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10 Department of Health, Education, and Welfare: Education Agencies Education is the largest social knowledge production and application policy area in the Department of Health, Education, and Welfare. In fiscal 1977, the three education agencies obligated nearly $313 million in social knowledge production and application activities. The educa- tion policy area accounts for 43 percent of the department's total social knowledge production and application obligations. The three agencies constituting the Education Division of HEW are: Office of the Assistant Secretary for Education, which is responsible for the general direction and supervision of the Education Division. The office consists of the following components: the National Center for Education Statistics, the Fund for the Improvement of Postsec- ondary Education, and the Office of the Assistant Secretary. Office of Education (OE), which is responsible for aiding the public in the establishment and maintenance of efficient school systems and promoting the cause of education. The agency also has responsibility for administering programs of federal financial assistance for educa- tion. National Institute of Education (NIE), which provides support for research, development, and dissemination activities that seek solutions to the problems of students, teachers, administrators, and decision makers at all levels of education. 195
196 SURVEY OF FEDERAL AGENCIES TABLE 10-1 Education Agencies that Support Social Knowledge Production and Application: Profile (fiscal 1977, Smillions) Predominant Organizalional Localion of Total Social Social Social Knowledge Knowledge Knowledge Production Production Production and and and Application Application Application Primary Goal Agency Obligations Activity Activity0 or Audience" Office of 200.3 Demonstrations Operaling Knowledge for Education agency third parties National 95.0 Research/ R&D agency Improvement of Institute of demonstrations federal policies Education Assistant 17.6 Research Mixed Mixed Secretary for Education TOTAL 312.9 "See Chapter 2 for a more detailed discussion. Table 10-1 lists the three agencies and their fiscal 1977 obligations. OE has the largest figure for social knowledge production and applica- tion obligations, accounting for more than 60 percent of the Education Division total. It is important to note that the creation of NIE in 1972 as an educational R&D agency did not diminish OE'S role as a major funder of social knowledge production and application. While some of the research activities of OE were transferred to ME, OE continued to foster innovation and reform through the use of demonstrations and the development of materials. For Further Information For detailed analyses of the funding of educational research and development in the federal government, see 7976 Databook: The Status of Educational Research and Devel- opment in the United States. R&D System Support Division, 1976; and R&D System Studies Technical Reports: 7975 Federal Funding for Education Knowledge Production and Utilization: A Composite Estimate, by Agency, Using Four Data Bases (Number 1); Federal Funding for Education, Knowledge Production and Utilization: KPU Function, by Agency (Number 2); and 7975 Federal Funding for Education, Knowledge Produc- tion and Utilization: Project Content and Performer, by Agency (Number 3). These four documents are publications of NIE and can be obtained from the National Institute of Education. Department of Health. Education, and Welfare, 1200 Nineteenth Street, N.W., Washington, D.C. 20208.
HEW: Education Agencies 197 ASSISTANT SECRETARY FOR EDUCATION Social Knowledge Production and Application Obligations (Sthousands) Knowledge Production Activities Knowledge Application Activities Policy Policy Formula- Program General Implemen- Develop- Fiscal Re- tion Dem- Evalu- Purpose tation Dem- ment of Dissem- Year search onstratkms ation Statistics Total onstrations Materials ination Total TOTAL 1975 7.513 336 2.903 10.752 4.700 345 5.045 15.797 1976 8.086 A 4.199 I2.345 4.140 376 4.516 16.861 1977 9.382 4.275 13.657 4.000 4.000 17.657 The Office of the Assistant Secretary for Education is responsible for both the direction and supervision of the Education Division of HEW and the coordination of educational activities performed elsewhere in the department. As part of its function, the Office of the Assistant Secretary for Education serves to ensure that the department provides professional and financial assistance to strengthen education in ac- cordance with federal laws and regulations. In addition, the assistant secretary serves as the principal adviser to the secretary of HEW on education affairs. Table 10-2 lists the components of the Office of the Assistant Secretary for Education. The assistant secretary for education chairs the Federal Interagency Committee on Education (FICE), which functions to improve coordina- tion of the educational activities of federal agencies; to identify the nation's educational needs and goals; and to advise and make recom- mendations on educational policy to the secretary of HEW. FICE in- cludes the Subcommittee on Educational Research, Development, Dissemination and Evaluation. In March 1977, the subcommittee pub- lished a report, Federal Educational Research, Development, Dis- semination, and Evaluation Efforts, which is available from the Office of the Assistant Secretary for Education. For Further Information Write Assistant Secretary for Education, Department of Health, Education, and Wel- fare. 200 Independence Avenue, S.W., Washington, D.C. 20202.
198 SURVEY OF FEDERAL AGENCIES TABLE 10-2 Office of the Assistant Secretary for Education Agencies that Support Social Knowledge Production and Application: Profile (fiscal 1977, $millions) Organizational Predominant Location of Total Social Social Social Knowledge Knowledge Knowledge Production Production Production and and and Application Application Application Primary Goal Agency Obligations Activity Activity or Audience* Fund for the 5.0 Development of Operating Knowledge for Improvement materials agency third parties of Postsecond- ary Education National Center 11.7 Research/ Statistical Collection of for Education general purpose agency statistics Statistics statistics Office of the s Research Policy-making Improvement of Assistant office federal policies Secretary for Education TOTAL 17.6 "See Chapter 2 for a more detailed discussion. FUND FOR THE IMPROVEMENT OF POSTSECONDARY EDUCATION Social Knowledge Production and Application Obligations (Sthousands) Knowledge Production Activities Knowledge Application Activities Policy Policy Formula- Program General Implemen- Develop- Fiscal Re- tion Dem- Evalu- Purpose tation Dem- ment of Dissem- Year search onstrations ation Statistics Total onstrations Materials ination Total TOTAL 1975 1.161 336 M97 4.700 345 5.045 6.542 1976 1.000 60 1.060 4.140 375 4.516 5.576 1977 1.000 1.000 4.000 4.000 5.000 The Fund for the Improvement of Postsecondary Education (FIPSE) was established in 1972 to encourage the reform and improvement of postsecondary education through the support of innovative projects at the local level. Grants and contracts are awarded to postsecondary educational institutions and agencies to support projects that demon-
HEW: Education Agencies 199 MI ate new and exemplary approaches to postsecondary education or add to the understanding of existing successful approaches. The fund operates more in the mode of a private foundation than an R&D agency. FIPSE supports projects in real situations that are in- tended to bring about tangible results. The fund can be viewed as a source of "seed money" for innovative projects. This strategy was developed as an alternative to the traditional R&D approach to bring about improvements in education. FIPSE represents another borderline case in the Study Project survey. How much of its $11.5 million total budget in fiscal 1977 should be included as social knowledge production and application? Into what knowledge production and application categories do fund activities fall? Should "innovative projects" funded by FIPSE be labeled "dem- onstrations"? After close examination of the FIPSE program, it was decided that the majority of activities funded fall outside the Study Project's definition of social knowledge production and application. Instead of "demonstrations," the majority of activities of FIPSE were viewed as "local development"ânot a social knowledge production and application activity and thus excluded. Local development ac- tivities are an attempt to build and improve capacity at the local level. While national applicability and the building of knowledge may be evident in these projects, they are of secondary importance; of prime importance is the improvement of local capacity. Research Some activities of FIPSE, particularly research, were found to fit into a knowledge production and application framework. While the fund does not encourage proposals for basic research in education and does not view itself as a research funding agency, it does entertain proposals for policy-oriented studies and feasibility studies that are clearly re- lated to postsecondary education reform. Examples of such research are: o a study of the ways in which states allocate scarce resources to institutions of higher learning and the development of criteria for states to use in such cases; o a study of competence-based learning programs; o a study of the impact and effectiveness of alternative under- graduate colleges; and o a feasibility study of allocating state funds to universities on the basis of performance criteria that would serve as an incentive for the improvement of instructional performance.
200 SURVEY OF FEDERAL AGENCIES Development of Materials A major goal of FIPSE is to extend effective educational opportunities to those not adequately served by the system. Other goals are to improve instruction for more effective education and provide learners with marketable skills. All these goals frequently require the development of new curriculum materials. To this end, FIPSE supports the development of materials. Examples of such projects are: o development of self-paced curricula materials on statistical re- search methods; o development of a competency-based curriculum on community development; o development of models and self-paced curricula for mental health workers; o development of Career Competence Curricula Portfolios as an al- ternative to traditional degree programs; and o development of instructional materials uniquely adapted to the needs of the Spanish-speaking community. For Further Information For more information on the activities of FIPSE, see Resources for Change, A Guide to Projects 1976-77; Fund for the Improvement of Postsecondary Education Program In- formation and Application Procedures, which are publications of FIPSE, or write Fund for the Improvement of Postsecondary Education, Department of Health, Education, and Welfare. 400 Maryland Avenue, S.W., Washington, D.C. 20202. NATIONAL CENTER FOR EDUCATION STATISTICS Social Knowledge Production and Application Obligations (Sthousands) Knowledge Production Activities Knowledge Application Activities Policy Policy Formula- Program General Implemen- Develop- Fiscal Re- tion Dem- Evalu- Purpose tation Dem- ment of Dissem- Year search onstrations ation Statistics Total onstrations Materials ination Total TOTAL 1975 5.390 2.903 8.293 8.293 1976 6.124 4.199 10.323 10323 1977 7.420 4.275 1 1 .695 11.69? The National Center for Education Statistics (NCES) was established in 1965 in the Office of Education and given the charge to develop and provide comprehensive statistics about the state of education in the
HEW: Education Agencies 201 United States. In 1974, NCES was detached from the Office of Educa- tion and placed directly under the Office of the Assistant Secretary for Education. At the same time, the mission of the center was enlarged to include not only data collection but also analyses and interpretation of education statistics. Currently, NCES has the following responsibilities: o to collect and report full and complete statistics on the condition of education in the United States; o to conduct and publish reports on specialized analyses of the meaning and significance of such statistics; o to assist state and local educational agencies in improving and automating their statistical and data collection activities; and o to review and report on educational activities in foreign countries. Since many of the activities of NCES are now one-time studies and surveys to meet the immediate needs of policy makers, the Study Proj- ect felt that it would be more appropriate to classify many of these activities as research, rather than to consider all of the agency's obliga- tions as general purpose statistics. Research The center currently conducts many special studies and analyses that we have classified as research. Studies mandated by Congress include examinations of the following subjects: bilingual education, measures of poverty, alternative methods for updating the basis of distribution of Title I of the Elementary and Secondary Education Act, the impact aid program, sex discrimination in education, athletic injuries, and safe schools. In addition, research is continually conducted to develop statistical techniques to solve conceptual and measurement problems in surveys and analyses. A major activity of NCES is the National Longitudinal Study of the High School Class of 1972. This effort is designed to provide informa- tion on the experiences of a national sample of students as they move out of the high school system into postsecondary activities, get mar- ried, go to vocational school, or become unemployed. The center also supports the National Assessment of Education Progress, an annual survey of the knowledge, skills, understanding, and attitudes of certain groups of young Americans. These surveys measure achievement and report changes at regular intervals. The data highlight categories of students whose performance in a given subject meets or falls short of national educational expectations and reveal strengths or weaknesses within each subject.
202 SURVEY OF FEDERAL AGENCIES General Purpose Statistics A primary function of the center is still the collection of general pur- pose statistics portraying the condition of education in the United States and abroad. These data enable the center to assess changing trends in education. Educational statistics are collected on: o elementary and secondary education, which includes data on en- rollment, finances, racial composition, teachers and other instructional staff, etc.; o higher education, which includes data on enrollment, staff, number of degrees, finances, facilities, etc.; o adult and vocational education, which includes data on partici- pation, teacher and student characteristics, etc.; and o multilevel library surveys, which includes data on the number of public libraries, college and university libraries, elementary and sec- ondary school libraries, and other libraries. The principal periodic reports of the center are presented in Table 10-3. TABLE 10-3 Principal Periodic Reports of the National Center for Education Statistics Digest of Educational Statistics (annual) Projections of Educational Statistics (annual) Statistics of Trends in Education (annual) Bond Sales for Public School Purposes (annual) Education Directory: Public School Systems (annual) Offerings and Enrollments in Public Secondary Schools (occasional) Preprimary Enrollment (annual) Statistics of Local Public School Systems (annual) Statistics of Public Elementary and Secondary Day Schools (annual) Statistics of Nonpublic Elementary and Secondary Schools (quinquennial) Statistics of State School Systems (biennial) Earned Degrees Conferred (annual) Education Directory: Higher Education (annual) Full Enrollment in Higher Education (annual) Financial Statistics of Institutions of Higher Education (annual) Numbers and Characteristics of Employees in Institutions of Higher Education (occasional) Residence and Migration of College Students (occasional) Students Enrolled for Advanced Degrees (annual) Library Statistics of Colleges and Universities (biennial) Adult Basic Education Program Statistics (annual) Participation in Adult Education (occasional) SOURCE: Statistical Policy Division. Office of Management and Budget. Statistical Services of the United States Government, 1975 Revised Edition, pp. 182-183.
HEW: Education Agencies 203 For Further Information See Projects, Products and Services of the National Center for Educational Statistics, a publication of NCES, or write National Center for Educational Statistics, Department of Health. Education, and Welfare, 400 Maryland Avenue, S.W., Washington, D.C. 20202. OFFICE OF THE ASSISTANT SECRETARY FOR EDUCATION Social Knowledge Production and Application Obligations (Sthousands) Knowledge Production Activities Knowledge Application Activities Policy Policy Formula- Program General Implemen- Develop- Fiscal Re- tion Dem- Evalu- Purpose tation Dem- ment of Dissem- Year search onstrations ation Statistics Total onstrations Materials ination Total TOTAL 1975 962 962 962 1976 962 962 962 1977 962 962 962 Research In order to provide the assistant secretary with a resource for in-depth and sustained pob'cy analysis, the Office of the Assistant Secretary for Education supports three policy research centers, which carry out pol- icy research on: o elementary/secondary school finance and education delivery sys- tems, which includes research on the federal role in elementary/ secondary school finance, alternative education delivery systems, etc.; o postsecondary education, which includes the study of postsecon- dary education finance, the school-to-work transition, and adult educa- tion; and o education of special-needs groups, which includes research on the identification of special-needs groups, issues in compensatory educa- tion, and the extent and effects of racial segregation in the schools. The office has a unique working relationship with the three centers. Research conducted at the three centers includes both long-term analysis and short-term research in response to the assistant secre- tary's information needs. A work statement is developed every six months between the assistant secretary's office and each of the three centers. Topics of analysis are defined in these statements, and specific tasks with explicit deadlines are assigned to each center. Some state-
204 SURVEY OF FEDERAL AGENCIES ments require the building of data models to examine effects of alterna- tive policy decisions. The general function of the policy research cen- ters is to analyze and synthesize existing information in a policy- relevant form. For Further Information Write Office of the Assistant Secretary for Education, Department of Health. Education, and Welfare, Rm 314-G, Hubert Humphrey Building, 200 Independence Avenue, S.W., Washington, D.C. 20201. NATIONAL INSTITUTE OF EDUCATION Social Knowledge Production and Application Obligations (Sthousands) Knowledge Production Activities Knowledge Application Activities PoHcy Policy Formula- Program General Implemen- Develop- Fiscat Re- tion Dem- Evalu- Purpose tation Dem- ment of Dissem- Year search on s tret ions ation Statistics Total onstrations Materials inaiion Total TOTAL 1975 11.700 38.034 241 49.975 I7JI5 6.330 23.845 73.820 1976 21.828 24.003 143 45.974 2.655 15.436 10.229 28.320 74.294 1977 31.878 29.484 172 61.534 3.19 6 13.432 16.838 33.466 95.000 The National Institute of Education (NIE) was established by Congress in 1972. The creation of the institute was the culmination of several years of bipartisan efforts to establish a separate organization within HEW devoted exclusively to education R&D. The institute was given four major responsibilities: o to help solve or alleviate the problems of American education and to promote its reform and renewal; o to advance the practice of education as an art. science, and profes- sion; o to strengthen the scientific and technological foundations of edu- cation; and o to build an effective educational research and development sys- tem. The institute is now the fourth-largest agency funder of social knowl- edge production and application and funds approximately one-fourth of all the educational social knowledge production and application ac- tivities in the federal government.
HEW: Education Agencies 205 The fiscal 1977 figure for NIE includes a $5-million transfer from the Office of Education to NIE for a study of the Title I Compensatory Education Program. Thus, NIE'S fiscal 1977 total figure is $5 million larger than the President's fiscal 1977 budget request. It should also be noted that instead of including administrative expenses as a separate division of NIE, the Study Project allocated those funds to each divi- sion. Table 10-4 presents the working groups of NIE and their fiscal 1977 social knowledge production and application obligations. For Further Information See Catalog of NIE Education Products, vols. 1 and 2; Educational Research: Limits and Opportunities, Third Annual Report of the National Council on Educational Re- TABLE 10-4 National Institute of Education Working Groups that Support Social Knowledge Production and Application: Profile (fiscal 1977, Smillions) Predominant Total Social Social Knowledge Knowledge Production Production and and Application Application Group Obligations Activity Basic Skills 19.8 Development of materials Dissemination and Resources Education and Work 17.1 10.4 Educational Equity 16.2 Finance and Productivity 15.5 School Capacity for Problem 7.6 Solving 8.2 Dissemination Policy formulation demonstrations Research Policy formulation demonstrations Policy formulation demonstrations Other activities TOTAL 95.0 Policy formulation demonstrations
206 SURVEY OF FEDERAL AGENCIES search; Educational Research in Progress: Fundamental Research and the Process of Education, Report to the National Institute of Education by the National Research Council. These documents are publications of NIE. Or write National Institute of Educa- tion. Department of Health, Education, and Welfare, 1200 Nineteenth Street, N.W., Washington. D.C. 20208. BASIC SKILLS GROUP Social Knowledge Production and Application Obligations (Sthousands) Knowledge Production Activities Knowledge Application Activities Policy Policy Formula- Program General Implemen- Develop- Fiscal Re- tion Dem- Evalu- Purpose tation Dem- ment of Dissem- Year search onstrations ation Statistics Total onstrations Materials ination Total TOTAL 1975 4.642 3.877 8.519 12.279 12.279 20.798 1976 5.778 2.047 7.825 10.521 10.521 18,346 1977 7.891 2.535 10.426 9.345 57 9.402 19.828 The goal of NIE'S Basic Skills Group is to provide American educators with the tools necessary to make further progress in helping all indi- viduals acquire those literacy skills and other skills necessary for effec- tive participation in society. The group is responsible for funding re- search on the teaching and learning of basic subjects (emphasis placed on reading and mathematical skills) and the measurement of student progress. Research The group's research activity is geared to studying how children learn, how teachers teach basic skills, and how this learning and teaching should be evaluated. Specific projects have focused on reading com- prehension; how teaching skills vary by the subject taught; and devel- oping ways to overcome test bias in measuring minority student per- formance. Research is supported on analyzing the effect of court decisions on education, with emphasis on the contribution that social science research can make in formulating such decisions. In addition, the group is supporting the establishment of a center for the study of reading, which will assist educators, researchers, and education policy makers in dealing with problems related to reading and reading instruc- tion. Policy Formulation Demonstrations The basic skills program sponsors experimental work in developing testing materials that will ascertain precisely how well an individual has
HEW: Education Agencies 207 mastered a skill or subject. Because these projects are experimental and involve much testing, they have been classified as policy formula- tion demonstrations. Development of Materials The largest portion of the Basic Skills Group budget is devoted to curriculum development. By providing new materials for classroom instruction, the group expects to provide a sound basis for the im- provement of education and equal educational opportunity. The devel- opment of basic skills materials is planned by NIE in conjunction with the nation's educational practitioners and researchers. The group has supported the development of curriculum skills programs for kinder- garten through sixth grades, which are now being used in over 2,200 schools. New programs of individualized instruction have been funded. The regional educational laboratories and R&D centers have received funds to develop materials that can be readily used in schools. DISSEMINATION AND RESOURCES GROUP Social Knowledge Production and Application Obligations (Sthousands) Knowledge Production Activities Knowledge Application Activities Policy Policy Formula- Program General Implemen- Develop- Fiscal Re- tion Dem- Evalu- Purpose tation Dem- ment of Dissem- Year search onstrations ation Statistics Total onstrations Materials ination Total TOTAL I97S 693 an 6.240 6.240 6.933 1976 40 4AY 10.229 10.229 10.698 W77 345 34 < 16.781 16.781 17.126 The Dissemination and Resources Group is responsible for improving the dissemination and utilization of knowledge for solving educational problems. Its activities include the study, evaluation, and improvement of the capacities of institutions to provide and use knowledge in im- proving education. Research The group supports research to monitor the nation's educational R&D system, analyze its strength and weaknesses, and recommend needed improvements. Research is also supported to identify and assess ways in which local systems can effectively use the results of educational R&D to improve educational practice.
208 SURVEY OF FEDERAL AGENCIES Dissemination The group supports a wide range of dissemination activities. The in- creased obligations over the past three years reflect the growing emphasis being placed on dissemination as a major activity of the insti- tute. Types of dissemination activities fall into the following three clus- ters. CREATION OF DISSEMINATION NETWORKS The group has given grants to over 20 states to support the development of comprehensive dissemi- nation programs. A dissemination capacity is also being built by sup- porting state education agencies, professional associations, and other key linkage agencies in education. DOCUMENTATION, REFERENCE, AND INFORMATION SERVICES The gTOUp supports 16 Educational Resources Information Centers (ERIC) Clearinghouses that collect, screen, synthesize, and disseminate in- formation and reports on work in selected areas of education. An in- house effort produced a catalog of all the products of past NIE pro- grams. Research-based publications geared to the needs of practicing educators have been supported. TECHNICAL ASSISTANCE The group provides technical assistance sup- port to educators in adopting or adapting verified practices and prod- ucts. The group assists other NIE organizations in designing and devel- oping strategies for dissemination and diffusing the results of NIE de- velopments, including the management of the NIE copyright program. EDUCATION AND WORK GROUP Social Knowledge Production and Application Obligations (Sthousands) Knowledge Production Activities Knowledge Application Activities Policy Policy Formula- Program General Implemen- Develop- Fiscal Re- tion Dem- Evalu- Purpose tation Dem- ment of Dissem- Year search onstrations ation Statistics Total onstrations Materials ination Total TOTAL 1975 132 13.869 MI 14.242 1.146 90 1.236 15.478 1976 1.617 10.582 143 12,342 1.348 1.348 13.690 1977 2.707 5.512 143 8.362 2.098 2.098 10.460 The Education and Work Group is responsible for carrying out a pro- gram to improve the preparation of youth and adults for entering and
HEW: Education Agencies 209 progressing in careers. The group develops and tests projects that in- crease understanding of the issues associated with education and work. Research The group supports research on a variety of topics related to education and work. Research on the process of career development is sup- ported. Research is conducted on the socialization and decision- making processes as they affect career development. An example of a socialization study is research on how children's early attitudes and aspirations about the world of work are formed. Other studies analyze how these attitudes and aspirations affect later education and occupa- tional decisions and how educational programs can more effectively intervene in the career decision process. Other studies are aimed at determining the role that the federal government should play in foster- ing skill acquisition. Policy Formulation Demonstrations A major activity is the support of pilot programs that will develop the skills and abilities necessary for successful entry and progress in careers. Several demonstration projects were completed during fiscal 1975 and fiscal 1976, hence the decrease in funds for fiscal 1977. Exam- ples of these demonstrations are described below. THE EXPERIENCE-BASED CAREER EDUCATION PROGRAM ThJS prOJCCt was to develop and test an alternative approach to completing the final years of high school. The program allowed high school students to explore a variety of careers through unpaid jobs in the community while maintaining a full academic program. ALTERNATIVE HIGH SCHOOL FOR llTH AND 12TH GRADE SCHOOL DROP- OUTS This program helped students by providing career education and an academic program leading to a high school degree and entry into further technical training, college, or a job training program. RURAL RESIDENTIAL CAREER EDUCATION PROGRAM ThJS program Of- fered low-income families in six western states assistance in making decisions about entering or reentering the labor market, obtaining career education, or acquiring a postsecondary degree.
210 SURVEY OF FEDERAL AGENCIES Development of Materials Another major activity is support for materials development in career education. Simulation models have been developed to assist students in learning about careers. A career decision making program for high school students was developed, which included career information guides and background materials. A television series for students in grades four to six was developed on career awareness. More effective guidance and counseling materials have also been developed. EDUCATIONAL EQUITY GROUP Social Knowledge Production and Application Obligations (Sthousands) Knowledge Production Activities Knowledge Application Activities Policy Policy Formula- Program General Implemen- Develop- Fiscal Re- tion Dem- Evalu- Purpose tation Dem- ment of Dissem- Year search onstrations ation Statistics Total onstrations Materials ination Total TOTAL 1975 5.693 5.693 2.772 2.772 8.465 1976 8.203 212 8.415 2.627 2.627 11.042 1977 12.546 1.695 14.241 1.989 1.989 16.2M The Educational Equity Group conducts research and other activities to investigate and develop ways to help educators meet their respon- sibilities in providing a high-quality education for students whose op- portunities have been limited because of their home language, culture, race, ethnicity, sex, socioeconomic background, conduct problems, or because they are not profiting from a typical school environment. The programs address the problems of students who are least well served by the education system. Research Research activities are carried out in the following areas. RESEARCH ON WOMEN The program has conducted the following studies: a 10-year review of the sex role literature; a survey of women's participation and rewards in the educational research community; the development of a model of achievement patterns of women and their relationship to problems of adulthood; and the development of a theoretical model to explain sex segregation of social institutions.
HEW: Education Agencies 211 COMPENSATORY EDUCATION This program carries out comprehensive studies and evaluation of compensatory education programs such as Title I of the Elementary and Secondary Education Act and other programs that deal with the disadvantages of students with low socioeconomic status. DESEGREGATION STUDIES This area carries out a program of research to investigate problems associated with school desegregation and to seek solutions to help educators determine the best ways to educate students in desegregated settings. SCHOOL DISCIPLINE STUDIES This area carries out research to investi- gate and seek solutions to problems associated with disruption, crime, and student conduct problems in schools. Development of Materials The Educational Equity Group also supports the development of cur- riculum materials for disadvantaged students. The multicultural/ bilingual division carries out a program to address the problems of students whose native language is not English, who speak a nonstan- dard dialect of English, or whose culture differs significantly from that of the majority of American students. This group has developed criter- ion reference tests to assess children's competence in reading Spanish for kindergarten through grade six. New bilingual curricula have also been developed to improve bilingual instruction. Two catalogs of bilin- gual curriculum materials have also been developed to assist schools. FINANCE AND PRODUCTIVITY GROUP Social Knowledge Production and Application Obligations (Sthousands) Knowledge Production Activities Knowledge Application Activities Policy Policy Formula- Program General Implemen- Develop- Fiscal Re- (ion Dem- Evalu- Purpose tation Dem- ment of Dissem- Year search onstrations ation Statistics Total onstrations Materials ination Total TOTAL I91i 19.543 19.543 19.543 1976 4.383 8.165 12.548 2.655 2.655 15.203 1977 5.988 8.546 29 14.563 897 897 15.460 The Finance and Productivity Group is responsible for carrying out a program to improve the effectiveness and efficiency of educational
212 SURVEY OF FEDERAL AGENCIES institutions. The program is designed to assist state and local education institutions to provide high-quality education in an era when enroll- ments are declining or changing, costs are continuing to rise, and courts and other public bodies are requiring new distributions of educa- tional funds. Research Research is funded on the management, organization, and alternative educational delivery systems. Studies have been made of alternative financing reforms in achieving more equal standards of educational equity. Other studies have looked at competence concepts, the eco- nomics of education, and organizational studies aimed at examining the behavior of schools. Policy Formulation Demonstrations The Finance and Productivity Group has developed and field-tested alternative financing and management arrangements aimed at improv- ing institutional responsiveness. The decrease in fiscal 1975 to fiscal 1976 funds is accounted by the completion of some of the experimental programs that were transferred to NIE from the Office of Education and the Office of Economic Opportunity. The largest demonstration pro- gram funded by the group was the experimental school project. Dem- onstrations were planned, organized, and administered to test the effects of changes in school and school systems involving a wide spec- trum of components such as new administrative procedures, cur- riculum materials, governance structures, and instructional methods. Local school systems designed the experiments, which were aimed at improving the quality of education offered to its students. Another large demonstration project supported telecommunications satellites to demonstrate and test the effectiveness of improved access to education for those geographically isolated from schools.
HEW: Education Agencies 213 SCHOOL CAPACITY FOR PROBLEM SOLVING GROUP Social Knowledge Production and Application Obligations (Sthousands) Knowledge Production Activities Knowledge Application Activities Policy Policy Formula- Program General Implemen- Develop- Fiscal Re- bon Dem- Evalu- Purpose tation Dem- ment of Dissem- Year search onstrations ation Statistics Total onstrations Materials ination Total TOTAL 1975 540 745 1.285 1.318 1.318 2.603 1976 781 2,290 3.071 940 »40 4.011 1977 862 4.494 5.356 2.299 2.299 7.655 The School Capacity for Problem Solving Group is responsible for identifying and understanding how school systems develop the capac- ity for problem solving and finding ways to help other schools to do so. The program's goal is providing knowledge to states and localities on how to build capacity for sustained improvements and for generating reform and renewal at the local level. The program was established to help schools develop those organizational skills so that they will be able to improve their performance. Research The program supports research to study and assess the effectiveness of selected organizational strategies in initiating and sustaining school improvements. Policy issues related to problem solving are identified and studied. The group funds research to examine the basic processes underlying school organization and strategies. Policy Formulation Demonstrations A major activity of the group is funding demonstrations that support a variety of locally based projects aimed at some aspect of problem solving. One project, for example, is aimed at involving the community in making school decisions. Another assisted teachers in expanding their role. The largest demonstration project was devoted to studying the ef- fects of specific organizational strategies and analyzing the various problem-solving strategies being tried out in nine urban schools. As a consequence, the group funded a project to develop ways for helping other states and localities learn from the nine urban school demonstra- tions and modify problem-solving strategies to suit their own circum- stances. The group is attempting to build informal networks of educa- tors and community members as a means of spreading new ideas and problem-solving approaches.
214 SURVEY OF FEDERAL AGENCIES NATIONAL INSTITUTE OF EDUCATION: OTHER ACTIVITIES Social Knowledge Production and Application Obligations (Sthousands) 1976 1977 Knowledge Production Activities Knowledge Application Activities Policy Policy Formula- Program General Implemen- Develop- Fiscal Re- tion Dem- Evalu- Purpose tation Dem- ment of Dissem- Year search onstrations ation Statistics Total onstrations Materials ination Total TOTAL 597 707 1.539 6.702 1,304 8.241 1.304 8.241 This category includes several other offices and activities of NIE. The largest activity is for the support of education laboratories and R&D centers; in fiscal 1977, $3.8 million was specifically earmarked for the program, the activities of which include research and demonstrations. The "other" category also reflects more than $3 million in funds that can be used at the discretion of the NIE director; these funds are also likely to be devoted to demonstration projects. Finally, this category includes the policy research activities of the Office of Planning, Budget and Program Analysis. OFFICE OF EDUCATION Social Knowledge Production and Application Obligations (Sthousands) Knowledge Production Activities Knowledge Application Activities Policy Policy Formula- Program General Implemen- Develop- Fiscal Re- tion Dem- Evalu- Purpose tation Dem- ment of Dissem- Year search onstrations ation Statistics Total onstrations Materials ination Total TOTAL 1975 12.192 51.577 15.212 64 79.045 69.328 24.434 14.638 108.400 187.445 1976 15.069 57.371 16.579 89.019 76.668 34.310 12.628 123.606 212.625 1977 11.900 47.362 13. 508 72.770 76.090 30.120 21.322 127.532 200.302 The Office of Education (OE) is the largest single agency funder of social knowledge production and application activities in the federal government. In fiscal 1977, OE obligated more than $200 million in social knowledge production and application activities. For that year OE accounted for nearly 11 percent of the federal government's total social knowledge production and application obligations and 27 percent of HEW'S total. Table 10-5 lists the major components of OE. The office consists of
HEW: Education Agencies 215 six bureaus and the Office of the Commissioner (which includes the Office of Planning, Budgeting and Evaluation). The Bureau of Student Financial Assistance, created in 1977, was not surveyed. A distinguishing characteristic of OE is its unique combination of knowledge production and knowledge application activities. Table 10-6 presents the distribution of OE'S knowledge production and application activities. As can be seen, only about 6 percent of OE'S knowledge production and application activities was classified as research. In con- TABLE 10-5 Office of Education Agencies that Support Social Knowledge Production and Application: Profile (fiscal 1977, $millions) Organizational Predominant Location of Total Social Social Social Knowledge Knowledge Knowledge Production Production Production and and and Application Application Application Primary Goal Agency Obligations Activity Activity" or Audience" Bureau of Education 49.0 Demonstrations Operating Knowledge for for the Handicapped agency third parties Bureau of Occupa- 33.6 Demonstrations Operating Knowledge for tional and Adult agency third parties Education Bureau of Higher and 2.2 Development of Operating Knowledge for Continuing Education materials agency third parties Bureau of Elementary 66.8 Policy Operaling Knowledge for and Secondary implementation agency third parties Education demonstrations Bureau of Indian 6.0 Policy Operating Knowledge for Education formulation agency third parties demonstrations Bureau of Student Financial Assistance' Office of Planning, 14.3 Budgeting and Evaluation Office of the 28.4 Commissioner TOTAL 200.3 Program evaluation Development of materials/ dissemination Policy-making office Mixed Improvement of federal policy Knowledge for third parties "See Chapter 2 for a more detailed discussion. â¢Not surveyed.
216 SURVEY OF FEDERAL AGENCIES TABLE 10-6 Office of Education Social Knowledge Production and Application Activities (fiscal 1977) Activity Percentage Knowledge production Research 5.9 Policy formulation demonstrations 23.7 Program evaluation 6.7 General purpose statistics Total 36.3 Knowledge application Policy implementation demonstrations 38.0 Development of materials 15.0 Dissemination 10.6 Total 63.6 TOTAL 99.9 trast, over 60 percent of OE'S knowledge production and application total is for demonstrations (policy formulation demonstrations account for almost 24 percent; policy implementation demonstrations account for 38 percent). It is interesting to compare the distribution of OE'S knowledge pro- duction and application activities with that of the government as a whole. Whereas the distribution of the federal government's activities is 67 percent for knowledge production activities and 33 percent for knowledge application activities, these figures are nearly reversed for OE. Instead of devoting its resources to knowledge production, OE has devoted nearly two-thirds of its total obligations for knowledge applica- tion activities. This fact, however, should not be totally surprising, due to the existence of a large third-party constituencyâthe vast education complex. Thus, the majority of OE'S activities is geared to the applica- tion of existing knowledge for use by teachers, school administrators, state and local school districts, and others involved in education. The largest knowledge application category is policy implementation demonstrations. While the Follow Through program accounts for over half the policy implementation total, the concept and the approach of policy implementation demonstrations have been widely accepted and frequently used by OE as a means of promoting the use of various educational innovations. It should be noted that many of the policy implementation demon- strations included in the survey have not been traditionally considered
HEW: Education Agencies 217 either a "research" or a "development" activity. Thus, the total for OE is larger than the figure included in the NSF Federal Funds series statis- tics for research and development. It is interesting to note that over 90 percent of OE'S research and development total reported to the Na- tional Science Foundation is classified as "development." In addition to the figures collected by the National Science Founda- tion on OE research and development activities, figures are collected and analyzed by the Office of Management and Budget (Appendix I, Special Analyses, Budget of the United States Government) and the National Institute of Education (R&D System Studies Technical Re- ports). Those two agencies have come up with higher dollar figures for OE than those of the National Science Foundation. The National Insti- tute of Education Technical Reports 1 and 2 used data collected by the Study Project survey, but they have modified the knowledge production/knowledge application framework presented in this vol- ume.1 Thus, the figures presented in this volume and the NIE figures presented in those two technical reports are not entirely compatible. For Further Information Write Office of Education. Department of Health, Education, and Welfare, 400 Maryland Avenue, S.W., Washington, D.C. 20202. BUREAU OF EDUCATION FOR THE HANDICAPPED Social Knowledge Production and Application Obligations (Sthou sands) Knowledge Production Activities Knowledge Application Activities Policy Policy Formula- Program General Implemen- Develop- Fiscal Re- tion Dem- Evalu- Purpose tation Dem- men t of Dissem- Year search onstrations ation Statistics Total onstrations Materials ination Total TOTAL 1975 4.946 15.348 200 20.494 8.337 3.758 1.133 13.228 33.722 1976 7.515 20.420 500 28.435 18.391 4.000 3.500 25.891 54.326 1977 5.670 19.530 25.200 16.565 4.000 3.250 23.815 49.015 The Bureau of Education for the Handicapped (BEH) administers pro- grams that help mentally, physically, and emotionally handicapped children become independent and self-sufficient. The bureau sponsors programs to identify children with handicaps and increase the number of specially trained teachers to serve them. The bureau supports efforts of state and local departments of education to improve their preschool 'A list of those technical reports is presented in the beginning of this chapter.
218 SURVEY OF FEDERAL AGENCIES services and acquire specialized equipment and materials for teaching the handicapped. BEH also supports research, demonstration, and dissemination ac- tivities concerning successful techniques for educating the handi- capped. Table 10-7 lists the programs that support social knowledge production and application activities. Research The bureau supports research to raise the effectiveness and efficiency of educating handicapped children. Research activities are supported by the Innovation and Development program. Research priority areas are described below. TABLE 10-7 Bureau of Education for the Handicapped: Programs that Support Social Knowledge Production and Application (fiscal 1977, $millions) Total Social Predominant Knowledge Social Knowledge Production Production and and Application Application Program Obligations Activity Handicapped Early Childhood 21.0 Policy Education formulation demonstrations Innovation and Development 11.0 Research Regional Resource Centers 5.2 Policy implementation demonstrations Specific Learning Disabilities 5.0 Policy implementation demonstrations Media Services and Captioned Films 3.5 Development of materials Projects for the Severely Handicapped 3.3 Policy implementation demonstrations TOTAL 49.0
HEW: Education Agencies 219 EARLY CHILDHOOD EDUCATION Studies are funded on the development of preschool handicapped children. Research focuses on factors affect- ing early educational programming; curriculum and service delivery system development; and the determination of personnel competen- cies. FULL SCHOOL SERVICE With a view toward eliminating barriers to full educational opportunity for handicapped children, research is funded to study appropriate arrangements for the delivery of total educational services. Research focuses on the organization of services, teacher training, public attitudes, legislative and judicial mandates, education, finance, and community participation. SEVERELY HANDICAPPED Research focuses on the development of sys- tems leading to the most appropriate, least restrictive educational envi- ronment and to the deinstitutionalization of the severely handicapped. Research has also been funded on the developmental gains made by children with Down's Syndrome. PERSONNEL DEVELOPMENT Research is focused on the effects of spe- cific teacher behaviors; the identification of alternative staffing pat- terns; the cost-effectiveness of various types of in-service training; and behavior modification of emotionally disturbed children. Comparative analyses of various staff roles are also funded, e.g., studies of special teachers, resource teachers, consulting teachers, etc. CHILD ADVOCACY Research focuses on the identification of legal, fi- nancial, and administrative constraints in the provision of full educa- tional opportunity for handicapped children. Policy Formulation Demonstrations Policy formulation demonstrations are primarily supported through the Handicapped Children's Early Education Program (HCEEP). The pro- gram supports demonstrations to stimulate the development of com- prehensive educational services for young handicapped children, from birth to age eight. The federal strategy is to work cooperatively with states through public and private nonprofit agencies to develop and demonstrate a wide range of education, therapeutic, and coordinated social services to help establish competent state and local programs that incorporate the best of demonstrated early education practices for handicapped youth.
220 SURVEY OF FEDERAL AGENCIES The HCEEP program places emphasis on adopting, modifying, or ini- tiating model approaches for outstanding child services to provide mul- tifaceted services to young handicapped children. Some demonstra- tions are specifically funded to develop new models, while others focus on refining existing models. It is the aim of BEH that these projects and models, after considerable development, serve a large number of chil- dren. Examples of such projects include a model preschool for handi- capped Indian children in Arizona; a project involving multihandicap- ped infants in California; a preschool program in Louisiana; a project on infant stimulation in Massachusetts; and an early intervention pro- gram for exceptional children in Virginia. In addition to the HCEEP program, a small number of policy formula- tion demonstrations are supported by the Innovation and Development program. These demonstrations focus on developing and validating new service models and techniques. The demonstration projects are conducted in conjunction with the program's research and dissemina- tion activities. Policy Implementation Demonstrations BEH has several programs that support policy implementation demon- strations. In addition to funding policy formulation demonstrations, the Handicapped Children's Early Education Program funds outreach projects to assist other agencies or programs in providing effective educational programming for young handicapped children. This is ac- complished by helping state agencies replicate project models (or com- ponents of a model) already "proven" by a policy formulation demon- stration. The Regional Resource Centers program also supports policy im- plementation demonstrations. The centers were established to encour- age the development and application of exemplary projects and educa- tional programming practices for handicapped children. The centers support demonstration projects that they hope will serve as a model to assist local education agencies and state educational agencies in adopt- ing programs of comprehensive referral services in order to integrate the specialized services needed by each child. Under such a program, the local education agency would maintain information on each child, require parent participation, and stress periodic reassessment of a child's needs and progress. The Projects for the Severely Handicapped program supports policy implementation demonstrations that provide services to severely handicapped children and young people. The purpose of the program is
HEW: Education Agencies 221 to establish, encourage, and promote programmatic practices designed to meet the education and training needs of severely handicapped chil- dren and youths so that they may become as self-sufficient as possible. A typical demonstration project in this program would provide (1) ser- vices to identify and diagnose the particular needs of severely handi- capped children, (2) counseling services to parents and teachers, and (3) appropriate direct education and training services. The adoption of such programs by states would reduce the need for institutionalized care. The Learning Disabilities program seeks to stimulate state and local programs that provide comprehensive identification, diagnostic, pre- scriptive, and educational services for all children with specific learn- ing disabilities. Like the other policy implementation demonstrations described above, this program is funded to serve as a model for state and local replication. Development of Materials Within the Media Services and Captioned Film program, the National Center for Educational Media Materials for the Handicapped and a system of Area Learning Resource Centers are supported. The national center and the resource centers design, develop, adapt, and distribute materials, techniques, and services that have been found to be effective in educating handicapped children. The national center supports a comprehensive program of activities to facilitate the use of new educa- tional technology in education programs for handicapped persons. The Innovation and Development program also supports the devel- opment of materials. The program has focused on developing career and vocational education curricula and other materials that meet the unique needs of handicapped students. Dissemination Dissemination activities are supported in several BEH programs. In addition to its other activities, the Innovation and Development pro- gram devotes a small amount of funds to dissemination. The Handi- capped Children's Early Education Program (HCEEP) has a large pro- gram of dissemination and technical assistance. The HCEEP program funds the Technical Assistance Development Systems (TADS) at the University of North Carolina, which provides technical assistance to projects in the demonstration phase, carries out needs assessments, and provides consultation and other help to enable the projects to meet
222 SURVEY OF FEDERAL AGENCIES their objectives more effectively. TADS sponsors workshops on educa- tion for handicapped children. Dissemination activities are also conducted in the Media Services and Captioned Film program. The national center and the resource centers train those who need to select and use materials; inform users of the most recent technological developments; and provide specific materials needed by teachers and learners. The program supports the development of a marketing and implementation strategy to ensure that the models of curricula and materials designed for the handicapped are widely distributed among potential consumers. The Learning Disabilities Special program also has identifiable dis- semination activities. The program disseminates information on spe- cific, adaptable programs and their components. Information is also disseminated on available materials. For Further Information Write Bureau of Education for the Handicapped, U.S. Office of Education. Department of Health. Education, and Welfare, Room 2004, Regional Office Building. Seventh and D Streets, S.W., Washington, D.C. 20201. BUREAU OF ELEMENTARY AND SECONDARY EDUCATION Social Knowledge Production and Application Obligations (Sthousands) Knowledge Production Activities Knowledge Application Activities Policy Policy Formula- Program General Implemen- Develop- Fiscal Re- tion Dem- Evalu- Purpose tation Dem- ment of Dissem- Year search onstranons ation Statistics Total onstrations Malerials ination Total TOTAL 1975 40 8.760 8.800 46.441 8.471 8.056 62.968 71.768 1976 477 11.503 106 12.086 44.877 9.415 778 55.070 67.156 1977 9.400 9.400 46.125 8.400 2.925 57.450 66.850 The Bureau of Elementary and Secondary Education, formerly named the Bureau of School Systems, administers programs of finan- cial and technical assistance to public local and state school agencies that serve elementary and secondary school-age children. The bureau assists state departments of education to identify problems, evaluate programs, and undertake comprehensive planning. The bureau also assists local schools with problems relating to desegregation and ad- ministers funds to help support public education in areas where federal activity has increased school enrollment or removed property from local tax rolls.
HEW: Education Agencies 223 Table 10-8 lists the bureau programs that support social knowledge production and application activities. The Follow Through program is the dominant knowledge production and application activity of the agency, as it accounted for nearly 85 percent of the bureau's total knowledge production and application obligations in fiscal 1977. The program is designed to assist in the overall development of children from low-income families who are enrolled in kindergarten through third grade and to amplify the educational gains made by children in Head Start and other similar preschool programs. While the Study Project categorized the Follow Through program as having two major components (a policy formulation and a policy implementation compo- nent), it should be noted that the entire program is viewed as "experi- mental" by bureau staff. TABLE 10-8 Bureau of Elementary and Secondary Education: Programs that Support Social Knowledge Production and Application (fiscal 1977, $millions) Total Social Predominant Knowledge Social Knowledge Production Production and and Application Application Program Obligations Activity Follow Through 57.0 Policy implementation demonstrations Emergency School 9.8 Development of Aid materials Innovation and 0" Dissemination Support Drug Abuse 0* Policy Education implementation demonstrations Environmental 0» Development of Education materials TOTAL 66.8 "Program was transferred to the Office of the Commissioner in fiscal 1976. 'No funds were requested in the President's fiscal 1977 budget for these two programs. In fiscal 1976, Drug Abuse Education had S0.3 million and the Environmental Education program had S1.5 million in knowledge production and application obligations.
224 SURVEY OF FEDERAL AGENCIES Policy Formulation Demonstrations The Follow Through program has two major components. The first is concerned with testing and evaluating innovative educational ap- proaches. The second is concerned with providing comprehensive services and special activities to Follow Through students. The first activity was judged to be a policy formulation activity, while the sec- ond was categorized as a policy implementation activity. In fiscal 1977, $8 million was obligated for the design, testing, and analysis of alternative educational approaches. A major element in the Follow Through program is the concept of planned variations. The program currently supports 20 sponsorsâuniversities, educational laboratories, and private nonprofit educational delivery firmsâwho have each developed and implemented an innovative educational model in different sites. Sponsor models are based on the results of research in child development and education. Some models grow out of research by the sponsor, while other models are based on widely rec- ognized theories such as Piagetian theories of cognitive development or principles of behavior modification. As expected, some models are more effective than others. Based on evaluation studies to date, the following has been learned about different models: o Model D, which is similar to traditional classrooms but provides very intensive work on basic skills, has shown positive results in read- ing and mathematics; o Model E, which emphasizes behavior modification in addition to being highly structured in teacher methods, is showing positive results in mathematics but has shown neutral or negative results in reading; o Model G, which stresses the role of parents in homes as a prereq- uisite for school performance, has shown mixed results with some sites showing positive results and others showing negative results; and o Model J, a bilingual model that stresses language skills, has also produced mixed results. The Emergency School Aid program also supports policy formula- tion demonstrations. The program is designed to eliminate or prevent minority group isolation and to improve the quality of education for all children. The program supports a broad range of activities to accelerate desegregation by supplying additional funds to local education agen- cies. In fiscal 1977, the program obligated over $1 million in policy formulation demonstrations by supporting a Special Student Concerns program. The project supported demonstrations to study the causes
HEW: Education Agencies 225 and find methods or programs to reduce the incidence of student sus- pension and expulsion as a result of the school desegregation process. Policy Implementation Demonstrations The second component of the Follow Through program is concerned with the delivery of comprehensive services (medical and dental ser- vices, nutritious meals, and psychological and social services) to Follow Through students. More than $46 million was obligated on this compo- nent in fiscal 1977. These activities have been categorized as policy implementation demonstrations because a major goal nf the program is to have local school districts assume more of the responsibility for these programs. The goal is thus to promote the provision of com- prehensive social services to children by demonstrating their worth in a community setting. In some localities, school districts have already started to assume responsibility for providing social and health services once paid for by the Follow Through program. Bureau staff are now seeking additional state and local funding of Follow Through service components. The Drug Abuse Education program supports a small number of policy implementation demonstrations designed to foster drug and al- cohol abuse education programs in schools and communities. Projects have involved counseling students, working with families, providing alternative ways to meet needs now met by drug use, and developing programs to help students cope with problems that may have led to drug use. Development of Materials The Emergency School Aid program is the major developer of mate- rials in the bureau. While the Follow Through program also supports the development of curricula, those funds have been included as part of the policy formulation demonstrations. The Emergency School Aid program supports the development of educational television programs, which will improve the effectiveness of desegregated education on a national basis. Educational television programs have been designed to increase mutual understanding among racial and ethnic groups, while improving the reading and writing skills of viewers. An example of such a program is "Villa Alegre," which is a Spanish-English series intended for both Spanish and non-Spanish children. The Environmental Education program supported the development of curriculum materials geared to providing school children with a
226 SURVEY OF FEDERAL AGENCIES better understanding of the relationship of people to their natural and created surroundings, including the relationship of population, pollu- tion, resource allocation and depletion, and transportation to the envi- ronment. Dissemination The decrease in dissemination funds between fiscal 1975 and fiscal 1976 is accounted for by the transfer of the Innovation and Support (now called Packaging and Dissemination) program from the bureau to the Office of the Commissioner. The earlier program was designed to en- able state and local education agencies to learn about and tailor innova- tive educational approaches to their own needs and circumstances. Like the current Packaging and Dissemination program, the program consisted of a national diffusion network and the development of "project information packages." (A more detailed discussion of this program is found under the Office of the Commissioner.) The Follow Through program has a dissemination component. The program awards grants and contracts for technical assistance and dis- semination concerning existing Follow Through programs. In fiscal 1977, the Follow Through program increased its dissemination efforts to provide information to state and local school districts regarding those models that now have strong evidence of effectiveness. For Further Information For further information on the Follow Through program, see Planned Variation in EducationâShould We Give Up or Try Harder?, Rivlin, Alice M., and Timpane, Michael F., eds., Brookings Institute, Washington, D.C., 1975;Fo//otv Through. A Story of Educational Change, Nero and Associates, Inc., Portland, Ore., 1976. (Copies can be obtained from Nero & Associates at 208 S.W. Stark Street, Portland, Ore. 97204.) For additional information on Follow Through or other bureau programs, write Bureau of Elementary and Secondary Education, U.S. Office of Education, Department of Health, Education, and Welfare, Room 4111. Federal Office Building 6, 400 Maryland Avenue, S.W., Washington, D.C. 20202.
HEW: Education Agencies 227 BUREAU OF HIGHER AND CONTINUING EDUCATION Social Knowledge Production and Application Obligations (Sthousands) Knowledge Production Activities Knowledge Application Activities Policy Policy Formula- Program General Implemen- Develop- Fiscal Re- tion Dem- Evalu- Purpose tation Dem- ment of Dissem- Year search onst rations atien Statistics Total onstrations Materials ination Total TOTAL 1975 899 825 1.724 2,297 449 2,746 4.470 1976 1.377 BO0 2.177 2.670 320 2,990 5.167 wn 530 530 1.660 1.660 2.190 The Bureau of Higher and Continuing Education, formerly named the Bureau of Postsecondary Education, formulates policy for, directs, and coordinates activities of OE that deal with assistance programs for postsecondary educational institutions. The bureau also assists in the improvement and expansion of American educational resources for international studies and services. In addition, the bureau is responsi- ble for programs designed to strengthen the community service and continuing education programs of colleges and universities as well as the academic quality of developing colleges and universities. Table 10-9 lists the programs in the bureau that support social knowledge production and application activities. Four of the programs listed in the table contain estimates of zero for fiscal 1977 because the President's fiscal 1977 budget requested either termination or a sub- stantial reduction in the program, which eliminated its knowledge pro- duction and application activities. Research The Language Training and Area Studies programs have a clear re- search component. Research is supported, through surveys and studies, to produce new knowledge about other nations and cultures, particularly those of the non-Western world. In addition to supporting research on area studies, the programs also support research on the process of language learning, the methodology of foreign language teaching, and baseline studies on international and intercultural educa- tion. In fiscal 1975 and fiscal 1976, two other bureau programs supported research. The Cooperative Education program supported research on methods of improving, developing, and promoting the uses of coopera-
228 SURVEY OF FEDERAL AGENCIES TABLE 10-9 Bureau of Higher and Continuing Education: Programs that Support Social Knowledge Production and Application (Smillions) Total Social Knowledge Total Requested Production Social Knowledge Predominant and Production and Social Knowledge Application Application Production and Obligalions Obligations Application Program (fiscal 1976) (fiscal 1977) Activity Language Training and 3.1 2.2 Development Area Studies Programs" of materials Library Research and 1.0 0 Policy Demonstration Program formulation demonstrations Special Community 0.6 0 Development Services and Continuing of materials Education Projects Ethnic Heritage Studies 0.4 0 Development Program of materials Cooperative Educalion 0.1 0 Research Program TOTAL 5.2 2.2 'Includes Nalional Defense Education Support, the Fulbright-Hays Program, and the Special Foreign Current Program. tive education programs in higher education. Specific projects in- cluded: employer experience with cooperative education, an analysis of costs and benefits, the impact of community college cooperative education programs on its graduates, a study of the effects of work experience on minority students, and a longitudinal study of coopera- tive education outcomes. The Library Research and Demonstration program also had a small research program focused on ways to im- prove institutional cooperation and the planning of improved library services. Policy Formulation Demonstrations The Library Research and Demonstration program also supported a series of policy formulation demonstration projects. Priority was given to demonstrating projects directed toward providing better library ac- cess to economically or educationally disadvantaged persons. One demonstration, for example, focused on developing a model program for delivering library services to rural counties. Another demonstration
HEW: Education Agencies 229 focused on reaching preschool children by home visits in an early childhood library project. The Special Community Service and Continuing Education program supported a limited number of demonstration projects in fiscal 1975 and fiscal 1976. These demonstrations were aimed at solving community and regional problems through the use of continuing education pro- grams. Innovative projects were supported dealing with obtaining more effective participation in community affairs. Development of Materials The Language Training and Area Studies program is the largest funder of the development of materials. A major activity of the program is to develop improved curricula and effective instructional materials in foreign languages, area studies, and world affairs. The program has developed instructional materials in 50 foreign languages. Special at- tention is given to the development of materials on languages not com- monly taught in the United States. In fiscal 1975 and fiscal 1976, three other programs also supported the development of materials. The Special Community Service and Continuing Education program supported the development of materials for use in continuing education programs focused on national and re- gional problems. The Library Research and Demonstration program supported the improvement of education and training materials for librarians. The Ethnic Heritage Studies program supported the devel- opment of curriculum materials for use in educational institutions. These materials focused on the contributions of ethnic groups to such aspects of American heritage as history, geography, economy, litera- ture, arts, music, and drama. Dissemination The Ethnic Heritage Studies program had an active program of dis- seminating materials. The Special Community Service and Continuing Education program and the Library Research and Demonstration pro- gram both have small programs of technical assistance, a dissemination activity. For Further Information Write Bureau of Higher and Continuing Education, U.S. Office of Education, Depart- ment of Health, Education, and Welfare, Room 4682. Regional Office Building, Seventh and D Streets, S.W.. Washington, D.C. 20201.
230 SURVEY OF FEDERAL AGENCIES BUREAU OF INDIAN EDUCATION Social Knowledge Production and Application Obligations (Sthou sands) Knowledge Production Activities Knowledge Application Activities Fiscal Re- Policy Formula- Program General tion Dem- Evalu- Purpose Policy 1 mplemen- Develop- tation Dem- ment of Dissem- Year search onstrations ation Statistics Total onstrations Materials ination Total TOTAL 1975 1.700 1.700 1.000 600 1.600 3JOO 1976 4.700 4.700 1.000 600 1.600 6.300 1977 4.100 4.100 1.260 600 1.860 5.960 The Bureau of Indian Education, formerly named the Office of Indian Education, administers a variety of programs to meet the special edu- cational needs of Indians and to improve the educational opportunities for Indian adults and children. The bureau provides federal grants to public school systems and to Indian community schools on or near reservations to plan, develop, and carry out elementary and secondary school programs to meet the needs of Indians. Table 10-10 presents the two programs administered by the Office of Indian Education that contain social knowledge production and appli- cation activities. TABLE 10-10 Bureau of Indian Education: Programs that Support Social Knowledge Production and Application (fiscal 1977, $millions) Program Total Estimated Social Knowledge Production and Application Obligations Predominant Social Knowledge Production and Application Activities Special Projects for Indian Children Special Projects for Indian Adults 5.2 0.7 Policy formulation demonstrations Policy formulation demonstrations TOTAL 5.9 Policy Formulation Demonstrations The Special Projects for Indian Children program supports policy for- mulation demonstrations to develop ways to aid Indian children. Some
HEW: Education Agencies 231 demonstrations develop and test improvements in the delivery of com- prehensive educational models, which address the academic, social, cultural, emotional, and physical needs of Indian children. Other in- novative demonstration projects are directed at bilingual and bicultural programs; projects assessing the special health, social, and psychologi- cal problems of Indian children; and projects that coordinate the opera- tion of other federally assisted programs that may be used to address the needs of Indian children. The Special Projects for Indian Adults program supports policy for- mulation demonstrations to develop new approaches and techniques for the delivery of educational services to Indian adults. The projects support educational models and teaching strategies designed to achieve literacy and to increase the number of high school equivalency graduates among Indian adults. These projects stress English as a sec- ond language and have developed courses of particular relevance to Indian communities, such as consumer, legal, and cultural information. Development of Materials The Special Projects for Indian Children program also supports the development of educational materials for Indian children. One cur- riculum project, aimed at Indians residing in urban areas, depicted the transitional problems of Indians migrating to cities and their new role in urban community life. Other curricula have been developed for pre- school children. Dissemination The Special Projects for Indian Children program disseminates infor- mation and provides technical assistance to state and local projects that address the educational needs of Indian children. Examples of the type of information disseminated include instances of successful, innovative practices that have been funded by the Bureau of Indian Education. The aim of dissemination activities is to ensure widespread use of educational methods and techniques throughout the Indian community for the purpose of improving their education. For Further Information Write Bureau of Indian Education, U.S. Office of Education, Department of Health, Educalion, and Welfare, Room 4047. Federal Office Building 6, 400 Maryland Avenue, S.W., Washington, D.C. 20202.
232 SURVEY OF FEDERAL AGENCIES BUREAU OF OCCUPATIONAL AND ADULT EDUCATION Social Knowledge Production and Application Obligations (Sthousands) Knowledge Production Activities Knowledge Application Activities Policy Policy Formula- Program General Implemen- Develop- Fiscal Re- tiorl Dem- Evalu- Purpose tation Dem- ment of Dissem- Year search onstrations ation Statistics Total onstrations Materials ination Total TOTAL 1975 5.038 24.944 2.555 1976 4.700 17.764 2.550 1977 4.700 12.840 2.550 32.537 2.311 25.014 8.900 20.090 8.900 3.760 478 4.150 450 4.150 450 6.549 39.086 13.500 38.514 13.500 33.590 The Bureau of Occupational and Adult Education administers a pro- gram of grants to states for vocational and technical education, voca- tional counseling and guidance, and the construction and operation of area vocational and technical schools. The bureau provides financial and technical support for secondary and adult vocational education and for adult education programs that teach basic skills to school dropouts and the underskilled. In addition to these activities, the bureau supports a variety of knowledge production and application activities in vocational educa- tion. The bureau's social knowledge production and application pro- grams are listed in Table 10-11. Research Under the Part C authorization of the 1968 Vocational Education Amendments, the bureau supports research designed to improve voca- tional education. Research is funded on the following areas. ADULT VOCATIONAL EDUCATION This research area reflects the view that adults who are underemployed, about to become employed, or unemployed should be a prime target population for vocational educa- tion. Research focuses on access to vocational education by employees (research on ways vocational education can assist in the development of employees in cooperation with business, industry, and labor); competence-based adult vocational education; and vocational educa- tion in entrepreneurship (research on ways to expand vocational edu- cational programs to provide adult entrepreneurial competencies that facilitate self-employment).
HEW: Education Agencies 233 TABLE 10-11 Bureau of Occupational and Adult Education: Programs that Support Social Knowledge Production and Application (fiscal 1977, Smillions) Program Estimated Social Knowledge Production and Application Obligations Predominant Social Knowledge Production and Application Activity Vocational Research, 16.5 Demonstration, and Curriculum Development (Part C)° Vocalional Education 10.8 Exemplary Demonstrations (Part D) ° Adult Education 5.4 Exemplary Projects Vocational Education 1.0 Curriculum Development and Dissemination (Par t I)° Urban/Rural School 0.0' Development TOTAL 33.6 Policy formulation demonstrations/research Policy implementation demonstrations Policy formulation demonstrations Development of materials Policy formulation demonstrations "Authorized by the Vocational Education Amendments of 1968. â¢Fiscal 1976 obligations were S4.9; program ended by fiscal 1977. SPECIAL-NEEDS POPULATIONS Research is supported on the following special populations that have unique needs with respect to vocational education: populations that require bilingual vocational education; populations in correctional institutions; migrant populations; and handicapped populations. These represent new research topics for fiscal 1976. Previous topics of research have included: state vocational education administration; ad- ministration of vocational education at the local level; and comprehen- sive systems of guidance, counseling, placement, and other student services.
234 SURVEY OF FEDERAL AGENCIES Policy Formulation Demonstrations Policy formulation demonstrations are funded under both the Part C and Part D authorizations of the 1968 act. Both programs contain two types of demonstrations: those administered by the federal government and those administered by state governments. Many of the state- administered demonstrations were found to be "local development" activities and were not included in the survey totals. Part C demonstrations have supported projects to develop and eval- uate programs in postsecondary vocational education. There has been a great increase in the past decade in vocational education at the post- secondary levels in programs that do not offer a bachelor of arts de- gree. Demonstration projects have been funded to develop and to eval- uate programs that (1) service the needs of students in the inner city and rural areas; (2) reduce the dropout rate from vocational education at the postsecondary level; (3) have cooperative agreements between public, private, and proprietary postsecondary institutions and busi- ness, industry, and labor. Part D demonstrations support exemplary projects of national sig- nificance. During the period fiscal 1975 to fiscal 1977, projects appear to have shifted from a policy formulation focus to a policy implementa- tion focus. This accounts in large part for the decrease in obligations for policy formulation demonstrations during that period. Fiscal 1975 projects emphasized vocational guidance services and occupational preparation through cluster programs. An example is a comprehensive career guidance system in grades 7-12 in Massachusetts, which in- volved a career cluster exploratory program designed to provide in- structional activities through which occupational and academic disci- plines are integrated. The Adult Education program also supports some policy formulation demonstrations. The overall objective of the adult education program is to assist, by providing grants to states for such programs, in eliminat- ing illiteracy and providing opportunities for adults to continue their education at the level of secondary school completion and to secure training that would make them more employable, productive, and re- sponsible citizens. The law authorizing the program required that a certain amount be allocated to special demonstration projects. Such projects include: developing innovative methods of teaching persons of limited English-speaking ability; furthering programs of national sig- nificance; and increasing participation by community schools. The Urban/Rural School Development program was also classified as a policy formulation demonstration. The last year of the project was
HEW: Education Agencies 235 fiscal 1976, which accounts, in part, for the decrease in policy formula- tion demonstrations between fiscal 1975 and fiscal 1977. Grants were made to school districts to develop and test new ways to use com- prehensive in-service training for both teachers and other educational personnel as a means of improving education services in schools serv- ing a high concentration of low-income families. The basic purpose of the program was to accelerate classroom academic treatment, improve affective development, and increase the range of opportunities for stu- dents. Some projects provided intensive retraining of an entire school staff, while others offered retraining of a less intensive nature. Policy Implementation Demonstrations Approximately 95 percent of the bureau's policy implementation dem- onstrations are conducted under Part D authorization (of the 1968 Vo- cational Education Amendments). A limited number of policy im- plementation demonstrations are performed by the states under Part C authorization. The goals of the Part D exemplary projects are to: (1) create bridges between school and earning a living for young people in school, those who have left school by graduating or dropping out, and those who are in postsecondary vocational programs; (2) promote cooperation between agencies involved in education and manpower; (3) broaden occupational aspirations and opportunities, especially for youths with handicaps; and (4) provide for participation of young people enrolled in private nonprofit schools. In fiscal 1976, there were three major program priorities for the Part D exemplary projects. The first was to demonstrate Experience Based Career Education (EBCE) programs. Such programs could either be based on the EBCE model developed by the National Institute of Educa- tion or other EBCE models. The second priority was the further devel- opment and demonstration of the instructional strategies, methods, and techniques of EBCE programs in conjunction with in-school occupa- tional exploration and initial job preparation. The third priority was concerned with the development and demonstration of EBCE instruc- tional strategies, methods, and techniques in conjunction with work study programs.
236 SURVEY OF FEDERAL AGENCIES Development of Materials The development of vocational educational materials is funded under Parts C, D, and I of the 1968 Vocational Education Amendments. Of the three authorities, more money has been spent under Part C than the other two. Part C funds have supported the development of indi- vidualized and modularized instructional materials. In order to meet the increasing demand for vocational education and to provide more effective instruction in a greater variety of educational settings, it has become necessary to use technology-oriented delivery systems. Part I funds have supported the development and testing of voca- tional education curriculum materials, including curricula for new and changing occupational fields and-vocational teacher education. In addi- tion, the bureau supports a national network for curriculum coordina- tion in vocational technical education. For Further Information See Assessing Vocational Education Research and Development, National Research Council, National Academy of Sciences, Washington, D.C., 1976, or write Division of Research and Demonstration, Bureau of Occupational and Adult Education. ROB 3. Room 5042, U.S. Office of Education. Seventh and D Streets, S.W., Washington, D.C. 20202. OFFICE OF THE COMMISSIONER OF EDUCATION Social Knowledge Production and Application Obligations (Sthousands) Knowledge Production Activities Knowledge Application Activities Policy Policy Formula- Program General Implemen- Develop- Fiscal Re- tion Dem- Evalu- Purpose tation Dem- ment of Dissem- Year search onstrations ation Statistics Total onstrations Materials ination Total TOTAL 1975 309 309 12.239 5.148 2.686 20.073 20.382 1976 2.184 920 3.104 4.500 13.075 5.980 23.555 26.659 1977 1.492 820 2.312 4.500 10.650 10.965 26.115 28.427 The Office of the Commissioner manages and directs the affairs of the Office of Education. In addition to the general responsibility of manag- ing OE, the Office of the Commissioner administers several programs: the Teacher Corps, the Bilingual Education, the Career Education, and the Right to Read programs. Table 10-12 lists the programs in the Office of the Commissioner that fund social knowledge production and application activities. Seven of
HEW: Education Agencies 237 TABLE 10-12 Office of the Commissioner: Programs that Support Social Knowledge Production and Application (fiscal 1977, Smillions) Total Estimated Social Knowledge Production and Predominant Social Application Knowledge Production and Program Obligations Application Activity Bilingual Education 11.3 Development of materials Career Education" 7.0 Policy implementation demonstrations Packaging and Dissemination" 3.9 Dissemination Educational Television" 3.5 Development of materials Right to Read (National 1.2 Policy formulation Reading Improvement demonstrations/research Program) Women's Educational Equity" 0.7 Dissemination/evaluation Consumer Education" 0.3 Development of materials Metric Education" 0.3 Development of materials Gifted and Talented" 0.2 Policy formulation demonstrations TOTAL 28.4 "Special projects. the programs listed are "Special Project" activities. The projects were authorized by the Education Amendments of 1974 to encourage capac- ity building in areas that need more attention from state and local education agencies. Capacity building is accomplished by supporting: experimentation with new education and administrative methods, techniques, and practices; attempts to meet special or unique educa- tional needs or problems; and programs that place special emphasis on national educational priorities. While "Special Projects" are adminis- tered throughout OE, they fall under the discretionary authority of the commissioner and thus have been included as activities of the Office of the Commissioner. Policy Formulation Demonstrations Three programs in the Office of the Commissioner support policy for- mulation demonstrations. The Career Education program supports projects that test and demonstrate effective methods and procedures in career education. Specific projects attempt to develop effective methods of delivering career education to special populations (such as
238 SURVEY OF FEDERAL AGENCIES the physically and mentally handicapped) and developing methods of infusing career education into traditional educational programs. The Right to Read program supports "special emphasis" projects that sup- port innovation and development activities of national significance in reading. The Gifted and Talented program supports a limited number of model projects designed to meet the special needs of gifted and talented children at preschool, elementary, and secondary levels. Program Evaluation The following four programs have identifiable program evaluation components: Career Education, Right to Read, Women's Educational Equity, and Consumer Education. The programs fund external evalua- tions of the success of the program. Policy Implementation Demonstrations The decrease in policy formulation demonstrations between fiscal 1975 and fiscal 1977 is due to a decline in demonstrations supported by the Career Education program and the end of the policy implementation demonstration component of the Right to Read program. The goal of the Career Education program is to stimulate state and local education agencies in their efforts to prepare students for gainful employment after graduation. Grants are made to state and local edu- cation agencies for the development of programs that demonstrate suc- cessful methods and techniques in career education. Demonstrations are funded in such settings as elementary schools, senior high schools, community colleges, and institutions of higher education. The Right to Read program funds demonstration projects to promote a variety of innovative activities directed toward reducing illiteracy and improving reading skills. Such projects are aimed at stimulating local education and community investments by demonstrating exemplary projects. Projects provide reading literacy training to preschoolers, school children, and adults. Community-based projects were funded on a demonstration basis to increase the functional literacy of selected out-of-school youth and adult populations through the use of materials and methods based upon the interests and needs of the adult popula- tion. Development of Materials Several projects in the Office of the Commissioner support the devel- opment of materials. A well-known activity is the Educational Televi-
HEW: Education Agencies 239 sion program. The objective of the program is to improve the educa- tional performance of children, youth, and adults by the development and production of educational television programs. The Office of Edu- cation has been especially interested in demonstrating the feasibility and educational value of nationwide programs. Grants have been given to the Children's Television Workshop (Sesame Street and Electric Company) as well as to local public television stations. Another major program of the development of materials is Bilingual Education. Funds go to Bilingual Materials Centers to develop bilin- gual instructional materials for use in classrooms. The centers are now preparing curriculum materials in more languages than in previous years. Several other programs also develop materials. The Consumer Edu- cation program supports the development of instructional materials concerning consumer education for elementary schools, secondary schools, and institutions of higher education. The Metric Education program supports the development of materials for metric education curricula. The Right to Read program also supports the development of materials related to reading skills. Dissemination The Bilingual Education program gives much emphasis to dissemina- tion. In addition to Materials Development Centers, the program sup- ports Resource Centers and Dissemination and Assessment Centers. The Resource Centers provide immediate services on effective prac- tices and procedures to local education agencies. The Dissemination and Assessment Centers have the responsibility to assess, publish, and distribute the materials that have been developed by the Materials Development Centers. The three groups of centers enable the Office of Bilingual Education to operate a large network of centers that have an orderly and logical division of labor to get bilingual instruction mate- rials to the classroom. The other large dissemination program is called Packaging and Dis- semination. The objective of the program is to encourage the cost- effective and rapid dissemination and replication of exemplary educa- tional practices and products that have been developed through OE funding. The program has two components: the first, packaging, con- sists of the development of detailed descriptions (or "packages") about key management and instructional elements of a given educational ap- proach. Field tests are conducted to determine when a package is sufficiently clear and comprehensive to effectively promote the replica- tion of the approach in a new setting. The second component, dissemi-
240 SURVEY OF FEDERAL AGENCIES nation, consists of the National Diffusion Network. The network funds the developers of effective, OE-approved projects to provide materials, training, and technical assistance to school districts that may want to adopt the proven project. The network also provides support to indi- viduals to act as dissemination agents to make local education districts in their states aware of potential resources and help them identify and acquire programs to meet their specific local needs. The Women's Educational Equity program supports dissemination activities through a national clearinghouse and training package. A major project is to collect and disseminate the growing literature and project information related to educational equity for women. The pro- gram also operates a national clearinghouse for publications, materials, and projects. For Further Information Write Office of the Commissioner of Education. U.S. Office of Education. Department of Health. Education, and Welfare. Room 4181. Federal Office Building 6.400 Maryland Avenue, S.W., Washington, D.C. 20202. OFFICE OF PLANNING, BUDGETING, AND EVALUATION Social Knowledge Production and Application Obligations (Sthousands) Knowledge Production Activities Knowledge Application Activities Policy Policy Formula- Program General Implemen- Develop- Fiscal Re- tion Dem- Evalu- Purpose tation Dem- ment of Dissem- Year search onstrations ation Statistics Total onstrations Materials ination Total TOTAL 1975 1.269 12.148 64 13.481 1.236 1236 14.717 1976 1.000 12.503 13.503 1.000 1.000 14.503 1977 1.000 10.138 11.138 3.132 3.132 14.270 The Office of Planning, Budgeting, and Evaluation (OPBE) has the pri- mary responsibility for planning, budgeting, and evaluating Office of Education programs. The office guides and coordinates the various bureaus of or in their planning, budgeting, and evaluation activities and in establishing their objectives. Primary emphasis is placed, how- ever, on conducting impact studies and evaluations of major OE pro- grams. These studies examine the overall effect of education programs nationwide as well as their delivery system and cost-effectiveness.
HEW: Education Agencies 241 Research OPBE performs a limited amount of research in-house on issues related to education policy. Issues are researched and analyzed in order to formulate future legislation and programs. These analytical studies are necessary for the planning of educational policies; they specify the kinds of information needed for the evaluation of federal programs in elementary, secondary, post secondary, vocational, and special educa- tion. Program Evaluation The major purpose of the evaluation program is to provide objective information about the effectiveness of OE programs for planning and decision making by both the Congress and executive branch. Many of the studies are mandated by Congress. Program evaluation studies are designed to assess how well programs are meeting their intended objec- tives and to determine what works, what does not work, and why. Specific examples of evaluation studies include the following. EVALUATION OF THE ESEA TITLE III DIFFUSION ADOPTION NET- WORK This study collects and analyzes information concerning the operations of the Statewide Facilitator Program in identifying project activities that have been effective in promoting program dissemination, installation, and adoption. COOPERATIVE EDUCATION: A NATIONAL ASSESSMENT This study, man- dated by Congress, evaluates the effectiveness of cooperative educa- tion. STUDY OF THE IMPACT OF STUDENT FINANCIAL AID PROGRAMS The pUr- pose of the study is to determine what happens to institutions of post- secondary education and their students when they receive federal stu- dent aid. STUDY OF FEDERAL ELIGIBILITY AND CONSUMER PROTECTION STRATE- GIES This study provides reporting instruments for assessing and monitoring private and public postsecondary institutional activities in the light of the OE'S Accreditation and Institutional Eligibility Staffs mandates.
242 SURVEY OF FEDERAL AGENCIES ASSESSMENT OF STATE AGENCY COMPONENT OF THE RIGHT TO READ PRO- GRAM The objective of the study is to assess the extent to which 31 participating states have implemented the OE Right to Read state pro- gram strategy. Specifically, the study is designed to assess the status of program development and define the outcomes of the data gathering. Dissemination In fiscal 1975, OPBE administered the Packaging and Dissemination program, which was shifted to the Office of the Commissioner in fiscal 1976. The office prepared Project Information Packages, which were developed to provide school districts with guides, manuals, and other materials on innovative projects. In fiscal 1976 and fiscal 1977, the office's dissemination efforts cen- tered around the provision of technical assistance to state and local educational agencies concerning the evaluation of Title I of the Elementary and Secondary Education Act. OPBE was mandated to de- velop uniform procedures, criteria, techniques, and methodology that would produce comparable data on a statewide and nationwide basis. Technical assistance activities include training workshops, reference and instructional materials, and the use of personnel in 10 federally funded technical assistance centers across the nation to serve as con- sultants to upgrade evaluation practices in the states. For Further Information See Annual Evaluation Report on Programs Administered by the U.S. Office of Educa- tion: FY77, a publication of OPBE, or write Office of Planning, Budgeting, and Evaluation. U.S. Office of Education, Department of Health, Education, and Welfare, Room 4079. Federal Office Building 6, 400 Maryland Avenue, S.W.. Washington. D.C. 20202.
