ERIC ED169908: School Library Resources, Textbooks, and Other Instructional Materials: Title II, ESEA. Second Annual Report, 1967.
ED 19 908 `A. - DOCUMENT RESUME nt 007,181 ,:TITLE - -School.o.,Library R sources, Textbooks,- and Other '"4 -Instructional Mat rials: Title II, ES.EA. Second Annual, Report, 1967. INSTITUTION .Office of-Education (DHE, Washington, D.C. PUB .DATE , Feb 69 . NOTE 70p.; Some tables are minimally legible due to small. , - print, size.; Appeidice's 'are not included; For relayed dochments see"XTR 007 166-171, IR 007 180-183 an ED g. 086.21'5' AVAILABLE FROM Superintendent of Documents, U.S. 'Government Printing Office, Hashington, D.C.,20402 (OE-Q-0108-67) s ERRS PRICE VE01 iPC03 Plus Postage. DE SCRI PTORS *Educational Programs; .Elementary Secondary Education; Expenditurettf *Federal Programs; Grants; Handicapped Children ; Inservice Programs, - *Instru'et,ional Material.s;-..*Library Mate-rials; Program. Coordination; School Libraries; Standards; State Programs; 'Tables (-Bata) ; Textbooks IDENTIFIERS *Elementart Secondary Education Act _Title II ABSTRACT. The second annual compilation and analysis' of data on Title. II of the Elementary and ?econdart: Education Act (ESEA. Title. …
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ED 19 908 `A. - DOCUMENT RESUME nt 007,181 ,:TITLE - -School.o.,Library R sources, Textbooks,- and Other '"4 -Instructional Mat rials: Title II, ES.EA. Second Annual, Report, 1967. INSTITUTION .Office of-Education (DHE, Washington, D.C. PUB .DATE , Feb 69 . NOTE 70p.; Some tables are minimally legible due to small. , - print, size.; Appeidice's 'are not included; For relayed dochments see"XTR 007 166-171, IR 007 180-183 an ED g. 086.21'5' AVAILABLE FROM Superintendent of Documents, U.S. 'Government Printing Office, Hashington, D.C.,20402 (OE-Q-0108-67) s ERRS PRICE VE01 iPC03 Plus Postage. DE SCRI PTORS *Educational Programs; .Elementary Secondary Education; Expenditurettf *Federal Programs; Grants; Handicapped Children ; Inservice Programs, - *Instru'et,ional Material.s;-..*Library Mate-rials; Program. Coordination; School Libraries; Standards; State Programs; 'Tables (-Bata) ; Textbooks IDENTIFIERS *Elementart Secondary Education Act _Title II ABSTRACT. The second annual compilation and analysis' of data on Title. II of the Elementary and ?econdart: Education Act (ESEA. Title. II)., this report describes hOw the 50 states the DiStrict of Columbia,. Guam, Puerto, Rico, the Trust Territory of the Pacific Islands,. the Virgin 'Islands, aofid the Department of the Interior (for ' children and teachers in schools operated for Indian children) u.ilized funds from the program: in FY 1967 for the improvement of educational cuality and opportun,it4 through increased school library: . resources, textbooks, an_ d other instructional materials. Three aspects are presented: (:1) a financial report, showing expenditures . ty cat egory; (2) a statistical report, providing data on personnel of the- st'ate- education agencies and the Department of the Interior, children and teachers participating in the Title II program, and . materials acquired; ind (1) a narrative report, summarizing and evaluating the program, deribing achievements made possible through Title II-, and 'identifying problems. Some supplementary data from 30 states en special-purpose grants projects funded under ESEA Title II are included. Five amendments to the original title., provided by Public Law 89-750 are explained. (Author/JD) 6.. '. *********-**********************p***********i*****************;***.******* . . . * . Re.productions. supplied by EDRS are the' best that can be Made/ * . from. the Original document. * .******1**********,ic*******.********ic*******************,:************#** S DEPARTMENTOF NEALTo EDUCATION t WELFARE NATIONAL INSTITUTE OF EDUCATION Thu% DOCUMENT MAS EfieN ;. °RO- M/CEO. EXACTLY AS ciEcrvEc ROM THE PERSON OR ORGAN/ZAT,ON A TING IT POINTS OF-VIEW OR C,' ONS STATED DO NOT,«ECESSAFtiLr ; SENT OFFICIAL N..JAL INSTI- =OF EDUCATION POSIT IC" OR POLIC SECOND ANNU.AL REPO =T Fisca I .Year' I§ 6 7 TITLE I I ELEMENTARy AND SECONDARY EDUCATION ACT OF I g65 :SC.HOOL LIBRAF* RES:i TEXTB.00KS, A NO 0 T F I NS T RAJ CT ICNA), MAT_ February I 9 6 ;. U.S. DEPARTMENT OF HEALTH, EDUCATION,1D WELFARE Robert H. Finch, Secretary 2 L efice of Education Peter -. tMu;--head, Acting Commissioner 1. INTRODOtTIQN CONTENTS Part ic ;ett ion .i Expend se of Rinds . : , / . 2 Oategohen of ;Instructional Materials Made Availabfe 2 State ipp.-ocal Educational Programs "24-rengthened / '.- 3 / I'. PA 'IC .'110N IN THE ESEA TITLE 11 PRIMGRAM -%'p` 5 Anorov.J 'fans -...5. la,sr A moments ,, -. 5 . , 6 :'..hFul .. amd-Teacheri - Proaram Partimation Expendi- re of.Funds 9 SI-at :3a: PO-sonnel. Assigned to Ti-ele '1 F,-ograms. -11 111. CF,TES, :..1 OF-ACQUISITIONS UN,"=-7 a ESEA TI-1E II '13 , i. Scr,..:,\ Lit,:ery Resources -,y TexTbcvlks ... Jtner Materials'. ihrirew.n, 7---ocessing, Ctalogim9, anY Delivering IV. STATE 'RCCilAMS FOR THE STRENGT- oNG )e INSTRUCTION-THROUGH ;MPROVil: 4ESOURCES'AND SERV Improveman7. of School Library -*sources .Maintaimiing and Increasing Eft= School Library'ResoUrces = Sta7e and Funds Expended School Library Resources - Priva-e Sc of F4nds Expended Textbooks - State, Local, and:Pr gate School E=fort t51 Other instructional Materials - State, and Private 32 School Effort Standards.for Instructional!MateriaiS 32 Coordination Anservice Education V. SPECIAL - PURPOSE GRANTS PROGRAM IN 19 EIATES 41 '' 43 117- 22 22 25 25 27 29 34 37 DeVelopingSpecial..Purpose Grants Proc 'vas How the Funds Were Spent Special-Purpose Grants Funds/in High P Aority Program$ ,,_ 43 .44 Planning and Evaluation" / . , . 44* Cultural or Linguistic Needs of Children and Teachers 45 Mentally or:Physicallyjxceptional Chil..n 46 Early` Chi(clhood Education ndivid4alTzed Instruction 46- .47 Rural Schools . 49 --.. Disadvantaged Chi-l-dren in-rd C . its inner -city School s- I nf uence at Spec i a I -Pu rptose 3e-anrs Rro jec-"s ,pn I nSi-i-uotjana I. Programs and ces V I . BENEF I TSIONDER ESEA TITLE 1 I 70 CH I LDREN PAD TEACHERS I N ELEMENTARY AND SECANDAR'r' SCHOOLS OPERATE- ND I AN CH I OREN' BY TI4E DEPARTOENT DF THE 1 NTERI Oft V# I. THE STATES REPORT AiP ND I X : Supp I ementary Data mn Number,; Cost, Types . of Audiovisual Materials Acqd i red Under ESEA Tit le I I Programs, Fisca 1 Year t 967, bar Category and; Educat acia I Lave I ESEA I I Financial , Statistical , and Narrative Repot-- FOTIIIS, Fiscal Year 1967 Page 4g 50 I 55 5) 66 71 TABLES I. Total'Number of Eligible and Pirticipating Children, Percent of Eligible Children Participating, and Partilcipaiing Teachers in ESEA Ti-tle II Programs, FY 1966 and FY11967, by Educational Leyel and Type of School 2. Total Number of Agencies Enrolling Children Eligible for Participation in ESEA Title II Programs4AYerage Daily Membership or Average Daily Attendance of Eligible and Participating Children, FiscAl Year 1967, by Region and State . Funds Available and Funds Expended for AcquisiTions and State.: Administration and Percent ofFitt-Fel EXpended. fOr Administration -Under ESEA. Title 11 Programs, Piscat Year 1967 4. Number of State Debarment of Education Personnel Assigned to, 12, ESEA Title Ii Programs in Full Ti Equi4alenTs Figcal Year 1966 and.FisCal Year 1967 7 10 5. Number and Cost of School Library Resources, Tex books, and Other Instructional Materials Acquired for Loan o Children and Teachers in,Public and Private Schools, Unde ESEA Title II Programs, Fiscal Year 1967 6. Number and Cost of School. LibrarY Resources, Tex Other Instructional MaTerials Acquired for Loan f and Teachers in Public and Private SChools, Uhder Title II, Fiscal Years 1966 and 1967, by Educbtio and Type of School. ooks, and-y. Children. ESEA I.Level 7. Number and. Cost of School Library Resources, Textb okg, and' Other Instructional Materials Acquired for .Loan to hildrey and Teachers, and Costs of Ordering,,,Cataloging, P cessing, and Delivering Materials, Under ESEA Title, II Programs, Fiscal Year 1967, by Region and State. t 8: Number and Cost of Books Loaned to ChildrIr and Tga ers, by Educational Level and Category of Instructionei'M terials, Under ESEA, Title II Programs, Fiscal Year'.1967 9. !umber and Cost of Audiovisual Materials Loaned to Ch ldren and Teachers, by Educational Level and Category. of Instructional Materials, Under ESE& Title II Programs, Fiscal Year 1967 . 0 14 15 16 O. Number and Iota) Cost of AudiOviS14a1 Materials Loaned Public and PriAte.Elementaryofhd 'Secondary SchOol Chit' ren and Teachers, Under ESEA Title II Programs, Fiscal Year 1966 and 1967 . 18 19 . I Total Numosetr- ern, of Books and Audiovisual Ma t al s Acqu i red brary RegburceS and Other I ns- _:c t' Dna Meteri a India:sr ETE:.+ :Title I I Programs, by Region F a I Year 967 Niumibet o Plat = Schor.1 Libraries s Estab I i shed Number c-' Pup i 1f s-,,,04.11 Dv These Libraries; Number of Exi57 nq Pumlic Sc e br-_Ar- i es Expanded, as a Result oi- tl e 1' rams, -fiscal Year 1967, by.Educat;onai I, Faag i on .. a is.rfFte 13. State an I Expenditures for School Li bra ry...effesoa---zes , Textboo Other I nstruct i ona I Mater ia I s, by...Reg State ona I Level , Fiscal Year 1 967 4. ,,Private o411 Expenditures for School Library Textbook anOd tAter I nstruct ona I :Mater ia I s, by Red , State. arid ritinf:a." onal Level, Fiscal Year 1967 15. ES 1-; r. ( =racial Purpose Gtants at a Glance --- APPENDIX A. %Nun. .to F is- Total COst of Audiovisual Mater ra s 'y School Chi I dren and Teachers as. :01 L Tar ;Region and State, Under ESEA Ti". to I I., .. . Numbe ww 70t13 1 Cost of Audiovisual Materials - Elegy ..:chruoi Chi I dreri. and Teachers as Other Ins al Materials, by Region: and State, .-. - ESEit l , Fiscal Year 1967 C. Nu - d Total Cost of Audiovisual Materials 41r......-,ad to Se d Schad' Children and Teachers as tclittn.: Irar-v Re- , by Region and State, Under ESEA Ti..r .-.r ar 1967 I , .. D. Nunes hand Total Cost of Audiovisual" Materials Lo-opc to. School Children and Teachers,-,as Other :Mater ia Is, by Region and State, Under ESE-, 1 e 1,1 Fi sca I Year 1967 eI 1 'INTRODUCTION 4 This report on Title I of the Elementary eed Secondary Education Act. -fo-0--flpdai-year-17967 IS the second ennual-coeprOr140n and,analysis cam, data on thin program. Title 11,,provideslirect FederaPissIstance for the aculuidftlon of s-tool-libran% resources, textboont and other instruction* matasciapft for thus. use of children and teachers Jublic and prlvata elareafery anal -=ecOndary schools. The repl:!Ascclbes how the 50 States, the Oistrict of Columb",, -Guam Puerto Rica, rust Territory of the,Pacific IsJands, the Virgin sPar,:tss. and the Demervaint of the Interior (for children and teachers in scliWA.s operated f.) wham children) utillied funds in 4iscaryeat 1967 fOn AMO iMprOMENIOnl ii0 educational quialitY'and opporturii-y through increaser sc-oo, \3 library ro.i.e-iroms, textbooks, `and other instructi,on 1 materials.'! * Cara the report are derived from annual -eports which were Am, ed by State manertments of edutation, fheoutlying lreas; and the Depn-allee of the Inter -,ter to the U.S. Office of Education fo 4ow1\tig the close o- -is year 196 The anndal repor- consists of 3 parts: The Financial Report shows expenditures in the various categoric'', during the previous frscakyear. The Statistical Report provides data on Iersonnel of the State educatiorragenees and the Depar-ment\ofIthe Intei-ior, Ehildren anti teecherapartizipating in the Title. II program, and materials acquired. These data show program accomplishments and the degree of need /or cont.nuing financial support, The NarrativiCReport summarizes and evaluates the program, describing achieVementsmaue possible through Title II fYiPge.problems. ire fo some supple grants proj Some _117- the are included In the appendix,o- tmis,report. In addition, ntary data werwobtainedfrom 30 Stares on the special-purpose is funded under ESEA Title II-, and incluiled in this report. ighlightsof the program'follow: Tarticlitatloh a. I. '11P-Aptal of 44.6 mi I I i on publieandprivatt elementary and secondarV, School =Willdren, Includilig 47,184 Indian children enrolled, In the elementit-y; and seoplaary schools that the Department of the Interior. conducts for, Indian c:aildren, and 1.8 million teachers participated In -the Title II -. program -n fiscal par 1967. This Is an increase over fitcal.year 1966 of:. about 3 mercent for participatIng children and about percent for partici- , .patIng teaChers._ h. 7 2 2. Of -7.8 par-Ho and private school pupils eligible to participate ESEA Title II program in fiscal year 1967, 44.6 million -- or about 93 scent actually did participate. 1 Expenditure :--4* Fufts . .l. Of tn.f- . 02 milliOri: ap:-opriated, the total reported expenditure was . . $99.5 mi I!=, or amovt 97.1' .r,eraent of the total amount. made available., . .,- \.- e , , - -, - . .. . (2. For acc.isitions of 17.77-7--uctional materials Under,approved_projedts i all categories, State daPar-bents of education reported-A6ependiture of 490.9 million. 4,..- -- 3.. Experd7-ure of $5.7 mi. ion was'reportedAbr"rderIng, processing, cataloging, and peliver'ng services, or about.24 cents.per item. 4. The amount reported fc- State aoministration is.$3...8 million. Categories c- Instructional Materials Made Available 1. The States continued in fiscal year 1967 to give priority to school library resources, with lesser priority for textbooks and other instructional materials. The amount expemded for school library resources and textbooks increased in fiscal yea- lc,o.:7; however, the amount expended for other instructional materials dec-aased. . 2. The amount expended to- school library resources' was $83.8 million, of about 92'percent of the amount expended f9r materials. 3. Approximately $4 mr.11ion was expended for other instructional materials, about 4 percent 'of the.total amount expended for materials. 4., Textbooks accounted for 3.4 percent,of the amount expended for materials, about $3.1 million. - 5. For booksiin all categories, including textbooks, the amount reported.. as expended represents about 75 percent of the total amount spent for materials in all, categories. , 6. Audiovisual materials comprised 24' percent of the materials in all categories. The amount expended for audiovisual materials in the school library resources category increased from $13.9 million in fiscal year-1966 to $20.2 million in fiscal year 1967. Thetotal amount expended for audio= visual materials was $22..l 3 State and Local Educarional Programs Strengthened e L A;totai of 389 administrative, supervisory, clerical, and Other pos -ions in full-time equivalents were 'assigned in State departments of edu,..7e;Om to adminisrr the ESEA.Title program, an increase from tis'cal year 966 of over ID: -DpSitions in full -time equivalents. Ferry -three 0-= rn= 50 participating States, Guam, Puerto Rico, and the Department of the Inter or reported establishment of 4,850 new public school lit4r,arkei 0 fiscal year 1967. Of these, 4,260 were public elementary' schcilol iDraries serving over 2 milGion public school pupils and 590 were put 'c secondary s&ool libraries .Serving 381,562 public school pupils. In fiscal year '967, thy- trend to. include in standards for instruc- .:tima: materials provisions to "encourage a sunified'approach to a variety of aT1,7: media services continued. A number of States conducting surveys oT instructional materials in loCal educational agencies report significant cr.-;r1 4r,'[ich they atrribute to'increased local', State, and Federal. support. 4. The ESEA Title II program was coordinated in fiscal year 1967with otner rifles of ESE as we'll as a number of other programs of Federal '.nanc-al assistance, in order to achieve maximum educational benefits. 5. total of IC, States funded en estimated 400 special-purpos grants p-ogrlins to demonstrate good media programs and provide. instructional eater Is far the use of children. and teachers in special or exemplary istructional 'programs. An estimated 400 projects were funded in fiscal . year 1967 with xpenditures for the materials acquired totaling an estimated $8 mjrop , 1 11.7 PARTICIPATION IN THE ESEA TITLE. II PROGRAM Approved Plans Plans were approved in the..first year of the program, fiscal. year 1966, for the 50 States, the District of Columbia, Guam, Puerto Rico, the TrUst Territory of the Pacific Islands, and the Virgin Islands. A plan was approved February 20, 1967, effective November 29, 1966, for the adminis- tration of the pr6gram for children and teachert in the elementary and .secondary schools that the Department of the Interior conducts' for-indian children. The-only eligible applibants"not participating in of Title II in fiscal year 1967 were American Samoa and the Department, of Defense for children and teachers in the overseas dependent schoOls.. 4/ Plan Amendments Public Law 89-750, signed by President Johnson on November 3, 1166, made five amendments to the original title.: I. ...Eligibility was extended to include children'and teachers in elekentary and secondary schools operated for Indian's children by the Department of the Interior pnd in the overseas dependent schools of the Department of Defense. .2 The-amount used for administration of the State plan for any fiscal year should not exceed an amount equal to 5 percent of the amount paid to the State for that year, or $50,000,-which- ever is greater. 3. cut of its funds for administration, a. State should make appropriate amounts available to local education agencies for the responsibilities it assigns'Aem for the distribution and control'of materials.acpuired under Title II.' 4. SeCti n 203(a)(3)(A) concerned with relative peed was rewkrded to rea : take into consideration the relative need, as determined from time to time,'of the_children and teachers of the:State'for such library resources, 'textbooks, or other instructional, materials...." This amendment requires periodic ' review, and, if necessary, revision of the criteria for relati've. need: . To secure tfle effective and efficient use of Federal funds,' officials.must provide for appropriate coordination at both State and )ocal levels between programs for the acquisitiOn of library resources carried out under this title and any programs carried out under the Library Services and Construction Adt. o 4 10 6 The original Title II Regulations were amendments, comments conIained House of Repre-sentativeS-J, and State education agencies. 0 revised in accordance with. these. reports issued by,the Sena-Fel/and the. ggesti ns received from organizations and The ariOndments to the Act and, changes in the igSEA TitPe_11 Regulations .,also required the amendment of State-04s. ,On Februaryik16, 1967, a memorandum was sent -to the States providing suggesti-onimTor akending:the State plans and requesting that these amendments be forwarded to the U.S, Office of Educatioh by March 20, 1967. These amendments were subMitted and approved from February 2, I967:to October 20, 1967., t- Children and TeachersProgram Participation Table I shows the number of children and teachers participating 441 the ESEA Title II program for the'first two years. The.approved plans served in fiscal year 1967 a total of 44.6 million public and private school children and 1.8 million teichers,an increase over fiscal year 1966 of about 3 percent for,participating children and about 6 percent for. participating - teachers. There was a slight increase over fiscal year 1966 in percent of public elementary and.secondary*School children participating and a more substantial increase in percent of private secondary school children . participating. There was a decrease of slightly more than 10 percept in.the" number of private elementary-SChool children participatihg. This decrease may be,d6e to the closind!of some parochial elementary schools. Of the 47.8'million public and private school pupils eligible.to parti- . cipate in thepESEA Title II program in fiscal year 1967, 44.6 million or 93 percent actuaibly slid participate The number of elementary school pupils who participafed gn the program, 28.5 million, is about 94 percent ofhe 30,2 mi ion eligible elementary School pupils. For secondary school pupils, , the .-, 5.9 m' lion pupils who patlicipated comprised about 93 percentof the eli 1 ble.number of secondary school pupils. 1/U.S: 89th Congress, 2nd SessionCommittee on Labor and. elementary and Secondary Education Amendments of 19x5: Report No. 1674. Washington:' 'U.S. GoVernment Printing =/ .7/U.S. 89th COngress, 2nd Session, Committee on Education . Elementary and Secondary Education Amendments of 1966: Report NO: 1814. Washington: U.S. Government Printing 11 Publi"c Welfare. Report. Senate Office; 1966. and Labor. Report. House Offica., 1966. . , Table I. Total Number of 1119101e.* Participating Children, Percent' of Eligible Children participating' and.Partitipatilig TeaChers in ESEA Title IltPrograms, F0966 and'FY. 1967, by hcational Level and Type of School V S -EducatiOnal: - H ''°11 .4 /v. ,, , ,i96$ ADA or ACM . ,., c , a. , 1,967,AbA or PM .. . Jethers' . f1/4)articipatidg. FY 1966 FY 1967' Chlldren In .., Eligible .Agencies ' '''' Children , ',Participating percent'Qf , . Children Parficipati4 . . .4 Children IQ Eligible Agencies Children ,. ParticiPiting 'Percent of r Children .' Pallcipating 4 ° .., 'Teachers ..- 1:Partil:iating Teachers. Participating s i , ''' 1 "7 9 '8' 0 I, Pabl lc SchoOls. Total- . Elementary 4 ' Secondary :ILit ell6S0AiS 4.0p) 4. , .4,- ' Elementary . . SecOndat1( ..,. , 4,347,018 25 251,826 ,, , , 15,095,192 .,,, 873;625;', 4,792 1,269,833 0 , ' 14 .37)17,00'7' 23,1,46,478', 13,97529 $ , 5d084766; ,4134 1 ,. , ',43;055 .! 94'. IiL 93 , 7 97 99 A2 P 250 705 0 . 26,460;081 15,790,624 '5167,043. 3,804,011 , ... 1, 4b 958 NI '39 r 124 304 i 24,565,404 14 458,900 5,513,707 :3;979,457 1,534,250 4' .9 " 93 . , .92 -- .,1,569;956 ,, 1 :.. .894,974('' . , 674,984 202,321 141,516 60,805' 1 1682,143,, 947,894. V. 4 734,249. 4 204,114. (30,754 73,360. Grai ,TtAl '.! . ., , , 94 , ',, 47,867,748 44,638.,011 . 1,772,219. 1,886,257 *Detail, doe not,adOo,tOtal since Some States reporte(Only participating private school children, 13 ToLt 2. TOTAL NIMBI OF AGENCIES ENROLLING CH LDREN ELIGIBLE FOR PARTICIPATION IN 6SEA TITLE II PROGRAMS: AVERAGE DAILY MEMBERSHIP OR AVERAGE DAILY. ATTENDANCE OF ELIGIBLE ANC PAATICIPAT NG CHILDREN, FISCAL YEAR 1967, BY REGION AND STATE STATE OR t OUTLYING WI EA . BY REGION PUBLIC AGENCIES ENROLLING ' HI LDR EN PUBLIC' SCHOOL CHILDREN PRIVATE AGENCIES ... ENROLLING CHILDREN PRIVATE ma CHILDREN ELIGIBLE PARTICIPATING ECTGi 1316 FANTICWATTNIT EL I G IBLE I PARTICIPATING ELIGIBLE PARTICIPATING 96,482 84,953 42,250,705 39,124,306 17,258 7 15,745 5,617,043 - 5,513,707 Amok ;. . 5,260 5,014 2,070,608 A2,009,001 1,613 ,/ 1,440. 512,432 , 481,071 . pommtiwit 1,135 1,036 609,112 572,900 367 324 125,941 121.503 - 90 877 _ 210;515 209,655 121 ' . -102 30.132 16,384 ' Ilassashasetta 1,866 1,840 897,810 894,945 753 '..-. 648 259,096 246.712 gee Iluse6ire. 468 , 468 124,832 124.832 140 - 140 33.643 33.641 Jow4 wage '355 302 154.798 , 135,406 139 156 46i576 46.103 vermin . 492 491 - 73.541 ' 71.263 73 '70 . 17.044 16.726 gm= 22. . , 11.928 2.907 6.728.043 5.503.755 4.443 3.607 1.802.384' 1.446.0121 DOUNNWi 192 152 208.521 .90.910 55 54 -20:016 19.574 NOW 7,71117 2.285 ! 2:217 5,343.563 1.324.221 738 ' 675 .330.0b0 .326 456 low Out 4.303 .2.720 3.053.946 1.888.832 2L002 1.641 . 837.677 . 491.458 rwwwwrivawia = 5.148 4.818 2.222.11 ' 111 ;48 ' 1137 614_691 608 534 JUKIDIN DU 10.445 A '9.766 . . 4:703:430 , 4:437.798 1.075 . 1-100 308:759. \ .7. 347.532 Dist. of Co3. 175 163 145,321 ' 137.395 66 65' 20.426 20 393 Untuterf 1.466 1.464 487.346 687.161 388 488, 96.795 96 795. warrioni 1.258 '1.240.- -760.387 '. 759.145 347 .328'' 126.514 124.053 North *mum ' 2.468 1.905 1 163.039 926.269 95 46.. - 10.787 6,515 ?wort& aloe 2.023 2.023 633.973 633.973 -- 94 -- 45.828 'trend. .. 1.834 .1.789 982.788 969.275 112 112 38r350 38;350 virgin mugs,. 211 20 -9.461 9,481 19 19 : 4.047 . 4.047 goat pronto . .1.201 1.142 .... .j320.915. 315.101- 48. 48 11.840' 11.551 Plrl" IT 10.822 9,504 4,974,053 4,572,470' 582 586 128,736y 168.935 Unbolt 1.804 1.804 .692,945 692,945 -- 92 -- ,19,420 o1Oritto 1.961 1,961 1,189,521 , 1,187.521 263 263 80,429 80,429 Commia . 2.108 1,833 1,096,085 1,,036,7S.6 46 : '. 23- 20,618 18,213 - Sasissiopi 1.495.: 1,074 487,920 460,592 94 85 18,274 17,294 south Carolina 1.301 679 630,550 115.624. 37 26 9,415 7,818 Tann 2,153. 2,153 879,032 879,032 142 97 . -- 25,761 . gg4/03. o 18.404 .. 16.355 8;615,061 8,143.242 4,884 4060 1.723,790 1.642,614 Illinois 4.918 4.341 ' 2,215,328 2,091.565 1.645 -1,203 558,156 529,590 Indiana 2.438 2.395 1,155,330 1,131,297 430 388 146,011 140,411 Niehlsan 4.480 3.672 2,033,982 2.000.508- 975 887 ' 368.319 341.505 Ohio . 4.161 3.862 .2.319.985 2.082.664 906 877 387.042 374,843 Wiseonsin 2.607 2.085 - -890,436 837,008 928 705 264,262 "256,265 gigolos oi 13-592 . 11-117 3.372.073 3.1444939 2.286 .. 1.996 572:389 544.019 Iowa 2.441 2.441 638.066 4 6066 401 40t 99.706 '99.706 Islas 2.045 1.605 470.247 411.119 247 180 45.610 38.655 odomouta 2_238 2.210 821.389 820.496 527 499 163.957 161.006 sissouri 2,527 1_949 808.690 717.275 606 489 168.000 153.527 Nebraska 1:713 875 322.055 270.774 300 255 59.270 - -56.906 North Dakota 783 566 145.160_, 121.951 73' 60 15.081 ' 13.901 South Dakota 1_845 1.471 166.466 159.258 132 - 112 20,765 .20.918 REGION YU .10.646 9.302 4.427.192 4,241.894 '1.179 1,030 305,642 286,216 !swallows 1.419 1.409 401.054 400.266 138 138 22.686 14,061 LOUIIIIIna 1.485' 1.383 '991.681 ' 957.973 309. 309 121,438 121,438' NMI Maim 669 " 662 249.984 -, 248.241 . 100 83 19,444 .-.18,147 itugumw 1.597 1.273 582.603' 559.453 82 70 -- 15,181 tutus 5.476 4.575 2.201.870 2.075.961 550 430 142.074 117,389 MIDI VIII 3.659 3.307 1.184.267 , , 1.163.482 429' 363 , 81.09 78,750 Colorado 1.215 1.171 488.841 486.584 230 220 45.990 46,079 Idaho 631 618 165..308 164.199 63 , 36' 8.046 7,051 Montana 785 686 156,922 -154.352 , 82 81 18,251 18,251 . Utah a 561 556 , 291.829 289.380 .35 16 5.453. 4.701 growing 467 276 81.367 68.967 "19 . 10 3.339 .2.668 N20101 II 11.295 10.450 6.128.794 i, 5.866.539 767 . 1.563 181.832 518,548 Alaska : 280 264 . 58.874 56.352 36 36 2.426 2.205 Arizona 60 452 349.475 248.713 128 88 36.857 27.511 California 6.536 6.377 4.226.080 4.112.377 --. 358,475 thou 10 30 18.953 18.953 19 5,936 . Mundt 228 224 165,457 165.330 126 81 32.178 25,660 ATS61 246 246 107.'931 107.931 24' 22 4.734 4,718 orogen 1.309 1.031 -449.619 435.934' 106 34,579 Washington 1.815 1.640 728.913 697.451 291 212 58,484 ,53,444 Trust Tarr. 186 186 23 492 23,492 37 6 020 Sur. Ind. Aff, 231 231 47 184 47,184 -- -- *Sore States report only participating private school children. 14 Of 42.2 million public school children eligible to receive benefits in the Title il program infiscal year 1967, 39.1 millionior about 93 percent, actually participated. The number of private school children who partici-7 pated in the program, 5.5 million, is about 98-percent of the 5.6 million' eligible-prIVate school children. Table 2 shows: the total number of agent es enrol iing.chi Idren eligible, for partidipating, the number of agencies enrolling participating children, and the number of public and private . schOol children eligible and participating, by region and State. Not all lid and private school children in the United States are irtCluded in les I 'and 2. State departments of educatrO reported only children enrolled in eligible schools..,Eligible schools are defined as honprofit or profit schools-which provide eiementary'and secondary education as,determined under StatelaW,..not beyond. grade,12, and which comply With:the State compulsory attendance laws or are otherwise recognized by some procedure. customarily used in the State. Schools, of course, must be in compliance with the CiVli'Rights Act of 1964. -An examination of Tables. I and 2 indicates that not alj eligible children participated in the 'program. In the ESEA Title/I1 program; materials are distributed on the basis of relative'need and some children and.te5chert, in schools well provided with materials were not served: Some public and private school administrators decided againstparticipation becaate,thvdidnotwish their,schools to receive Federal aid. Some children add teachers. In schools not in compliance with-Title VI Of the . Civil. Rights Act could not 'be served..' i Expenditure of Funds Table 3 provides the data on funds available under the ESEA Title II program and expenditures for acquisitions under approved local education agencyiprojetts, the amount spent for State administration, and total expenditures 'Of the $102 million appropriated, the total of reported expenditures is $99.5 million, or about 97.5 percent of the amount made avariable. For acquisitions under approved projects, State departments )of education reported expenditures of $95.7 million. -This amount includs-s $5.7 million I reported for ordering, processing, cataloging,.and.delivery. The amount reported for State administratiqp is $3.8 million, or somewhat less than the amount actually available. 'This figtire, however, represents an increase of about $1.9 million over the amount expended in fiscal year 1966. It should be noted that the ESEA Title 11 appropriation for fiscal year 1.966 ($1OO: million) was increased to $102 million for fiscal year 1967. Also,:Public Law 89-750 amended the original title so that the amount used fOr adminit- tration of the Statelplan for any fiscal year should not exceed an a Unt eqUal to 5 percent of the total amernt of the projects approved, the State 'abency;or $50,000, whichever is greater. I Ill I, 0 . ME.tiali=ftLMW.MEMA WMIIMI =MEM MIM10 RNIE .211%/MME11121MWEEMMEEKEEMESEEMMEM IMMIDEIMIEMEU =MNUMIEINMIII=111ME11IMM IMUMEMMILWMEIMULMLIMEKIELLIO=PEMMI1=11MM .2i1U1.11ELILMILEM.LitiZIMEURREMLIEEME11El=IME EMMILLIMEIBUIEiLIMMEEDEM1=12101=ME===1=M 81M.LUiAl..11AUM=MMLIMMIROEMENI= II1 =IFTIWTIMWMUT MME=MBEIES 1101N1ITIMMIIMMMIM I MENEIMEEEEIEIMINEN WITMETIEDEMEEMM/M4MEMEMIS11EIE==MME . MEEIMEEINIMIEff1=101X11 34? 908 IMUMMEN=Miliii NEWPMW MirafFE iMiania NIATENTEMPREENFAMMEIMIOMENE t IMWTTNUIMMIFIT , MWEIMEMI=IIMIEMI=M=MMI .J,L a MWifirt =EWEN METOMIINEOFM 1=21EEIMMEEEIM1 =116Thf7M011OWFFOEUIMETTEMEMKIMMEMSE=M=MOI . ,_ =Wrilnr =107TWTCMIETIIOTIMISTINO1=5111E=II=E=IMMIME MEMTT,IMI1=1=====EIEEM=EIE 1!ITIMMFTFI1 E=TIPUIMMFTFIIMENIMMMEMEIE15 MEI ENIFMCVSERTTICMWTTIONIMMENE=MMEll=11=1 EiTTOVIV WilUTIOT MT7.#T1 MitiricrIMEW1==MOM1==== =WOW IMIRTIMMMTVrT1issmrumnirmmEMENEMMEMEMOSE EEIMIRTMIIMET "IlicTI . . . MMIMEMIIMIEFIE=RIEJ MiliTiNTTMET:OPTMIMMTI . .1 MWEEMIES=ME Mill Mir MOT ilnrirrr =MEM EMTrwri limn= mIrmsis IMUTIMMIPMM. MOlUti I=WMMIMM=ME====IIM =MirAZ1 MUTRITNIIMMUIMIMIETTIII=WMIMMIIMIIMEMMIM1 =IFF;1117=1[MM, TIW111 MIEMIITMEMM==== =IMIFTFEWIFMMMEMPFEIMIMEM111=11M= IEI= IMITZVMMMMIOEMEFfifMEI4OTN711=IMM ==MIMME WIN ilitt74,7VIEWRICSFMEOWITIMPEVOMIN=41:====== Ellitiltf:MNIMMITV 'iNS'IMIROUTU MIVTIM MIPXOIME=PIMIMEWMEMEWIIP M=== sr- AO TAIRMOT EllinIMIFIFTFKM11 MENEM Mar7rWM. IMIZTXT,M=TIMIME:wwrus=1 . imErtiur isuar ImmuTimanp A IMIMMI IN= M= 11 --AMIET WO MEM VC!' MMT Mil IMMO M MEI= MME==M= NM srvvrtTMETTNTPINIMEntaTeMECRWRUMIII = MMRTIRTIEEEITIRTmmrnrmummmumrm.=si marramitairnrcomanuneummonImmenn MIIMTIMMIXTTEMEESTIMEMIMPTIEMICMMMIS=MEI MrirTITIMV1711MMELTWITIIMEMMI= A. I .1 I. MEM maimicrIAVEriTICTR.. .1=1=0ME=MMIEMMMEMI MIEVTIITTIItTWOMIT707.11MT.TIVT1====EMMEM======1 EMITTIMMINTYWEVIIMINEriTlitill1=1IMESIMMINIM1 =ErnirrinliTTEMMIRMINESITRUI=TIFIMMIIIMIMIM MN EMMETT EMOZWiT =MIMI MEMOEMEMMMI 1=1MMEW- :TtlUr =i7IIPT:=Mi7UM E=1=EME====== MCIFTTETTIMMIXTB IMIMEMIi ==TW=MMOFMMI:MMMFila Mi= IMETTNTT =MONTE MiEln EMIORM1 M!I=M =EMPTIMMT/WW IT7EUMMOIOnEEEI =IETIOTENWOJUFWEMEICEDUTII=MEMEMMMI=E NEWTINTTIMICTWRI/IMMOPORMIEEXE=MiMIEMMEMI=MEMMI iLI,Lu mInzA.iimimiNiALLIMMIM=MMEMEM 101Wfl =MOMMI=1:=i1NEll liVII1T.f iliWiiI,MEOPF141=0 P !Mill ==.12= 11 State Personnel Assigned to Title I I Programs Table 4 provides-data on the number'of administratiVe; supervisOry, . clerical, and other positions assigned in State departments of education to adthinistge the ESEA Title II programs in the first two fiscal years of the program. A,total of-over 389 positions in full-time equivalents was reported 'in fjsCal year 1 7,;an increase from fiscal year 1966 of over 100 positions lb full-ttme eq yalents: 7heincrease in positions as5igried in1State departments of eduCation to the ESEA Title.11, programs can probably .be attributed to,an .jricreaseg effort to giv.(3 directiOn and leadership for the _full developmebt of'instructional materials services in education. Administrators and supervisors knvolved:ih the ESEA..t i t I e 11. programs have deveoped,programs of sepvice to school admMistrators, tfiachen5,- and school matia perso7nnel. An cooperation with State supervisors of Instruction. they have served to improve curriculum and instruction and the contribution of instructional materials to education. . jn examining 'Nixie 4, it-should be noted that-columns 4 and 8 refer to positions in full-time equivalents, not individudls.' For example,rin fiscal year1967 there were only 46 full-time positions in admFnistration but there were actually 94.individuals designated as administrators who had some responsibility in administerIng Title Al programs. This"difference means that there were 48 ad stratbrs who had respons4bilitiqes in addition to Title II.aao .'.' i , :::. . . There were nearly 60adMinistrativo positions in. full-time equivalentS, accounting for aboUt 16 :percent of total tiaff'time. Of total staff :involved in the Escifi Title 11q5rogram, 28. perOent -or 109:43.potitions in 4411-tf0HequiValents were 'designated as SUpervisor5-5Chool Ilbrary. supervisors, iistructional materials Specialists,- and curriculum and subject spacJall,sts., as,examples. 'There were 36full-time supervisors:assigned. to ',,the T40e.il program, an increase of 18 full-tithe positionsJrOmHfiscal °Year:'1066.' '.'-' There were 192 secretarial' and clerical poSltions in fulF-time equiva- lenTs assigned to.the Title It prograth 'n fiscal year,1967, accounting for about,49,peevent of total staff time ,The remaining 28. pOsitiOns i n full-time equivalett4iCludmpei-sonnel such a5oonsultants, fiscal .arld statistical personnel, and non - professional employees such as truck drivers and techniOiens who do nol- fall'into any of -the other three categories.. c 0 ./: Table 4, Number of State' Department of Educiion Personn I Assigned, to [SEA Title. 11 Programs Equivalents, Fiscal Year 1966.and F),cal Year 1917 ' Fiscal Year 1966 Fiscal Year 1967 4 41) N Personal ...:AltUilir521*. Full-time , . ) A , Full-time Total \ Ful 1-time; (Cols. Z14)', , Number o , Personhe I Full-time Equivalent ' Total Ful 1-tune 66W 60!18) Part-time i , lquivilent Full-time 1 Part-time e . 1. .. . '6 7 ', el 8 T Total 218 .362 66.29 284;29 - 1 I W : 311 . 375 . I 78.45r' 389.49 ', p Administrator II Supervisor Secretarial and Clerical Staff . Other Staff 31 I 67 103 17 66 87 , . 119 , 90 16.19 13.84 , . 23.67 12.59 47,19: 80,84 126.67 29.59 ,46 \,r r 85 158 , 22' t 48 129 1 s 150 . 48 , 13.96.. 24,43 . .34.08 ' 6.02 59.96 , 109.43 . 192.01 28.02 4 e / Amo hrn= categories of eligible materials-- school library resource ooks, and other instructional materials--the States continued) in fiscal 1967 to give priority to-school library. resources (Table 5;. The amou nded for school library resources was $83.8 million, or about 92 percent,o the entire,amount eXpended.for materials. The amount'expenged for other khstruel-1004. materials .was $4,million', or over 4 percent of the amount expended for meterials. Textbooks accpupt for the remainipg 3.4 pit.r.cent of the amount'expended for materialsabout $3.1-mUllion7 Table 6 shows the number and cost of rilaterials in the eligible cate- gories.for the two years that the Title II program has. been in operation. The amount of, funds expended for school library resources and textbooks increased in fiscal year 1967; however, Mere was a decline.in the amount expended for other instructional materials: 11 ..4ATEGORIES OF ACQUISITIONS UNDER ,ESEA TITLE II Data on J'he instructional materials in each of the three categories, provided for loan to public and private school pupils and teachers under the ESEA 7itle II program, fiscal year 1967, 14 region and State and costs of ordering; cataloging,, processing, and-delvering these materials are provided in Tab e 7. All States purchased items in the school library resources category. Twenty-six States, the District of Columbia, Guam, the Virgin Islands, and the Bureau of Indian Affairs purchased no textbooks with :'Title II funds. In the-other instructional materials'tategory, there were no purchases in 2.1 States, the Distrfct of Columbia, the Virgin. Islands, and Guam. The variations, by State and region, in al'r categories reflect local education agency priority of needs/within the priorities assigned to the three categories t,/ the State department's of education. School Library Resources Of the $83.8 million'eXpended for school I ibra^, resources, library books account for $6.5 million, or about 7: percent Table 8, column, 3, shows that $37.6 Hillion was expended for elementar, school library books,or more than 61 percent of the total amount spent for books in this category." The amount spent for secondary school library books was $23.2 million, or 'nearly 38 percenrof the amount spent for ibrary books. As in fiscal year 1967, the'higher proportion expended =or elementary school library books'reflects the critical- need for such materials; however, the 17.9 million libra'ry books purchased for the else of all participating pupils represents ap increaie of less than one librqry_ book per pupil for the number of elementaey'an0 secondary pupils (44.6 million) participating in the'ESEA Title Al-prograni: An average of 44 mil Pion children have participated in the ESEA Title I! program in the first 2 years of operation. A total of 5.6 million library book have peen made,availahle in these 2 years so that the ESEA Title 11 pro ram has not yet purchased ones library-book per -Pupil; For books in all categories, including textbooks, the amount reported as expended represents about 75.4 percent of the, total amount spent for acquisitions in all categories. 2 Table 5. Number and Cost of School'Llbra Children and Teachers In Public Catenaries of 'Materials 4 esouries, Textbook, and Other (nstructional Materials Acquired for Loan to a Private Schools,Under ESEA Title II Programs, Fiscal Year 196? PUBLIC SCHOOLS* ELEMENTARY 'SECONDARY Number ' Cott ' Number Cost PRIVATE SCHOOLS*, 2 3 4 5. ELEMENTARY SECONDARY Number Cost Number 8 1 '7 8 SCHOOL LIBRARY RESOURCES Books. .Periodicals (s Audiovisuil Maferlals lotior(Pictures Filmstrips, Recordinis Slides Oransparencies Programed. Instruction Mat, Maps, Charts, etc. 2. TEXTBOOKS' 3. OTHER 1NStRUCTIONAL MATER1gLS Books' Periodicals .Other Printed Materials Audiovisual Materials . Motion Pictures Filmstrips Recordings Slides & Transparencies Programed InstructIon Mat. Maps., Charts, etc. 4 4. ORDERINC, PRCC., CATA, 6 DEL. 11,873,003 01,283,447 6,534,1 L ., 10,121,834 32;009,996 '5,087,006 91,674 465,918 90,481 168,277 552,582 264,805 1,485,218 10,254,951 1,091,890 31,64 .12,194 569,176, ° 302,483 203,128 136:986 234,723, 288:045 29,154 23 61 ; S28,354',844 2,099,545 20,417 653 844,868 319,1'913 391,411 7,165,868 10,988 41,711 201,980' (1,290 91',D9 25,410' 29,310 6,403 7 4 644 1 519 826 4 697,035 2,487 617 430,998 11,257,206 35,580 71,634 54,728 141,442 175,729 1,017,335 1,644' 56,102 24,110 29, 264 8, 17 45 586 691 925 1 212 589 . 236 964 967 988 79,014 262,412 37,354 49,481 29,383 0,795 91,213 595,300' 2,170 20,287 10,236 22,197 1,412 20,621 i7,246,342 844,55'3 85 244 LO4 372 58,838 195,081 , 1,132 1,831 8,195 29,977 ' 35,607 214,110 .184 13,770 4,556 3,833 1,920 x,10 944 5,685,900 703,535 56,111 5,042 116,930 15,10 1 386;741 , 120,836 1,256 1-50,216 16.,;929 2/Vggi 1j5.3'25 TOTAL* Cost Number 9 r 10 $3, 586, 5851 21,522,782 Cott 11 2,188,396 17,917,392' 34,887 204069 37,154 489,933 726,148 2,910,983' 62,193 *4,016,104 383,481 ,I 500,758 345:04 I $83,813,8501 61,536,297i ' 938,7691 1,098,018 20,240,112 447,599 26,412 8,620. 945 2,745 14102 44 5,530 1,738 2,249 ' .580 '3,83. 126,9971 1,064;183 32,803 4,1171 5,1151 04,962 4 3 108 949 4,030,2.! ,577,470 1,747,2 75,611 133,..3 95,05.1 316,651 1,912,307 1, .4,642 1 95,689. 40,930 51,105 12,129 80 9, 87 1,4 Some Stater. -eported only 4otals -ather than individdal items. 5,725.851 A ) ., able b.': Number and Cost of, School Library Resources, Textbooks, and Other instructional Materials Acquired for Loan to Children and -eachers in Public and,private Schools, Under ESEA Title II, F,1 Eel Years 1966 and 1961, By Educational Level and Type of School r, , . Instructional Mailrlals 1 :ateoory 0 . '''' N PUBL4 SCHOOLS r 1 4 PRIVATE SCHOOLS f k .TOTAL* 1 ELEMENTARY SECONDARY , ELEMENTARY SECHARY, Number Cost Number Cost Number Cost Number Cost Number . Cost 2 3 ' 4 5 , 6 1 8' 6034904 2844,553 '10,605 "27,74/ ' 030,725 '26,412 9', . 42,524,302 ,586,585 1 . . 0 42,308' 87,8130 f 230,479 126,997 ' . 10 20,530,731 21,522,782 . 1,298,1'4'13 1,589;560 ', 1;243,700 .1,,064,183 II \ , , $71,520,136 83,813,850 ! 4. IA 1 ',.2,959)405, 3,108,949. i , 5,327,473' ' 4,030,201 . SCHOOL LIBRARY RESOURCES. Fiscal Yeal. 1966 .Fiscal Year 1961 I.....,. ., TEXTBOOKS* ,,. , Fiscal Year 1966 Fiscal Year 1967. . t 4 OTHER INSTRUCTIONAL mAIERrAtqA 4 Fiscal Year 006 . Fiscal Year 1967 . r . 1,1\750,260 11,813,003' % ', 443,257 184444 848,314 697,035 . . $41,544,144 43,283,447 01'0,213 '1,519,826 . 2,330,603 '2,481,6,11 . \, I 6,052,447. 6,534,182 .. 180,815 ,691,925 239,403 .236,964 $25,1344 26,354,844 0 . 1,453,458 1,272,589. I 1 2,157,165 967,988' 1,844,608 2,099,545 . , 46,264 85,2440 , . , , 125,218 104,372 a , i. $6,1961,80, 7,246042 ' 153;506 228,121 , 600626 441,599 , *Data I I 'iJoes N\ t add to totals In columns 10 and II since so* States reported only totals rather than individual .1,tems, " ." 16 TABLE T. NUMBER ,AND COST'Ag SCHOOL LI BRARN RESOURCES, TEI14BOOKS, ANT OTHER INSTRUCTIONAL MATERIALS ACQUIRED FCTI LOAN TO C CH TLOTEN MID TEACHERS, AND COSTS OF OR3ER I NI, CATALOG' HI, PROCEBSING, AND DELIVERING MATERIALS; UNDOr BEA 'NILE I I PROGSAMS, FISCAL YEAR 1961, BY R EGI AND STATE SIVE OR OTTLYING AREA S4100L NUMBER k !MARY , ' COST TEXTBOOKS RUGIIONAL OTHER I NSTTOTAL - MATE I ALS ORDER TIO, PRO- I CESSI NG, CATA- LOGING, WOO I 4 { - BV REGION , 1 21,522,782 .1 TO $83,813,8 B 1,589,560 1,589,560 ST 13,10e,949 0/1111FR 1,064,783 rn^T 7 14,030,201 MIN," fOtT el. $5,725,851 MaM2Co 9 24,177,125 77- '$96---7.678,851 "( I )" 869,332 4,49k3,855 12,024 . 36,606 . 129,501 459,280 . 335,609 ) 1,010,857 , 5,325,330 Csossostiost --- 1,143 691 - -- --- 67.003 . --. 1.360.694 EYir (36,494 444,132 --- 14,952 40,108 11.773 -1, (51.446 496.01 massaebssoSts 520,578 1,921318 4,34d . 17,151.. 108,170 37%092 194,373 . 6360'97 j Naapshire 60,761 , 28Z,764 829 2,31pow 4,415 27'044 17,914 66,005, 330;102 Rhode ;. look 96;041 -55,458' 351,242 . ,., 6,846. . 17,0 75 1.'964, S 14,036 "12,123 104,851 414,476 .iormos4* 144,688 --- --- --- .12,423 '55,458 207,111 1 num n 3,930,955 15,432,990 128,331 216,647 21,575 ' 133:268 1,309,098 4,080,841 )7,092,603 -Delaware 65065 -216,916 --- §T 1,065 ' 4,2712, 22,984 66,130 244;191 Nee Serie! 388%481 3020,217 .--- . -- 121 868 588,481 3.142.045 wse Sit 1.884.786 7.242.268 --- 20,510 28,997 796 341 1,905.295 131§0.5.98 6038.729 Pummerlvaala 1.392.604 4.953.577 1 8.331 216,647 --- , --- 368 505 1,520,937 ' ANION III 2.1642020 8 219.787 788,697 1,113.250 205.133 930,240 228,308 3 157.850 10,491.585 Dist. er CO. 81.925 027.267 --- .4._ ' 48 81,925 327.315 gintuakg 4 240.707 1.197.724 26.702 133.512 37.430 , 216,788 --- 304,839 1048,024 Ne271an4 408.853 1.492.992 666 - 1.918 18.858 12.936 89 ot39 428.371N 1.656.885 north Carolina 612.061 2.231.9068 14 25 8.217 22.717 25.871 6204312 2.280.469 Puerto to 167.605 501.927 745.189 924.171 41.226 264 510 36'774 954.020 1.727.382 Virginia . 535.226 1.988.783 --- --- 9.303 '57.166 32 470 544.529. 2,078.419 Virgin IsluMW 4.479 30.334 --- --- --- --- 4.479 30.334 rest oirsinil 113.144 448.854 16,126 53.624 90.099 296.123 44 156 219.369 842,757 =plow It 2.582.088 8.960,635 307,233 619.187 108.081 319,166 610,038 2.997,402 * 10,509;026 Alabama 311:845 1,167:157 2,246,480 158,417 . 10,043 264,215 29,601 76,847 22,198 751,402 35,756 31.356 174,878 549.109 '667,518 1,714,130 2,486,715 Florida 635.277 CROWS 536.554 1.775.644 87.484 175,356 9.036 f 32.008 135,584 633,074 2,118092 Inseissippi 293,865 1.066,932 9,234 164938 --- --- 672364 303,099 1,171,234 south Carolina 300,961 1,158,484 --- --- ..z.. 106,852 300,961 1,265,336 , fonnos so. 601,586 1.545,938 42,055 113,077 --- --- 94,004 543,641 / 019 1,753, . RIMS V 4.796,152 17,048,936 144,225- 512,298 .248,015 1,058,356 1,045,366 05,188,392 19,664,956 Illinois 1.24'1,831- 4.974.919 ...... 45.791 173,401 124970 1,291,622 5,277,290 Idian' 522.888 2.132.767 --- - 76,363 218,876 147,514 604,251 2,499,157 Inehigan 1.423.011 3785.157 47,774 257, 8 --- --- 632,732 1,470,785 4,475,827 Ohio 1.276.295 4.593.352 83,351 204.864 30,806 183,990 254,622 1,590,452 -5,236,828 Wiseonsin 323.127 1.562.741 13.100` 49,496 95.055 482.089 81 528 431,282. 2,1.75,854 ' 8,094,612 MOM V7 1.756.819 7.470.136 11.637 31.095 26 807 103.741 489 640 1.795,263 Iowa 171_499 1.442.632 11 --- /- --- 127 261 171 499 1,469,893 lamas 234.137 1.036.514 --- --- --- --- 56 589 234 137 1,093,103 Minnesota .462.919 1.807.013 --- --- 117 447 462,1192 1.925.360 2.227.916. Missouri 591.363 2-045.119 11.637 31.095 6.475 31.064 120 638 6094475 Nebraska 136.491 580405 --- --- '20.332 72 677 54 006 156 823 706.688 317.358 North Dakota 84 056 317 158 ---. --- --- --- --- 84.056 South Dakota' 76.354 340.595 --- --- --- 13.699 76.354 354.294 ANDION T72 7.179:132, 8.443.676 , 172 422 389.529' 179.683 549.026 303 415 2 531 237 9.685,646 906,774 irranass 218.377 906.774 --- --- --- --- 218'372 touistans ., 432-738 r.744.094 33.521 80.073 --- --- 80 548. 466,259 1,904 715' .556,099 WOW Nowise 109.447 381.406 19.357 58.076 21.422 85.108 -.31.509 1'50,226 monads 2Q1.802 718.078 83.262 t68.691 64.894 249.491 II 601 349.958 1,147,861 5,170,197 ?Mesas 1.216.773 4.693.324 36.282 82.689 93.367 214,427 179,757 1,346,422 =nom nn 459.647 1.962.834 10.805 43.556 71.252 254.758 116,693 541;704 2,377,841 Colorado 203.872 764,895 --- --- ' 45.202 152,939 102,750 249,074 1,020,584 Iwo 64.070 253717 --_ --- 22.198 78,120 9,102 86,268 340,939 Montana 84.255 336.410 --- --- --: --- --- 84,255 ....1 336,410 Utah 72.507 502.768 10.720 43.376 --II --- --- 83,227 546,144 rAming 44.943 105.044 . 85 180 3.852 23,699 4,841 38,880 7 133,764 =ION Li 2.753.280 11.689.488 14.186 146,781 63.587 205,919 1,281,875 2 831 053 13,324,00 Alaska 24.752 77,755 --- --- 5.800 29.407 4 018 30,052 11Q,680 767,599 Arizona 191.288 737.181 --- 9.280 28,051 2.367 200,568 California 1.891,589 8.120.618 4.632 127 764 --- 1,061,840 1,896,221 9,310,222 Oulu 13.826 49.419 --- --- --- --- 3,712/ 13.826 53.131 Noma 89.554 333.456 --- --- --- --- 23,688 8 554 357,144 &ma. 32.488 185.051 . --- --- 9,521 '.. ,488 _194,572 Oregon 202.396 850.264 --- .-- 4.588 19.954 72.495 06.984 942,713 Washington 282.876 1.298.100 --- --- 43.047 126.086 93 938' 25,923 1.518,124 TRUST T IDIR I TORY 25.011 38,144 9,554 19,017 872 2,421 10,296 35,437 69,878 BUR.INDI AN AFFAIRS 31.377 91.533 -- --- 11,149 16,441 ),209 42,526 113,189 i 17. , . , 'Tables 5 and 9 provide data on tiii..number and of audiovisual ',' materials loaned to pupils and tpactieWs-as school library resources and other ;.instructionalfMaterials.s The.totalimount expenVed for such materials in- '. the school library resources category is $20.2 mIllion,'or abo0- 24.1 percent. i . of acquisitions in this Category. The,amount expended for audiovisual - , materi.ils in tile schOot library resources. category inCreated from $1'3.9 .mipil lop in fiscal year 1966 to :$204:Million,in'fiscal year 1947. This signiitcalr'increasejnAcates.State and 144al'intereitend eTforit,:in:' ''.' 4 '' developrng unified'schOolitedia programsWhere'a full-engepf meteri4ls is;.' organized:eamade available for uge. ;. , \y .' .a - . i.- % , . Tfle,total amount spent for elidiovigual.Materials An ell'categories it -. $22.1.millioR, or over 24'percent of materials .in all ,categories. 'In some States, reports for audiovisual materials were provided as totals rather than a.breakdown of, Sitparate items. The most outstandihg increase, in audioviiial items was for filmstriRs7where the number purchased in'fiscal year 1966 as very nearly doubled in fiscal year 1967 (Table 10). The nuMber of filmstrips reported purAesed in fiscal Year 4967 (1.1 mitlion) accounts for-about-34 percent of all audiovisual items purchased in fiscal year 1967:, ' 4 . The number of motion piCturei purchased under the ESEATitle 11 program 4 increased from 30,461 reported.purchased in fiscal year 1966 to 67,035 ' reported for liscal year 1967 (Table-I0). The large increase in number off - mtition pictures purchased may be due to the'popularity of 8mm. ti Imioops, or ...,, cartridges. \ 1 , '1 v .1.41 thicschoOl library resources categoiy, per and' other printed matter such as documents and pamphlets represented an expenditure of $2.0 million or, about 2 percent of the $83.8 mi)lion expended for school library' resources (Table 5). This is an increase of $271,388 from the amount expended for such items in fisCal year 1966. Textbooks Textbooks accounted for-about 3.4 percent ($3.1 million) of the total amount expended for_aqouisLtions uAker the ESEA Title II program in fiscal year 1967. This expenditure is an increase of $149,464 over the amount expended jn fiscal year 1966 and made approximately 1.5 million textbooks available on a loanbasis to children and teachers in public and private elementary and secondary schools in 25 States, Puerto Rico, and the Trust 'Territory of the Pacific Islands. _Vrhe numlAir and total cost of separate audiovisual items,-by region and State and by educational lave% may be%found in Tables A-1), in the Appendix.* 24 Table 8, Number n Catenary , Cost of Books Loaned tcyChildren and'Teacher4 by Educational Level and irtctioal. Ma erial Under,. ESEA T it' 0..1.[Progra* fiscal- Year: 196T. L. A . ,i. .' ',.CATEGORY OF . '1NSTRUCTION4, MATERIALS_ *) ...,., 4 v.: . , e BOOKS' LOANED. TO ELEMENTARY SCHOOL tHILDREN... , . . BOOKS LOANED , TO SECONDARY ao,;SCHOOL CHILDREN , . ..,.., . A F ", TOTAL '' ,Number . Cost Number: Cost Number : Cost 2 3 4 6 'SOH* LIBRARY'RESOURCES 0)664700 .'" $37,695,896' 5,790;541 '$23,206,049 .::.. . 174757,241 $60,901,945 . , . TEXTBOOKS , ',' x,. . . .. --------7 . , 869,888- .1,7484547 . q 719,672 : 1,360,402 . . 1,589,560, .3,108,90 ... ..., 0 ' ' OTHER' INSTRUCTIONAL MATERIALS . , .. .... ,. '4890838, 14452,287 1..87,634 ,4.:. '295,215 . );;..;''' ''. 577,470 '147474502, . . . TOTALS t,., t3,326-,.424' $40 896,730 ,, 60597 847. 1424,86.1,666 ... . '19,924 271. $65 758,396 ..., Table 9, Number and Cost of Audiovisual Materials Loaned to Children andjeathers,by Educational Levekand Category of Instructional. Materials, Under ESEA Title II. Programs, Fiscal Year 1967 ....._ , CATEGORY OF INSTRUCTIONAL MATERIALS AUDIOVISUAL MATERIALS' LOANED TO ELEMENTARY '' SCHOOLCHILDREN AUDIOV&ACM6TERIALS LOANED TO SECONDARY SCHOOL CHILDREN - TOTAL i/ Number CosTL--Allfai-----.----17' Cost Number '. 'Cost' 2 3 .4 5, 6 7 . ., SCHOOL LIBRARY. RESOURCES 1,687,198 .. .. . 411,641,692 1 ',. ,. f , 7 1,212,726 17 892,014 2,899,924 $19,533,706 OTHER INSTRUCTIONAL MATERIALS .;.,,.. , . , 211,336 . . 1,232,045 105,315 680,262' ........... 316,651. 1,912,307 TOTAL ll 1,898,534 $12,873,737 4318,041' $8,572,216 3.,216,575, $21,446,013 i/Detall does not add to ,totalsliven iplable 5 since 'some States reported only totals rather thtn individual items.. ' 26 20. Table- 10. -Number and TOtal:Cbst of-AudIovisual Materials LO6ned to Public and Private Elementary and Secondary SchOol.Children:and Teachers, Under ESEA Title II PrOdraMs,Fiscal Yeare 1966 and. 1967 -, ITEM FISCAL YEAR'1966. FISCACYEAR 1967 Number', Cost?/ Number! /. Cost?/ 3 4 , - 5 AUDIOVISUAL MATERIALS 2,052,535. S16,499;181. . 3,227,639 . $24453,019, Motion pictures 30,461 -,r 67,035 Filmstrips 579,856 1,111;793- "..Recordings 272,982 .424,4i7 Slides andTransparencies 430,361 638,463 - Prodramed Materials 42,074 . 72,960 . . . Maps r- Charts, etc. 206,780 426,901 I/ Zetail does not add to total since some States reported only totals.rather than the )uMber'.6tAngividuel itent: "4'.Stefes.reported-only total cost rather than cost of individual Items. 29 . TABLE 11. 70TALN1215107. AND COST OF ecoKs AIO Auoloyisuel. MATERIALS ACQUIRED AS SC457L LIBRARY RESOURCES, ABS 0149 INSTRUCTIONAL MATERIALS. - 410E4 ESE4J171,1 11 PROERAitS, BY REGION AND STATE;01SCAL YEAR 1567 STATE 0I1 0.17LY14.4a, P REGION SCHOOL LI BURY RESOURCES DINER INSTRUCTIONAL MATERIALS " oo6rs BOOKS - AUDIOVISUAL MATERIALS str.es. cesT . - etr4as4 CO5 W 'or5 es -COST. itteI BEI COS T I 17,949.392Z61,536,291 2,910,988 20,240,712 577470 , 51.747.50 316,651 51,992 ,307. MUM i 1 777,09 3...338,003 01,387 1,093,815 107 620- . 316,834 '19,642 129,832' coomo41121141 Maas ... ....-- S59-,455 --- 615,987 --- ---- - 130,549 412.93e 4,416 23,585 14,557 . 37.453 381 2.533. Mammiamizatts 463,985 1,595,180 49,545 304,942 - 90.506 '265.398 15.924 , 101 459 pow Maamohiro 43,500' 183,000 '16,416 95,897 1.805 11.444 2,145 14.475 46o44 MOM , 86.836 .' 306.494 --. -7,881 . 39,652 752 2,539 1.192 11 365 thou! 52,329 180.936 3,129 -13,752 --_ . -_- 3,417,018 12 269.136 395,171 2.961.839 3.528 13.199 ' 12.293 114 643 " DeLmare 49.660 147.762 11,258. 61.255 882 3.521' 101 4 546 low Await 369.069 1.375.186' 205,861AL.1.581.553 --- --- - -- Not Terk 1.671...320 6.032.803 . ,, .1 14,1 15.. 1.086 339 2 646 ; 9.678 ' 12.192 ' 114 097 Pammaylvamla 1,326,969 4.713-385 64,335 232.692 --- .._- . =IOW in 1;763,450 5.962.690 , 345.436 '2.145.830 95,594 313,261 , '95,854 575 467 Mat. of Col 69,897 230.800 12,028- 96.467 --- --- ' 7 1 Amatuaky 193.523 774.052 39,156 391 560 19,867 79,461 11.178 111,780 4arl7Am4 315,911 1.056.609 86,974 423.076 6,106 25.311 10.604 .47.368: . mm.tn dmrouna 469,361 1 575 813 125,065 620.946 4.094 10,200 .2.832 7.944 ?wort* MUM 167,605 ---- --- 41.226 264,510 TIrelda 463,323 _501_927 1.497,459 58,912 474.023 5,391 .14,926 1.652 38.839 Main Islands' 4,132 22.56! A 347 7.773 --- - Vest trIr$1.11..a 79,698' 303.469 -11 22,954 131.985 60,136 183.284 . 26.362 105.026 azoiceure . . 2,79540 , .7.468.391 2 108,? t2392 1.277.001 ,76.483 229.015 /.536 .46.829 414baur' _. 265;361 924.219 208.515 72,177 220.565 3.828 25 802 ?Uri& 508,851 1,671.703 121,876 606.439 --- --'- loarea 515,506 1,633.757 17/674 . 129.214 4,306 8.450 3:708 21.027 ',311sIsslind -276,388 . 9627071 ---- -71 --- --- 'South .Carolins 271,610 1,020.428 24,821 115,402 --- --- - So 457,689 1,306.213 37.345 217,431 --- ___, /91c1611 T 3,823,441 '11.119;668 770,078 5,243,868 135.823 435.741 76.201 500'.628 Illinois 1,018.889 3.414,412 188,020 1,428.167 ,26.388 . 67.6j3 11.302 85 711 Indiana 353.852 1.156.970 '149,124 809,669 54.080 122.192 19.336 78.219 Michigan 1,185.525 2,187.507 218,934 1,379,244 - onto 1.049.187 3.496 627 123,170 990.971 8 387- 58.043(-- 10.989 94 675 visomen 215.988' 863:952 90,830 655.817 46.968 . 187,873N _ 34.873 242.023 , isnow n '1,393,847 4.945.661 "314,162 2.392.703 13.759 41.418 , 9.163\ 54:481 Iowa --160.151 . 634.346 11,064 707.006 --- --- CLIUMM 138,177 ''A 552.708 93,9D9 469.546 -'- --- %drowse 408,294 1 31-4 070 54,625 493.893 -- ---. . xissouri '463,695 1 5511.231 94,628 415.925- 2,825 10,860 .2.355 4 16.819 Mahrsaka 105,104 403.698 24,855 160 565 10,934 31,358 6A08 \ 37 662 torch Dakota - 7,1,094 252 300 10,531 57.854 --- --- 7 South Dakota 47,332 730.156 24,550 87.914 - e --- --- ..,-, mum rn 1,875,613 6.575.439 244,885 1.687.939 64,979 193,275 50.402 \ 271 107 700,856 783.232 15,167 113.616 --- --- --- Uxdslium 366.713 1.307.098 54,657 371.430 '--- --- New Mazloo 83.515 292.300 21.803 76.713 - 7.118 24.912 12.534 1.56 214' Oklahoma. 175,125 566.434 20.324 121,661 40.526 120.618 15.694 1101 487 ?imam 1,049.404 1.626.367 132.934 1.004.319 17.335 47.745 '22.174 1113.406 RINUOM VIII 394.651 1 502 045 53.315 406.472 30.733 83.806 29.560 44 972 Colorado 176.463 603.691 23.163 142,801 12.544 28 630 24.7,6 12 934 Idaho 56.602 198.619' . 5.466 46.709 18.189 55.176 2.493 118 072' Montana 63.298 333.076 616 2.088 --- --- --- 1,--- . M.ah 43 345 261 615 24.119 214 874 --- --- --- wyoolng 34.943 105.044 --- --- --- --- 2_341 113.966 510101112 2,152,719 8.284.166 471.287 3.011.988 39.649 112.160 14.377 '6.740 Alaska 16.550 46.714 7,100 27 225 5.300 15.733 250 12.887 Arizona .157.721 501.815 . 46,729 217.501 - 4.793 10.521 2.159 11259 California 1.549.154 6.018.094 246,552 1.914.692 ___ --- , --- - - alum 12,455 42781 854 4.940 --- --- -4- Mmaill 26,739 106.030 56,215 177.267 - --- -r- 46.4a 20,085 78.069 11,911 105.851 --- --- --- Orealn 134.938 505'162 61,176 332.284 2 846 10,939 1.700 8 780 waohIngton 230,801 959.094 ' 40 035 220.679 26,626 ' 74,674 -, 9.480 32.686 TRUST IDRITORY 24,276 26.407 715 11,50 84 293 788 .2,128 DUR,INOIAN AFFAIRS 26.049 71_02 4,719 19.257 9,302- ., . 8,795 1,W', , o,o r 22 Of the total. amount expended-forc'textbooks, approximately $1.7 million,- orabout 58 percent,'wes expended for-869,888 textbooks for loan to elemen- tary school children. The number of textbooks provided for 'Oen-to secondary. School children is 719,672, for which a total of $1.3 million was.expended. Other Instructional Materials The amount of funds, as reported by_State departments of education; expended in the other instructional materials category declined from $5.3' million expended in fiscal year,I966 to $4.0 million in fiscal year 1967. Other instructional materials are defined as the same items as school library resources except that they are not processed and cataloged. The decline, both in number of items purchased and funds expended, in this category, .411, reflects growth in the number of centralized school media centers. Also, "this category is excluded in 23 States where school library resources are also made, available to manys children and teachers in schools without centralized media centers to increase the accessibility and availability of materials. Tables 7 and 9 provide data on expenditures for books and audiovisual materials in the other instructional materials category. Books account.for about 42.5 percent ON the total reported as expended for other instructional materials 1$1.7 million). For audiovisual, materials in the school library -resources Category, the total reported was $1.9 million, or 47.5 percedt. The amount expended for periodicals and other printed materials in the .other instructional materials eategory,was $370,392, or about 9.percent of '- the category(Table:5). This figure represents a small decrease from the amount expended in fiscal year1966. , . Ordering,Ftocessing, Cataloging, and Delivering TheESEA Title 11-plens describe all lordering, processing, cataloging, and'deTivery services that may be included as part of acquisitions costs and establish an allowable cost for, these services. (In fiscal year 1966, order- Wig was not an allowable cost in, the acquisitionprogram.) In fiscal year 1.967, State departments of education reported eXpendi- . tures of $5.7 million, for ordering, processing, cataloging, and delivery services (Table 1). This represents an expenditure of about 24 cents per item for ordering, proce9ing, cataloging, and delivering the 24.1million items' of school library.retlurces, textbooks, and other instructi.onaL materials. This is an aver pa increase of only about 6 cents per item from fistal year 1966 and'is an indication that much of the'cost for these -services continues to be bsorbed by local educational, agencies and ESEA r Title II funds are used to buy materials. 31 23 There were seven Sta s--Arkansas, DOnnecticut,. Hawaii, Montana, New Hampshire, Utah, and W °mingand the District of Columbia, Puerto Rico, and the Virgin Islands rep sting no expenditures for procesSling, cataloging, and delivery,services in f scat year/I966. Of these, Arkansas, Montana, Utahiand the Virgin Islan reported no costsrfor these services, including ordering, in fiscal/yea 1 7. North Dakota and Kentucky also repOrted no acquisitions"costs In f sca year 1,967; however, the Kentucky report for fiscal year 1967 has no be n finally 32 IV. STATE PROGRAMS FOR-THE STRENGTHENING OF INSTRUCTION THROUGH IMPROVED RESOURCES AND SERVICES Improvement of School. Library Resources I 4 -Data on the number of new public,school libraries established and the ,T-number of existing public school libraries expanded in each-State as a result of ESEA Title II programs are shown in Table 12'. .Forty-three of the ,50 States, Guam, Puerto Rico, and the BureaU of Indian Affairs participating in Title II reported establishment of 4,850 ..new public school libraries in fiscal year 1967. Of these, 4,260 were public elementary school libraries serving over 2 million public school pupils and 590'were public secondary school libraries serving 381,567 public- school pupils. No new public school libraries were reported to have deen established under Title II, fiscal year 1967,in:1.11e District of Columbia,lhe,Virgin Islands, Trust Territory of the Pacific islands*, Florida, Iowa, Montana, Nevada, SoutbDakotai TanhaSs09, Utah,and Wyoming. The number of new public elementary school libraries-established ranged from only. I 4n Hawaii to 510 in Texas. There were 13 States--4Iabama, California; Illinois, Indiana, Kansas,Massachusetts; Michigan :Missouri, New Jersey, New Mexico, Ohio, Pennsylvania, and Texas--wfiire more than 100 new public elementary school libraries were establithed. The number Of new public:seConaary,school libraries esfablIsheswas much smaller, gue to the- fact.,; more secondry schools had centralized libraries prior to the.establishrmintof the Ti e II prograM. The number of new public secondary schoollibraries established ranged from I each in West Virginia and Guam to 152 tin Texat. 'There are 6 StatesCalifornia, Indiana, Missouri, Pennsylvacia,.and,TaxasWhere more than 25 nev:pubTlc secondary school..11braries were estabithed/Wfiscai year 1§67.'. 4! The variation among the regions in the neither of public school libraries established under ESEA Title 11 in fiscal year 1967 ranget from 68.1n Region VIII '(Colorado, Idaho,. Montana, Utah; an&Wyoming) to 1,458, in `Region VI (Illinois, Indiana, Michigan, Ohio, and Wisconsin). The first annual report on the ESEA Title II program stated that libraries'had been established in 7 percent of the-estimated 47,000 public elementary schools that lacked libraries, prior to 1965.i! -Projecting from these figures, and using the'statistics reported by State`departments of. la/ Department of Health; Education, and-Welfare. Office of Education. First Annual Report, Fiscal Year 1966:Title, II, Elementary and Secondary. A. Education Act' of 1965: School Library Resources, Textbooks, and Other' Instructional. Materials. Washingtori: U.S. GoVernment Printing Office, 1967. p. 34. 33 1. 1,1 11 3.1 1: I . 1 SI 1 3 111711=17Mi RA ill 1 NIEUWE= inir=11111.M14. IMENIEWHIBMINer=1" 53 -521 56,297 35 154 124 451 2,061 579 -_ ...._-, Em.==maim immErmItTaliorro =minimINT.D.m112= IiIMIMMININMILYMI=NUMMMWM:111EVIEZEIiiIEN1 1=11IIMMIIMIEMIIMINE1EIMMEEENENTEMEMIN 13EMMEN:ENIMIZM 5 000 .==.1 5 000 EMIE11.01. INEWM=MMEMMINIM:WEEll 6 06. =MEMM=RMMIM IN.MMENWEIMIMNDMIIEZ:110EIN 5 000 MEM:11=1/ __111M 44 WM 337 247 46 524 384 071 MU M% a i-1.=MEMEMMallIEEMI!MMMMleirIliMMMEIMTIN ilt7111111=IntIMMIENZEM1=11=MIEDIZEMENNIIMMEZIN OIMM7=MEMINIIMENFTMMEUELM MEW EMMEN IIMIIMIE irk= FrEsmomon-imi 149 400 26 260 175 660 IMMEITMMEMITIO MIMIIIIIME ' 52 891 42 951 125 572 MUM ...imim..!5=.1:!111M7:1 =MMO=IMMMIIMIMENCENIIMlINEMITFMr111 M=IUMIMirDIN 1 Wain MEWtiglIMMTM IMEIT7 . IMEMIMI=OWIMMEMINNEMBIEDM 5 695 wEr:Dumprm:n. . . fflommouim .. mrwrinisaNIMERTIN IMMMIIIMMNINIMEGMilliMIJi.TrilMIWIPZIIMEXPEMMIM . . 1!MMINENINIIIMMMIEMMIEMNIIMMIE=11!1IMMI EM!MIMI. MEET= MIENDIMI EliarriMIMNFIIMilFISMI I I M I IMM INI I M I N I I I I M P I I I P E I 5 9 NM IFEUMMMOgIMMIRIMEMTATIN Iiii1.11iTinTEMINEMEgiiM MMMEMIMMEMNII=MEMEMMIMIIIMMEN=IIPMEMITZIE ITMEMIMFIEWTM =LIME :1171111i711f3EIN '5=MEMFMMEN=T1111=r3ViENEWiilTMMF;IRTMERIMM=ITM ZMWEI=IIEMNI=ENMEIMIMNrmlomprzuswg=mmum . . 0!M==MIII11MMMMI=MIEIMMEUIEMINII=EITIM _. WIMPS 970 739.. 634 564 iEI R RMINIO mornmismwtfwrr.rnimmTmaRzipriminmEmiir. - , =mummy. MMTIMINMENEEMMWEIIMITTAMEMBIOU:=Immam liZMIMIMIFILMINIEREEPONME=1 62 500 IIIMIEM7M=M1 = R=ENNIEMIVIMENEOFMMERIEll 157 99- MNIM-Ii =Mr= IMMNIOMMTME rrr' 415 59 477 131 757 20 353 152 140 EIPIIIINIPPII . =ismmEmmm=!...me..mr= , 1=ElkilMIMMIML14==g4EITEWIIIIMMINIME=FTXIM!rIN ILVIEIMMINIMP.M 10 566 w3211.1DEMI1rimrt= iliL=IMMEM11/111.1173:EMMEriiliT:MillriarE .11=21MMMEMNIMIELJEMMIcw.nimmouff710111117.1in =MEM INIMMIESMISIEEM MIIVIRTIMI=MM WINFIWPMEMMTMSNIPANM 1MEMi=11UNE:MIMII!IMMENIMINSMIZIERTIMiNFI IPIPPIIIMILIMIERMI111 imm2= RDI.:r IMMTIMIMMUNIMMEMBIMItTrEIMMOMMINNEVIraff111 iLMINNIMMIIIM . r MRIEMUNi171=1711 . EMMIMIIMItiMMMEMIMIVierimmsimusirmmwims Ema[mmuummcrEw . .. IIELTMTUITIMUNNIMIEWM 55 10 68 IllriciaMERIMMINII mmammemonimmmunicirm- . .Inim , sT5mmsiom M2MIMIMERMIEMMENIIrMlfiTIOlaniMMUMIMMTTEM11== l!MMIMS11:M=MMMMIEIMMIMMiTriMIMMTM MM:MEMPU5MINIMMIME51=11MMMIMITIMItIN 1:=IMIMIMIMilEN=1111E9MMEMMfflIltii 461 67 MitliiiMIIMINENIVIIIIPMEEN m..E.ImmEmommm-ii rmi....5.=mmummi.MMEPrilMIE - ...1TE=WrialEMIIMBEIIWRIIIIMMarnMINFEIRTMEMITTIMI_____ _ ISME IMMIBM IMMEIINIM031EIMMUllniSIMMWEI IMMENMENMIMINMWEN110TMIMENITE=IETNIIM I! MEM= 11:M !Min IMMIMINEMMIMMEMM 1WY= =MIMIIMMEIMIIMENEY=illaMINItiMIM7.107111 =ME= MEIMI =MEM 'NT.TM NIMME MMIPZIII=ETCM 'Itl IMMINMMIIMM 1 1' 770 168 935 24 27 education,libraries have, now been established under ESEA Title II in nearly. . 10 percentliof.the43,622 public elementary schools that lacked libraries St the beginnrng of fiscal year0967. The fiscal year 1966 repOrt indicated that of the Ostimated 1,056 public secondary ,schools without libraries before '1965, 25 percent had establishee.them.-1/ Projecting from these-figures and using the fiscal year1967 data, libraries,havenow betteStablished in about. . 74 percent.of the 797. econdary schools tfibt.were-witho libraries at the beginning of fiscal year 1967. Many schooLlibraries,have also been established with State and local funds and under ESEA Title 1;.however, the . number established, is not known- - Ultder the Title II program during the first 2 "years of operation,.3,638 new pOl'ic elementary School likraries serving 3.4 million public sal:6a children have been established. i_iring the same period, 849 new public secondany school libraries serving" over a half million,public secondary sChoofchitdren were establ ished. * With regard' to the. improverneintof existing school libraries, 48,62 . public elementarty sChool library collections' and 2Ii924 public secondary school. library collections were expanded.. The range by.State'was from 30 public school library collections expanded_ip Guam to 5,497 public school library colleCtionstexpanded in Illinois.- 'The variation.among the regions- in number of public school library collections expanded was from 2,253 in 'Region VlIl (Colorado,- Idaho, Montana, Utah,and Wyoming) to 14,728 in Region V (Illinois Indiana,.-Michigan; Ohio, and Wistonsin): ./ Maintaining and Increasing Effort A approyed'ESEA:Title II plans establish methods of glying_assurafice that Federal funds made available-under the Title for any fiscal year will supplement and,to the extent praetical, increase the level of State, local,. and pnivate school funds that in' the absence of Federal funds normally would be budgetell and expendedtfor the acquisition of school library resources, textbooks; and otheriinsTructional materials. Data.on the total expenditures for school library resources, textbooks, and other instructional materialS from.State, local, and Ravate school funds, fiscal, year 1967, were collected by State departments of education and reported to the U.S. Office of Education. State ancL;o6alfunds expended to provide school libfary resources, textbooks, and other instruc- tional materials for public school children and teachers who 'participated in Title.II,, fiscal year 1967, are shown in Table 13. Private school funds !bid $64,3i4,353 7.373,35'7 472,957 265.147 6,131.338 391.473 7.389 794.240 28 , TABLE 13. STATE AIO LOCAL EXP,DOITURES FES 315001 LIERANY RESOURCES. TEXTBOOKS. (COTNER INSTRU61IONAL MATENIA FISCAL YEAR 1967 3,( REGION, STATE.ANO EILICATIONAL#EVEL: STATE OR --COTLTTN0 MIER' NY NEGION SOKOL LIBRARY FLESCUICES INII0112 50.347.911 '2 686 553- TEXTECOKS y M1461 INSTRUCTIONAL /1010g ?It/ IMFEREPIIIMIM411:11."11 IMIttil-A2315011111111WALPENISMIlfita.:irSi IMIXKr-F- lLEM 4 - $153.018:2 '-5 006 04 $33,894,193 6.0957180 122.967,912 13 468 537 9 57.888.663 2,587 631 rf-TEIN IM:I.Y114:31111M2IIIIMR40111FIIIMMLIIILLUMERELOVINIMMY_OiliLl 111/11237 Mit ligan 255.171 *1.016.792 I. 2 523.4 1.875.1 7 Mede Vormaa MINIM II. Dolimare Illor Saner Pasmilesais RUMOR us Dist of Col _Lc forta* Carolina Puerto Rios rirMinfa 259.583 147.1f9 11.402.082 2.677.570 3.323.530 146.034 108.043 13.725.630 4 380.102 405.41 255.17 25.127.71 5.057.67 321,656 10%00,158 473.880 2,758.616 243 879 1.405.857 5.866.728 595 445 985.120 586.803 17.031.496 - . 10 26 174061 5 287 007 ; 2.427.258 997.056 . 792 892- 4 16.613 617 066 MOM 10,9p0,1511 ' 6,131.338 17.031.496 6 683 655 5 707 037 12 390 672 IMMSTINALTV7Mirrir.r1M.D_Ma_AIRIUMZENZgliiiirnMI. -10F/KII=M111171FZIEWLEEMI 420 019 .669 229 IMIWZM1J 11 MIETURTI..11=71MIMCITIMMIECKLEHERTEITIEIMIELIZIMMEEMLUIMITNIMI . MINETWITIIIIINTTIMIIMMECC 1.9 070 11111EMEINNIDEMOIMUMINFITIMS INIECIRMIET=111.111EACE11/31011MI 2 499 239 l=c1FMNIMMIrri. ,m I 4, to Virile Islimide 1_651 714 VI 000 West MN0/011 IV Alabama Florida Georgia 1 607 149 2: 124 .2non "4.2511 RS 96 n 44;000 636 792 37.000 117 100 81.000 753 892MEM 2 614 663 9 479 819. slywmzIWT:MIMINfl!=13=1M1M7ffillq;awa IFJWIFZIEWITIMIMIIMIMMILLNIEN 39 881 MIMIIMMENCTMEmi Misaissippi South Carolina.' ?mites/me MI01011 Illinois Indiana Ohio . Wiseonsin MIGIDIN VI 1_759_982 406.687 460_685 1.257.131 353.344 255_637 3_017_11 760.031 716.32 822.991 ,3.384.820 2.417.729 314,106 157.053 - - . 11 211 511 7 117 60. 5.802.54 471.159 3.118.667 383.902 274,216 CO OA A 10.684.15 A I 10 114-2 NM= MINOIrri EIEWSW InallEMMOKS iningiMa 658.118 3.615_806 111111 114111P11111111111111111111111111111 Iowa Iambs' . Minnosota Missouri (.280 691,1 1,660 5.64 64 534 Nebraska North Dakota South Dakota 169 582 1 150 894 I 010_441 7116 - /650 146 7_611 49 92464_19 1 214 68 mp-xnufir =Emu 1 057 160 309 412 449 86 6.556.61'6 , 1 622.968 4; . Krona vn Arkansas Louisiana Neu Mexico . Oklahoma Texas 2:697.901' 641.478 698-484 354-W3 1.003.416 0-- 382.83 . . - 2.595.062 1K239.501 518.1100 1:159.57 698.484 1.396.96 278.554 633.077 -899.924 1.903.34 6.146.61 430.595 3.862.52 1;569.217 214,902 -377.992 215,693 592,981 1.067,237 255.101 INDIO!! VIII Colorado Idaho Montana NUM 1r/owing 540.378 163.090 377,288 5.308.285 1.083.590 2.013.335 1.040.708 1.170.652 - 3.955.940 2.013.335 817.700 1.124.905 9./33.744 1.083.590 4.026.670 1.858.408 2.295.557. - 469.519 1.074.986 * 1.074.986 844.631 844.631 1 919'617 1-919,617 do, 2 485 016 I 514 901 I 1141...599 I qA4,RnA 5nn'vw, 401 U7 RENTON II Alaska 4 825 470 3'656 948 29 675 723 MEMPINEIIIIMBIEEM 153 909/ErarFM=MMTIIIIthilatilMtIMMINETWal Arlamm Our MEM California a MINIAIMI _ MIMMIGINMIMPIMFIE1051EMMIIM!11=1EMiliWTVIMMETZTE I TRUST TERRITORY 3.i s a 7,000 10,000 17,500 17,500 35,000 5,000 5,000 10,000 . .11 NO SEPARATE FIGURES KR ELEMENT96Y.A/13SEMOARY LEVELS WERE REPORTED FEB TENNESSEE, INDIANA, MISSOURI', SOUTH DAKOTA, TEXAS, COLORADO, UTAH, MVCMING, APO CALIFORN A. I/ TEXT' WOKS. APO OTHER INSTRUCTIONAL MATERIALS ARE INCLUOED IN THE FIGURES REPORTED ON S."CHOCI. 11133Aliv RESOURCES FCR INDIANA AND-WISCONSIN. Y 1113 SEPARATE FIGURES KR .ELEMENTARY AND SECONDARY LEVELS ORE REPORTED FOR TENNESSEE, MISSOM,. TEXAS, UTAH, WI-THING, AND CAL I FOINiA. :I/ 110 SEPARATE FIGURES KR ELOIENTARY 00 SECONDARY LEVELS ARE REF-CRT-ED FCR T.ENNESSEE, MISSOURI.. COLCeADO, AND WRITING. Nevada . 36 29 'expended to providepiese same materials for private school children who partidipated in ESEA Title 11, fiscal year 1967, are provided in Table 14. The figures in.columns.4, 7, and 10, Tables and 14, should be.studied.in relation to coldmns 5 and 9, Table 2, in order to derive amounts expended per particlpati.ng pupil. School Library Resources - State and Local Funds Expended The total amount expended from State and local funds to provide schabil library resources for the use of public school children and teachers participating in ESEA Title 14, fiscal year 1967, was $153 million (Table 13). Of this amount, $58.2 million was reported as expended for elementary school Ilbrary resources andLI50.3 million-was reported as expended for secondary school library resources. A number of States were able to provide only "totals expended for scool library resources so 'that no figures could be "'shown by grade level. \. The ,range reported as expended from State and-kocal funds for etementary school libraryoliources was from $50' ,00in the Trust Territory of the Pacific Island $6.2 million in Illinois. (The $7.5 million repor:ted as expended in Wisconsin- includes expenditures for textbooks and other instruc- tionai materials as well as school- .library resources). Seventeen States -- Florida, Georgia, Hawaii, Illinois, Iowa, Kartsas, Michigan, Minnesota, New Jersey, New York, North Carolina, Ohio, Oklahoma, Oregon, 14nnsylvania, Virginia, and Wisconsin -- reported State and local expendJtureklar elementary school library resources over $1 million. For the 45 States' reporting.State and local expenditures for elaKentary'school library resources,'the average expenditure per public elementary school child parti4-' cipating in the Title 11 program was, about $2.56. This is a decrease of about 14 cents from the amount reported expended for school library resources in 47 States in 1965;however, California, Texas, and Wisconsin figures for school library resources could not be included because these three States reported only totals. The range reported as expended from State and local funds for secondary school library resources was from $7,000 in the Trust Territory of the Pacific Islands to $6.4 million in Pennsylvania. Seventeen States -- Florida,.Georgia, Illinois, Iowa, Kansas, Massachusetts, Michigan, Minnesota, NeW Jersey, New York, North Carolina,- Ohio, Oregon, Pennsylvania, Virginia, Washington, and Wisconsin -- reported expenditures over $1 million. (The $5.1 million reported as expended in Wisconsin includes expenditures for textbooks and other instructional materials as well as school library resources.) For the 45 States reporting State and local expenditures for secondary school resources, the average expenditure per secondary sohool pupil participating in the ESEA Title 11 program in these States was about $4.22, an increaseof,50 cents from the $3.72 per pupil reported-expended in 47 States in 1965. -A.., . 30 TABLE 14 PRIVATE SOW. EXPENDITURES F01 SCHDOL LI MARY RESOURCES. TEXTBOOKS. AND OTHER INSTRUCTIONAL MATER 1LS. BY REGION, STATE. AND EDUC.AT I UAL LEVEL. l FISCAL YEAR 1967 STATE CP_ OUTLYING AREA. BY REGION 1 0 I t/ SCION. CI MARY RESOURCES- 2/1 ' . TEXTBOOC T-T,T 79ra TNSTROCTIONAL MATERTALS21 I/ ELEPITARY IFISTARY TO Al FI FMFIT *FY 5Frr wr 11nren SMTARY T541 $7,652,617 53,774,338 $13,934,212 ,...' i5.y36.394 $1,728,547 1. 312,523088 $1,595,135 $762,680 $2,446,694 '1 x 415,01.6 511,276 926,371 1.418.758 496.156 J28,419 70.888 617,807 146.810 81.1.547:Let.... 140,002 IYV,021 .1411.33 541,:35n 147 907 '684 752 17,677- 46,074 63.751 _ 96 040 - 187,183 187.183 Aaaa 172049 197.898 369.947 76n 186_ 191 946 952.332 s 170,012 42.637 212.649 Im "lamektra t6,908 28,759 -,,-- 45,667 69 IAA 57 771 126.609' 36.687 15.975 52.662 Maar Mood 43,445 30,900 .74.345 41_614 1_047 55 681 - 5,267 7.i4t, 12.413 vow.% 16,334 7.794 24.128 - _ _s. - 71.500 4.59Q 12.050 ' 113.860 -limos xi! .1.036.249 820.310 3.552.412 21,277 34.792 , 4,551.024 62.652 5r 208 112568 127.471 21.277 341792 56 069 i 19.174 ) 21.590 40.764 ,:::88 322.503 307 483 4529486 s - - .. l. - - 184/4 Team 697.663 501.439 1.19 02 _ 46- - ,4,494,953 43,478 '29.618 73.096 81148471rass. -. 1.695.853 - - - - A 440101 rxx, 246.440 314.527 560.967 244,650 128.306 372.956 - 150,703 83,535 234.238 met. of Col . - - - - - - - 4aattleky 91.778 109 371 701 099 113.729 65 443 129.172 53,398 37.820 91.218 441724s4 9n 199 143- 361 -233 56n 45.279 31 159 -76.438 40.067 20.641 60.708 Orval Carolina - 9 56. . 6 951 16.519 23.053 8 864 31.917 5,079 1,934 7:013 Marto alio 50.040 51.101 '' 104.141 55.192 13.407 68.599 30,612 22,389 53.001 Vlaardo a - - - - - . -.A- 'Maio Islands - - - . - - . - - - - Vest Vlatinia 4.905 .... 3.743 8.648 7,397 /9.433 16,830 21,547 i(51 22.298 DE01011 IT 2028253 75.667 377.186 2 .050 I 9.674 ......- 35,724 21.466 16.447 37.913 Luaus 9.232 - - 9.232 - 7.647 250 7.897 Florida ' ' 166.516 57.921 224.436 3 506 1,219 4,725 5.258 1.829 7.087 ammai 17.713 16.596 34.309 22, 44 8.455 30.999 8.561 14.368 22.929 Isalaaippi - - . - - ' - 8.793 .1.150 9.943 N I. . 0 - - =Carolina ... - 99.266 - - - - - 4.412.223 1.317.452 5.729.675 '1.874.648 545 827 2,420,475 790.470 215.245 1.005.715 -IllUnds 821.948 . 465.726 1.287.274 - - - - ( r -- - ':"Xn 636.220 79.597 715.817 400,460 235'000 635.460 50.000 25 000 75,000 387.000 100.079 487-49 ;ado 704 567. 201.111 - 905.678 1.44.648 520.827 2.345.475 443.470 115.166 518.636 - 41.44tuan 1.849 42R 018 2.185.446 - - - - _-..r" - na& VI % 676_054 ,336 561861 I 02a_0pi9 l..' 1.201.841 . 499'641 629,462 207.138 -46.734 253.872 Row - ..t. Lave" RA_76? ?A 869 117 631 - . - . - ittrinesota 179,986 tni....7AT 781 771 - - - - alasouri 757 196 179,977 3R2 I bli 743 404.177 1 588.920 -182,109- . 39.471 221.580 'Nebraska- 77_1136 75,,j 0 ..I77 Isn 146 ° - - - 17,841 17.841 Walk Dakota 77 Aftn . 381 6/1 56_0411 .09R 15.464 49.562 7.188 7.263 14.451 South Dakota - - 17 169 - - - - - - 1120/011 VII 466.168 226_884 727:919 158.943 98 818 257.761 - - Arkansas - , - 34.867 - - - - Umtlalana 74.776 50.615 125.391 158.943 98-818 257.761 - - NW NO1100 '36.983 28_168 65.151 - ' - - - Oklahoma 82.399 22.036 104.435 ' - - - - , - x4:44 272.010 126.065 398.075 - - - - ' - . RIO= VIII 33.952 17.470 107.804 13.779 2.459 16.238 7.716 2 36 100.931 colorise % - ' - 56.382 - . - - - 9n 879 -' xasho 6.036 2.839 8.875 - - - - - Montana 21./53 13.878 39.231 - .... - - lhoodns 2.563 753 3.316 13.779 16,238 7.716 7 316 In 052 ISOM II 214.178 128.894 931.789 4 68.448 _2.459 42.874 . 1.324.616 63.602 I 18.756 R2.394 4181k, , 3.850 2.455 6.305 - - 700 483 1 183 Arizona 22 580 21 143 43.723 - - 20.807 1.247 22.054 California - 588.720 _ - 1.213.294 - - ars- - - - - - 61.939 -.. 41.799 .7 103.738 64_948 38.874 103.822 - - II4...1 9 293 3.553 - - - - Omen 60.903 34_905 95.808 4,553 4.553 liaMutat00 55 113 24.1136 79_149 - - 36.742 16.026 52.768 MUST TJVIITMY ' 500 , 1 000 1,500, 3,500 4,000 7,500 800, 1,000 1,800 1/410 SEPARATE FIGURES FOR ELEMENTARY AND SECONDARY LEVELS ME REPCRTED FOR PENNSYLVANIA. TENNESSEE, SOUTH DAKOTA. ARKANSAS, COLORADO AND CALIFORNIA.' ,, t./ TEXTBOOKS AND OTHER INSTRUCTIONAL MATERIALS ME INCLUDED IN SCHOOL -LIBRARY RESOURCES FOR INDIANA. TENNESSEE. WISCONSIN, AND OKLAVOIA. 11/NO SkPARATE FIGURES FOR ELEMENTARY ANIJ SECONDARY LEVELS ARE REPCRTED FOR PENNSYLVANIA ANO CALIFORNIA. I/ NO SEPARATE ilARES FOR ELEMENTARY AM SECONDARY LEVELS ME REPCRTED FCM COLCANDO. 31, -School Library Resources - PrivateSchool Funds txpended The total amount expended in private school funds to provide ,school library resources for the private school children and teachers participating in ESEA Title II., fiscal. year 1967, was $13.9 million (Table 4). Of this *amount, $7.6 million was reported as ppended for elementa0. school library resources and $3.7 million yas-ceported as expencled for secondary school "ibrary resources. A number of States were able'to provide only:totals expended for school library resources so that no.figures could be'shown *by . Oracle level. 'Phe rangereported as expended from private school funds for elementary school library resources was from $500 in the TruSt Territory of the Pacific 'Islands to $821,548 in Illinois. (The totals reported as expended Indiana, Tennessee, Oklahoma, and Wisconsin include expenditures for text- books and other instructional materials as well as school: library resources.) Twelve States -- Connecticut,, Massachusetts, New Jersey, New York, Florida, Illinois, Indiana, Michigan, Ohio, Minnesota, Missouri, and Texas reported expenditures over $100,000. For the 39 States reporting private schoolfunds expended for elementary school library resourcei, -the average expenditure per private elementary school child participating in the ESEA. Title II program was about $1:72. The range reported as expended from private schocil funds for secondary sphool library resources was from $753 in Wyoming to'$501,439 in New'York. Fourteen States '--RConnecticut, Massachusetts, New Jerseys Newyork, Kentucky; Maryland, Illinois, Michigan, Ohio, Wisconsin, Minnesota,; Missouri, Texas, and Washingtoh reported ex6enditures over $100,000. (The figures reported for Indiana, Tennessee, Wisconsin, and Oklahoma include expendituebs for textbooks and other instructional materials as well as school library resources). For the 38 States reportimg private school expenditures, for secondary school library resources, the'average expenditure per private secondary school child participating in the Titke II program in these States was about $3.10. Textbooks - State,Local.and Private School Effort Twenty-nid6 State departments of education. reported a total of $122 million in State and local expenditures toprovide textboOks for public school children. Of this amount, $64.3 million was expedded for elementary school textbooks and $33.8 million expended for secondary. school library resources. Soime States were unable to give textbook expenditures by grade level PriVate school expenditures toLprovide'textbooks for private school children totaled $12.5 miAcion. The rePOted expenditure for'eleMentary school. textbooks. from private school,fundsWas $5.0 million, with a reported expenditure of $1,t7 million. for secondiry school textbooks from private :;scppork,fOnds, Textbook: expenditures from private school funds Were not reportecOor 29 States and no separatefigures for elementary and secondary level-sawere reported for 6 additionalStates. . 32 Other Insti-uctional Material -. State Local and Private School Effort In .31States, the total of State and Focal expenditures repOrted for other instructional materials. for public school children and teachers was $26.1 million. Of this amount, $11.3 million:was reported as expended-for public elementary school children amdteacheigs while $7.8 million was reported expended for public secondary school children. Only total. expen-' ditures were reported in 6 States. Private school expenditures for other instructional materials in 28 ,StatWtotiled $2.4 million, of. which 41.5 million was for elementary schools d $762,680 tor secondary-schools. A number of States were unable to . provide sepavete figures for elementary and. secondary levels. Standards for' Instructional Materials In fiscal year 1967, many. States continued the Aevelopment'or revision of standards for school library resources, textbooks, and other instructional materials. These standards have served the general purposes of alleduca- tional standards: to set minimum levels below which no instructional program can be effective and to encourage efforts not only to meet standards but to ,go beyolvi them toward excellence in-educational opportunity. - In fiscal' year 1967, the tende4 to include in standards provisions: to-1,acilitate a unified approach to a variety of media and media services continued. The following excerpts from the States'_reports,for fiscal yaar. 1967 iliustrate the kind of activity takingtplace: California's school library and audiovisual standards developed by the California Association of School Librarians and'the Audiovistial Education Association of California have been published and art being distributed to schools. These will not- be adopted until after field testing and revision. In. Florida,-the State 'accreditation standards 'are now in the process,of- revision. A statement ot guidelines for the improvement of learning through the provision and effective-use of a'wlde variety of instructional materials in, Indiana schools wasaccepted as official Gbidelines for the State of Indiana by the Commission on General Education, State Board. of Education, May 12, 1966. State standards fbr school Aliries in Louisiana have been revised and greatly increased .to 'conform:1-o the standards of the Southern Association of Colleges and Secondary Schools. it is anticipated that these newly proposed standards will be adopted by the State Board of. Education during,Theecurrent fiscal year. 40 33 In Ohio, the Division of Elementary alp SeCondary Education is respon- .sible for developing standards for Ohio Schools. The State Board of Education has adopted new quantitative standards for junior high. and senior.high sChools. These standards became effective July 1968. The State Board of Education has authorized a review and possible revision of the elementary school standards,in Ohio. In Oklahoma, several regulations in State standards mere'revised. In consideratiOn of the fact that each school now has increased funds for library resources, the regulation concerning expenditures was raised. QualificatiOns for elementary schoolHibraries were established. Pennsylvania has revised State standards upward to meet the changing. demands of schools. The Title II programHhas made the schools aware of these changing needs. Standards developed 9r revised under ESEA Title- II have served as factors In establishing relative need for the distribution of materials under the Title II program and have also served. as measures for determining the relative need of children and teachers for items in the three categories. Some States have conducted surveys of instructional materials collec- tions in local education agencies and report sjgnificant gains. ,The State of.Washington, for example, reports an increase of 46 percent in the number of library books per school since 1962. The average number-of books per ,, child has risen from 6.2 to 8.5 -- a 37 percent increase; howeVer, the stand- ard of 1.0 books per child is not yet reached.. The survey data indicates an average of 119 filmstrips and Ill recordings per building in 1965-66. An additional 192,651 filmstrips and 355,827 recordings are needed to meet. Washington's suggested Standards for the Learnino.Resources Center. South Carolina reported: The median number of-books per pupil in South Carolina elementary schools is 8.1. The State standard for elementary school 4libraries this year was .8 books per pupils; next year (1967-8) it will be 9 and the following year (1968-69), 10. The hi'gh school libraries-average a little bettee than 6 books per,0411. The State standard for high schools is still 5 books per pupil.' The standard in this case needs to bp strengthened and efforts are being,made in this d4rection. The District of Columbia report states: In 065, the survey which preceded the fdrmulation of our State plan showed that we had 6 books per pupil in our public school elementary libraries. ,At the rate of.aequisition permitted by regular budget allocations, the ratio of books per pupil could not have exceeded 1.7 by fiscal year 1967. However, this year we average 3.4 books per pupil. Thus., with the aid of ESEA Title II funds, we should, be able to reach our standards of 1965 in half.the time originally estimated. The same survey shOwed that we had an average of 4 books per pupil in'our' junior high libraries. This year we have 5.8, a figure reached in two years with the aid of ESEA Title II., Likewise, on the senior high level, we had an average of 4 books per pupil, whereas we now have 5.5 books. Without ESEA Title II, this figure probablyrcould not 'have,been reacheq until 1969. 41. 34 In 1964, a study of elementary, junior high and Senior high school libraries made in Oregon showed that only 72 percent of the 1,099 schools responding to the questionnaire had centralized library collections housed in a iibrary room. lo only 66 percent was the library available for use throughout the school day. Only 93 school libraries were open for use during the summer of 1964. Less than half of the 792 ceqtralized libraries (374) were supervised by librarians or teacher-librarians serving half-time or moreJ Using this study as baseilne data, Oregon schools were again surveyed as part of the ESEA Title II program. The.1967 data were reported by 1,082 schools with a high correlation between those responding to the 1964 survey and those participating in the 1967 Title II program. The 1967 survey showed progress in every area questioned, including the critical areas of facilities, collections, budget, personnel, and availability. The greatest gains were in Oregon's elementary schools with an increase of 170 centralized clollections in the three- year - period. The percentage of elementary schools reporting book collections of 8 or more per pupil rose from 54 percent sin 1964 to 75 percent in 1967. Those reporting cataloged Collections of audiovisual materials rose from 26 percent in 1964 to 58 percent in 1967; Two significaDt factors, both of which became effective during 1967, might account for the rapid growth in spriool library services- - Oregon's revised Minimum Standards for Public Schools and the ESEA Title II program. Coordination The ESEA Title II program was coordinated in fiscal year 1967 with Other titles of ESEA, as well as a number of other programs otFederal -financial assistance, in order to achieve. maximum educational benefits. , In fiscal year 1967, all ESEA Title II plans were amended to assure appropriate coordination at both State and- local levels between the ESEA Title II program with respect to school library resources and any program carried 'on under the Library Services and Construction Act (°P.L. 88- 269)., A number of States reported plans for development of. a joint policy statement on public library - school, library relationships by State departments Of ' education and State library agencies. Several States have indicated that representatives-from the. Title *11 staff serve on LSCA advisory committees and that LSCA staff serve co ESEA Title II advisory committees. Other forms of coordination include cooperative planning by local school and public library administrators concerning library services to students in the same geographic area and cooperative planning in such areas as selection of materialseilnservice education, processing, and interlibrary loans. As in fiscal year 1966, the most extensive coordination between other programs of Federal financial assistance-and ESEA Title II involved programs funded under ESEA. Title II and NDEA Title III. Many new 'media centers in elementary schools serving disadvantaged 6ildren have been established using 42 funds under ESEA Titles I and II. Title I funds are used to obtain media facilities, professional and clerical media personnl, and media center equipment and supplies, which are not eligible under ESEA Title II. Title II funds are utilized to buy such library materials as books' and audiovisual- materials. Materials are also purchred under the ESEA Title I program. The scope of Title I assistance in school media programs is Illustrated by the following examples: In Florida, Title I funds have been the means of providing needed audiovisual or other equipment, renovation of library quarters and facilities, additional personnel and services. The number of positions for library personnel approved for employment under Title I in 1966-7 was 137. Over 600 reading projects have been funded under Title I in New York, indicating that school media services have been substantially improved to mel. new demands for appropriate reading materials to undergird the rtV ading program. , A report on the role of aides in ESEA Title I programs in North Carolina stated that 497 of the 3,794 aides employed in 1966-67 were library aides. A significant number of these aides indicated that they now plan to take additional College work so that they can, in time,-become certified teachers and librarians. Oklahoma reported cooperation between Titles I and II staff in the State Department of Education. The directors of both titles have appeared together on numerous programs over the State to icquaint the participating schools with the details of each title. A substantial amount, of Title I funds are being spent for library resources and library aides. Coordination of NDEA Title III and ESEA Title II was reported at both State and local levels. Media and subject specialists employed in State departments of education with NDEA Title III funds on a matching basis frequently gave consultative assistance in the selection, organization, and use of instructional materials acquired under Title II. ESEA Title II funds frequently provided the audiovisual materials needed for using equipment acquired under NDEA Title Ill. Title III of,ESEA was designed to encourage local school distritts to develop imaginative solutions to educational problems; to utilizt effectively research funding; and to create, design, and make intelligent use of supple- mentary centers and services. In fiscal year 1967, 128 Title III p4-ojects related to school media programs were identified.i/ These media programs in which Title Ill funds were utilized included ,rt media centers, audiovisual -34oses, Kathlyn J. (comp.)ElementaWand Secondary Education Act. Title III, Selected Projects (1966-67) Related to School Libraries and Instructional -Materials Centers. Washington, D.C.: U.S. Office of Education. Mimeographed. 4 36 media centers, educational television, film libraries, individualized "instruction, instructional materials centers, independent study programs, information storage and retrieval, language media centers, music resource, centers, tape libraries, team teaching, and ungraded school programs. Examples of the variety of ESEA Title III projects related to school media programs are cited below: . A cultural eprichment program was established in. six Georgia coultities to give students the opportunity of presenting their artistic endeavors to the adult community; in order to improve the cultural level of the entire-community. The program utiFizes musical instruments and teaching materials, art materials, and reference books, and provides for the inservice training of teachers Approximately $8,500 from ESEA Title II funds was expended for materials for this project, In Minnesota an inservice training pi-6gram prepared teachers to guide students in comprehensive independent study. The program necessitated a reallocation of teaching time and classroom space and provided a wide variety of instructional materials. Materials and qualified personnel were male accessifIle thrOugh the development of research as "satellite4" of a library program., Materials were provided through the ESEA Title II prograffi. . A program to motivate elementary school students to read was developed in Missouri. Volunteer teacher aides stimulated reading activities and worked with students having reading problems to help them develop a greater interest in reading. Books were made avail- able through ESEA Title II funds. In New York, 14 minigrants were made under ESEA Title II to the regional educational centers established under ESEA Title 11-I. The major part of each grant was used to acquire a collection of recom- mended instructional materials selection aids. In addition, cotlections of professional reference books selected on the basis of specific local need areavailable in each center. An instructional media center was esta ished in'Utah to serve a seven-county area by acquiring and dis ributing instructional materials and related equipment, providing videotape and mobile units to extend the use of lhe educational television system, and ;conducting inservice training for tbachers and Staff to expand the use of instructional media. Materials were purchased through programs under ESEA Titles II and,111. . A resource center and educational program at Selah, Washington, emphasizes development of student responsibility, ,research skills, and broadened knowledge, under the guidance of professional staff who utilize a multi-media approach to/independent study activity. 44 & 37 The collection in the junior high school participating in this . project reached, national standards through the cooperative efforts ,- Of ESEA Titles 11 and Ill. Other examples of the coordination of C§EA Title II programs with other programs of Federal financial assistance include: An educational mediamob.ile operates as a satellite of the'Center for Learning Resources, North Carolina Department of Public Instruc- tion. Established through Titles II and V of ESEA, the functions and services of the Center are now expanded to include 'consultant services to school personnel. for the implementatiog of ESEA prkjects compiling and distributing b-4,1iographies on specific subjects, and assisting with inservice education programs. In Oklahoma, members of.the State Department of Education ESEA. Title till staff have worked with NDEA Title V staff in workshops and assisted in the development of a bibliography for guidance and counseling. K. Rhode Island reported that students in the Office of Economic. Oppor- tunity pr'ograms have worked as student library aides, assisting in remodeling quarters or making draperies. Teacher aides employed under these programs have also worked as library aides. Inservice Education In fiscal year,I967, State departments of education continued their programs of providing leadership, supervision, and inservice education to local educational agencies participating in the ESEA Title II program as described in Section 3.22 of the State plan. These programs have been conducted to help teachers and media specialists understand the value of a broad base of _instructional materials, to know the materials, and to'know how to use them effectively. The following excerpts from the States' Annual Report for FY 1967 are examples of the kind of inservice education provided: Nevada conducted, three inservice programs at the State level involv- ing-superintendents and Title II coordinators. The consultant , visited every school district in the State and worked on an individ- ual basis with adminiStrators, Title II consultants and librarians in developing Title II programs. Two workshops were conducted. Office conferences and on-site visitations by Ohio Title II consult- ants in addition to four two-day workshops aided local school districts in all aspects of the program. Consultation.was offered in areas of selection, organizing collections, processing, fiscal control, and utilization of materialS. Each member of the Title II ,staff was.given,a geographical area for concentrated effort in inservice education., -30 In Oklahoma, a series of s December. There were 487 two.countles. Participan principals, librarians, to and.readIng supervisors, cu college students, and cleri The Oregon ESEA Title II s inservice program to inform, available under Title II an so that the dollars spent w improving of educatiqnal qu inservice program Included: . 13 one-day workshops librarians, and medi x. workshops were held in November and ersons in attendance representing seventy- s included scno4I superintendents, hers, audiovisual consultants:, library riculum directors, high school and al aides. A TV presentation by the us ESEA tit A conference for dist ict and county supprvisors A library and media' 'services. aff planned and,c&rried out an extensive school personnePOf(the opportunities guide them in the use of Title II funds uld result in the strengthening and lityand educational. opportunity.. Thit. ..for administrators, teachers, specialists the Department of Education explaining Five regional in ervice progr the librarians who were inexp was a one-day conference with cussed the.program in.a schoo from the 108 districts were i to the school librarian, all library .school face ally members the'outside consultntwas lol by suljject supervisors from th time participants were invited to hold meetings of the librar the library program when they talk,at the State meeting, and meetings...the State superviso Jibrary supervisory personnel. ms were held in South Qirolina for rienced and/or not certified. There an out-of-State consultant kho dis- library. Two hundred fifty librarians vited to this conference. In addition hool library supervisors and all were invited. The presentation by owed by small discussion groups led Division of Instruction. At the to the conference, they were requested ans within the district to'discuss eturned home. Tapes were made of the these were used in many of the vocal also had a one-day meeting with all ti . Sixteen two and one-half day wo kshops were conducted by Texas library consultants for 380 per icipants to implement the Title II program...general inservice edu ation scheduled twenty library sections which attracted 1,055 articipants who received assistance in advancing the Title II program. Ten workshops designed to give informifiOn on types and use of programed instruction were offered for approximately 150 persops. ...small school districts were: couraged to invite a representative from other districts in the coun y to a meeting conducted by a .40)Ibrary consultant or a media Co sultant in an attempt to provide Sssistance to as many disfricts s possible. Utah held twelve State-sponsored regional inserVice programs during September and December. State personnel spent time with...school. media groups...discussing details of the ESEA Title II program and its relation to other Federal programs.- Guidelines for purchasing -materials were given local personnel and individual questiont were answered. 39 I The program of the. Wyoming county superintendents' meeting includedsa ...workshop on organizirig 0 library for schools. with 1 to 100 students, and usually Lower than 50. fi 6 r 41 . SPECIAL-PURPOSE GRANTS PROGRAM IN I9'STATES In implementing the relative-need.factors concerned with the reqUire= ments of children and teachers in specie' or exemplary instructional program!Se a number of States have included in their relative -need formulas proViSIO,for.the development of selected model publiC school libraries or media cOthits to demonstrate good media proIrams, for special- purpose .grants tbprovide instructional materials for the us of children. rid . ,teachersin special and exemplary instructional programS These,p Ograms not L only serve the.children.and teachers in the schools concerned but also provide. the stimulus for the.development of adequate Stete.a0 local media programs. by interpreting the role of instructional medi4' in edub ion for School .board members, administrators, teachers, diarspecialis s, and lay groups. The First Annual RepOrt of the ES itle II prbgram escribed.briefly the special - purpose grants program in th 17 Statds where special projects were funded in fiscal year 1966.1/- Although these data were incomplete, it was estimated that more than 150 special 'projects in these States were funded, 0 with expenditures for the materials acquired. totaling an estimated $5 million. Table 15.provides data on the increase In fiscal. year 1967 and estimates for 1968.1h.the number of States'providin6 special-purpose grarifs under the Title II program, the increase InAibmbert of projects funded, and funds expended for materials acquired , for, use In these projects. im 1/ First Annual Report, Fiscal Year 1966, Title II, off. cit., pp. 5260. 411 4 8 ( 42 Table 15.. ESEA Title II, Special-Purpose Grants it a Glance Number of States with Special-Purpose Grants in: 1966 17 .(California, DelaWare, KansaS, Maine, Maryland, Massa- chusetts, Minnesota, Mississippi,' Missouri, Nebraska,' Nevada, NewYork North Carolina, Ohio, Pennsylvania, Vermont, Virginia) 1p67 19 1968 30 If Number of States adding program for first tPine in: 1967 3 (New Hampshire, Oregon, South Dakota) 1968 II (Alabama, Arizona, Connecticut, Florida, Illinois, New Mexico North Dakota, Washington, Wisconsin, Wyoming, and DisTRfct of Columbia) Number of States dropping program in,i 1967 I (Vermont) 1968 Number of:States increasing amount available for grants in: 1967 2 (New York, North Carolina) ( 1968 5 (Massachusett, Nebraska, New York, North Carolfna, tgNia) Estimatedinumber of Special-PurposelGrants in:. 1966 150 1967 400 C ti Estimated expenditures for materials in SpeifalJPurpose Grants 1966 $5 million I967r S8 million, 49 . Developing Special-Purpose Grants Programs 43 Though the U.S. Office. of Education provides interpretations of the regulations and develops guidelines to assist the States, each State is responsible for the administration of its own program. As a result, the ESEA Title II program, including the special-purpose grants program, varies from State to State, according to different circumstances and objectives. 'Under the ESEA Title II program, several. States established pilot school media centein1F6grams in order to demonstrate good media practices' and to bring about.change in educational programs., ESEA Title II adminis- trative acid supervisory staff in State departments of education, with the assistance of Title 11 advisory committees, 'developed criteria for th selection of schools applying for the' special-pOpose grants. These criteria were generally intended for use in(electing scRools: (I) where school edministrators were willing to provide additional personnel and facilities,'",- .v. if needed,, to make'the entire scho461 a demonstration situation; (2) where faculty. and administration were committed to the support and,developMentof, a continuing good school media program; (3) where geographic location, transportation, and facilities made a demonstration 'program practicable and productive for visits by interested educators. vinformation about the special-purpose 'rants prog m was disseminated to local educational' agencies through State department of education bro- chures, professional conferences, and news releases. plicatiogs were eval ated by ESEA Title II advisory committees and presentative State depa tment of edudation personnel, somqtimes assisted by consultants drawn from the field. Following selection of the schools to receive the grants, State slepartment of education personnel in some States were assigned to 'sery -as field consultants to the projects throughout the demonstration perio Workshopapfor the administrators, media personnel, and teachers' in the de nstration,schools were conducted in a number of States and brochures describing the-programs of the demonstration school published and distri- buted to all sclivolsqn the State,.with invitations to visit the pilot schools. How the Funds Were Spent ( _DIrling the first 2 years of operation (fi al years 1966-67), the etimate'd cost of school library resource,s0 textbooks, and other .instrUEtional materials acquired for use in special-purpose pwgrams amounted to more than $12(.7 million. The program required no State or local matching funds. The, amount expended represents slightly more than 6 percent of the ESEA Title 11 appropriation for .the 2 years. During this period, more than 550 special- purposeprojects were approved in 19 States. These programs served children and teachers in both elemeRtSry and secondary schools. 50 f. 44 .. . In addition to textbooks, eligible in5tructIonal materials under the ESEA Title II program.include booksother than textbooks, periodicals, docuMilAts, pamphlets, photographs, reproductions, pictorial or graphic works, musical scores, maps, chartS,'globes.,, tape and disc recordings, processed slides,. transparencies, films, filmstrips, kinescopes, video types, and other types of'printed and published and audiovisual materials. The types of instructional materials acquired for use in special or exemplary instruc- tional programs reflect the needs of'thechildren and teachers participating in.the programs, and the effort to emphasize the use ,of the school library as a rearhing laboratory, providing a sufficientorariety of materialt for the independent study activities of all students. 0 .., . . Frequently, the special-purpose grants projects eMphaSiZed aucflovqival materials, as schools and school libraries moved toward-the development of unified media programs. For example, Maryland in fiscal year 1967, lhe C 17 special-purpose, projects lAciuthlid'18,290 audiovisual items. Ohio reports that over 65.percent of special-purpose grant funds were used for the acqui- sition of audiovisual material-in the 37 projects funded' in fiscal year 1967. Significant priDgrams have been shaped through the selection of materials appropriate for achieving the basic objectives of the spedial-purpose grants project. For example, children enrolled in the Columbus, Ohio,State School for the Blind have -available a collection of maps, globes, and audio materials. The resources are being used-to explore the effect these media. have.on the spatial orientation, abstract reasoning, mind educational progress of blind children when such Materials are used,in conjunction with materiali in Braille. High interest,' low vocabUlary books, recordings, and filmstrips rare provided for the,use of pupils at*Michigan Avenue Junior High.School, rare Oregon,where 48 percent of the students read below grade level. A. special effort was made to include multi-ethnic materials in the collection made available to pupils at Riverton Junior High School, Clarksdale, Mississippi. \ -r- etial-Pur ose Grants Funds :In Hi h Priori Pre rams The spedial-purpose grants projects funded under. ESEA Title, II have pro- vided children and teachers in many types of schools with instr4dtkral materials; however, because o special concern with certain high pr ority programs,'a number of-project involving these priorities in 1967 hay been, identified. 3 Planning and Evaluation A number of ipecial-purpose grants projects have emphasized service to teachers and providdCmaterials for the use of school personnel involved in making cl-itical appraisals of edUcational programs being carried out in local yedpqational agenciei as a guide intaking action for program planning and evaluation. 7 *51 ,b. 45 The c110-rict materials center $n Anne Arundel County, Maryland, has been provided With approximately 3,000 source books in the social studies for the use of Curricul development committees. Other professional materials have been made aval ble in the center,rincluding 16 mm.films; microfilm of periodicals indexed in Education Index; and tapes, transparencies, and phonq- , recordings for plication. m.., , Two resource/ latling/learning centers in Wyoming City School Distric*, Cincinnati, Ohio house a special collection of multi-media materials. Space is provided for teacher to meet and to select'and prepare-materials. Delivery service to'schools within the district is also-avallayle. In Hudson Falls, Washinglon County, New York; the emergence of new curriculum patterns and changes, inteaching philosophy led to the deveop- ment' of a multi-media professional library. The collection will provide teachers 'wl,th research and study materials necessary for implementing curri- -wculum change. . i -I" , Pupils Jn,special or exemplary instructional programs are inv ved in experimental programs and are provided with materials under the ESEE Title°11 program. A multi-media library collection supports controlled experimental courses taght in advanced biology and physics at Watauga High School, Boone, North Carcilina. Experiments in the development of creativity in English are conducted with academically talented students.; Plans ate also projected for- experimentation with self-contained programmed courses for independent study by a select -group of students in specified subjects. A Cultural or Linguistic Needs pf Children and Teachers One of the priorities to be considered in the development of relative- need criteria for the allocation of school library resources, textbooks, and other instructional materials among elementary and secondary school children and teachers is the cultural or linguisti,c'needs Of children and teachers. A number of States have funded special- purpose grants projects under .f,SFA Title II to support programs.that serve such children and their teaches. Special attention is given in these projects to the selection of materials to help culturally and educetioDally deprived, children to acqui-re more adequate comTybication skills. A carefu y elected materials collection is provided for the use of the many chi aren ith a bilingual ,background who are eneolled in an inter- medlate "school in C achella School District, Riverside County; California. The program is desig ed to expand the learning opportunities of Mexican- American children and help them to make the transi+490 from Spanish to effective use of English. ' A collection of books, periodicals, and recordings provide foreign- language matelOals to elementary school students from foreign-language-speak- ling families in Hempstead, New YOrk,to help them maintain their langyage- 'Skills. Materials are also used to extend and enrich the foreign-NAguage courses being taught,in area schools. 46 Mentally or Physically Exceptional Children Under the ESEA Title 41 program, instructional materials were made available to handicapped children enhfied in regular; public and private elem66fary and secondary.- schools which either comply with the State compul- - sory attendance laws or are recognized by'some other procedure customarily, used in- the State, according to the relative need of children and teachers for.,SDstructional materialt. instriActional materials were made available, according to need, to handicapped children in special schools for the mentally or physically exceptional,,, education equivalent to that of.the public'elemenfary orsecondaryschool is provided. In some Sta-te, special-purpdse grants have been'made to provide materials for handicapped chil-di-en and their teachert; A collection of ,library materials it available for the use cif the pupil's and teachers of LomaAlta School which serves as the school for, the Marin County; California, Juvenile Hall and Family Rehabilitation Center. Faculty , members hope to assess the effects of adequate library retourcesupon 'llnegativistic" feelings which these youngsters harbor about school and the impact that library serl/ises_may have on their education. Materials were provided forthe individual programing of a small class of emotionally handicapped chilliren enrolled in_Clay Elementary School, Ka2sasTtty, MissouriPublic School District. Materials were' selected to suit'short'-attention-ipan andsapademic retardation of pupils and to be as free as possibJe from critis-provoking stimuli. A media cerrterrhas been'tetUO. at the State Agricultural and Industrial School; Industry, New:Yeirk.tosuPPort Programs of educational- re6bilitatiOn involving boys committed to the school by Family Court. A remedial reading cli.nie is provided an4.special attention is given to selecting materials Iry terms of pupil need and ability. The Wichita, Kansas,Regional7Libriary for the Visually Impaired 'Id Blind pro4ides,books in Braille, large prifitbooks, the New York Times in large print, talking books, and tapes as well asother media for the use of vivrafly handicapped children and young people. These students learn to enjoy good bookk, broaden reading areas, and are able to)pursue individual interests. TheyNhecome acquainted with and use a variety ofmedia and find. way of.developing-dailoy living skills. A similar provision has been made in, aaliforniasOhere for 3 years a specJal-purpose grant'to the Bureau- , forl'hysically Exceptional children has obtained books for loan to visually' hariOricapped children. / Early - Childhood Education 4.1" The age limits of children eligible to participate in the ESEA Title 41 program are the permissible ages for attendance at.the public elementary and 1.-4 secondary schools of the State. "Where "a State provides kindergarten or pre- kindergarten education programs for children in'public schools, such children are eligible to participate in the ESEA Title 11 program. a - Early childhood education programs generally include instruction- at-the nursery, kindergarten, and primary (grades.one, two, and'three) SEA Title II special-purpose grants in a number. of States have served chitdren,-- at these levels and4heir teachers. 'A model multirmedia instructional materials collection is available to pupils at Canton Central Scliool, Canton, New York,which serves grades-K-3. After-,schOW and Saturday service is available. The library collection emphasizes socialfstudieS because of an experimental program in the school. - A program in the Sunset Grade School, West. Linn,.Orecion,proVides school library dxperienCes for pre-school children. The program is designed to give varied experiences to build language skills and prevent reading disabilities. A multi -media collection of materials meeting national °standards is availeble'to pupils,-grades K-5, enrolled at Ella School; Marysville Joint Unified'School DUStrict, Yuba City, California. Inependent study areas, including facilities for listening and viewing, are provided. 'An Onstruc-, tional. resource center serving grades g-4 provides materials for the use of 20 teachers and approximately 500 children in. MartinCity Elementary School, Grandview, Missouri. 3 4 In New York' City, an early childhood reading centerhaS been developed to provide enrichment materials for use by children in grades I and 7 who are .iflicluded in the district reading clinic program. This reading center serves Students from 34 public and private schbols. The books and audio- visual materials were Ohosento strengthen the language arts program and encourage reading. The materials selected give emphasis,to urban life,and Negrf and Puerto Rican heritage. 47- Individualized InstrUction In anumber of States, special-purpose grants have provided instruc-: tional materials for use io independent study prograths, where students are involved in se_ lf-dijacted learning activities. These carNinvolve eesearch. n a library, constructionin the shop, and inveStigation'tn'a labdratory. Iuch programs require larg collections of printed and published materials of all types so that student' 'an use materiels accordibg to their own needs and ability. A multi-media coliec ion of resource materials enables secondary school pupils in Sycamore City School District, Cincinnati, Ohio,who have special interests and ability to pursue a problem in depth through independent or smalt=4Rpup study under the dire on and guidance of a teacher. Satellite library Gallons will augment the central library collection to furnish adequate support for the independent study program at South Tahoe kligh School, Lake Tahoe Unified School District, Ei Dorado County, California. Stanford University is assisting in the development of the flexible scheduling and independent Ilidx.conceptas a model for schosals of .this size, cgpacity, and location. , 4 4 48 t. - Instructional materials for use in language arts, social studies, mathe- matics, science,-and vocational education are available through subject resource centers to support the independent stUdy, program in Findlay, Ohio-, Senior High School. Secondary school teachers in these fields wilIserve-as guidance-resource personnel. , A variety of school library resourtes supportsthe social Stud es program, grades 3-6 at Edgewood School, Elmira, New York. StUdy c rrels are equipped for use'ofMultimedia materials and independent work I encouraged.' Secondary school pupils in!Aurora, Ohi are-Lnvolved.in an orga ized seminar program where emphasis i placed on sel -responsibility and se f-regulation for learning. Books,, fi s, tapes, and other instructional materials provide Opportunity for these stud ntt to study an area in-which they are deeply interested,. Amory Middle SchOol, Amory, Mississippi., the_only middlia school in the State, is-making.extensive use of library- materials in its move from text-. book st'tdy to individUalized,study. This new school with outstanding media center facilities is experimenting pith small'and large-group instruction.in team teaching. Additional school library resources forhe use of children_ in Okten Elementary School, McComb, Mississippi,. have enabled teachers to employ the individualized approach to the teaching of reading... Specia) emphasis is placed .on remedial' reading.and speech therapy in regular and summer Fograms.% . Pbpils enrolled, in an individualized reading program at Bridgewater= Raynham Repiona) High. School, Bridgewater, Massachusetts, have access to a good collectio6 df school library. resources. At beginning levels, Students_ read widely to develop enthusiasm :for independent work and abroad base of reading experiences. 'Senior high school students ptgress to,More specie work, developing background.in subject areas, guided by faculty and sch library advisers: . , Increased instructional materials-for the use of children and teachers have madeil. possible for some schools to decentralize media collections and develop multiple media centers. These supplementary media centers, struc- -tured on.a subject or grade-level basis, rather than form of media, contain special .colleclions of instructional materials,and are administered by the -,central school media center. Media specialists,and teachers are_available in these supplementary media centers to assist students. , . . A coltection of materials provided for pupils andteacherspf Governor . Thomas. Johnson High School, Frederick County, Maryland, is-made available froM 13 resource centers and a central, materials Center. School library. resources are made available through media center areasadjacent to each grade-level area in the Walnut SC6ne Elementary School,%Pleasanton Joint ,Elementary.Schools District, Alameda County, California. hEy librarian works with,teacher teams in planning forLthe-provision ofextensive opportunities' fOrstudents to pursue meaningful activities through the library;prOgram. Jr5 49 The seminars and collections of a centrally located media center at South Tahoe High School, Lake Tahoe Unified School District, El Dorado County, California are supplemented by subject.dollections in resource centers specializing in communications, arts, science, social science, industrial arts, physical education, commercial arts, mut., speech, and fine arts. A master control 411e,in the main media center f ilitates inter-departmental retrieval of materials. n developing relative-n\eed criteria for the allocation of school, librar resources, textbooks, and other instructional materia s among children and teachers, some States have given,high"priority oxhildren and teachers in small communities and rural areas as a meansof enriching \ opportunities.' ,c3e . 'A model media center for uralsbhools Fn nb/thern California has been established at Jonesville ElementarV,School,"JonesVille Union Elementary School District, Lassen County;.Catifornia.: -Media 04 all types will supple -. ment the present cotlection'tdjtring the schooltmedia collection up to recommended standards and help overcome the learning handicaps of'the numerousdisadvataged students in the area., . _ %- A collection of printed aid aU9110:fiSual:Material has been-provided for the use of children (grades 1 712) enrolled at DeKti MitsissippL'Attendance Center where there is: a developmental and remedial reading program for all grades: The new materials will emOhasIze social studiesand the humanities. Pupils and teachers at Bertie High School,-kOute 3, Windsor, North' Carolina, have access to instructional media of many kinds it their media center. Filmstrip and viewers, as well as'printed materials, are available for use at hote. A profeSiional library for the use of teachers is:equipped for pre-viewing audirivitOarmal-erielt and is also available for group study and individual conferences. Printed and audiovisual materials areavailable in two instructional materials centers in'a rural school district injioga'County, New York. A readinqpecialist works with teacher-"and. pupils. in achieving optimum use of all mate Jals. A summer 'library and readingprogram is funded,Under ESEA rTitle isadvanta ed Children and Children in Inner:Cfty Schels The basic objective of-ESEA Title, 11 is the-improvement of educational quality end:opporitypity,for educationally ditadvantaged children, through the provision of school library %ources,'textbooks; and other instructional materials. Some State plans EA Title II have given high priority -1-$" schools !phr611ing children from low- income families, special1y children,ph . I. S(3 . r inner city schools. Special-purpose grants of instructional material8 have c Assisted these schools in designing special programs to meet the needs of these children. In Buffalo,(New York, a demonstration school library has been estab- lished in a "target area" school through the combination of school and Federal' programs to point up the part organized resources play in developing quality educational programs. Long - range plans envision more such elementary 'School libraries and a coordinated elementary library system. Many special programs such as individualized reading,_team teaching, an ungraded reading program, and a listening center are in operation at Barry. Avenue School, Yuba City Unified School District; Sutter County; California. Instructional materials provided under the ESEA Title II special-purpose grant program support these activities. The media program serves the large number of culturally disadvantaged students enrolled and demonstrates how an exemplary program can lead to improved eduqation. High school students enrolled_in St. Timothy's School, Baltimore, Maryland, participate in a tutorial program for disadvantaged pupils in the inner city. Under the)ESEA Title II program, a special-purpose grant of materials on urban problems and education of the disadvantaged has been made ilable on loan for the use of these, students in their work. The educational-oppor tunities of deprived children in Waterloo Middle School, Howard County, Maryland; have been enriched by increasing provision.i. for learning through all media of instruction. The 'new materials inclUde, many audiovisual materials In all areas of the curricu)utf, with emphasis.onj. the needs of children of low ability. The Influence of Special-Purpose Grants Projects on Instructional Programs and Practices m' The special- purpose grants programs have. affected significantly the instructional programs in.the 19 States funding such projects under ESEA Title II io fiscalyear 1967. The programs have served the children and teachers im the schools concerned and provided professional lay groups with the opportunity to observe superior programs. For example, in North Carolina, over 2,000 people visited ten schools in the project during a three-month period to discuss new.trends in school' library development with library personnel;,o6serve use o:f library materials and equipment; visit classrooms to observe teaching of study skills and use of library resources; and observe the coordinated efforts of. school administration, faculty, pardnts, and students in the demonstration program. 1 The reports fr;om visitors who have observed these demonstration programs (\have been enthuslaric. They indicate/that parents, teachers, school board members, and school administratOrs who have made these visits have been able 5' 51 to effect4changes in their local school media programs and that the changes effected C'bn be atleast partly attributed to their visits to the schools. A county schOol fibre) consultant in CalifornJa states: "...NumerouS ideaShave been put into effect in schools where district personnel ave ,visited the, Title II project and have used the-program as a model. he project in our county has.had an.,impact oh the establishment andllimp vement of library services in other schools. A . Reaction," the special-purpose grants pibjects funded under tlie ESEA -4 Title II program in California .`indicates clearly'the Unique importalce of this opportunity for developing superior school media programs. The ESEA Title 11 report from California in fiscal year 1967 states: The Phase II (Special-purpose grant program continues to inspire the development of truly sug=5).cKOor library programs. The necessary evalu .y of a current school library program and the equally essential develop- ment of long-range plans for a given sctl situation, foci's the forces for optimum success in /Phase II project. Librarians, audio-visual specialists, curricu- lum co-ordinators, and administrators are finding new ways of working together. Communication is .increasing petween school districts developihg innovative school and group are visiting media cen with. the -using 'the wide variety rning. library programS. lndivid outstanding. school librar intent 'to learn the best of Materials available for I .A.resekrch paper on lhe d4Monstration schoOl Jibrary program in North efir61na-was prepared by Mrs. Jacqueline G. Morris, in partial fulfillment of requirements for a graduate 'degree in library science at Wayne State Univer- sity".2/ After studying project objectives, criteria for selection of the schools, and data obtained through questionnaires and interviews with school, personnel, Mrs. Morris reached the following conclusions: Almost 100% of teachers, principajs,,and librarians in the ,project Schools felt 'that' the project was a_grgat contribution to ItIhe . school's instructional program.HStudent.atfitudes.were improved. Puptis'were proud of being selected, and greater freedom in the library and. easier access to many materials gave them a sense of responsi- bility. f AorrisJacqueline G. The Demonstration School Libraries Proiect in North,. Carolina. 196667: Unpublished. master's essay. Detroit: Wayne State.' University, 1967..' 60 p. . -1 . :. 58 , ,,,,4. r k. .' A higher 19vel of,local support was a result. This was expect4eto spread to other schools in the system and continue aftpr specia funds stopped. Opinion varied on acceptance oflifi.novative ideas as a result of having a .resource center:. Use-of:- ilted materfal can be a positive factor. The quality of library'sypervision was impo were publicity and public relations. Thejnor discussed and publicized within the school t and aid for the:- school. Newspaper publicity sle0. of visitors. Proximity population was not?d with exceptional coverage in regional news medk visitors. ect s been al i, erest tOr-in numbers he schools' e, most 4' a An interesting result of the demonstration school_ brary program in North Carolina included the development through local fu d4:10 'a second* demonstration school library in Haywood County. When .1-6 6Ia High School, '''' Waynesville, North Carolina, was selected to be a demongtr ion school library, the Haywood County Board of Education appropriatecriunds to streng- then thrg, library resources at PisgpleMgh School, Canton, North Carolina, so that it, too, might serve as a demonstration center. The facilities and curriculum of these high schools are.similar and 11n each school every attempt has been made to provide the same learnin environment since the needs of the pupils are similar. , One result ofincreased instructional materials undlr the ESEA Title II . program is, increasing.pressure to make all materials availabl for teacher, pupil, and parent use, at home nd at school. in many schools, special training programs have been dev loped so that children, teachers, and parents can become acquainted with the peration of equipment and care of math vials. Project Open Door, a br chure developed in the Oregon State DeparSioact of Education to descr be the demonstr9Ijon schoblIdtbrary prograM in 4iscal7) year L967 states:' 41, In the pas a student might be entrustqd with a $5 or $6 book after elab rate precautions were takenZo insure its.safe. return. Now, almost any evening of the school year, a Mill City student may be seen entrusted with a $600 projector and films totaling twice that amount. Despite forecasts that, with large scale media usage, students would-tend to abandon the ancient art o'f reading, carefully maintained circulation data have proved this to be untrue. One of the inlirect benefits of the EA Tithe II' special-purpose grants projects is theirlc rdination with pres rvice-teacher-education programs. A few Statesshave.inc uded plans for mak ng the project availab e for teacher training purposes., or proximity to a:teacher-training instituti namong selection cri-teria.' .Examples Of laboratory, schools enrolling ch'Idren and teachers receiving special- purpose grants are: 59 ( 4. 53- Watauga High School;,laborato4y &oho°, for Appalachian Stateilniver- sity, Boone, North Carolina Montebello Elementary School, Baltimore, Maryland, demonstration school and student teaching center for institutions in the area . Dansville Central School, Dansville, New York, student teaching center for State,University at Genesee) Ar 4 . Frederic-Burk School, San Franoi4o, Californi a', laboratory school for San Francisco State College. College and university students who study and work In the special- purpose grants schools have the opporipnIty to receive .Instruction in the selection and use of instructional' materials.in.an atmosphere where-students and teachers \ake full advantage of the resources and services of a superior prograM. Teachers' and media personnel work individually with student teachers t teach them the effective selection, evaluation -and use of materLals all formats. Thetmaterials provided through the special-purpose grants program have supported in-depth instructional programs in specific subject fields. An extensive local and State history collection is being provided at Brogden olunior High School, Durham, North Carolina. The collection includessbooks, films, filmstrips, recordings, and materials relating to North Carol in4 fauna and flora for correlation with geography and science. The Talawanda School' District, Oxford, Ohio, granf to support service programs. Films, tapes, Mateirials nflated to physical science topics, incl oceOOgraphy, outer space,, and elementary physics, of pupilsfrem grades 5-9 enrolled in science. received a special-purpose records, and printed uding earth science, are available for the use The impact of the epecial=purpose grants projects on-InstruptIonat pro- gralpsi-as described In this "section, is a direct result:of the SEA Title II (speCiat-purpose grants) program. The increased use of Materials has affected the developMent of school media programs. These'projects have contributed to the improvement of educational quality and opportunity in the fofrlowing ways: Accelerated the developmekt of unified. programs of audiovisuakand printed resources and services in elementary -and secondary SchOols Supported school prOgrams of innovative curricula and instructional _techniques Stimulated educational planning in elementary and secondary schools 60 4 . Demonstrated superior media programs . . Provided inservice and preservice training opportunities for school personnel. .Promoted local interest in and support for school media programs. I ;- VI. BENEFITS UNDER ESEA TITLE II TO CHILDREN AND TEACHERS IN ELEMENTARY AND SECONDARY SCHOOLS OPERATED FOR INDIAN CHILDREN BY THE DEPARTMENT OF THE INTERIOR -55 Public Law 89-750, signed by the President on November 3, I966,amended the originAl ESEA Title to extend eligibility to include the children and teachers in elementary and secondary schools operated for Indian children by the Department of the Interior. A plan was approved on February 20, 1967, seectfive November 29, 1966, for the administration of this program. Responsibility for the administrat the children and teachers in the eremen for Indian children reits'with the Ass Bureau of Indian Affairs. AdmInIstra on of the ESEA Title II program for ary and secondary schools- operated t Commissioner (Education) of the functions-are then channeled to eubadministrative units, with,tHe assistance of a Title II Advisory Committee. The Advisory dommIttee, composed of the education specialist (Library Sciedie), a librariln (central office), and'other program and education specialists and school librarians, delegates some lynctions to a regional subcommittee composed of area, agency, and-local school education petsonnel. The duties of the Title-t1 Advisory Committee include implementation of the Department plan and dissemination of information regarAg provision of the plan. Along wi*h program activilles, the committee provides consultative . service t9 help school librarians in long-range planning to improve or extend library services and instructional planning. , Substandard edonoMic conditions are roughly the among all children in Indian schools. Therefore, a portion of acquisitions under Title II was made available in ail schools. Up to 5 percent of the acquisitions were reserved for children will teachers in schools in which special efforts hue 'been made in the past to provide an abundance of high-quality instructional\ materials. The remaining portion of acquisitions (about45 percent) was distributed on a relative-need basis using quality and quantity of materials available in relation to st dards. ? dkla , In fiscal year 1967, the ureau.Of Jndiap Affairs plan.for ESEA Title II served 47,184 children and teache in 231 schools (Table 2). Of the $125.,461 allotted.underTitlejl, t e.Bureau of lnditn Affairs expended $113,189. Aloost theentiroathount Was used far acquisitions ($113189), 'with. Only $1.1582 expended for-admi Istration of the pian (Table 3). Of the aMount expended for acquisitions, $5,209,was expended for Orldering proces- sing, cataloging, and delivering fie 45,526_individualAtO6sechool library resources and other. instructional materials made'aVailable for the use of .Indian children and their teachers. This represents an overage. expeilditure of abou.12.cents per item. The Bureau of Indian Affairs . undoubtedly absorbedthe major costs of-these services and used the ESEA Title II funds to provide materiait. ) ) 56 A The plan gave prilority in the first year of the program to school library resources anel other instructional materials, with texttopoks being excluded as a lesser priOrity. School libyry resources accounted for near-1,031 percent of the $113,189 expended for instructional materials loaned to children and teachers in schools operated for Indian children by the Bureau of Indian Affairs (Table 7). Of he $91,533 expended for school library resources, $71,092 or over 77 percent was expended to make available 26,049, library books (Table II). The 26,049 library books represent -an increase of less than I library book for-the number of elementary and secondary school Indian children (47,I84Y participating in the prodr5m: Audiovisual materi s account .for apoUt 21 / percent,or $19,257,of the total expended for school liWary resources, .The amount expended in, the school library resources categary for periodicals and other printed matter such as documents and pamphlets is less than 2 percent of the funds expended in this category. The total amount reported as expended by the Bureau of Indian Af airs , in the other instructional materials category is $16,447, or about 14. percent of the amount expended for acquisitiOns (Table 7). Other inst uc- tional materials are defined as the same 1..tems.as school Ii6rary resourc except that they are not processed and cataloged. Books account for $8,793, or /slightly more than 53 percent' of the total reported as expended for other instructional material (Table II). For audiovisual materials in this 'category,' the total reported Was $6,608; or about 40 percent. The amount tpended for periodicals and other printed materrals in this catego is 'I ss than 7 percent of the entire amount. expended for other inst uctionallnaterials. For books in both categories,' the amount reported as expended ($79,085) represents about .70 percent ol...thetotal amount reported as expended for acquisitions.. The total amount expended for audiovisual material in both ,categories is $25,865, or nearlii423'percent of the total amount expended for acquisitions. The total amount expended for periodicals and other printed matter is less than 7 percent of..) the total acquisitions for loan to Indian children and their teachers. .. Under ESEA Title II, the Bureau Of Indian Affairs reported establish ment in fiscal r3ar 1967 of 8 new ,elementary school libraries serVing 2,52 Indian elepentary school childrensITable" 13)% -NO new secondary school libraries were established under'ESEA Title II. Librarigehave now bee esOlgished in about 6 percent otneNestimated 132 schools operated for Indion children that lacked librariAS a the beginning of fiscal year 1967. ith regard to the improvement of\t e existing s ool libraries, all schools operated by the Bureau of Indiaii* Ifairs,having ibraries at the beginning of fiscal year 1967 were expa ed as a result f the ESEA Title'll program. Ofithe 99 school'libraries expended, 85 were e ementary school . libraries' and 14 were secondary schoot ibraries. 4- 6 3 4.) VII. THE STATES REPORT 57 In flical year 1967, the ESEA Title II CoordinatorsAgate school library supervisors, and State supervisqrs of /instruction were asked to, respond to a:number of questions concerning thedESEA.Title II peogram.ii Their, answerS.indicated the impact of the Title II program on the improvement of educational opportunity for children, additional needs for-materials to support instr6ct.ional programs and, for staff to increase the acce*bility and utilization of materials,and-innovations or special ways by which instructional programs were strengthened through the ESEA fitle II program. Their; answers also showed the tendenby of schools to unify media. programs, by OrOviding children and-teaChers with a variety of Media and media . resources. The following sampling from the narrative reports submitted by .State departments of education provides evidence of ESEA Title II program ;impact and its effect on children and teachers in public and pi-ivate, elementary and secondary s6.rals. Region I Connect leut Ther Is evidence that Title 11.prOgrams have contributed significantly to the i rhprovement -of educaflonal oliportunIfy-for the children and teachers in the public and private elementary and secondary schools in Connecticut.... Based olt the numerous contacts with teachers, school librarians, school r administrators, and audiovisual personnel,. we feel that the schoolsin ConnectiCut reacted very faVorably to fhe`TItle 11"pro9ram....TItle II has been an important factor in improving teacher morale and the morale of audidvisual sUpervisor1/4who hive felt frustration for many.yearsas a result of the gap between what staff members were requesting and the material's theyivere able to obtain....Certainly Title.I1 has created a climate for increasing the purchase and'use of all of materials to enrich the school curriculum. The availabljity of these Rew and p-to-date materials' has given a tremendous impetils and encouragement to Classroom. teachers to.change and improve their teaching'techniques:.... I/ -'The ESEA Title (120arrative'Report Form, Fiscal Year 1967,may e found-in the appendix. 64 f Tr' 511- , Massachusetts. The most striking impact of Title 11 in increased utilization appears to be the first major opportunity for public and private schools to indi- vidualize their instructional materials in line with local aducatignal philosophy. until ESEA, many school systems provided basic general collections whi were expected to:span many puiposes rather than meeting more InnovOlve quests for special curriculum revisions and experimental. efforts wKich ma e holalthy educational growth. Especially in the second year of_theprogram, the heartwarming, interest of department heads and fa9ulties was-apparent in cooperative planning with media specialists for feasible yet creative instruction. This is the heart of federal aid--the extra help to try something new, evaluate it, and improve upon it in subsequent years of effort.... INew Jersey ( , Statistical analysis of centralized libraries indicates that schools, . have increased ObIlectiOns of, library resources and audLevisual,materiais. Most Ii0Ortant has been the maintenance of local effort so that Title II . funds tpuld,Supplement holdings...Elementary schools are increasing-the-use of- library and instructional materials in all phases of teaching.. SeCond- ary Schools age,beginning to develop special. collections, such as back periqqiicalson microfilmsight-saving books, and regional or local history... Supervisors report that schools are beginning to develop greater strength in subject areas-which have been neglected,, particularly the area of fine arts... The acceleration ofrequests for elementary school librarians since the distribution ol_Titleail materials seuggests thatr.schools are using ,the, materials and recognize the importance of service.... Pennsylvania The need for professional perSonnel in the educationa+Hmedia areas is, great. Providing materials to... the chUldre and teachers of the State-has qelonstrated.the immediacy of the:n01114 for.professional personnel.... Schools which, had not provided instructional material for their teachers and children prior. to the Title II ad4ept have b9en motivated to establish loyal effort through the demonstration of the educational benefits the Title II resources are providing.... There continues to 'be a general need for all kinds . of instructional materials,print'and nonprint, and,atall grade levels with perhaps a special priority being given by the local educational agenciesto . acquisition materials -for the elementary. 9rades.... 65 Region III Puerto Rico, 59 -CS It is 041fic t to ascertain the impact of the Title li program on the improvement of student achievement. On the other hend, 'we have ample . . evidence of the effect of this prOgram on the imp ovement of .teachers teachers and librarians in their methods of presenting and erg nizillg content matter and- -teacking methods.... The feedback from teachers allgot the land, their new enthusiasm, their desire to,evaluate materials, initiate proposals, and - Start Title II projects in their schools points up theiinvigorating effects of the,program. West Virginia .- Although ESEA Title II has made a significant contribution to the -improvement of instructional resources inWest Virginia schools, there.is still much to be done. One cannot say that the efforts of Title II are yet to be felt because there Nave been some noteworthy. advances., The problem it that there was such a piucity Ofitiachcing material :prior to4ESEA that there has not been sufficient time or money to overcome the "log." All subject_ ffetds and grade levels are still laking for quality. instructional materials.... There has been a dramatic.tmprovement in the qUeliyof library retources.....The often neglected elementary children and teachers have seen anew emphasis on instructional materialS related to the tpedial needs of boys and girls. Sometimes for the first time, children and teachers have been able to move from the restrictions of a single, inade- quate textbook to a broader source of materials approprte to the wide range of ability wild interest found in our classrooms Region IV Alqpinall, .\/ NO other single Federal program has had the effect of.Title II on the educe-I-Jona! prograM. One of the most neglected areas of, the entire educa- tional system in;Alabama has been-in'ilbrary seryice. The State has" never allocated funds specifically for library: Who) other 'instructional materials, nor have they provided a teacher unit for librterienS.... The establishment of criteria in the. State plan for centralization of school 1 Wrariesas a - requirement for dull participation in Title II has,caused'the developmentof .mahy.new libraries.: -.: The instructional. programhas been. enriched so that teacherscarrnow gek away from one-textbook teaching. We feel that with the .continued assistance from Title II funds, we will someday bring our libraries up to the adequate standard-necessary'for the education of *tur `students..,. T.Ltle II has definiteg increased the Jnstructionalreiources ° in.thesubjectomatter fields, In erbmentary science, it has made possible a greater rangepfscience topics. (other than those in the textbooks) and hat provided for variationsTin experiences. 60' Mississippi r. ...In many schools, the local budget waS increased because of aroused new look, n r a new piosophy of expanded rvice, and a new atmosphere: We teacfter .interest in the 'library as a center. Most libraries have a think Title II, EtEA is the primary cause. ...The State has still not reached Its standaOs for each of.the three categories of materials, . althougIcESEWoonies are helping., Mississippi schocMs-still have a 164 . way to go ttrprOVide quality library, materials to meet State standards.. 4'. It is' becbMing increasingly apparent that the availability of good library materials is,th6nging teaching methods and making for more depth'in'stddy ip our classrooms. Ingividuai needs of boys and,gpsecan be bettermet4 '111, . . Region I I 1 i no IA.: - 4. 1,.4:.- There has deen'an.increase this year in-the inv6I-V= w,p,. .,..a,licschiodil library supervisors. and curriculuM Specialists, with a g e erstanding develpping among administratorS of the need for 4Lis irvolveMent-tind in appreciation of the merit-of-the Title II prograM7-4teetotore not "Orevalent'44 The second year of the program has indicated a.much stronger awareness by ., s&looloboardi and'communties of the value of centralized school library -resources:...' The' weakness persists in the lack of adequately trained man- power to.staff the local schools,, improve the selection process, and assist teachers in their selection.... A widening of, the scope of instructional materials housed-in school libraries has been one of the main trends since the advent of the Title II program. A'second impoitanI trend has been the implementation of,library programs so that, a studeht'orientation unit is ,..- expanded to reference and reading guidance, book talksiwindividual instruc- tion, Orientation in the use'of audiovisual ,materials, bibliographic services to students and teachers, etc. 0 ; -.1,11 -. Ohio Ten percent of Ohio's Title II allocation is withheld for special- ,purpose grants. the purpose of these grants is to establish special . collections of4pooks and materials to meet speCial curriculum emphases.... Eighteen local school districts received grants for special collections of meterlas to strengthen existing school library collections and services. Pfhesekmodel programs, well distributed throughout the State, have served to encourage.neighboring school districts to further develop, and improve their own library and instructional programs.... The continuing need in Ohio for erials'is still that of elementary library resources.... The-reaction to e Title program from all group's in the State has been positive.... A ypical comment, which would most closely summarize the reaction to Title 'is that it is ope,of the best Federal_pr_ograms even though' the'funds are limited... Region Vii' Missouri The influx of increased School library reiourceswithin_the.Schciols has vithouy doubt Increased the eOportunity for the improvement of education. haxe these materials.available for the u§ o thechildren and teachers.... At is rewarding to see schools that had Ale le ou_nollbrary'resburces now . Th4 involvement of teachers, CounSelors,"libreriani, audiovisual and. reading. :speciatists,'-and special's tvicespersonnet in theSelection of,-thwIltle11 resources increased the-tilization of the materfals..... Our eMphasis has been on school library reso rtes and;wel)elieveprogrets hat been made., Textbook needs are pretty well met for the gubli.c elementary schools with I al and State funds., 'There is St4I1 need.* textbooks on the-Secondary vel In all subject fields. However, the greatest need is still°for books-. fOr'the'school library and aUdiovisual and_supplementary materials for all grade levels. and-most subject areas. South Dakota *o school library in the State-met standards, therefore',children and teachers in all schools were eligible,. All funds were eXgOded.for schOOI Ifbriry resources'and at .least 50.percent was spent forbooks1:..'"Using just" _library retourcee:was well received and the materials have.biDIStered the ; need areas..., The evidence that we hae.at the present time it that Federal funds under Title Il.were used to supplement and, increase State!.and local .finanCialeffort to provide materiels..., We are initiating a detailed survey ofYschool libraries.whiCh we'hope'''W,111 enableNps.to better evaluate the relative need: ofour children and teachers..:. .11;boks and audfovisual : materiels at all levels are still lacking when quality.of instruction is .consiflered... Region, VI I , revieW,of IrpUbljd school budgets7lndicates that in nearly. all . .-e'g instances, :11-39,,a unt Of.loCal schoOrdiStrict fundS buggeted for library_ resources and 'her'..instruCtional aidS again represented a significant increase over the previous year.... The impactof the Title II program... has been almost unbelleVable in many sections of the Stale. There have.been new books on many subjeCts.*.made available to children and teachers on a largerscale.than even before. SchOols.thathad never been able to provide filmstrips, recordings, flat"plcturet,. etc.,-have enriched'their resources and the experiences of thk children enrolled. .Teachars havebeen.able to broaden their instructional. prOgram and modernize educational opportunities for children. Children. now have'access to Informatiod that will Challenge them to.explore many fields dt interest.... bi . 62 Texas N.-- , ESEA Title 4 I, has provided assistance to the f in rlistricts,-has encouraged the more able districts to move go rd 'media centers; ancrhas made materials available to/private Schocil c ildreri and teachers. In'addition, this program has contgibrited grealir to curriculipM development.... Parents, teachers, school librarians, school. administrators, and the:general public, including representatives-from private schools attest to the favorable impact made-by ESEA Title 11... Elementary schools, as well as,secondary schools in both public and private systeMsstIll'need library materrals.anOesonnel to Ineet the 1960 A.L.A. standards:...Many small schools have Yess than 5.9.books per A special study of library problems and .Aeeds,.1noluding II' benefits... is being conducted., .(and)... will provide direction and recommendations for future.school'Ilbrary, development in Teo"- 4- Region =VIII s. Idaho, The greatest strength in making mater alts available to chil8ren and teachers in both public,and private.schoolS was allowing local'agencies to select materials they determined best met the needs in their district. Prirate school librarians and, teachers were -consulted and served on se ec- 'tions committees.... T%e Title II program put an emphasis on improVing school libraries wgich was long overdue. In additioh'to materials which were made-availa6le, the attitudea of teachers, children, and administrators toward the library, have changed.here is d growing-trend to make the library, a true materials,4enter..:. At the present time, there are not enough trained librar)ans to fill: thepresent vacancies but each year finds more schools establishing aaintral library,,adding additional staff, expanding r, physical facilities or planning library improvement in other ways..., Title II . has enabled the State Department. of Education to employ .a school library consultant and several districts have been encouraged to employ elementary library coordinators...-. **/ Wyoming - .ESEA. Title Ii has hd4 considerable_impact-in-Wyomfpg,due to the fact 'tbat 'most dlttricte-lacked-adegUate fuhds to purchase needed boolcs and . instructional materials. Although Title II funds have not.been adequata.to meet the need, additionaLfUnds haveshoWn what can be done, and some. districtshave.. increased th,,.r own efforts.... Title II funds have definitely helped:to-strengthenrparticipating programs. Collections of audiovisual material-0 tIy expandedowledge of the use and of.audiovisual erials.of. -types and at all levelSis still Veryt,muCh lackihTon the Whole....Althargh'-moStc011ecljons are %pre up -to- date_ than-jhey used to be in the sciences, due to 146EA.114 fundS, 0%phasis on this subjectield, as well as the more crucial fietdi'Of soc-ial studies, fine artt; and applied .arts.is most necessary.... 69 ) Region. IX (/ There is overwhelming evidence of increased interest in library usage, by both teachers *d students.. Although this evidence is largely subjective, there is no doubt of its reliability. Nor is there any doubt.but.that this increased interestis due in large measure to the availability of increased numbers and varieties of resources.... Much voluntary correspondence has been. received from school personnel describing.the importance of suppleMent- ry materials which could not have been acquired through school funds. Administrators.have been pleased thatTitle II proCedures for participation have been somewhat.siimpler than other programs.... Perhaps the most outstand- ing improvement in services offered by librarieS which can be attributed directly to,.Title ll is the increasing number of formerly total print libraries which are now acquiring audiovisgal materials and making them available to individual pupils... Oregon The ESEA Title II programs, by providing an average of $2 per child for additional, materials, has helped schools move forward in their efforts to provide resources for teaching and learning. However, this financial assist- ance is minimal in view of the high cost of books, periodicals, audiovisual materials, and the inadequacy of existing school library.collections to meet today's, needs and demands.... The greatest program,andtevelopment of better media service's in Oregon schools is fouild in those districts which have combined funds from various sources.. Since no one source seems to provide enough money for all' of the elements of effective media services'(facilities, personnel, and collections), ingqnuity must 00 used,fict find ways of frnaneing an adequate program,...