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DOCUJIENT BESUM? 'ID 169 897 IP 007 166 TITLE INSTITUTTON PUB DATE NOTE School Library Resources, Textbooks, and Other Instructional Materials. Title TT, .ESEA. Strengthening Instruction in .Science, Mathematics, Foreign Languages, and the Humanities and Arts; Title III, NDEA. Fifth Annual Report. Bureau of School Systems (DHEW/07), Washington, D.:. Office of Libraries 1.n1 Learning Resources. 69 58p.; Some Stables are minimally legible due to small type size; Reprint from: The Federal-State Partnership for Education;.. For ,related documents, see IP 007 166-171, IR 007 180-191 and 7D 082 3B2, ED 086 215 V EDPS PRICE MF01/PCO? Plus Postage., DESCRIPTORS *Educational Programs; Elementary Secondary Education; Expenditures; *Federal Programs; Grants; *Tns±,-uctional Improvement; *Tnstruc'tional Materials; *LibraryMaterials; Media Selection; ,Program Coordination; Program. Evaluation;,Schb0 Libraries; Standards; State Programs; Tables (Data) ; Textbooks IDENTIFIERS *1Elementary Secondary Education Act Title II;, *National Defense Education Act Title II; National. Defense Education Act Title iII ABSTRACT Two federal, educational programs are. covered in this annual report for FY 1969: Title II of the Elementary sand Secondary Education Act and Title the National Defense Education Act. The first report describes how the 50 ,states, the Dstrict of Columbia, Guam, Puerto Rico, the Trust Territory of, the'Pacific Islands, the Virgin Islands, and the DPpartment of the Interior (operating schools for Indian children) utilized Title II funds for the improvement of educational quality and opportunity through increased school library resources, textbooks, ard other instructional materials. Also covered arestaffifg patterns for the first three years of the Program, special purpose grants, participation of private school children and teachers, program . coordination, accessibility of loaned Materials, management activit school media personnel, staff development, selection of materials, standards for instructional materials:, and program evaluation. The second ,report describes the use of Title III funds to strengthen instruction in science, mathematics,; foreign languages, and the humanities and arts through the purchase of equipment and materials, minor remodeling, and through state supervisory and related services. Major topics include priorities,'program coordination, adequacy of equipment and reimbursement improved\instructiOnal patterns and -teaching techniques, curriculum improvement, student achievement, and program evaluation. (JD) U S DEPARTMENT OF HEALTH. EDUCATION L VvELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCE() EXACTLY AS RECEIVE() FROM THE PERSON OR ORGANIZATION ORIGIN- ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE- SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR 7,OLICy r_.24 School Library Resources, Textbooks, CZ) LIJ and Other Instructional MateriaTh Title II, ESE A. Strengthening Instruction in Science, Mathematics, Foreign Languages, and the Humanities and Arts Title III, NDEA REPRINT FROM: THE FEDERAL -STATE PARTNERSHIP FOR EDUCATION The flftannual. report of the Advisory Council on State Departments of Education (Wr/7 /967 U.S. OFFICE OF EDUCATION Bureau of Libraries and Learning Resources 6 other prograins School Library Resources, Textbooks, and Other Instructional Materials - Title II, ESEA Strengthening Instruction in Science, Mathematics, Foreign Languages, and the Humanities and Arts - Title HI, NDEA Guidance, Counseling, Testing - Title V, Part. A, NDEA other programs There are a dozen other Federal programs of aid to education which make funds avail- able to State educational agencies for admin- istrative costs. In the following pages are re- ports on three which, by their statutory terms, May be 'classified as "State plan-State grant" programs. They are: 1. Title II, Elementary and Secondary Ed- ucation Act (ESEA)School library resources, textbooks, and other instruc- tional materials- 2. Title III, Nati 'dna] Defense Education 66 Act (NDEA)Strengthening instruc- tion in critical subjects and the arts and humanities (section 12 of ,the National Arts and Humanities Foundation Act has been absorbed into this). 3. Title V, Part A, NDEACounseling, guidance, and testing. In the discussion of these programs, the emphasis will-be on their intrinsic effects, to the limited extent to which these can at this stage be ascertained, but chiefly on their rela- tion to the State departments of education. 4 School Library Resources, Textbooks, and Other Instructional Materials (Elementary and Secondary Education Act of 1965, Title II) One of the drawbacks, from the Federal poiiit" of view, of Federal administration of prograins- in aid of education is that the re- sults that come back to Washington are gen- erally expressed only..or chiefly in terms of numbers of dollars spent, with generalized descriptions of *hat they have been spent for, and similarly useful (from an administrative point of view) but d011 (from a human stand- point) information. Title H of tii;-! ,Vementary and Secondary Education Act provides Federal grants "for the acquisition of school library resources, textbooks; and other printed and published materials for the use of children and teachers in public and private elementary and second - ry schools.." . If the U.S. Commissioner of Education and his staff who administer this program of grants learn ,,that in an inner-city school which did not previously have a School li- brary, out of Al .boys and girls interviewed, 33 reported that they went there because they "like to read," it is gratifying. But the Com:- missioner and his staff learn it becau'Se there has been a special study made-: Descriptive Case Studies of Nine Elementary School Media Centers in Three inner Cities (more information on this is given below) and not because the normal reporting procedure per- mits such indulgence. From thatstudy, they also learn that 17 of the children "like to 'study there." Although seven of the children were in kindergarten, and seven in the first and second grades, 39 of the children reported they found books that they could read by themselvesand all of them wanted to. It is too soon to tell whether this will have an appreciable impact on their ability to read, but by such evidence as is now available, the'. odds are extremely favorable. In this report, we must necessarily focus our attention on the administration of Title II in relation to State departments of educa- 'tion, as the leaders of education in their States. The information for the report is taken from the annual reports submitted by the State education agencies. The first year's appropriation for Title II was $100 million, and it remained around that figure until fiscal year 1969, when it was re- duced .11o$50,000,000. State administrative' expegeWiiifhefour years were respectively $2.36 million, $3.9 million, $4.04 millibn, and $3.035'million. The Senate Committee on La- bor and Public Welfare in its report on pro- posed.ESEA amendments for 1970 (S. Rept. 91-634, p. 25) wrote with respeeCto Title II that a number of States with low population and large rural areas, particularly in the West and New England were able, under Title II, to emproy State school library and audiovisual supervisors for the first time:. These States, just beginning the development of school media ,programs, are frequently those States where the percent of public elementary schools without centralized libraries is highest, as it is generally true on a statewide basis, that school libraries have reached a higher stage of development in those States that have had school library su- 'pervisors for a significant period of time. During the first year, the State educational agencies hired 113 professional employees for the Title II program ; the next year they took on 142 ; the third year, 152. Full data are not yet available for fiscal year 1969. The history of S',.ate adniinistration of Title II is one of relatively small outlays, with em- phasis on counseling concerning informed and judicious acquisition of materials for use 67 in instructional programs. By law, the States_ are allowed to use up to five percent of their- allbtment, or $50,000, whichever is greater, for administration. Only a half-dozen States took their full entitlements last year. (In addition to its annual reports on Title II, based on State reports, the U.S. Office of Education published in 1969 the results of two sets of ad hoc reviews of Title II pro- grains which exemplify the effects achieved by thel'special purpose funds: 1,, Emphasis On-Excellence in, School. Media Programs, descriptive case studies of me- dia programs in eight publi three elementary, three junior high, and two senior high School ss el ec ted on the basis of criteria that might produce broad representative findings. This vol ume,0 E- 2012:3, may be obtained from the Superin- tendent of Documents, Washington, D.C., 20102, catalog ,No. FS 5.220:20123 ($1.75). 2. Descriptive Case Studies of Nine Elemen- tary School Media. Centers in Three Inner Cities, mentioned above. This, while cop- ies are available, may be obtained from the U.S: Office of Education, Washington, D.C. 20202 (No. OE-30021) Stale Managetnn1 of SC11001 Media Programs Under,ESEA Title II, the State plan .serves as the basis for the operation of the program, describing management procedures to be fol- lowed in its administration. The staffing pat- tern and assignment of responsibilities; types of management activities such as planning: composition and duties of advisory commit- tees; and the collection and dissemination of data, are outlined. The plan lays down the crite-ialor making materials available on the .baSis of the relative need of children and teachers fomaterialg and also for the equita- ble distribution of materials for the use of private school children and teachers. It also provides for apprOpriate coordinatiOn of,Title II with other Federal- programs and sets forth the design for use of administrative 68 funds by local educational agencies to make loaned materials accessible. The following sections illustrate types of management ac- tivity set forth in State plans for fiscal year 1969: Patterns State department of education personnel.- assigned to the administration and supervi.. sion of the Title. II program have inchided full -time and part-time administrators, school media specialists, curriculum and subject spe- cialists, fiscal and statistical personnel, and nonprofessional employees who do not fall into any of the other categories. Table 5 provides data on the number of administrative, supervisory, clerical, and other positions assigned in State depart- ments of education -to administer the ESEA Title II programs in the first three fiscal years of the program. (These data are not ,yet available for fiscal year 1969.) As a result of the reduction in funds avail- able for the program in fiscal 1969 a number of changes were made in staffing patterns and assignment of responsibilities in the adminis- tration of Title Some State agencies lost library and media professionals and were unable to replace them or reassign their responsibilities. Maine, for example, which employed a school library supervisor for the first time in fiscal 1966, is now without one again. In Wyontinfj the li- brary specialist is serving, half-time in Title II activity. In PennSylvania, the Division of School Libraries lost two professionals; their 'responsibilities could not be reassigned be- cause the rest of the staff was already carry- ing loads considered excessive. Elsewhere, reshuffling the prevailing pattern. New Jersey lost an audiovisual spe- -cialist, and library specialists. assumed the responsibility for processing audiovisual ap- plications to the best of 'their abilities. Georgia, Kentneky, and. Florida each 'lost a consultant. Other States reported losses of one or more staff members. Missouri reported a 50 percent staff reduction; Wisconsin, 25 percent. Table 5.Number of State 'Department of Education Personnel Assigned to Elementary and. Secondary Edu Cation Art, Title II Programs in Full-Time Equivalents, Fiscal Years 1966, 1967, and 1968 Number of Personnel Type of Personnel Full-time Part-time 1 2 3 66 48 54 Administrator Fiscal Year 1966 Fiscal Year 1967 Fiscal Year 1968 31 46 43 ; Supervisor Fiscal Year 1966 67 87 Fiscal Year 1967 85 129 ' Fiscal Year 1968 99 174 Secretarial and Clerical Staff Fiscal Year 1966 103 119 Fiscal :Year 1967 158 150 Fiscal Year 1968 '176 204 Other Fiscal Year 1966 17 90 Final Year 1967 22 48 Fiscal Year 1968 27 Equiva- . lent of Col. 3 16.19 13S'.; 12.59 13.84 24.43 26.53 23.67 34.08 49.06 12.59 6.02 23.08 Total Full-time (Cols. 2 & 4) 47.19 59.96 55.59 80.84 109.43 125.53 126.67 192.08 225.06 29.59 28.02 50.08 Some States' were able to absorb the cost of maintaining their library and media special- ists by use of State funds. Others absorbed the library and audiovisual specialists into other units of the agency; whether they Wotild continue to function with respect to school library programs was not clear. In these cases; the personnel were retained, but the programs may not have been. In still other cases, the program responsibilities were reassigned to personnel and units which had other :primary responsibilities,. so that the school librarprogram became Cinderella- after-midnight. The Minnesota State Depart ment of Education, in addition to making staff cuts, had to close down successful dem: onstration centers at .Mankato'and Brainerd. illanagenient of Acqitisitions. Program School library resources, textbooks, and other instructional-materials"are.made avail- able under the Title II program to children and teachers in public and private elementary and secondary schools on the basis of relative need. This refers to the need of children and teachers for materials that may be acquired: under Title II in comparison with the mate- rials already available to them. State depart- ments of education are asked from time to time to evaluate the criteria applied in decid- ing relative need and to adjust them to chang- ing situations. Early in .-fiscal year 1969, a number of.States revised relative need formu- las to assure the provision of instructional materials .of quality where the pinch ,was 'greatest. The reduction in available funds necessitated adjustments like the following: Delaware reported' curtailment Of the spe- cial- purpose grant program ; however, a por- tion of the funds available for administration was allocated to this program to offset a part of the reduction in funding. New York, children and teachers in 200 school districts with the greatest need for ma- terials were selected to participate in the basic grant Program in fiscal year 1969. Fac- tors used to determine participation included critical racial imbalance problems, availa- bility of existing quantities of school library resources, financial ability to acquire school library resources, and number of children and teachers to be served. Initial, basic collec- -, 69 tions of school library resources for the use of exceptional children were established in 15 agencies in the Special Education Instruc- /tional Materials Center (SEIMC) network. /' Maine reported expansion of its ."incentive grant" program to include more schools, but with reductions in funding. Even the small grants under the incentive program have re- sulted in genuine progress in the improve- ment of instructional programs, the State de- partinent feels. The statement of the Georgia Title II coor- dinator that "materials purchased during fis- cal year 1969 were Of the highest-quality of any year ofthe program" was representative of the feeling throughout the States. In order to simplify matters for the local systems and for the reduced clerical staff in the State Title II office, Alabama permitted systems to Order material without prior approval of the Title II consultant. Puerto Rico continued to ./T- &ice its proportion of funds spent for text- books, with top priority going for the first time to school llbrary resources. Puerto Rico is still alone in spending a sizable share of its Title II funds for textbookS (33 percent). Sperizil Purpose Grants -;_No new special purpose grant projects were funded, but North Carolina and Florida made supplemental allotments to continue projects previously funded. Georgia withheld funds from localities that failed to maintain effort. `' Most States list the adoptioi, of the central media concept as a major 'strength in making materials available, as well as the allocation of funds, on the basis, of greatest need. Lo- cally, concentration of effort on areas of weakness has added emphasis to the "needs" aspect of the program. West Virginia added an incentive factor to its funding formula, providing a small bonus to a school establish- ing a building resource center at the elemen- tary level. In the District of Columbia audiovisual ma- terials purchased. with Title II funds are now placed in individual school media centers. 70 (Regular budget purchases of audiovisual materials are put in the central library for,-''' the system:) South Dakota limited acquisitions to school libra.ry , resourceg, Minnesota to schools with a high concentration of Indian children, and KitliNas to elementary schools, -with second- ary schools receiving some special grant funds; Nebraska and Ohio suspended special purpose grants; Wisconsin increased special purpose grants to assist schools with greatest need for materials ; Illinois adjusted its rela- tive need formula to increase assistance to more economically deprived and to assist in developing cooperatives between school dis- tricts; North Dakota removed percentage categorical restrictions to allow utilization of funds for greatest need at local level. The reduction of funds in Montana resulted in a change in the acquisition program, which nevertheless allowed every school an allocation. With the packaging of Federal funds in Texas an adjustment was necessary in the management of:: the acquisition program to make the best use of Title II funds. The TexaS annual report states that among the consoli- dated program goals are: Focus of local program planning upon the student. The major aim is to encour- age definition of programs on the basis of activities and services delivered rather than upon the basis ofrevenue sources or upon the administrative structure of the Texas Agency. Design of a comprehensive educational program in each local educational agency that ,would meet the educational goals and intent established by Congress, the State Legislature,_ and the local commu- nity in a way that produces -maximum benefits for dollars expended. Development-of a consolidated 'applica- tion procedure; as well as consolidated evaluation and re orting procedures, that would permit the ocal superinten- dent and his staff to plan systematiCally several program elementS that had in the past been planned independently, thus permitting maximum reinforcement of any one program element by other re- lated program elements. The absence of a required list of eligible materials is one of the greatest strengths of the Title II program in Ida-ho. Personnel in the local educational agencies are free to se- lect those instructional materials needed most to enhance their curriculum, to work with committees of local people, and to try to ful- fill their greatest needs. Because the Arizona Title II program was staffed by one professional, it became neces- sary to relieve her of some responsibilities. ClaSsified personnel were therefore assigned the initial screening for eligibility of pur- chase orders. Changes were made in dis- tribution to concentrate materials where. rel.: ative need was greatest. Arizona declared ineligible to participate during the fiscal year all schools with holdings of materials above 90 percent of the recommended numbers, and Nevada suspended its special purpose granLs and curtailed State administrative expenses in order to make 95 percent of its allotment available for acquisitions. For the first. time, Washington accepted cooperative projects submitted as a single project application by two or more.. school districts. This permitted them to pool their funds to concentrate on specialiZed materials in a subject area or for-particular groups of children. Also, Washington for the first time implemented its special purpose grant pro- gram. Projects were funded for children and teachers with special needs: Five on intercultural education (the Pa- cific Coast and its relationship to the Pa- cific Rim, Africa, Negro history, the sub- c) urban district and its relation to and re- sponsibility for urban problems) ; One for handicapped children ; One for culturally disadVantaged children (expanding political and social experiences and sources of information for students. in remote rural areas); One for educationally and culturally de- prived children (a Taba*-based program Taba - an instructional technique named for its originator. on Northwest hktory for elementary-age I nth all children ) . The SEA also encouraged districts to de- velop special purpose grants that would pro- mote effective introduction to new media, and made three such grants: a project de- voted to careful selection, evaluation, and exemplary use of 8mm: films in an elemen- tary urban school, grades 3-6; an 11th- grade American history project using origi- nal-source materials on microfilm, which also has as one of its objectives research into the problem of periodical storage; and an art education program (K-12) involving the ex- tensive use of art prints. The basic purpose of the special purpose grants was to pro- mote effective, innovative programs utilizing a wide variety of media, Examples of those funded in fiscal year 1969 are a social studies project in a model school resource center which is located in the middle of a team teaching area for which the entire staff has been trained in both Taba and inquiry tech- niques; an ecology and environmental. educa- tion project concentrated on a specific. geo- graphic area for which -few materials were available (an outdoor education site compris- ing five life zones has been developed co- operatively by three separate government agencies as a result of this project) ; and the interrelationship of the study of science fic- tion and a reading program at the high'school and 5th-grade levels. Hawaii made adjustments in its acquisi- tions programs to provide a more efficient method of handling resources bought with Title II funds and allowing more of the Fed- eral money to- be used for acquisitions. Title II book orders and processing were coordi- nated with previously arranged schedules through the State Centralized Processing Center. Title II filmstrips and ..-periodicals, were ordered and processed through the State office for Title II. Participation of -Private School Children and Teachers Children and teachers in both public and private. elementary and secondary schools are 71 eligible participants, under ESEA Title II. The same criteria prevail for determining relative need. The major strength in the pro- gram for private school children and teachers was the lack of discrimination between public and private school participants and in repre- sentation on State advisory committees. in- volvement of private school personnel in meetings at State, regional,' and Ideal level. and assistance given in needs assessments and selection of materials also strengthened the private school factor of the program. Some exemplary excerpts from State re- ports on nonpublic ,school participation fol- low: Connecticut reported a highly favorable reaction to the Title II program from private school officials, citing their tremendous need for instructional materials for use in private school programs. New York reported excellent cooperation among public and private school officials in planning-the.development of Title II projects. Private school representatives participate in- 'selection of materials but State and local public education agencies have the final re- sponsibility for selection. Pennsylvania noted that the View libraries in private schools often established and ad- ministered by volunteer parent groups under professional supervision are strong' testi- mony to the interest of the parents, and ap- preciation by the children who' have had the use of Title II materials. Alabama amended its State plan so that loans to private schools are now handled di- rectly through the State' Department ofEdu- cation. Shortcomings in benefits to children and teachers in private schools were attrib- uted to lack of funds and personnel. Puerto Rico is doing a follow-up study of purchase orders in an effort to improve its handling of the private school program. Missouri: Visits to schools shoWed an im- provement in the working relationships be- tween-Public and private schools. _Minnesota report said that the large quan- tities of carefully( selected .materials made available to public and ,nonpublic school children have vastly increased thedissemina- . 72 tion of quality information for boys and girls of Minnesota. Utah: 'Children and teachers in the private schools have equal access to Title II materials. Each district determines the loan period to public and private school children and teach- ers for Title 11 materials. The cooperation be- tween the public and private school personnel has been excellent. Montana also comments on the remarkable relationship between the public_ and private school personnel. For example, one school district that did not-itself participate in the__ Title II program administered the 'program for a parochial school in the district. Arkansas: Children and teachers in private schools share the same benefits as children and teachers in public schools. Among these benefits: (1) Teachers have the opportunity to rec- ommend instructional materials for pur- chase; (2) All books purchased are listed in one or more of the recommended selection aids: (3) All library resources are the property of the entire district and. not 'of any one school within the district. Califorezia: Special workshops were held for private school personnel in the Los An- geles area on cataloging non-book materials; librarians, administrators, and teachers from private schools participated in other training sessions. Sever--: private schools in the Trust Terri- tory of 'The Pacific Islands have since the ad- vent of Title II been able to gear their in- structional programs more closely to that of the public schools through use of materials made available under Title II. The program has thus worked as a unifying force. Weaknesses observed in the program for private school children and teachers in- cluded : Difficulties in getting complete and re- liable information from the schools to use as a base in calculating relative need. ; Inadequacy of the funds available to re- imburSe certain LEAs having a dispro- 1 portionate r:Itie of private to public schools for aa,ninistrative functions they performed (California) ; The frequent change of administrative persuT:mel in the private schools, requir- ing a continuing program. of oriental n on the Title II program (Cali f ()ruin ) : The necessity, because of time limita- tions, for the Title II Administrator to substitute alternate titles (Arizona) . Coordinat ion To achieve maximum educational benefits. the ESEA Title II prograM continued to be coordinated in fiscal year 1969 with other titles of ESEA, as well as a number of other programs of Federal financial assistance. As in previous years, the most extensive such coordination involved programs funded under ESEA Title I and NDEA Title III. (ESEA Title I supplies assistance to districts with larger numbers of educationallybe cause economicallydisadvantaged children. NDEA provides funds for strength- ening. instruction in critical subjects.) Many new media centers in elementary schools Serving disadvantaged children have been established using funds under ESEA Title I and II programs. Title I funds are used to obtain media facilities; professional and cleri- cal media personnel, and media center equip- ment and supplies which are not eligible un- der ESEA Title II. Title II funds are utilized to buy such library materials as books and audiovisual materials. Coordination of the TitleJI- program with other Federal assistance programs is often accomplished routinely at the State level in most States by Cooperative review of media- related projects in all programs. Some examples of Title I and Title II co- ordination: e A Title I kindergarten program in Mil- ford, Delaware, has been developed to emphasize, language arts expel'i.ences. Instructional materials were provided under ESEA Title II. Titles rand II were coordinated to pro- , vide a library program to suppOrt re- medial reading, mathematics, and speech programs, for neglected and delinquent boys assigned to the Residential Treat- ment Unit, Massachusetts Youth Service, Oakdale. Coordination of NDEA Title III and ESEA Title II was reported at both State and local levels. Media and subject specialists em- ployed in State departments of education with NDEA Title III funds on a matching basis frequently gave consultative assistance _in the selection, organization, and use of in- structional materials acquired- under Title II. Equipment acquired under NDEA Title III often used audiovisual materials bought with Title II money. Other examples of the coordination of ESEA Title II programs with other pro- gramS of Federal financial assistance in- clude : Several States New Jersey, Pennsyl- vania, Rhode Islandhave indicated that representatives from the Library Services and Construction Act (LSCA) staff serve on Title II advisory. commit- tees, and vice versa. Other forms of co- ordination include cooperative planning by local school and public library admin- istrators concerning library services to students in the same geographic area, and cooperative planning in selection of materials, inservice education, process- ing, interlibrary loans, and the like. Pennsylvania reports publication of Guide for School Librarians supported by ESEA Title V funds and cooperating school districts. Conducted under ESEA Title V, a New England research project on reading provides interesting data on school media programs. Rhode Island leads in provision of school media centers, pro- vision of full-time staff, and number of library books, also offering greater ac- cessibility and more instruction in study skills. The Alabama Learning Center, funded since 1967 jointly under ESEA Titles. I, 1 2, 73 IL. and III, continues to function under the supervision of the professional per- sonnel of the Title II staff. Arrange- ments have been made to make this project a focal point of the 1970 annual convention of the American Library As- sociation. In the District of C olumbia the newly created Department of Federal Pro- grams has been assigned this function as one of its prime responsibilities. In Maryland, LSCA Title III funds have been used to help finance a joint project of public and school libraries to develop bibliogra phies ccomp an y teacher guides for the new State instructional programs ; Title II hai contributed State staff time:to this program: !In Mississippi a representative of the State Library Commission serves on the State Advisory Committee for Title II ESEA while members of the Libi'ary Services Staff serve - on the Advisory Committee for Titles III and IV-A of -LSCA. West Virginia, by planning cooperatively with Titles I and III of ESEA and Title III of NDEA. and regional and local levels, was able, to open one of the first comprehensive elementary media centers in the State. . Iowa ESEA II area centers received ESEA Title V basic grant funds fOr con- ducting a media seminar for teaching in the area. Minnesota repOrted that its Incentive Grant funds from Title II went to schools, with high concentrations of Indians, and librarians and library aides from these schools participated in. a Library Serv- ices Institute' for Minnesota Indians. Kansas ESEA Title II and LSCA Title III cooperated to tie four large high schools and a public library (county) into the State information circuit. In Texas the scope of program consoli- 'dation includes program elements funded under ESEA Titles I and II, and NDEA Titles' III and' V-A, Vocational Educa- tion, and by State funds. ESEA Title V 74 grants (to strengthen SDEs) supported reorganization of the .Texas State Agency according to function. ESEA. Title III established 20 regional educa- tion service centers, each with a media component, which circulate media ma- terial and offer consultative and infor- mation services in a specific geographic area. Most of the elementary school libra ries in Arkansas were organized, as a, result of coordination of . ESEA Titles I and II funds. Title II prOvided library. re- sources designated as needs in: the -it= novative instructional plans to enhance the Title III program--- Special educa- tion teachers requested and received library materials purchased under Title II for children in the Tide VI program '(education of handicapped children). Almost_ all schools are now coordinating ESEA Title II with NDEA Title III by acquiring materials (Title b) to use with equipment purchased. with Title III funds. Guam reported that materinis bought with Title II funds have strengthened programs under ESEA Titles I, III, and VI, in addition to providing materials for :use with equipment acquired with NDE.ATitle III funds. The Title II Co- ordinator works with the ESEA Title III staff to strengthen the services of the Learning Resources Center, a pril. mary function of which is to acquire and circulate instructional- materials and re- lated equipment. Selection tools acquired under NDEA Title III form a part of the collection. The Center also conducts some inservice training of librarians and me- dia coordinators, and provides consulta- tive services on the :selection and use of learning Materials to teachers, librar- ians, and-. administrators who come to, ',the Center. In the U.S. Bureau of Indian Affairs (whiCh conducts Indian-schools) and the Nevada SEA, administration, of various Federal programs was centralized, thils providing opportunities for better co- ordination. Coordination of the Title II program with other programs of Federal assist- ance was accomplished in Oregon in the following ways: The administration of the Title :11 program is combined with that of Title III NDEA; All Title I and III ESEA projects that contain' areas relevhnt to Title II ESEA and Title NDEA are sub- mitted"te the pertinent staffs for eval- uation and cbmrrient; The Title II Consultant' for Library Resources is a member of the State Committee for Interlibrary, Coopera- tion and LSCA and is thus able to as- sist. 'in coordinating activities that 'came before the group; The general and special subject matter consultants advise the schools on how 'they may use the Various Federal as- sistance prOgrams to complement each other in meeting their needs for the _improvement of instruction through the addition of personnel, facilities, eqUipment, and materials; - The coordination of Title II with other ESEA titles in the Trrist Territory of. the Pacific Islands can be best illustrated through the science and mathematics workshops which were held during the year under the auspices the ESEA Title V.- A. Major objective of the sessions was to reach agreement on the types of materials that were to be purchased with Title . funds. For the science workshop, a bibliography produced Lin- der LSCA Title III was provided?, and LSCA bookmobiles circulate some of the materials bought with Title II money to children and' teachers in public and private schools in three' of the school dis- tricts. In order to simplify administrative _pro- cedures, responsibilities for Federal programs in the Washington State edu- cation agency were reorganized in Oc- tober 1968 to integrate Federal and State programs and at the same time maintain program integrity A Federal Programs. Operations Committee (FPOC) was established, drawing from the several divisions fol. its members: Administrator of TitleprIoIosgrams, Coordinator of Federal , Fed- eral Budget Administrator, Research_ Evaluator for Federal Projects, member from Division for Teacher Education and Certification. FPOC responsible to the superintendent and his Cabinet for: Recommending policies and programs related to Federal Projects which are consistent with the needs of the schools of the State and the State' Of- fice of the Superintendent of Public Instruction ;_ Establishing, maintainpinroge,e(anid. d procedures inating operational es"rer- lated to Federal programs. A Federal Liaison Officer was appointed to serve not only as chairman of. the FPOC, but as liaison between' the State education agency and the 'U.S. Office of Education. He relays to the State Superintendent and his staff all pertinent and up-to-date information about Federal programs. A new position of Federal Budget Admin- istrator was established to handle all fiscal matters relating to Federal projects, in co- operation with the project team leaders. Each of the 20 or more office (programs) for which the State oce has' administrative responsibility is project team leader who is responsible for the administration of his project Project. This poli- cies established by the Superintendent's Cab- inet and the law governing means,that he : Understands the objectives of the proj- ect; Influences the nature of activities under- taken within the project; Oversees the expenditure of funds with- in the project so that funds are expended 1 9 75 in accordance with the project purposes and established policy ; Assumes initiative for changing or adapting 'prbjected plans as conditions change; Maintains, liaison with 'persons in the field workfirg,within the project ; Evaluates project effectiveness; Maintains management control over project operations ; Meets regularly and frequently with the project team to insure communication with the various SEA divisions. The project leader is responsible to his division head; He also maintains close con- tact with the Federal Liaison Officer to as- sure proper coordination of the operational aspects of his project. Under the new administrative arrange- ment, the Title II team serves not only. as an informal, inhouse advisory committee for overall planning of Title II but also carries on needed adminisfrative tasks in accordance with individUal responsibilities and Compe- tencies; Any member of the SEA staff may be called:upon to serve as a temporary Title II team member if his specific skills are re- quired. Through'the other team leaders and the FPOC,. coordination with other Federal projects and' State programs is assured. AocessibiggY or Loaned Mgoleials An amendment to the original Title II pro- gram in fiscal year 1967 required that States make appropriate amounts available; to local education agencies out of administrative funds for responsibilities related to distribu- tion and control of materials acquired under Title II. These funds are used in some States to support the preparation and dissemination of lists and catalogs of- materials in ,certain subject areas and for special needs of chil- dren and teachers and the circulation of such materials within designated geographical areas, Redueed funds in the Title II program in 1969 necessitated some curtailment' of these activities. 76 Effects of the interchange of materials are illustrated by the following:, In New York, the 10 agencies assigned responsibility for preparing and dissemi- nating lists of Title II available mate- rials were the six large cities, two inter- mediate agencies in Nassau and Suffolk. 'counties, Schenectady Regional Center,' and Genesee Valley School Development Association. Lists.. were distributed to all children and teachers in these juris- dictions and loan procedures were devel- oped to make listed materials readily.ac'-: cessible. Reports from these areas (-; indicate increased circulation of the ma- terials. Vermont reports maintenance and dis- semination of lists of selected items pur- chased with Title II funds ; however, since most schbels are still building basic collections, there is relatively little acqui- sitiOn of materials beyond those gener- ally needed in each school. In 'two cases in Maryland, public school systems made their entire 16rtim. film collections available; theSe collections were used heavily by private schools in the area, as well as occasionally by out- side groups. Puerto Rico reported extensive increase in the use.of films and other educational materials (from the six regional audio- visuall centers). In Mississippi, the practice of exchang- ing materials through special listings was most effective in districts which use centralized processing in the prepara- tion of materials. or Illinois and Missouri reported that the lists had improved availability of ma: terials in specific subject areas. How- ever, several States question this regula- tion and recommend its cancellation. Fca" example, Wisconsin, felt the. sharing of administrative funds with the local edification agencies resulted in curtail- ment of activities at the State--IeQl; Ohio, with its ESEA II program em- phasizing basic elementary collections,' saw little need for lists or catalogs. Idaho and Utah. transferred administra- tive funds to local educational agencies to makematerials accepffile. Ok/a/iow reported that 15 percent of participat- ing Title II schools firepared lists of non- basic materials and made such materials available to all schools in the system: 12 -percent of the schools reported that duplicate materials were available and a nonbasic list for materials was not necessary; 73 percent of the participat- ing schools had only one school site at each grade level and circulation of ma- terials was not necessary. In Wyoming many librarians are planning their pur- chases on a long-range basis. For ex- ample, in one community the public, college, and school librarians decided which institutions would maintain par- ticular magazine subscriptions or pur- chase single sets of expensive reference materials for common benefit. In California materials purchased for bilingual programs and. advanced' place- ment courses were widely circulated. In Washington, where there was an already established and effective interchange of materials among the public schools, they found it easier t6 widen these services to more students and teachers. Bulky, ex- pensive, professional, or specialized ma- terials were the ones most generally cir- culated, but there were no limitations on the kinds: of material: printed library mattfer (other than encyclopedias) ; film- strips ; tape and disc recordings; peri- odicals; maps, charts, graPhs, and globes; and slides and transparencies. The Learning Resources Center of Gvam has prepared lists of audiovisual ma- terials which are circulated throughout the island,- and from time to time lists of new books and other instructional ma- terials available at the Center are sent to schools. The Center also serves as a focal point for interchange of materials within the systent Howaii carries re- sources purchased with Title II funds to children .'and teachers of More remote areas by public library bookmobiles. Ar- rangements are made for long-term loan to classroom teachers if needed, and lists of Materials available in the local deposi- tories and on the bookmobiles are dis- tributed to the schools. 0 I her Kinds of Management .0,et kid y State departments of education reported a number of changes in types of management activity such as overall planning, composition and function of advisory committees, and collection and dissemination of information, in fiscal year 1969. (These changes appear most frequently to have been caused by re- duction in funds for administration of the State plan) : Massaelmsetts reported a year of auster- ity in overall planning for 1969. New application forms were issued to con- solidate and revise so as to reduce mail- ings and yet secure needed information. Minimum budgets were set and reduc- tions made in funds allowed- for field visits, travel, telephone costs, postage, and office supplies. New York reported curtailment of dis- semination activities in that staff were unable to prepare and publish the 4th edition of LAMP (Library and Multi- media ProgramS), which was highly ef- fective in disseminating descriptions of exemplary and innovative special-pur- pose grants. The loss of funds permitted fewer meetingS of State advisory com- mittees, though interdepartmental com- mittees continued to. function. Some. States had to limit most of their planning to short-range activities. Iowa. did, manage to hOld four planning meet- ings for area center personnel and, the, State Advisory Council. Nebraska held informal committee sessions at State education association meetings, bUt the Minnesota. ESEA II Advisory Commit-. tee.turned its duties over to the Federal Program Advisory Committee. Reliance on memos and publications, with fewer site visits, provided limited dissemination of information. Nebraska and Wisconsin; requiring "status stud- ies" as a part of the application, did col- lect information on staff, services,. materials, and LEA effort. Arizona reduced expenditures of admin- istrative funds by limiting consultative services largely to questions which could be answered by telephone or by corm- . spondence and by holding no meetings of its Title II Advisory -.Committee. IVc-, vada deleted some functions of its Ad- :- visory Committee as a temporary expe- dient to free more funds for acquisitions. Support of Instruction State department of education staff mem- bers reported thatTitle II contributed to the improvement of educational quality and op- portunity for public and private school chil-' dren in a number of ways; for example:. Increased use of materials in instruc- tional programs, including innovative curriculums and instructional techniques such as individualized instruction and flexible scheduling; Decreased reliance on single -textbooks and increased use of a variety of ma- terials; Continued development of organized me- _ dia collectiOns and unified :media pro- grams; .. ,:Expanded services of professional staff members; Improved accessibility of materials through more flexible circulation and loan procedures and extended hours of service. In.Maine, State instructional consultants offered subjective evidence' that in- creased resources have affected teaching 'methods and pupil achievement: .-Mathematics. Although .\ secondary schools have had a "mathernatics sec - tion in the school library for years, many of the libraries have been able to increase substantially the number 78 of volumes on mathematics. A review of records reveals that mathematics books are receiving much greater use by pupils and teachers than before Title II. Industrial Arts. Schools and 'students with vocational interests are making better use of the school library to ex- plore their interests through the-use of vocational guidance materials, slides, and other instructional resources pur- chased with Title II funds. . Home Economics. The greater avail- ability of materials has meant that more individual study can be done with opportunity to review a wider range. of resources from a variety of authors. Modern Foreign Languages. ESEA Title II enabled schools to obtain for- eign language tapes, filmstrips,_, books with colored illustrations that can he. used with opaque projectors, and sup-, pleMental' books, especially biogra-. phies. These items are being 'used primarily to develop an increased awareness of the culture of the foreign countries whose languages are being studied. .. Special Programs Basically Title II did net single out special programs, but supported programs involving all children. However,- Special Purpose Grants did focus on voca. :onal, bilingual, and early childhood education and education for the handicapped. Funds were also available to State-supported schools for children with special p.r4lems. In MoAtana, State institutions for handi- cappeci children are encouraged to select TitlelI materials suitable to the special., needs of these children. In fiscal. year' . 1969 special effort was/ made to provide large-print books for the blind. Schools located in areas with litrge Indian popu- . lation were encourged to purchase books related to Indian history and cul- 'ture. The Louisiana report indicates that the Title , II program prdvided materials previously unavailable. For example, en- richment materials in the humanities in- cluded art prints, recordings, and film- strips; in the social studies, maps and charts; and in the sciences, transparen- cies and films. React ion do 1 he Program I Illinois said "Formal and informal -re- ' ports indicate that the increased avail- ability of materials . . . has resulted in the improvement of pupil achievement:" Ohio: ". . .'linquestionably the children are reading more." North Dakota: "Title II has contributed to the improvement of instruction, es- pecially in schools which, contain truly Inquirx-centered classes." t Kati sa,s: "Enrichment is the best word to use to describe what Title II materials Yiaye done for improvement of"instruc- ton in the elementary and secondqy subject matter areas." Georgia: "Teaching has been more re- warding and learning more meaningful because of Title II."' Texas: "The Education Agency is com- mitted to' the concept of the library as a collection' of all types of materials ap- propriate to the school instructional program. The use of Title II funds has accelerated the acquisition .of, such non- book materials' as 8mm. films, filmstrips, slides, audio tapes, and -discs, 'trans- parencies 'and; in some schools, micro- forms. Other Effects As_an indirect result, in some States sepa- rate organizations Of librarians and audio- ., visual personnel have been merging. Ne- bra.slca. Educational Media Association is an example of this movement. Many other States report that the pro- gram has encouraged and accelerated the de- velopment of unified school media programs of organized and cataloged print and audio- visual materials available to pupils and teach- ers. Principals and librarians have come aroundto the concept of a true media center, have expanded their planning to include the physical facilitieS, and have purchased equip- ment necessary to supplement The materials Co, gained under Title II. Many libraries that were previously book-oriented are now being converted into centers for various types, of resouree5, as in Hawaii. -. . It was funding under Title II that encour- aged some school districts to embark upon new means to improve instruction through a multimedia approach. In several cases, , school districts have committed funds on a matching basis with a special grant from Title II funds to carry out an overall project.. Annually the effects of the unified media cen- ter are demonstrated through records of student perforinance resulting from more varied approaches and techniques in the in- structional proCess and the increased inde- pendent learning which is taking place (Ne- vada).. .. In Washington there were in fiscal year 1969 substantial increases in the numbers of requests to help plan new media centers and remodel "b6ok libraries" into media centers. These *requests came from media specialistS and public and private school administrators throughout the State. An increase was also noted in the number of advertisements for librarians and media specialists, with a media approach and understanding of cur- riculum as essential job requirements. Use and 'study of materials increase as collections are .upgraded, organized and cataloged: Title II' has contributed greatly to the acquisition of preprocessed Materials and the wide-.scale processing of other materials. Trained staff and better facilities -are re- quired to handle increased use of materials and increased demands for services by both pupils and teachers. More' 'principals- are scheduling to give all children time in the library, and media ce4ers are being .kept 79 open longer before and after school. Ele: mentary schools libraries,' nonexistent in Guam before Federal' aid for instruction ma- terials for media centers was available, have started with library collections to which they have been able to add. Full-time librarians have been hired to administer the collections and provide the needed services. California, school districts have been en- abled to discard old sets of books after evalu- ating their holdings for the first time, and to replace them with better material. Even gift . books not meeting the criteria of the districts' selection policies are now discarded or re- fused: Other States also report a marked iin- provement in the quality of materials and the replacement of obsolete, obsolescent, and unsuitable items, and addition of materials not previously in the collections, such as back issues of periodicals .on microfilm, art prints, \ 8mm, film loops, documents; and professional .'materials for use of the school staff. ' Increases in both..-basic and Aupplemental materials for specific all areas Or mil-- \ poses are reported by all the States. Reading, . remedial reading, and English as a second language were greatly strengthened through pr ,vision of much needed supplementary ma- terials in schools run by the Bureau of Indian Affairs, for example. Among other subject -.areas frequently mentioned as boing im- p:royed are science, social Studies, and art guidance has also benefited. California specifically mentions as a by: product of the Title II program the 'realiza- tion of the Value of a broad'spectrtim of ma- terials to Support the curriculum in all school districtslarge and small. , Better ability to meet the needs indi- vidual children and the provision of different types of Media, printed and audioviSual, to appeal to different children .were reported specihcally by Guam as valuable contribu- tions of Title II. There the program also sup- plied materials for children with interests in certain areas to pursue their studies in depth. Some excerpts from the Washington report illustrate improvement of instruction in ele- mentary and secondary subject, areas: 80 "Title II has provided students with a much. wider range of reading materials. I believe it has also brought about publi- cation of more easy-to-read books, When I go on surveys and visit classrooms I often look in the students' desks. Invari- ably,there is a library book or two. It is encouraging to me that students have access to materials to, pursue the 'great- est single free time activity- in elemen- tary schoolsleisure reading." "In social studies we are moving aWay fronthe traditional text because it lacks 'humanismtextbook style is very ster- ile. Teachers find that readings from sources such as Sandburg's Lincoln, Freeman'S Washington, . and Pringle's Roosevelt 'are much more 'interesting, authentic, and readable. The great pet- sonalities in history derive. a breath of life in this type' of 'book. Surveys of tra- ditional textbook programs show stu dents ranking history as one of the most uninteresting- subjects in the curricu lum. Students involved in the new pro- grams are much more actively involved lirtheir studies: Title IIhas helped these - new 'social studies programs which are built around a wide variety of media:" * '"The senior students in the World I.,'iter- ature Survey Course at Columbia. High School were very enthusiastic about the records which we used:rduring our unit on oriental literature: These records, which Were made available thrimigh a special-purpoSe Title II grant, enriched our study of Chinese, Japanese, and In- dian literature. This appropriate music added to the students' understanding and :appreciatiOn of .the contributions made to world ,culture by people from parts-of the .world about which we know so little." .'"The new materials purchased through the special-pUrpose_ grant have more than tripled the use my students in Washington State History'have made of the library.' The students are now able to do independent research and reading which were virtually impossible before we received the grant." . Title II has made more materials avail- able to children in special schools than they ever had before, including schools not eligi- ble under other Federal programs. Special schools enrolling participating children in- clude those for the deaf, the blind, children afflicted with cerebral palsy, and those in hospital schools (such as the Arizona, Tube- culosis Sanitorium), youth in icorrectional in- stitutions,: neglected children, and the emo- tionally handicapped. According to supervisors of special educa- tion in Washington, Title II has helped fill a gap for specific materials tailored to the in- dividualized and special \needs of children with educational limitations. NDEA Title III provided hardware for many programs for handicapped children, but this in turn created a need for softwear, which Title II has filled. One small .school district was able to begin a special education program because Title II provided materials for the first time. A joint interdepartmental (SEA-Institutions) Com- mittee will serve as a more effective vehicle for the Title II prograrn aiding special State Schools and those sponsored by. other .agen- cies. The same committee served as a liaison agency for 29 day care centers which re- 'ceived funds'for the first time under Title II and purchased materials which have helped initiate preschool-type training pro gr:ams- such as self-care, communication, and motor coordination. Puzzles, large-letter games, filmstrips, and slides hays: been used for eye"-hand coordination, motor skills de-.: velopment, perceptual motor development, and.as a means'of beginning verbiklciihd non- verbal communication. . Every item purchased under Title. II by the Bureau of Indian Affairs (BIA ):and most of those icquired by Guam, Trust Territory orthe Pacific Islands, and Hawaii support directly or indirectly programs for educa- tionally and culturally disadvantaged chil- dren. Even in California a survey of the Phase I (basic grant) projects indicated that some 70 pekent of the districts funded; and 57 percent of the Phase II (special-purpose grant) projects qualified as areas with a sub- stantial puniber of students who were educa- tionally and economically disadvantaged and fin's many of whom English was a second language. In all the States mentioned above and in the BIA great emphasis was placed on materials to support 'programs of English as a second language. In Guam, Title. II materials have made possible the change from more traditional methodS of instruction to team teaching, re- medial and developmental, reading, and the nongraded primary.-Books and other printed materials and audiovisual materials are being used for presentations, reports, and group discussions in team teaching. Teachers no longer rely on the single textbook ap- proach to learning; they have been using the wide collection of print and audiovisual ma- terials now available in the school libraries. Indepth instructional programs 2in special. subjects have also been supported by these materials. Children have learned how to use audiovisual materials and -equipment: for .en- joyinentas welt as for assigned work, and reading, for enjoyMent has become a part of their lives for the first time. Examples, of newer teaching techniques most frequently employed by teachers, as re- ported by Nevada subject supervisors, were' individualized instruction, continuous prog- ress education, nongraded instruction, the independent project approach to the teaching of, social studies, individually, tailored pro- --grams, the_discovery method, the concept ap- proach. All these techniques were made pos- sible by extra and special materials supplied by Title In addition to some of the ap- proaches mentioned above, California re- ported that the trend toward indePehdent study in many districts In the State has re- ceived substantial impetus through the avail - ability of a wider selectiorrof materials Which. came from Title II funds. Oregon also men- tioned. that the use of small group:instruction is increasing with each_group uSing.yarious kinds \of printed and andioviStial materials such aS -reference bo4S, perThdicals, maps, globes. Thisis particularly 'true in the secon- dary ,school social studies fieldand was.pos- . 81 0 Bible because of the availability of materials under Title II and other Federal programs. The introduction of innovative curriculums has been supported to a considerable degree in the Trust Territory of the Pacific Islands by Title II. In mathematics, for example, as a result of the work of the specialist and her Workshop group, a" program designed for use by developing nations where English is the second language has been introduced, and the essential materials to get it under way were purchased for the use of children and teachers in public and private schools. California's 115 Phase II (special-purpose grant) projects serve as demonstrations of the value of and the need for good media cen- ters to support the educational program. Ex- amples of innovative practices included in these projects are dial access to audiovisual and print resources; circulation_ to teachers and children of all materials and equipment, use of the computer in ordering. TheWashington SEA has encouraged dis- tricts' to develop projects which ill'promote the effective introduction of new, media, in specific situations. Examples include one de- voted to careful selection, evaluation, and ex- emplary use of .8 mm. films in an elementary urban school (grades 3-L6) ; ap.,11th-grade American history project using original source materials on microfilm which also has as one of its objectives research into the prob- lem of periodical storage ; an art education program (1{-12) involving the extensive use of art prints. A special purpose grant for vo- cational education was awarded a district to provide short films and kinescopes on 168 different occupations. These are expected to be placed in school librariesas 8mm:'film and cassette tapes for individual 'Pupil use. The local educational television station will broad- cast the films regulaTly,- Nearby industries have contributed money, time, personnel, and advice to this 'project, which began in the fall of 1969. In Arizona, Title II coordinated its efforts with the BIA Phoenix Area Office; the Pa- pago Agency, and the 'Santa Rosa Boarding School on the Papago Reservation. to promote a'media center supportive of the main school 82. and four outlying Bureau schools, several mission schools, and the public:- school (through the Papago' Agency bookmobile). The program is in its early stage, and is expected to contribute greatly to meeting the educational needs of Papago children, as well as to serve as a demonstration model through- out the Bureau. In Oregon, Title II has improved the in- structional resources in elementary and sec - ondary subject areas by : Coordination of efforts by teachers and librafians in the acquisition C; f reference mate-rials and their'use;. Providing materials which can be used in developing "learning packages" Which depend heavily on materials and 'equip- ment; - Implementing new and updated courses with citrient materialS, print and non:- print. As in other States, the Title II: program has contributed to the improvement of the quality of materials by:, . . -Insisting' that materials be purchased that will aid in the ifitprovement of in- struction ; Pointing,out that the use of multimedia materials will benefit both children and teachers; . Encouraging the development of libra;7, ries, where none existed before, or were only a storage, room for books, etc. This detelopment of attractive media centers has- made the children and teadier.s proud of their facilities and made them ma- terials. aware of such a thing as quality in ma- terials. Personnel in the State Librari, have commented that requests, from schobls have gone from storybOok nance to a wide range orresourcef-,ma- terial, with fewer storybook's. 7 School Media Personnel Staff members assigned to ESEA Title II programs in State departments -of education, . -reported that significant numbers of: media ,. 20 Specialists, technicians, and clerks have been .employed at local levels as a result of Federal programs. For example: The increase in school media personnel in New Hampshire has been particularly, grati-. fying because of efforts to 'implement stand- ards for public elementary schools. The num- ber of full-time librarians, has increased 125 percent from 38 to 84; some 25 supporting media. aides or technicians have been em- ployed for tasks related to Title-II and othei: Federal programs involving instructional media. New ,Qrsey reported that a conservative estimate of the growth of the school media program is that at least 50 percentof addi- tional public school media staff are directly the result of Federal programs. In Pen.n.,;ylvvia , 538 additional school librarians have been employed since the ESEA Title II program began. The number of supporting media aides and technicians has increased* from 75 in 1965 to approximately - 500. Eight hundred media specialists,..teChni cians and clerks have been added in Alabama since the beginning of the,Title II prograrn. Florida, added 93 media Specialists- and 108 .aides during fiscal. year 1969; 100 clerical positions funded in fisdal year 1968 proved so valuable they were funded in fiscal year 1969 by LEAS. Kentucky rePorted 277 media specialists and 141 clerks; South Carolina, 265 librarians and'1151ibrary aides; .91'ennes- ,,see, 200 Media specialists and 100 clerical aides; Maryland, 3 district librarians, 28 sch01 librarians . and .84 aides/technicians; Puerto Pico, "35 media specialists and 64 li- brarians. It is estimated in Utah that 12 prdiessional coordinators, 20 technicians, and 40 clerks 'have been employed as result of Federal programs of financial '-assistance to local school media programs. In Wyoming some 195 clerks and aides have'been'employed un- der ESEA Titles I and III, and. approximately 1.3 librarians have been employed as a direct or indirect result of ESEA Titles I, II. and Ht, it is reported from Oklahoma-that at least one person was added: iti teach district as a media specialist, technician., or clerk. This - Would be at least 600 persons who have been employed as a result of Federal programs in local school media centers. Ka nNa., added 20 school library coordina- tors, 18 audiovisual coordinators. and 150 li- brary aides ; Wisconsin, 37 professiOnal school libi'arifins, 4 district s,upe'rvisors, 75 clerks; and Missouri, 40 new media special- ists. Other States found it difficult to make such estimates, but project descriptions and long -range plans of local districts indicate their wish to hire additional staff, 'profes- sional and supporting. Si a ff ikev elop mewl State departments of education continued in fiscal year 1969 their programs of prOvid- , ing leaderShip, supervision, and staff develop- ment opportunities to local educational agen- cies participating in the ESEA Title II program. These programs have been con:- ducted to help teachers 'and media specialists understand the value of a broad base of in- structional materials, to know the materials, and to knoW ho/ to use them effectively. The following .excerpts from the State annual reportS are examples of the kind of staff de- velopment opportunities provided : Delaware- cOndticted a 3-day conference., The Multi-Media Approach to Learning, to update 'the educiition of 85 school Media specialists, teachers, curriculum consultants; and school administrators. The topics presented'included leadership activities, concepts in communication, evaluation, ,automated Jearning,- and media produCtion. Massachusetts provided staff develop- ment opportunities. through the ESEA -- Title II demonstration media programs. One presentatibn at Oakmont Regional High School, South Ashburnham, on they use of instructional materials to support the curriculum, attracted 120 school per- sonnel. Staff development opportunities with certification credit are available to New 83 Hampshire school, personnel. Six insti- tutes, supported jointly in fiscal year 1969 by the State Department of Educa- tion, the New Hampshire School Library Association, and the .University of New Hampshire, have enabled 68 participants to earn needed credits and broaden their concept of school media programs. Some indication of the success of the programs is given by the fact that the University of New Hampshire has now assumed support of the project. North Carolina held a 3-day conference on independent study in cooperation with the North Carblina Association of School Librarians which attracted ..900 school librarians, instructional supervisors, library 'supervisors, and library educa- tion personnel from public and private schools, colleges, and universities throughout the State. Focus was directed on instructional media to support inde- pendent study. Inservice training in the selection,,orga- nizatjon, and use of instructional mate- rials was given by the Apervisors at the Department of Education, Central Of- ', fice in Puerto Rico to the Regional-Media Specialists who are in charge of training audiovisual specialfsts at the school dis- ,trict, curriculum center, and school building levels. Private school personnel were also trained. Lack of staff arid administrative fufts prompted Wisconsin to try out -a large Educational Telephone Network Series of five programs,' built:, around the.topic, "Non -Book Materials in School Librar- ies." Four hundred thirty-five librarians and.audiovisual staff in 31: cities partici- pated in seven hours of inservice ing. It was not the most effective way, but it seemed better than nothing. The Utah, report states that the avail- ability of materials has motivated teach-. ,ers to become involved in inservice tivities at universities or in local, regional, of State workshops to assist them in the use of these materials in the instructional program. I:nproveinent in 84 instructional practices has been demon- strated: In Lo'icisiana workshops and inservice education*at parish and school levels, the emphasis continued on the selection of quality materials for media programs. The criteria of selectivity were made ef- fective through recommendation of standard selec'fion aids and suggestion of new media. Schools were encouraged to expand and enrich their resources after acquiring basic collections of all types. of materials and to evaluate their collec- tions to determine continuing needs. - No inservice training sessions were held in Arizona and Nevada during fiscal year 1969 because of cuts in staff and funds for administrative activities. The Arizona Department of Public Instruc- tion prepared and distributed a news- letter promoting, the u8e of paperbacks and discussing problems concerning se lection of materials by and about minor- ities. Nat/adv conducted. site visits to li- braries and had conference discussions with media personnel. r Training of school library perSonnel re- ceived high priority in workshops con- ducted by the Bureau of Indian Affairs: In Juneau, the Director of the Media Section of the Instriictional Service Cen- ter-worked with seven media aides in , inservice training sessions, and two li- brary aides'were trained for six weeks, at the,Bureau's.Professional Library to,en- hance their abilities to provide services necessary for effective use of audiovisual materials. In addition, two full time instructional media center coordinators received additibnartraining. at the In- -. structional Service Center. California also arranged and conducted \` inservice trainir1 at a joint workshop for 175 school administrator8, and Ii-. brarians from three counties+sessions, devoted to fundamental probleins inthe selection, organization, and use df Ina- terials acquired under the Title II pro- gram. Guam had similar conferences for media personnel at its Learning Re= a 41, sources Center and at school libraries, with some workshops limited to inex- perienced library personnel. Elementary school principa!s were the participants in a six-session workshop held in one county in California to work on implementation of effective elemen- tary school libraries. Many other such workshops were requested of, the SEA, but they could not be funded. The Learning Resources staff of the Washington SEA held .inservice meet- ings with professional regional and State associations on such topics as the role of the media center; designing facilities for better media programs ; .selection of materials ; censorship ; cataloging and classifying nonprint materials for use; certification of media specialists accord- ing to behavioral objectives, with-teacher education institutions, school district personnel and other SEA staff also par- ticipating; standards implementation, both State and natibnal; ways of work- ing with administrators to effect change in'educational programs; possibilities of program involvement under Federal legislation.. Inservice training was also supplied to provide better services fOr special groups of chiidren. Guam. conduCted workshops for. librarians Working, with disadvan- taged Children: In one California county, .:.150 adMinistrators,. teachers, and librar- 'laps- Spent. two days hearing . presenta- tions and discussing the_ specialized use of materials for gifted children. A work- shop of three eight-day sessions was set up by the California SEA for teachers, 'school administrators, curriculum' per- sonnel, and school board members from three county offices and twelve school districts. whose focus was on innovative praCtices-With special emphasis on inde- pendenbstUdy and the --use of school li- brary resources. Each, school then sent teams of teachers, administrators, and board members to observe innovative programs in operation ..in schools. Selection of Materials Under the ESEA Title II program, State departments of education have stressed the critical evaluation of materials. State depart- ment of education personnel gave assistance in development of project applications and held State, regional, county, Or school system conferences. Outstanding in nearly every Title II report is the Increasing attention being given to the selection of materials especially suited to the needs of educationally and culturally de- prived children and those with special needs, and to materials which treat all ethnic groups with fairness. The following examples illus- trate this kind of activity: The bibliography of suggested selection tools in the New York Title II Planning Guide has been updated, with more than 100 new titles added, with those specifi- cally evaluating andlisting materials for compensatory and special education pro- grams identified. In .addition, new bibli- ographies useful in bilingual and Black studies programs have been prepared. Arizona, Guam, Oregon, Washington and BIA all made efforts to help provide ma- terials for children with special needs (the handicapped, bilingual, those edu- cationally and economically disadvan- taged, and those .in early .childhood, vocational, and, advanced placement programs) by disseminating bibliogra- phies of materials especially suitable. The SEAs have either provided consulta- tive and inservice training on selection and use of. materials suitable for these children, with special attention to indi- vidualized instruction, or -have encour- aged the LEAs to do so. In Washington, the SEA subject area supervisors worked together in develop: ing special-purpose grants for children and. teachers with special needs. Media specialists in Rhode Island are working to strengthen holdings in Black history and literature, using a compre- hensive bibliography prepared by' the State Department of Education. Em- 9t) 85 Oasis is also placed on selection of ma- terials for use in Title I, bilingual, and 'early childhood education programs. N ew' Jersey reports increased interest in selection of audiovisual materials and intensive use .of the relativelyfew selec- tion aids for such materiaF;TState school media consultants have prepared ex- hibits of both print and audiovisual multi-ethnic materials for conferences and workshops. 't) Wisconsin put approximately one-third of its funds into .special projects which identified and supplied the special needs of children and teachers. In past years, the Ohio .Sppcial Purpose Grants provided collections for slow, .learners, .psychotic adolescents, the blind,- and minority groups. Shawnee Mission Center for Special Education and the Center: for the Visu- ally Handicapped received acquisition funds from the 'Kansas ESEA II pro- gram. A major strength of the program was the increased involvement of teachers in the se- lection process. Georgia reports that selection aids, purchased with Title II funds have caused great improvement in the quality of choices made; 'responsibility for selection tends to be shifted more and more to the local level. In Oregon, subject specialists dis- cuss with teachers materials that would be beneficial to the pupils under. their supervi- sion, referring to the various selection aids covered by the Title. II Handbook and the curriculum guides printed by the State; they also provide demonstrations on the use of ma- terials at local level. The insistence by the State education agencies on the, use by local agencies of standard selection aids, of a writ- ten selection poliCy, and ofinyolving teachers in the selection, has resulted in higher 'qual- ity .in the materials reaching the classroom. In the Trust. Territory of the Pacific- Is- lands, the science materials - provided with Title II funds in each of the six school dis- tricts had. to' be selected With the total range of pupils in mind from preprimary to upper secondary.\ Translation into the vernacular had to be '`ii consideration, as did vocational education, since teachers and administrators had to think in terms of relating the ma- terials and their use to the World of work. Standards for Instructional Materials Standards for school library resources, textbooks, and other instructional materials have served the general purposes_of all educa- tional standards : to set minimum levels be- lOw which no instructional program can be effective and to encourage efforts not only to meet standards but,to go beyond them toward excellence in educational opportunity. Leader- ship in the development of standards has been provided by State departments of educa- tion, which organize committees representa- tive of the educational community to assist with this. work. Updating and upgrading of standards continues to be a constant concern. In fiscal year 1969, New Jersey was re- viewing standards to reflect the unified media concept, revision having been recommended by the NeW Jersey SChoOl Media Association. Standards for school media programs in Delaware were completed by committees of local supervisors and media specialists with the cooperation of the State 8upervisor, of Library... Services, and were ready for the approval of other educational groups and the State Board of Education. Late in fiscal year 1969 Massachusetts be- gan to organize -a committee compOsed of State agencY staff members, school superin-, tendents, principals, directorS of instruction, teachers, school media specialists, and private school representatives to begin revision Of school media standards. Copies of the new...Standards for New Hampshire Elementary Schools, containing sections relating to media facilities, csstaff, and services were distributed to all elemen- tary school principals. Administrators thus have an opportunity to assess the adequacy-Of their media services and are being asked to meet minimum standards by 1972. In Alabama, the books-per-child' average 2 has reached 5.5 but is still below the minimum State standard of 6. North Carolina reports 10.62 books per child, an increase from 7.49 in five years, while South. Carolina. averaged 11.8 in fiscal year 1969. Tennessee .set its books-per-child standard in fiscal year 1969 at 6, to go to 8 by fi§cal year 1972. Standards were revised by Georgia in fiscal year 169, will be rewritten in Kentucky in fiscal year 1970. West Virginia's revision of its State Comprehensive Educational Program will in- corporate the new Standards (1969) set by the American Association of School Librar- ians and the. Department of Audiovisual In- struction (DAVI) of the National Education: AssUciation (NE A). Revision is in progress in Maryland also: 51.6 percent of Maryland's schools now meet the present minimum stand- ard of 5,0001volumes, an increase from 23 percent in 1965, and double the nurnber of schools meeting the minimuin'standards dur- ing the preVions 4 years of Title II. Wisconsin reported half its high schq6Ths, 43 percent of its j unior'h igh schools, and 39 percent of ele-_ mentary schools now meet State standards. Ohio had-24.9 percent of the districts report- ing an average of 10 or more books per pupil. Some States revised their State require- ments for school media programs, using the American Library Association--DAVJ Standards of School Media Programs as a guide for long-range planning, and held numerous conferences and seminars to study the new ALA-DAVI Standards. Examples of publications concerning revision are Iowa's Plans for .Progress in the Media Center K-6, and Ohio's Revised Minimum Standards for Ohio Junior High Schogls, and for Senior High Schools. In,. Texas, tentative Media standards have been distributed to city super- visors and other key oducator:; fdr evalbation. and a statewide institute has been held on the implementation of national standards, as has'a State regional meeting in which the na- tional standards have received special pro-- gram emphasis. Standards, based on. the 1969 national cri- teria, were revised in distriet level work- shops in Utah. In 1969-70, the Title II-staff will.. conduct regional workshops to help, local media personnel implement these standards. Updated State school library standards were approved by the Louisiana State Board of Education in 1968 and became effective in the 1968-69 school year. The new standards included personnel, collections, facilities, bud- get, and program components.- A University of Idaho doctoral dissertation examines and compares the public secondary school library program in the State with the adopted State school library standards, the" school library standards of the Northwest Association of Secondary and Higher Schools, and those of the.. "American Library Associa- tion. The author concludes.: In general, many' secondary schools in Idaho are below the State, regional, and national library standardS, ranging from 12.06 percent to 836.11 percent below, and the degree of inadequacy is relevant to the different requirements in each standard. This investigation revealed that the number of schools below the, regional standards is smaller than that below the State standards and the num- ber of schools below the State standards is smaller than that-below the national standards, simply because the ,regional standards are the lowest and the national standards, the highest. Arizona doubts that if all materials in the schools which are really outdated or worn beyond use were really' discarded, much progress could be observed toward meeting standards. A school library study conducted in Cali- fornia, in 1963-64 indicated that more than 6 million 'books would be required to bring elementary school. libraries ..Up to'the 1960 ALA Standards for School Library Pro- gra»is. It also showed that the high school libraries averaged 5.3 books per pupil and ele- mentary schools 4.8 books per pupil at that time. Because of Title. TI and district effort, the average number of books per pupil in elementary- schools is now 5.6 books (an in- crease., of -.8 books) and in secondary schools n it is now 8 books (an increase of: 2.7). At the preSent time, about 8 percent of Oregon's 87 schools do not have fully OrganiZed audio- visual materials, and 35 percent do not meet minimum standards of 10 books per pupil. Guam. is considering revising its 1966. standards on the basis of periodic reviews, studies, and surveys. About half of its schools now meet the requirements of Phase II of the standards, while one-fourth have reached Phase III, and the remainder are on Phase IV and Phase V. Nevada has not made any changes, in its standards since they were published in 1963. The State has been reasonably successful in meeting the ALA 19V1 Standards. There are still gaps in such areas as filmstrips, film loops, tape and -disc recordings, and even .certain categories of printed materials. In- anticipation of the preparation of new State standards to be published in 1970, a statewide standards revision. committee h s `been formed, made -up of educators and lay people. This committee is expected, to recommend not only revised standards for school library resources.and instructional materials, but also procedures for their review, selection, and acquisition.. Standards for Integrating School Library and Media Services were approved by 'Wash- ington in December 1968 for the improve- ment of learning resources services and as. a basis, for continual evaluation of =.theSe pro; grams. A State Standards Implementation Committee has been formed with representa- tion from the SEA and professional groups. The State reports,, from its 1969 Title II in- ventory records, significant gains since 1965: --- _ e average number of books- per pupil has riff n from 8.5 to 9,8 and is thus .close to the Stat s standard of 10. Substantial increases have also occurred in the purchase of non- print materials, but the drop in Title II fund- ing slowed down the Tate of progresS toward meeting standards. Evaluation of the Title II Program Under the Title II,.program, administrative and supervisory staff in State dePartments, of education make periodic assessments of ad- 88 ministrative and program practices to .ate their effectiveness and determine to what extent management and program changes are needed. Data obtained from local school officials in combination with subjective evalu- ation of educational changes are used to assess the 'impact of the program. Examples of procedures used to evaluate the impact of the increased resources provided under Title II on educational quality and opportun- ity iQclude : Connecticut uses project applications as a primary evaluative process, each ap- plication indicating need for materialS and long-range plans for improving edu-: cational services with Title H materials. Schools reporting establishment of new media centers indicate the extent to which Title. II materials contributed to the increase Of improved service. Massachusetts reports that a number of individual. research projects on the im- pact of.Title II are currently inprogress. A study of Federal programs in five New England States is being conducted by the" Policy Institute, Syracuse University. Nen. Jersey extracted some interesting evaluative data on public and private, school media program's from applica- tions for the Title II program. For ex- amplerthe numberof private elementary school children enrolled in sch.661s. with centralized libraries rose from 28,266 in 1966 to 82,388 in 1968. In 1966, private school children in New' Jersey were in ,schools which had only classroom collec- tions numbered 107,203. In 1968, this number had been reduced to 30,394. ,..* Alabama conducts . an annual survey which measures the growth and develop- ment of school libraries. Survey data is compiled to give a composite picture of library service throughout the State. " In Florida the Title II office is collaborat- ing with the School Accreditation Sec- tion of the Department of Education in the development of qualitative standards for educational. media. This is a part of the study and revision of the State's School Accreditation Standards which 26 will result in an examination of the quality of educational programs in addi- tion to the quantitative aspects of pro- grams which have been examined so often in the past. One district, on its own, is attempting to correlate the in- crease in the availability of educational media with changes in achievement test performance. , Maryland conducted a statewide survey of all public, private, and institutional schools in the spring of 1969 which produced statistics concerning the num- ber of schools with central libraries, size of collections, ratio of non-print to print Material, and staffing. The development of the Title III ESEA annual needs assessment models in the District of Columbia and South'Carolina will include library information. Alabama reports more than 80 percent of its elementary schools now offering some centralized service to ,11ildren and teachers, as against 50 percent at the inception of the Title II program. The almost daily arrival of specifications for new library (media) centers gives evi- dence that many secondary schools. are .purchasing non-print materials and/have adopted the complete media service con- cept. Based on a questionnaire sent to all LEAs, Florida reports that the avail- ability of Improved collections has, stimu- lated children, particularly in low in- come areas, to read more, improving their general school performance. Isolated surveys in Kentucky reveal that books per child in Jefferson County have reached 8.5 from 7.2, even though there was a corresponding increase in enroll- ment of. 32,000 students ; 10 libraries were established in Floyd (k,unty, with 3,585 children, having library service for- the first time; in the city of Murray, public support has increased to the ex- tent that new libraries have been :opened in the three elementary schools; addi- tional professional librarians have been employed and much resource material added. This has arisen from public awareness of the impirtance of library materials. Of all the materials now available for use by children in public schools in Mary- land, eight percent have been provided under Title fI during the four years of its existence. These include 678,524 books, 88,993 filmstrips and microfilms, and 49,958 slides and transparencies as part of the total of 925,324. items pur- chased. Title fI has made available for the use of private school children and teachers 156,058 books, 26,427 filmstrips and microfilms, and 16,883 slides and transparencies in a total of 218,748 items. In Puerto Rico acquisition of instruc- tional materials such as filmstrips, re- cordings, tapes and films was very limited prior to Title II. Acquisition of these new materials has made possible the attempt to individualize inst, uction, particularly at thesecondary level. Also in Puerto Rico, Title II funds have made it possible for the school system to give each child in elementary and secondary classrooms a copy of each one of the basic texts for the developmental phase of teaching reading and language. In North Carolina, the Demonstration School Libraries Project continues to provoke much favorable reaction with local effort increasing in each participat -. ing district. The Educational Media Mo- bile, housing selection aids and malia, is heavily scheduled to school administra- tive units and to colleges and universities which hold media institutes and work- shops. The Ohio ESEA Title II program in co- oiieration with ESEA Title III con- tracted with the Battelle Memorial Insti- tute to evaluate school library needs (including manpower). "The quantita- tive results showed that many of the schools sampled do not meet all the mini- mum mum Ohio standards, and very few meet all the ALA 1960 Standards," reported the Institute. Facilities and 'equipment, 89 and improvement in library services were identified by teachers and librar- ians as major needs. So was ,manpower -..there was a general shortage of qualified librariansone certificated for every 3.3 schools, or one librarian per 1,839-stu- dents, even though the Institute found more than 4,300 library assistants work- ing in schools, with 76 percent serving in elementary schools. In Minnesota, local effort rose from $3.52 to $5.32 per student. Wisconsin saw a 16 percent rise in fund- ing and 50 percent of senior high schools meeting minimum State standards, as against,12 percent prior to ESEA II. In Colorado, Title II has had an impact on the more progressive school districts, while some of the smallei districts are experimenting- with various forms of cooperation. Fourteen Boards of Co- operative Services have been set up with the common goal of providing unified school media programs for their member school districts. The success of the unified school media program in Arkansas has been reflected in better overall organization of ma- terial, economy in expenditure, elimina- tion of duplication of materials, wider use of resources purchased, and greater variety of materials on particular sub- jects. Hawaii made a survey of school librari- ans to evaluate the types and extent of duties Performed, their professional backgrounds and experience and educa- tional qualifications. The survey showed that the statewide weekly average for working time spent by librarians was services to teachers (e.g., search for materials, compilation of bibliographies, assistance in selecting materials for the curriculuM) 18 percent; services to stu- dents (eg., reference work, instruction in use of library materials, selection of reading materials for classroom needs and personal interest) 36 percent; audio- visual services (e.g., circulation of audio- visual equipment, film bookings, instruc- 90 tion in the use of equipment, workshops) 6 percent ; clerical work (e.g., clerical tasks involved in making services and materials available, processing purchase orders, invoices, and ..materials) 33 per- cent ; and other responsibilities preparing budget requests, correspon- dence, acting as adviser to student groups) 7 percent. A similar survey is in progress for audiovisual coordinators. -0 In Nevada a study of equipment, facili- ties, and materials available in the schools was completed, and the results, when applied to State standards pub- lished in 1963, show some' evidence of closing the gap. But--vhen they are .ap- plied to the new ALA-NEA Standards for School Media Programs, there is evi- dent a need for increased assignment of State and local resources for pro- .12,-rams,, and for leadership on the na- tional level for the development of such programs. TWo studies were conducted on the effec- tiveness of California's Phase II proj- ects, one under an SEA contract. The findings of one study seem to warrant the following conclusions, as applied to the 48 schools which received Phase II grants during fiscal year 1966: Federal aid to school libraries results in the enrichment of library programs. Phase II grants encourage the estab- lishment of new elementary school li- braries and the expansion of existing, ones. Phase' II grants assist in promoting the media center concept. The development of an unusual or model library has great value in dem- onstrating the benefits of a full pro- gram of instructional materials. Although Federal aid in general had a good effect on libraries in California, there were some serious drawbacks : a. Not enough time for selection and purchase of materials; b. Insufficient staff to carry out the program; and c. Inadequate facilities for the pro- gram. The Phase II program would be more effective if additional consultant staff were provided in the Bureauof Audio- ViSual and School Library Education in the State Department of Education. School district support is -necessary for the development of a strong li- brary prograM. Continued and increased assistance is needed to bring many of the libraries up to national and State school library standards. Preliminary findings from the other study for schools with Phase II grants in fiscal years 1966 and 1967 were quite similar. The 'librarians 'responded in the following rank order to what they felt had been the most successful parts of the project: 1. The new and wide range of ma-terials ; 2. The , expansion to multimedia of The li- brary collection ; 3. Increased. stndent use ; ,- 4. Impact in the field of curilcultim involve- ment and change and 5;- Faetors related to increased services, in- creased personnel, .and' the effeCt which the project had upon school library de- velopment within their districts. Responding, librarians indiCated as draw- backs to full success of the project : lack of time to select and process materials, tack of adequate space and personnel, and poor co- operation by the district Problems with children and teachers were minor deterrents. In 1968-69 the Washington SEA con- ducted a special-purpose grant survey to determine specific objectives (couehed in administrative rather than behavioral terms) as perceived by the school dis- tricts, and the degree to which they had fulfilled those objectives. In rank order the most frequently stated objectives were: 1. To individualize instruction (8) . 2. To expand library facilities and ma- terials (7). 9 To provide for independent study (5). 3. To provide indepth resources (5),.. 4. To enrich total offerings of libraries (3) 4. To increase opportunities for pupils to acquire Skills (3) . 5: To create a learning resource center (2). Subject areas supported by special-pur- pose grants were: 1. Social studies,, (8) . 2. Health and sex education (4). 3. Intercultural education (disadvan- taged or minority groups) (3). 3. Humanities (3). 4. Nongraddd English (2). 4. Science. (2) . 5. Reading (1)!. As a direct benefit of their Title II funds, '.districts with special-purpose grants reported that they were develop- ing a systematic approach to instruction and increased use of the library facilities and learning resources materials, and also indicated, that they had achieved' a high degree of satisfaction in the ac- complishment of their listed objectives. Standards and Needs The impact of) the ESEA Title II. program "n educational 'quality and opportunity for children in the Nation's schools can be meas- ured to some extent by reports on the in- ,creased quality and quantity of resources. Standards developed or revised under Title II have served as factors in establishing.relative need for the distribution of materials under the program and also as measures for deter- mining the needs of children and teachers for additional materials. Some States have con- ducted surveys of instructional materials col- lections and services" in local educational agencies and are able to report significant gains as well as further needs. 91' New Jersey, for example, reported the 'following statistical data, noting that despite increased collections,' staff, and FY 1969 Actual Per pupil) Standard Public Private Librarians 1/5W) 1/1095 1/122.1 Books 10 6.5 5.0 Support (State & local) $,14 $5.12 $0.90 support, the State had, as we saw earlier, far to go, Delaware set tentative standards for ma- terials in 1967 to determine the need in order to apply the relative-need formula in the administration of Title II. The following statistics show the degree to which standards were met in 1968 and 1969: 'Standard (18 schools) 1968 1969 (191 schools) 10 volumes' per pupil. 2.1';; 48(.4 750 filmstrips 8';'r 500 recordings The Rhode Island report states : In 1959. only 20 percent of its public schools pro- vided any kind of library service to children ; the- ratio of librarian to chil- dren was 1/4600, and 66 cents per pupil was being spent on library materials.. Ten years later, 88 percent of the schools provide library service, the ratio of li- brarian per pupil, is1/800, there are:6.2 books per pupil, and $2.80 per pupil is being spent locally for library materials. In relation to Standards, however, for the 173,976 public school children the State needs 3.4 million volumes, even larger quantities of audiovisual ma- terials, and $7 million annual expendi- tures for print 'and audiovisual materials to maintain a level of e)(Cellence. In assessing the levels and subject areas 92 where there is still a great lack, ifearly every State pointed to need for elementary school materials. It is estimated that at present, the percentages, of elementary schools still with- out libraries in selected Northeastern States are as follows : State Percentage Connecticut 35 Delaware Maine 6() Massachusetts 57 New Hampshire 66 New Jersey 45 NeW York 16 Pennsylvania 56 Rhode Island 12 VerMont 75 While these reports indicate marked prog- ress under Title II there remains much of the road to be traveled toward the goal of im- proving instructional techniques and pupil achievement through the use of these media. Alabama, District of Columbia, and Ten- nessee listed non-print materials ,as being in greater need than print. Florida listed print as a first priority with high interest, and low vocabulary materials needed at both elemen- ,tary and secondary levels.. . Alabama and the District of Columbia, find that elementary needs are greatest. Georgia lists junior high level materials as most needed. South Carolina feels that secondary school requirements are , the most preSsing. Puerto Rico needs all-level English textbooks,/ elementary Spanish and science . textbooks; and seeondary French textbooks. Nineteen -States viewed the greatest need at the State level .as being additional media consultative personnel to permit extending servjces to LEAs, assisting further in inser1- ice training programs, and implementing the media center concept. South Carolina felt that a technical consultant in manageinent _ infOrmation would be of greatest service to the program. Supportive staff was seen as a great need, with specific mention of graphic artists. A: number of States consider audiovisual materials for elementary schools their great- est lack. Iowa indicated a need for 'voca- tional agriculture, home economics, business education, and industrial arts materials in addition to materials for elementary schools. South. Dakota lists social studies and language arts..Several States stressed the need for all kinds of materials for all grade levels. Texas, through packaging of Federal State programs, zeroes in on identified prior- ity areas. It finds acute the need for printed and audiovisual materials for bilingual edu- cation and fdr the gifted and early childhood programs, as well as for printed and audio- visual materials for vocational. education, grades 6-12. Oklahoma, Utah, and Idaho re- port the .need for audiovisual materials, especially at the elementary level. Teias and Utah also make the point that without Fed- eral funds, they cannot provide sufficient lihrary and media personnel for public school districts. Arizona, and Oregon both lack State school library supervisors and audiovisual special- ists. The Bureau of Indian Affairs needs an- other person available to prepare more adequate selection -aids which have been evaluated for their adaptability to Indian children. In California,, the problem remains the same as last yearnot nearly enough people to do the job as well as it should be done. A qualified person' is needed to help the Title II Coordinator provide more services for the availability and utilization of materials; this person could also supervise the acquisi- tion and processing of materials purchased with Title II funds, thereby making materials available fcir use more quickly. The Nevada SEA needs a consultant whose sole responsibility would be establishing prac- tices for th.e quality review of the instruc- tional materials, making- suggestions -and recommendations to LEAs about the quan- tity, quality, and use of materials, and helping district personnel select materials and plan programs for optimum use. The personnel in the Washington SEA Learning Resources Section declined from three to two by SepteMber 1969 because of the uncertain funding of Title II, with con- sequent reduction in clerical staff, and diminution in services.. The State budget for the SEA was also lower than requested, and program development in all areas is ad- versely affected. A critical need is increased staff time for analyzing specific needs; de- veloping long-range implementation plans, including coordination of Title II with other Federal and State programs ; and increased staff time to help districts initiate and carry through innovations and effective projects. In.., California., the ratio of qualified and credentialed school librarian's and audiovisual personnel in LEAs is approximately one for each 2,500 pupils. By the recent Standards for School Media Programs, the needs in Hawaii are great in terms of more staffing, space, equipment, and resources if the State is to reach its goals for quality education. There is continued need for professional and support staff at LEA and school levels. Each district hag appointed' a liaison person, but ,few have the professional training or experience to qualify as media specialists, and all have other professional responsibilities. None of the districts has a complete media center with sufficient equip- ment and- resources. The Hawaii Annual School Library/Media Report survey pointed out that a large percentage of the school librarians' time is spent, in clerical work. With the exception of the two urban areas in Nevada, all local county school 'districts are in . need of additional professional and support personnel. This carries with 'it an implied necessity to remodel existing facili- ties and to plan new facilities for effective instructional procedures. The number of media specialists, tech- nicians, and clerks employed in Washington State as"a result of Federal monies for local media programs gives little indication of the 93 real need which is for an increase in the number and 'quality of such personnel. Ex- perience has shown, the SEA that effective media programs evolve only if there is whole- hearted supPort of administrators and if the media persons most directly responsible for project implementation poss;ess the necessary skills. Most of the schools (approximately 1,700) lack adequate well-designed space to increase the, availability of materials _and their effective use 'except on a piecemeal basis ; the best use is therefore not being made of the staff and facilities already avail- able. It is well established that to make the pro- grams most effective, there is particular need for audiovisual materials suitable for individualized use by pupils. The demand for records, tapes, film loops, filmstrips, study prints, study kits, and art prints which can be checked out and taken home or used else- where in the school is growing. Arizona believes that because its schools have very few materials,: they tend to keep too many things .which are no longer useful or which, in fact, may be liabilities rather than asset Whatever progress was made in Nevada in Closing the materials gap was all but wiped out by.higher standards resulting from the media center concept and by greater mands placed on education. Regardless of effort, need is still evident, still felt, and still critical. The SEA staff offers, as'examples of .kinds of materials most urgently :needed : updated science materials ; interesting; easy- to-understand materials for beginning, slow, and reluctant -readers ; vast amounts of ma- terial to permit independent study and newer instructional techniques, particularly in sec- ondary'schoolssocial studies; materials of all kinds to support new curriculums and subject areas on which increased emphasis is being placed, such as economics,- political science and local government, international relations, psychology, sex -education, drugs and nar- cotics, computer technology, oceanography, - and moral and ethical' values. Also critically needed are specialized ma- Aerials such as those for guidance and voca-' tional education related to trades, industries, 94 and careers; for early childhood education ; for the disadvantaged; for the gifted, and for the handicapped. For exaMple, special educa- tion supervisors in the California SEA are often appalled by the dearth of materials in special schools for the handicapped, pri- marily because of restricted budgets, reports that a predominant problem of deaf- ness in Indian and Eskimo youth is just being recognized, and that much special material is reijuired. Suitable materials for bilingual education are in short supply for Indian, Eskimo, and Alaska natives in schools admin- istered by the BIA, and Indian children in Public schools, especially in Arizona, Wash- ington, and California; for other children who come from homes where English is not spoken, such as large numbers of Orientals in Hawaii, California., and Washington; for Mexican-American children, present in large nuMbers in Arizona, California, Washington., and Oregon ;and for children in Guam and the Trust Tei;ritory of. the Pacific Islands, most of whorri do not Speak English as a first language. Most of the Indian children in BIA schools. and .in Guam, Hawaii, and the Triist Territory of the Pacific Islands suffer from a severe degree of social and cultural isola- tion:The:Title II coordinator of Hawaii, for example, writes that world problems and spaCe exploration create a need for resources that can help local children visualize the areas. beyond .their horizons. Many such a child has never been off the island where he was born, and he needs media experiences to understand the vastness of' great land masses and the. space .beyond hi.s limited viewpoint. Materials for teaching cultural heritage of such, as well as of Negroes, and for inter- cultural understanding, are very scarce and nit- always of good quality. Summary During fiscal year 1969, public and private .elementary and secondary schoolchildren and teachers in the 50 States, the District of Columbia, Guam, Puerto Rico, the Trust Territory of the Pacific Islands, the Virgin Islands, and under the jurisdiction of the Department of the Interior: (for children ') ) c... and teachers in elementary and secondary schools operated for Indian children) partici- pated in the ESEA Title II program for the improvement of educational quality through. improved resources. Of the $50,000,000 avail- able in fiscal 1969 (as compared with $99,234,000 in 'fiscal year 1968) $49,100,000 was used, or over. 98 percent f the amount available. The history of State administration of the title II program is one of relatively small outlays for State administration, with efforts to utilize funds as much as possible for the acquisition of materials for use in instruc:. tional programs. State departments of educa- tion spent less in the management. of the title II program'in fiscal year 1969 while striving, in the face of the reduced appropriation, to keep the administrative and supervisory staff assigned to the program. Of the $46.15 niillion_spent for. acquiSitions, $40.65 million went for school library re- sourcesbooks, periodicals, documents, pam- phlets, photographs, reproductions, pictOriat or graphic works, musical 'scores, maps, charts, globes, and Sound recordings, includ- ing but not limited to those on -disc or tape; prodessed slides, transparencies, films, film- strips, kinescopes, and video tapes, or any other printed,and published or audiovisual material of a similar nature which are proc- eSsed and organized for the use of elemen- tary and secondary school pupils and teach- erS. Other instructional materialsthese same resources. but not processed and -orga- nized took $2.2 million. Textbooks, bought for use in 19 States, Puerto Rico, and the / Trust Territory of the Pacific Islands, ac- counted for only aboutione percent of the outlay$737,286. Ordel'ing, processing, cata- loging, and delivering the materials cost about $2.2 State administrative ex- pensesfixed by law at 5% of the State's allotment or $50,000, whichever is A-reater-L, accounted for $3 million. The Foiaare of Tine_ The Advisory Council on /State Depart- ments of Education notes the substantial progress. made in. elementary and secondary education by reaon of the ESEA Title II pro- gram, and endorses all efforts -to' maintain and enlarge it. It notes the-comments of the chairman of the Senate Appropriations Sub- committee, Senator Magnuson, hi the floor discussion February 27, 1970: The lack Of library resources in elemen- tary schools, junior high schools, and secondary schools is critical. All statis tics show that this j one of,,the mbst important programs V.6-'haVe7". . . This program, even now with this small amount, serves over. 40 million chil- dren. . . . The Council is therefore highly gratified with this relevant portion of the President's Edu- cation Message to the Congress, March 3, 1970 : In September, the Nation's chief educa- tion officer, Dr. James E. Allen, Jr., pro - claimed the Right to Read as a. goal for the 1970s. I. endorse this go-al. . . . In some °critical areas, we already know how to work toward achieving the Right to Read, for our Nation's children. In the coming year I will ask the Con- gress to appropriate substantial re-- sources fOr -two programs that.can most readily serve to achieve this new commit- mentthe program that assists school libraries to obtain books, and the pro- gram that provides funds through the .States forts special education improve-. thent projects.- . I shall direct the Commissioner of Edu- cation: to work with State and local of- ficials to assist them in using these pro -' grams to teach children to read. This is a purpose which I 'believe to be of the very highest priority for: our schools, and a right which, with the cooperation of the Nation's educators; can be achieved for every young American. Table 6 shows the fiscal 1969 funds avail- able to the States; and their expenditures for administration and for acquisition and proc- essing of materials. .. 95 ow Table 6.-Funds Available, and Funds Expended for Slate Administration and Acquisitions, Under Elementary and Secondary Education Act, Title II Programs, Fiscal Year 1969 State or Other Area by Region Allotment EXPENDITURES State School Library Other Inst, Administration Resources Te.tbooks ; Materials Ordering Processing Total Acquisitions Total Expenditure 1 2 3 4 7 8 9 T1:61S $50,000,000 $3,035,422 $10,658,520 $737,286 $2,212,541 $2,544,837 $46,153,184 $49,188,606 Alabama 840,259 49,892 . 702,683 2,693 60,488 16,782 782,646 832,538 Alaska 66,568 , 9,569 29,938. , ,i'27,065 - 57,003 66,572 American Samoa Arizona ......... , . 30,000 153,532 '49,929 2 338,091 2- 2 25,141 2 2,019 .1 " 365,251 2 415,180 Arkansas ........ , . 453;532 48,487 403,959 - , - -- 403,959 452,446 Bur,:of Ind. Affairs 72,945 -- 70,283 --- 1,502 610 72,395; 72,395 California 4,786,011 215,938 3,921,124 '639,211 4,560,335 4,776,273 Colorado ,., ... , ...... ... 541,044 37,567 342,946 - 124,610 33,193'. 500,749 538,316 ., Connecticut 717,932 i, 47,648 644,946 - ,, - 18,494 663,440 711,088 Delaware , . ...... , , 134,057 47,273 80,541 - 208 10,712 ,. 91,461 138,734 Dist, of Col 167,514 26,604 88,611 -. 47,653 5,395 , 141,659 168,263 Florida, ''' 1,358,173 64,675 988,004 737. .148,202 74,682 1,211,625 1,276,300 Georgia ........ . , , 1,089,383 49,468 930;821 30,415 5,5.73 70,223 . 1,037,032 1,086,500 Hawaii 193,833 32,519 129,742 - - 25,491 155,233 187,852 Idaho 180,728 39,377 107,132' - 31,005 ' 141,078 180,455 Illinois 2,681,475 123,349 2,435,716 52,789 ,2,941 65,729 , 2,554,234 2,677,583 Indiana . ......... .. , loa .. 1,285,642 722,942 39,055 50,000 ; 1,090,948 625,090 - 49,230 84,763 47,852 1,224,941 672 ;942' 1,263,996 Kansas 556,782 50,000 .472,077 - 34,648 506,725 : ,,722,942 556,725 Kentucky ......... . , . .. 759,127 45,797 502,782 41,242 r 15,182 16,870 '; 576,076 621,873 Louisiana Maine ...... ..... , , , 954,621 253,111 38,210 27,960 825,415 192,566 19,235 - 22,963 58,571 4,825 ,, 903,221 220,354 941,431 248,314 Maryland ........ , .... 936,620 .46,172 818,317 - 2,066 64,543 884,836 931,008 Massachusetts 1,296,227 68,007 998,769 - 136,918 74,191 1,209,878 1,277,885 Michigan 2,326,201 108,880 1,734,849 91,432 218,211 131,237 2,175,729 2,284,609 Minnesota 996;022. 47,430 901,162 28,458 18,972 948,592 996,022 Mississippi 589,397 50,055 564,450 - .. --- 23,654 538,104 588,159 Missouri 1,144,401 45,933 1,035,363 468 3,212 50,863 1,089,906 1,135;839 Montana, .185,736 49,547 134,311 - 1,320 .135,631 185,178 , Nebraska .. ...... , 374,367 86,367 253,428 6,127 25,960 285,515 286,886 'Nevada ..... ..... 113,689 16,299 90,312 - 4,313 04,625 110,924 New Ilampshin . , ...... 168,878 18,264 122,757 500 17/419 7,971 148,647 156,911 New Jersey 1,652,599 79,821 1,579,134' -,- 7 17,798 1,596,932 , 1,676,753 New Mexico 288,109 45,550 180,144 3,513 51,051 1,958 236,676 282,226. NeW, York 4,090,893 175,959 3,387,917 _, 7 498,431 . 3,886,348' 4,062,307 North Carolina 1,186,993 56,303 1,097,792 561 12,785 10,667 1,121,805 1,178408 North Dakota , . .... 162,589 34,779 126,332 - -'. 126,332 , 161,111 , Ohio 2,661,889 Oklahoma 596,823 Oregon 485,416 Pennsylvania 2,767,319 Rhode Island ...... , 210,946 South Carolina 647,112 South Dakota ..... . 181,001 Tennessee 887,19 Texas ..... . . 2,723,308 Trust Territory , ...... 44,189 Utah 296,752 Vermont 104,377 Virginia 1,057,993 Washington 819,128 West Virginia 120,151 Wisconsin 1,153,770 .Wyoming 87,394 Guam 34,595 Virgin Islands 30,000 130,638 75,357 47,440 188,395 26,315 38,986 38,000 44,944 126,176 51,026 19,381 23,719 49,835 98,784 57,960 14,665 1,498 1 2,406,250 330,858 390,218 2,225,308 162,700 447,614 141538 796,041 2,325,339 14,720 209,285 78,964 972,808 698,520 326,013 802,083 60,379 26,795 1 32,722 53,026 36,636 2,528,634 2,659,272: 27,832 151,092 5,625 515,357 : 590,714 - 3,912 43,795 437,955 485,395 63,240 232,186 108,221 2,628,955 2,817,350 - - 19,429 182,129 208,444 10,232 116,375 34,221 608,142 647,928 - - - 141,938 179,938 21,322 20,739 838,102 883,046 24,092 35,155 227' 2,384,813 2,510,989 19,824 4,943 3,735 43,222 43,222 3,526 - _ 212,911 263,937 - 5,000 83,964 103,345 24,682 907,490 1,021,239 - 31,971 38,937 769,928 819,263 2,982 33,529 6,339 368,853 : 917,637 10,672 261,939 21,939 1,096,633 1,154,093 - .6,547 1,680, 68,606 83,271 - 1,579. 4,728 33,097 34,595 1 ) 1 1 I 1 I Data not available, American Samoa did not participate in ESEA Title 11. Strengthening instruction in Science, Matitemativs, Foreign Languages', and the 111111111ManiliiPfai and Arts (National Defense Education Act of 1958 as amended, Title III) Fiscal year 1969 was the eleventh year in which the Title III:National Defense Educa- tion Act (NDEA), program supported the improvement of instruction through the pur- chase of equipment and materials and minor remodeling and through State supervisory and related services. The program has ex- perienced considerable growth, the number of eligible ,subjects increasing from three to 11 (including arts and humanities). Appro- priations for equipment.. and minor remodel- iag- increased from $49,280,000 in 1959 to $75,740,000 in 1969; for supervisory and re- lated services, from $1,350,000. in 1959 to $7,500,000 in 1967, the last year in which they were separately appropriated. Begin- ning in 1968, funds totaling $5,500,000 for supervisory and. related services-were deleted from the NDEA Title III appropriation and added to that of ESEA Title.. V (grants to strengthen State educational agencies). (Ad- ministration of NDEA Title III continued to be, funded through an apprOpriation of $2,000,000 in _fiscal years .1968 and 1969.) Although funding for supervisory and related services was shifted, many States continue to report these activities in their NDEA Title III annual reports. The number of State agency professional staff positions currently performing services directly relating to the promotion, main- tenance, and improvement of instruction in the critical subjects does not appear to have been substantially reduced since the change infunding procedures, but not all States are reporting consistently. What does appear evi- dent is that the State Title III Coordinators along with the subject matter consultants supported through Title V;IESEA fimds; have -afforded continual curriculum stimula- tion and improvement. States einploy a variety of means for pro- viding assistance to local educational agencieS 98 with project development, such as the serv- ices provided by the: State or regional Federal Programs Coordinator. State NDEA Title III Coordinator. Critical-subject-matter specialists. General program consultants and super- visors. These specialists bring about the development of more viable and meaningful projects in the local districts by visits to schools and areas or by State workshops. NDEA activity fri curriculum development and revision is highlighted by the approval in one State of 334 projects involving -460 specialists in 1,258 consultant days. In part, these projects provided 24,303 teachers and 3,671 administrators and superviSors the op- portunity to participate actively in various workshops. Disciplines that received the largest participation were: reading, with 45 'projects involving 216 participant dam. English : 68 projects and 212 days; English as a second language: 2 projects and 179',4 days ; science: 56 projects and 174 days ; mathematics: 19. projects and 57 days; modern foreign languages: 23 projects and 66 days; and combinations of economics, geography, social science, civics, English,, reading, and history : 97 projects and 310 days. One statewide conference which brought together State and local administrators, superviSors, elementary and secondary teach- ers, professors of English, and member:, of the State department, demonstrated the-need for -concerted action in revitalizing the Eng- lish programs. Individualization of Learning K-12 was the theme of another weeklong -workshop where State consultants in mathe- matics, English, science, and social studies assisted some 177 teacher participants in these fields. One State reported that its large number of State supervisory and curriculum special- ists have created a strong interest in the in- service program and all active participation in the many activities they sponsored. The programs have instilled in the teachers of the State .a desire to improve theniselves aca- demically; and this has created a need for additional equipment and materials pur- chased through the acquisition prograni. Evi- dence in another State : attendance by some 600 teachers at a workshop held on a univer- sity campus demonstrated a great interest in computers. Some 6,000 elementary teachers were involved in State-sponsored inservice training in new curriculum and technological developments in the physical and biological sciences; equipmentand materials/were pur- chased to implement these programs. As a result of State-sponsored institutes, many, districts in that State are beginning to formu- , late objectives in terms of measurable changes in student behavior ;. measurements of influence on these changes will become possible... A bulletin, Leadership in Industrial Arts EducationSchool District Level, was pre- pared by a State supervisor of industrial arts to assist local districts in determining duties and responsibilities of industrial arts super- visors and department heads. Title III, NDEA funds made possible for the first time a curriculum guide, A Design for an English Cnrricnlum, which the State's curriculum supervisors noted was beginning, through extensive dissemination, to bring about a reorganization of the English curriculum from prekindergarten through the graduate level-Still another State's efforts in the field of curriculum guide preparation and dis- semination resulted in the publication of Some Criteria for Evaluating the Learning Possibilities in the Reading Program and a hovi-to-do-it beetin Children Publish Their (.?wn .Books. In addition to the publication of State-level guidelines and materials, most State departments of education make avail- able the time of their consultants and subject matter specialiSts to local school districts to formulate and publish their own curriculum guides. Priorities Section 303 (a) (2) of the National Defense Education Act of 1958, and the Title III Regulations, require the State plan to develop principles for determining the priority of projects to be 'approved in the order deter- mined by the application of such principles, which should reflect the State's consideration of : The State's educational goals. The total general educational need in the critical subjects under Title III. Special instructional ,needs which Title III may serve in a State. The special requirements for equipment and facilities in each of the critical sub- ject fields and the grade levels to be served. The categories of eligible equipment, ma- terials, and type of minor remodeling allowable and the State standards de- veloped to enhance instructional pro-. grams. Annual reports submitted by participating States and territories for fiscal year 1969 indicated that fifteen States identified gen- eral priorities, 21 States listed specific priori- ties, and 14 made tittle or no reference to priorities. Priorities common to -many States were directed toward basic educational needs in, the critical subject areas and to the -educa- tional districts in greatest need. Specific priorities selected from several State reports include the following kinds : Basic educational need in the specific subject area. Degree to which description of present program provides an understanding of existing instructional organizational procedures. 39 99 'Evidence of long-range planning as it supports an improved instructional. pro- gram. Enrichment activities. Evidence that recent local efforts have been made to strengthen the schools' totalinstructional program. Purchase of equipment and materials Which contribute to individualizing in- Struction. Degree to which the cost of the project is reasonable in relation to potential improvement of instruction and number of students and teachers affected. Plans fcir evaluation and followup pro- vision of tn-oposed program. Financial need of the school district. Projects which meet the needs of special groups of students, such as retarded, culturally disadvantaged, physically handicapped, and economically handi- capped. Materials for use in preschool and kin- dergarten programs where they are an integral part of the elementary school. States listing specific priorities do not rep- resent a particular geographical region, but are scattered across the country. Neither can the establishment of priorities be attributed to States on the basis of size or wealth. The priorities were applicable to students in ele- mentary and secondary schools located in both urban and rural areas. Coordination with other Federal Programs (If Without exception all reports indicated co- ordination of NDEA Title III with other Fed- 'era' programs. About half made general statements that this coordination was occur- ring; the other half cited specific kinds of cooperative efforts,such as: Purchase of projection equipment under NDEA Title III to enhance film library services supported under ESEA Titles II and III. 100 Use of instructional equipment and ma- terials provided under NDEA Title III and ESEA Title II for. compensatory programs staffed by ESEA Title I. Test- ing was sometimes provided by NDEA Title VA. Joint staffing of project development workshOps by State NDEA and ESEA personnel. Provision of equipment )inponent from NDEA Title III in schools or classes for handicapped students supported by ESEA Title VI. Similar provision of equipment compo- nents partly or totally supplied by NDEA Title III for innovative programs supported by ESEA Title III. . The following frequency table represents the number of reports .making specific- refer- ence to a particular 'program being coordi- nated with NDEA Title III : Program ESEA Title I ESEA Title II ESEA Title III ESEA Title VI . NDEA Title VA No. of reports 43 41 28.. 3 4 Some States indicated active encourage- ment of such coordination; a few indicated they are requiring long-range plans outlining the anticipated uses of several Federal pro- grams over several years' time. One State gave priority to projects combining materials from ESEA Title II and equipment from NDEA Title III. A substantial number re- ported that specialists assisted in developing, reviewing, and monitoring projects regard- less of their source of funding. Many re- ported that several Federal programs were often coordinated at both the local and State levels by one perion, thus achieving a better structure for cooperation. Adequacy of Equipment and Reimbursement NDEA Title III authorizes States to use their Federal allotment to pay up to 50 per- 40 cent.of the cost of approved projects carried out by local educational agencies. Thirty-seven of 48 reporting .States ap- plied a 50 percent matching formula: Reim- bursement in some of these instances was 50 percent .on, expenditures. of $1 per pupil in average daily attendance, with additional reimbursement on expenditures above that if funds were available. Ten States reported use of a variable formula based on edfication tax rates, assessed valuation per pupil, or economic deed. Some States had an equaliza- tion formula for the -rsum total of school ,financing, which in certain cases provided .indirect. variable reimbursement for NDEA ,Title projects. . In one ..State there were more than 100 . 'nonparticipating school districts, all with low enrollments, because the per capita dis- tribution formula resulted in such small amounts that it was not worth the effort to complete application forms. Because these - are tha schools most in need of equipment, the State is considering altering its distribu- tion formula. If it is feasible, the State expects to establish a bae allotment of about $1,000 matching funds for each school dis- trict; the remaining money will then be available for reimbursement on an enrollment basis and for special projects. Late and inadequate funding were blamed in several reports for inability to reimburse up to 50 percent. One State showed a drop from 50 percent reimbursement during the fiscal' ears 1958-1966 to 42.9 percent in 1967, 40.5 percent in 1968, and 30 percent in 1969. Tardiness and insufficiency influenced many States to Iirriit applications through strict priorities. A number of local education agen- cies were forced by the delay "to spend part of their matching funds for other purposes._The result in-some cases was inadequate planning of projects and-the ria-bility of some States to use their, total allotment of Federal funds. Table' 7 shows the additional funds States estimated they could have used for approv- able projects,. given matching funds and timely funding. In spite of definite advances in the eleven years of the NDEA Title III program, most Table 7.---Estimated Additional Funds Needed by State Departments of Education for Ap- provable Projects Under Title III, National Defense Education Act, and 'Section 12, Na- tional Foundation on the Arts and the Hu- manities Act, Fiscal Year 1969 State Amounts in - Thousands % of Allotment 89.8 Total ''$70,784 Alabama 250 13.3 Alaska. . 23 21.9 Arkansas 90 9.1 California 7,334 138.2 Delawaro 90 54.5 District of Columbia 529 .. 300.5 Florida 629 27.7 Georgia. 500 22.5 Hawaii 963 322.1 Idaho 50 14.0 Illinois 6,135 199.9 Indiana 5,818 300.0 Iowa 699 62.8 Kansas 1,787 199.8 Kentucky 350 22.3 Maine 86 19.7 Maryland 2,500 191.6 Massachusetts 125 8.0 Michigan 5,100 149.9 Minnesota 3,108 200.0 Missouri 3,293 200.0 Montana 100 29.9 Nebraska 206 35.7 Nevada 23 20.2 New Hampshire 300 116.3 New 'Jersey 70 3.9 New York -5,500 131.8 North Dakota 107 32.4 Ohio 5,000 123.0 Oklahoma 2,056 200.0 Oregon 1,600 215.9 Pennsylvania 1,000 25.2 Rhode Island . 92 -32.6 South Carolina 300 21.0 South Dakota 600 170.9 Tennessee 500 26.8 Texas 8,000 158.3 Vermont 79 42.2 Virginia 1,050 53.8 Washington 2,210 200.0 West Virginia 32 3.6 Wisconsin 1,500 87.2 Puerto Rico 1,000 94.6 of the States seemed to feel that the attain-. ment of a high degree of adequacy, either in quality or quantity of equipment and mate- rials, was a will-o'-the-wisp. Each State had its own standards for interpreting "ade- quacy." Many were primarily concerned with 101 41 quality, others with quantity, of equipment and materials. A few reports mentioned Standards for School Media Programs, de- veloped jointly by the Department of Audio- Visual Instruction (of the National Education Association) and the American Association of School Librarians. Others used Audio- Visual Quantitative Standards, the Fullerton (Oklahoma) instrument, or the Educational Communications Handbook of the New York State Education Department. Definitions notwithstanding, the needs were continuousvand growing larger and more unattainable. The reasons included higher costs of purchases, increased enrollments, new accreditation standards, recent additions of subject areas to the program, obsolescence of equipment and materials, rapid advances -in technology, social changes, and the press- ing needs of special groups. The most promi- nent cause listed was the demand made by new .methods of instruction, such as the lab- oratory or inquiry method, the individual and small -group approach, flexible and modular scheduling, team teaching, nongraded and continuous progress programs, and the in- creasig emphasis on library resource cen- ters. The degree of adequacy varied from dis- trict to district within ,each State, bdt in general the reports indicated that secondary schools were usually better equipped than elementary, and middle schools and junior high schools less well equipped than the levels. Some States were certain that the use of sophisticated items was in direct ratio to the ability of their teachers to recognize the need and use of these items. In such cases; schools which were the best' equipped were constantly asking for more than -16s well equipped institutions. Some reports went so far AS to say that secondary schools fared better largely because their teachers were more knowledgeable about equipment and materials in relation to modern pedagogy than were teachers in the elementary schools, Most of the reports indicated that large urban districts were usually better supplied than small rural ones (except for densely popu- lated areas with special problems). Poor 102 districts, large and small; were less able than others to participate in the program in States which did not use an equalization or variable formula for matching funds. The consensus was that the multimedia approach was necessary for all subject areas and that the major deficiencies were in audio-. visual equipment and materials. The next largest need was in supplementary , printed materials. Many reports stated that more ma- terials should be moved to classrooms from libraries, but they were also in favor of centers for audiovisual equipment, film, film- strips, tapes,. records, books, and teaching machines. In many school. materials were insufficient for maximum use of existing equipment. There was also great need for equipment and materials w ich would pro- vide individualized instructio in all courses, as well as serve special gro4ps such as the disadvantaged and underachievers. The de- mand was growing for educational television, dial-access retrieval systems, and computers to assist instruction in science, mathematics languages, and social studies. Programed learning kits and study kits were lacking. Teachers needed more professional materials, and stpclerits needed more supplementary and reference works. For all courses there was an endless need for audiovisual equipment and materialS, such as projectors of all kinds, films, film strips, and film loops; microfilm; microfilm viewers and printers ; videotape recorders; audio- and videotapes; and sup- plies for making instructional materials. Although, the bulk of the NDEA Title III funds had been spent for years on science, there was still a great need for flexible lab- oratories, especially in junior high schools, for experimental and demonstration equip- ment, and for materials for student involve- ment. A number of schools even lacked basic laboratory facilities with running water. Many laboratories were short of microscopes, science kits, glassware, charts, and models. There were rising demands for nuclear sci- ence laboratories, planetariums, and observa- tories. In both science and mathematics, new courses required new items, such as the,En- gineering Concepts Curriculum Project (ECCP) using computer logic boards and other electronic aids. Laboratories for mathe- matics were still uncommon. There were pressing needs for models, games, puzzles, calculators, manipulative items, and other learning devices, especially for slow learners. The downward shift of mathematical content from the high school to elementary grades increased the shortages ,at the lower levels. In foreign language instruction the great- est lad( was in equipment and materials for self-instruction which allowed use of slides, filmstrips, and sound films. Diverse supple- mentary items were needed, including peri- odicals, 'supplementary readers, cultural, studies, foreign language periodicals, and reference works. Purchases for history, civics, and geogra- phy were more abundant than for economics. Dependence upon one medium, such as an overhead projector or films, had to give way to the multimedia approach to aid inquiry skills. The rapidly changing requirements of the social studies found schools caught sud- denly with outdated books, shortages of cur- rent professional materials, and few original source materials for instruction by the in- ductive method. New subject matter required such items as aerospace and celestial charts and materials with ethnic or racial content. Although expenditures for English and reading were, in many cases, next to those for science, there were still great shortages, because of the need to consider -individual and group differences. Many reference vol- umes and supplementary reading books were outdated. Multilevel and enrichment mate- rials, items for the teaching of the humanities and honors courses, and supplies for 'students to make their own books were limited. Listen- ing centers, carrels equipped for individ- ualized instruction, controlled readers, and individualized learning kits were needed. Teachers were asking for English centers for references, texts, sample curriculums, and equipment for program development. The most common need was classroom libraries, especially with varied materials, including paperbacks. These could be augmented by microfilm readers and ,printers to make use of the collections in school libraries. Industrial arts, the last subject area added to the NDEA Title III program, had hardly begun to benefit. Many schools were still unable to move away from the old woodwork- ing courses into the rapidly expanding world of new technologies. Serious shortages existed in all areas : equipment for electricity and electronics, graphic arts, metal and plastics industries, and industrial crafts like drafting and automotive and power mechanics, Evidence of Improved iastruction Nevertheless, all States agreed that instruc- tion in the critical subjects continued to improve as ayesult of NDEA Title III funds. Typical comments: The cumulative effect of this aid has been to upgrade the general level of instruc- tion in schools, large and small, by pro- viding equipment and materials designed to improve the teacher's role in instruc- tion.. We have observed a dramatic transition from the earlier teacher - dominated lec- tures and demonstrations toward pro- grams featuring students as active par- ticipants and investigators. Evidence of improved instruction reported by States is summarized in four categories : 1. Improved instructional patterns and teaching techniques; 2. Innovative school organizational pat- terns; Improvement and extension of cur- riculum ; and Student achievement. 4. Improved Instructional ,Padterns and Teaching Techniques States reported that the availability of additional materials and equipment had can- tributed significantly to the employment of more effective instructional 'patterns and teaching techniques. All States indicated that 103 Figure 2National Defense. Education Act, Title Ill, and National Foundation on the Arts and the Humanities Acti, Section 12, Dollar Anio Unt and Percentage of Total Expended by Subject Area, Fiscal Year 1969 Arts & Hum.: .5% $.8 Economics: 1.0% $1.4 Civics: ..1.5% $2.0 Geography: 4r.7% $6:7 MFL: 5.5% $7.8 Math: 5.7% $8.0 Science: 37 " $52.7 History: 8.3% $11.7 English: 8.6% $12.2 Ind. Arts: 13.3% $18.9 Reading: 13.7% $19.4 TOTAL: $141.6 (Federal Share: 50%) ($ in Millions) 104 increased attention was being directed to- ward individualization of instruction. In fact, it appears that present trends toward more individualized inStrfiction emphasize both learning rate in keeping with the individual's capabilities and the pacing of the selection of. content or of learning experiences to meet more nearly the unique needs of children and youth. Frequently mentioned instructional pat- terns which were among the more effective include the following Teacher's experimentation with a va- riety of approaches to help individual !ear-tiers ; Imlividual ''and small instructional groups for aprectse teaching purpose: Teacher-pupil conferences; Small-group committee work ; Arranging for multimedia approaches to 'learning; Encouraging and arranging for indi- vidual study, experimentation, and re- search. Improved teaching techniques mentioned most frequently are related to teachers' ef- forts to help learners develop concepts, con- template, arrive at generalizations, and apply new knowledge to different problematic situations rather than merely recall informa- tion. Mentioned frequently were teaching. techniques which provided for guided self- discovery; for inquiry-learning; for inde- pendent exploration,-study, and reseaych ;; for self-diagnosis oflearning "gaps" and `for raising problems and testing hypotheseS. Several exemplary undertakings illustrate these techniques; An experimental ,project designed to test the use and effectiveness of tape-recorders, listening-viewing centers, and individual filmstrip projectors for improving instruction in English and reading was con- ducted in an elementary school, grades K-8. Thirteen classrooms representing all grade levels were selected. With assistance from iocal and State consultants, teachers planned activities which were most appropriate to individual needs of children. They selected films, tapes. records, and books which repre- sented a wide range of literature, including folklore, fairy tales, fables, poetry, plays, and stories ; and a wide range of content informa- tion pertaining to the natural and physical sciences, to the various subjects included in the social studies curriculum, and to com- munication skills, including special filmstrips on basic reading skills. Individual, small - group, and total-group activities were designed primarily to supple- ment and reinforce the language-experience- approach,to learning as well as to individual- ized -instruction. Individual filMstrips were used frequently to stimulate writing; drama- tizations, and story-telling. Capitalizing on various learning experiences and on the avail- ability of equipment; children made their own sound tracks, developed tapes, andie- corded songs, plays, and reports of various activities. Such equipment could be used ef- fectively by elementary children, and the use of these instructional media contributed to the development of special individual compe- tencies in reading and English for students involved. The State department recommended that other schools conduct similar projects to determine more effective ways" of using these media in individualizing instruction. The State Reading Consultant is distribUting a complete report of this project to local school districts. Another project, serving 13 elementary city schools and designed primiirily to im- proVe reading and language competencies, was framed to provide the 'widest possible range of specialized materials and of differ- entiated approaches to learning. The key, component was the implementation of a` learning center, an instructional center which provided opportunity for teachers to Pursue and to follow up the diagnoses of children's needs with specific instructional programs; The center also provided oppor- tunity for each child to IN actively involved in his own educational program .through guided self-diagnostic and correctional activi- ties, through self-selected' activities which extended his information in the areas of sci- ence, 'geography, history, mathematics, and 105 literature, and through pursuit of . his own ,special interests. The instructional program was organized on both a formal and an informal schedule to 'accommodate children from all classes, either individually or in small instructional groups. In consultation with the classroom teacher and through diagnosis of children's particu- lar educational needs and interests, he learn- ing center personnel directed or supervised all activities while children were in the cen- ter. Hence, the center served an an instruc- tional setting in remediatieri, as an enrich- ment center, and as a center for self-selected and self-directed study. Innovatt ions in School Organizat Tonal Pat terns Most States indicate that Title III NDEA funds continue to have a decided impact on changes made in school organizational pat- terns. Virtually every State referred to the implementation of team teaching. Repeated references were made to the establishment of various kinds of learning c(;Iters. Continued improvements have been made in equipping science, mathematics, and forein language laboratories as well as in establishing elec- tronically-equipped classrooms. Special rooms and laboratories,. particularly at the elemen- tary, level, continue to be outfitted as resource centers in the arts, music, and critical subject areas. which are supervised, by teams of school personnel and which serve all children of the school or area. States report that museums, planetariums, greenhouses, and facilities for educational television have been developed by school districts, -or cooperatively by two or more school districts in several instances, With the-aid of NDEA funds. Sorrie., examples illustrate these innova- tions: A'pilot project initiated by a junior col- lege provided'a study skills and tutorial center for students deficient in reading, writing, and computing. The purpose was to help students acquire levels of performance that would give them a rea- 106 - sonable chance for success in college-level courses. Teachers along with parapro- fessionals were available to the stu- dents on an individual basis in a con-, centrated tutorial structure. The 'center provided a wide range of equipment and materials, and offered the multimedia approach. The unification of basic courses of study enabled students to see the carryover effect from one subject to another. As a student gained competence in these basic skills, he was gradually assimilated into the regularly established junior college program. The State re, ported that this project was effective and that the plans were to continue the proj- ect. 'Cooperatively, six school administrative units within .a county established an Educational Resource Center. Additional support came from local and State funds and from Titles I, II; and III ESEA. One of the center's primary features is a planetarium chamber completely equipped to project heavenly bodies on a dome 30 feet in diameter, The 74 reclin- ing seats in the chamber can accommo- date two classes at a time. Students are first oriented by the assistant director to the program they will see ; he also -gives additional instruction in space science. The presentation at the planetarium is "a labo'ratory experiment evolving from classroom study and a prescribed cur- riculum. in space science and other re- lated subjects." The Center also serves as a media warehouse from which vari- ous instructional materials are distrib- uted to schools by truck. It contains a curriculum library, a demonstration classroom, adequate display areas, and wort areas for teacher .production of teaching materials. Facilities are 'avail- able-for laminating, dry mounting,-pic- ture lifting, darkroom production, trans- parency production, tape duplication, .and 'videotape. recording. The Center. serves 26,500 children enrolled. in 50 public schools and several private schools. It is administered by a nine- member advisory committee consisting of professional personnel appointed by the boards of education of the six par- ticipating school units. Curriculum Improvement anal Extension tates agree that NDEA Title III funds 'corftinue to make a significant contribution to the improvernent and expansion of curricu- lum in the critical subjects. Most States. noted the continuous shift from traditional to' newer curriculums developed by distin- guished scientists and scholars, particularly in the areas on science and mathematics. , . One State reported that some 6,000 of its . elementary teachers received inservice train- ing in the new .curriculum developments iif the physical and biological sciences and tha equipment and materials had been purchased to impleinent those pi-ograms. Another re- ported that a large city school system had ) developed an approach to improving mathe- matics that provides an integrated.System of instructional tools. In still another State 42 new mathematics courses were approved by the. Department of Education( during the year. Several schools in yet another.. State were experimenting With and adapting na- tional social studies curriculum projects, but most schools were synthesizing State and' national curriculuM ideas through local work- shops and University classes. States indicated that increasingly ;more local school districts are conducting: curricu- lum- studies: One reported that 12 school districts were involved in curriculum stUdies during, the year Another wrote that more than 50 local schoOl districts were engaged in curriculum study and revisions.. It is also "evident that increased attention is being' directed toward the expansion of . industrial arts curriculums. The following typical statement is illustrative : , In many of our schools the traditional woodworking , and drafting programs 0 4 have been expanded to include instruc- tion in metalworking, electricity and electronics, and" power mechanics. Another State reported an increase of 16,523 students enrolled in industrial arts programs. Practically every State reported improve- ments in reading and English programs. One reported that a -Model English Program, based on a comprehensive curriculum design from prekindergarten to graduate level which had been developed under the State's leader- ship, had been established in 11. school sys- tems. Special courses in bilingual programs and in teaching English to foreign-speaking students were noted by. several States. Many exemplary projects illustrating cur- riculum improvements and expansions can be cited. Initiated as a joint program by a Board of Cooperative Education Services, one project extended the science curriculum in schools. Objectives of the program included, among others, the folloWink: To 'develop a sound program for the eaching of human sexuality and drug addiction; To provide a readily available supply of films and of filmstrips. which relate spe- cifically to human sexuality and to drug addiction ; , To develop more effective teaching tech- niques in these two areas; and To direct special emphasis to more effec- tive- ways of working with Black dents in these critical areas. Specific objectives of the project were to help students: Deal more effectively with the areas of knowledge and use of narcotics; Understand. mental and physical growth changes; Understand their relations, with - their own sex and,. with the oppOsite sex and ... Understand-the area ,of human and ani- mal reproduction. The project was implemented by two teach- ing. teams, each consisting of a science, oriented specialist, a school nurse, and a s school psychologist, who worked closely with teachers. Among other things, the teams 107 served as special "helpers" to whom students could turn for assistance with problems re- lating to these areas. They worked with the local Parent-Teacher Association and with individual parents, frequently involving them in .conferences for the purpose of resolving student problems, and in the evaluation of critically-related materials. Some 680. stu- dents .were served by this prograin As another project, one city school system established a course of plastic's, vacuum, and pressure-forming processes in 30 junior high schools. The course constituted the basis for an updated industrial arts program and pro- vided students the oppOrtunity for adequate exploratory experiences in plastics fabrica- tion. Using a thermoforming vacuum-pres- sure process', students had the opportunity. for creativity in designing and in preparing forms for phistics molding. Other,equipment used in this project inchided overhead pro- jectors, a copying machine, and equipment for bending plastic and for'drying fiberglass. Student Achievement Almost all States reported that student achievement in the critical subjects has con- tinued to improve. Some 25 States reported that students had made significant gains, according to standardized achievement tests, in at least one critical subject, and the ma- jority of those States repOrted such gains in three or more subjects. One reported: "AchieVement test results .show that . . . students rate above the national norm in most subjects." In 10 States, /highe educa- tion authorities reported that first year col- lege", courses could be taught on a higher sophisticated level because students were better prepared. Most frequently mentioned were courses in the sciences, mathematics, modern foreign languages, and English. Almost all States reported observations of students' -growth and development in such subjective areas as attitudes, values, appre- ciation, and human relations. Included among" others 'v,?ere statements on improvements in personal development; in abilities for self- analysis and for self-evaluation; in personal 108 relationships Nvith..peors; in abilities to ex- plore, to inquire; and ,) experiment inde- pendently with self-confidence; in attitudinal changes; in interest in critical subjects and in school ; and in creative abilities. Also noted were the development of deeper understand- ing of and appreciation for various art forms and music, and for 'different cultures and their contributions to society. The general purpose of a demonstration reading program, initiated by a large city school system, was to develop individual po tential to enable a youth to live satisfactorily, contribute to his life, and establish his educa- tional goals. Three primary fdctors were explored in the development of human poten- tial (a) the young person's need to organize his inner experiences, (b) his ability to learn,.,and (c)- his skill in communicating ideas to others. In the shaping of the educd- tional.program. each youth7was recognized as a unique individual, and his background, his home,..his parents, his language, his skills, and his school experience were considered. The program was designed to enable students to reach reading goals in basic sight vocabu-. lay, word attack skills, and comprehension skills. It was designed to develop in students an ability. to select important ideas, reorga- nize ideas, and acquire efficiency in reading; and to induce a quest of knowledge .through reading. Reading improvement involved five differ- ent approaches : (a) parent counseling and instruction, (b) diagnostic and corrective reading, (c) extended: reading instruction, (d) total skill involvement, and (e) reading 'instruction for bilingual students. The State reported that although several years of study and improvement would be required before the program reached its full potential; the prograin provides a framework around which schools can build successful 'reading pro- grams for disaavantaged youth. Another project, des,igned to provide a humanities-oriented curriculum for 108 het- erogeneously grouped students, .established a laboratory- school within a .regUlar high school: The course incorporated EngliSh, his- tory, science, art, drama, and phySical educa- tion, and utilized the team teaching approach. Classes were held on a flexible basis starting midmorning and extending until late after- noon, with optional subjects available to stu- dents. The theme centered or man's search fo'r freedom, man's search for truth, and man's ada*tion to change. Highlights in- cluded integration and humanization of the curriculum; tutorial approach to instruction ; development of a community awareness; ap preciation of concerns arid-ffoblerns-of-peers ; evaluation of programs and self ; student participation in the establishment of curricu- lum and after-school programs. The State reported that this project was well received, judged successful in accomplishing objec- tives, and would be continued the next year. livalutul ion NDEA Title III regulations require State educational .ageriCies to conduct an adminis- trative review and evaluation of the program 'to determine its status in terms of objectives. Among the 17 States thus far reporting re- views, surveys, and studies, the evaluations were conducted in as number of ways: some by State educational agency staff members them- selves ; some under contract by individuals, management consulting firms, and universi- ties; and:others by university students for their -M.A. and Ph.D. diSsertations. The na- ture and scope of the studies also differed., One investigator examined the State. agency office, that administered the program. Many considered the impact of the program on curriculum change ; some reviewed develop- ; ments in specific subject fields which resulted at least partly from NDEA Title III. Some samples of these studies : Davis, J. Clark and Trout, Len L., A Study of the Bureau of National Defense Education Act Administration, Univer- sity of Nevada, Reno, 1968. Johnson, Donald W., Impact of Title III NDEA Upon Selected. California School Districts, unpublished report to legisla- tive analyst, California State Depart- ment of Education, 1969. Voege, Marie and Hampton, Jerry, A Plan for the Development of an Evalua- tion Program for NDEA Title III Proj- ects for the Department' of Education, Boothe ResOurces International, Inc., Sacramento, California, 1969. Young, Madge Arlene, The Influences Affecting Curriculum Change in Selected :Educational Agencies Employing. Con- sultants in the Social Sciences Through NDEA Title 111B, unpublished doctoral dissertation, University of the Pacific, Stockton, California, 1969. Director of Secondary Education and Coordinator of NDEA Title III, National Defense Education Act Title III and In- structional FaCtors, a chapter appearing in a doctoral dissertation, The American University, WaShington, D.C. Zeiss, Donald. V., The Impact of NDEA Title III Funds on Science Programs in Selected Nebraska Public Schools, un- published Master's research paper, The University of Nebraska, Lincoln, 1969. Molstad, Arlene A., Course Outline in the Basic Classroom. Utilization of Audio- visual Materials, research paper, North Dakota State University, Fargo,. 1969. Oberlander, LeRoy A.; The. Preparation and Professional Activity of Public Sec - ondary _Foreign Language Teachers in North Dakota, independent study report, _Tniversity of North Dakota, Grand Forks, 1968. Kinzie, Glenn, Wisconsin Social Studies Program Survey. Sanders, Norris, Studies of Mathematics Achievement by Pupils and Attitudes of Pupils Toward Mathematics. Several States reported studies in greater detail. The following is a summary of the purposes, procedures, and findings' of these studies : Arizona Procedures: An evaluation instrument in the area of educational media was applied to three of the larger projects in the State. 109 Findings: Acquisition of equipment and materials does not automatically guar- antee a better quality of edUcational process and. teaching techniques. Acqui- sition must be followed up with ',total involvement of staff and school distyict personnel. California Johnson, Donald W., NDEA, Change Agent for Education: The First Ten Years, 1958-68, unpublished, California State Department of Education, 1969. Purpose: More than 80% of the school districts in California, enrolling more than 90% of the students, have partici- pated in the NDEA Title III program during its first 10 years. This study, the third of its kind in the State, is an ex- pression of continuing concern for the quality of State department services and the effectiveness of the programs admin- istered. The specific purpose of the study was to determine (1) the changes in programs assisted by NDEA Title III, (2) the relationship between a district's size, wealth, location, and type, and par- ticipation under NDEA Title III, and (3) the relationship between the value of ..time spent by participating teachers and principals in various subject areas and NDEA Title III. Procedures: Answers were obtained from curriculum supervisors in large California school districts, file data were analyzed, and structured interviews were conducted in 50 districts, selected with a stratifie&random sampling tech- nique. Subjects investigated were science and English-reading at elementary and secondary levels. Findings.: (1) More than half the science programs taught today are different from those taught ten years agc; (2) Title III of NDEA stimulates teachers and administrators to devote more time to the development and implementation of plans of educational improvement, there, being a consistent, positive rela- tionship betikeen the value of such time 110 and the recency of an approved project in the subject area ; (3) School districts, in addition to matching the Federal funds used for the acquisition of equip- ment and materials, voluntarily allocated teacher and administrator time having a value twenty times greater than the Fed- eral funds implementing plans for which the materials and equipment were ac- quired ; (4) Findings of all three studies indicated that participation under Title ' III NDEA by school districts varied di- rectly with the size of the district and 'aversely with its wealth. Geographical lcation appeared to have some effect. Al ough some districts reported diffi- cult ' in finding matching funds, partici- patio decreased as the wealth of the distric increased. For ten years, in Cali- fornia a least, NDEA has not made the rich rich ; and (5) In a sense this study has progr rn budgeting in retrospect. Its scope supports the belief that program budgeting can and will be successfully used as a tool for" educational improve, ment. Florida A survey of participants in the acquisi- tion program as to its effectiveness for strengthening teaching in the eligible subject areas yielded a mean rating of 3.6 on a five-point scale ("1" was lowest level of imprOvement and "5" highest level.) Three-fifths of the responses 'fell above the' midpoint on the scale. Georgia A science study showed that acquisition of equipment and materials does not per se improve science teaching. Concerted effort must be mustered to improve the quality and quantity of science teachers who can,then make intelligent selection of -science equipment, and once it is ac- quired, use it in such manner as to stimu- late the interest of learners; Kentucky In a subjective evaluation, 53.5 percent of the school districts reporting rated the program "excellent"; 39.4 percent 50 "very good"; 4.7 percent "good" ; 1.2 percent "fair" ; and 1.3 percent "poor." New Jersey: Purpose: An effort was made by the State NDEA staff to evaluate the impact of Title III since its inception. Procedures: A survey, calling for both objective and subjective responses in all critical subject areas at elementary and secondary levels,. was submitted to par- ticipating school districts. . Findings,: Responses indicated that NDEA III has been helpful in eliminat- ing shortages of materials and equip- ment but is still needed in all subject areas. It has been a good program in motivating local effort for educational expenditures. It was believed that NDEA III helped students attain a higher level of achievement in critical subjects, indicated by higher scores on standardized tests, more advanced courses and greater enrollment in them, and advanced placement in college. Pennsylvania Evaluation of NDEA Title III Programs in Pennsylvania, 1968-69, Division of School Evaluation, Pennsylvania Depart- ment of Education, Harrisburg, 1969. Purpose: To collect data on live areas judged related to improvement of in- struction: (1) Strengthening of subject matter programs ; (2) offering of new or additional programs to the curricu- lum; (3) increasing of supervisory services; (4) initiation and/or. introduc- tion of new instructional methods ; and (5) improvement of curriculum through supplementary reading, multitexts, and professional libraries. Procedures: Forms were sent to 100 ,school districts repreSenting 54 counties in PennsYlVania. Elementary a d sec- ondary schools participating in tie sur- vey were selected on the basis of total NDEA Title III expenditure of $1,500 combined funds in one or more subject areas. There was 100 percent participa- tion. Findings: (1) For the most part, Title III funds have been used by schools to strengthen their programs, add new cur- riculums, provide additional supervisory services, implement new instructional methods, and provide supplementary reading materials for pupils and teach- ers; (2) Secondary schools have utilized NDEA Title III funds more extensively than elementary schools ; (3) At the elementary level science,, mathematics, (-reading, history, and geography are the areas most affected ; (4) At the second- ary level the most affected areas are science, mathematics, modern foreign language, English, and history; and (5) The program should be continued and expanded. Additional projects amounting to,over a million dollars were requested but not approved during fiscal year 1969 because of lack of funds. Wisconsin Kahl, William C., Evaluation Survey, NDEA Title III, Wisconsin Department of Public Instruction, Madison, 1969. Purpose: The survey was conducted to ascertain the extent to which NDEA Title III has affected instructional pro- grams in the critical subjects and to serve as a tool in making decisions con- cerning the future course of NDEA ,Title III. Procedures: During 1968 a survey of .all LEAs was conducted and a summary published in the March 1969 issue of The Superintendent's Newsletter. The current survey was a followup conducted' by means of a random sample of 20 per ent of the school districts in the Sta e. Eighty-three percent of the se- lecy districts responded. Fi?4ings: (1) Administrators indicated that Title III has ,,changed the .stated goals of their educational programs, thus proving to be more of a change agent 5. 111 than was first suspected ; (2) There was a direct relationship between the cred- ited impact of Title III on the achieve- ment of stated instructional goals and the degree of teacher involvement in the development of local. NDEA plans and lists of acquisitions; (3) Administrators indicated a balance of needs among in- service education, acquisition of equip- me.nt, and acquisition of materials when ranking them as future educational needs of their school systems ; and (4) Further consideration should be given to the concept Qf special projects to com- plement the basic NDEA Title III acqui- sition program. Loans to Private iVonprotit Elementary sand Secondary Schools Loans to nonprofit private schools under NDEA Title III are administered directly by the U.S. Office of Education (though States are envincing increased interest in and re- sponsibility for instruction and services in these schools). During fiscal year 1969, 15 loans were approved for 14. elementary and secondary schools in 11 States, and one in Puerto Rico. The total amount approved was $371,520, as shown in Table 8, which includes NDEA funds of $311,520, and $60,000 in NFAHA funds. More than 96,000 elementary and secondary students benefited from these loans. Loans were made for the acqu' isition of equipment and instructional materials and for minor remodeling in the areas of science, mathematics, modern foreign language, his- tory, geography, civics, English, reading, and economics. They were used in these areas to the extent shown in Table 9. A total of $5,105 was approved for audiovisual equipment and materials which represented 1.4 percent. Many schools in the Archdiocese of Mil- waukee benefited from a loan of $111,630 for educational television equipment for science, modern foreign languages, history, geogra- phy, civics, English and reading, which would expand an existing network of closed-circuit television already in use for instructional purposes in 175 other ,schools within the. Archdiocese. The National Academy of Ballet in New York City received a loan of $60,000, the full allotment available for loans under NFAHA. The funds were used for minor remodeling of the music, dance and drama rooms. Table 8.Loans to Private SchoOls Under Title III, National Defense Education Act, and Section ,12, National Foundation on the Arts and the Humanities Act, Fiscal Year 1969 State City School (15-loans-14 schools) Combined Totals $371,520 a CALIFORNIA Palo Alto Palo Alto Military Academy $ 2,630 COL,' '0 Denver Yeshiva Toras Chaim 3,900 FLO, Sanford The Sanford Naval Academy 1,200 ILLINOIS Chicago St. Clotilde Catholic School 2,460 MARYLAND Rockville Harker Preparatory School 12,890 MICHIGAN Bloomfield Hills Roeper City and Country School 5,900 MINNESOTA Fridley Archbishop Grace High School 11,500 NEW HAMPSHIRE Enfield La Salette Seminary 2,970 NEW YORK New York National Academy of Ballet' 151,200 b PUERTO RICO Rio Piedras Academii. Maria Reina 35,600 Rio Piedras- Baldwin School of Puerto Rico 8,800 Humacao Colegio San Antonio Abad 16,040 TEXAS Houston St. Thomas High School 4,800 WISCONSIN Milwaukee Archdiocese of Milwaukee 111,630 The total from NFAHA funds was $60.000: the total from NDEA funds Willi $:111.520. Of this amount. $60,000 was from NFAHA funds. 112 Table 9.-Use of Loans Under Title III, Na- tional Defense Education` Act, and Section 12, National 'Foundation on the Arts and the Humanities. Act, by Subject Areas, FiScal Year 1969 Percentage Subject Amount of Total . Summary In general the State reports for NDEA Title III, fiscal year 1969, cited as major strengths of the program, the following : The concentration of funds' to develop or improve elementary school media' pro- ..$104,983 48,494 25,891. 25382 '211,750 24,555 23,381 22,463 35.2 13.7 7.2' 7.1. 6.9 7.9 12.2 (1.3 1.8 grams; , Increased participation Of nonpublic school children-and teachers ; An increasing awareness by adrninistra-, tors of the importance of quality instruc- tional materials- readily accessible. The major weakness they found was the lack of sufficient qualified personnel at. the local Science Modern Foreign- Languages Geography Reading T English History Mathematics- Civics Economics Total $306,415 '98.3 Table Dr-National Defense Education Act, Title HI and National Foundation on the Arts and the Humanities Act, Section 12, Sources of funds and Percent of Total Expenditures., Spent for Acquisition of Equipment and Materials and Minor Remodeling, Fiscal Year 1969 State or Territory (1). Allotm6nt (2) Total' 4+7 (3) Amount (4) Expenditures Federal State and Local Percent of Percent Allotment of Total (5) (6) Amount ' (7) Percent of Total (8) Total 875,680,000 8154,881,591* $73,434,717 97.0 47.4 $79,982,027 51.7 Alabama 1,888,098 3,776,196 1,888,098 100.0 50.0 1,888,098 50.0 Alaska 106,156 257,084 105,542 99.4 41.1 151,542 58:9 Arizona 784,359 1,567,258 783,629 99.9 50,0 783,629 50.0 Arkansas 991,055 1,970,781 985,322 .99.4 50.0 985,402 50.0 ,California 5,335,635 10,746,370 5,335,635 100.0 49.7 5,410;735 50.3 Colorado 806,722 1,648,443 . 806,722 100.0 48.9 841,721 51.1 Connecticut 724,97:1 1,222,300 611,151 84.3 5(1.1) 611,149 50.0 Delaware 165,5(14 331,008 it: 1.0 50.0 165,504 50.0 Dist. of Columbia n., 177,226 341,957 170,977 93.5 50.0 170,980 50.0 Florida '2,281,979 5,866,446 2,281,979 100.0 38.9 3,584,467 61.1 Gcorgia 2,2:19,316 4,476,214 2,238,107 99.9 50.0 2,118,107 47.3 Hawaii :101,047 979,391 301,047 100.0 30.7 678,1344 69.3 Idaho 358,140 716,280 :358,140 100.0 50.0 358;140 50.0 Illinois 3,085,357 7,078,723 3,085,357 100.0 43.6 3,993,366 56.4 Indiana 1,950,699 :3,901,398 1,950,699 100.0 50.0 1,950,699 50.0 Iowa 1,119,359 2,639,614 1,118,378 99.9 42.4 1,521,236 57,6 Kansas 898,921 1,815,301 898,872 100.0 49.5 916,429 50.5 Kentucky 1,581,651 2,777,078 -1388,539 87.8 50.0 1,388,5;39 50.0 Louisiana 2,016,264 :1,721,466 ) ,885,733 93.5 50.7 1,835,733 49.3 Ma ine 439,486 869,478 ( 434,739 98.9 50.0 434,739 50:0 Maryland 1,312,943 2,586,326 1,29:1,163 98.5 50.0 1,238,464 47.9 Massachusetts 1,557,326 3,677,960 1,557,240 100.0 42.3 2,120,720 57.7 Michigan 3,421,788 .9,289,657 3,421,788 100.0 36.8 5,867,869 63.2 Minnesota 1,563,0:31 3,166,806 1,562,856 100.0 49.4 1,603,950 50.6 Mississippi 1,320,102 2,224,798 1,112,376 84.3 50.0 ' 862,881 38.8 Missouri 1,655,991 :1,151,431 1,575,713 95,2 50.0 1,575,718 50.0 Mobtana 335,693 731,212 335,675 100.0 45.9 395,537 54.1 Nebraskil 580,126 1,160,612 580,093 100.0 50.0 580,519 50.0 Nevada 114,394 207,544 103,757 90.7 50.0 103,787 50.0 New Hampshire 259,469 474,652 232,048 89.4 48.9 242,604 51.1' 113 Table 10.-National Defense Education Act, Title HI and National Foundation on the Arts and the Humanities Act, Section 12, Sources of Funds and Percent of Total Expenditures Spent for Acquisition of Equipment and Materials and Minor Remodeling, Fiscal Year 1969-Continued i.i.-7 te or Territory (1) Allotment (2) Total 4 -F 7 (3) . Amount (4) Expenditures Federal Percent of Allotment (5) , . Percent of Total (6) State and Local Amount^ (7) Percent of Total (8) New Jersey 1,807,039 3,6;33,081 1,794,568 99.3 49.4 1,839,413 50.6 New Mexico 588,214 887,812 435,028 74.0 49.0 452,784 51.0 New York 4,198,623 8,319,727 4,159,864 99.1 50.0 4,159,863 50.0 North Carolina 2,543,076 5,060,024 2,530,012 99.5 50.0 2,448,633 48.4 North Dakota 331,874 753,283 331,874 100.0 44.1 421,409 55.9 Ohio- 4,089,849 8,340,340 4,089,849 100.0 49.0 4,001,214 48.0 Oklahoma 1,034,408 2,108,077 1,026,879 99.3 48.7 1,081,198 51.3 Oregon 745,867 1,971,366 745,867 100.0 37.8 1,225,499 62.2. ". Pennsylvania 3,992,360 8,077,783 3,992,358 100.0 49.4 3,722,012 46.1 Rhode Island 283,347 612,286 283,347 100.0 46.3 328,939. 53.7 South Carolina 1,435,659 2,871,324 1,435,659 100.0 50.0 1,183,665 41.2 South Dakota 353,360 493,902 246,951 70.0 50.0 246,951 50.0 Tennessee 1,880,219 3,597,696 1,798,848 95.7 50.0 1,704,310 47,4 Texas 5,083,507 9,362,622 4,681,311 92.1 50.0 4,681,311 50.0 Utah 562,511 1,084,234 542,117 96.4 50.0 542,117 50.0 -Vermont 187,862 344,767 172,382 91.8 50.0 172,385 50,0 Virginia 1,960,992 3,603,647 1,790,515 91.3 49.7 1,813,132, 50.3. Washington 1,111,709. 2,238,033 1,111,600 100.0 49.7 1,126,433 50.3' West Virginia 897,323 1;858,072 896,910 99.9 48.3 961,162 51.7 Wisconsin 1,730,053 4,196,397 1,730,05:1 100.0 '11.2 2,466,344 58.8 Wyoming 145,138 289,436 144,718 99.7 50.0 144,718 50.0 American Samoa 50,112 Guam 50,289 98,530 49,265 98,0 50.0 49,265 ;50.0 Puerto Rico 1,066,111 1,551,520 775,054 72.7 50.0 776,466 50.0 Virgin Islands 50,185 .102,136 50,000 99.6 49.0 52,136 51.0 Trust Territory of the Pacific. Islands 50,370 Bureau of Indian Affairs 77,133 . 50,809 50,809 65.9 : 100.0 -0--- 0.0 Include, $1,464,847 under Appalachian Regional Development Act 'distributed arm-mg g State,. Table 11.-National Defense Education Act, Title HI, and National Foundation on the Arts and the Humanities Act, Section 12, Expenditures ,for Acquisition .of Equipment and Materials and Minor Remodeling, from All Sources, Fiscal Year 1969 NDEA Title III NFAHA Section 12 Total Total Acquisi- Total Total Acquisi- Total Grand Total (-1. Total tion of Minor Expendi- tion of Minor of Expenditures Equip. & Remodel- ,tures Equip. & Remodel-. Expenditures State (2+3) Materials ing (5+6) Materials ing (1+4) (1) (2) (3) (4) (5) (6) (7) --- Total $154,018,863 $152,457,376 -$1,561,487 $862,728 $861,768 $960 $154,881,591 Alabama 3,754,352 3,752,552 1,800 . 21,844 21,844 - 3,776;196. Alaska 257,084, 255,984 1,100 - - 257,084 Arizona 1,558,979 1,483,131 75,848 8,279 8,279 - 1,567,258 Arkansas 1,970,784 1,969,561 '1,223 - - - 1,970,784 California 10,678,299 10,606,168 72,131 68,071 68,071 . 10,746,370 Colorado 1,639,103 1,639,103 - 9,340 9,340 1,648,443 114 Table 11.-National Defense Education Act, Title III, and National Foundation on the Arts and the Humanities Act, Section 12, Expenditures for Acquisition of Equipment and Materials and Minor Remodeling, from All Sources, Fiscal Year 1969-Continued NDEA Title III NFAIIA Section 12 Total otal Total Total Acquisi- Total Grand Total Total Acquisi- tion of Minor Expendi- tion of Minor of Expenditures Equip. & Remodel- tures Equip. & Remodel- Expenditures (2+3) Materials . ing (5 + 6) Materials ing (1+4) (3) (4) (5) (6) (7) 1(,::23232:1i)914),(16))9:771' - 7,623 - 4,448,766 106,043 58,097 -- 2,050 1,914 7,623 2,050 1,914 - 1,222,300 331,008 341,957 2,560 24,888 24,888 58,097 5,866,446 97(6)92, (8; :2190 - 4,476,214 2,4l7-7 16,571 16,571 - 979,391 6,560,252 461,195 57,276 57,276 4,144 - 7,078,723 4,144 - 716,280 3,855,002 23,828 22,568 22,568 - 3,901,398 2,628,627 - 10,987 10,987 - 2,639,614 1,804,998 - 10,303 10,303 - 1,815,301 2,663,842 95,566 17,670 0 3,651,535 46,671 17,01 660 2,777,078 860,610 5,496 3,372 - 3,721,466 ,496 3 23,260 3,372 - 869,478 23,260 2,569,077 3,473 13,776 13,776 2,586,326 3,612,585 47,529 17,846 17,846 - 3,677,960 9,157,493 89,949 42,215 42,215 - 9,289,657 3,149,073 - 17,733 17,733 - 3,166,806 2,190,876 19,878 14,044 14,044 - 2,224,798 3,151,431 - - 3,849 3,849 - 3,151,431 .3,509,613 469,362 124,366- - 7,077 5,290 1,354- 7,077 1,354 5,290- -- - 1,160,612 3,633,979 474,652 207,544 21,418E51 - 731,212 5,447 5,447 - 887,812 8,200,880 70,273 48,574 48,274 300 5,009,049 24,067 26,908 26,908 8,319,727 9,822 - 5,060,024 '739,225 4,236 4,236 - 753,283 2,104,216 8,259,340 3,861 48,194 32,806 48,194 1,956,664 6,072 - 8,340,340 2,108,077 8,031,598 78,139 46,185 8,630 3,278 468,168350 3,278 --- 8,077,783 1,971,366 530,869 612,286 2,852,218 2,496 16,610 16,610 2,871,324 490,250 - 3,652 3,652 493,902 3,581,807 - 15,889 15,889 - 3,597,696 9,202,974 105,862 53,786 53,786 9,362,622 1,063,232 -'' 14,494 6,508 6,508 - 1,084,234 - 344,767 342,520 95- '2,152 2,152 3,580,853 - 22,794 22,794 3,603.647 2,225,388 - 12,645 12,645 2,238,033 1,848,517 9,555 9,555 1,858,072 4,176,381 - 20,016 20,016 - 4,196,397 2988 06 8:51 - 840 840 - ,289,436 1,525,991 ., 10,749 --- - 98,530 14,780 14,780 1,551,520 102,136 -, - - 102,136 State Connecticut Delaware Dist. of Columbia Florida. Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire . New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming Guam Puerto Rico Virgin' Islands .... Bureau of Indian Affairs (1) 1,214,677 329,094 839,907 5,808,349 4,451,326 962,820 712,136 7,021,447 3,878,830 2,628,627 1,804,998 2,759,408 3,698,206 866,106 2,572,550 3,660,114 9,247,442 3,149,073 2,210,754 3,151,431 727,363 1,153,535 206,190 469,362 3,633,979 882,365 8,271,153 5,033;116 749,047 8,292,146 2,108,077 1,962,736 8,031,598 609,008 2,854,714 490,250 3,581,807 9,308,836 1,077,726 342,615 3,580,853 2,225,388 1,848,517 4,176,381 288,596 98,530 1,536,740 102,136 50,201 50,201 608 608 50,809 rr 115 Table 12.-National Defense Education Act, Title III, and National Foundation on the Arts and the Humanities Act, Section 12, Expenditures from All Sources and Percent of Total for Each Subject Area, Fiscal Year 1969 State Science ( 1 ) %, IA nthernaties ( a ) ( 2) 41. 103 History ( 3 ) `7,- ( e 1 Civic, ( 4 ) % (dl Geon. raptly ( 5) (X, ( e ) Economics % ( 6 ) -.-- ( 6 ) Total 957,390,532 i 37.1 58,700,451 5.7 $12,903,738 8.3 $2,227,981 1.4 $7.160,541 4.6 $1.400,000 0.9 Alabama 1,062,763 25.2 254,365 6,7 505,975 13.4 70,529 1.9 126,329 3.4 12,226 0.3 Alaska 74.3(0 28.9 5,087 2,3 8,891 3,5 2,129 0.8 4,135 1,0 0.0 Arizona 5:12.211 34.0 100,212 0.4 141,174 9.0 8,104 0.5 72.638 4.6 170 0.0 A rkansits 914.744 46.4 139.053 7.1 129,521 0.0 16,852 0.9 52.045 2,5 5.522 0.3 California 4,560.174 42.5 050,772 0.1 325,774 3M 25,342 0.2 259.122 2.4 60,907 0.4 Colorado 562.052 34,2 224,547 13.6 125,895 7.6 35.328 2.1 01.225 4,9 11,0(18 0.7 Connecticut 545.6,50 44.1i 73.109 0,0 89.072 7.3 10,301 1.3 100.370 8.2 -0- 0.0 Delaware. 151.294 45.7 11.000 11.3 35,01311 1(40 0.11 600 0.2 -0- 0.0 , Dist. of Columbia 48,015 14.0 49,592 14.6 -0- (40 -0- 0.0 40.730 14.6 0.0 1.548,573 26,5 228,730 3.9 491,463 0.4 54,511 0.9 146.841 2.5 5,424 0.1 Georgia 1.211.102 27.1 :177.929 0,4 274,162 0.1 257,01)0 5.7 279.049 6.2 214,249 4.8 Hawaii 119,000 12.2 27,032 04.515 6.6, 14,703 1,5 64.859 6.6 5.898 0.0 Idaho 250,002 610 25.059 :3,1, 72,301 10,1 14,000 2.0 33.774 4.7 -0- 0.0 I Ill nob 2.530,482 15.8 397,400 5.0 391,960 5.5 223,977 3.2 447.954 6.3 55.994 0.8 Indiana 1,306,255 5.0 57,302 .1,5 223,720 5.7 25,893 0.7 104,964 2,7 9,843 0.2 Iowa 707,138, 9.1 211,007 8,1 253,070 9.0 50,458 1.9 182,952 6.9 32,398 1.2 Kansas 600,906 16.4 104.167 5.7 103,604 5.7 19,934 1.1 70,161 3.9 14.846 0.13 Kentucky 1,277.029 10.0 173,508 6,3 133,024 4.8 10,222 0.7 81.383 2.9 2,990., 0.1 Louisiana 1,875,200 50.4 225,2140 0.1 311.008 8,4 26,938 0.7 116.1105 3.1 1.872 0.1 Maine 494.609 50.9 30,11ti 3,5 35,350 4.1 2,134 0.2 25.386 2.9 295 0.0 Maryland 754.762 29.2 253,015 11,8 340,012 13.2 16,707 0.7 181,781 7.0 8,596 0.3 MaSsachusetts 1.230,800 33.5 293,339 0.0 208,707 7.0 40.004 1.1 190,472 5.3 7,795 0.2 Michigan :1,672.420 :19,5 305:127 3.3 697.145 7.5 129,955 1.4 619.274 6.7 92.235 1.0 Min nesota 932.602 2144 174.312 5.5 360.070 11.4 81,170 2.6 223.058 7.0 20.792 0.7 Mississippi 714,592 :12.1 132.611 6.11 208,919 9.4 55.609 2.5 93.215 4.2 24,664 1.1 Missouri 1,110.790 35.3 192.123 6.1 362,009 11.5 89,162 2.8 130.494 4.1 8,928 0.3 Montana , 254.045 34.11 35,619 4.9 30,617 4.9 15,368. 2.1 30.399 4.2 3,875 0.5 Nebraska 665,095 07.5 49,149 4,1 148,175 7.6 28,504 2.5 59.588 5.1 22,559 2.0 Nevada 150,001 72.6 2,8041 1.2 9.102 4.6 333 0.2 11,536 5.6 -0- 0.0 New Hampshire 325.136 08.5 27.377 5.8 22,457 4.7 942 0.2 6,208 1.3 219 0.0 New Jersey 1,730.651 47.0 170.285 4.9 368.942 A.2 23,699 0.7 160.678 4.0 11,647 0.3 New Mexico 317.262 35.7 21,845 2.5 99.009 11.2 15,323 1.7 30,629 3.5 3,859 0.4 New York 2,318,530 27.9 591.932 7.1 967,901 11.6-, 89,44K 1.1 , 124,904 1.5 502,301 6.0 North Carolina 2.034.010 40.2 185,269 3,7 743.350 1.1.7 63,811 1.3 276.7g4 5.5 7,508 0.1 'North Dakota 3491521 46.4 30,508 57,501 7.6, 18,218 2.4 50,608 6.7 8,294 1.1 Ohio 1,900,239 23.6 514.113 0,2 1354.091 111.2 116,090 1.4 232.180 2.8 74,629 0.9 Oklahoma 574,260 27.2 142,749 0,8 190,610 9.0 33,829 1.6 97,753 4.6 16.629 0,8 O regal, 537.125 27.3 55,722 2.8 210,025 11.0 88,345 4.5 230,047 11,7 59,506 3.0 Pennsylvania .1..175,768 55.4 469,129 5.0 557,033 6.9 33,749 0.4 337,309 4,2 5.541 0.1 Rhode Island 270.501 .15.5 51.301 8.4 21.274 3.5 1,150 0.2 12,770 2.1 1,645 0.3 South Carolinn 1.260,970 43.9 154,606 5,3 201,01)5 9.8 23,000 0.8 159,572 5.6 1,082 0.0 South Dakota 270.047 56.5 2.020 0.5 5:1,23.1 10.8 349 0.1 1.299 0.3 21 0.0 Tennessee 1,418,495 39.4 221.933 6.2 324,717 9.0 24,233 0.7 214,119 6.0 4.440 0.1 Texas 3,854.148 41.2 448,574 504.518 0,2 99,000 1.1 375,362 4.0 28.356 0.3 Utah 510,513 47.1 37.951 3,5 108,070 10.0 15.7.17 1.5 50,588 4.7 2,414 0.2 Vermont 100,401 29.1 13.243 3.8 22,217 6,4 11,964 3.5 28.142 8.2 -0- 0.0 Virginia 1.430.835 39.9 160,504 4.5 335,912 9.3 30,058 0.8 205.955 5.7 0.0 Washington 601.675 26.9 112,401 5.0 311.081 15.2 ,. 53,578 2.4 255,805 11.4 30,811 1.5 ril West Virginia 548,592 29,5 198.378 10.7 175,311 9.4 19,900 1.1 132,021 7.1 1.945 0.1 Wisconsin 1,520,230 36.2 212.187 5,1 343.303 Si) 113.516 2.7 266.680 6,3 29,623 0.7 Wyoming 135.7413 40,9 9.6.13 3.3 16,891 5.8 034 0.2 15.721 5.4 556 0.2 Guam 23,671 24,0 0.0 18.750 19.0 -0- 0.0 0.0 -0- '0.0 Puerto Rico 699.587 45.1 60.462 3.9 04.111 5.4 9,169 0:6 38,071 2.4 0.0 Virgin Islands 13,408 13.1 22,000 21.6 052 0.0 -0- 0.0 -0- 0.0 0.0 Bureau of Indian Affairs 18.402 36.2 23,231 45.7 4,142 8.2 1,410 2.8 2.921 5.7 0.0 116' Y 5c Table 12.-National Defense Education Act, Title III, and National Foundation on the Arts and the Humanities Act, Section 12, Expenditures-from All Sources and Percent of Total for Each Subject Area, Fiscal Year 1969-Continued - State Modern Foreign Lantruages ( 7) 34/- ( g ) English ... ( 01 r4, 111) Reading (0) 3 (i) Industrial Arts , (10) tt. (j) Arts and Humanities 4.-1AJ ',le 1 k 1 Total (12) Total 08.381,012 5.4 513,277,257 8.0 521.670,245 14,6 $19,577,294 12.8 6862,722 0.6 5154,851,576 Alabama 118,258 3.1 467,572 12.4 ;31713000 25,7 76,375 1.7 21,844 0,6 3,776,197 Alaska 1,342 0.5 10.621 4.1 149,775 55.2 0 -0-- 0. 0 257,084 Arizona 18.521 1.2 57.549 7.6 .007.624 32.4 /21.,766 70.5)) 0,279 0.5 1,567,259 Arkansa, 100,985 5.4 105,059 10.1 41)7.1611 20.7 0.1) -0 11 1970,753 California 978,623 9.1 606.793 5.7 13405.420 17.5 1,414,372 13.2 68.071 0.))6 10.746,370 Colorado 131.724 8.0 159.972 9.7 14.41,557 11.7 111,175 6.0 9,340 0.0 1,648.443 Connecticut 70.907 0.3 88,557 7.7 157,526 16.2 27,033 2.2 7,623 0.7 1,222,300 Delaware 229100 6.6 '23200 3,7 0-- OM 97.000 29.3 1,914 0.6 331,008 Dist. of Columbia 49,701 14.5 50,333 14.1 41,000 12.2 50,477 14.8 2,050 0.6 341,957 Florida 159,077 3.2 446.979 7.7 2,754.166 40.1 342.583 5.8 58.097 1.0 5,866,446 Georgia 455.004 10,2 311.361 7.0 -t 15.227 9.3 654,652 14.0 24,888 0.6 4,476.214 Ha waii 8,792 0.9 131.864 13.5 505,537 51.6 19,734 2.0 - 16,571 1.7 979,301 Idaho 23,652 3.3 413758 5.7 140.538 19.7 103.582 14.4 4,144 0.6 716,280 Illinois 768.574 5,' 543,909 7,7 815,977 11.5 1,245.118 17.7 57,277 0,8 7,078,723 Indiana 167,522 4.2 I 15,08-1 7.7 5053101 14.5 1,216,278 :41.2 22,568 0.6 3.901,398 Iowa 68.238 2.3 205.087 7,5 343,540 13,0 511,855. 19.4 10,987 0.4 2,639,609 Kansas 90.612 5.0 7 87,577 4.5 245,371 13.5 408,727 22,5 10,303 0.6 1,815,301 Kentucky 128.078 4.6 216111 504.124 18.2 227.719 8.2 17,670 0.6 2,777,078 Louisiana 162,227 1.5 :11121 47: -114 754.541 9,5 457.493 12.3 23.260 0.6 3;721,466 Maine 45,774 5:3 78,372 4.44' 77,178 8.9 116,874 17.4 3,372 0.4 869,478 Maryland 219,181 9.8 250.449 10.0 356.019 13.9 5.9 13,776 0,5 2,586,325 Massachusetts 510.000 13.0 191,151 438.155 11,0 415621:09178 12.6 .. 17,546 0.5 3,677.3)60 Michigan 447.470 4.8 583.906 6.7 929.517 10.0 1,770.887 19.0 42,215 0.5 9,289,657 Minnesota 190,985 6.0 257,852 9.1 274,525 7.1 643,865 20.3 '17,737 0.7 3,176,806 Mississippi 54,590 2,-1 287,216 1231 371.063 16.7 268,267 12.1 14.044 0.6 2.224,798 Missouri 128,509 4.1 733.665 10.6 429.15:1 13,6 766.841 ii .6 -0- 0.0 3,155.430 Montana 24,233 3.3 13,163 5.9 99.729 13.7 184,517 25.2 3,843 0.5 731,206 Nebraska 59,921 5.2 71.923 7. 1 57,234 4.9 514584 4.4 7,077 0.6 1,160.612 Nevada 530 0.3 3.015 1.7 15,841 :31 8.758 CO 1.35.1 0.7 207,544 New Hampshire 56,173 11.9 5.685 1.2 25.162 5.3 0.0 5,290 1.1 474,652 New Jersey . 216.401 7.0 251,163 6.11 333.054 9,2 342,400 9.4 -0- 0.0 0 3,633,980 New Mexico 23.988 2,7 82.558 . 9.3 241.298' 27.2 45,603 5.2 5,447 887,812 New York 550.975 .6.8 951,412 11.4 851.080 10.2 12317.590 15.8 48,574 0.6 8,310,727 'North Carolina 1082789 33 457,419 9.0 585.797 17.6 207.570 4.1 26.908 0.5 6,060,025 North Dakota 36.202 4.5 -19,495 6.6 64.516 8,0 78,184 10.4 4,236 0.7 753,283 Ohio 223,888 2.G 13159,418 17.5 1.152,605 13.8 1,699190 20.4 48,194 0.6 8.740,340 Oklahoma 106,572 5.1 261,19:4 12.4 515,414 24.5 G196 08 0.0 2,108,075 Oregon 40.198 2.5 175,425 8.9 1793(24 9,1 :117611 :17) 188 . 8,6-30 1,971,366 Pennsylvania . 405,065 5.0 405.029 5.0 571,860 7.1 767,305 0.5 46.185 0.6 8,077,783 Rhode Island 82.034 13,4 62,770 10.2 74,214 534 67,287 10.3 3,278 0,5 612,286 South Carolina 90,103 3.1 260,778 9.1 ' 510.755 17.5 112,703 3.9 17,610 o.6 2,871,324 South Dakota 9.229 1,9 27,224 5.5 10,573 106.445 21.6 3.662 0,7 497.901 Tennessee 135,174 3.8 3;- :35 9.7 584.301 16.2 306,095 8.5 15,880 0.4 3.597,695 Texas Utah 700,734 25,772 7.5 2.2 95 ; .4404 95.541 1)1.2 9.2 1 .10117; 4-41,12-445, 15.1 544,472 119.946 11.0 11.1 53,786 00..66 9,362,622 1,084.234 Vermont 7,248 2.1 2:1,007 5.7 47,547 13,9 88,487 25.7 2,152 0.6 344,767 Virginia 164,815 4.6 471,577 13.1 272,779 7.7 510,167 14.2 22,794 0.0 3,603,646 Washington 105,4001 -1.7 209,001 9.) 291.766 13 3 217.806 9.7 12.645 0.5 2,238,033 West Virginia 43,165 2,3 220.211 11.9 776.936 20.7 132,052 .7.1 0.555 0.5 1,858.072 Wisconsin- 254.258 6.1 781,044 0,1 385.859 9.2 669.102 15.9 20.016 0.5 4,196.398 Wyoming 4.169 1.5 30.480 10.5 211.115 H. 1 45,684 15.8 840 0.3 289,4:36 Guam . 19,387 15.7 11.772 12.0 24,950 25,3 -0 -- 11.0 -0- 0.0 08,530 Puerto Rico 5.962 0.4 37,703 2.-) 9:4.379 6.0 508.296 72.8 14,780 1,0 1,551,520 Virgin islands 9,774 9.2 5,457 523 35,118 37.7 12.872 12.7 --0-- 0.0 102.136 Burcau of Indian A (Ta I rs --1) 0.0 -0- 0.0 95 0.2 0.0 608 1.2 50,809 117 - 5 , Table 13.National Defense Education Act, Tit le-1II, and National Foundation on the Arts and the Humanities Act, Section 12, Ranking of States by Percentage of Tytal Amount Spent for Subject Areas, Fiscal Year 1969 State Science Mathematics History Civics Geography Modern Foreign Economics Languages English Reading Industrial Arts and Arts Humanities Total (40) (48) (48) (46) (48) (38) (4g) (18) (48) (44) (44) Alabama 40 12 4 16. 34 18 :if, 7 4 44 20 -Alaska 30 45 47 30 44 4.6 42 I. t 35 Arizona 31 13 21 :18 27 37 45 3 34 Arkansas 9 10 32 28 40 21 15 i 15 7 ---1 California 17 19 48 41 42 If 9 35 3 22 9 Colorado Connecticut 15 20 29 21 4 12 27 6 42 14 Delaware 12 41 11 48 11 44 _ . 1 :1 22 Dist: of Columbia Georgia 4)4 44 2r 35 l 1' 15 2 26 2 28 28 34 17 18 16 30 Hawaii 49 44 31 18 12 14 3 " 43 I' Idaho 26 is 13 14 25 :11:r 1' 34 10 18 Illinois 27 25 39 4 14 10 17 25 29 13 5 Indiana 29 46 37 34 :19 1I3 L3 28 24 18 2 21 Iowa 38 7 15 15 6 , 39 43 26 10 42 Kansas 23 24 38 24 9 21 39 24 6 26 Kentucky 11 I4 42 :15 it) 25 26 10 33 S' Louisiana 7 17 22 32 i3 27 40 24 12 Maine Maryland .. .1 36 :42814' 45 5 40 :2111.10;iil: 6 8 16 17 16 7 41 16 :3iIiii 20 2t 37 43..' 31 Massachusetts 32 25 23, 24 3 37 .27 23 37 Michigan 21 28 11 27 22 30 32 11 39 Minnesota 35 26 8 7. 13 I4 . 21 40 9 29 Mississippi 33 21 17 29 25' 38 5 14 25 II Missouri 18 7 31 20 29 11 23 26 I Montaha 30 30 41 30 15 32 33 22 5 35 Nebraska 34 27 24 4 48 31 46 38 15 Nevada 47 44 45 10 48 47 37 40 7 New Hampshire 23 43 43 46 34 5 48 45 3 New Jersey New'Mexico New York 41 9 a 25 45 l 10 10 30 15 17 North Carolina 10" 37 3 22 21 28 31 22 12 39 32 North Dakota 10 31 26 11 10 7 23 32 30 27 28 Ohio 47 16 12 20 38 8 6 :119 1' 21 8 23 Oklahoma 43 11 '19 .. 17 26 11 6 6 34 Oregon 42 43 9 2 2 3 37 23 36 .- 12 41 Pennsylvania 6 22 30 28 32 20 38 42 30 25 Rhode Island 1:1';' 6 46 43 22 4 -13 44 28 33 South Carolina 1 6 27 14 20 35 34 20 11 41 19 South Dakota 5 48 10 46 47 38 42 36 47 7 6 Tennessee 22 15 20 27 if 29 30 17 15 32 40 Texas 18 32 34 33 32 19 9 14 17 31 24 Utah Vermont 37 36 33 3 5 _. i 41 20 19 4 13 Virginia 20 3 18 29 18 1 26 '4 41. 20 10 Washington 45 293 2 12 :4 5 24 18 25 .29 27 West Virginia 34 -3 16 26 6 31 40 9 8 36. 36 Wisconsin 24 28 23 7 13 ' 12 13 19 35 14 38 Wyoming 8 40 -36 42 22 26 43 12 31 16 44 American Samoa Guam 46 Puerto Rico Virgin Islands) .14 35 40 37 41 47 46 43 4 Bureau of Indian Affairs . 25 1' 24 6 17 48 2 Highest in Each Category. No funds expended. All Slates in this category ranked below last'number shown. (as of March 15, 1970) 118 5;