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ED 169 909, TITLE. DOC-WINDT 'RESUME IR 007 182 L School Library Resources, Textbooks, and Other Instructional Materials: Title IT ECEA. Third -Annual Report, 1968. . INSTITUTION Office:_tof -Education (DREW) , ffashingtOn, . - FfN5 DATE ; 71 NOTE 105p. ; Sprite tables are minimally' legible. due to small print sfze; Appendix Tot included.; For related . 'dot uments,' see IR 007 166-171, IR 007 180-183 and tl> 086.215 . AVAILABLE. Frio?! Superinl!endent, of__Documentg, 'U.S. Government printing Office ,_ Washington, D.C. 20402 (ffE 5.220: 20 i_08- 68)2 . . EDES .PRICE MF01/PC 5 PlUt Postage. DESCRIPTORS *Educat nal Progfams; Eleinentary Secondary , , Education Expenditures; *Federal Programs; Gr nts;. Handicapp Children; *Instructional Mat;:srials. / -*Library Material's; Program CoordinatiOn; Sch'ol, ' Libraries; Staff _Improvement; Standards Stat Programs:" Tables (Data).; Textboolcs IDENTIFIERS *Elementary Secindary Education' Act_ Title 7 ABSTRACT The third annual .compildtIgn and analf Tietle II of the Elementary and-S'econdary F,dueation Act IT), this report dscribes how the .50 states,' the -Dist COlumbia, Guam, Puerto Rico,- the Trust Territory of th Islands, the Virgin Islands, and tke Bureau, of Indian A U.S. Department of the Interior utilized' title II funds for the improvemen't of educational gua:lity,and opportun books, and othe -increased school library resources, t., 'instructional material's. -It consists 6 report,- shoving expenditures by Categor p'roviding' data on personnel of the state education ag ) P,ureau Of Indian Affairs, children and te chsrs part4- 'Title II prOcy ram, and materials acquired; and. (3) a n Summarizing and evaluating 'the program, d.scribing a ro-ssib le by th4 prbgram, and identifying problems.-.1 supplementary data obtained from 30 states on speci protects funded under E.SEA Title:II are indludeq. ( -three parts: ( ; .(2) a statis data on Ti-tie f cif-tic .irs of t.hd n FY 1968 7 y through' a fina.nt al repor c,_es peting in rrative- re ii/evements additi'on, - purpose g uthor/J.D) al ethef ort, made some ants *******.**********.*************gi**************.* *****,ic*************tk*** * Reproduc tions supplied by EDRS are t'he b_eSt that can be made * *********,******le****************** ?:e***?:4<*;:e i****1*********4;************* from the original documett., 7 . U OEPARTMENT OF HEALTH, EOUCATIONA WELFARE. NATIONAL INSTITUTE QC'.w riE C/CLI/LicNT HAS BEEN REPRO- ,4111 DUCE' EXACTLY AS RECEIVED FROM THE P. ,SON OR ORGANIZATION ORIGICV *-- Aflfs- POINTS OF VIEW OR IONS THIRD ANNUAL REPaHT DO NOT. NECESSARILY REPRE-.- Sth ciCiAt, NATIONAL INSTITUTE OF; EDC----0N-POSITION OR POLICY FISCAL YEAR 1968 . 1 .TITLII ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965' SCHOOL LIBRARY RESOURCES, TEXTBOOKS, AND OTHER 'INSTRUCTIONAL MATERIALS 1971 U.S. DEPARTMENT OF HEALTH, EDUCATION, Elliot L. Richardson,-Secretary -Office of Education P. P Marlando/Jr4 Commissioner 4' Printed 197_ j Reprjnted 19 -40 Superintemdmot of.,Documente Caukog No. HE 5.22D:20108-68 4,* U.S. GOVERNMENT PRINT:NG:OFFICE 0 4.. WASHINGTON: 1971, / ;91 " For; sale by the Superintendentro umenti, US. Govescointent Printing Office ,/ rashington, D.C. 20402-- Price Si / 4 CONTENTS I. INTRODUCTION iii 411, Page Participation 2 Expenditure of Funds 3. Casegories of Instructional Materials Made Available 3 State and Local Educational Programs Strengthened, 4- . II. _PARTICIPATION IN THE ESEA TITLE II PROGRAM 7 Appocavec Plans 7 ProgramAiarticipation - Children and Teachers 7 Expeos4Iture of Fubds , 11 Stata lersonnel,Assigned to Title II Programs 15 III. CATEM2R1ES OF ACQUISITIONS UNDER ESEA TITLERIF---------- 19 ,SchertoC. Reiources Teness °that Lvacruetional Mater=441s 19 28 28 Ord, Processing, Catmoging, and ..irelivering 29 7. N, trArE7IIDGRAMS FOR THE STRENGTHENING OF INSTRUCTION THROUGH h. UMPROWED RESOURCES AND SOWICES Imprommoor of School Librmr7 Resources Mainramnimr and Increasing Ef-fort SchOo_ Library Resources - State and Local Funds Expended Schoc: Library ResourCes-- rivate School Funds Expended TeXtbooks State, Local; amd Private School Effort Other InStructional.Materisis - State, Local,. and Private. School. Effort Standards for InstructionaL, Materials CoOrdinatim . Staff Deve..:crement Services tc Handicapped Children and Theirleachers SPECIAL-PURPOSE GRANTS PRRGRAM'IN.30,STATES 31. 36 36 40 41 - 42 43 46 '50 53 57 ffoli the FundpWere Spent ..59 Arts and Hassenities -: . 61 Minority Granpa in ;American History and Culture 62 Vocational Education .03 Staff Development 65. Pupil Personnel Services. . 67 . . Cultural or LingOistic Needs of Childreh and Teachers 68 Disadvantaged-Children and:Children in Inner-City Schooli 70 ., Early:Childhood Education ': 4.,_ 71 Influence of SpecjalfurpodeGrants Projects on 73 .Instructional Programs and Practices CONTENTS - Continued VI. BENEFITS UNDER ES TO%CHILDREN AND TEACHERS IN --ELEMENTARY AND-S CONDARi SCHOOLS-OPERATED FOR INDIAN CHILDREN BY THE DEPARTMENT OF THE INTERIOR VII. THE STATES REPORT Page - 77 83 .,', APPENDIX: Supplementaryliata on Numbers,. Cost, Types of Audiovisual! 97 Materials Acquired under ESEAefitle.II Programs, Fiscal Year 1968, by Category and Educational,Level,_1 tt J. ti. TABLES 1, Total Number c .-27,aige and Participating Elementary Secondary :tildren and .Participating School Teacher' in 7SE1 ale :I Programs, Fiscal Year INtd; by State or Or Area 2. Total Number or .and Participating Elementary am. Secondary Privoo Thildren. and Participating Priv= SChoOl Teacher: SEA 7ttle I: Programs, Fiscal Year by Stan or Ou Total number o and Participating Children in ESP. Title II Pro isca- Years 1966, 1967, and 1968, by Educational Le ._ ac. 'tine of School 4. Funds AvaiLab..e are Fun0s Expended ,for-ARquisitions and State AdminlsT, a Percent of Total Expended for Administratio. 1,-.tsteltr F.SEA Title II, Fiscal Year 1968, by State or 0c=1-yir4g A410 5.. Funds Availati_e kind fra-as Expended for Acquisitions and State Adminiscrgtion .nder ESEA Title II PrograMs-, Fiscal Years 1966, 19 nd.1968 6. Number of SU to ESEA Titli Years 1966, 7. 'Number and Cos .other Instrurst: and Teachers II Programs, 8. Number and C Other Ihstruc. and Teacher and Deliver Fiscal year tment of Education Personnel Assignee iro7gmm in Full-Time Equivalents, Fiscsa 1°168 ArA1991 Library Besoureas,'Textbooks, ' iMateerials Acquired for Loan-to Chil end Private Schools under ESEA 4 Year :Oat School Library Resources, Textbooks," Materials Acquired for Loan to is of Ordering, Processing, Catalcgp...4*, rials,:under ESEA Title II Programs, by State or Outlying Area Nu*ber and (-..ss If School Library Resources, Textbooks, and Other Instruorniocal. Materials Acquired ,for Loan to. Children and Teachers hblic and Private Schools, under ESEA Title II, iscal mam -1966, 1967, and 1968, by Educational Level and e of -colo.7:1 S 16 20 21 22 vi ex TABLES - 'Ontinued Page * _ 10. Number And Cost of Books Loaned to Children and Teerei by Fer'.nmorac*.onal Levi - and Category of Instructional' ftterials, under 32164 Title T L Progiams, Fiscal Year 1968. 11, NuMber arrItI C0441Lip Audiovisual. Materials Loaned tc Thildren and'Tsaclomrs, catf Level and Category of :nstruc-' tionaL 45, ''frsdet ESEA Title,. II Programs, FiAmal Year 1968 25 12, Number _ame co.Hoof Audiovisual Materials Acquired 'Mr Loari to Chile =er Teachers in .Public And'Private Schmolsounder ESEA Tim,. is ?romans, Fiscal Years ,1966, 1967, and 1968 26 13/. Number of Nob.. Momentary and Saconilarf Public Schol Libraries Establishen. And Number-of Pupils Served by These Libraries; . Number of loustinw, Public Schoal Libraries Expendec: as a / Result of _MEA Title II Programs, Fiscal Year 1968, by.Educa- ,tiona1 Leal and State'or Outlying_Area 32 14. Number of New Public SchoOl-LibrarieS EstabliShed and Nuiber of Pupils Served by These Libraries; Number of Existing ?ublic School 1..braries Expandedi.Fiscalyears 1966, 196- and 1968; by Educational Level - u. 15. State as Local Expenditures for School Library Remmurces, Textboans, and Other .Instructional Materials, by Sate or Odtiying Area and Educational Level'iRIscal Year 1968 . 16. Privat. School EXpenditures for School Library Fesources, Textbooks, and Other Instructional Materials, b; State or Outlyiur= Area and Educational Level, Fiscal Year 168 38 17. ESEA Tttle I:, Special7PurpOse Grants at a Glance 58 18. Total bomber and Cost of Books and AudiOvisuallUterials Loaned as SC-hot.: Library Resources and Other Instructional Materials under EEEL Title II Programs, to Children and Teachers in- Schools lerated for Indian Children by the'Diepartment of this Interiori, Fiscal Years 1967 and 1968 ". 79. 19. Number.ard Total Cost of AUdiovisual Mater als Loaned to Children amt. Teachers in Schools. Operated for Indian Childrefl by the Department of the Interior, under-ESEA Title II Programs, Fiscal Yers 1967:and 1968 80 4 TAIL-ES Contaamed APPMIDIX A. Number.wmc Total Cost of Audiovisual 'Materials Loaned to glemeotiv.- School ChildreE and Te rs as School Library Resourceft, State or Ow:Lqing Area der ESEA Title II, Fiscal Year 1968 B. Number and Total Cost' of ,..diowisual Materials Loaned to Elementary School Children. and Teachers.as Other Instructional Materials} by State or 0=.:ying Area, under ESEA Title II Programs, ?fiscal Year 1968 VIII am 7 96 C. Number and Total Cost of ludiovis Materials Loaned to- Secondary School Childret and Teasers as School Library- Resources, by State Cr Our-lying Area, under ESEA Title II Programs. 'iscal Year 1968 100 V. Number anc Total Cost of Audiovist Materials Loaned to Secondary School'Childransand Teachers as Other Instructional Materials, by State or Outlying Area,ynder ESEA Title II Programs, Fiscal Year 1968 101 INTRODUCTION 4\f\, TI v ;ie II of the Elementary and Secondary Eddwion Act provides). . . , . dire,_-- Federal assista=ze for the acquisition of school library resource9, fex=moks, and, other 1_::_structional materials fox the use of children and terxhers in public and private elementary and secondary schools. ThiS revert Is the third annual compilation and analysis of data on the program. The report describis how-theTip States, the District of Columbia, Gam,, Puerto Rico, the Trust Terlitory Af the Pacific Islands, the V =gin Islands, ,anc =he Bureau otf Indian&Affairs of the U:S. Department . of the Interior uti Lzeditheir Title II funds in fiscal year,1968 for the 3prove4nt ,of educational quality end Opportunity through increased use / It c- thr raterials mace available thereby. - ---Th . / Data ,in the report 'are derived from annual reports 'which were ' i submitt t the out_ying areas, Office of,Education by State departments of education, and the Bureau of Indian Affairs following fisbal :-ear 1968. The annua rerxt .consists of three part: r- The Financial Report shows expenditures in the Various categories during the fiscal year. tUe4close of . . The Statigti.cal RJPort prov.ides,data,oa pe4onnel of , the State education agecies and the Bureau_of Indian,' =-- Affaifs, children and teachers participating in the progralff7 and materials acquired. , These data ." AP (...ig' show program accomplishments and the degree of need. \ - for continuing financial support.. The Narrative Report summarizes and evaluates the '.program, describing achievements made possi),le through.Titlik II, and ident4ying problems. In addition, some supplemIrtary"data were obtained from 30 States on . the'special-purpose grants ptokects funded under ESEA II,and included in thig report. The repih.ting forms were included in the appendix of the Some,of the highlights of the program follow. Second Annual Report Pa tici ation 1. An aggregate of 45.3 million public,and rivate elementary and 4 secondary school children, including 50,178Indian children enrolleein the - / elementary and secondary schools conducted by the Bureau of Indian Affairs, l , and 1.9 million teachers participated in 'th -1Fitle II program idd%iscal teachers _ year 1968. This is an inciedee of 682,541 pupils *Oyer fiscal year 1967 4. ,ris\ number of:public and ',Ovate elementary children.and public secondary children participating; the'increase in Indian children is about 3,060. school 'children. 9 There was a slight decrease in number df paigCigating private secondary \; A o No U.S. DepartAL of Heth, Education, and Welfare, Office of Education: $ecpnd Annual Report, Fiscal Year 1967, Title II, Elementary and Secondary Education Act of 1965: School Library Resodttes, Textbooks and Other Instructional Materials. Washington: U.S. Government Printing Office) v 1968., pp.' 71778. 10 I° \ . If 2. This means,that ...,of the 4 milli,on;public ankxprivate schoor . pupils eligible to partfciii te in_the...8SEA Title program_in year 1968',45.3 million or about 92, percent actually did participate. ErRnditure ofiFunds .., . . ) Z. . p A Of the, $99.2 million appioriated, the,totil re rted pend -, , JP iture was $98.4 million: or more than 99 percent o he ,total amount 'made available. / ; - 2. For acquisitions of instructional materials under approved 1ojeCia in; all categorlis, State depattments of education reported an expenditure of $94 million. I .3. Expenditure,8,$5.5 million was 'report for:brdering,- processing, t . cataloging, and delivering services, or ,bout 2 entOper item. 4 4. The amount reported for State administrationis $4.4 million. Cate ories of Instruc ional Materials Made Available - ....,_ 1. The4States,co tinued in fiscallyear 068 t4:':-'.'*ive priority too .1' v. R4-: v schdol `library reso roes; the expenditure for theselincreased;the amount r"--- - spent for other t xtbooks and instructional...Material decreased from the j ...,,/ . .. .1,.. preceding year.="1 , - 2/ "School librar resources"are books, periodOa ls, do ments,ipamphlets, .01Otographs,rie oductions, pictorial or grOgic wo s,_Itusic scores, ''daps, charts, glo s, sound recordings on ,44c.or tape, transparendies, Mats, tapes,lcmr any other printed and publia1ied of audiovisual material, proapased and orgibized for, use of scho61Pp#Oils and teachers. "Other instructional mate Ials" are the samesCesourOs tit are not processed and organized.-, AP 1 3. About $3.5 milli° about 4.4 per t of the total ent.for 4. Textb oks-accouited for materials,labout 1 million. 1 , _5. For books.in.a . . rep tilted represents al;ost 41 'ma .1r !pals in all c ikategories. other instructional- materials t expended-,for.MaterialsJ Letreent Of the /;>-- ories, , 6. Audiovisual materials in alL'categries. The amount pe ent 14 \7- amount expended for 4 including-textbooks, the outlay of the t .4.a7ount,spent. 6 comprised about 28 percent' of the for materials td)or audiovisual materials in the school' library resources category increased froln.:$20.2milli,on in c 1967 to $22.4 million ii fiscal year 1968. The materials in all categorJ.e.s was $24.5 million. . i c . t , State and Local Education.71 15rogram-s.Strengthened t 1\t i... , . 9, ., . A total of 456 administrative, a4pervisory,..c4eiical, other Poetionsin full-time equivalents were assigned in State i departments of education. to administer the ESEA Titl.e.,II.program, an VP fiscal year - for audiovi and , , ar . . I . . . e increase from fiscal year 1967 of more than -67 positions in full-time: .equivalents . 2'. Forty-four of'the 50 p Islands and the BUreaUsof ipating States, Piertglligq? the s reported estalishment of 3,193,,ne47 public school libraries, in fis 1 year 1968. .9f these, . ,2039 wereopublic.elementary schoolAibraries "serving more, than 1.2 millidn et public schpol pupils and 554 were public secondarx.school libraries serving 413;067 Publicschool pupils. . 3.- Thirty-sevaDt States, the. District of 'ColIbis, and the four outlying areas report an average State and loc.al expenditure for i elenient4ry school library resources of ,about $3.01 per.publia;elementary' .school chij'd; an,increameabatift45 Cehts-from fisCal year 1967: The , I ' average State and local expendltOres'treported in these,Siates for secondary School:library resources were about $4.27 per pik Cls4Cgndary schPol Pt0,1: ;. : only about a five-cent inclfefrOmfiscal year 1967. Fiscal year 196V0aw continuation of the trend to include in standards for instructional materials provisions to encourage'a dnified. Approach to a variety of media and media services. A number of States - cnnduCting'surveysof anstructideterials. in local educational agencies.reported significant gains which theY'attribute to increased local; State, and,Tederal support. 4n,r-4 . In order to achieve maximum educational benefits, the ESEA Title II program was coordinated in fiscal year 1968 with other titles of ESEA, lab as well as with a number of otheri.prOgramS of Federal finantial assistance. 61 A sampling of'- fiscal year 1968 ESEA Title II annual: reports indicates that the program contributed to the' improvement of educational opportunities for handicapped children. 6 -6 ° 7% Fiscal year 1968 saw continuation by State departme s of education of'their programs of, provAang leadership, supery sion, and staff development opportunities to local educational agencies participating in the ESEA Title II program. Thirty States funded an estimated 400 specialpurpose- grants programemOnstr te.good7 media programs and provided instruc- , tipnal materials for the se of children and teachers in- special exemplary instructioPalp °grams". Some 400 projects were .funde'd in fiscal year 1968 with expenditures for tb. materiald acquired costing about $7 million. These projects served instructional programs in Many areas including arts and humanities, early childhood education,Arocational education, and pupil personnel services.... 6 14 ; 7 A A ii. PARtICIPATIO*-IN THE'ESEA TITLE II 110GRAK .0 Approved Plans' 4 In the first year of the program, fiscal year 1966, plans were ...approved for the 50 States, the District of Columbia, Guam, Pu rto Rico, the Trust erritbni of the Pacific Islands, and the Virgin Isl nds. 4 year 19674 a plan-wps approvgd:lby the administration of the program for children and teachers in. the eleMentarir\and secondary I conducts for Indian schools that the Bureau ibf-Indian Affairs children. In fisCal year 1968, the only-eligible ap licahts not participating in ESEA Title II were AmericanSaMoa an the Department of Defense' (for children and teachers in the overseas dependent sdhopls). Program Participation - Children and Teachers Tables-1 and 2 show the,nuMber of public and private elementary and secondary schO61 children participating, in the ESEATitleII prograM in fisca1year,1968. Of the 43.6 milliOn public'school children eligible' to participate;::39..9 million or about 91.4 percent actually did participate...: The number of private,school children who participated in the program, 5.3 million, is about 96 percent of the 5.5 million 'eligible private school children. .Table 3. shows the number of children participating in the. ESEA Title Tr pro gram for the first three years. There wasa.small increase over fiscal. year 1967 in number of public school" children participating and a decrease in the number of private secondary school children participating. Table 1. 'dotal Numbtrof Eligib and Participating Elementary and Secondary Public School.Children and Participating Public School Teachers in ESEA Title II Programs Fiscal Year 1968 by State or Outl in: Area' Jta e or . Pu 1 c Schoo C 1 ren Pub c Sc oo Chi dren Outlying ,rea Eligible Agencies Participating Totals Alabama Alaska. Elementary 2 Secondary Total , Elementary Secondary Pnbl c Schoo Teacers Participating Total- Elementary Secondary Total 9,' 7 15,'1Q 2,1 10,3 2 Arkansas Ca orn a Co off+ Connecticut De aware S 0 : - .. .. , 9, 1 0 ,1 0, gil: ; GB8,134 11-775--17 c' 65-----73"--- .31 e, 11. .,0 2:, 2, 31 ,13 5,1.5 3.4 3 1,55 3 3,3 0 99 1)0 2, 3 9, 0 1 2, . ,.s3 9, 05 11 ,le; 0 9 9 Or a : 1 713 '97 565,996 1,-27-9,9'75 91,017 51,717 514,3 Gebr Hawn is 5;, 309,200. 91, 5: 309, 00: 91, 2 0, 3 Idaho , 9 .; 9 90,776 76,165,. 166, g41 9o,60 IS; 76-, 12 166,724 3,988 4,16 8,116 I no s In' ana Iowa Kansas .Kentwc Lows ana Ma ne Mary an Massac usett .M c gan M nnesota 1. ; :r0 ; 114 1 : 4 14 1; 993 0, I; 9, 1 9, 9 11 es SS SS SSOUr ana Nebraska Neva a 1.13,721 o's 1 161,142 - 112,2+ 1 -17,93r 159,806 5,456 -7737-7-7,79-- .1 1,11.3 13 ,197 32.07.0 19;93 11.010' '9, 30 ,7 9 0 9, :1; el 5 1 New H II 4sire 597 10, IT.: , 9 9, 3, Ney Jersey New Mexico New York North Carolina No 0 o 91 1, 0 a 0 OMS 3 Oregon 3 1 7 ..1 1,3 74,153 ,23 93 .,3, 911,1; 257,353 02 936- 3,125,9 9 1, 3, ;01 0 74,07- 0 ,; 257,E 6,056 125 3 ,3 : 5". ire , 9 5,20 11,285 190 556 17, 2 2,50 8C511 . 88* .5 Pennsylvania Rhode Island South Carolina. Sou Dakota Tennessee Te as .t1,1 Vermont Vir inia 0 4; 1,71-6,25- 83076, 364,995 11 911 1,153,153 71,434 245, 991 1 1. 940 0, 32 57,105-- 322,671 33,5 1,447,279 1,107,029 2,3.54;108 1,244,831 ; V. 0, 1 , 0 10, -,559,411 1;630,I3/° 1,095,501 %725,940 4 39,505 154,912 72,56T 49,906. 122,529 2;851 610,92 217,5,+ .7,575 .1 3, 9 3, .59,155-7 35,677.. 595;432 361,190. 94,1332 ql6 9, ; 9, 42,927 , 82,432. 2,8143- .57724 3,919 :1177--- ,1 5 9:5: 0 ; 1 914,651 2,159,462 1 , 9 1 , 1 3 5698813 32;446 59,334 546,346- . 176,t11 924,177 4g,018 :44,346 92,164 5A 13 7,T)F"77.-1127/4----7 2;356 2,029 21,013 19,21 x,434 Was ngton 1,1 1 . , , 39 1, 0 ; :es Wes V rg Wisconsin 14Y0' n n a 1 9 3 7 501,347 37494-- 8/%796 3 1 ; I r. 4 :4 -460,231 331,81-f 192-9650 : ; . 20,910 T8,14367-777013"--7 : , Guam Puerto.R co' True Terr tort' 40 ; 0 30,00 ,93 fro 1 9 ,0 V r n Is an s ,99 ; ; ; Bur. Ia., ff, :. '. i; I. el; 1 G / 0 Table 2.. Total Number cf Eligible and Participating Elementery'end Secondary Private'Scho' 'Thildren and Participating ivate School Teathers in ES Title I: Prograis, Fiscal Year 18 by State or Outlyin: Aria Pr va a Shoo hildr-. State or Priva t Sc ool Chil ren n Outlying Area 241gible Agencies tlementary !Secondary Total Participating, 'Elementary Secondary Total' School Teachers Participating' ' Elemenary -liecondary Total 2 3, 5 9 10 To rr5, Pro I Aarrra.TitrTn.776 as Ar 'zone : 0: : tr 7. 0:4 sae orn a 0 ora o Connect C Delaware D 8 o . fiFida Georgia Hawa 0 II 110 8 Fianna , Jowl 1 ansas en uc 1,0 slam .Maine Massac use 8 Ran I nne80 0,1 88 sai ssour Montana r Nebraska,' Nevada, New, Nampa re New Jersey New Me co w 'or 0 0 0.0 a aro n °kiddie 1 Ore: On Penns Rho ou aro 'Soot Dak0 enn ape Taxa .e Is an. .21,666 68,837 61,815 14,051- 19,563 , 61,179 14,35 5,063 1",n ba 5,165 Ig;231 .1,005 3 ,3 1; Of f o. 1, 01 11,95 5 4 ;,P;9 ,e ," 9 . itch ,01 j 14. tc87577-177§i577-1-,PI I. ; ; I , 13 1003 19, 0: 3, I ;, 9 10,344 25, 04,226 p9;936 .: 134,164 97,932 27:511 125:443 1,97- ,5 , 9 .97 F 0 r3 I , 99 011 139, 0, 75 0,001 1 , OD ,0 1 11,3 99 1 ,1 3 11,37 . ,799 1 ,173 3.1 , . $ V% : 12,1-56' 16;264 12,262 3,905 . 16,170 4 1;44. 134°687 57,714 .41,500') 13,855 5'5,755 1,442 4, 1,075 5,103 3,244 666 3,930 95 J 3,2 ,53 31, 3 0 1 260,000, b7,000 327,000 254,278 6;,066 326, 7712 15:165 2,968 18,136 13,882 7;769 51 469. re 74 ; 0V. .o; 'WM 293 510 2, 33 ,3 3 277,95 2, 99 : 3.0,457 . 7,936 10,548 301w 1767)----31-q. i I ie I ; 0.. e. I . I ; a. 57,b 91,03 3,00 ,1 29, 9 17,930 ,919 . 30,35 7,9 90 I ; . . 775-- 0,7 It 4,55 5,31 10,3 0. 392 vermont v r: n a 88 o Was V rg aeons n uaM Pue 0 n Ia IL .8 Trust Te ory 111111111111P1 ; 3 3 6,558 , 99 t. I 44 .I 1 Ir 307 -733 1,67 5,292 . 3713 1,005 a. I 15"1-1763T-- I ; 01 5,019, :r 9 10, 9 5 J:: re 761. P.6f 2,264- 130 0 4,633 1 .145 180 669 4,326 12,262 07-747- lb I .4 91 677-4/377-r7r 3, 7,906 6,155, 9, 14,061 ; eee Si; 9 -334--- 491 Ti45 0 481-Tr Table 3. Total Number of Eligible and Particip ting Children in ESEA Title II Programs, Fiscal fears 1966, 1967, and 1960, by Educational Level and Type of School . tv Schools and. Idels .. ADA or ADM Ay ADA Children In Eligible Educatidnal, Agencies or'ADM , . Children ParticiPetimg 19.8 ADA Children In Eligible Educational Agencies or ADM Children Participiting , , :Chgdren In Eligible ', Educational' Agencies , Children Participating '-'-----71 2 7 A: :4 LI. 6 .._,__,L..,,_ '27,430,22 16,268,5, , 43,698,769 . ' 25,158,925 14,62,719 39,981,644 . 0 PUBLIC SCHOOLS 4 Elementary econda17 DOTAL . , 25,251,826' 15,095,192 40,347,018 , . 23,746,78 .: 13,9703529 37,717,007 , 26,460,0 15,19016 42,250 70 1 4 24,665,404 14,458,00 .394241504,,. A PRIVATE SCHOOLS Elementary *.L:.....:A601,792-2,_ secondary 6 irolii 4 _---. 1 269:183 5,873,625 , _.: 41451711 '1,263,055 5,708,766 3,804, ,i,340,9 5444,09\ 47,395,674. 8 i 0 L \ h 31979,57 . A 1,534,50 5,513.,i07 ,44,638,41" i 1062 1,460,951 5 '568,413 '49,267,182 6 4,0364'66 1,302,642 5,338,908 --45-)320,552 GRAND TOTAL 46,220 643 43,425,t73 Note ADA - Average daily.attendan ADM - Averages daily membershi r 11 e number of Participating private'elementary children increas-1_ At - slightly. Ls: As has been ,men't ed, and as Tables 1 and 2 indicate, all eligible Children parti1cipated in the Title II program. U der the, program', materials are kiistributed on the basis of relative need,; some jj children and teachers4n schools well provided. with materials were not served. S public and private school.administrators`i.d not with thek schoOls to eceive Federal aid. Children andtt chers, in some schools. not its co liance with Title VI of the Civil ts Act.coUld'.not be 4 'served. T e number of participating teache'rs As-"reporte'd by State .. . . department of education doeE not represent the number of those who *--,.. .:. 7 the use of professional meter-a-1s (books, periodicals, curriculum gu-ues) which were provided to some extent by Title II,butis simply the numcer 'of teacher- in public and private elementary and secondary schools wnere pupils ad he use of school library resources or textbooks. or other instructional materials. The resources made Available in the schools for the use of pupils are, of course, valuable to teachers in instructional programs. Expwiditure of Funds Table 4 provides data cm _vailable and spent under the,ESEA Ti II program. 'Column 3 sho,- aggregate expenditures wi:hin each State for. acquisitions under appro-Jec Jcal education agency prortzeS; cofiumn 4 . , , v ahoWs the amount spent for --7 2 administration: Although the ESE Title II appropriation for fiscal 19-6814a_ $99,23- 000 4. Table 4. Funds Available And Rinds Expended for Acquisitions and State Administration and Percent of Total'Expended 11 State or' Administration under ESEA Title 11, Fiscal. Year 1968, by State or Outlying Area Expenditures' Percent A . , . State Total Expenditures for Allotmen Ac u.. '.tion Administration enditures Administration 1 .2 5 .09,23+,000 9;,0::;.. 21 ) ,P,733 1,7(7'P7 i . 1,,.r.!1,523 1,745,96 L24 c: 112 079 124 7 03,16'-1 D1,1:1 01,22 rir c:;771 ying Area e_ . Totals Alabama Alaska , Arizona Arkansas Calif° a Colorado Connecticut4 DeltiWare Dist. of Florida Georgia Hawaii Idaho Illinois Indiana 'Iowa . Kansas Kentucky Louisiana. 2 073. 12 62 T9;44? 9,'71 0 000 33,3 50,599 54,5 3 31, 11112 126136 7 701 DO 0 4. 5 8 10.12 22 , . 2 1 3 2.5' 3.c 2 34 1 1 11 5, 2 320 73- 3 721 , 9 70,;-17 C.11 ,530 062 7,5 7 7 1 Maine 1605, 1 1 90, 0 1 27 -541.1Z 1.,502,.30 3.98 24 934 1 0 1.33 0 .12 . 0 ' 2 07 043 . 3.30 1 .7. 521 4. 76 .72' 2 206 715- 9,329, 20 ,053,741 1,367,7214 g5,8-78 36,897 2 623 02 2,121,o2 4.77. 3.29 12.61/43 . 7 1 380 26 3 '3 5 33 )27o , 5.00 11551:I36;2ri 3.3 .7. 9.72 5 3 20 9 d Massach etts Michi Minnesota aMississiopi ssouri 2 V-6-3486F 1,9 ,521 1J71134 2 236 4:. 20 C37 29 3 3,6r0 Nebraska Nevada Neur Hampshire 21 7 1,5 3 0 New Jerse New Mexic New York North Caro inn 3 11 214 s: 317) 036-775 1..9 1481101 :7 3 23 176 577 .1 Ohio . 9 Oklahoma 1 11,458 Ore on . Penns lvania .y.ro Rh op Island Smith Carolina 1Seuth Dakota Tennessee Texas Utah 4 Vermont . Virginia Washington West Virginia Wisconsin 1 :77 371 3 1 7. 1 0.2217_______4762. 3 1 260 002 33 371 ( 6c 42 23,1 . 1 20 044 ...9 4.61 0 7 .71 1 313 1 60 7 7c,2 1 ".322 1 037 07 1i 7 .03 208,603 2,076,258 1,)82,622 5, 277 1 3 .3c) 9 4207 1,971,436 1,510,148 782_587 2,180 205 1 4 .700 2 ocl,i20 Guam Puerto Rico Trust Territo ir n Islands rica Samoa I Bur. In.'. 2 J,-)1 21 1,c,3 24-.2998 7,507 7,62 o 2 ID 227' 1 .02, 829.20C. 2,227,130 16-7,n2 1 1 7 -03 7 2 0 c 123 129 1 0 R. .01 0 1/ American Samoa did net participate in ESEA 1)1 was "actually made, available. The thus $98.4 million, 'or about 99.3. RZ . 4 The reported $94 million for acquisitions under-approved prajects 4 f 4cataloging, total of reportgd expenditures was percent of the amount' available. includes $5.5'million expended and delivering materials. The administration is somewhat less than the amount actu . ...,' . _ . for ordering, processing, c $4.4 milli:oh reported f Statt y available, for any fiscal 'yeah must not exceed percent of the State for that >Lear, or *50,000, whichever is greater. which ount paid to t % Table 5 provides the data onexpenditures for the ESEA Title II (. program for t e first three years of the program. The difference in the amount allocated under the ESEA Title II program for the three-year period and'ihe reported total expenditures is- less than $6 million. The $285 million reported for acquisitions under approved projects airing the three-year-period :.ncludps the $15.4 miilion for-ordering, processing, cataloging, and livery. The $10.2 million renorted for State administration during the filqk . - three years of the ESEL program is 3.4 percent of the total expenditures, somewhat less than'the amountactually available. Some , adMinistrative expenditures could be covered by other Federal programs, OK. leaving ESEA Title II Fines to provide materials. Alaska,., several outlying areas, and the Bureau cy: :ndian Affairs reported negligible amounts for . adm istration. 1 rr I I r o r ..3 ! / 11 I / 1 ,r . I \ Tablle , hula Availaiie anCirundi:vpenclid for AciiifritionsvinarState Admidistiat4on ) Aiello Ott Title' g Programs, Fisk]. Years; 06; 1967, rind 1917 ' ,, ,# ..",, ,2% F' ( F , 1 , . , . i J,0 I r / . A A 1 , ; t r , A 1, , . Lr , Fiscal Year Allotment txpendituredl Ac uiaitions Administration Total 1 3 4 : 1966 1967 1968 Total ti $100,000,000 102,000,000 99,234,000 6 $ 95,298,0791 95,145,032 94,024,821 $1,989,18 3 812,688 41428.107.3, $ 91i281.,233i A 99,557,720, 98,452.1733 $7,01,23 4,000 $285067,932 $10,229,9 $295,297,690 d;:\' . / V! b / Y+ ..f. o'> Y 1. , . :. I N.9 41 .4 dtatc( Fi l Ai le esonnessgned to' it Programs . . . . . . , --, .--. I ft .,,.. . Acta Table-'6, provides -data on the number.of-'44minitstrative4 litervisory,) Np '-- . . 11 ' r; \ ., . . fierical, and other pob if,lons4 assigned* in. State. departments Iveducat ion ' ,, .... " k adMinisterk. he ESEA Title II Programs in the first three fistr114ars , - \ /. Programs IP of.the progr Mor0 than 456 pit ion ,(in full4ime:_equivaleints) were . imliorted. i stfiscal Ife.iir 1968, an Indiease.fraM fikCil yeai 1967 of.abotit . 67 positi ns.' r r 2- The increase in positions assigned -in State department If education . to administer the ESEATitle II programs undoubtedly reflects an increased effort-to give direction and leadership for'the full'development of . instructional materials,services in education. State adiinistratofsand 1 supervisorgi involved in t4e ESEA Title II programs have developeeprogr of service to school administrators, teachers, and schdol media person They have assisted in the development. Of media centers Where print ant audiovisual media are organized into a single unified program. In cooperation with*Statepervisors of instruction, have served to 1 improve curriculum and instruction and enhanced the contribution of instructional materials to education. It should be noted t at in Table 6, column 4 refers to positions in f 11-time equivalents, not in viduals. For example, in fiscal year 1168, there were only 43 full-time positions in administration, but there were actually 97 individuals designated as administrators who-had some respon- sibilities in addition to Title II. Number in Ful t44 Deiartmlivt. of Education-Pe me Kquivaletis, :Years , , r> . el Asdigned to Ekr.A. Ao. 1961,'' and 196)3. . . I . . ( I.Programs i ,,n. \'' . ":4 .. ' I P \ , . ,J.LrE 'OF PERSONNEL 's NUMBER. 11' "RS9 1 EL ' ', 4' , ..,. . '.' ,.,FULL-TIKE . . . - PAR-TIME ! -, FUL.T.r.--`117 . E urvoLENt ; . a AL A., '106Ii. 2 ,y, 1.y. ...-1., 2 2. . INISTRATOR ' iscal Year 1966 iscal sear 1967' ',' ' iscal rear 196$ ERVISOR .. iscalYear 1966 iscal Year 1967 iscal Year 1968 . , RETARIAL AND CLERICAL AFF iscal Year 1966 Nicol Year 1967 J.:ma-tear 1968 P ER iscal Year 1966. : iscal Year 1967 iscal Year 1968 . . It , . . . ! . . , 3i 46 13 67 85 99 103 158 176 17 22 2T 4 . i . . . .: 54 -, 119 150-- 2014. 90 48 95 . ) ' ' 66' 48 .9 . P ''. ,, . . . . r .. 4, 16.19 130,96 125'59 1' 13:84 4.113 6.53 '23.67 . , 1!. ,. . . ,i.. ,, - .- . 4 , . ,4 '.1 . '' 7' ;7". ". liT.1.90., .5a:96'. ,,. 55.59-, 4 . 80.84' 169.43 , 125.53 ,r 126;.67 19?.08 225.06 ,29.59 28.021 50.08 . - 3448 149.06 ,12.59 6.02 23.08 . 1 A - There were sotne 55 administrative positions (in full-time equivalents accounting for approxinitely 12 percent' of total staff tithe: Of total staff involved in the ESEA Title II program, 27.5 Percent or 125.53 positions (in full-time equivalents) were designated as supervisors-1 school:- pervisors, instructional: materials specialists, and cum and subject specialists, as examples. The 99 full-time'-, supervisors assigned Co the Title Ii program denoted an increase of'-14 full-time, positions' from fiscal year 1967. The 225 secretarial and, clerical positions (in Eull-time equivalents) assignid to the Title II .prograla" in fiscal year 1968 accounted for about , 49 percent .of- total seaff::time. The remaining 50 Positions.(in full -time e J' equivalents) include sucti;liersonneL as consultants, fiscal and statistical 'employees, and nonprofessional workers such as truck drivers and technicians, who do not fall lento any:of the other three ..* 2 7 ICI. CATIPORI69.0F ACQUISITIONS UNDER ESEA TITLE" -II.- . ; t . Among the three categories of eligible materiald - (1) school . library. resources, (2) textbooks, and (3) other instructional materials - the the States continued-in fiscal year 1968 to give priority to the first:" The $82 million shown inTable 7 (column 11) as spent for school library 4 4%. ..resourCes is aboilt 92.3 percent of the entire amount spent for materials.. Other instructional materials ,took aboWtW.Apercent and textbooks accounte4 for about 2percent: (Table 8 analyzes the didtribution bYStated.); . , Table 9 shows the distribution and costs among the eligible categories for;the three. yearsof Title. jr eXistence. There. is.no clear explanation for the variations in the table. TWenty-siX States, the District of:Columbia; Guam, the Virgin Islands, -, and the Bureau of Indian Affairs purchased no'textbooks'with Title II 'funds:, (See Tahlej) Twenty -two Stateil'i the District of, Columbia, Guam: - - ! : and-the Virgin IsliOads reported no purchases-inthe.other instructional materials category.-. The variation's in allCategories reflect_loCal, education priority of needs within tie prioritiesi'assigiied to.the-three ..eategories:by theSiate departments of education.. . , -School Library Resources 19 Of the $82.2 million spelt for school library resources in fiscal Table 7. Surber and Cost of School Library Resources, Tatboaks, and Other, Instructional iisierials,Acquired for loan to Children and'Teachers - in Public and ?Ante Schools ssder ESEA Title II Programs) Fiscal Year 1968 - %. Categories of Materials MC saroth, : _ - . PRIVATE SCHOOLS TOTAL ILIKERTART SEDONIIRT ELENTART ROMANI - Number " Cost . Number .dust Niter P.. Number Cost Number Cost - 14 5 6 7 10. - 11 SCHOOLIIIINAHYRESCURCES : Books Periodicals .. Other Printed Mate' '' Audiovisual Pateri !titian Pictured , 711:st:rips .' RebcoNlings. . Slides & Transparencies Prigremed Instruction *t. *pi, Charts, etc. TEMOIS . amm MsTmcricaAlimpERIAL0 bok, % Periodicals Other Printed Materials :Audiovisual Materials Motion Picts Filistrips Recordings , Slides tt'Transpareneies . ', Programed Instruction Met.. Maps, CluIrts, etc: ,. . . .. ORDEPp, PSOC., cAT,,'& D. BAND '17AL '12,148,748.., $42 853,042 si '7'109115 r $29713 150' or 1',973,109 t; ..,.. $6 ,:; 342 O) .7C6 104 ., O $2 983 696 Of. h 939,076 )) $82 238 230 Ir. .9,556;59 91,521 -.516,'n '1,882,245 31,453 . '3 30,044,106.. --176,616 , 428j963.. 12,001,351 :1,552,103 ' 4,092,471 1,275,778 ' 851,703 -. 192,759 105,260 : 5,440,062' 84,740 247,668, 1;336,645 34,256 383,981 198,162 413,663 '23,312 165,447 20,274,750 ' 469,932 384,874'" 8,583,594 .1,563 ;049 2029)140 1,019,063' .., 915,750: 105,471 733,021 .1,717;707' 8,770r 16,256 230,376 14427 121,212 32,361 17,637', 5,253 27;916 5,24834 :42,710 '''' 41,682 4341,576 20,555. '551,002 . ,119,786, ,,,,,84,392 25,134 144,714 '591,087 3,944 6,678' 123,578 1,891 40,244 17,179 83,509 1,437' 91265 19,647 2,3824111 20,3a. 15,105' 612)081 36,082 190,509 75,377 52,992 8,.037. 55,351 ...56,173 109,498 17,345,12 188,975 64'W15 . 3557,661. 69,067 1)321,541 -550,566'. 828,258 69,210 483,716_ 1,0011650 937,813 ',57,962,801 911,559 .870,624 22,493,246 3,172,389: 7,198;682 2,450,004 1,904,837 331,371. 2,227,366, 2,174,455 3J539,240 422,817 911,048 . '521091 1115,514 38,693 '91,760' 571,693 2,7;498 . 249,7' TA 1,008,2 . 44 93 671 , 350 300 , 22,675 341,804 14,970 '32,255. 182,664 . 3,488' : . 50,;:: 27,186 )8,264 5,944 46,726' 912,324 .281954 :92,813 1,037,107 203,255 311,451 128,443 . .91,646 38,564 180_,783 ..: 84,036 '16,179 ' 35,940 '115,476 1,872'. 37,489 12,731 35,640 , 1,996 :20,; ,,..2101015 .. 25,919 46,470 ,10 712.,C06) '7..161,742 203,912. 75666 92,735 ;13,887 115,816' 54,682 843 3,900 34,246 57 12,1.66 4,359 ' 8,997 650' 7,730 .154,626 2,619 19,704 '.. .173,351 . 1,391 38,782 16,739 10,027 7,195 26,102 10,481 . "241 1,126 10,827 .104. 4,375 1,165 2,431', . 158 2,364 27,394 '783 3,638 77,686 15,673. -20,874 '4,956 , ,6,444 .1,923 14,759 491,003. --32,233 71/221 , 343,356 .5,521 104,918 .45,441 85,332 8,748 76,902 1'1304,359 ,38,2T5 ',162,625., .. 2,013,981 .382,061 575,019.- ,226,104 200,852 . 61,569 ' 337,460' ... 51568222 ,. ''.. . _ $93,520,687 - . 1 _ 23 . ,882,539 ,, Detail doernat.add to total since same States reposited totals, rather 'that separate items,' , I a.. a 4 Tgble 8., Number and Cost of tchool Library Resources, Textbooks, and Other'Instructional Materials Acquire for Loan to Children and Teachers. .91 Costs. of Ordering, Cataloging, Processing, ind Delivering Materials, under ESEA' Title II Progrrams, Fiscal Year 1968, State or oUtlying Area State or Schotil Library Outlying Area Resources Numben Mai ,' AlaSama . TIO 062 Cost Textbooks ' NuMber -- Cost 1-516 825 2,815' Materials Number, ' 5,369 Cosi 38;244 119,1321 114 Oraiilng Processing, -Ttc, Total Cost- 43,952 1,665,967 'Arizona 211, 707,028 Ariinsas 199;mi. 1355',955- Calthenia 1,666,290 7,4913 57 0 -270, 02 50;630 -1,245 121,517 17.,341 1,276, 3 . 205,694 ' . 605 . 9, 0, 0 29,867 CE-3 1,275,965 64,064 7-X30 731,358 1355,95b 8,896,075 1,1-34,195 214,617 Georgia, Hawaii 615,804- .1,6' ,844 161569 318,069 130,645 2;044,927 25,466' 34:555 Indiana. 565,779 2,092,046 . - Iowa . 172,b27 1,243.1238-7"- - Kansas 216,303 ' ' 977,67q Kettucky. 7-253,f56 . , 1,219,182 - "- .Louisiana 1457,176 '--..:1-,652,250 -12,635- gThr----7-7 Inlet 435,67 Maryland ''' , 379,14 k 1,616,921 60. Massachusetts . 496 516 4,991 440 5,053 ME all 77411487111 -.26,541 M scour Mb ana Ne ras 113,920 -41;344-, 51,349 175,562 11 438 14,989. 2,597 15, 1'8 108,216 173,604 133,312 . 54,916 45,035 132,26f ' 2,441,412. 1,376,550 1,662'695 1,1143,066 1,857,531 4,697 71,420 359,576 154,5C6 1,694,166, 2,520,960 Nevada New Hampshire: Nev Jersey New Mexico err or North,. Carolina North Dakota Ohio ey 2 165,360 317;438 2,970,959 532,166 22, 7 2,223,1.1 ZT 290,138, 132,237 4:w7;125 . Pennsylvania ; Rhode, Island Carolina 1,325t 1lr 5,111,356 26.',;56 15'9 -,1362 100433 847,445 190 700' .32,353 . i 1116,250 Tennessee 'Texas : P : ' 4. 1, : eve .4.1* 276,941 . tt. 41,696 . 93,752 5,406,109 '3941,636 1,260,002 rg n a scone n :4 1/ Processing costa included in cost of materials. 4 4 7 ; ) Table 9;i bier and Cost of Schonl'Iiihrary'Resources,lextbooks, and Other Instructitial Niteriale Acquired for Xclan to Children and Teachers Pub c,ard Private Schools, under ISEA Title II, Fiscal Tears 1966,1967, and 1958, by Iducaticcal Level and Type of School %;/ iaitructimallAsterials b7 astegOry MBLIC SCHOOLS ELEGirAR! 20011HY Ilia Cost COOLLIH. Hpicts Fiscal Year 1965' Fiscal Tear 1967 Fiscal Year 1968 rkeones y 'Fiscal /ear 1966 Fiscal !ear 1967 Fiscal !ear 1565 and rethudioNe ?astray Fiscal lear.1966 Fiscal reit IP Piscallear 1968 11,7504613 11,873,003 12,148,748 43,2 T 784, 422,817 848,354 697,035 571,693 3 , IT GATE SCUM Ewan SMART Bomber TOTE 1/ cost 14,544,144 43,283,447 42,853,002 1,310,213 1,519,82s 911,048 2,330,603 2,487,617 2,071,1943 66,052,447 ,534 7,109, 780,815 691,925 524,493 239,403 236,564 249,774 $25,134,197 28,354,844 29,713,150 1,493,458 1,272,589 ,1,115,514 )157,765, 967, .10018,244 I ;; 1,849,608 2,059,545 1,513,109 46,64. 85,244 38,693 125,218 104,372 93,671 7_ $6,967,836 7,246,342 6,,;;,312 153,506 ,721 9;160 608,626, 447,599 350,300 603,0 844,553 708,1c4 10,605 27,747 19,647 .30,725 26,412 1,675 ',Detail does not add to totals in colossi 10 and.,il States reported ally totals rather than individual ite a, 9 9 $2,524,302 0 3,586,585 2,99316% 42,308 87,813 56,173 230,479 126,997 109,195 10 20,530,137 #7,520,136 : 21,5221782 83,813,850 21,939,0 82,238,239 1;298)433 2,959,485 1,589,560 3,108,949 1,005,650 2,174,495 1,243,700 51327,473 , 1,064,783 4,030,201 931,813 3,539,240 1 year 1968, about 70 percent - $57.9 million went-to . of 17_.3. million eleMentary_andLsecondary_school library Table 10 shoWk,4hree-!fifths of the money and somewhat .were'for the ben4fit of elementary school pupils; seconda got the rest. As is previous years, elementary school lib considered the materiali in,critical need. Seven States - vide a total ooks. As re of the books spool pupils , ary books are. Alaska, uth Carolina f funds in als. An he ESEA Arkarisas, Georgia, Maine, Mississippi, Pennsylvania, and S and Puerto Rico used an exception'ally large proportion the school library resources category far' al!idiciVisual average of 44 million children a year have particip t mater d in . Title II program inits first three years.of operation; how er, the 53.2.million school library books made available.under Title II have provided only slightly more than one ribrary book per pupil. Tables 11 and 12,in conjunction with Table 9, provide data on the number and cost of audiovisual materials loaned to pupils and teachers 1 . in fiscaL-year,_1368. 1/ The $22.5 million' dxpended for such Imateriarls in the school library resources Category is about 27.3 percent of acquisitions in this category. The percent increase in expenditures pent for audiovisual materials - processed and cataloged as school library resources indicates continued State and local interest in programs' in which instructional and other services relateck to both print and audiovisual tined are administered in a single unified program. ) The number ancost of separate audioVIsual items,ty4tate and by educational level, may be found in-Tables A.- D in the Appendix. 32 6 4 Table 10, lumber and Cost of Books Loaned to'Children and Tescherso'by 4icational Leveland ,Category of Instructional Materials,. under ESEA Title II Programs, Fiscal !ear 1968 4 b - CATtORI OF IISTRUCTIOIAL MATERIALS 1 ((II IffI Yrrrr . , BOOKS LURED TO LIBRARY ". SCHOOL CHILDRE1' :118 LOANED TO SECONDARY SCH04 CHILDREN , , TOTAL , Number Cost lumber Cost Number Cost 4 5 6 _ ,7 SCHOOL LIBRARY RESOURCES , 11,313,976 $35,305,940 , 6,031'449 14 ,$22,656,861, 17,345,125 $57,962,801 TEXTBOOKS' . 461,510 , ,.1 002,808 , . 544,140 1,171,687 1,005,650 2,174,495 ... .- . OTHER IISTRUCTIONAL' MATERIALS t . 396,486 1,066;950 94,517 237,409 491,003 1;304,359 TOTALS, 12,171,972 $37,375,698 6,669180 24 065,957 18,841,778. 1. $61;441,655 . Table 11, lumber and Coat of Audiovisual Materials Loaned to Children and Teachers, by.Educatconal Level and Category of Instructional Materials, under ESEA Title II Programs, Fiscal Year 1968 . CATEGORY OF INSTRUCTIONAL ''' MATERIALS AUDIOVISUAL MATERIALS LOANED TO ELEMENTARY SCHOOL CHILDREN. AUDIOVISUAL MATERIALS LOANED TO SECONDARY SCHOOL CHILDREN 1 ' 1 TOTAL / , ! .1 '' lumber Cost .-' fuller Cost lumber Cost 1 2 7 . SCHOOL LIBRARY RESOURCES 2,112,621 $l3,342,933 , 1,460,223 $9,195,675 . , 3155T,661 44,493,246 . OTHER IISTRUCTIONALMATERIALS / .216,910 ) 1,210,458 126,303 1 i 789,689 343,356 2,013,981 TOTAL ii 2,329,531 *,5 3,391 . 1,586,52' . $9,965,364 A1901,017 $24,507,227 1/Detail does not add to totals given in Table 7 since some States reported on4dtotala rather than individual items, Table 12. lumber and Cost of Audiovisual Materials Acquired for Loan to Children and Teachers in Public and Private Schools, under BEA Title II Program, Fiscal fears 1966, 1967, ind 1968 , . INK FISCAL !EAR 1966 FISCAL fall. 1967 FISCAL REAR 1968 TOTAL lumberl/ Colt2 lumberlf Cmi2 'umbel/ Cost21 liberl/ Colt2/ 1 2 3 .5 . 7 ' 9 AUDIOVISUAL KITF21/11S a 2,052,535 $16,499,187 , 3,227,634 $22,153,019 3,901,017 $24,507,227 9,181,186 $63,159,433 Notion Pictures 30,461 - 67,035 . 74;588 3,554,450 172,084 Filmtrips 579,856 . , - - 1,111,793 - 1' s/ 1,426,459 7,773,701 \ 3,118,108 Recordings i 272,982 - 424,1117 - 596,001 2,676,108 / 1,2931406 Slides and Transparencies 430,361 - 638,40 - : 913;590 2,105,6,89. 1,982,414' PrograMd Maid' . 47474' - op19" . 77,958 392,940 192,992 k- 1 Maps, Charts; etc. 206,780 - 426,901 - 560,678:- 2,564,826 1,194,359 , if Detail does not add to total since some States reported only totals rstherlithmthe oiler of individual item. 1 Most States reported only total cost rather thin cost of individual item; I I 4. The first three years of theTitle II program saw more than $63.1 million, or about 23 percent. Of the total, spent for acquisitions of audiovisual materials. The more than 9 Million items thus acquired included motion pictures, filmstrips, recordings (disc and tape),-slides and transparencies,-prograthed instructional materials, maps,:chartsi and globes in the proportions shown=in Table 12. More detailed analysis is not possible because some States reported audiovisual materials as totals.rather than by breakdown of separate items. k The 3.1 million filmstrips purchased in fiscal years 1966-68 4 G account for almost 34 percent of all 'audioviSual items. The second most popular audiovisual items wereslides and trans nearly pdc:::i: two million comprise more Ehan21 percent of audiovisUal, items purchased under the Title-II program. The popu rity and the ease'of operation - of Omm film loops may account for the substantial gain in.the number ,4 f. o-mOtion pictUres'acquired under program - from 39,461,gurchased , in =fiscal year L966 to ,74,588 in, fiscal 'year 1968. Periodicals and other printed matter, such as documents and pamphlets, represented an expendiOure of $1.7, million or about two percent of the $32.2 mill on. spent for school library resources (Table 7). This is a small decrease from fiscal year-1967. Textbooks Textbooks aCcounte& for abOtit 2.4 perdent ($2.1 million) of the. total, amount for. acquisitions under the program in fiscal year 1968. This is ,a drop of-$934,454 froffi fiscal year 1967 and provided approximately a million textbooks on a loan basis.to children and teachers ih public .1, . , . . alid.,private eleukntAry and secondary schools in 24 States, Puerto Rico, and the Trust Territory of the Pacific Islands. Of the total amount.for textbooks, approximately $1.1 million, or about 46 percent, went for-461516books for loan to elementary school ohildtdn. The number provided for lban to secondary .46061 children-is. 544,140, for which a total of $1.1 million was used.. Puerto Rico reported ,a larger-expendipurWor textboOks ($895,822) - - in fiscal year 1968 than any other-State or outlying area Only aew States"!- : talifornia;:aec*tia,:n;ucky, MichtZni Ohio, Pennsylvania, and Texas - reported expenditures for textbooks which amounted to more than $100,000 (Table8). / Other InstructioAl Materilals The amount of funds expended in the other instructional materials category declined from $4 million in fiscal year 1967 to $3-(.5 million in fiscal year 1968. Other instructional materials are defined as ", same items as school library resources except that they are not processed and cataloged. The decline, both in number of items purchased and funds 38 4 expended, reflects .growth in the number of centralized school media centers I (see Chapter IV). ,Also, this category is excluded in 23 States,the District of Colgmbia, the Virgin Islands, and Guam, where school library resources are also Made vailable,to'many children and teachers in schools without centralized media centers to increase the accessibilityNnd - . availability of materials. As reportedin Table 7, books account for about 36.8 percent of the 29 total repored.for other instructional materials ($1.3 mil-V.041.. For atidicisual materials in the other instructional siteriale category,. the total reported was _$2.0 milllon,.or 56.9.petcent. The amount for periodicals and other printed materials in the other instructional materials category was $220,890, or abouli6 percent of. the category. This figure 'is a decrease from the amount in fiscal year 1967. Ordering, Processing, Cataloging, and Delivering The ESEA Title II plans describe all Ordering/processing, cataloging, ancLieliveryi' services that may be included as part of acquisitions costs and establish an allowable cost for these services. In fiscal year 1968, State departments of education reported $5.5 million for ordering, processing, cataloging, and delivery services (Table 8). In some States, these costs were-not reported separately from acquisition,- so that,the actual athount expended for these services is pr'obablY,considerably higher than the amount reported. Approximately 23 cents per item was spent for ordering, processing, cataloging, and delivering the 23.8 million items 39 of school library resources, textbooks, and other instructional materials. "This small cost-per-item indicates that much'of the charge for these services continues: to be absorbed by local educational agencies, leaving, more ESEA Title II funds for buying materials. V . . , Fow.States--Arkaqsas, Montana, yorth Dakota, and Utah)- and the *C" 1 --" 1 ,. Virgin Islands reported no expenditures fOr process g,. catalOging, and 'delivery servicei in fiscal yeai 1968. Gm .4. 40 I 4 IV. STATE PROGRAMS FOR THE STRENGTHEN?* OF INSTRUCTION THROUGH IMPROVED RESOURCES,AND SERVICES -4 ; , ImprOvement of School Library Resources . Data on the number of new public school libraries established and thee. number of existing public school-11Draries expandeg in each State -as a result of ESEA,Title II programs in fiscal year 1968 appear in Table 13 (including facilities' in new sthool buildings as%well as new libraries in old 'buildings) . Forty-four of the,50.States,PUerto Rico, and the Virgin lalOrids. reported.. establishment of 3,193 new pub.lic school libratiea. Of 'theseo 2;639 were in public eleientary schools serving 1.2 million pupils and 554' were in.public seconds:ry'sChoola serving 413,067 pupils. The number of new public elementary school libraries established ( . .., ranged from none in sik States and three other jurisdictions to 331 in y 4Texas-i- There were four States - California, Illinois, Ohio, and Texas - wtere more than 200 new public elementary school libraried Wereestablishedp, . . in four other. States-- Arkansas1 Kentuckir, Massackusettie'and Michigan - more than1.00 new pUblicelementary school libraries were organized., ki' 0' - .;,7,AirL, The number Of ei 'r.. ic secondary school' libraries established is . .. .. smaller' because' More secondary, chOoIs had centralized libraries before the - . . . .Title II!program was 1established. The range is from one each in Hawaii, i _Oklahoma, and Mississippi to 133 in Texas:.Ih three States - California,, , . .,._. ., Illinois, and Texas -.and,Fuerto Rico, more than 45 new public secondary school libraried were created. 31 , , . Table 13. Number gi New Elementary and Secondary Public School Libraries Established and Number of Pupils gerved by,These Libraries; Number t ; of Exi ting Public School Libraries Expanded as a Result of ESEA Title II,Programs, Fiscal Year 1968, Educational Level and State. or OutjyinR Area . . . . State or Outlying Area a, 1. Totals bAlabama Alaska AriZon Arkansas California Colorado. ConneClicut Delaware' of Col. Nu er of New Public Schalii. Libraries Establishee' Elementary Secondary Total 4 , 3 554 3,03 ,23 '50 2 12 2 . 2 147 . -46 320 35 3' 25 2 2,639 57 10 7 145 276. 29 22 4 Number of Public School Pupils By NewSchool Libraries Elementary. Secondary 1,2523,469 "41'36;'" 6 25,779 14,991, 1,006 560 3,86; 3,484 29.000. 769 244,874 75,677 10,614 3,375 11,264 1,335 1,046. Served TotaL 7 . 1,6306 43,f701 1,560 7,353 29,769 321'351 13,992 , 1,096 Number of Existing Pub1T School 'Library Collections Expanded. Elementary Secondary , ()Total 8- , 9 10 42,045 18,646 61:094 1,200 612.. . 2,012. 220 54 274 346 79 ..r 425 760 .557 1,317 3 174 608 3,982 595, 302 b97 573' 1g 502 122 qp1 181 134: 51 165 ' . r or a Georgia Hawaii .rt . 19 Al 1 36 2 9,022 5-98' 8,575 130 , 7,592 ,344 555 1,929 156 51 209 0 Illinois Indiana Iowa 224 45 , 269 81 19 .Kansas 47 Kentucky - 130 ,Louisiana . 71 Ma ne Harylant 45 y 12 57 Massaci6D11 Mich gan 2 9 1 Minnesota .21 5 26 Mississippi 29 14 30: Missouri tile 12 96 Montana Nebraska 25 3 28. Nevada 75,755 34,647 . 30,548 11,743 109,303. .,47,190 3,382 1,307 978 510 ,10 57 1044 130 11,..3 45,300 39,957 5;321 3,305 968 45,300 45,2767 1,11 665 1,022. 4,360 1,617 457 1,569 355 1,020 546 1,565 ,1 1, New Hampshire New Jersey New Mexico New York North &Nana North Dakota Mr ?Alabama Oregon Pennsylvania Rhode South Carolina r South Dakota Tennessee Texas Utah Vermont Virginia PaiSington West Vfiitnra Wisconsin 20,094 Y,55g 36,750 5,500 13,381 36,031 4,632 9,665 15,241 -17,5-00 3,500 145 5,163 .443 29,761 68,019 74,250 12,000 13,526 . 414,,194 Ma Wyoming Guam Pue o R co Trust Territory Virgin Islands hr. Ind. Aff. , 4. 11 13 232 . 10 47 .1 21 34 7 331 7 1E 15 , 20 62 4 154 97 9 20 12 25 lb -"-11.48 1 11 47 2 23 34 4 11 133 464 52 4 . 7 2 9 . lb 10 25 T,b00 25,000 755- 61,649 16,936 ,1+,338` 4,373 6,711 " 3,629 . 1,952 ,5,611 ___ ""Tx,rdr-727132-7 T16,113- 5,000 650 1 5,50, 14,100 N,106 921 663 2,091 1,526 354 4165 .466 180 221 1,142 171 I-, 054 6-90 5;5: , 2,091 669 1,023 .533 995 166- 652 64 244 4,000 000 ' 25, /b5 76,555 75 . 961. 2 1,927 1,454 3911 2,157 755 694, 25 393 170 -808 619 23 844 465 211d 100 . 1,54 426 1,735- 2,673 627.' 3,03r 1,220 982( 13,729 q,0-27 2,545 124,554 1,177. - 2,575 61,729 14,906 9,027 5,120, , 166,313 4,832. 4 2,900 , 2,665, 23,876 20,785 7,732 2,668 .44,661 12 4,551 , 4,5 3 ,915 2 :1,342 1,502 5 , 3,144 195 53 249 430 , 137 . '567 1,193 190 1,363 1,555 509 2,064 2,950 1,647 11,597 294 . 141 , 435,, 331, 67 398 1,313 474 1,767 479 1:521 694 * 245 , 939 100 66 166 21 29 9 27 35 4 33 Table 14 shows the number of new public school-libraries established, and the number of pupils served by these libraries under ESEA Title II during the first three years of the program. During this period a total .. of 11,680 new public school libraries were established,serving 5.5 million public schbol pupils. Of these, 10,277 were public elementary school libraries' serving 4.6 million pupils and 1,403 were public secondary school libraries serving 939,408 pupils. Under the'auspices of the U.S. Office of Education, a study was conducted during fiscal year 1968 to evaluate the effects of new media centers in \elementary schools serving children from low-income families in Buffalo, -Cleveland, and Los Angeles:1J Certain fadtors were common to the nine schools: 1. ESEA Title II provided the-imiiettis for the establishment of the media centers: 2. ESEA Title II was the incentive for an increase in local funds in Los Angeles and Cleveland, and an increase in State funds in Buffalo, for media center materials. U.S. Departgent of Health, Education, and Welfare, Office of Education. Descriptive Case Studies of Nine.Elementary School Media Centers in . Three Inner'Cities, Title II, Elementary and Secondary Education, Act of 1965: School Library Resources, Textbooks,'and Other Instructional Materials. Washlngton, 1969. 43 Table 14. Number of levitblic School Libraries Established and lumber of Pupils Belied by These Libraries; Number of Existing Public School Libraries Expanded, Fiscal Years 1966, 1967,' and 1968, by Edutatiotal Level ITEM 1 GARY SCHOOLS Amoommonionsainormir=0 SECONDARY SCHOOLS 2 3 Nev Public School Libraries Established Fiscal fear 1966 Fiscal Year 1967 Fiscal Year 1968 Public School. Children Served by Hem Libraries Fiscal Year 1966 Fiscal Year 1967 Fiscal Year 1968 Existing Public School Libraries Expanded Fiscal Year 1966 Fiscal Yee 1967 Fiscal Year 1968 3,378 4,260 2,639 259 504 554 ,/ 1,398,489 144,774, 2,037,175 381,567 1,223,469 413,067' 42,346 48,672 42,4484 19,577 21,924 18,646 3,637 4,850 3,193 1,543,263 2,418,742 1,636,536 61,923 70,596 61,094 35 3. The combined Federal, State, and expenditure for the school me4ia make an appreciable change in the methods, or pupil achievement. local funds.for annual centers were too low to curriculum, teaching 4. The Scheduling policy affected the accessibility of the media center-Jiesources and inhibited the impact of,the materials in the instructional program. 5. Principals and teachers exhibited enthusiasm for the potential of the media center program and materials to induce change. 6. The provision of media center resources, staff, and facilities has been instrumental in changing pupil attitudes toward reading and in creating a more critical attitude toward literature. The media center programs are in an elementary stage of development; they have yet to become laboratories for learning and an integral component of the instructional program. The number of inner-city elementary schools with new mediat.centeis- established as a result of SEA Title II included in this study is small compared with the total number of schools. with new media centers. It may be assumed, however, that the conclusions. drawn from the examinations of 36 these nine schools reflect the general conditions in most'of the elementary school media centers in.inner cities. Maintaining and Increasing Effort Lb. The approved ESEA Title II plans establish means -of giving . , assurance that Federal funds made available under the title will !supplement and, to the extent practical, increase the level of State, local, and private-school funds tht :in-the absence of Federal.funds normally would be budgeted and used for the acquisition of school 'library resources, textbooks, and other,instructional materials. Data on the total expenditures by State and local public 'educatidn agencies and private schools for school library resources, textbooks, and other instructional materials, fiscal year 1968, were collected by State, departments of education and reported to the U.S. Office-of Education. These data with respect to public elementary and secondary schools are shown in Table 15. Table 16 f sets out similar data for the, private 'school' comparison. The figures in columns 4,7, and 1O of Tables 15 and 16,with corUmns 5 and 9 of Tables 1 and 2,will provide-respective per pupil expenditure in the several States for the fiscal year 1968. School Library Resources - State and Local Funds Expended As will be seen,in,Table 15, the total amount expended, from State .1 'Table 15. State and Local Expenditures for School Library Resources, Educational Level, Fiscal Year 1968 State or Outlying Area Gchool Library Resources1/2/3/4/ 1 Totals Alabama Alaska, Arizona Arkansas ealifornia !olorado Textbooks, and Other Inotru tional:Materiallooy Stata or Outlying Area And Elementary Secondary 7 Total Elementary -$14-05;M7 $159,070931 531-,636,570 4 5 473,146 1,71 4,277 114756 1,231,15_6 1,151,746 513,156 1,124J16 1,171,0I9 .459;416 1,146,546 I.,476-,965 . 2,"' 150 660 676 '1 671,1;67 41,694,017 745,576 902,502 611,560' 6890126 610 841 Textbboks2/5/6/ SeconlaFy 6 577,967,946 Total -7 $0,049,026- 480,165. 1,833,911 62,094 7,015,111 1,476,165 12,082,366 Other Instructional Matorials211/4/ Elementary 'lecondary feral li , 9 10 113,107,561 59,891,805 F14,160,521. {76,894 16,966 T41.640 601,66 10-4,757 711,170 177-.155 61,711 758,686 - . . 1"P;744,67r 635.147 657,187T 17113.016 OaTleC Cu Delaware /1st. of Col. Florida Georgia Marsh Idaho Illinois Indiana fro .:h_. 426.669 160,161 , , 123,276 303.437 1,961,910 1,697,304 3,659,214 . 2,287,318 486,453 211,465 -697936 . 171 269 -226,695' 399,964 4,271,118 4;766,254 - 10,214,761 1,319,250 11 167,012 2,766,777 1,570,076 1;175,257 1,069,720 "2,264,077 665,514 -567,990 1.753.504 731,879 1,401,466 294,667 630,443 696,785 - 2,585,006 , - 1,196 171 2,041,193 3,157,905 3 744 v; 3,100,666- 6,644,748 4,48- -1L152161705 1,246,621 , 2,6123,M Ilai0e72 312,909 593,161 177),142 O 2,708.654 -426676 253,975 660,601 60-1:11 06.197- 1,479,129 - 239,2771 75)_746 199.6117 469,6W 173,416 201086 176,304 -417,416 2,394,750 1,926,444 .(4,371,114 - 352,092 136,925 461,017 1,96755 6,1426 5,714,566 11,657,172 1,792,639 1,230,026 3,022;665 -4,141,483 169,582 251,037 420,619 309,4E7 - - 4,602,420 1 1081,54 949,940- 2,056;114 1,167.41-5- ,203,816 1,142,421 3, 346,757 - . . 11044,268 239,436 ' 196,262 -437.718 1,067,900 419,170 1,4132,070 257,948 ' 772,310 .575.258 - -1:066,997 - 6787,959 816,767 -725-,416 -416,665 145,484 3,460;224 /ova jRamos tamtucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Kresissippi Missouri Montana Mobraskaa *yea' ger Hampshire Nov Jersey Bev Mexico Rev York North Carolina Worthlakota bhlo Oklahoma 6regoa ttnnsylvania Jlhodeisland 40, South Carolina South Dada Tennessee Texas 'I Ltak Virginia 59515-411T36 587,131 1,940,12 616,640 157,936 1,6)6,764 128,114 23,450 945,087 -70.980 3137,067 1,751.77 5,58?.660 946,-954 756,691 4170,55A 685 607,171 2,373,940 335,556 842 696 . 191,267 kasbi on 912 890 1,482- 589 -2 413,479 1,66242? 411,452 470,346 1,188,749 3,350,279 443,445 3,432,646 646,111 -276,177 4,105,756 1,367,131 1,134,44E 5,717,3%- 6.546.654 956,414 7,840,054 1,750,1043 . 4, 6113,1K . . ; 577,587 106.635 7,501,713- 313,096 371,464 opir 2,132,900 449,863 1,246,745 -782,746 t501,887- 7,518,483 6,674,3132 759,775 11,765,708 2,434,711 -16.036,845 I ;001, I'M 180, 951,37 514,564 1,519,810 41,779 11,110 244,7111 521,758 1,098.495 2,412,q4- 1- - 4,201,540 776,153 1687-,-567 701,700 1,751.300 5417b11 1,1110,f67 177,750 715,665 1,881,919 660,211 11717rir 261,121 644,192 700,761 1,652,066 707;893 714 'T7 627 ,913 2,1474773 04,726 108,455 1,182,798 450- 11,760 4,0148,241 17;162,307 1,211,040 120.919 666,423 2,670,717 6,446 14,789 ' 77,715 '31,887 476,641 666,521 es T Viscons n Wyoming Guam Puorbo Rico Trust Terrftory Vir In Islands . 7;055. 70t558 30,000 )6,651 4t.00 24 677 ;TU. 055D 60,976 19,000- 53,341 6,660 27,442 g. ill . I e 92,039,171 151,514 49,630 90 000 .1,67,9B0 52,819 171,426 150,300 00VP-8 100 141,172 -110,000 1,596,272 27,571 317,598 780,000 2,500,000 68,011 194,665 19,-750 6,000 767,058 , 14:M,773 11,100 70,500 4,000 10,000 1/ .,114) separate figures were reported for elementary and secondary levels for Delaware, Pennsylvania, Maryland, Virginia, leorgift, Tennessee, Indiana, Ohio, Missouri, Louisiana, Texas, Utah, and California. Textbooks and other instructional materials were included in the figures reported on school library resources for Indiana and WIsconsin. Other instructional materials were included in the figures reported on aehool library resources for the Virgin Island., Detail does not add to total for Colorado. ( 2/ No separate figurep were reported for elementary and secondary levels for Delaware, Pennsylvania, Maryland, Ceorea, Tennessee, 01do, Missouri, Louisiana, Texas, ah, and California. e No separate' figures were reported for the secondary level for Arkansas. . 1 No separate figures were reported for elementary and secondary levels for Delaware, Maryland, Tennessee, Ohio, Missouri, and California. 4' Table 16. Private School Expenditures for School Library Resource., Textbooks, and other Instructional Materials, by State or Outlying'Area end Educational Level, Fiscal Year 1968 or Outlying Area School Lib Resources CC Textbooks Other Instructional Mater!' s men COG 0 a even Iiry eco a Afilmas 1uk. a Arizona. Arkansas .ealifornia Colorado COOK C Delaware V. 29 25,43T- 1 566 1 1 6 265 1117,102 11380,469 14 300 , a 57t1 3, 50 10,465 550 11,015 414,023 50 399 T2 184 1238.12___ 7.1X5 .169,334, 92.625 261..§W 0 0 or Oeorg a Rs i , 42,bO TO, Idabo Indiana TOM 29,x56 -SS 93 6}1,212 4 Plichigan MilMesota II as v Missour 5- Ore on Penney van a khode Island. 65906 sou la° ri South Dakota Tennessee Texas KA" 17,6 13,1595 31,1,01 294,gg" - 116,628 394,921 Gtlaa :Ss cc. 0 CO trust Territory Virgin Islands No: No separate figures were reported for elementary and secondary levels for Pennsylvania, Puerto Rico, 04a o,iArkansas, New MexiCo, and California. 4 Expenditures for textbdoks and other instructional materials were reported in school library resources for Arkansas and Okl No separate figure. veie reported for elementary and secondary levels for Pennsylvania and Expenditures for school library resources and other, nstructional materials were reported in No separate figures were reported for elementary and secondary level,' for Puerto Rico. a Rico. extbooks for Tennessee. 6/ No separate figures were reported for the secondary level in Nebreska 7/ for -band li Expenditures for school library resources and textbooks were reported in other instructional materials Wisconsin. and local funds to provide school library resources for the 'Use of Public school, children and teachers participating in ESEA Title II, fiscal year 1968, was $159 million. Thirteen States - California, Delaware, Georgia, Indiana, Louisiana, Maryland, Missouri, Ohio, Pennsylvania, Tennessee, Texas, Utah, and Virginia - were able to provide only , so that no figures,could be shown by grade level. 0 the rest, $47 illion went:for elementary school' library resources, and $4 million for,secondarY. The range reported in State and local funds for elementary school library resources went from $4,100 in the Trust Territory of the Pacific Islands to $6.1 million in New York. (The $7 mill- , ibn reported as expended in idscbrisin includes expenditurps for textbooks and other instructional materials'a well as school library resources): Thirteen States--Florida, Illinois, Iowa, Kansas, Michigan, Minnesota, New 'Jersey, New York, North Carolina, Oklahoma, Oregon, South Carolina, and Wisconsin--reported State and loCal expenditures for elementary school library resources over $1 million. For the other 37 States, the District of Columbia, and four outlying areas reporting,.the average expenditure per .p4plic elementary school child participating in the Title II o program was about $3.01, an increase of about 45 cents above ' the amount, reported for school library resources in 45 States in 1967.. 4 49, 39 The range of State and local funds for secondary school lib ary resources ran from $6,880 in the Trust Territory of therPapiftF Islands to $5.7 million in New.York. Fourteen States--Connecticut, Illinois, Iowa, ;,Kansas, Massachusetts, Michigan, Minnesota, New Jersey, New York, Florida, 4orth*arolina, Oregon, Washington, and Wtsconsin -- reported . expenditures over$1 million. (Wis nsin's $4.9 million again includes expenditures for: textbooks and other instructional materialas, lt as school library resources.) For the other States, tze District of, dolumbia and four outlying areas, the average expenditure per secondary school' pupil participating in the ESEA Title II program was about'$4.27, . . only a five cent increase from the amount per pupil reported in 45 States An 1967. 4 School Library4 Resources - Private School Funds Expended Of the $12.3 million spent to provide schoollibrary resources for the Loivateschool children and teachers participating in tie ESEA Title II fiscal year 1968 (Table 16), $6.0 Billion was used in private elementary schools and $3.4 million'in private secondary schools in the States that reported by school level; some States provided only totals withou&distin4ion by school level. The p ivate school range reported for eleMentary school library .resources went from $3,119 in Nevada to $1.1 million. in Illinois. (The totals rwrted by Arkansas, Ohio, Oklahoma, and isconsin include.expenditures for textbooks and other instructional materials as well as school 50 library resources.) Thirteen StatesConnecticut, Maryland, Massachusetts,, New Jersey,.:NewHYOrk,:Florida, Nawaii, Illinois, Iowa, Michigan, Minnesota,. Missouri, and Texas' - -- reported expenditures over $100,000. For the 39' States reporting private school funds expended for elementary school library resources,'the average per private elementary school child was about $3.10, an increase from ,fisc)al year 1967 of 38 cents. For private secondary chool library resources ea range reported $1,153 in Wyoming to $734,438 in New York". Nine States was from reported expenditures over $100,000--Connecticut, Massachusetts, New Jersey, New York, Maryland, Illinois, Michigan, Missouri, and ) Texas. (The figures reported fcl4rkansa ,Ohi, Oklahoma, and :S. ,Wistonsin include expenditures 1Or textbook and.o. er-instruptional materlals as well as school library resources). For the 38 States reporting private-school expenditures for secondary school library resources, the average expenditure peer private secondary school child. was about $3.30,' an increase from fiscal year 1967 of about' 20 cents. Textbooks- State, Local, and. Private School Effort Thirty-seven State departments of education reported.ra total of `II $40 million in State and local expenditures to provide textbbr*s for public school children (Table 15). Of this amount, elementary schools took $31.6 million; $22.9 million went school library resources. Thirty States were unable to give textbook 414-457 0 - 71 -4 Si 41 expOditures'byschool level. - Private kchool expenditures for textbooks totaled $13.8 million 4 (Table 16). Elementary school textbooks took $3.8 million, with a reported $1.2 million for secondary school textbooks. Textbook' expenditures from private school finds were not reported for 27 States, the DiAtrict of Columbia, the Virgin iilands, and the Trust Territory of thePacific Islands. No separate figures for elementary and secondary levels were reported by six ad Alpional States and Puerto Rico. Other Instructional Materials State, Local:, and Private School Effort 4 - In 10 States, the District of Columbia, Puerto Rico, and Trust Territory of the Pacific Islands, the total of State and local expenditures reported for other instructional materialsXor public school children and teachers wast$34.1 million (Table 15). Six.States.reported only total - ',- expenditures. Of the rest, $13.1 million was spent for public-elementary "school children and teacheV rs while $9.8 million was reported expended for public secondary school children. Private schdol expenditures:for gther instructional materials in 28 States and Puerto Rico totaled $4.6 million; $2.7. million was identified as for elementary schools and just under a million for secondary schools (Table 16). Some States reported only totals. Twenty-three States, Guam( the trust Trritory of the Pacific. Islands, and the Virgin Islands provided no figures. t Standards for_ Instructional Materials In-fiscal year 1968', many States continued to develop of tevise standards for school library resources, emphasizing provisions for A unified media program and setting new or ,improied requirement levels. A number of States have conducted surveys of edia collections -and services in local education agencies and reported significant gains in Meeting standards. For example, in Delaware 37 perdent of school libraries now have unified media programs, with 25 percent of school libraries attaining 1960 American Association of School Librarians standards and eight percent attaining Department of. Audiovisual Instructiony.a.nards (1966) for one or more types of audiovisual materials. Florida reported Substantial gains in the proportion of schOls meeting minimum State standards for school library resources. The State, accreditation report for the school year 1967-8,indicates that 98 percent of the public schools met the minimum library book requirement of five -4 educationally useful books per student. Oity7six percent of the schools met the highest requirement of 10 books per student., There has also been comparable gain in materials other than books. Kansas reported:. "With the continue use of local, State, and Federal funds, schools now own and circulat' approXimately 12 books, 5 filmstrips, anirone recording per pupil. 74e newer media such as )8mm film loops; art and study prints, and transparencies are in short 4 43 Microform i not being used extensively even in secondary school media centers. At the present rate of local, State, and Federal funding, it wiT be at least ten years before Kansas schools can'meet on inimum standa d for adequate media center resources." The Maryland report Cates: "There is no doubt thit ESEA Title II has had a significant,impact on building Collections of bbth print and nonprint materials. However, the impact is not as great as we had ..anticiimted.because of the.lack of full funding. Iri September 1965, 77 percent of all schools in the State had fewer than 5,000 volumes, the State minimum standard. In June 1968 after three years of Title II, this figure had dropped to 64.6 e,,r,Cent - animprovemen't of 12.4 percent. In our 1962-3 survey, 61)6 percent of'all public schools with centralized libfaries had professional staff: The 1968, survey revealed that 70.5 percent of all schools, public and private,had some professional staff. The discouraging faCtOr is that after three years of Title II funds and.greatly increased expenditures by local districts, the State standard for book collections -41 P. still has not been achieved by 89 percent of the.Schools in the State." A sbudy of schools'in North Carolina. showed that thenumber of 1_ library books rose from 7.4 per pupil in 1964 to 10.2 per pupil in 1968. The number of4eri ical subscriptions rose from 26 per school, to 31.8 during the same peri d. The increase in fLlmstrips was from' 252 per school in .1964 to .,313 in 1968. The number of recordings rose frog! 168 to 1,134 per school. 54 Nei" Jer-sey reported-an increase-in-average-per pupil expenditures for school library resources of $2.64 from 1965 to 1§67, an increase of about 25 perdent., /he gain in volumes per pupil over a three-year period 45 was only glightlx more than one book per pupil; however, the total library book stock in the State's public schools increased.by more than two million vo Rhode Island reported an increase from 3.8 books per pupil in 1965 6.2 books per pupil in 1969 - almost 39 percent. The percentage of public schools' with centralized libraries increased from.42 percent in 1965 to 88-in 1969. During this same Period, the library book budget increased. from 66 tehts to $2.80 per pupil. )- A study of .gubliC school li.brarieg in'tioreon cOnducted. in 1967 ShOWed clear progrest since 064 inifacilities, collections, budget, persOnnel .anclaccessibil,iq of matetiats.',SPeciiiC examples.: ,,9 (1) The percentage of schools having centralized libfaries increased frm 72 to 91; ,* (2) The percehtage of libraries withfully'bwanized maerefials increased froin .73 to 90; 1 (3) Thejpercentage Hof schools having at least 8 books 4 V per tudent increased from 56 to 76; . (4) The peFeentage of schools' spending $5 or more per . student rose from 9 to 43; 46 '(5)70e-accessihility to library materials and faCilities ,--- has increased considerably. The Oregon study showed that the greatest gain had been made by _ the State's elementary schools. Libtary staff had, increased cdnsiderably, from 152 in 1964 to 302 in 1967. The study also' cited the most noticeable areas needing improvement, e.g.,.the 44 percent of schtbls that fail to meet minimum State standards of 10 books per child, the 40 percent of libraries that lack cataloged audiovisual collections, and the 20 ° percent that do not have the serviced of certified personnel. 'Coordination .In fiscal year 1968, coordination of the ESEA Title\ II program not only with other W titles of ESEA but with a number of other Federal . financial as programs) continued, with consequent gain in educational benefits. State departments of educaion have encouraged such coordination' ... - . -.._. in many, ways. In California, for example, the State Department'O"? . -4 ,Education. Committee for the Coordination of Federal Programs was established and met monthly during fiscal year'1968)to coordinate leral programs to avoid unnecessary duplication of funding.itd r 67 7 t . supplanting' of district effort by Federal funds, and to proVide assurance tze , thaEt critical areas of concern in education are incIudedin the program. (As in fiscal, years 1966 arid 967, the most extensive Title II coordination involved programs funded under ESEA Title I and Title III of the National Defenseteation Act (NDEA). 5c In-elementaryischools serving disadvantaged children, Title I funds are frequently used to obtain media facilities, professional and clerical media personnel, and m dia center equipment and supplies which are not eligible under ESEA Title II. Title' II-funds are used. o acquire instructional materials such as'books, filmstrips', t ansparencies recordings, etc. The scope. of Title ',assistance in .illustrated by the following examples.: 47 I School media programs California reported that Title I funds were used.to obtain media facilities, bookmobiles, professional and clerical media personnel, and equipment. School districts were urged-to consider the ,special needs of educationally and economically deprived. children in the selection of materials 'acquired \ under the Title II program. Rhode Island reported that three Title I projects provided for media personnel, remodeled facilities, and new materiels and equipment. Use of the media center was .a major factor in reading, music and thdr projects funded under Title I. In South Carolina,funds provided under. Title ll'had a tremendous effect in increasing instructional is resources in subject fields. Until fUnds were available under ESEA Title II, there was only One - district library supervisor in the State. There are now 16- Also under Title I, 523 library positions were approved. In Vermont, the Title I consultant reported the 4. A °Ordination of programs 717r Titles I and. IL, `resulLsng in library service in buildings which had no libraries before. The Title I remedial reading Rrogram benefits tram the availability , . of, library books, materials, and personnel.. A Coordination of NDEA Title and ESEA Title II Was Widely reported at State and local jevel.s. .Media and subject. pecialigts,employed In . State departments of edudation With NDEA-A.itle III funds on,a matching ., basis frequently gave, coniultative assistance in-the selection, organization, and-use of instructional materials acquired unfierZitle, II. ESEA Title II was frequently a source of funds to prOvide the audiovisual material* needed for equipment used in.iist Bing centers, in learning laboratories, and in projection and other equipMent'aCquired under NDEA Title III. q Materials acquired under the NDEA Title III program are frequently processed and ca'aloged and made available through schOol media centers. qther examples of the coordination of ESEA Title II programs with other progrIms of Federal finandtal assistance" are cited below; it. pel;rgia reports that an ESEA Title III project designed to improve educational programs in the tlanta Centr@l City Community has utilized 41".- ESEA Title II funds for instructional materials. Iowa reports that regional subagencies administering the ESEA Title II program haVe used ESEA Title VI fundeto acquire special education materials. Oregon and New York are among States reporting that representatives from the Title II staff serve on Library Services And Contruction" Act advisory C. committees or.that LSCA staff serve on ESEA Title II advisory committees. Other forms of- coordination between LSCA-and Title II in fiscal year 1968'include cooperative planning by local school and public library administrators concerning library service to students in the same. geographic_ Area aid. ooperative planning in selection of materials, inservice-Bducation, processing And interlibrary loan. a 49 50 1 o Staff Development State departments of education continued their programs of providing leadership, supervision and staff development opportunities local educational agencies Paitating in the ESEA Title 11 ogram. Many of the States hsve.provided leadeiship,snd guidance in , conducting inservice training for teachers, school librariali6-and audiOvisUal.specialists in the selection, organization, and effective . , s . use Jof, media to support and improve the instructional program, emphisizing the con.cept.-drihe unified media center. Some exailes ., of the variety of staff developme-nt.opportunities relate school media programs: , Arkansas reports that staff development programs have been effective but limited because of lack of adequate staff on the State le time for this service. Consultative, limited rvice has -been-given'throUgh Statemeettngs, district-.or 'regional meetings, severallocalprograms,. meetings With library science classes of the colleges of the State, and through bulletins ard correspondence: p A conference for School Library, Lead ship Personnel at Monte Corona, Califoplia,in. August 1967 was-planned as . . A1. esult of expressed needs by schoolsparticipating in . ,._._.. . . L,...- . :. he Titls-II program. The 200 participants included 7) V 60 school librarians, administrators, curriculum speclalistb, and audiovisual specialists. The represeniaiive personnel . who influence the immediate and-long-range developments. . inachool,library programs met to plan more effectilie c btilization of school library resources, personnel, and services. Authorities in a toultims iaiotyme diticipt .r and itofessions helped.participants to examine current.X- ',-7-, a -',..,. ( problems. ....,, . 51 The Title II staff in cooperation with METRO kNetropolit Effort Toward Regional Opportunity - an ESEA Title III project), held a series of fille workshop s in Connecticut for school librarians in the use and.prOduction 9f instructional material. The objective of these yotkshops was.to increase the effectiveness of school librarians in the promotion of more effective se of audiOvisual materials in learning and instruction. A getter understanding of .the use of a variety of med a 2- ransparencies, mounted study prints, audio tapes; s ides, and microfilm was Pfevided through actual wOrksh experience in produping and Oaluating these mate iels. The Maine Title II.staff has cooperated with reading, social studies, and elementary principals associations in conducting confelences on the importance of library materials in individ112. instruction.. v// 52 A Media,Mobile unit was used in Michigan for staff 40 development by sic intermediate districts, or combination of districts, for a four to five-week (r, period. Each-State School library consultant worked with the district in planning and executing these inservice prograMs. .. A one-day regional workshop on the utilization of maps and globes for teachers anckschool librarians was held in New York. Outstanding I consultants in education and librarianship, and °co 1.1 rcial publishers of maps and globes presented programs dealing with the selection, acquisition, ptocessing, storage, and utilization of this relatively new addition to the resources of the school library. F Seven relional school library workghou were held O in Oklahoma during November and December. The wide iange of topics for discussion included'intellectual freedom, book selection policies, processing book and nonbook materials, teacher-librarian cooperation in rlization of materials,, recruitment, vertical files, school and public library relationships, goals, the use of the overhead projector; and the responsibility for centralizing libraries. Conferences'and meetings have been conducted in Puerto Rico with au ovisual coordinators and representatives of private schools to clarify ideas on the'preparation ofproposals and to provide evaluative criteria in the selection of materials. An inservice trlining progrim for teacIers has-been conducted throughout the Island by the regional, school district, and school audiovisual coordinators. A general orientation meeting was conducted for 73 newly appointed librqrians. Services to Handicapped Children and Their Teachers 0 *it Eligible handicapped children are those enrolled in regular public and private schools which either comply with the State compulsory attendance laws, or ate recognized'by some other procedure customarily used in the §tate. Under the ESEA Title II program, school libra y resources, textbooks, and other instructional materials have been made available to handicapped children according to the relative need of the children and their teachers -for thesepaterials. Materials have also been loaned, according to nevi, to handicapped children in special. schools for the mentally or physically handicapped, where education, equivalent .to that of the public elementary or secondary school is provided: 63\ ;) - 53 410 A number of ESEA Title II State plans made specific provision for handicapped children and their teacheis. For instance: California has, since the( inception of the Title II program in 1965, reserved funds to provide textbooks for the use of visually handicapped children, grades 9-12. The materials are obtained and circulated by the Clearing- house ATe - DePOsitory for the Visually Handicapped, State Department of- Education. . Indiana.reserves.for the State Division_pf Special Education a proportion of the State allotment to provide materials for vis ally handicapped children. Instructional program needs for the handidapped has established as one of three priorities for approval of TitleII project applications In New York-in fiscal year 19,69. Instructional materials. for the use sok handicapped children and their teachers haire also been provided in some States through special- , purpose grantt under the ESEA TitletI program. For example: Naterials are available in the E cational 'Services Center, Wi4Mico County, to serve handicapped .junior high school students par icipating in a ciapperati education.,Vocational rehabilitation project: r Books, audiovisual materials, andother materials are used in a program desigged to help students prepare for and eventurly obtain suitable employMapt. Multimedia materials are available to serve the special education needs of handicapped children within the area served by the Board of Cooperative Edqstitional Services, ToMpkins-Ithaca, New York. A school media center-designed to supply appropriate Multimedia materials for the use ,of 150 mentally handicapped children and thei1 teachers has been . established at Baldwinsville Academy and Central School, Baldwinsville, New York. The scope of Title It support of instructional programs for handicapped childOn is further ill stratedilpy the following excerpts fram States' reports for fiscal year 1968: , Arkansas reported that children and teachers in five State institutions-participated-in-the Title II. program, including schools for the - visually kapqwped and for deaf Children, a school for mentally handiCapPea children, two correctionalPinititutionsl and A school located at the Stat....Tuberculosis Sanatorium. ILA 56 ("( In Connecticut, materials provided under the Titi141/I program were coordlnatqd with the program under Section 313 of Title I, ESEA" (Provisions for Institutions for the Deaf). teachers at the to serve children and their . . Mystic-Oral School. . 66 V. SPECIAL - PURPOSE GRANTS PROGRAM IN 30 STATES , Under the ESEA Title II program, special urpose grants are made to meet requirements of children and teachers in special or exemplary instrucfio rograms. The first annual report of the Title Ilprogram discribed riefly the Special-purpose grants program in. the 17 Sttes-wheispec al 14ojects were funded in fiscal year 1967. J The second annual report provided information.on the special-purpose, projects in 19 States ide4ifying programs serving students with special needs. 2/ In fisc al year 1968, the special-purposelbgrants were awarded in t 30 States. The materials provided under the projects were used in programs with various curriculum emphaSes, e.g., arts and humanities? ,vocational eduoation and social studies. Materials were also provided for the use of students with Special needs and to support pupil personnel services. 1/ U.S. Department or Health, Education, and Welfare, Office of Education. Firm .ual Report, Fiscal Year 1966, Title II, Elementary and 'Segon. -4 y Education At of 1965: School Library Resources, Tebooks, and -ether Instructional Materials. Washington: U.S. Government_L Printing Office, 1967. pp,. 52-60. K. Second Ann1-1 'Report, Fiscal Year 1967, Title II, op. cit., pp. 41-54. .57 Table 17. ESEA Title II, Special-Purpose Gran 9 at a Glance r Number-of States with sitecial-purpose grants in: 4 1966 17 a Delaware, Kansas; Maine, Maryland, Massachusetts, esot , Mississippi, Missouri, Nebraska, Nevada, New York, North Carolina, Ohio, Pennsylvania,, Vermont, Virginia) '1967 19 States ti 1968 30 States Number of States adding program for first time in: 1967 3 (New Hampshire, Oregon, South Dakota) 1968 11 (Alabama, AAzona, Connecticut, Florida, Illinois, New;Mexico,.North Dakota, Washington, Wisconsin, Wyoming, and District of Columbia) Number of States dropping program in: "11967 1 (Veimont) .1968 0 - Number of"tates increasing amotin ilable for grants in 1967* 2- (New York, North Ca aline.) 1968 5 'b4hssachusetts, Nebr 'slca, New York, North Carolinao Virginia). . - I Estimated number of Special-purpose grants in: 1966 150. / 1967 400. . 0 tot-, lr 1968 1400 'Estimated expenditures'for materials in SpecialipKPose grants in: ,e 1966 $5 million .1967 $8, million 1968 $7 -million- g .4 How the Funds. Were Spent buring thefir6t.three years of operation (fiscal years 1966-68), I o 7 ',the 'estiiiated. cost of 'school library. resources, textbooks,' and Othei.' . a - .instructional mateiialsfatquired 'for-use imppecialitipose projects al6unted-to suni:than $20.miilion. The. program,required'no State or -S . local matching funds._ amount represents slightly more than 6 percent of the ESEA Title'II apprOgriationnfor.the three years. During' this period, more than-950 special-Purpose projects were approved in 30 Stites 'for both elementary and secondary schools. , Eligible,AnstrUcional materials under the_ESiA Tillec,progrem.7- . . *fl ,..' . . , . 7 . 44,,, . . include library books, textbooks,. periodicals, docuMents, pamphlets. 59 P .5 photographs, reproductions, pictorial or graphiC works, musical sccitea 4 maps, charts, globes, tape and disc_recordings, processed slides, transparencies, films, filmstrips, kinescopes, 4 kinds of printed and published and audiovipUal miferials. The types of 11- video tapes, and other instructional materials acquired,for use in special or exemplary : instructional programs reflect the needs.of the childielv:and teachers participating in the programs. There isa constant effort to emphasize the use of theschool library as a .10krning laboratory, .providing a sufficient variety Pf materials for the independent study activities of . gall studentd: Frequelply, as'schools and school libraries moved toward the development of unified media programs; the special- purpose giants projects emphasized '60 audiovisual materials. For exaMple Ohio reported that more_then 81 percent of epecial-Purpose giant funds mere used for the acquisition '! ,of audiovisualMAterials in'the 18.speclal-purpose-grants:1unded in fiscal year 1968; an expenditure q more than $412;880, Under the ESEA Title II program, childrewand teaeheii in some A' elementary and secondary school have had the use of various kinds . . , of materials not previously avail ble to them,eg., microform, art prints, music scores, limat film Cartridges tape_cassettes; video peifropalierback books, etc. , . Availability of greater aMoiiinelL, f instructional materiaIS under the ESEA Title II program tends to increase the number ofschools: which rermir.borrowing of materials for teacher, pupil, and parent, use [4, at home as Well as at school. In many.schools, special training programs - ... have been developed to acquaint children Iteachers, and-parents with the 4 operation of4quipment and care of materials . . Open Door To Learning, a brochure developed in the Oregon_State Departilent af EdUcation to degcriberthe demonatrattom schopl library program in ftsCal year 1968,ietit4e1... - Children at Mt w Vernon Elementary School V-/t in Springfield can , now take homeatsts rints, filmstriP6,.film loops, tapes, * and records,' in addition to books und magazines. In one_o -the older buildings of Springfield, Mt.-. Vernon serves many children who lack economic and cultural advantages. . . The neWIY:organizedcheckout progril'increasesinterest . inlearning by eiOting the student's imagination and .stimulatiNg.his desire. olearn mire:. \ ', f . . . .Some projects supporting special curriculum emphases funded, . . through sPetial7purpOSe grants in OsCal year. 1968 are . following .sections. o Arts aid Humanities described in In Jackson Ohiq,,by ways of examOle,akultural resource .center . 6 has been deVeloped to serve ].105 children in .grades4 1-8 of five rural elementarygschools. The'ustimedia iollection of art, music and poetry materials is designed to.enhance the cultural development °ot moral elementary school chtldien.. .; 61- In fiscal year 1968, the north Carolina De:partment of Public Instruc- . ,tion used Title II funds to suppoit the arisition of basic maferials, to be used iq experiMentei and ipnovative programs and of special materials not ordinarily considered basic tio S'schoollscollection: Printed and audiovl.sual materials form, an in-depth art reference collectiaa for . * children anditeachers in Gates county Which theYmay use to relate art, -,to the total curriculum andto the ealtural development of the. individual. . School library resources in art,. tunic, literature:and history. are , .) . available for.Asheboro,' North Carolina,'secondary.school studenti and _teachers who are participating in the'humanities program. . 62 r Governor Thomas Johngon High School, is a pfloyschool.for the Yale University tapes, and music scores for students for leisure Mime use.' pport the music Frederick County,, Maryland,. Music Program. Rebords, `curriculum and are available Minority Groups in American History and Culture Many State departMents of education have madeepecial efforts under the Title II program to encourage the selection of printed and audiovisual materials which treat all ethnic groups with fairness ,and which increase student awareness bf the historical political, and social importance of minority groups. Special-purpose project grants 0under ESEA Title II have ,provided support for indePendent and group study, reading, listening, and viewing about minority groups. Examples of programs where materials emphazising the contribution of minority groups to American history and culture are utilizsod-in(lude: A media cekter serving. 38,000students, grade K-8 in 45 schools iNew York City, District No 6, Avides resources on the contribution of Negroes and Puerto Ricans to the history and State of New York. secondary, school Pupils in four elementary schools and a in Clark County School District, Las Vegas, Nevada,, are °).0 usidg materials in programs designed to give them ai Ci" % . . appreciation of the contribution& made to American life and culture by minority groups. The currichlimi materials center in Worcester,', t "houses a special collection of materialkin African StudieSifor setondaiy,school Secondary SCROol-s tudents in Troy, Ohio., have access to a social studies resourcedenter. lOCated in the main school media center, the fpecial collection emphasizing minority groups in American history and theircontribution to American life and culture. Vocational Education Under the ESSA Title II program, instructional materials were ...made available to vocational education'pupils enrolled in regUlar public adOlprivate elementary and secondary schools, according,to fe. the relative neefspupils and teachers for instructional Materials.. Also, instructional materials were-made available, according to need, to pupils enrolled'in trade and vocational schools lich'Offeteducatihn equivalentt67'that offered by the public elementary and secondary schools, In 10.Sta es, special-purpose grants have provided materi s.° pupils and teachers in vocational edutation programs. Approximately 1700 secondary school pupils in Deer Park, New York are using a model collection of resources pertaining to the field of comprehensive industrial Arts. The materials were chosen to support courses in woodworking, metal shop, automotive mechanics, print shop, and plastics. ,.; 63 P of; Senior high boys and girls in Olmsted Pills Ohio, . . are using multimedia materials in connection with a vocational home economics. course. These mi ials, assist in giving direction and insight into the dynamics and knowledge of satisfactory marriage and responsible parenthood. Ichool library resources provided under ESEA Title II support a.pilot'program placing emphasis on: occupational information in griculture, auto mechanics, business education, an homemaking at Monache High School, Porterville Union High School District,'Tulare County, California. -The school media program at Westl.inn,'High-SchoOl, 4 West. Linn, coregon,creates a climate for learning and provides"..owloriunity,for individual use of many learning mateOls. Vocational education, academic :subjects, and pupil personnel. services are integrated through media. Students have time to sample many curricultm 41 interests. Students at the New Mexico Boy's School utilize books, audiovisual materials, and laboratory texts in such vocational courses as automobile and machine shop,' food service, welding, etc. Tapes, films, and transparencies support. crassroom instruction -and, counseling conferences on, proper job application procedures and work attitudes.' The South ColOnie Central School District, Albany New York, has estahlishedli business education y. ' , resource center Jule secondary school media center . serving students enrolled in businest-related subjects. The .cen:er:is equipped with extensive audiovisual facilit es, which are used,in secretarial studies, and commerciaigeography. *; 4to accounting, , 4 Staff Development ) The numbers of elementary and secondary school teachers who patticipated in the ESEA Title:II prograM in fiscal year 1468 are ..- '. . shown in Tables 1 and 2. The figurss,represent teachers -whose pupils \ had the use of materials acquired undethe.prograM, not 6Le'nfimber . .. .- . _ of eethers who had the use of professional materials provided to some degree by Title II. Teachers include principals, guidance counselors, school media specialists, or other members of the instructional Or supervisory staff. fome-sPaci0-purpose grants I have emphasized service to teachers end have provided materijis for - ./' use in staff development programs; At a summer inservice program ,-, Novato Unified School District, Marin County',' California, new educational techniques desighed,to create an atmosphere pf inquiry and discovery' were 7r- (65 fN, L 66 inii4iated, with the inservice activity concentrated on selection mad use of-media and on effective methods of integrating media. into the_curricurumr . AP,media program at Banks Model School,:Banks, Alabama, ifk_ experimenting with applications of technology to assitt in making them more feasible for use. New media now in use include randok access equipment, videotape.recorders, and individualized program, materials. One of the indirect benefits of the ESEA Title II special-purpose grants- projects is their coordination with preservice teacher-educatio . % programs. A few States have included among cjiteria, consid ation of plans for making the project available for teacher train g purposes, or for its.praXimity to a tiacher-training, institution. 'Ex s of laboritory school's enrolling children and teachers ) receiving spebial-purpose grants are: ti foe 0 StaffOrd Elementarp.School; student teaching center for University.of Alabama Tuscaloosa; Z ° , IP 4. -it o .,, Nenache High Schopl,'Porterville Union High School District; Tulare County, California,_ student %eaching center for California Polytichnic College andiSan se State College; !or 4 Ackerman Elementary School, LA ade, Oregon,' laboratoryAchool for Eastern Oregon univeraity: College and university students who study and work in the, special-purpnie grants schools have the opportunity to betaught,the selectiOn and use of instructional materials in an.atmosihere where 41. students and teachers take full advantage of the resources and services , of a superior.prOgram. TeaChers and media personnel work individually with student teachers to truct them in. the effective selection, evaluation, and Use of materials in all formats. Pupil Personnel Services In a number of ltates, spefial-purpose grants have,provided instructional materials for use i4 pupil personnel,servicis, especially , in guidance and counseling...These material gave been made /available. for use.by pupils and,teacheri according ,,need. 4 Elementary and secondary chool pupils enrolled i Scioto Valley Local Schools; Piketon, Ohio;,are served-by a Career guidance &titer . , . 10 stocked.with multimedia resources ,The availabtlity 'of these materials supports an interdisciplinary approach td- career guidance. ,i . . . A , . . 4. Buckner Elementary School, Wichita; Kansas, librarians.and teachers have selected school library resourcei with a wide rangein f lty, and subject matter. The materials are'being tale4elop a bibliotherapy approach to:meet the educational needs of 7 r- '067 I 68, pupils. Unique cataloging techniques, individualization of instruction., and. staff' development are directed toward making the project innovative and exemplary. Guidance materials loaned to pupils. at St. Eliza))eth High School, St. Elizabeth,' Missouri, ) include sound filmstrips developed by leading authorities covering . the four and coll1 g ields.of social adjustment, school orientation, careers, e planning. Students involved indeperiant study also haveaCcess to a microfilm collection. A almilar,program at White Pine High School, Ely, Nevada, provideq7'students guide thpm in making occupational chOices: to helpthem in formi . . gducationailtralss and to develop sound study habits. materials to 4 Cultural or Linguistic Needs of Children .and Teachers In the development of relative need criteriadfor the allocation N., of school library resource-S, textbooks, and other instructional / materials among elementary and secOndiFY scho 1 children and teachers, One 'Priority to be-considered is the cuitura or-linguistic was of children and teachers. Several-States ave fanded special-parpoSe grants projects under ESEA Title II to support programs that serve sigh . , children and their teachers. Special attention is given. in . these projects to the selection of materials. to helpip ultura y arid- educationally deprived child en to acquire more adequate communication -Under.t:5)EA Title II program, the Harlem Educational' Resources Center has been proVided with materials for teachers and children in . , a ' r - t RP' f i schooli in New'York city._, . The general emphasis is on re ing jr , improvement and on English its a second language for Spanish-speaking students. I- y .Funds provided under. ESEA Titles I and II were coordinated I. to establiskan exemplary media program at Weed Elementary School, Weed Union Elementary School District, SiskiyoU County, California. A, variety of informational and recreational, materials were selected, with the needs'of the pupils fro bilingual families &high priority. Titles 1 and II; ESEArwere also coordinated in a 'Spanish language Ievelopment program at Penasco, New Mexico. SOanistMangbage library 6doks appropriate to the interests and abilities of the students are . provided. :Secondary school foreign-language studentsTin Independente Local eaeq?..District, Cuyahoga County, Ohio, are using media in Spanish', German, and French to develop their understanding of other cultures. Cullman; Alabama' students'bave made use of foreign-langiage % tapes in three languages. Gerthan and French encyclopedias are also available in Language classes. A; motel- media ,center_at So s' Central Schoch, Sodus, New YOr , s i . serves h achool,district with a large migrant.popuiationv SpeCializ d) materials are uSed to strengthen communication skills. The school district, operates an .eXtensive saner program and materials will be l' , . 7. ti Jr 69 70 made available under the direction of a professional Media speci2list. X Disadvantaged Children and Children in Inner-Cit1 Schools Some State plans for ESEA Title II have given high pripiity 1 to schools enrolling children from law-income families, especially children in inner-city schoola. Special-purpose grants of instructional materialp have helped these schools design special program; to meet 0 the needs,of these children. Of the $20- million expendedtfor special- 1 purpose grants under Title II, fiscal years 1966=68, approximately Y, '$10.5 million, or, over .52 pereent,went for programs serving nearly 3 million childredfrom low-income families. a/,' 4 Local funds provided a new media center'for pupils and teachers at W,C. Handy Elementary School, Florence, Alabama. 1arge quantities of multilevel,, multimedia materials made possible by Title II are loaned from the media center to the 27 classrooms each :f..79 meet more of the needs and abilities of / * itiudents at 'varying levels through the resource assistance of the Ara specialist. e U.S. Department ag Health, education, and Welfare, Office of Education, N, Bureau of Elementary and Secondary EducatiOn. How.ESEA,Title II Meets the Educational Needs of.Poor Children. A Special Report. February 1969. p. 5. , 4 le ' An'exemplary media program established in Sobrante Park Elementary School, Oakland City Unified School Dieilicti Alameda'. A County, California serves to demonstrate the role.of agood,medil program in education. Students and teachers in this urban, middle- , to-low "Sociteconom.Wconsmunity use media extensively as part. of the curricnlym. 1 The newly organized media program intMt. Vernon Elementary qchopl, Oregon; serves many children who lack economic 4 and culegral advantage's, The objeqpive of, the is to excite.- . on the student's imagination and increase his interest in learning., Many k t, %Media 4n, siany areas, knowledge-and many forms.of creative exptassion' /11 are proiided i to 'stimulate thentereits, appreciations, andcuriOsities of children. Early Childhood Education The. age limits of.thildren eligible i participate , ESEA Title II program.are-the perMlisible ages for attendance atthe public elemeilpary an econdaiqschools of the State. -Wheie.a State , provideirkindergetten.or prekindergarten educatiop-programs "-for children in public'schoolsi such childrensze'alicieligible-topartiCipate in pie ESEA Title TI program. -Ea y childhood education progre6Sitiaerally include instruction .at.the nfirsery, lindergarden, and.:p4mary:Xgrades)pneli two, and three) , . cf . levels. Title II special- purpose grants...in a-4Zber of States are c .01 I a. .4 71 . r 72 frequentlz, deigned to support ladguage arts,programs, emphasizing reading skills.,,/,,, 41, es 4 ij In,New York City, an early childhood reading',center has been dqveloped to provide enrichment materials fof use by children in pales 1 and g who are included in the district reading clinic program. The reading center : serves students from 34 public and private schoolii inDistrict 16K And books and audiovisual materials were chosen to sCengthen the language'arts piogram and encourage . . , . reading. The selected,materials giVe emphasis to urban'life and . Negro and Puerto Rican heritage, :A mnitimedia collection .of mateaals is'availibliAo pupils. grades R.=0, enrolled at Brookfield Elementary Schools, FairfaR County, Virginia. Print and audiovisual materials are used in individdalized::, . . .t ,- . instruction! along with approprip:equiVint-andcat/ilities for the 4. . e ; , prepltation ancluti/izatiodof various reS'AititCes'. A model school media'program being developed to.SerVe 400,pupils, .4.0 ,. grades R-8,enrolled at lenry:Rall School, Larksihrlementary, kk District,,Narin-County, California. The progrinencOutagesA climate, 10 , , of inquiry and curiosity as A basis'' , for increasing: motivation toward . ° ss' Influence of Special-Purpose Grants Pr bjects.on Instructiona] Programs and Practices 73 The' speciil-purpose grants projects in the 30*States -funding ! sudh, projects under ESEA Title II in fiscal yea3 96a have served not only children and teaChera but have provided the opportupity for professional and lay groups to observe superior ,programs. POI' example, in Virginia, more than 6,000 pbservers.9visited .nineschools i-n the project to see the ;kind of ..support. a good school media program shpplies , to teaching, and ;earning (The reports from parents, teachers, school board members, and school'adminiStrators who have made these visits have 'been enthusiastic. They have been able to effect chariges in . their own local school igedia programs at least partly attributed_ to '* their visits. A special ieport on the media- program in eigIt public schOols , whe special - purpose projects were funded indicated,that the media xa program was ..ContribUtingextelIS the* ed4Cgtional Programb III-. of "the Sch'ools". NS ir De4art.ment of Health, Education, and Welf )"office per EducitiOn. Emphasis 'on tacCellehce in School Media .Programs.. Descriptive" Case Studies,' Special- Purpose Schools Pi-Oram, Title II-Elementary and Setondark Education Act of 19651!,SchOol Librar AleSourcea, Textbooks, and Other Instructional Materials. May 1 OE- 20123 . 464 ro 74- prOje Californ year 1966, Research papers onthe effects of the tispeCial-pnrpase t kcurrently in piogress. A study-recently completed in , Ybft . 447117 eying the schools where projects were funded in fif3d 1, ' "--/ rted on the ploblems and progress of the program c I t8 . 'made. recommendations for the future of the program based on the findings:.; of the study.-5/ . A report on the evaluation 'of the special-purpose grant progiam . . in Ohio ocupciudes: 7 .School,distril? having been awarded a speciallpurpose grant . - have emphasized in their evaluations that a grant was in many 'instances a cohesi've force in the total education program and the community; that the needs of students and the teachers in , P other curricular a eas were also being evaluated;' -that changes in instructional approaches tad'been'Or'.were being made; and that the effects of.the grant were more fir-reaching than had been anticipated. It ,is-also to be. concluded that personnel, . . fac ities, and additional fugds are -hecessary to plement , and,cont nue themost effective programs utilizi g the special= . .purpose rants, . . . The special-purpOse giants Ororectsfunded:'under ESEA Title II have conEributed to the improv nt of uc atf o q f ed uality and opportunity c the follbwing ways:- I "40 0- .. 4, . liard; Pearl *Lewis. Federal Aid to School LibrarieVA Study oaf the TWA II, Phase ,II _Program in California, 1965;66. r Unpublished `. . , toctorardissertation. Los Angeles: University of . Southern California, 1969i :235p. ', ---,, , '', t. Demonstrated the use Ofimectia in school programs of , . . innOyativescurriculums and instructional techniques; . Stimulated edutational planning and imprOyed educatibnal 'management-in elementary and secondary, schools; ,q Provided staff deyelopment opportunities for school . personnel; 1. Supported indepth instrUctional programs.in -specific subject fields; . Promoted local interest and support for school. media _programs.; ContriOuteCto'meeting the iducational.fteds.of eddeational/y aad-AtconoMically-disadyantaged children. , 75 :BENEFITS-UNDER ESEA TITLE II-TO CHILDREN AND TEACHERW IN.ELEMENTAR/ AND SECONDARY SCHOOLS OPERATED FOR INDIAN-CHILDREN BY THE DEPARTMENT OF THE INTERIOR In'fiscal yeitr 1968, the ESEA Title II program served 50,178 children,and 2,993 teachers in 226,eleMentary and secondary schools operated for Indian children by the. Bureau of Indian Affairs, Department, of the Interior (Table l). This is a small decline in number of schoo ls- enrolling the children served but a small increase over fiscal ,year 1967 in number-9; chi participating in the program. The decline may be due to-changes in school organization. Of the $141,867 allotted to it der Title II in fiscal year 1968,, the B4reau,of Indian Affairsspent $137,106 (Table 4) . Alt ost the entire amount was used for aCquitions with onV4,701 for Administration of the plan. - Of the $137,105 expended for acquisittbna,, ordering, processing, cataloging,'apd delivering: items. of school library:resources and other ins $3,542 was spent for the 37,295 individual ctional materials ° ' dirl (Table8). This represente,an_expendLturb:: 4put.10 cents - . Per item; an average decrease of about 2.cents perl.tem in Pis, 'year 1967. the major costs of these services, using the E4EA Title II funds eor ) Bureau of Indian AffairsundoutedlycOntinues to abSorb, 1./ materials . ,Priority in the program cb resources; with second pribrity Textbooks are excluded from the , ; r iinued.t0 giVen tp school library o ng to . other instruiptional materials. 4, ( 2 VA rogrli-1*causN4 of the-$critical need i 78, for materials in the:other two categories. School library resources accounted for more than 94 percent of the $133,563 for instructional materials loans to children and teachers in the schools operated for t Indian children by the Bureau-of Indian Affairs. '40 s. Of the $225,635 spent; for school library resources, $89,382 Or . . . almost 73 percent was used to make .available--27,336.1jAbrarVotiks (Table 8). An average of 48,681 Indiaq,children partibipated in the ESEA Title II mv: 0 fiscal years 1967 and 1968 with access to ,,as total of 53;984 library books (about 1.2'library boOkg-per child) during that period': di AudiCmisal mat*ials account `for about 27 percent of the total cost , of sct%61 lit,rary resources (Table 18).. The amount expended for such materials-iribreaftd from $19;247 -in fdgcal year 1967 to $33,203 in 196k.' -This substantial increase-indicates interest in prbviding , gr, ' Indian children and their teachers with a wide variety of materiels for learning. No audiovii materials Ntddh were not processed-and!- cataloged were purchase in faial year 1968. In fiscal year 1967, $6,608 had.beenspent fOr su Oriels . 1-(pe,x . p. . qt 00eparate audibvisuai%items,madO.. t available Under. the ESEA.!e-II prpgram in fish$9. year 1967 snd 1.968 are shown-in Table 19: There hadlmen'ilo rdotVbi pictures purchased The.number a and total C .7' in fists]. year 1967; however, in fiscal year 1968, 14/j. motion pictures were.bought, his'proablye.,accounts for the increase' in nditures fori.materialvialthough'there was actually:a dqprw4se..in nuMher of : _Table 18, Total lumbersind Cost of Books and Audiovisual Materials ;oozed as School. Library jiesources and4ther pistructionil.Materiels under ESEA Title II Programs, to I ' Children and Teachers in Schools Operated for Indian Children by the Department of the Interior, Fiscal fears 1967 01-1968 . a CATp0ORY IllSti UC'LlOgAL V4: ° MATERIALS!. ..., , . . , .. if 05 , . , FISCAL YEAR 1967 1 6,,, FISCAL- YEAR 1968 , ,,,,,, Number Cost Number is i Cost IN .6'.60.....,:.....;.1.,:,... 2 .. SCHOOLIIBBARTM°01511e!Z ,..,.;.0,,k.-', :, -. ': .....:. ...:.-.?.. Ai. 0' Hooks; ..z,. '' Audfitis Materialstf .-.::., 0 f. Ai ,:, , 1 Printed . ..' #4 Oiher Material OTHER INSTRUCTIONAL MATERIALS 4 . 1 , Books ,.'4 , Attiioviti,Utl .,,. . . Other lilted Materils ,-- a 26;049 .4 719 . I .9,302 1 , 1,623 ..,.... ;A:k....., ,. , $71 092 1 , .1:9;,251 _ i4. ,' ";1/44-1`( ni. N. 8,795 °' {ray ,, . ';'"4 f '6 ,608 . . 27,33( 6 51475 i 142 ,,. 1 .. 756 756..fe ., - 2,586 ,. ... $89,382 33,203 3,050 i 4 , ° ,. 1, 2 694. ,.* i ,r 5,234 86 r 80 o Table 19. Number and Total Cost of Audiovisual Materials Loaned to Children and Teachers in Schools Operated for Indian Children by the, .Department of the Interior, under ESEA Title II Program* Fiscal Years X967 and 1968 r- - ITEM \ . FISCAL YEAR 1967 . --FISCAL YEAR 1968 . Number Cost NUmber Cost 3 '.__. . "4 5 AUDIOVISUAL MATERIALS, -:::7,.: 45,815 . $33,203 _ . Motion Pictures __.%--- C4 , 149 .--- , -/Fstrips . 1,367 ... - 2,441 M 11,526 `'' - - . ',- Recordinge . , ;. Slides and Transparencies :, 853 - 618 J - f , Programed Materials 130 . - .. loe I ,,. . -.._ .. ' Maps' Charts, etc, 4 .-:-,.%' 148 .. - . 697 3.. 21\ audiovisual,items. other audiovisual itemf. ( Motion pictires are somewhailhigher in cost thhn' V, -Another outstanding Increase in aultiovisual items was for maps,. . -. . charts, graphs,and globes,ere the number purchased in , fiscal year .,- 3 S! - % 1967:was more than quadrupled in fiscal year 1968. The amount expended in the schoOl .library resources ,category for periodicals and other printed matter such as documents and pamphlets in-fisdll year 1968 is $3,050, or slightly over one_percent of the fugds in this category. vp' '10,1 For other instructional materialethe spent $7,928, or about six percent;of.the am0u t for acquisitions. au of Indian Affairs Books account forhdbout one-t documents And pamphlets .,a greater proportion - of Indian children fiscal. xear 1968 was . ,694.1, ; other printed materials ount ator the remaining $5, 234. The - 77; percent of materials purchased fot the use and their teachers. under the Title II program,in selected for the Use .of elementary sch .ef and teachers, at a cost of $103,053; $30:010 was spent f 1 materials , to be_used-by secondail school pupils and,teachers-in elndianichool. `'' I :( e ureau of Indian Affairs reported,the,establi hmentiin fiscal, ): , 1968 of 7 mew elementary school libraries. serving 3,4F 3, Indian elementary - 1 4.. children -t Ischool children. The -.fact that, these- relatively small 81 82. , tit. 4 'groups of children indibates the extort tweStablisheentralized c011eatioMO t V id schools ifithsmalbenrollments".. , 1.- %is 6 A, 4 1 .? No new secbndary school libraries were established by the Bureau' , ( -) under ESEA Title 141; however, libraries in 14 of:the 15 secoOdary ..: 1 schools participating-in the program were expanded. Existing collections in 93 elementary schools were also "ended during .this period. 4 r 4 T ." ; 6 y, I .a 1 1 0 '. .. .j Si. ii . : ' 1 . til t7.,4' . ik 1. ..: . ° 4.-' ft A 0 __THE STATES .REPORT. t 5f k- "Jr In fiscal year 1968, the 'USA Title II codidinators, State school library upervisers,.and other State department of education personnel were asked to respond to a number of questions- concerning the'ESEA Title II program. Their answers, besides providing,information on additional needs for materials to.support instructional_programs, for staff to, increase the access bility'and utiYization o materials,and innovations or special ways . - by which instructional programs were strengthened through the program, also provide evidence of ESEA Title II program impact and its effect 'on children A and teachers in public and private schools. Some samples: Delaware , ...Through Special-purpose grants, schools without libraries were offered. wbasic collection of elenentary 6doks on Condition that proper facilities and staffing would be provided locally. Four nett elementary, schOol libraries were established in this manner.... Based on .quantititive standards for materials, books. re needed in 4 75 percent of Delaware sc ools, recor4ing8 in.:98A percent; 'filmstrips in 91.8 percent, and transparencies in 0.5 perdent of*Schogis. Putting it 1 another way, 1.52000 recordings are needed to meet national. standards. At.;, an average cost.fof $5 per recording, more than A times the Title II4,11dcation. - fog Delaware would ke.needecifor recordings alone. \- i° a 7 e -4 1 `I- ., .. I , ,J4' A111-.. % Materiiis alone do not assuret kuality educat4on...1 78 percent 3-4 _ . . A sclibOls in the,State emplorceitified library perSonnel,, but 50 perce 9f . .of these saibols have-Only-part-time-certified personnel. -Between-19 and 20'percenr of school districts in-the;4iierloy a library supervisor illt or .coordinator.... Teachers were assisted individually and in groups in selecting s of materials, needed to carry out instructional programs. / \ ' . Iff6rts-0lieselobst sbcceitiful in districts that'tvere making. a systematic ------_;,- - -.. ; .. . effort itt c:r441um revision, assisted by all State supervisory, personnet:"640 Indiana Although'the evaluation of Title II must be somewhat subjective, it is I ,A becoming more apparent that aka program +had a tremend6us impact, especially ) in establishing libraries.... Of the 3,000 public and private elementary and secondary schools in the State, it is estimatedrthe number of schools withoUt libraries at the end of the 1969 school year will be reduced to 350. . ...4.4 Additional services for children and teachers, such as"system sliterials s centers and processing center are being considered or established.... 'there Nr, la a definite sho tage of library and a4diovisual personnel and the shortage of qualified lib ary supervisors is becqMing very obvious.... 'Since over 1,200 schools had no libraries ailhe beginning of the 1.965-6 schooryeard and since so few are close t %meeting Indiana:Basic Guidelines, Indiana still .\ has a'great need at all levels' in all subject fields of each type of material -available. under Title II.. 4 A N. 4 Iowa 4 t "4...1=7 real impact of the piogram in Iowa haPbeen felt during fiscal year 1968.... Since there hat.been a great inadequacy in school ibraty resOurcea throughout the State, the importdhce ofiTitle II '" 2 in helping to fulfill. this need, being realized.... Teachers, parents,- 9 I ;and private schOof personOel,are particularly pleased with the program a& the-"children in all elementary'and secondary schools are being given t'hei . bppotilityhto utilize the materials available under the tSEA.TitleaI , program.... In Iowa there continues to be a greater need for school 11W/try( resources at the elementary level.... Trained librarians and audiovisua?c specialists at the ldcal level would also strengthen the SEA Title II prgigrad in Iowa.... Staff development progra for teachers are being acquired.at . . . the local level so that materials may bemore effectively btilized and the . . value of them fully realized. iouisiana ilk .ei II Title II has made ^it -pottple to increase the number of library P. o. . books per child. Many school now beim centralized either as a :direct Or indirect result of itleII.... Teaching has been greatly.enhanOciiiktar- . as a result of the many materials made. available through .Title II. As,,a result 1 - of thisoprogram, students now have a greater variety of books and riovisual materials fram which o choose.cTeachers also have a greater vaty of materials to use as reference sources. MaAglatudents are now able to take materials home,whert before Title II, this 4as an impossibility.... Materials . . . stilllacking:for-luality instruction at batethe elementary and secondary, ' - a levels are all types of printed and audipvisual 'materials in language arts, ° ' - 94 , ./ . 86 ,..; '1, so4iil stUdiee, mathemitica, and science. , Profesfionej. materiaispfor° teachers afi alto lacking.... To-increase the availability And utilization ./ \''' --- - °L ,. ,of matecialsa,additional State education aiepcy personnel:, including library . . .840ervisors,Coneultants,,amiclerical an echnical assistants,are_needed. .... : y. ..? .... .. .., - Centrilized libraries are needed)in.11 cent of the.schooia in Lluisiane. o - The numbeg of schools without -centsaliged librariei has been decreasing eachpeyeei sincedtte advent of ESEA Titles I and II... Maryland ,., Title II hai had-aItifinite- impact-in increasing'he utilization of materials,. but the impact rief according to the amount of materials received bra Jhbool.... Childrenenrolled in.schools which received , special-purpose grants or grants for establishing hew libraries have .been- greatly affected and the lie Of, all materials in the schoOl/ has increased _ . coneiderAbly. The most obIaiss kmpact:continuets to be the utilization of -audiovisual miterials,.'.. The-widcvariety of materials:....has enabled schools to try new techniques and new ipprOaChes to learning.protgems. , A real.coniributioh'has been 'made to the trend away frosn'the teacher. 4,7:; .. dominated, lectureorieilted approach.-,. The addition of materials for o . YV a wide range oftevels of ability haw abled schools to provide many m4ire Instances /of individualized instructiOn..At Curriculum centere and- . professional libraries.... made poasiblebetterViff,development programs and upgrading of profeisional competencies bo4h in knowledge of subject areas aid in.teahniques.of_instruction.: , r ? * 14? 9f; "'- Michigan Each year_of Title II has seen "Progress 'in the deireloinatut of media , .. progi but few Mi'chigan vaill\terials or.iin ..- . . . , schdols 'Wert. atandards eithel, : cropper of local _expenditures s Mikny . , . . O --schools which were formerly. book' oriented have.begfin to add audiovis ill materials Add develop unified media programs.... Inner-City _school .Programs- serv*Ig high concentrations ''of disadvantaged students wee erringthened by ";, - --- 4. V 0 additioill I 1!IllecatiOns of materials. Title I.. r ;.- ''The'esOurcea from .. -.- ... . .4' .:t .: ; . p Title ;I,.drew attention to materials and -tequired 'teachers toaid in the . w ,The 400 selection of materials-. Th survey of-;existing materiale br?ught attention -- to ems* little-usedmats.rials..... School personnel 'have begun' to think . , . ...-- -. 1, seriously 'about...the .effective use'of. materials. Teachers have made beteere . - , . use of already ititt.he'sliol ate well is those hew ones provided . 0 _under Title 11. .. -,/ `;' . . _ ti Montana" .' 4. .1 4 Since _ES:Retitle II is- proikiding150 plient !pore/re ourcesfof thei, .' '1 ' - :! use of children and teachers, 'the impactis5becomineev dent. 'Element' dchools are reporting a greater use of books ifi their reading PrOgiems. Since tatty schools do not ,have_bilanced i,ona , stipervisersAie7 . - , . . urging librarians. to use Title II. funds too dAveXop. tolleettioqii that 'will' . meeethe,needs of the curriculum.... The imikoipitice:of Title caniiot * Ile mit/reit/mimed. The program has wide ,partic1404en wlth', Inv probleM's. 1' Increasingly, school administrators- are becciming- snare of tube meaning of , quality resources. Report8 have been received from small-er sc3idols _that, children are. looking forward to the shipment of materials loaded unde . . . . Title II.... The .-gr(atest need is the -acquisition, of basic library _4collections) Many eleMentary school libraries are not cetnrali/4d; ; - All schools are-becdming aware 'of libraries as media centers.... In secqndary sChools, there is need for reference materials and nonfiction.... The availability and utilization ofschool ibrary resources would.incrase if elementary schools had the,personnel to develop central libraries. SuArvisorY services are needed to 'Assist schools in the selectionof ,quality materials and to guide them. fn development of libraries..... Nebraska 4, With the.fininCial aid offered by ESEA Title II hascome increased 4- `emphasisonthe library as the core of the school.... Since the first year. of participation in.Titie 3I, lOcal school budgets for library facilities have increased noticeably. In the first year of operation,' the combined total of Title II and the the purchases for library materials 86 Since the first two exemplary programs ,from 48 States have observed enthusiastic elementary school students in, increaseil.local funds extended percent over the previous year..., . we e established, over 3,000 visitors . unified mediaprograms.:.. Many educators in Nebraska feel that the single greatest value Of Title II in the State is the ir4oacq which the special-purpose grant programs have had. .These prdgrams have shown what should beavailable to all children in:th State.... 9 Title II funds have encouraged_sohool:districts to_emmrkupon- neW avenues in search of educational variation and imprgvec instruction through a multimedia approach.... Newer, more.effective nooks and materials have been made available in greater quantities than ever before.- . This, coupled with increased emphasis on-iadividuatly tallamed programs= the discovery method, the concept approactihat crenated inarr-oved, more readily available instructional opppatunifies. for zhildrer--.-. The concept of the library as a media and learning center has =,crown in sappularity...,. Reports:establishingrelative need in the school dirtr4c $ medicated t;-.41t quality instructional materials are still inehort suel-r is social staples, itlanguage arts, science,,and mathematics.. The typet tbAi e 6141-!---cula needed are filmstrips, both tape and disc recordings, transpievenctAs, ow films or film loops.... New Hampshire Based on school visitations and .conferences held 3.intes schnof ilbrarnans /- and adminititratorS, it GIs our belief that the Title II pro Iontributed significantly to the improviment of educational opportunitiets foi children and-teachers in New Hampshire schools. We still have a Lew miloWi of small eleieniary schools that do not have central libraries. Weever, nl the flow of materials made available through the Title =I prwram made it possible for. these:schools to expand existing . , Insgfarias we _are able to ineasure,.we believe zhe reaction to tn. title II program of pifients,teachers,.school-librarians, school admitionast,,ITs and 414-457 0 71 - 7 9 90 the general' public has men favorable. Soem'frustration has been experienced in delays involved in obtaining materials. Improvement, is also needed in coordinating private .4. public school interests is the,selection.of hanerials- under-the provisions- lit le II.... It is our bel.lef that school linrary resom=ces nor use in Agmentary school libraries represent the greater :)Omeed at the present V,Imem.... The problem of providing qualified librarians elementary anitmoondary schools continues to olague us.... There tre'41 furl -time li *riani reported in our schools 1967-8, in contrast 40k rewarmed .7. rte hle previous year.... The degree to which Title II mated. move increasoOld the utilization of avail/di-14 materials varies gisittqfroga_one acd to another. Distriburido patterns vary, from one another parr-t_ oecause of varying _1st/1PC** and travel facilities. tH6aeleurr, witoout ttt= impact of Title II mater,,,als, many .of .our schools would . fiset, be mekling on textbooks and mncyclovedias, unaware of the ,my-tiacmaterials avalLstle for providing a.t. Learning environment'. At the end of third year of Title II, the impallt of the increased utilisation of school library resources on the Lastractional prOgram is to mot. died tc by/Schools in all areas of the State. 711e tremendous improvemint In me' avairkbility of materials in term* of quantia.v, quality, and scope uum resulted in the adoption of new teaching methodologieswhich emphasise -imidividualized instruction and independent study and mquiry.... The greater 404aiimbility of school library resources provided by Title II has accelerated :hat acceptance Of the instructional materials concept: and prompted establishment 9 c. \- Of multimedia.schoorlibraries..... Eeiorts submixzed from he field reveal not only a general increasein.local fimandail support or the. echodi library program; but 'also a prOportionaLly gramater increase for macerials..... themse of 20 percent 0:?. the State allocation for . Special-pumpose grants has met critical_needs by establishing outstanding _.:ibrarynatarials centers, regional material centers, and collections of anterials == support curriculum and program needs. Reserving five percent of this amount to establish elementary school libraries in buildings Without this service has resulted in the establisbment of 23 new elementary school libraries. McK percentage of elementary schools without central libraries hues dropper fasts 40 to 25. The Bummws zf School Libraries in.cooperamion with'the Division of: =be HumanL=es and Performing A=3 sponsored a conference for school adielinistrato= and school board malmert on the current trends in education 1d1,- the perforadms arts. Otherinaervtde programs included workshop6 on CiAte utilization of maps and globes. school - public. iibrary relations, and 7-3. one-day regional conferences providingguidanceto school district persona4 at Title II policies and the pr'eparaciad of:grantapplidations. 011shoms ,One of the greateif changes tat has resulted in the acquisition cofmaterials under ESEA tifle II hai been. the-centralization of-elementary r. schodi librariea.....-.Title II hai had'a ttamendous impact on the imiravement of the instrudtionai piograp,and the education .of boys and girls in Oklahoma. The influence o Title II is much-greater.than. the increased amounts of materials. evidence of a new awareness, Of the-importance of the '92 place of a well - equipped media center; in the total instructionalfprogram . ,New books,-filnatrips, transparencies, and OtherAmstrUctiOnal:aidsare in evidence and in Many of the smaller schools where help is limited and where there is no pOfessional library personnel are far short o of minimum standards in library materials This isaMore evident in the elementary schools than the high schools but unsatisfactory conditions exist at both levels.' Very few schools have an adequate quantity of teaching aids.... One ,of She greatest needs in OkleVa is ."..'or.mOre trained'media perionnel'out in the schools. - people who know what materials, are available, know what to purchase, and who can show Classroom teachers how to use such materials-in their: classrooms.... South Carolina Title II has served to increase thezutilization of school - library resources by both teachers and children. It,ham, made available materials to meet the varying needs and interesto /gblldren. The teachers have become more aware, of the value of materials -other than textbooks in theii teirching; pupils have found material they can use andtneed from the standpoint of both curriculuM and reaction...x/One-third .of the elementary schools still fail to meet .v minimum State standards for library books. The large majority of the -secondary -ISChools report that they reach the minimum standard, bUt:the average seCondary+ school library, is sadly in need.of parsing old and obsolete books, and replacing them with Modern books. .NOth elementary and .":secondary schools are seriously deficient in audiovisual and other teaching materials ..e Tennessee school_media_ sp=.*litsts, ---z=icullum and subject spec-ialiFt-r-,-- and. other personnel .= local seckloo.be assisted in the administration of the Title II 'program thumugE ''.wolveseint in evaluating existing material 'collectiOms, selecttom of neeedtieseemesi and assisting individual . teacheri r.n the selection anc... Advisory szonOn were uziliz evaluation activities.... 'mutton of apprOpriate.materials.... imcal level in I hem helped to supplement and generil-1,- increase the variety of imst-!tietlionil materials made available for the useof children in both peobl,-7. aamiOrinate schools.... The provision of material's:has contributed to cl.00 illsor-vement of instruction by making Oossible:the 1417,Sion of the iVi'Aitosts1 "urriculum, allowing different apprammhes to instruction such as indiv1.4. (WA instruction and allowing students t=m pursue independent lear014 of .different methods and moor _organized selection, hoUsimg Utah Federal funds under E te'the level of State, local, 'The annual report proirided ammetstics from each school district. The incr4se could be noticed for each sworn year.... Through the encouragement of Title II, sgecial-purpose 5.-comurrhelped develop an individUalized program for ating an awareness ,on the part of teacumrs iitstruction, and by introduction of ,o.iimistion of learning materials.. e /I were used to supplement and in mate financial effort to provide mate=14,4k-. students in,, rades four, five,siod'siX of ten elementary schools.. The prclect 1 i,r2 94 knoWn as Dtah /nstructional.Systems Piojeci (DISP), wil. 4emonstrate changes in staffing patterns; using arOfessional andpaxerrofessional el personnel, and in individualizing the curriculum.... Fourzeen State- spOnsored ratimmal. staff ievelopment programs were held Tr- the purpose sof discussing dettaile (04, ESEA program and its relation to other Federak: pnogrmem Title II materials contribute tc improvement of instruction by mute Anointing subject:ereas of the curn'..cuLum.... :Increasing the ilsetimnal resources in elementary and secondary subject fields has made to,have many materials available in classrooms. Teachers. are able operate more effectively :when they have sufficient- ---ceaching-materia: _Studenti are 0.4en mori-00portunities to work independer.-=7 OT in groups whom suffizient material .is. available.... Vermont The impact of the Title II program on the .improvement of educational opportu7nity fait the children and teachers in public and private ele;eiltary and "secondary schools continues to be strongly felt throughout the State. The pUrpote Jew availability of these funds( coupled with Cut-off date for Secondary.schools to meet State minimum Standards, tame done much toward 10. greatly: improwmg library services inthe'high schools.... All.types,%gradt 'leveli, and Bust 'vet fields,of meter als In the-categories need strengthening `$ A to..improve the quality of instruction Wh4e there is still much room for improvement toward meeting standards, the State has made realprogress. - More-libraries nearing`the'goal pk-five to ten books per pupil; and most al schools.ire adding us., se4ia to their mllbctions.... The impact of Tittle II continues to be -felt mcreasing strength. More.people aretalking about "instructional marerimps centers" in elementary:schlpls as weal as seCondary. schools. More pupils -are being (Exposed to wider use of addedmaterigils. Generally speaking, T=.:..te It has-done morefor school libraries in Vermont in two y/ears than anyr,,,;_mg else in,ten-qmsars..,.. Trust Territory of the Pacific Islands . 95 In most districts, the most signitIcant impact of :the .Title IT-program has been the utilization of audiovisuai materials. The instructional,programs of many schools has been greatly enhanced by use of these materials. Teachers, especially at the secondary level, are gaining a greater awareness of the impact and 'potential of Title II as more o them are asked to evaluate specific materials.... -Probably the most enthusiastic support for Title iI came from subject specialists who were helped toind ways to explore use of a variety oimiteriais to locate those that have the greatest value and potential for this area.;.. .Exceilt.for materials Used in thteaching of English as a second. language, all types, levels, and subjects in.the elementary schools are still lacking for quality materials.... The situation tr ,in elementary schools is diffidult to describe but it ts--aaitajtty that 2 1r- with each year, more school children, especially .in the remote areas,. are being int oduced to reading.:.. Our Adondary schools, where language . t _ - prOblems ar less complex,. are able to employ a well-rounded .1,. progreft with , / ..). utililati n of a variety of instructional materials to a much better advantage.... 96 Virgin Islamds ) Because or7 the close working relationship between all educato - in the Wirg-...x. IsLarids,Antensified by acute needs in all areas of instruction, there has been no lack of utt_ilmatioll_of materials purchased under Title II.... Emphasis has amen placed on the acquisition,Of school library resources, expansion of seccmdary school libraries, and a pfogram to develop elementary scboOlrlibraries.... Data from private4C4dOls indicate-that Title II has acted as a st-,Adulant for the developMent:and'expansion of library programs... By providuis .72sterialS'other thanfoimal teXtboOkS, it is now possible for school prowess to proVide more individual -ized instructioaind learning. This is extremely important view of the tremendous variance of-baCkgrounda between many of theteachera and students in the Virgin Islands. flp A A 1 0 5 S R r.