on an equitable basis are still in the process of development. In some supervisory unions a central depository has been designated to which all title II materials are routed. From here individual requests on the part of schools are filled and materials are distributed on a loan basis. In other supervisory unions one or more "branch libraries" had been established for purposes of administration. ***. Some supervisory unions have developed a system of temporary loans for materials acquired under title II. In other supervisory unions the process of sharing materials equitably between public and private schools has not been completely solved * * *. One of the problems that has developed is that in the rush to develop projects, schools requested materials that were urgently needed in that particular school and less urgently needed in other schools in the supervisory union. This may pose a problem in the equitable distribution of title II materials throughout the supervisory union.

NEW JERSEY

Elementary school libraries are underway in districts which would probably not start for another 5 years * * *. The reactions have been most favorable. Perhaps the most interesting have been the ease with which public and private school staff have been able to discuss together and suggest plans for improving education * * *. There is great concern now for the difficulty many schools are having in the filling of orders. The publishers' and jobbers' inability to supply material may be most serious if it tends to discourage the schools which have had the least experience in ordering, and these are the schools that have the greatest need to build collections.

NEW MEXICO

The main strength of the terms by which materials were made available to both public and private schoolchildren was that each school could advise us in advance of the materials they considered most needed to strengthen their instructional program

The most noticeable way in which services have been strengthened is the move from libraries as "book depositories" only to libraries as learning materials centers. This is taking place throughout the State * *

Title II is changing the educational outlook in every corner of the State and especially in those small isolated schools which have been considered "backward" in the past. Children are finding that there are beautiful books which are fun ***.

The educational media, which is being made available, is helping the more progressive teacher to change his program from textbook- and teacher-centered classes to activity- and child-centered classes. We feel that those teachers who are reluctant to change from traditional methods are at least feeling the pressures for change, because they are constantly being asked why, with all the help available, they are not improving their instruction * * *. Concern has been expressed regarding difficulty in getting prompt delivery from suppliers and the fact that not enough funds are available to do much more than meet current requirements when there is a terrific backlog of need in the areas covered by title II.

Supervisory services at the State level are inadequate to the large number of schools without qualified librarians and the inadequate training program for school librarians in our State schools. Most local schools are not large enough to support a library supervisor and there is not time enough for the State specialist to help all schools.

NEW YORK

The allocation of $8.3 million in Federal funds not quite doubled present State and local expenditures for school library resources, and thus vastly accelerated the acquisition of title II materials at a time when radical curriculum changes and new teaching methods were taxing the ability of school libraries to provide the resources necessary to undergird classroom programs and pupil needs.

Formal and informal reports indicate that the increased availability of materials under the title II program has resulted in the improvement of pupil achievement generally, particularly since assignments in such areas as the social studies and science require large quantities of materials which are up-to-date and varied enough to accommodate different reading levels and reading interests. This funding also resulted in a renewed interest on the part of school administrators and boards of education in their respective school library programs, particularly the ability to house the newly acquired materials and the avail81-558-67-5

ability of professional school library staff to administer the title II materials effectively.

It is estimated that, both directly and indirectly, the title II program in this State resulted in the employment of approximately 200 new school librarians. More significant, however, are the widespread reports that a far greater number than this would have been employed had more school librarians been available in this State. It is expected that, largely due to title II, a reexamination of school library manpower needs will take place during fiscal year 1967, that the possibility of revising State school library certification requirements will be considered.

NORTH CAROLINA

A status study of existing materials was conducted by each public school and by each participating private school. This study provides data on strengths and weaknesses of the instructional materials owned by individual schools and suggests the areas and types of materials to be given priority in project proposals and long-range programs. This study must be conducted prior to submission of project applications for fiscal year 1967 * * *.

If all title II funds were used for library books, there isn't enough money to buy one book per pupil ***.

It is significant that the coordination of titles I, II, III, and V of ESEA and title III of NDEA with ongoing State-supported programs is the strength behind the library and instructional materials services available to children and teachers in public and private schools. The newly created educational media section in the State department of public instruction provides the organizational structure to foster this integrated service.

NORTH DAKOTA

The fact that local schools are required to take inventory, evaluate, and classify their libraries is having a tremendous effect on improving libraries and library services * * *. Schools which have participated are thrilled at what this does toward improving the badly needed instructional materials * * *. Some schools have made statements like ***. "This is like an unexpected Christmas." Special educational programs have considered this as the best thing that had ever happened *** This is one of the best titles for causing direct and specific improvement in the educational program ***. The impact of title II, following title III, NDEA, has brought libraries and the need for librarians and library clerks to the attention of administrators. Although no survey has been made, it is apparent that there are more librarians employed this year and that additional library time has been granted to some teacher librarians. Some additional library clerks have also been employed. Some of these have come partly through title I, but the priority emphasis has been from title II ***. We are assisting one community to plan an exemplary library facility and * * *.

Show other schools what libraries can do to the instructional program. This plan involves possibly titles II and III ESEA, title III NDEA, as well as local effort

OHIO

Our evaluation of the impact of the title II program on the improvement of the educational opportunities for the children and teachers in the public and private elementary and secondary schools in the State can be made in the following ways:

An analysis of the statewide expenditures for these materials reveal that more than twice as much will be spent for these materials since title II has been in effect than in the year preceding. Data on local school spending was obtained from the division of research.

Through the visitation of a number of selected schools in all sections of the State, the title II staff has been able to observe the quality of the materials acquired, discuss the plans for utilizing these materials, and to observe that library services, materials centers, and additional personnel are being developed as a result of title II.

School librarians, school library supervisors, curriculum specialists, and school administrators have all reacted favorably to the title II program. Representatives from the private schools have reacted favorably to the program. Since the high priority in the Ohio State plan is for library materials, the most favor

able and most frequent reactions have been from school librarians and supervi

sors.

A preliminary analysis of available information would indicate that the type and grade level of materials which are still necessary for quality instruction in Ohio are in the elementary library resources category. It would appear that the elementary library resources area would remain the top priority for several years.

The supervisory service needed in the local schools to increase the utilization of title II materials would be primarily librarians and instructional materials specialists for the elementary schools.

OKLAHOMA

Public school children and teachers.--The reaction to the title II program in Oklahoma has been very enthusiastic from teachers, librarians, and administrators and other subject and curriculum specialists. Librarians and teachers have been especially pleased with the prospect of these new materials that are being made available. Several administrators have indicated they would send teachers to school this summer for further training in care and use of these resources. We have been advised by the colleges that they have put in additional courses in the field of library science to take care of the extra enrollments in that field. We have not had an opportunity to get a reaction from parents to the program. The State school board of convention, however, was very enthusiastic about the program when it was explained to them.

Private school children and teachers.-In evaluating the impact of title II in increasing the instructional resources in elementary and secondary subject fields, I can foresee the possibility of newer methods of instruction. To quote a statement from one school: "Until now we have had no opportunity to include the teaching of science." From the number of reference books requested (and we anticipate that this number will be increased) there should be improvement in the methods of research in many subject areas: children and teachers will not be restricted to the information in one or two sets of encyclopedias. In a few cases librarians requested tapes, recordings, charts, and filmstrips for the teaching of foreign languages. These materials should add immeasurably to this subject field in secondary schools. Surely students in all grades will be increasingly aware of the stimulation inherent in the reading of the best in literature.

OREGON

The greatest impact to date of title II on the improvement of educational opportunity for children and teachers in the public and private elementary and secondary schools has been the organization and cataloging of all instructional materials in each school building. In many schools the children and teachers now know what is available for their use. The second greatest impact is the addition of library instructional media service programs which have been given status and that for the first time, in many schools, the librarians and the teachers are working together to produce a quality instructional program.

More and more people have become "library minded." The very fact of there being a "title II" has broadcast the message * * *.

Private school teachers are especially pleased to be able to participate in the program and to borrow materials that will meet the curriculum needs of their children and teachers. Board members of many private schools took an active part in assisting their schools in obtaining information regarding the title II program

School administrators became much more aware of the place of the library instructional media center and its related services in the curriculum program. Many other administrators have been waiting for such a program as this so that they could make their school boards aware of the needs for these services and materials.

Teachers are becoming aware of, and interested in, the libraries in their schools. Audiovisual personnel are working with librarians and librarians are working with audiovisualists and the two programs are becoming increasingly integrated ***. Citizens of the communities are becoming increasingly interested in the possibilities of library services. Library hours are being extended; summer reading programs are becoming popular ***.

**Several factors have contributed to the acquiring of less than the highest quality of materials with the fiscal year 1966 allocations * *(e.g.) "the

confusion and pressure of time accompanying the ordering of materials before June 30, 1966 ***. In adequate selection of tools and procedures for the selection of audiovisual materials ***. The operation of libraries by personnel inadequately trained in the selection of materials ***."

The greatest need for this point is for additional consultative service which can be readily available to assist those schools, districts, counties, and regions that are asking for help in developing effective library instructional media serv. ices. The present staff is unable to meet all of the requests being received.

PENNSYLVANIA

The general reaction to the implementation of the title II program by professional and lay persons and groups has been positive. The State agency has received many unsolicited letters complimenting the Department on the equity of the program, the relative ease of complying with the procedures required, and the educational benefits derived from the materials' provisions. Both public and nonpublic school administrators and instructional personnel have been enthusiastic about the features of the plan which provide (a) direct administration of the plan by the Department, and (b) the establishment of regional consultative and materials' examination centers.

There continues to be a general need of all kinds of instructional materials, print and nonprint, and at all grade levels with perhaps a special priority being given by the local educational agencies to acquisition of materials for the elementary grades.

There is an obvious need for school building level librarians and for district level library supervisors and audiovisual education specialists. At the State level, the appointment of regional school library consultants through title II provisions will accelerate the State's program of school library development, assisting local educational agencies to meet the terms of the State's school library regulations and standards.

PUERTO RICO

The Commonwealth Department of Education is pushing ahead the program to provide reading materials and other school library resources to children and teachers in schools not provided with regular library services. The establishment of classroom reading corners with a small collection of carefully selected reading materials is advocated. The collection will include a number of basic reference books not now available in these schools. Special attention is being given to isolated schools throughout the island ***. The formation of reading clubs in these classrooms permits the oral reading in groups of specific books needed for the regular courses of instruction or reading of popular books for pleasure. Schools where regular libraries are now in operation are being upgraded so that they will be in a position to provide adequate reading materials and other library resources to children and teachers alike * * *.

The main weakness was the delay in the purchasing and distribution of materials * *

RHODE ISLAND

The most important effect of the title II program in the improvement of educational opportunity is the fact that the school library has again been recognized on the Federal level as a basic factor in the educational program. Although State school library standards had already been put into effect, and are to move up to another level next year, the impetus lent by title II funds reemphasized the importance of the centralized library and made it possible for many elementary schools to initiate centralized collections. There is no doubt that the entire school programs will improve as the result of such libraries *

There is a lack of professional materials for the school faculty on all levels. It is hoped that more professional materials can be incorporated in the school library collection so as to draw the teacher into the library, not only to investigate these materials but also that he may become familiar with the resources in his subject field.

SOUTH CAROLINA

A self-study was initiated by library staff and teachers concerning the present status of libraries and analysis of immediate and future library needs. Emphasis was placed on improving the book collection. Teachers were consulted concerning those books of a general reference nature and participated actively in the selection of subject courses to meet varied individual needs * * *. The addition

of materials seems to have had a direct influence on the improvement of instruction because *** of the active participation of teachers in the selection materials * and the selection of content designed to be compensatory in nature.

SOUTH DAKOTA

Knowing the South Dakota schools, I would say that the title II program has made a good impression on the educational program in the State. It has made available to many students a better and more well-stocked library to use in relation to their school studies, and has provided materials that will stimulate intelligent thinking as well as enrichment for many students of the public and private schools of the State of South Dakota.

TENNESSEE

The addition of school library resources provided in the title II program has helped a large number of schools to either meet minimum State standards or to make considerable progress toward meeting these standards * * *. School library resources are needed in all types (print and nonprint), at all grade levels (1-12), and in all subject areas. The rapid growth of elementary school libraries is greatly accelerating the need for additional materials. Textbooks are needed in many schools for supplementary use only

TEXAS

State school library supervisors and curriculum and subject supervisors have been most effective in the improvement of educational quality and educational opportunity in Texas under the title II program through * * *. Inservice programs in which the selection and use of quality materials are emphasized and demonstrated * * *. Interpretation of the title II program with specific suggestions for using funds to support and enrich the curriculum through the provision of quality materials ***. Individual review of district plans for the use of title II funds to meet State library standards ***. Cooperation in relating the title II program to other Federal and State programs in a mutually advantageous endeavor * * *. The title II program has contributed to the improvement of educational opportunity for the children and teachers in the public and private elementary and secondary schools through ***. The provision of inservice to teachers in the effective utilization of new media materials to offer opportunities for listening and viewing experiences to children *** and the focus of attention on library standards for materials and the local school's ability to meet or surpass the standards * * *.

Teachers, by having new materials and new types of equipment available which demand new methods of teaching, are changing from textbook-centered teaching to conceptual, experimental, and research methods of approach. With multilevel materials now available in the classrooms, students who would otherwise feel frustrated and defeated in traditional approaches, now are finding that there are materials from which they can grow and learn. Through single-concept films and programed materials, often difficult geographical concepts, especially in the field of maps and globes, are being clarified in the minds of students and teachers.

TRUST TERRITORY OF THE PACIFIC ISLANDS

The average per-pupil expenditure for operating the public schools in the trust territory over the past 3 years was $148; as a result of this low operating expenditure, very little, if any, elementary library resources were provided. An analysis of fiscal year 1966 title II funds obligated shows that 76 percent of the grant funds were obligated for library resources. Library resources have been and probably will be our most urgent need in the immediate future ***. The Public Law 89-10, title II program has been well received by all interested organizations and people throughout the trust territory. Title II provides the means whereby a much needed service can be rendered to the children and teachers in both public and private schools * * *. Public and private school officials work together in selecting the materials requested under this title. The materials are made available to the nonpublic schools through the local school administrator's office. During the summer months of fiscal year 1966, public and private school personnel are engaged in inventorying the existing textbooks, library resources, and teacher instructional materials in the schools throughout the trust