increase falls short of that level, the difference is deducted from the number of federally-affected pupils claimed. This doesn't affect eligibility, but it does affect entitlement.

Another factor governing the amount of entitlement is the membership estimate on which previous construction grants were made. Some school districts experience a steady increase in federally-connected membership. Thus, it is quite possible that the estimates used for a prior increase period will vary from actual figures. If the actual increase in federally-connected pupils was less than the number for which payment was made, the difference is deducted from the next grant. If, on the other hand, the increase was greater than estimated, school officials can request SAFA officials to perform a resurvey in order to justify a supplementary payment.

School officials should keep a close watch on new housing erected on federal property adjacent to their districts. An increasing number of such dwelling units are being built, with nearly 7,000 planned for the coming year. Pupils residing in such housing, with a parent employed on federal property, justify the 95-percent contribution rate under Public Law 815. Furthermore, it is possible that some pupils who were previously claimed under the 50-percent provision, can be claimed as part of an increase in the 95-percent category. This escalation results when a pupil whose parent works on federal property subsequently moves into government housing.

A few school districts qualify each year for construction grants because of a substantial increase in pupil membership as a result of other government activities, either directly of, or through, a contractor. To qualify under this provision of the law, such pupils must represent an increase of at least 10 percent of the average daily membership during the base year. In addition, school officials have to provide evidence that constructing facilities for these children will impose an undue financial burden on the local taxing and borrowing authority. The maximum federal payment for this category is 45 percent of the average per pupil cost of constructing minimum facilities.

YOU MUST FILE APPLICATIONS

The application (Form RSF-2) for an SAFA construction grant under the provisions of Public Law 815 is filed by the local school district. Part I of the application covers a projection of increased average daily membership, a full description of existing facilities and a financial report. The second part of Form RSF-2 calls for a full description of the proposed construction and the estimated cost thereof. Both parts of the application are forwarded through the state department of education to the SAFA office in Washington. It is the responsibility of state education officials to check the application for accuracy and compliance with state regulations regarding school construction.

Generally the Commissioner of Education sets two deadline dates for construction grant applications: one in the fall and one in the spring. Upon receipt of the application, SAFA personnel survey the projected increase in school membership as forecast by local officials. If this survey supports the application, funds are reserved and payment of 10 percent of the amount of entitlement is authorized.

BUILD WHEN YOU NEED TO

If for some reason the survey doesn't clearly support the projected increase, the application can be rejected, held for further clarification or tentatively approved. On the other hand, it may be judged that the increase in number of federally-affected membership will only be temporary. In such cases the Commissioner of Education can authorize construction of temporary facilities. Local school officials may, however, request payment in lieu of temporary facilities if they choose to construct permanent school buildings anyway.

Of course, no school district is required to wait for approval before building additional facilities. Reimbursement may be sought for projects undertaken during an increase period. The same conditions apply with respect to eligibility, increase period, etc.

Occasionally an approved project becomes unnecessary, such as when a military base is closed. When this happens, the Office of Education will honor its commitment to the extent that the school district has a contractual obligation. In like respect, local officials will be requested to reduce any commitment which won't jeopardize the investment to date.

Action: For more information concerning your district's eligibility and entitlement to construction grants under SAFA, contact your state education department's specialist on federally impacted areas.

CHAPTER V

EDUCATIONAL TELEVISION

Matching grants for modification, acquisition, or construction of educational television facilities are available under a provision of the Federal Communications Act. It was enacted as Public Law 87-447. A maximum of $32 million has been authorized by Congress for the five-year period ending June 30, 1968.

Local and state education agencies as well as institutions of higher education or nonprofit organizations may participate in this program. Applicants must show that funds will be available for continued operation of such educational television facilities.

In addition to 50 percent of the cost of new construction, grant payments can include up to 25 percent of the value of ETV facilities already owned by the applicant. The acquisition of television receivers is specifically excluded under this program. Purchase of such equip.nent is, however, covered under Title III of the National Defense Education Act. (See pp. 9-12.)

The total amount of grant payments for construction of ETV facilities within any state is limited to $1 million. To date 100 applications have been approved, about one-third of which provided for payment directly to local school districts. The average grant has been a shade under $200,000.

School officials interested in applying for an ETV construction grant should first obtain expert legal and engineering counsel. The cost of such advice is allowed as a construction expense in calculating grant payments. More important, however, is the fact that such counsel will greatly improve an applicant's chances of obtaining adequate information on which to base an application.

Action: Current regulations and application forms may be obtained from the Director, Educational Television Facilities Program, Office of Education, 400 Maryland Avenue, S.W., Washington, D.C.

CHAPTER VI

VOCATIONAL EDUCATION

The Vocational Education Act of 1963 opened the door to establishment of comprehensive vocational education programs at the secondary school level. This act, Part A of Public Law 88-210, provides for allocations to the states, based on proportionate population in various age groups. No state is allotted less than $10,000 annually.

The Vocational Education Act authorizes appropriations of $177.5 million during the current fiscal year, and $225 million annually starting July 1, 1966. Ten percent of the total appropriation is reserved for research and demonstration grants authorized by the Commissioner of Education. Payments resulting from such awards are made directly to the grantee. All other payments are made to the appropriate state agency.

STATE PLAN NEEDED

Distribution of voc ed funds is contingent on a state plan submitted by the agency having jurisdiction over vocational education activities. In Colorado, Kansas, and Wisconsin, a special board directs the program, but in other states the department of education supervises such activities.

Although the state agency has primary authority over voc ed activities, local public school districts are generally responsible for administering the program. In Georgia, Kentucky, and North Carolina, however, the state departments of education operate Vocational education facilities separate from the elementary and secondary school systems.

Federal vocational education allotments may be used, according to the state plan, for six basic purposes:

Public high school vocational education programs.

Full-time programs for high school graduates and dropouts.
Adult education, full or part-time.

Specialized programs for handicapped persons.
Construction of area vocational education facilities.

Ancillary services: i.e., teacher training, administration, demonstration projects, evaluation, development of instructional materials, etc.

One-third of each state's allocation must be expended for adult voc ed training or the construction of area voc ed facilities. As a result, the state plan must provide for a balanced program to retain eligibility for federal funds. Whereas proposed local activities may be eligible for support, federal funds may not be available due to priority. Demands of the statewide program take precedence.

All federal voc ed payments are conditioned on the availability of matching funds from state and local sources. The Commissioner of Education may withhold distribution of allotments to any state which

has not provided matching funds. Allotments may also be withheld from any state which does not fulfill the program outlined by the state plan. Hence it is important that such a program offers a practical course of action. If conditions change, new state plans can be submitted to Washington for approval.

DETERMINE SKILLS IN DEMAND

Local school officials are urged to maintain a close liaison with field offices of the Labor Department's Bureau of Employment Security. This office can advise school officials of the skills which are in greatest demand.

The voc ed program is intended to provide a means to meet the needs of the labor market. Nearly $18 million will be available during fiscal year 1966 for vocational education research and demonstration projects. Several hundred R. & D. projects have been approved since 1963, with payments ranging from $1,500 to well over $1 million. Most of these grants have gone to institutions of higher education and other nonprofit research organizations. Public schools may, however, participate in this program and are urged to do so.

Grants may be awarded to pay part of the cost of research projects, training activities, or pilot programs. The primary concern is, of course, the special vocational education needs of youth. Special interest has been expressed in programs oriented toward youth from economically depressed communities. Particular attention is directed toward those students who have academic or socioeconomic handicaps which prevent them from succeeding in regular vocational education programs.

Action: The procedure for obtaining such a direct grant is well defined by regulations available from the Division of Vocational and Technical Education, Office of Education, Washington, D.C.

Applications submitted by local school authorities must be forwarded through the state agency for approval. This procedure insures that local projects will be consistent with the overall state plan.