in folio preparation. Guidelines for the Computer and Technology Literacy program and the Educational Computing and Technology Literacy program are also included. Performance objectives are provided in the program descriptions. (44 references) (DB); -GEOG_SOURCE- "U.S.; Oregon"; -CLEARINGHOUSE_NO- IR015538; -INSTITUTION_NAME- International Society for Technology in Education, Eugene, OR.; -PUBLICATION_TYPE- 055; -PUBLICATION_DATE- 1992 -EDRS_PRICE- EDRS Price - MF01 Plus Postage. PC Not Available from EDRS.; ---------------------------------------------------------------------------- -ERIC_NO- ED347039 -TITLE- Empowering Teachers through Technology: Developing the Rural School of the 21st Century.; -AUTHOR- "Johnson, Michael J.; Vaughan, Sherry"; -LANGUAGE- English; -DESCRIPTORS- Academic_Achievement Community_Attitudes Curriculum_Development Educational_Innovation Elementary_Secondary_Education Program_Descriptions Small_Schools Teacher_Attitudes Educational_Change Educational_Technology Program_Evaluation Rural_Schools School_Districts -IDENTIFIERS- Washington; Empowerment; -ABSTRACT- "This paper describes Colton School District's (Washington) project of the Rural School of the 21st Century. The goals of the 6-year project, initiated in 1988, were to incorporate technology into all aspects of education and to use technology in restructuring the school system. The Colton School District consists of 184 students in a single K-12 building. Empowering or educating teachers with new technology also meant empowering the school board members, parents, patrons, and senior citizens; empowerment and development activities for each group are described. Specific results of the project evaluation for 1992 are included. This report concludes that: (1) teacher attitudes improved toward the use of technology and toward the teaching profession; (2) student achievement increased as measured by the number of books and reference materials checked out by students from the library and an increase in the quality of student writing; (3) technology expanded course offerings of the school; (4) empowerment increased communication between staff, parents, school board members and other groups; (5) through the use of technology and the resulting curricular changes a life-long learning culture was established in the school; (6) additional, compensated professional development time for teachers was established; (7) start-up costs for technological innovation were considered minimal; (8) parent and patron attitudes about the school improved; and (9) teachers thought technological innovation had significantly changed the curriculum, teaching methodologies, and the roles between teachers and students. (28 references) (LP)"; -GEOG_SOURCE- "U.S.; Iowa"; -CLEARINGHOUSE_NO- RC018752; -PUBLICATION_TYPE- "150; 141; 142"; -PUBLICATION_DATE- 1992 -EDRS_PRICE- EDRS Price - MF01/PC02 Plus Postage.; ---------------------------------------------------------------------------- -ERIC_NO- EJ473579 -TITLE- Teacher Development in Advanced Educational Technology. -AUTHOR- Ellis, James D. -JOURNAL_CITATION- Journal of Science Education and Technology; v1 n1 p49-65 Mar 1992 -LANGUAGE- English -DESCRIPTORS- Beliefs Computer_Assisted_Instruction Computer_Uses_in_Education Educational_Technology Elementary_Secondary_Education Inservice_Teacher_Education Instructional_Materials Microcomputers Models Program_Descriptions Program_Evaluation Questionnaires Science_Education Science_Instruction Staff_Development Teacher_Attitudes Teacher_Centers Teacher_Education_Programs -IDENTIFIERS- ENLIST Micros -ABSTRACT- Describes the three phases of ENLIST Macros, a teacher development program to help science teacher improve their use of microcomputers. Discusses the results of a study to evaluate the effectiveness of the program. Presents eight recommendations to help achieve program objectives. (MDH) -CLEARINGHOUSE_NO- SE551764 -PUBLICATION_TYPE- 141; 142; 080 -PUBLICATION_DATE- 1992 ---------------------------------------------------------------------------- -ERIC_NO- ED364219 -TITLE- Technology Survey Report. Occasional Papers 2. -AUTHOR- Tkal, Lucy -LANGUAGE- English -DESCRIPTORS- Audio_Equipment Computer_Assisted_Instruction Cost_Estimates Delivery_Systems Distance_Education Educational_Technology Educational_Television Elementary_Secondary_Education Facsimile_Transmission Foreign_Countries National_Surveys Open_Education Program_Evaluation Surveys Technological_Advancement Telecommunications Teleconferencing -IDENTIFIERS- Audiographics Australia Computer Mediated Communication Video Technology -ABSTRACT- This technology survey provides an overview of the educational technology options specifically available in the distance education and open learning arena. It examines technological options and their delivery modes in the context of each application. For each option, a definition is provided. Costs are estimated for each application; and advantages, disadvantages, and availability in Australia are sketched. The following technologies are explored: (1) facsimile transmission; (2) computer mediated communication; (3) audio; (4) audiographic; (5) computer assisted instruction; (6) videoconferencing; and (7) television and teleconferencing. The review of available applications makes it apparent that many organizations in Australia have dabbled in the area of educational technology, but few have evaluated the options formally in terms of their appropriateness for course requirements and learner needs. Three appendixes list features of educational technology, applications, and journals and special interest groups dealing with educational technology. (Contains 54 references.) (SLD) -GEOG_SOURCE- Australia; New South Wales -CLEARINGHOUSE_NO- IR016397 -INSTITUTION_NAME- New South Wales TAFE Commission, St. Leonards (Australia). -PUBLICATION_TYPE- 070; 142 -PUBLICATION_DATE- 1992 -EDRS_PRICE- EDRS Price - MF01/PC04 Plus Postage. ---------------------------------------------------------------------------- -ERIC_NO- EJ473585 -TITLE- Improving Science Teaching in Multicultural Settings: A Qualitative Study. -AUTHOR- Johnson, Judith; Kean, Elizabeth -JOURNAL_CITATION- Journal of Science Education and Technology; v1 n4 p275-87 Dec 1992 -LANGUAGE- English -DESCRIPTORS- Beliefs Classroom_Environment College_School_Cooperation Cooperative_Learning Educational_Change Educational_Technology Elementary_Secondary_Education Inservice_Teacher_Education Instructional_Improvement Minority_Group_Children Multicultural_Education Problem_Solving Program_Evaluation Qualitative_Research School_Community_Relationship Science_Education Science_Instruction Science_Teachers Teacher_Attitudes Teacher_Workshops -IDENTIFIERS- Nebraska (Omaha) University of Nebraska Lincoln -ABSTRACT- Collaborative summer workshops between the Omaha (Nebraska) Public Schools and the University of Nebraska-Lincoln were held to improve the learning environment in multicultural science classrooms. Workshop themes included multicultural understanding, cooperative learning, and problem solving. Discusses attitude changes in student/teacher interactions, instructional strategies, community relationships, classroom climate, and science content. (MDH) -CLEARINGHOUSE_NO- SE551770 -PUBLICATION_TYPE- 143; 080 -PUBLICATION_DATE- 1992 ---------------------------------------------------------------------------- -ERIC_NO- ED353957 -TITLE- Chapter 2 Formula: 1991-92. Final Report. -AUTHOR- Moede, Lauren Hall -LANGUAGE- English -DESCRIPTORS- Educational_Technology Elementary_Secondary_Education Extracurricular_Activities Federal_Aid Federal_State_Relationship Financial_Support High_Risk_Students Instructional_Materials Learning_Laboratories Library_Materials Microcomputers Optical_Data_Disks Preschool_Education Program_Evaluation School_Support School_Surveys Second_Language_Learning Spanish Staff_Development Student_Transportation -IDENTIFIERS- Austin Independent School District TX Education Consolidation Improvement Act Chapter 2 -ABSTRACT- Education Consolidation and Improvement Act (ECIA) Chapter 2 Formula has provided funding to the Austin (Texas) Independent School District (AISD) in order to expand existing programs and implement new programs, including the addition of staff and the acquisition of materials and equipment that would not otherwise be available from state or local funding sources. Continued funding will allow the District to provide programs that meet the educational needs of at risk students, provide for the acquisition and use of educational materials, provide training for District personnel, provide programs to enhance the personal excellence of students and student achievement, and provide for other innovative projects, such as early childhood education programs. In 1991-92, Chapter 2 Formula funds were allocated for 15 programs, which are described in some detail in this report: (1) Academic Decathlon; (2) Bridge Computer Lab at Read Elementary; (3) Wicat Computer Lab at Blanton Elementary; (4) Writing to Read Computer Lab at Blackshear Elementary; (5) Extracurricular Transportation; (6) Library Resources; (7) Middle School Homeroom Training; (8) Multicultural/Special Purpose Buses; (9) Prekindergarten Supplements; (10) Secondary Library Technology Support; (11) Spanish Academy; (12) Support for Restructured Robbins Secondary School; (13) Technology Learning Center; (14) Private Schools; (15) Administration/management; and (16) Evaluation. The description of each of these programs includes a summary of its effectiveness based on a districtwide employee survey. An executive summary of the report is also provided. (Contains 6 references.) (ALF) -GEOG_SOURCE- U.S.; Texas -CLEARINGHOUSE_NO- IR015916 -INSTITUTION_NAME- Austin Independent School District, Tex. Office of Research and Evaluation. -PUBLICATION_TYPE- 141; 143 -PUBLICATION_DATE- 1992 -EDRS_PRICE- EDRS Price - MF01/PC02 Plus Postage. ---------------------------------------------------------------------------- -ERIC_NO- ED353293 -TITLE- Portland Magnet Project 1989-1991. Final Evaluation Report. -AUTHOR- Thacker, Peter -LANGUAGE- English -DESCRIPTORS- Art_Education Computer_Uses_in_Education Desegregation_Plans Educational_Technology Elementary_Secondary_Education Magnet_Schools Program_Evaluation Racial_Balance School_Desegregation School_Districts Second_Language_Programs Student_Recruitment Television_Curriculum Urban_Schools Writing_Improvement -IDENTIFIERS- Portland School District OR -ABSTRACT- In 1989, the Portland (Oregon) Public Schools received a grant to create an elementary arts magnet school and to enhance magnet programs at four other schools in Portland (Oregon). The Portland Magnet Program emphasized improvements in programing, marketing, and articulation between magnet programs, allowing the schools to purchase state-of-the-art technology and create staff positions to coordinate efforts. In addition to the arts program, foreign language, computer, television, and writing programs were enhanced at the magnet schools. These improvements were instrumental in stabilizing integration patterns at half of the schools and in creating an arts magnet that will be likely to feed magnet students to two schools facing increased isolation. Portland is avoiding total racial isolation in the five schools, and improvements were indeed made in programing and marketing to recruit students. One figure and 15 tables present study data. Five appendixes contain documents used in the five schools, ranging from parent questionnaires and letters to copies of assessments used. (SLD) -GEOG_SOURCE- U.S.; Oregon -CLEARINGHOUSE_NO- TM019056 -INSTITUTION_NAME- Portland Public Schools, OR. Research and Evaluation Dept. -PUBLICATION_TYPE- 142; 160 -PUBLICATION_DATE- 1992 -EDRS_PRICE- EDRS Price - MF01/PC04 Plus Postage. ---------------------------------------------------------------------------- -ERIC_NO- ED364092 -TITLE- The San Jose State University Bilingual/Multicultural Special Education Personnel Preparation Program: A Report on Thirteen Years of Experience. -AUTHOR- Grossman, Herbert -LANGUAGE- English -DESCRIPTORS- Advocacy Bilingual_Education Classroom_Techniques College_Faculty Counseling Cultural_Awareness Disabilities Early_Childhood_Education Educational_Technology Elementary_Secondary_Education English Graduate_Study Higher_Education Intercollegiate_Cooperation Language_Proficiency Language_Skills Multicultural_Education Program_Descriptions Program_Design Program_Evaluation Second_Language_Instruction Special_Education Student_Characteristics Student_Evaluation Summer_Programs Teacher_Certification Teacher_Education_Curriculum Teacher_Role -IDENTIFIERS- San Jose State University CA -ABSTRACT- The report describes the San Jose State University (California) teacher education program to prepare teachers of multicultural special education in elementary and secondary schools. It begins by describing the program's components, all related to bilingual special education teacher training: the training program itself; teacher certification; an 8-course advanced training program; distance education; intercollegiate credit transfer; multicultural training for monolingual teachers; multicultural training for teachers trained in learning disabilities; early childhood education; English-as-a-Second-Language instruction; and summer institutes. Other program information reported includes student and faculty data, a history of the program's development since 1979, program structure, courses offered, and descriptions of the bilingual/multicultural competencies emphasized, with program activities used to teach them. These include: language skills; cultural awareness and intercultural skills; non-discriminatory assessment techniques; language assessment techniques; instructional strategies; counseling, consultation, advocacy, and referral skills; and classroom management techniques. A formal program evaluation for the program's 13-year period, with recommendations, is appended. (MSE) -GEOG_SOURCE- U.S.; California -CLEARINGHOUSE_NO- FL021658 -INSTITUTION_NAME- San Jose State Univ., Calif. -PUBLICATION_TYPE- 141 -PUBLICATION_DATE- 1992 -EDRS_PRICE- EDRS Price - MF01/PC03 Plus Postage. ----------------------------------------------------------------------------