Some States recommended that title I provide general aid, include more children in the program, and permit greater use of funds for construction. A major administrative suggestion was that all titles of the act be incorporated under one approval agency to simplify application and approval procedures for the local agencies.

Other recommendations were

That the Office of Education be more specific in writing guidelines for size, scope, and quality of title I projects;

That provisions be made for cooperative interstate projects between school districts in adjoining States;

That the roles of local school districts and community action agencies in coordinating title I projects be clarified; and

That more ESEA title IV research funds be devoted to learning problems of the disadvantaged.

D. WHAT THE STATES SAID ABOUT TITLE I

Following are excerpts from the evaluation reports submitted by State agencies:

Alaska.-The fiscal 1966 programs under Title I, ESEA, have been most effective in enhancing educational opportunities for disadvantaged youth.

Arkansas. Probably the most outstanding effect of Title I in general has been on educators themselves. Most have gained insight into the problems and needs of deprived children who in most instances make up at least one-third of the school population. The program has caused educators to assess their school programs from the standpoint of individual needs rather than the needs of the schools.

California. School district personnel generally agree that the students improved in attitude, motivation and interest toward learning. As these are important factors in learning, continued growth may be anticipated. Teachers also reported a positive change in their own attitudes towards these children and in their techniques in working with disadvantaged children.

Connecticut. There is considerable evidence that teachers, administrators, and other persons associated with our schools feel that progress is being made in improving the educational opportunities of deprived children and youth.

Delaware.-The children *** became more anxious to succeed at their own rate and they worked in small groups with much more ease and confidence * * *. District of Columbia.-In general, the allotment of large sums of money for programs providing individual services which have never been possible before has actually been a tremendous impetus and uplifting influence upon both students and professional staff of the District.

Florida. -This program is helping almost helpless children to gain confidence in themselves. It is affording opportunities for experiences that will "widen their horizons" and help them to develop a new outlook on life.

Georgia.-Superintendents, principals, teachers, and Title I staff workers on the State and local level approach consensus in lauding the enhancement of educational opportunities, experiences, achievement, and general attitudes for Title I beneficiaries and "spin off" benefits for all others in the educational institution. Guam.-Title I has enhanced education of the deprived by providing educational experiences which would have not been possible due to financial conditions in our school system.

Hawaii.-The results have proven most beneficial to both teachers and students: since more time can be devoted to classroom preparations and the actual instructions, the quality of teaching improved.

Idaho. Many children have had cultural experiences that might not have been available in their lifetimes if it had not been for Title I.

Illinois. Perhaps one of the most important accomplishments of Title I is the improved attitude on the part of teachers and other school personnel working with these disadvantaged children.

Indiana.-It seems that the future of the disadvantaged in these local educational agencies was heightened by their Title I programs.

Iowa. The Title I project in some cases has had a significant impact on the entire staff of the LEA and will probably precipitate different types of experiences

not only for the Title I children but for the other children in the local education agency as well.

Kansas.-For the first time, the underprivileged student could realize and take part in the cultural advantages of the more privileged group of society.

Kentucky. There is no doubt that Title I projects are having a great impact on educational opportunities, experiences and general attitudes toward education as they relate to culturally deprived students.

Maine. For the first time, in many instances, school personnel have been able to provide special attention to the educationally disadvantaged children, and to concentrate their efforts in an attempt to meet the needs of these children. The reported results have been most rewarding * * *. Thousands of children have been helped.

Maryland. Indications are that educational opportunities have indeed been extended significantly through this program and that it has provided experiences which should result in improved levels of achievement and in much improved general attitude toward education.

Massachusetts. Insofar as it can be determined at this time, there is a very real "carry over" of project benefits, both academically and attitudinally, from the period of project operation through present time. This is, to us, one of the marked accomplishments of the program.

Michigan. This was the first time the spotlight has been placed on the deprived youngster and as a result many teachers gave serious thought to improving methods in this area.

Mississippi. This program has allowed and provided pupils a chance to learn by bringing about a better school environment and extending services heretofore unheard of in the schools of this state. Materials, equipment, improved facilities. food services, health services, and other specialized services have brought about an atmosphere more conducive to learning. Perhaps of equal importance has been the capture of a new vision by teachers and this vision, this enthusiastre spirit, has been caught by pupils and translated into improved attitudes and a deepened interest in education.

Missouri.-General observation of Title I projects in operation indicate there has been a substantial amount of good derived from the services provided through this program.

Montana. Nearly all schools reported good cooperation with and from notpublic school officials. One school superintendent reported outstanding cooperation from the nonpublic school, and indicated that he believed the public relations for the public school were improved.

Nebraska. Title I students and teachers seem to have an enthusiasm for learning that is not so apparent in the regular classes.

Nevada. Title I * * * has forced the public schools, colleges, universities, and the lay public to become more aware of a certain segment of the student population of the nation's schools. As a result *** we have seen evidence of many efforts to provide compensatory educational programs and services to a group of youngsters who otherwise would still have been floundering in the regular schoo. program.

New Hampshire. In this short period of time we have passed through the embryonic stage of a revolutionary educational venture. Much has been learned We have become knowledgeable about the need of educationally deprived childre but in no way can we now consider ourselves experts, nor claim that these nend are completely fulfilled.

New Mexico. If we are to grade ourselves on a total evaluation of our Titk ! Program, we feel that we must give ourselves a superior rating.

Oklahoma.-The ESEA program has allowed more flexibility in the providing of necessary facilities, personnel, materials and equipment required to provid equal and upgraded educational opportunities for the school children of this state These deprived students *** have shown much progress in achievement areas and an overall improvement of attitude toward school.

Oregon. There has been gratification in the response and interest on the part of the children ***. Many school administrators and teachers became mutt more aware of the needs of these educationally disadvantaged children If Title I continues over a period of many years the results should be excellent r bringing about improvement for the educationally disadvantaged child.

South Carolina. For the first year of operation Title I has begun to prov high priority schools with the basic services and programs enjoyed as a matter course by schools located in more affluent areas. There is a beginning bes made toward a more sophisticated evaluation of the characteristics and needs a the deprived.

South Dakota.-Many excellent projects have been initiated ***. Particularly gratifying were those programs dealing with health, teacher aids, instructional secretaries, guidance, special education, pilot studies, and teaching load reduction ***. A well trained teacher with adequate facilities can be of primary importance if her time is not taken up with all sorts of administrative duties and her class load is within reason.

Tennessee. The introduction of the Title I philosophy, which was not new to the teachers in the deprived schools but was simply a crystallization of their often verbalized aspirations for their pupils, schools, and communities, stimulated them to new action. Perhaps it is this revitalization itself that reflected the impact of Title I legislation most dramatically ***.

Texas.-There is no doubt that pupil achievement was heightened in many instances, in areas of behavior far beyond the traditional academic subjects.

Trust Territory. The Title I program is helping the deprived schools of Micronesia bridge the gap between isolated island life and the technological 20th century. The program is providing teachers, supplies, and equipment, so necessary for creating educational opportunities for children that have little or no concept of what exists beyond the reefs of their small island ***. A number of projects have provided job-related experiences that were designed to help youth master social skills needed to become self-supporting, self-respecting, and selfdirecting.

Utah. It would be safe to say that most of the projects showed greater than normally expected achievement, growth, and that a much greater breadth of experiences was provided for the educationally disadvantaged children than is normal. It caused educators to plan and evaluate more in depth than had previously been the case.

Vermont.-Remedial reading programs have shown substantial gains in reading skills and in overcoming a feeling of inferiority arising from under-achievement. Virgin Islands.-Title I motivated staff in changing complacent attitudes toward the educational needs of disadvantaged children.

Virginia. Title I as seen by the LEA as a tool for combating the dropout problem by means of early remediation, attendance and counseling service and an offering of realistic vocational and industrial courses which will hold the child's interest through to graduation and provide him with skills to find a job after high school.

Washington. It can be generalized that Title I has enhanced the educational opportunities, experiences, achievements and general attitudes [of children] towards education.

Wisconsin.-Across the country, from hard facts or soft data, test scores, teacher impressions, parent reactions, fingerprinted and smudged notes from children, etc., the reaction to Title I in general has been that it has, in fact, had a significant impact on education, and that the disadvantaged children are being given a greater opportunity to participate in the existing educational system. Within the first year of operation, with the mammoth problems, hang-ups, and a majority of people who completely "lost their cool," the fact that Title I got off the ground, and in addition accomplished significant gains, is pretty phenomenal.

Wyoming. Title I has been very successful in changing the attitudes of children, teachers, parents, and administrators.

II. HOW THE STATES IDENTIFIED AND MET CHILDREN'S NEEDS

A. RANKING THE MOST PRESSING NEEDS

Each State reviewed the evaluation reports of the local school districts and determined the most pressing pupil needs statewide. From these State reports emerged a list of more than 120 different entries, which fell into 12 major areas, as follows:

To provide more individual instruction and attention.

To offer more cultural experiences and
opportunities.

To make available vocational training.
To expand music programs.
To improve study habits.

5. Attitudes and behavior
To develop positive self-image.

To create positive attitudes toward
school and education.

To develop expectation of success rather than failure in school.

To lower dropout rate.

6. Teachers and parents

To obtain more teachers and personnel.
both professional and nonprofessional,
who are especially trained for work
with culturally deprived children.
To improve parental involvement.
7. Equipment/facilities

To create places to study.

To provide more teaching supplies, books, and equipment.

To offer transportation.

8. Health and welfare

To improve general health.

To provide mental health services.
To improve nutrition.

To provide adequate clothing.
9. Handicapped

To extend help to the mentally retarded.
To offer general help for special educa-
tion programs.

To provide speech therapy for speechimpaired children.

10. Preschool/kindergarten

To give preschool experiences.
To initiate kindergarten programs.
11. Summer programs

To initiate or expand summer programs.
To run summer camps.

12. Library development

To provide inservice training for teach- To offer library services.

ers and staff.

To make available more books.

Of the 52 States that ranked the areas in which disadvantaged children needed help, 17 volunteered some reference to the criteria they had used. Among these, five said their school districts had determined problem areas through test scores and observable pupil deficiencies. Three States said that the problem areas reported had been recognized so long that no additional testing was necessary Two States said they had asked the school districts to establish a rating scale by which pupil needs would be ranked in a descending

order of urgency.

1 Two of the 54 reporting units did not submit data on pupil needs. The term "State" includes as report ing units the District of Columbia and certain territories.

* States had not been specifically asked to discuss their criteria for identifying most pressing pupil namės.

Improving the reading ability of educationally deprived children was considered the most pressing concern. Somewhat unexpectedly, no State gave first ranking to improved health and nutrition. Some States did, however, rank health second and some third. A number of States rated as "pupil" needs such school improvements as the purchase of equipment.

When population categories were pooled,' the frequency with which the most pressing concerns were reported is shown below:

As indicated above, 29 of the 52 reporting States ranked first the need to improve reading skills and to reduce reading deficiencies. Only six of the 12 major need categories were designated most important in any report. Forty-eight of the fifty-two responding States reported the need for improvement in reading, academic achievement, or general abilities, including language development, as the most pressing need for children eligible for assistance under title I programs. Standardized achievement tests

To help spot academic deficiencies, the States were asked to submit achievement test results for children in title I projects. In addition to reporting test scores, States were asked to indicate the number of children in the test groups whose scores fell (1) on or below the 25th percentile, (2) between the 26th and 50th percentile, (3) between the 51st and 75th percentile, and (4) between the 76th and 99th percentile.?

Exhibits II-1 and II-2 show, for various grade spans, the percent of children scoring on or below the 25th percentile on several standardized reading and arithmetic achievement tests. Placements are based on pretest scores, and only test groups containing more than 90 children are represented in the exhibits.3

The States reported that for nearly all groups cited, more than two-thirds of the students tested did in fact score below the 50th percentile. Less than 10 percent of the grades 7-9 and 10-12 groups had reading scores above the 50th percentile.

Since the results depicted are not based on a statistical sample, they are not necessarily representative of title I children in general. They do indicate, however, the degree to which many title I participants were achieving below grade level. They illustrate that these children fall behind their classmates in ever-increasing numbers as they progress through the 12 grades.

1 For the States which identified pupil needs by population category, the following criteria were used to determine the single most pressing statewide need: (1) If all population categories ranked a need as the most pressing, that need was assumed to be the most pressing statewide need (13 States). (2) If within a State different population categories had different first-ranking needs, the need which was reported for most population categories was considered to be the most pressing statewide need; in case of a tie, the first-ranking need for the largest of the two population categories was considered the most pressing statewide need (19 States). (3) For States responding as a whole, the first-ranked need automatically became the most pressing statewide pupil need (20 States).

* Percentile norms used were not uniform.

There was no way of determining what selection factors prevailed in the inclusion of data for these groups in the reports. Thus, the data reported in the exhibits are illustrative and are not representative of the States or the Nation.