of the-public concerning the need for.information about-federal · this document has aeon repro....
TRANSCRIPT
-AUTHOHTITER
rim DATE:NOTE-
EDRS gRIC'EDES IIIPTORS
IDENTIFIERS'a
ABSTRACT
,
Houston, C; dttiaImproving Public RelatiOns of Fedørally FundedPrograms.Apr 7577p; ; A Maxi, I Tracticum s!ibmi ted in partia 1 .
fülfillment of 'requirements forDegree, Nova University
.
Apctor of Education
HF-$0.83 HC-$4.67 Plus Postage.Elementary Secondary Education; *Fed ral Aid; -
*Federal Programs; Information Dissemination; *Needs'Assessment; *Public Relations; Questionnaires;*Surveys; Tables (Data)Elementary Secondary Education Act Title I;Elementary secondary Education Act-, Title';I;
s4.
s_
Elemènta-r=y=-Secon4ary4_4ducatioa2Abt--titleIII-;-E5EVz---__-_--Title :I; ESEA Title .II;' ESHA Title III; Impact Aid
The purpose -of this practicum was- to assess the nee sof the-public concerning the need for.information about-federalprograms and to develop a'-brochure that would suppli this needed-information. The need'S kssessment was conduc.ted in-three ,Plorida-school districts. The ,needs identified in the assessment were used todevelop a' brochure. A, survey suggests that the:brochure may be usefulin other school districts to increase the substentiire' knowledge ofthe public concerning the federal: programs. ,(Author)
**46******* ************ ***SW*** **************************Documents acqaired by ERIC include.many informal unpublished . *'
materials not available' from other souráes...ERIC makes, every effort *'to obtain the best copy available. ,Nevertheless, -items of marginal *
* .reproducibility are' often encountered and this affects the quality' *'* of the illicrofiche and hardqopy.reproducticfns.ERIC makes-available: ** via the ERIC Documen-t Reproduction Service (EDRS)..EDRS is not'* res-ponsible for- the quality of -the original- document. Aleproducti6ns* supplied ,by EDRS are the best that can be-made from the original.
************************************************************4***m
0 ng Public lielations of Feck!rally Flinped Programs.-
U S DEPARTMENT OF HEALTH.EDUISATION &WELFARE -
s NATIONAL INSTITUTE OF _EDUCATION ,
THIS DOCUMENT HAS AEON REPRO.DUCED 'EXACTLY AS RECEIVED PRO'm
THE PERSON OR ORGANIZATION ORIGIN.ATING IT POIN'TS OP VIEW OR OPINIONSSTATED DO NOT NECESSARWYREPRE.SENT OF VICIAL NATIONAL INSTITUTE OF
EDUCATION POSITION OR POLICY
104a4TI__Practhe requirements
_submist.ted.inthe degree of Ed.D., -Nova -University
'
Gainesville, .Fldrida Cluster:_ Maxi II Practibum
br. Jack Christi jcScordinator --Aprif 1975'
_
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i
k _,t." The purpose of this Maxiii practicum was to-assess iherIleedg-- ',' .
._ -
,of the pliblic concerning the'need fo formation aboit,fed .Oral 4
I_
d
,
.. programs;and develop a brochure.that -uld Supply this needed_
, -,.
----;,, ---informa _chi.-- ---- --The-needs - aase ssment-Wa.s.,, conductediin4.hre et.
,-
. .
,
school:d.
istricts. The _seds i'dentified itvthe-assessment:weire,,1_ .
.
.used jto develop a brochure. ..A13oet survey suggests that the
bto ure inky be useful in other school districts to increase the'
sustantive knowledge of the'TnbliC:concerning-!federal programs.- .
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,_, A 4 a... ,_.. 5 A A _ , , , _, A . A A-, ,- . A': ` ==. i*-----' ; =
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,:' :' ,-;',l', __\,-' , . \, \I . \ \ , .
As -stated in, the', ptoposal, the pwroose 'of thid'iracticum as to. .
-.develop materials that:,would iasist in tinforming-he 'public ab u, ,
-
federallY funded,edicational prOgrtrfia. I Although a -change: in/a titude
* is likely to ,be -,a, reault 5of inereasing the substantive knowAedge bf. S
z 5:-
4.._....,,',74h9...pUblic-oncerningjederal:prograMs.,___ was _notjhe.,pen41._ pu es e 0z
, ti ,
a r It 'Was expected that, An inCrease . in substantiveknoWledke/
' will result in
/1:Ovpd public relationa', -thereby', gaining' support 'for these programs-.
y ,
,, _', A _needs assassment yea, cond4ted in threemediurn izedflorida',/,
Countigs to determine- the extent of knowledge-of the' pUblic about the'
five, selected federal pregrams., The 'results-of thi 'Assessment were
used- 'developing materials , fox- use With the'public._ _
"
'
/_
/
The'brochure includcd information ihoi1tESEATjtlehI, ESEA_
,ESEA.Jitle III, _National Defense-, Act,. and Federal' Impadt. These materials f-
were made available to a selected' sample of the public tb evaluate' the,
feativenass of these materials'in achieVing the: State&purpose.
= .
The post survey includedthe same popUlation as the needs ,AsSessment.
.. 'The School Advisory Counca meMbers were- selebted In- each of -the"'three
Flerida counties to obtain' their opiniong concerning the -effectiveness,_
of the, brochure.
41#
The- oveAlr conclusion was that the materials proVided the 'deeded
information to increare the knoilledge of the'public abent federally .
- -
:funded .educatiOnal programs.
.
4
,
a
1 .DePartment pr ducaticin per onnel for their: helpful`tuggestions
in preparing-the brochure-;
:Qharlotte Whiter= Title I
0
_ -, .`
1 ' ---. ,:- ''. 7:-,,
r 1
J ' ,7* r, ' ''' _, 4,I
-,tfospph_yaranto.__.,11.D.E1,A,_apd, Title
')-' _ , ......
1.4'0 }Iowa', "Title
Gilbert Gentry, Fed9ral Impact, "
,
_
Art work in'the broch
Mr. Villiam F. Gardner, Jr. ;Director of the StepheFosterliummities Center, White Springs, Fla.
,
3) Assistance An, pentifying sample for needs gssessiiient.
a
s.ieverlY Traubsjlernando County.Shool'District
.
. Ames F.:8- th, Highlênds County School District ,
I.
\ 5_ 4 4-
.4-J0-.42
. , , ,_.
. _.
, . CHAPTXR
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--ABSTRACT .4 ; .
1 -.
LL g
- a
f -
TABLE *OF CON-TENT&
a
.
i
.
-- , , ,CT ,
-'' ..=,
:INTROD UION. :
ACKii --DGFYoli8'`,_.
..' : 'i. THE PROM; f TVATIONS, AND -ORIRIA OF supcE. = . ._ _ .
.
-
OF -THE= PRACTIpM : .. ,./ . -0 . ... .......
, a n le
s/A
T - 1 ' aa _
,The Problem * ._ . . ' . _ a 0 ,* -0 a 1
,
Statement of the problem . a." . . ; . a' t * a 0_ a 0 a
f a, .7 7 - I =
IMPortince ef the pricticum '4, ., . s. 0 a a a 0 '0 4 ji. 0 2. 4
e i
ithriititions oi the St . .- 4*, ... a. . . ,. . . si 2, '...
. ,
--"i -tMbstantive knowledge ... - a'a ; p 0 * a a a a -2.,, a .
I ' L
,
,
- Change An attittie
Criteria of Success -041.0000.e000,0.0.
r
II. THE, PROCEDURE ; a ._. - a .,aa '0_4 a _0 :0_ 0 0., * 0 a a . 14_
Needs Assesamerrt..- 410 a -* .a a a,-; 110-a.aaaa iis
-Thirpose 'of tA needs_ assessilent a a . 41 a o-o As a's 4
Preparing --the quesgonnhire OO a OO * O a 41_ s
=
-When needs aseeisment was conducted a a a a OOOO OO 5_
a-- 7
_ .
Where needs.-.asessmint was conducted - . 00 5- ' a `-a a '
11 wts involved ih the. npeds assessment:. 4.% J. . . 6: -,- : --
Sizp of sample -for pollihg :opinion 0 a 0 ,0 .0.- a a a * *. &. ) =
7 a. A .
1,4
1
f
_
a -P
1
A . ..2.7
.
PA-
;
=
_
_ The Droehure- -1
Selection o
._ -',..,;---:_,_- l'-- J.= ` __"-= _-__ ,1--,- ---, "- J._ : :7-_ L.:- : ' '..-',: ',.! .;_'' _-- .!;- :-__:::..; ;._ _7-; --- ---r . : ------; l'" -_- -4, , :_.7"._-,_1` " --i,-14
, 7:_:-_, I. _L _:, -,_ -, --_,', _ . __ , _ . , \ , 1,-- f--
, .1 1--1 I: , :; y - _ --- 1 _ _V
eds aieisment''_--. ;,',7,--:: . -. ; -. ir-,`,-,r-,- .,_ , _7. =
' I_
- h _ needs assessment...,
_
, . ., ' _ , . ..,,,,, __
-,1"--- a a 1,'ederal programs' #
.,,
. _',. a 0_0 0_0 0 0.
6 i I
Format; used int the brochure OOOOOpersonriel frdm the Florida DepartmentInvo vem
of Educat on.
o oo o
a,
9
-a
10* . 9eTTapes-;, a= _ -
_
.etPost Survey -'.. 0 _.; OOO _0_ a.. aaaaaaa 10-
f `the poat sUrvey 0000 oo WeePurpos,
Prep ring ,the post 4-ur:iiey questionnaire . . # # * 11
post surv y was ',conducted. a
post .urvey was. conducted # a a a a a a
. Who was involved in the post survey
.
/- Results of the post' survey _a ; a a '0. a -a -a 4- 13.
-THE, OVESTIONNAIRE RESULTS 0'0 00000.; 11 12
Nèeds AiaoSSMent Questionnairemeopma4o:a ae 22
Post' Asdessment Questionnaire aeo,-aa a agog 19 .
Sp$14AFiI, :C01:1CLUSION52.AND IMPLICATIONS FOR 'FUTURE STUDY: a a a a 28
'Summary*-:.1".. 25,
.Conclusions ' a a 0 a 0 a. a a 30
Itaplications for Future Study a:a a.as age 0, 31
APPENDIX A. -NFIED5. ASSESSMENT QUESTIONNAIRE,. -
APPENDIX:'!-- ,MAP 8I1OWING .COLIMBIAi:,HERNANDO.,.. AND HIOHLANDS
COUNTIES -'*00-4P641-----,-
-aL --_, 4 ";} _ !--_
.
CHAPTER
APPENDIX C.
: AYPENDIX D.
APPENDIX E.
APPENDIX F.'
_ I
1
BROCHURE OF FEDERAL PROGRAMS . . dr 0 .41 . , a
,. .
LETTERS FROM DEPARTMENT OF EDUCATION PERSONNEt/L . a
Pt/ST SURVEY QUESTIONNAIRE a a a a a a . . a ''.. ,
RESULTS OF NEEDS ASSESSMENT . i 0 - 1 a
1, ,
a +
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.0
a
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37
48
5'3
56
'1
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APPENDIX G. \ THE SIGNIFICANCE OF TfiE DIFFER-ZNCE BEMEEN .r ,\
1
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,1 .
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TWO-PERCENTAGES -\
LAYPENDIX SUGGESTIONS FOR REVIS±ON -OF THE BROCHURE .= a 64
L
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_
+
8
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. . .-
, -
-r-f-4-: 7-.._--, ''',-,:-.F.,4 r.-" .1." '. 4,rf'-',V1"..?°°`-'-:4-.14,,-, :_---__ . _--: ,-, -, -,--,;=--_,,i, -i 1, - ' -= -, -' , ",. ,,' ff ' =1- 'I- ...,'-' ' "-; . . : " r , - -, ,
.1, a _r - - _, ,- ,_,1,- r_...-0-, ,,,,,.
-.. - ''' _ : -' -:. -''''11% : : : -'' .-_ .. ' , ' _., 'T---'_ -_ , , :-' .- ' -,'''' 1 ---I -. ' ---'''-, --- ---t- % .- ;' ', -_7---'_'-,f-'-- ' -____:,-
----- ,__, -. t _ _ .
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,
_i
LIST OF TABLES*
PAGE
---- I. Size of Sample, for Polling Opinion OOOO ; 0 0 0 7-
_
__
_ II.- Are YoU Aware of,the Area of Empnasis of the_ Tiqa 1- :
,
Program in Your Local School District?' a '0 50 0 41-'0, 4 *0,, - r- -
,_ Me Do You Understand -(the Procedure) How a School Becomes ,
a . , 0_ . _ 4 0 ,_11_ _ 0_ 01 _4_,N.*:-_ 4 _--_ 0 -10 * ---: a. 4..)
%IV._ Is Pirticipation in Title I in Your School Ustrict_
-
r.,t'f
--Idmited to the, Poor? . 0 0 0 * 1t
_ V, ,Are YOuc Aware of- the Emphasis of t itle II_ PrograM
in Your Local School District? , 0. 0 */ * 0r
_
VI Are, You Aware of the Restrictions Placed on School ,,-
Districts 'Who Participate in Title lit a a 0 00 0 0 0 14
VII,' ./.4re You AWare of the Emphasts of Title III -Programs
_!__ _Nationwide? ,,,..., , ,-,, .,..,-. . , 0 itt 4 a 0 r: a a a_N '
,
i
: VIII e 'The' Russians-Orbited a-Satellite (Sputnilc,I) Around
_ the' Earth Before the United States. In Your Opinion
was this Enough Reason to Begin a Nationwide,
. _-15Federally ssisted.Program in Science and Math? * * *eDo You Fee 'Additional Federal 'Funds 'Should be Obtained
Your- LoCA1 School District? a a a . 0 0 a . 0 .0- 16
X, Are You Now. or Rave You Ever Been- Concerned About tIle
-------FedsTal-Government Placing Excessive Restrictions
on Your Local SChool District? 4 a 0 0 .0 16
- .
L'%:,--= '.2 -r,-_ -.,-_- = -,-- ...,- -- ,- . , 1
...`F.-1..v.'"'--.2.15-,_-;'--:_r_' -......,,,,,,. ,., ' -- -- ., -,,..', , ! --_,
, t
,4 I --:
-TABLE',
4,7
s, In Your Opinion,. WhEit P merit of the People in Your.
_
,
-SchoOf,District Supp rt the Use of Federal Funds
. .
,. ..
. ._
for. Education? . 0.0050.4'0a 06a-6170
--
-;-
XII-. The Federa Government Does-Notu
Pay 1,oca1 Propért3r
'Taxes on Property OWned Within the School Distrfct.'t
--Are You-Famillar With-the-Btogram-to -Compensate5
for Local Taxes? . . . . . * is' 17
In Your-Op nion, What ip the Greatest Need of Federally
_ , Funded Educational Programs in Your -Local School_ _
4
District? 101;0000i'0,-Osaaa a a I a a .'4. ' 18
XIV.. In Yvr Opinion, What iS Wrong with Federally Funded'._
Educational programs in- Your Local School ,District .0 'o 4 0 18,
Please Make Any Additional Remarks About Federal Aid
to Educaticin ThatYou Wish to Make 0510009gae-aag'45 19
XVI; Are You Aware of the'Area of Emphasis of:the Title I ,
Program in Your Local School District? .
! XVII. Do You-Understand (the Procedure) How -a _School .Eecomet
Title I Target School? a, .0 00.
iVIIX. Is Participation-in Title I in Your Sehdol 'District _-
, Limited to' the Poor? _aaag4' 20
It f
x. 'Ara You Aware of the EinpliaSia of the Title .II -Program.in.. ,
YoUr Local.School- DiStrict?. -0 . .6 .55 0 -0 g_;.
t'l!a-:rM... a, RIF, TO ,aa-a -17.24 rear {,-,t ,1.11 -
TABLE,.=
. Are You Aware of_ ihe ReetrictionS=yleced on_ SchoolL.
Districts Who Participate in =Tit-,le Irt 0 0 .AreYon Aware of. the Emphasis of 'title -III Programs
PAGE-,
Nationwide?, 22"?,'XXII. The Russians Orbited A Saelli.te (Sputnik I) Aroullil
;the -Edith-Before laid-Unita-d-StliteSIfi'Teffr Otdrife-
_
Was This Enougli Reason -to Begin a Nationwide / ; -C .,
Federally Assisted Program it Science and Matta.: ; . 22
-XXIII.-- Do You Feel -Additional-Federal Funds__Shouid be _Obtained'I II.
by' Yopr Local School Districi?; fl -
Are You Now or Have You Ever Feeti concerned About the
Federal Government Placing Excessive _Reitrictions. øn
Your Local School Diestrict? 'a T .0.0 1=0 23
V 0
2-
' .
XXV, In Your Opinions What -Percent of the Public in Your School
District Supports the Use o; Federal Funds for Education 24 ,
XXVI. y The Federal. Government Does Not Pay -Local-Prop Taxes on
Property Owned_ Within the School District. Are You Familiar.
With the Program to Compensate for Localjaxes?: .0 24
-Using the Rating Scale Below, Circle the .Number That
Indicates Your,overall Qpinien 9f the 'Brochure in
Providing Information About Federal Programs._ 0,0'
'
XXVIII. Please .Make Suggestions fay Revision of the Brchnre "m
XXIX: The- Significance of the Difference Betwéen Two,.
Percentages e - . I ..
-
CHAPTER I
THE 'PROBLEM IIMITATIONS,-AND CRITERIA OF sUccEss OF Tim PRACTICUM-
The Federal Government is big business Along with big business
.comes a lot of "red tape" or papeiwor1 to justify any eipenditure of
funds.provided by-the Federal Government. After the passage of the
Elementary and Secondary Education Act_of 1965, a tremendous amount of
money became available for funding a variety of educational programs.
Thep billions of dollars made availlabIe for educational programs,
coupled withother funds already being utilited for these purposes,'
have createttinthe minds of:many Americans questions and doubts that
have'eaused problems in many local school districts. . It was the e
questions and,doubts that precipitated this practieum.
THE PROBLEM
Statement of the.problem. It as the purpose of. thIs practicum
(1) to measure the amount of substantive knowledge df the publicconoo_
federal programs;: (2) to develop public relations Materials to inform
the public about federal programs based on the needs identified in the
needa asesment questionnair ( ) 'to use these materials with the
Public to see if this information increased their substantive knowl dge
about federdi programs; and.(4) to make these materials available tp
other school districts for their pos,ible use.
13
It'was the premige of:this pric 19umithat if the public is informed-
about the:purposes for which federal funds are being spent tbeTublie
;is more inclined to suppOrt the expenditure,of these funds.
Importance of the piàóticum.I Nearly ten years have passed since
, the paSsage.of ihe Elementary and Secondary :Education Act of 1965
iuring this time local school districts have placed informing the pub c
about federal programs in low priority. A very pmall percentage of
these funds have gone to programs that-wculd assist the.public in
understandini why these funds are being spent, who are the recipien s
of thesa services, and what benefits4tre derived fro- the eXpenditilre
of these funds.
The public questicnS the expenditure of federal'funds for educational
purposes. In many areas the public thinks of federal funds only in terms
of forced busing and desegregation'.of schools. The publit has the
conception.that the Federal Government is trying to take over the local .
school system. +Generally, the public is suspect othe Federal GoVernmnts
involvement in the education of-boys and girls.- A stigma4s attached to
these funds because the public ha- little-or no knowledge.about federal
funds-and how they'are used in tire educational programs.
II.. MUTATIONS OF THE STUDY
Substanttve illy221. This praeticum has been limited to the
mea urement of the substantive knowledge of the public eencerning fedbral
programs. It was felt that this need must be met befor9 any other area
1 11
-of: emphasis was attempted. There are several side effects thateould
result from a,practicum of this nature. Pa iage of more bond iistes
andmillage elections, increased acceptance of the non-federally funded
programs', and increased morale among instructional personnel Are a few
eiamples.
Change in a ud With an increase in substantive knowledm it
was anticipated there would be. a change:in attitude. 'Although a measure-
Of a change.in attitude, per se, -was not intended, a change in attitudee
would effeet_the-kesponses of the individtals samOled with the needs
assessment questionnaire. Ncs attempt,will-be undertaken to separate the
two issues in this_practicuM.
'ITI '.0RITERIA,OF,WCCESS
There were two criteria usedto determine the succesd of the prac icUm.
The.practicum was considered successful if (1) there were significant
diffe ences (at 010 confidenee level) in the positive indrease 116 in-
Alcated by a comparison of the results on the needs assessment and the
post survey; and-(2) seventy-five percent of those surveyed were to
indicate an7opinion of 7 or higher on the' scale.of 1 - 10, with 10 being
the highest in _ sponse to the brochure.
CHAPTER II
THE PRO EDURE
The procedure in thisjpracticum inveVed working with personnel fn
three. Florida school-districts. ,These districts were chosen because,
, .
of.their geographicalllocatien throughoUt thet state, the:similarity in:.
school populatton, the similarity in educational problems, and their
willingness to cooperate in the stucly.
I. NEEDS ASSESSMENT
Purppse of the needs'asSessment. The purpose.of the needs assessment
Was to determmnethe areas in, which the public needed infOrmation relative
to federal programs. A needs assessment requires four statements, each
an_ ering one:of the following questions:
a What is expected?b) What currently exists?c) What is the discrepancy?d) What strategy is-:intended to rglove the di rep cy3
The needs assessment conducted in this pract cum pres nts information
that will assist in Answering these four questions. The results of the'
needs asse--ment will'be presented in a iatsr.sec ion of this dociment.
Preparing the questlonnaire. A questIonnaIre was prepared to assist
in surveying the public to answer the question, "dhat currently .existr
It was anticipated, after working several years with federal programs
that the public.had little or ho information about the use of feder
funds in the local educational programs. The desire to increase the
knowledge must be based on factual information, not speculation
One or more questions were dev loped to measure the kno ledge of the
public about eneh federal program. Additional space was Arovidodfor the
respondent to make suggestions and/or comm,nts to further clarify-the
16
-
1, desir for additional ihforma lop. (See Appendix A
,
A letter was mailed with each questionnairdexplaining the purpose
the svvey.. Those surveyed yerp ssure that:their response would be
treated confidentially.
EaehiPerson surveyed received a pp8tage-paid,- elf-addr67ssed
envelope in which to return the dempleted-questionnaire,.
4
Before the final draft.of theAliestionnaire_was made it was given'to
several individuals for thoir response .AdjustMents were made where needed;
.When needs assessment 1.2tas conducted; The Initial quesaonnaire-mas-ailed.during October 1974. 'The majority of the replies were received
within the first two weeks after the mailing4ate. Other.eompleted
questonnaares redeived foi'-four more weekS; 4t that. tiMesthe resulte
04ere tabulated and an analysis was made of the .data, -This analysis -..:
Aermthed.thd diserepancY between-7What
exists?"
ected?-" and What currently
Where needs assessment waa conducted, Thre Florida sthool:dibtrAO4
e chosed in which to conduct the survey. These districts Wire Columbia,
%
Hernando, and.,Highlands, ountie6. (See App ndix B ) Columbid-CountY
represehts,North Florida; Hernahdo County representaCentralF19rida; and
Highlands County-represents South Florida.' These Oduntio6 have apprOxiMa -ly
the same-humbler of students. ,A letterof inquiry was Mailed_to the super-
intendent of the three coUnties asking for their cooperation-in this project.
These three countIes were willing to cooperate thereby, giving enOugh for
17
Who-was involved in needs assessment. There are many wayS a sample
Can'be selected tb se fn conducting a ne:is assessment. The procedure
.may -be very so iSticated as thode -used 1n. prestdential 'electiens to declare
winner long defare the polls close. Another prbO.edurAmay'involvéa
personal interview whiCh requres a lot'of'time and effort A much less
.inVolved-procedure 5.S:one in which a 14estionnaire is Mailed to a selectH
group of pepple.-.The:,latter.waS-thetTocedure used in this practli um.*. .
The selett group -people consiSted_of the:Adviaory Council Obmbers so
each of the.three'coun ies. These councils are requiredixy la4 in Florida.
ege oenncits ilere chosen sinc hey ilvre area existence and were
fling-to serve inthis.Capadity-The.1.973J;egislature-mandated these
Advisory Councis to assis in the evaluation of the educational p ograms
of the indiyidual schools. This:assigned, task was yery similar to the
probl identified in this prUcticumg cal to use theseA.
Advisory Councils ffisr this survey.
Site of ample for.polUngopiniori. Researdi studies-have shown
that a.surprisingly smail sample-will serve :: a basis to adequately predict_
the' results from the total population. Ttle
how much prrók can be tolerated and the a9un1 3 of 'detail desired hs
,
ize Of the sample depends on
result of the survey. Thd thble on the following page provi4ed by
1Hedlund- was used as a guide in determining the sample size.
ulit. Hedlund(unpublishod EdD projcre23.
[1onsurin g Public Opinion on SchoolIssue
achors Collego ColuMbia University, 190)
18
TA
I Size of ample fOr polItng opinion.-
Range of error I Eated Division oLevel of Confidence 20 3
'1% ,493-147 82740
e 246.
-62 88
n on
Fran this table it caube seen, for ekample hat a representativd sample ,
Of 385:would provide the,investigator with Inf'ormation relative to the
entire.population within 5% 0Z the true figire..
,
-.A group.of 150 was chosen 'to 'sample-, for the.purpos o_ -, practicum... ..
ange of err* o '19% could easily batoleratedte get feedback from.the
..public.,
Results of:the aeds aseassment. The data comOiled from the needs
,,
assessment wa8 kept.deparate for each of the counties. This would enable
the investigator to InGke a'judgement about which materials would be
, . .
appropriate to share"With.these schoql districts and othe_ schbol districts
.A summary ofthli data whs also produced for the three school districts.
The public relations materials .were based on this 'summary Infoimation.
responSes Wthe. open epdpd questions were grouped and summarized.
Imnlications of the needs sesment. The needs assessment was used
p
determine Wkimd of ±nformatIon 'that as included in-the
relations-materials. Since.the-mateiftlala: are being developed to be usa
in differemt school districts the informatiOn derived.from the needs
assessmentzwas or its relve mpOritascè te' the total end
PiodUct.
ven thougfi federal-aioeducation has been in4
of years the public does not.undeistend the role-of this aid:in
program. Efforts-have been. made
limited degree'in the past -.These-efforts have not been extensive.
Nor have the efforts been aiaed wtthe average pe The materials
ve been of a technical nature and not in layman language-s6 that the
average person can understand:. This IS difficult task sIflce. the natu e
the role of the Federal Government is technical.
The brochure-was fhe strategy .employed to overcome the disc
.that was identified the
in. cx
sis or the datafrom the needs assessmen
election of federal prurams. Practically.every educational program_
tance in the United States, Is eligible for federal assistance either
directly or indirectly. To attempt to PrepArd brochure to cover all
of these programs would be an overWheIsling task. Therefore, the five major
federal programs that provide funds for educatiohal programs in Columbia
County were selected for this,broChure. This selection does hot attempt
2 0
4in'any-way tc; evaluate-the desrability of these programs or _ther..-progrgms
in existance in other countiei. Friorityamong these programs is net
intended in the order in which.they are presented in-the publication.6k
Format'u'sed in the brochure. The format for the_brochure was selected'
following the analysis Ofthe data from the needs assessment. It was
,determined to:be nearyi by the piacticum particip that the lluf-, _
whould be stated as source of the. legal basis for the federal program.
The concluding state-ent Was also thel:dea Of the'priciicum participant.-
Other headings were selected.to proVide.information needed by those'samPled-
with the queationnaire pee Appendix (3)
The eleven-page.printed br e included a descriptive cartoon
about each program. Credit is given to
in the Acknowledgements
artist of the original caribon
Off setting the printing gave easy accassibility to the individual
programs. This off-set format provided differing amounts if space. The
longer p ograms were able to be printed on two pages and-the shorter
prograMs.were printed on'twepages.
Involvement of p, sonnel,from the Florida Department of Education.
knowledgeable persen from the Department of'Eductition was identified in
each of the federal-program areas. This person was given a copy-of the
material prior to printing and asked to respond to the acy of'the
information. They were also given the opportunity to make-additional
comments and/or suggestikms.that would improve the,brochur
21
Eadh person
responded to this request See Appendix.D) The revisionasuggested
the Department of Education personnel were incerOorated into_the
report before it went to pres
III .THE TAT
A-cassette tape was prepared on each Of the:federal progrins.
tapes followed the same general format develpped f6r the brochure.
question and .answer approach was used to replyto the eenderria identified
in the needs =assessment.
The material_used -in the tapes haclundergone a test by.knowledgeable
people at the Florida Department of Education See Appendix D) 'o determine
Nadequacy of Informat1h and local school personnel had responded to the,
nformation, therefore, furtherAesting of the material in the tapes was-
eethed unnecessary.H.To get edback on the quality of the recording
two people wex asked to lIsten to the tapes and give verbal responses.
This feedback was supportive and no changes were made in the tapes.
Since the tapes were to be used without a controlled audie ce no
procedure was aeveloped te gather information to be used in the evaluation.
Copies of these tapes Were ade available to local radiolstations
to use in their general p ograti_g.
IV. POST SUR
Purpose_ of the ppstsurvey. The purpose ef the post survey was
gath _ data cencerning the4tdequacy of the public relations materials in
meeting the needs of the publie,identified In the needs assessment. The
broehure,was the _trategy used to overeome the) diserepan y Identified from
2 2
11
aysis of the data in the needs assessment. A-pcistsurvey was
conducted to see if this,brochurewbuldbe adequate in furnishing info_ a-
'tion to overcome the discrepancy.
Emp_Eina the ast survey auestionnaire. The post'survey was prepared
Very Much like.the needs assessment questionnaire. The open ended.quest ons
were not included. A scale of 1 (low) to 10 (high) was added tp assist
those surveyed in evaluating the brochure. See Appendix ,E)
When post survey:was conducted. A questiohnaire, letter of explanation,
selfeddressed stamped _envelope and the brochure wele mailed the third
week of March of 1975.. A reqUest !las made in' the letter explaining the
survey that the-goal was 100% return in seven days. This-request was made
in an attempt to get more responses earlier than the orlginal surveys
Where.nost survey irLsa conducted. The same three Florida school
districts we-..e used for the post survey as were used in the needs assessmept.i..
Who was involved in post survey. Members of the School AdvisorY4M121.1 4!
Councils were used in the test survey. Approximately 50 members were
identified in each,of the three Florida sdhool districts to be use0 in
the pott survey. This provided a total of 150 persons.
Results of the E2Etsurvey. Very few responses were received during
.the first- seven 'dnya after the mailing et the qUestionnaire even thoUgh
a request was made for an early return. Easter vacation was-included in
this seven days which could account for a slow return. The second weak
brought the bulk of the respenseS.'
The results were conpiled as the questionnaires wore received. A
rY of the data was made for :ach school district prior to analyzing
the data.
23
CHAPTER III
THE QUESTIONNAIRE RESULTS
,
How people feel toward a-situation or sri event is a fact. This,
must be 'acknowledged even though it is true that the opinion ma
be,based on or consistent with factsp.or objective and verifiable infor-
nation. This is the positibn accepted by,the writer of this practicum.
The results of the questionnaire will be aummarized.and analyzed in
keeping. uith thi- philosophy.
The data for each of the surveys Will be presented separately by
.question for each of the three school districts and acombined total for
the three school districts. A summarY of the open-ended questions will,
be given here.. A complete set of data mAy beTound in Appendix F.
NEEDS ASSESSriENT QUESTIONNAIRE
,Thefi et.mieetien of the needs assessMent question _aire related
to ESEA, Ti lc I.
TA
_
I. Are.you aware of the area of empha
in your iocal-sch.00l districtT
le program.
Columbia puity Yes .6h% No,
Hernando county YeA 38%, No
Highlands County Yes 33% No ..
Total . Yes 49% 'Ne
.Columbia Coup yi'with a positive respons
24
36%62%67%51%
percent,
'has a much larger percentage of people who know what Title I is. th
the other counties. Of the fiVe federal programs being UaedAn!this
urveyo. Columbia County has hy far the greatest percentage'of
on Title I. Forty-nine percent of the people- surveyed in ;the three
'counties .said they knew. the émphasis -f Title I.. Again;....
swers
the largest percentage of positive answers of the:.fila progralna being .
studied.
TABLE III=
II. Do You'underst:-d the procedure) how a school becomes a Tit/a Itargetachoel? !
.Columbia County Ye0: 32% Na- 68%Hernando CoUntY jes' 31% No_ 69%
Highlands County :Yes 22% No 78%'70%Total ' Yes No .
QueStionpumher two relates, also, to Title I., h'seventy percent
of the-people real3ending negaiively indicates that an overwhelming per-.
.
Pantage or the people demet understand how a school becomes a target
school:for Title a pUrposes. Ro school district caMe near.the,fifty.
ImercentJevel of pofttive answers! while Highlands_County was verY:
at tven y-two percent.
III., Is participation In Title lIn your chool distrctlirrdted to thepoor?
Columbia CountyHernando CountyHighlands CountyTotal
Yes .114% _No 27% Don't know 59%Yes 25% No' 19% Don't know 56%les 56% No 22% :Don't know 22%'YSs 26%'. No 23% Don't know 5M
-
One of the areas generally ebnfused _when Title,1 is diacubsed is
.that the-Program is for-the.poor enlY. Question numher threeindicates,
len yes"end'don't know percentages' 4re Combined, that-seventy-seVen
;percent of the Peeple-thilik'that7Titlerf
tABLEAT
vE9.greme are 'limited to the poor..
Are you a ar6 of the ernphass of the title II Progrschool di
-,
your local
COlumbia CO14qt3r
Hernando-gduntyHighlandi County'Tota2
Yes
Yes-YesYes
23%25%.,115,,21%'
,
No-----.=
NoNo
'No'
77% .
70-_
BO%7
Questionmumber four measures the gwa eness,of t e 'pub1.c toward
Title II programs. An overwhelming percentae of those s
:not understand the area of dmphasis:Of'Title
Id
Highlands Coiinty with
_only eleven;,__ t'Pesitive answers indioat s the lowest understanding-
of Title IL o_ he three counties survey-ed.
TABLE Vi
J!ire you a are Of the restri nspla e n school districts .Whe
.participate.iin TitleJI?
ColuMbia County :Yes .' No 95%
Hernando County TPA. No 81%
Highlands County '.-.%Yee' ::ll. lig:.:,02t.
-Totfa Yes '',1- o,-, 8
Colpmbia COunty, wiih only five percent poditive responSes, had the
.lowest response of any ,of t.e.questions in the bUrvey. An overall response
of eleven cent 'indicates that most people do not understand the
restrictions placed On school systems to participate in Title_II.
TABLE viz,
=
you aware of-the emphas of Title III programs nationwide? _ _
Columbia- County ------ -YetHerhando County YesHighlands \ounty YesTbtal Yes
-No :=-;786No 87%No 89%No .87%
The percentage of negative responses, an-indication of lack of
-understanding of Title III programs nationwidei ranged from eighty-six
percent in Columbia County to eightyrnine percent in Highlands Coun
This is the shortest span between ihe counties of an/ data gathered in
the needs asseSament survey.
The Russians orbited a satellIte (Sputnik I ) around the earth before.the United States. In your opinion mas- this enough reason :to begin_a nationwide federnlly assisted, program in- science and math?
.061uMbia CountyHernando CountyHighlanas CountyyetaL
5Yes 6- No 38% -(one ne responseYes = 56% (one no responseYes i:Ats
Question number seven related
Education Act NDF,A) The response w
up-Porters and those that opposed the eXpendittre- o
States Government to enhance the teaching ef sciehce and math for se
27
MI. Do you feel addition deral-fthds should be obtained by your
Columbia Coun Yes 64% No 36%Hernando Connty Yes- 81% No 1Highlands .County Tejl 78% No 2_Vote Yes 72% No 28%
Coliunbia, County had the, lowest percentage of'those surveyed ndicating
they we e in-favor of obtaining additional federal funds -A higi of eighty-
one percent.in favor of obtaining additional federal funds was recorded
in, Hernando County. Seventy-two percent of those
e -in -favor-
-urveyed indicated
--receivinvmoreLfederal_aid__for-educatioiial_purposes
TABLE X
IL Are you.now or have you ever been concerned about the ,Federal Government
placing excessive, restrictions on your local school district?
Colombia County_Hernando County'Highlands CountyTotal
NOW (1974)Ye 68%.. No 18%Ye 69% No 31%Xes 56% No 33%,Yes 66% No 26%
BEFORE (Filire years ago)Yes .59% No 9%Yes !31% No 31%Yes' 78% No 22%Yes 53% No 1
tion iwmber nine measured the concern-of the public about. the
Federal Government's excessive restrictiens on local school districts.
e -though there-were -several questionnaires that di& not -include a-- ---
response to both items it is evident that the public has concern that too
any restrictions are placed on the looak school district. An increase
from fifty-three percent five years ago to sixty-six percent in 1974
indicates that -the concern is increasing rather than decreasing.
28
X. -In your opinion, what percent of the people in your school distri
rapport;the-use_otroderal funds for_education?-_
_
, Columbia County
,
Hernando County
_
0 25%
51 - 75%0 - 25%
4%
Highlands County 0%. 25% 11%
1 - 75% hh%
Total 0 - 25% _9%
51 75% h
-(Some responses
-76 - 160%
26 - 50% 25%
76 - 100% 6%_
C.J.101fl.
26 -'50% 2
76 - 100% 22%
26 - 50% 26%
76 - 100% 11%
Support for federal aid to education was Tneasured in question nimber
ten. Forty-nine percent of those-surveyed indicated 51 - 75% of the
yeople supPort federal aid to education; eleven percent indicated 76 1
of the people support federal aid,and; thirty-five percent of the OUblic
believe less than half of the public support federal aid to e ucation.
TABLE XII
The Federal Government does not pay:iocal property taxes.on propertyowned within-the school district. -A e you familiar with,the program
to compensate for local taxes?
ColuMbia County- Yes 14% No 86%
Aerpandd County -
SAkhlafidi-Cob#y-----
Yes: 6% Noo-
94%
Total Yes
eleven percent of the public= is familiar h_programs whereby the--
local scheol district is compensated by the Federal G vernment for not
paying local propprty taxea. A high of ninety-four percent in HernandO
County an a loi;r of eighty-six percent in Columbia Ctilty in-
they did n
oated
he program used to coMpensate local sCo1 :.
ede ed10- -0tWnot-arthe-lotal-
TABLE XIII
-18
In your opinion, what is the .greatest need of-federally fundededucational prograina in -yoUr looal-sthool-rdistrict
Restionse
Building programImprove reading!Improve-public' re ations
Improve mathVocational programs ,
Basic teaching-Media resourcesMOre teachers
Number of oonses-,
1094
her
Only the eight areas with. the largest numb of responses are ven
These are shown in priority determined by the most rasponse 0 The
top threeyshow the concern ofthe public:toward providing adeqtate housing
for edUcational programs,,the national and state emphasis on-reading, and
the concern of the public to improve public relagons.of federal prograMs.
Nagy of the respondents did not an wer this question A complete list
of resPohsesmay be found in ,Appendix
_
rill In your opinion, what is wrong with federprograms in your local school district?
Response NuMber of responses :
PUblic relations;Nothing wrongToo,much paper WorkToo many guideliles
This -suimaary allOWs only the top four responses in priority. , PUblic
relations wa.;--the 'area most people foundacking. Many of th- respondents_
1
gave no answer to thiiquestion., A complete set of reaponse&inay be found
in Appendix F .=
TABLE y
i'lease make any additional remarks about federal' aid to educthat you wish to make.
Response
Lack of pUblic knowledgeSupport of federal programsWaste 'in federal programa
J Numberof' responses
When asked:to' lake any additional co=
a lack of knowledge by the public in the number one pbsition. This was
the respondents placed
followed very oloSely by support for federal programs and a charge that
federal programs /provide considerable waste in funds. _
did not answer this qUestion. A complete set of responses may be found in
the yesponcients
Appendix F.
II. POST SURVEY QUESTIONNAIIM
The results of the pest e presented inthe saxñe format as
tbe needs asse ent results for ease of- comparison
TAB1E XVI
Are you aWare of the area of emphas is 'of he Ti le I program in youlodal school district?
,
4.-.Columti a%County Yes 84% -No 16%Hernando County Yes 80%. No 20%Highl.ands County Yes 56% No hit%
Tote?. Yes 77% No 23%
Columbia Com
with a:pobitive responso .of 80% how a much higher percente0 of part-,4
iCJIPantAwareness-of_Title-I-after receiviputhe brochure. '-_The repponies_
with, a pos ive-response. of 84%, and Hernando County,
froMrHighlands County indicate that onlY:56% of the'partieipanta under-__
e5 of emphasis of. Title I.
_-L--,
-ou understand (the procedure) how a
a gOt'achool?.
Cplumbia County Yes 8
9_ ando ,Courity Yes 87%Highlands CoUnty Yes 67%Total Yo9*- '84%
chool b comes a TitlerI
No -1No - 1
No -3No 16%
After receiving the brochUre the :reepondentsfrom ColuMbia County
Hernando CoUpty-indicated-an 8 d 87% respect1vly unertanding
Of the procedure, by which 4:school becomes a Title I school. Highlands
County, w1 '67%is 20 percentage Points below. Hernando Cotnty positive
responses s-item
TAB
III. Is p±ticipation i Title I in your school district lm&ted tothe oor
qalmibi Coumty :16%---- 8U%}nand County Yes 0% Na 100%Ighlancs County Yes 22% o 78%Total Yes 12% No 88%
Those persons responding to the qu5tIqY1noire from He- nando County
indicate a posttiVe response of.100% to this item relating to participation,
Title I. ColuMbia County, with 84% apd Highlands County', with 78%,
show that the parti ipants have a good understanding that the Title I
32_ _
progran is not ted to the poor. ,
-awes _l_xx-a.roc«:,;-Irt.,-;;;Lwe
IV. Are you aware ofschool district?
TABLE XIX
emphasis of the Title II program 1;n-'y,bur .local
Columbia County Yes _:79% No,Hernarido_ County Yes _8 oHighlands County Yes
,-_-
44% Nei
Total , Yes 72% No
-2
28%
h 9
-An overwhelming percentage of those surveyed in.Colutbia and
Hernando Counties indicated an understanding of the emphasis of Title
II programs in their respective comties. The respondents from Highlands
- -
County indicated that only 44% understood the -emphasiCo
Are you aware of the restrictions placedparticipate in Title II?
Columbia CountyHernando County.Highlands CountyTotal
Yes 9.% _NoYes 73% No 27%Yes-- 67% No-.-Yes 81% No-
Columbia COunty,' with 95% positive responses, has the highest. per-
centage of respondents who indicate an awareness of the restrictions
placed on school districts mho participate in Title II. Hernando and
Highlands Comities have a positive response of 7
7-==
TABLE M
you_emare_of,the
ColuMbia CountyHernando CountyHighlandounty_ =-Total,
o ams_nationwidet
Yee-- AN.4% No- 2
YeaH773% No-'
-Yes _56% =_No
Yes 70% No
Seventy percent of those responding from nthe threp counties indicated
awareness-of Title III_programs_nationwidei Columbia County:had Star--,
'positive responses, the highest of the-tgree counties. _Only, alightli
over half, 56%, from Highlands County indicatecian awareness qf Title
TABLE.
VII. The Russians orbi ed a satellite (Sputnik 1), around he earth beforPthe United.States. lin YOur opinion was this enough reason to begina nationwide federally assisted program An science and math?
Columbia County. Yes -58% No 42%Hernando, CoVnty Yes 80% No 20%
.Jfighlands County Yes WA No 56%Total Yes 63% No 37%
kluestiOn nuMber seven, sampling suppOrt .for the Nation
ion Act, showed the lowest percentage:of positive responses
rnando-County_had_80% positive-veaponse
ee counties foethis'qUestion.
ense
of the
highest of the__
VIII. tlo you feel-ad onalfidelocal school district?
Columbia County_ -Hernando County
Highlandapounty
Yes- 68% -iNo .
Yea _80%Yes 67% -_No
Yes__72% -No-- 2
2
_
Eighty percent of, those surveyed'in-Hernando.County indicated-they
were',in favor of obtaining more federal funds. Columbia-County an_
Hi'ghlands County indicated a sixty-eight-and sixty -sevea 'Percent positive
response_-_to_this_questiOn. L
V
IX. -Are you new'or have you ever been concerned-about the Federal Government:
placing excessive restrictions on your local 'school district?
NOW 1975 BpP0M (Five years ago)
Columbia County Yes 53%- No. 37% 'N/R Yee-42%,_ _No-37% N/H-21%Hernando County Yes 47% No 53% .
Yes 67% ,No 27% N/R 6%Highlands Cbunty Yes 56% No 33% H/R 11%: 'Yes:34% No 44% N/R 22%
Total Yea 51% No 42% N/g 7% -Yes 40% 140 35% 14/R 16%
-_estien number nine Measured the concern of the public ai?out excessive
res rictions being placed.on.local school Slightll ore Tthén
half of the _espondents'in Columbia and Highlands COUntie ndicated
concern of excessive restrictions being pladed'on school districts by-the .
Fe4pral 0Overnment. Slightly less -than half, 47%, of the respondents in-,
Hernando Countrindicated'the sarse concern. On1y the-respóndents-from-
Hernando County indicated a percentage higher than fifty Percent on the
35
= ..; survey relating to concern of excessive restr
in your_ opinion, what: pericent of,:the_-publio -in your schitiol -districtsUpports the Use 'of fundi 'for -edUcatien?
Golumbia County- 0 .25% 26 -- 50%
-Hernando County " 25,%?
- '25%
51 r0.7 20'
51 70
Highlands dounty
Total
7% 26 7 5 27%
11% 26 - 50t h %
76 -109% 11%
% 26 50% 7%
14% 76 -100%ome responses included nd, opinion
Forty percent of those surveye.indicated 51 75 percèntof the
public support federal aid to education. The response from Hernando
County, 53% was the,highest percentage, of support for this item. Only
seven percent of those gurveyed in the three bounties indica ed 9. -,
percent atippOrt tor federal ,aid.
TABLE
The Federal Government does not pay local p operty, taxes on property
Columbia County Yes 79% No _ 21%Hernanda?C6unty Yes 67% No .33%Highlands County Xes hh%. .No 56%Total Yes 67% No 3
:
ownedcWithin the school district. Are you familiar with the programto compensate for local taxes?
1-=:=
Those responding to the pos urvey questionnaire form Columbia Coun y
indicated a seventy-nine percent understanding of the procedure used to
ompensate for the Federal Government not paying taxes on property-owned
in *the local school-district. FoitY-four percent of those responding
36
friim-Highlands'-County 'indicated a positive response-to this item. A --
total of si seven petcent\from the three cbunOm iurveiyed indicated an!
eness of-Ithis program__ "i"
_
XII. _USE4 the rating scale below, circle Ihe nuMber that indicates your-overall opinion of the_brochure in _providing, information abuut federal
, rt
, programs?-
1 2 4 5 6 7 8 9
Columbia &linty 11% 5% 26% 21%
Hernando County- 6% 6%,- 20% 28%-
Highlands County 11% 22 11% 11%
Total. 2% 2% 4 7 5 -5% 21% 20.
Question_number_tweive_ ked_those_s e_
_
expte4J414i'opWbn
about the brochure submitted to thew.containing ". nformatidnabou_ .
federal
10-37%
314%
23%33%
programs. y,three percent gave the- bromhur ting of 10 the highest .
_
ppseible on a'continum'of 1 10. Only eight percent gavethe brochure a'
rating below 5.
TADIE KI01111
XIII. Please Make suggestions for reviSion of the brochure.
1. Give examples of how federal aid has helped the schoolsdireCtly.
2. Recommend distribution oF the brochure'as
3. Briefet, less lftal,terms, give examples.1. Reword second 'aragraph of Title I, ESEA, wtder requii'ements
to participate, fourth sentence.On front cover add Federal Programs Dealing with ichicatiori..'
Most:of the respondents made no comMent on revision of the brochure.
Several complimentary comments were made. Two responses dealt.with a
request for more aPecific examples, Aiother requested a ,b-
with fewer legal, terms. One request-, wai made for rewording the fourth
Sentence of the _second paragraph under "Requirements to. Parbicipate", in_
_
EWA. The last suggestion viss .to add Education to-the front
e,brochure to identify tthe' area o asis of the federal pro
-
ZEE SIGNIFI6NCE OF TI DIekERENCE TWEEN-TWO PERCENTAGES,_
ItemNeedsAssessMent
PostSurvey Difference Si gnificance-
77% 28
II 30% 84% 5/1
2 88% 65..
21% 72%- 51
81% 7'PZC
1 7
vi' 145% 63%
VIII 72% 72%
IX 66 51% 149%
N/A
67%
.Table MX , compares the percentages Of positive responses on the
needs lissessment and the positive -responses on vie post survey. The 1
--.-nonfidence level toas iined-'in -this comparison. 'All--items.'showed,
1-..
nificant difference between the needs assessMent Sid the.pbst
-
h
,,
the exception' _I' IteMpVIII. The-percentage' in Item VIII was the same. . ,-
in.the needS'a sessment and the post sUliviy, therefore, there mas'no,-.
ant-Ai iei,';nce6
In cdmp _ng the percentages on'the needs assesement"with-th'40, or _
the post surv y4 a proCedurd entitled "The,,Significance of the Difference,
'r
Between-Two=P-rcentages" by.C.-H.-Lawshe and-P.-C. Baker_of-Purdue----,
Univ.ersity was used. (bee Appendix G)
aliAP TER' IV
UOMARY; CONCLUSIONS,AND IMPLICATIONS FOR FUTURE_STUDY
I I.
A needs asSessment was condUcted in three Florida school districts-.
to _erasure the substantive-knowledge of federaleducatiOnal programs by
.-
the public. The data from the needs.assessment-were used as a basis to
develop the brochure on federal-i6eational.programs. This brochure was
submitted to the School Advisory Council members PlIng lath a post survey,.
questionnaire to see if the brochure increased the
of_tbesmeftiberair The__Post_survey vas conductedV
reactions Concerning;federal aidlo edneatiOn and-
tive knowledge
t
-
those surveyed toward the effectiVeness of the brochuie-.
iiestlons were asked in the needs aessment and post survey abOut
each of the'federal programs-included in the brochure. These programs;
Title I;:Title.I1 Ti le-III Federal Impact; and NatiOnal Defence-
Education Act were Chosen as thp major programs to be included in the
brochure since Oey were Identified in the budget of the ColUMbia County
Schopil...Systems the home county of the:practiculkpar4cipant.
Mhen asked if they were aware of,the emphasi -of the Title I program
:heir localschool System; foi4tpiinine percent of those surveyed in the.A
needs assessment indicatdd they 'knew of the eMphasii: On the, 'Poit,fsurveY: 7
seventy-seven percent indicated awareness -of Title I. This was an
increase of 28 percentage points and this Increase was considered sig-
nificant at'the .10 confidence level using a procedure developed by
Lawshe and Baker of PurdueUniversity. All other total percentages
:were compared using thIs pome procedure.
The percentage indicating the greatest increase was-found in
question Number V. Those surveyed in the needs Astessment indicated
a low percentage of awareness of the restActions placed:on school
districts who participate in Title II. On the post survy, _ total
of eighty-one percent indicated they were aware of the restrictiens
placed on iocal,school sydtems who acept federal funds. This was an
increase of 70 percentage points.
29
All questions, with the exception of qp- t_onAumber VIII, indicated:
a gnificant difference between the needs assessment and the,pest
survey.
In question XIII the respdndents'indimited a need for improved
Apublic relations as their first choice of what,was wrong with federally
funded educational programs. -In question }II i proved public relations
WA., Mentioned in thii=d place when asked iwhat the greatest need was f
federally'fUndedlducatpnal programs. In quebtion XIV,.a lack.of,Oub
knowledge about federal progrhms was mntIohOd most often.
Respondents indicated more knowled about the Title I program than
any other. program receiVing federal aid. This program, in tho past,
asireceived more money from the Federal Government than any other pro
41
Eighty percent of those reaponding to the question concerning the4
a equacy of the brochure, gave the brochure a ratingof 7 or higher.
Many comments were made indicating approval of thbrociure.' Florida
30
State Departnent of Education personnel were complimentary be brochure'.
CONCLUSIONS
The needa assess ent surveY.provided data to substantiate the claims
that the public lacked knowledge about federally funded educational
programs. A significant increase in substantive knowledge was,indicated'
after those surveyed had access to the brochure developed as part of-this
practicum.
The results of this practicum indicated thtt the public waa concerned
about the excessive restrictions:placed on a sc_ ol distri-ct that accepts
federal funds for educational programs. It appeared from the data that,
-the brochure asisted in reducing this concermaboutexcessivexestrictions.
,A high percentage of the public felt that additional federal funds
should be obtained by their local school district. ;Many of.those respond ng
indicated,that these additional funds should go for:improving the school
facilitio (buildings) of the local school district. Others indicated
that the ,'funds 'should o the school district as general aid to be used
an the school system d
general support by the pub c for federal aid to education.
"At
,:-The data from this practicuin indicated
The brochure was successful in inoroaing tho subst
4 2
ye kno _edge
31
of those surveyed. By providing this brochure tot,he public an increase
in substantive knewledgeon the part of the publip,can be expected.
Title I received the highest rating of all the programs in the needs
assessment survey. Title I has received more funds in the past than any
other program. This factor alene would account for this program having the
highest percentage of awareness of all the programs in the needs assessment.
The selection of the School Advisory Couricilsas the groulI to:be
surveyed proved to be a good choice. These:members mere already involved
in the evaluation of school programs. This factor is given credit for the
large differences.between the pre and'pott surveys. Ihe commenta (See.
Appendix H ) made on the post survey indicate a highly :positive reaction
to the brochure.
ATIONS FOR FUTURE STUDY
The brochure should.be revised annually to update the.publie concerning
change_ in fede al law. A system should be developed to elicit feedbaCk on
the concerns of the public about federal aid to education. As in all phases
of education, a continuous program, of public relations should be developed.
This practicum did not attempt to measure a change in attitude toward .
federal aid. A future study, measuring the change in attitude of the
public 1oward federal aid would prove interesting.
plication of this project would provide information to other
counties experiencing a lag between information about a program and knowledge
pi the public.
43
APPENDIX
APPENDIX ik
309 Pine StreetLake Cityp'Flor_da
/The enclosed guest_ ng diitributed to
/
f individuals to sample public opinion toward federally
elect
educational programe. There are.no ri
awers to the gastiona and your maw
confidentially. The juformatlon wIll be consolidated and no person
'wrong"
ill be treated
will be identified with any anawer This information will
provide a basis for the development of materials to inform the
public about federally finanted educational progra
Would yoUsileatie takea few minuts to complete the
questionnaire,:p ace it in the self-addressed, stamped env lope_
and return-ittoday? Since only a sample of the public is being
surveyed it is of great importance that your reply be returned..
Thank you for your time and effort.
Since
Ottie Houáton
FEDE _OR QUESTIONNAIRt
Are:You aware of.the area of emp a-is of -the Title I program in your
local school' dintrict
yes
Do you understand (the proOedure) how a school becone a Titl
target school,
no
III Is participation in Title I in yoUr tlIchoo
the poor?
yes
lirited tp
don't know
'ArO you aware of the'emphasis 0 the Title II pro-,:am'in your local
school district?
yes _ no
Are you aware of the restriction placed on school datricta whoparticipate in Title II?
yea _no
Ate you aware of the emphas_ of Title III programs nat wide?
_yea
VIT. The Russians orhted a satellite .(Sputnik I) around the _arth before
the United States :in your opinlàn was this enough reason-to begina nationwide fcdally 'aásisted program In scietice and.math?
ye n
VIII Do you feel additional federal funds should be obtained by your
local achool district?
yes
Please explain your answer.
TX. Are you now or have you evsy beep concerned about the Federal Government
placing excesnive restriceiann on yotir lecaI school district?
now (1974)
7135
48
HUM (Five yea i ago)
5
In your opinion, what percent of the people in y
-.support the,use of fe'deral funds foreducation?
25%
76 - i00%
school dist .
75%
The-Federal Covernment does not pay local propar y taxes on property
owned within the school district. Ar you fniliar with the program
to compensate for 'local takes?
yes no
In your opinion, what is the greatest need of federally funded
educational:program in your local school district?
_
XIII. In your 'opinion, what is wro'g with federal
programs in yout local.school district?
--ded °ducat onal
Please' make any additional reparkp about federal aid to educati-__ thatyou wiah to make.
4 7
YENDIX B . .
AENDIX C ,
INTRODUCTIOThis brochure has been developed as a resUlt ofa needs assessment conducted in three Floridacounties concerning the knowledge of the publicabout Federal programs. The intent of this bro-chure is to'increase the knowledge of the publicabout these five programs.
49
NATIONAL DEFENSE EDUCATION ACT
Public Law 85-864, Title III of the National Defense Education Actof 1958. This law provided funds for improving instruction insdence, mathematics history civics geography modern foreignlanguages. English, and reading.: An amendment to the lawadded arts. humanities ,econornict'. and industrial arts.
PUR.POSE
The Congress of the United States became concerned about theUnited Statet falling behind in certain areas. especially ,science
. and mithentatics when_ compared with, otber major powers. Title;III of the N.D.E.A. was established ih order to strengthen the'educational program so that the security of the United Stateswould not be, threatened. The Congress identified:science,mathematicS, history. civics geography modern foreignlanguages, English and reading as those subjects which need,strengthening. An Alternate Procedure is provided for irk theguidelines for the acquisition 'of printcd materials. Instructionalequipment and materials may be purchased with these funds tostrengaren the instructional program for students. Minorremodeling and other needs may be funded under the guidelines
,
.if speeial justification'rs provided.
REQUIREMENTS TO PARTICIPATE
Each Florida school district may submit a project to the StateDepartment of Education covering the academic subject areasidentified above. Forms are provided by the State Department ofEducation for the purpose of making application for NDEA fundsand must adhere to deadlines set by the DOE. Projects are basedon 50% federal funding and 50% local funding.
Each participating school district must conform to the provisionsof Title VI of the Civil Rights Act of 1964.
Equipment and materials lists, are made available to each schooldistrict. Each project, as far as practical, must conform to thoseitems on the list. Any item ncit on these lists and (hose itemsmarked &IR (Special Justification Required) must be accompaniedby a special justification. ,
The' Department.of EducatiOn will approve each project based onthe eligibility of thc ijems and the appropilatness of the item inmeeting the objective stated In the project.
nCENT glIANGES L VIE LAW,
Funds for this program were Impounded. Fortunately, tlater released by the courts. There have been no re c
, In NDEA.
50
y VVCrehanges
a
USE OF FLINDS
NDEA funds are allocated for materials other than textbooks andsupplies consumed through use. These funds must = be spent.within . the fiscal year of theiv allotment. These funds must beused in the academic subject areas identified above.
ACCOUNTING FOR FUNDS,
The Department of Education provides a ceiling on NDEA.,fundsfor each district. Funds not used by a district may._ beredistributed to another district at the discretion of_.the_
epartmant of Education. All-records must be kept by the-s:thboldistrict until an audit is ComPleted or as' otherwise directed tyFederal Law.
RESTRICTIONS
Funds are allocated for public elementary and secondary schoolsonly and must be spent within the year in which they areallocated. State Departments of Education are given responsibilityfor coordinating the applicatiOn for these funds.
CONCLUSIONS
School districts,aio.very -receptive to NDEA furids'on a :Matchingbasis (50% local, 50% federal). These funds have given a needed
-;boost to instruction in the academic subject areas.
LAW. ,
Public Law 874 ellithe'81st.COrkgress. This law was apprOved September1950 and has been amended .several times since that date. The
'amendments have not changed the original intent of the/ law to asubstantial degree.
. ,
PURPOSE
The Federal Government owns property within a school district or withina reasonable commuting distance of:the school district. To compensatefor this property being removed front the taxl. roll, of the.: district. theCongress of the United States has made funds.:avatlable to those schooldistricts that ,qttalify. The. United States Government recongnizes itsresponsibility'to provide.tnancial.assistance toward the education of thechildren of those eniployed ' ofl federal property.,lliving. on .federalproperty, or on full-time duty with the uniformed services./
;
REQUIREMENTS TO PARTICIPATE
Each 'schr;r11 district that qualifies underapplicatieri:caCh year for these funds
'shall make an
A survey is to be made once each year'(in some cases'a second surveyis needed) to determine the _number of eligiblelstudents. The census itconducted near the beginning of the school ,y,ear IV sending a Tensuscard home by each eligible student to be' completed by thc pdrent orguardiYn. This census must include the following/information
1) students name and date of birth2) students address as of the survey date3) school attended and grade4) a census date5) the name of the parent or guardian and .the employment
information that causes the student to be. eligible6) a dated signature of the parent or guardian
.',''..
A list of federal agencies currently eligible is made available to-.schooldktrkts by the-federal government.
_
, IOnce the census has been taken the appli ation is then.preSented to thelocal school beard for approval. The sch iol board 'must aPprove eachproject before it is submitted to the D partment of Education, Theprojeet is forwarded from the Department of Education to theDepartment of Health, Education. and W Ifare in Washington, D. C, Aschool district may be eligible for iM act aid if the average daily"attendance. (ADA) is 3 percent of the total ADA or 400, whichever isthe lesser and is at least 10. I I
,
RE hNT CHANGES IN THE LAW
Even though Congress has- extended *pact aid through fiscal 1978,. Impactaid is in trerak. A gradual phaseout is beirt: made (or children who&parents work but do not- live on federal property. Some sources 'beliQvc .impact aid will continue to receive attention until same new substitutelegislatibn is passed:
The recent.faMendments to sectiods 5 (a) (2) and S Sdj;(3) provide a vehicle .for individual states to inclued a portion of federal imPiet funds in the'stateequalization formula. As of this time the guidelines for implementation havenot been developed.
Low rent housing students .are Counted but to date have never beeh funded .It appears that_partial funding may be a reality next year.
'OE OF FUNDS;
Impact aid is considered to .be general aid lhese 'funds may be spopt forany purpose according to the wishes- of the.:3ocal school districtIn 'otherwords, no strings aro attached to these funds.
,ACCOUNTING FORLFUNDS
The funds arc audited through the same procedures as all other funds spentby the school disfrict. In addition a spcciar audit is made of the cenSus cardscompleted by the parent or guardian. This audit; determines the eligibility ofeach studcnt for impact aid add 'a final computation of funds Is based on this
RESTRICTIONS
The lawr requires that no personnel of the United States Government willexercise any direction; superVision, or control over the curriculum, programof instruction, administratioii . cir personnel of the local system as a result of,participation in this program, --
CONCLUSION
.Impact aid is an especially welcomed resource to the school district due tothe lack of restrictions on the use of these funds.
E DI - INN yAtivE AND- EXEMPLAR* PROGRAMS
Elementary arid Secondary Education Aet of 1965 as a ended in 1969.. F. L..
91.23o. This Ad was amended again in thiEducational Amendments Act of 1974.ESEA, Title III was consolidated; along with other programs under the new namef Title IV of PI- 93-380. Part 'C of Title -IV is now named "innovation and
support" in the newlaw.
As the 4We-implies. Title Ut provideS funds to,,develop and test innovative solutions,.,to edueational problems based on learner needs and to share these successful_practices and products other schools and districts throughout the'ination. One_nf the main concerns that caused Title ill to be formed was the belief that,eigniticant educationat changes Would-not fike Place unless the Federal Gpvernmeritetimuragediinnovati_ve ideas in the classroom. Therefore. Title III is designed topro-vide supplementary serviees from outside the school system to the educationalprogram to effect desired changes.
RE UIREMENTS TO PARTICIPATE
Title III funds are distributed in the form of project grants.'Each allocation is basedon a competitive program of project' applications. Grant recipients must prepare andfollow a detailed plan for project operation and management. Applications arc madeto theState Department of Education. ,Frojects should be submitted 'before orduringihe year in which the funds'have been allocated. NotifiCation of funding millbe made by the appropriate state educational Agency.
RECENT_CHANGES IN THE LAW
Title III has been amended several times but remains substantially the same. Someadditional areas of emphasiswere added but the main thrust remains innovativeand exempjary programs ThC Educations Amendments Act of 1974, consolidatedTitle III and other pregradis under Title IV. The guidelines for Title IV trove notbeen released at this time, but from all indieations "innovation and exopplary"will remain a part of thc emphasis.
ISEL_OF FUNDS
Title III funds must be used acco-n;ling to ihe project application. Thcsc funds maynot be used fo supplant funds already being spent but, are intetaled le supplementthe regular School- program. Public and non-public schools my participate in theservices ptovided by these nds.
Title Ill funds are generally ovidcd forbc made afte;..each year of oratk,i.
r e years: A request for etdnsion must
At least of these funds -must 'be used for special programs and proJectsespecially desi titi for the handicapped.
ACCOUNTINO FOR FUNDS-
The giant application must include a budgetary section and expenditures must bemade according _to this_grant document. The budget will bc monitored th_sag_i bout the
rlodôf project eligibility. Title-HI funds musrnot supplant any fun..s-aireadiWiirused for public and non-public operations. These funds must" be elearly-identifinyeas Title III funds and evidence provided to show-that these funds are _supplementary.
Careful fiscal control and fund accounting- must be provided fez all other public Ifunds.-
,
Title III funds are limited to innovative and exemplary program's for elementary and .secondary, public and ncin-public school:children, and_ children_ of preschool age.Evidence must be provided that these funds are supplementary and-do-not filie thEtplace of funds already being spent for tkese programs. At least 15% of these fundsare reserved for programs for the handicapped child..
CONCLUSION
A
.N
Title 111 has had an uncertain life: There have been difficulties in funding that led vsorne-to believe-that-Title-111-Would-norbe-in-existence-dUring-the-1970'4.-Title,-111 is Astill very active. This is due, in part, to Title III personnel doing an excellent job inpublicizing the success they -have had. An exarnple of this suceess'is that- 85% of the [demoystiations started by Title Ill during the first few years were Continued withlocarec;mmittment and that 76% have developed instructional maieerials which have Vbeen of value to other schools.
LAW
Elementary and Secondary Education Act
-PURPOSE
The Congress of the United States, realizing that teaching is beco ing increasinglydependent upon effective instructional materials, made provisions for the purchase ofthese materials to strengthen and improve the educational quality of the instructional'program. These funds are made available for school library 'materials high qualityup-to-dite textbooks. and a variety of other instructional- resources.
TITLE 11 - LIBRARY RESOUR
--;--
Title II = Public Law 8940.
nOUIREMENTS TO PARTICIPATE
Title ii funds are expected to be supplementary and may not be used to supplantfunds already being spent fOr these materials. Federal funds made available underTitle II may not be used for repair of materials rebinding consumable supplies .equipment, materials for religious services or instruction. These funds must be spentfor materials approved by an appropriate state or local education agency or authority.
The State Department of Education is given the responsibility for approving Title 11applications from the local school district. Any private school wishing to participatein this program'must submit an application through the local school district and musthave filed an HEW Form 441 with the local School district.
Appropriate information _must be kept on file to show that Title II funds are- notbeing used to supplant local or state funds for these library resources or services.
RECENT CHANGES IN THE LAW
Title H funds must be Spent according to relativi need. A status report must bemade of each public and eligible non-public school to determine relative need. Fundsmay not be distributed solely on a per capita basis. The basis used to determinerelative need must be fully explained in the application.
USE OF FUNDS
Title H funds are made available to public and non-public schools to improve thelibray resolirces of individual schools. These funds are intended for student andteacher use.
56
ACCOUNTIN FOR FUNDS7 s.
The Slate Department j_91 Education is given the responsibility for administering funds .
allocated-througff-TatieWITheirlfunds-tre-subjecticritiadit-as--are.all-tither--ttate;tridi rait-:-funds. The funds mist be spent within the time frame established by the DOE.
_
-RESTRICTIONS-,
Title II funds may not be used to supplant local and state funds already being spent forlibrary resources. Any decrease in funds must be explained in-the project-to thersatisfactionof the State Program Coordinator Or face possible loss of Title 11 funds._ _
CONCLUSION
Title 11 funds. are being expended in a vital area to improve the instructional se s tostudent
0
S
57
_
TITLE I; ESEA
,Elernentary_ and Secondary:Education Act of 1965,.Title I; Public Law 8940. This law hasbeen amended on several occasions buf reinains substaniially the sane,' 'The latestarnendment is included in the Eddcation Amendments of 1974, The current .Title 1' Law isPublic law 93-380.
/The purpOse of Title I is to provide financial assistance to local educational agenciesjin,
r meeting the high priority educational needs of educationally deprived "stidents. These funds:are allocated to local educational". agencies by -the U._ S.- Office of -Education by ute of aformula:that determines the degree of economic deprivation, The Title I moniesthrough" tie State Department of Education- and the State Commissioner is accountable forethe appropriate use of these funds.
REQUIREMENTS TO PARTICIPATE.
A 10Cal school district must determine its eligibility by identifying the number and/or percentof low-income students residing within a school attendance zone. Each school must have aminimum number and/or 30% economically disadvantaged students or have a number- andiorpercentage higher than the average for the district to become a Title I target school; Part Cof Title I must be used for additional or expanded services in schools having the highespercentage of economic disadvantagement of all the Title I schools. Participation in Title I isnot limited to the poor, only to the educationally disadvantaged who lh;e., in eligibleattendance areas: (target schools).
A needs assessment is conducted to determine the area(s) of emphasis for the Title Iprogram. The needs are placed in priority. Each district must then determine the criteria fordesignating the educationally deprived. All of the educational needs of the educationallydeeriVed students are met in the most economically deprived school before students in the.next school with the highest concentration of children from low income are served. Eachdistrict must determine the grade level(i) to be served using Title I funds.
A Schiol Board approved project application must- bp "submitted to the Department ofEdotat1on for approval. The DOE will approve the pro object to the project' meeting theTitle law, rules segulations, and guidelines. These guidelinet make provition also forsetiliees to eligible students attending non-public schools. These students must be eligi leunder the definition of educationally deprived and they must live in a public scattendance zone that has been designated as a target school for their grade leVel(s). In owOrds, they would be eligible to participate in "the 1ie I program if they were attending the
-public school serving their attendance area:
RECENT CHANGES IN THE LAW
.Foria number of years Title I has required that participating districts have a Parent AdvisoryCouncil. The Education Amendments of 1974 require that each Title I school p vide a ParentAdvisory Council and that a majority of its members_be-parents of eligible' Wel students -being served by the program. Parents are responsible for the election of their parentrepresentatives. This council has the responsibility of assisting in the planpiiig and evaluationof the Title I program.
EA; -Title_ l_funds are designated -to be used to improve-instructional and 'supportive services _ to _
educationally- deprived -students. These funds must -not supplant funds already being spent- in theregular program for serViCes to these students. A comparability report must be made each year to theDepartment- of Education using data colleeted on a -date designated by ,the U S; Commissioner ofEducation to show that Title I schools have an equitable share_of the local and state funds._
-Title I funds have provided approximately-S300-more of instructional-and-supportive services-per-Title-- I1 student than for a non-Title I student. The total number of students tliat can be served 'by the Title 1
_ - . _ _ ___ ____
program is determined by dividing the-fotal allocation of the-distnet bY S300. ._
g--
. sA portion of the Titre 'I funds computed by use of the current indirect cost factor -for the school E:district, may be used to compensate for the costs for these programs.A
ACCOUNTING FOR FUNDS
On-site review visits are made by. State Title I personnel to determine whether the instructionalprogram is being irnplemouted as approved in the project application and that the funds are beingspent in accordance with Title I law, rules, regulations, and guidelines. In addition, federal auditorsperiodically-audIr-the-spending-of-these-funds-in -accordance-with-acceptablgAiscal --proeedures A
0School districts must determine.,eligibility of each school attendance zone, including non-public schoolstudents, to participate in Title I programs. Only those -saidents meeting the criteria for economic Adisadvantagement can be used to identify target schools. Only those students meeting the criteria- foreducational disadvantagement may be served through the use of Title I funds:
RESTRICTIONS
Title I has, by far, the largest_ appropriation of federal funds being distributed to the local schooldistricts through the-state. Title I is designed to improve the educational achievement level andopportunities of those students who are educationally deprived as determined by the selection criteriaas defined by the local school district.
MC*-
,G4
TurlingtonmissIONER
February 6, l975
'STATE or FLO DADEPARTMENT:OF EDUOATION
TALLAHASSEE 32304 *
118
DIVISION 0-i ELSIAENTAiSECONDARY [DUCAT
WOODROW 1 DARDSDINICTOR
-Mr; Ot is Houston309 Pine-Street -.
Lake City, Florida
In response, to your letter and materials,-I read with interest.the material tbat-has-been selected for.distribution in thethree counties to increase the.knowledge of the public concerningTitle I. My reactions are Written An on.your paper. L trust theymay_be useful to you. You seem to have a good oapsule;_suscinotpresentation which should be-helpful to those who reteive it.Whith, in this case I imagine, are those persons in -your selectedthime counties who participated in your survey.
Geed luck with your,practeducational program, incFederal programs.
toTimprove some aspect--bf theeasing-the knowledge of the publiC Cbn
Best wishes in your:endeavors:
Sincerely,
Charlo
cwh
60
nALPH D. TUFILINGTopyCOMPAISSIONE R
STATE OF FLORIDA -_
DEPARTMENT -OF EDUCATIONTALLAHASSEE 32304
Mr. Ottis Houston309 Pine Street .
Lake City, Florida 3205.
Dear Mr. Houston:=Ntr
have your paper on Federal Impact. Funds and feel thathave-done a good piece of work. The following notationare made for your benefit:
,
p. 2 Eligible federal property lists 'are.provided -by -the-IDSQE.
You may want to'mention the possibilityof incorporating part of these funds into
. the equalization formula. (This will swapstate dollars fortfederal dollars).
Low rent housing may start gettihgpayments ntxt year. No promise! !
The above suggestions may be too technical toyour paper depending on your purpose.
Sincerely,,
.Gilbert L. Gentry, Chi fBureau of District School F nance
and Business Management
GLG:tbEnclosure
HF
alph' D. TurlingtoCOMM IASIONED
STATE OF FLORIDAEPARTMENT OF 'EDUCATION
TALLAHASSEE 32304
February IC), 1975
Mr. _Ottis_Houston309 PinettreetLake City, Florida 32055
rSgarding the
Xloar Mr. Houston:
Thank you for .the opportunity-to cOmmentinformation you put 'together about Title II of ESEAand Title III of NDEA.
_
Thia information should bevery helpful to someonewith little knowledge of these programs.
have written in a few suggestions on the attachedcopy of your brochure and hope that they will'be ofhelp.
50
DIVISION -OF ELEMENTARY ANDSECONDARY EDUCATION
W000notv DARDENDIRECTOR
I'lease feel free to contact Me if additional informer,tion is needed,: Thank you for your efforts in behalfOf these programs.
Sincerely,
oseph C. TarantoCoordinator, ESEA Title II
and 11DEA Title III
gton
STATE OF FLORIDADEPARril ENT OF EDUOATION
TALLAHASSEE .32304
51
COMM laNER
February. 24 1975
:.Thatik-iyou for.yOur- interest ih.-edutatienal-:deVelepmenponsoredthrough Title-III-Of the-.Elementary'and.Secondary:JEd0cation. Act.:have'read with interest and- Care the attaChment te.Yeur.recent letter..Previded below,..by topic. is -a reaCtionte that,eVerView.
TITLE
ESEA, Title III (P.L. 91-230) was designed to support the developmentof innovative and exemplary programs for elementary and secondaryeducation. The word "experimental" implies "research." The conno-
tation of research is not an accurate descriptor of ESEA, Title III.Projects, in their developmental efforts, generally attempt to applythe findings of research in designing and testing innovative methodsand materials. Therefore, projects seldom engage 'in what is gederallydefined as "research" by the academic community.
LAW
-ESEA, Title III, as currently censtituted, is Title III-of-the'Ele-'Inentary anct.SecondaryEdUcation Act-of 1965, as -amended in 1969, P.L.
91-230.- HoWeVer, the'Act was amefided..againin'the Educational Amendments.fict ef 1974, whichl4as- signed=intolaw by:the President in late
-.1974-.--7-ESEk,----Title-1-11-11as,--consolidatedalong-wfth-other-programs4:--7-under the new haMe.of- Title IV-ef P.L. 93-380h- Part C. of,Title:IV:is
now.nametOinnevation and support"_in'thehew The law calls for
phasing-in-of.Title,I1Vin the 1076 fistd1 year,- Puring:FT76, -onehalf Of theallocatien'Will:be Managed-under Title III and the,reMainigg-
-aMount'under Title-MH..The-guidel4nes,forlitle IV.are_te.bereleased*in,theTederal_Register within seVeral weeks.'
Mr. Houston-Page-2-'February,?4, 1975
,The-Purpose.of:ESEA,:Title III hasbeen and remains-to_.belwo-fold -in
natuee. The first purpose is to deve.l.op and test innovative -solutions
to educational Oroblems_based-bn learner-needs--;And,-the second pur.__
-pose-is to_share_successful_practtces_and_product* with_other-schools
and district* throughoUt the nation.
REQUIREMENTS
ESEA, Title III funds are awarded; on a competitive basis, to local
educational agencies for the purpose of developing or demonstrating
innovative practices. Development-oriented grants may be issued gath
year, up to,three years, for the purpose of developing and testing a -
. new practice. Demonstration grants may be issued each year, up to two
years, for the purpose of demonstrating a new practice,and provtding
training and assistance to adaptors.
Grant recipients must prepare and follow a detailed plan for projeci
operation and management. The non-public sector of education is allowed,
under the law, to participate in project activities and receive the
benefits of its services.
Rather than discuss the other elements of ESEA Title I
closing a copy of Florida's Manual for Asalicants and Grantee
which provides program related information.
I hope the information provided is sufficient for your needs If you
should desire additional information about our program, please contact
me. I will be happy to provide further assistance.
Again, thank you for your interest in quality and imagination in edu-
cation--ESEA, Title III.
1974).,
%Ake.Leo H. Howell,
-Administrator_Educational Innova
LHH:cic
Enclosu
_
30, Pino:StroetLake Cityt; IIoridaMarch-2141975
A survey_was made du- the_Fall_e_19714 to determine theextent of knowledge of the public concerninr-federalPt.egrams. Ttwes-eoncluded from this survey that a-high percentage ef the ptibli:needed additional information. The enclosed brochure has been _
developed to sUpply this information to the:public. In 'additientthis brochure is being, used as partial fUlfillmient of a requirementfor the EdD Degree-from Nova University.'
sasietance iivneeded in-this pOst,determining the _effeativeness of the brochure _
knowledge-of the-publio about federal programs.read the brochure ceinplete the ipeetiehneire,
self-addressed envelope-provide& for your-use? .Only-a s' le of thepublic in OolUmbia, Hernando,,and Highlands CountieStherefore :it is of great importance that your repal_ii 160% return within seven (7) days.
!-
FEDERAL PROGRAM -QUESTIOWNAIRE:(171NAL)
-Art you,aware of.ther.area-Af:emphasis of the Title-I prograM in your-'k local school district?
yot understandtarget'echooll,
-
he procedure oi]a achool becomes a Title I
.no
a
Js.partAipation n' Title -IAn-your-school-district limitedthe poor?
ybs
Are you aware of the emphasis of the Titleachool-diptrict7
no
yea
program in ypur local
V. Are you.aware of:the'restrictions plaeed on-school districts whoparticipate in Title II?
-no
VI. Are you aware at the emphasis of Title III prográs natiowide
no
The Russians orbited a satellite(Sputnik.I) around the earth beforethe United States. In your opinion wee this enough reason to begin-a nationwide federally assisted program in science'and math?
_ _yes no
VIII. 'Do you feel additipal federal funds should be obtained by yotschool district?
no
XX. Are you now-or have you ever been concerned _bout the Federal.Government.raacing excessive restrictions on your local school district?
NOW (1975) BE1O1Z (Film; years
yPs no
66
_
n, your opinion, what pecent of the public in your schoolupports'the'uSe of4ederil funds fOi edácatjon ? -
0 e 25% 26 - 51 - 75% 76:p.
the Federal Goveriment dOes not,pay local-nivpirty taxes on Property,owned within the school district. Are you familiar with the program
tO compensate for local taxes?
yea ,
,
the rating scale below, iièle the rilibir-that _ndttattayour T--
overallkopinion'of the,brochure in providing information about .feaeral"
programs?
XIII. Please make your augges
_ APPENDIX:r
RESULTS'OF TRE in.sukvpy qatimmatio FOERAL PR-1
ou_ awire of ,the six7Sthotyldiat-r
MS
oernphasi&of the Title I pisogram in_ your
Columbia" cbunty No 36%
.Hirnando 'County , Yesi 6
t.liighltindb_CountY _ Yes_ No 67%_t,
Total Yea: No 51%
-pu understanC (the proiedure) how ti school becomes a Title I target school?
Co umbia County Yea No 6
Hernando Com Ity Yes 6
Highlands -County Yes D. 7
Total Yes No ?
Is participa_ion in Title I in your school district limited to the poor
Columbia County Yes .Th% No 27% t know 59%
Hernando County Yes .2% No .19% n t know 56%
Highlands County Yes .56% No g2 Don't know 22%
Total Yes 26% No 23% Dor.alt know 51%
/V e you aware of the emphas a of the Title II program in your local-school district?
Columbia County , Yes 23% No 77%
do County yes 25% A:3" NO 75%
flighlsnds County Yes 11% No 89%
;.Q.TOtal es 21% No 79%
68
Are you aware of the reparticipate in-Title II?
ons placed on school distrIcts who
Columbia County Yes 5% No 95%
Hernando,County Yes 19% No 81%
Highlands County Yea 11% 4 No 89%
±ist!al Yes 11% No 89%
VI. Are you aware of the emphasis of TItlo III programs nationwide?,
Columbia County Yes 14% No 86%
Hernando County Yes 13% No 87%
4gh1ands County ,Yes 41% No 89%
'Total Yes 13% No 87%a
VII.. The Russians orbited a satellite (Sputnik ound the earth beforethe United States._ In your opinion was this enough :renal to begina_ltationwide_fed ally assisted program An science and math?
Columbia Countyt Yes 41% No 50
Hernando CountY . Yes 56% No 38%
4Highlands CnUnty Yes 33% No 56%
Total Yos 45% No 51%
one no respons-
one no respon
-11Ifl. Do you fool additional federal funds should be obtained by your local
school district
COlumbia County Yes 61% No 36%
Hernando County Yes 81% No 19%
!Ilghlapds County Yes 78% NO 22%
Total Yon 72% , No 28%
58
IX. gre you now or have you ever been concerned about the Federal Governmentplacing excessive restrictions on your localSchool district?
NOW (15714) -.BEFORE (Five years ago
Columbia County Yes 66% No 18%
Hernando County 'Ass 69% NO 31%
Highlands County Yes 56% No 33%
Total Yes 66% No 26%,
surveys did not have a respon e to both
Yes. 59% No ?.%
Yes 31% No 31%
Yes 78% No 22%
Yes 53% No -19%
Others had no opin on.
In your opinion ..what percent of the people in your sch ol district support
the use of federal funds for eduaation?
Columhia County
Hernando County
Highlands County
Total
25% Z_ 26
0 - 25% 26
0 - 25%
_6_
11 26
0 - 25% 9 26
- 50%21_ 51
='50% 25 51
. 50% 22_ 51
- 50%_26 5*1
(Some esp ns -included no opinion.)
- 75% 45 76 100% _9
75% 56 76 - 100% _6
. 75% hh 76.- 100% _22
- 75% _49 76 - 100% 11
XI. The,Federal Government does not pay local property:taxes on property
owned within the school district. Are you familiar with the prpgram
to compensate for,local taxes?
Columbia County Yes 1h% No 86%
Hernando County Yes 6% N
HA hiands County Yes 11% No 89%
Total Yes 11% No' 89%
Th- rotiponts givenAo questions 12, 13, end 1h, that follow, are taken
verbntim fr tho questionnaire. The invontigator did not attempt to change
tho roponne grnmnatica1ly or to improve on the ripening.
7 0
In your.opinion, what is the greatest need of federally fundededucational programs in your local school dis ct7 '
1.. reading, math2. We are five years behind in our building:program., We need these funds
.. ..
to help catch up in our school building pi-9gram.
3. To revamp the whole federal program.
.4. Teaching- the children to read and retain what they.read. Also, a greatemphasis could be used to teach simple math to 'some of the same catogeries.
5. Larger reading program. It needs to reach more children.
6. .Clatsrooms. Quality education to allow our students to be competitivepast grade 12. New schools are nice but not the most important thing
in mu-educational system. Quality in instruction 1st and qualityMaterials for them to'use.Good Voeational school (potential drop out) (socially maladjusted)The greatest need is for this program-to help children:who are havingproblems in' the regular school subjects. We have been able to receivemore books of interest to the growing child.
9. Improve the reading ability and spelling.10. :Do not feel well enough informed to comment on this.
To:fUrther reading tutoringp.more vocational cotrses.12. A little too dictatorial since I feel school districts are notj exactly
the same, throughout th'e U.S.
13. More classrooms for smaller classes.14. _More vocational and special programs for academic advancem nt.15, Federal funds forA.Y.U. programs to help:under privileged Child en
with employment.16. I feel that people involved with federal funds tend to waste money on
frivolous innovations rather than basic teaching.17. Special classes for low learning students, speech therapy. Eipanding
schools and'more teachers then the classrooms Will not be overcrowded .
with students.8. School's
19. Most people do notunderstand hoW federal funds are being spent .- These
programs need,to be explained to the public. Greater emphasis: should
be placed'on reading and math Amour county.20. Fublicize the use of these funds.21. To get the people to understand what the funds are used for.
22. Construction of school buildings.23., Wo need more classroom, teac4ers and supplies. The county is grow ng
:rapidly whichmakes itihard to keep-up.21i. Education of the public.25., More educational facilities.26. A need for media resources. We know that such a program exists but
to date, we havon'tbeen nblo to obtain funds for it.
27. Help to tench rending.
28. More money.29. Our greatest need from the. Fodàral Government im mord fundm for school
construction and to help relieve over-crowded schools.
30. Moro text books, additional language cources in the elementarisehoolp.
31. The teaching of reading.'32. Publicity for the programs.33. Fteading and money te build schools.
34. To help reach all thechildren with different programs to help the
child learn better.
35. kindergarten:and migrant programs:are good, Capitol outlay fundswould be valuable. .
36. Affective and-value tr4ining programs for students- teachers, aistrators, and parents.
XIII. In your opinion, what is wrong with federally funded educationalprograms in your local school district?
1. Let the public know what the schools are doing. The new law.thatmakes the schools give a report at the end of the year is good.The public does not understand federprl funds.I donut feel like nothing is wrong, because I have seen the reslt'ofit helping many children.
4. Overload of paper work, takes teacherls'time from children.
5. I have no complaint6. They don't teach reading.
7. If people could understanA what is happening with ttlese funds I don't
think anything would be wrbng.B. They are taken advantage of by people that could help themselves but
as long as we do the.job for them they will never mature and take care
ofthemselves.9. There seems to .be too much paper work and too many guidelines.
10. Nigher taxes.11. There are many federally funded prograMs in existence but when applied
for the funds are not allocated.12. People need to know how the money is being spent.13. No body knows about them:lh. Too many restrictions placed on thW funds.
15. TheTe in nothing wrong with federally funded educational programnbecause all programs have their restrictions one way or the other.
16. The schools don't let the parentn know what is happening with those
Ifunds.
17. Nobody understands what the funds produce.
10. The program needs to be explained to the public.
19. It is too hard to get the money. The government has so, much rod tape
and paper'work.'
20. Not familiar enough withiprograms to know which are Toderally funded.
21. 1 don't tind anything wrong with the federa1ly funded programs in
my district.22. I am told that the amount of funds allocated aro not definitely rolinb
enoueh hot' available enr- enough tot adequate planning. ,
60
12
23. Not dontinued into uprier grades. No follorwapl
24. They don't reach enough people.,
25. The administrators are reluctant to involve the school unt
hour resulting in a poorll organized program.
26. The people_need to be made Aware of them.
1 the 12th
XIV. Please make any additional remarks about federal aid to education
thatyou wish to make.
MenY of the lay public Are not knowledgeable of existing federal aid
to education, or of the implications of such aid. --
2. School Boards should hireTeople just to oversee these programs and
nothing else. Then the pUblic would understand what these programs
are doing for the children.I'm all for feder'al aid to education if it takes this for,the children
to obtain the skill ofreading. We certainly cannot neglect the fact
that there are children who need special help in many fields.
I realize that if you accept federal aid there are always restrictions
ind qualifications but it seems we heed federal aid in order to stay
cempetitive. -
I need to know more about federal aid to education. I'feel that the
average person in mi district would be unable to answer these questions
. intelligently.6. .1 would like to see more federally funded programs in my district.
7. To see that the needed students.receive-the information.
1 wonder if the general public knows much more than,I on these programs.
Also, feed-back from educators on the local level should receive special
emphasis--that"s really "where it's at".
9. AgainSt federal stand on busing, prayer in school, and insistance of
minority race teachers instead of qualified teachersi_
10. As happens with most large businesses there is a great deal of waste
and I feel that, in general, ineffieincy increases or worsens:the
larger a businebs becomes. (So we can't escape from reality.) bt
course the argument against mine is that such a setup (with inefficiency)
creates more jobs withmore employment. But, I also contend that the
45 administrators handling the government funds for education tend to
lose night of the student as an individual. I, think that, generally
speaking, each principal (and NOrthe superintendent of schools) should
have some freedom and some say so as to how funds appropriated might,
be used at his or her school. After all, most principals are mature
adulta.11. The local school board should not be too restrioted in the use of
federal aid yet some restrictions aro needed to insure that the aid
is used for the purpose it in meant to be used. I would like to see
federal aid 'put into the general budget to be umed in all areas of
education so as to benefit everyone not just a few. Building new
elasarooms for smaller classes in tho best example of use in that wAy.
7 3
62
12. Lack of faith between-county, state and federal government in tunding
programs. Teachers should be involved in ,planning. They are awareof the situations that-an administrator or electediofficial nevercomes in direct contact with. It would make for a better all Around
, program. It deems federal aid is gotten and then dumped in theirlaps and-they 'are told to do such and Such by certain date or you'loselt. If they had been invelved, it would be a smoother process.
13. I de not agree with the policy of buying not needed supplies erequipment in order to get the same ameunt.or a larger amount ofmoney for the next year. I also feel that thefederal governmentinitiates programs for short periods of time.and then expects the'state or .county to continue them without the benefit of federal funds.I feel that the government.ietoo far removed to Understand localproblems.
14. Each family should be levied equally for education to a certain degree-.Every time the government takes responsibilities of parents, they-depend on it more and More. It ds not fair for the ffiydle incomefamilies:to hear the burden of the cost of education of the majorityof this nation's children, when many parentaare equally as ableto work. We give everyone an equal opportunity to education'butwe shpuld also makelt imperative that everyOne that is able shouldalso work and provide for their own children. .The tax burden could:then be more equally-shared.
15. I really think federal-aid to education-is appreCiated by all schooldistricts but I don't like the different Set of standarda and guide-lines wp must haVe in order to get federal aid.
16. Federal aid should be allocated according to need andvn an equalbasis.
17. More publicity is neede&on federal programs.18. I feel as a tax payer, that the,Federal Governtents waste or puts
other priorities before the education Of.our'children who will bethe leaders of our nation in the future. The condirion of our nationtoday is ,evidence enough that this policy cannot.and should notcontinue. In our district our: schools are five years behind in schoolconstruction with the growth of our county. .1 feel more Federal aidshould be allocated for this and leas money spent'on dtudies on "WhyFrisbies Flyn "Why children fall off tricycles? ete. In shortI feel that more of our tax money should go to oUr school systemwith less restrictions. . I feel that (Air school officials know moreabout the need of our school and how the money should be.spent thanthe federal government sindethey are not in the classrooms'andschool systems. The Federal Government has enough prebIems of it'sown te solve without interferring in the local needs of each School
. in the country.19. I believe that the federal aid shnuld continue,because it is helpful
to insert-many educational programa in the school to help the average
if not the below avernge*20. I think it is vitally needed for higher education (colleges and
uniVorsities). I feel local K-12 schools should remain mere locally
financed*21* 1 think it should be better handled for the local needs of each school
district - env to say, hard to do, I know.
7 4
APPENDIX
E SIGNIFICANCE OF THE DIFFeRESETWE,EN TWO. PERCENTA0eS
2.00
50
:00.
50
N
G H LAW$NV 16 C E
NIvrft5iry7 r
63
64
_APPENDIX H
SUGGESTIONS FOR REVISION OF THE BROCHURE
1. This brochure is the best of its kind I have seen. Jt is brief and to
the point but gives much information'. The only change I coUld suggest isfurther clarification,of the last sentence on: the first page of the information
on "Federal Impact". school district may be eligible fer impact aid'ifthe average daily attendance (ADA) of eligible students is 3.Percent pf-thetotal ...." ,A160, the last sentence in the ESEA Title III:section has anerror in spelling materials instead of mateeriale.i
2. The brochure is well-drawn sic) to increase the knowledge of theFederal Program getting some Uegments of society to study these.
3. Until'I received this Federal Program Brochure I was unaware of mostof the information. I would recommend distribution of this brochure,
4. I would certainly like to see more done for college bound pupils in theway of/offering prep coursesn Benioryear, So much is- done for slowlearners, which is wonderful, but it is a shame we forget the bright ones.
5. Very good as is.
6. Very well prepared. Only one suggestion, on front cover of brochure add,
"Federal Programs dealing with Education".t
7. Excellent presentation, see no need fer 'change.
8,. No suggestions'. I thought it,was well-organized and informatIon.
9. I feel that- the brochure is adequate.
10, Title I, ESEA - Requirements to Participate, 2nd Paragraph th rd
sentence iu not worded clearly - before students in the school with the'next 'highest concentration of children from low-income are served.
U. BrIefer, less legal terms, more example
12. For further identification, you could include specific otampIes of those
programs in the three eounty areas. It also might aid in.encouraging support
for obtaining these fUnds. Otherwise, vrry well done.
Sherter' a d simpler language. Many'of the people (publi )invOlved
could not understand this.
11. If it is'your goal to inform a substantial majority of parents, then
some attention Should be given to the simplification' of your vocabulary
in describing these programs.
7 6
65
1.50 Get it together and tell it like it is.
16. The brochure should include some of the vital edUcational areas inwhich these fundp have already helped the schools, to which aid hat been -
applied, and how progr6ssive-these areas are with the funds..6
17. Your quaations regard local:programs. The brochure deals only withthese programa-On the broader federal level. .0therwise, very well dOne.
18. I read the-brochure beCause I'm interested in media research andappreciate what yOu're trying to do. I'dan recall the "National DefenseEducation Act" and "Library Resourcee'and what they are about. I couldn'trecall which was,Title-I, II, III, or what.- Other than the two mentionedabOve, I couldn't find enough interest to read the rest of the brochure.
11