deep gratitude to School Management Magazines, Inc., who have kindly given their permission to reprint this material. It is our hope that the coverage of 10 major sources of Federal aid contained herein will be useful not only to professional educators, but also to every citizen who is interested in the efforts which his Federal Government has made toward the goal of high quality education for all American children.

ADAM C. POWELL, Chairman, Committee on Education and Labor.

A SCHOOLMAN'S GUIDE TO FEDERAL AID 1

Numerous sources of federal aid to education are hidden all over our nation's capital. Few people in Washington, and fewer still outside, are familiar with the great variety of programs from which public schools may benefit.

Actually, the last Congress enacted over 20 separate measures concerning education, most of which directly or indirectly affect public schools. This year Congress has already passed the largest single aid-to-education bill ever proposed.

Considering the great amount of federal legislation that has been proposed and passed concerning education, it is not surprising that many persons have become confused as to just what is covered, and what the eligibility is. In an effort to bring clarity to this situation, School Management commissioned Washington writer Buckman Osborne to compile and sift through all the information he could. obtain on current federal aid to education programs. Mr. Osborne spent almost two months at his task, meeting with federal officials, questioning unclear passages, and tracking down the best sources of information.

It was soon clear that certain limitations would have to be imposed if any prospective article was not to get out of hand. As a result, the decision was made to confine Osborne's research to those federal programs that specifically provide help to curriculum areas. (This eliminated, for example, the school lunch program.) It was further decided to limit this discussion to programs under which local school districts or their employees-could obtain direct help. Thus, for example, summer institutes for teachers were included. Funds to improve college training of future teachers were not.

In the end, it became obvious that 10 major sources deserved coverage in any complete résumé of federal aid programs. These include: The Elementary and Secondary Education Act of 1965; The National Defense Education Act; The Library Services and Construction Act; School Assistance to Federally Affected Areas; Provisions for educational television; The Vocational Education Act; The Manpower Development and Training Act; The Economic Opportunity Act; The Civil Rights Act; and the numerous research and development grants available to public schools in such important areas as control of juvenile delinquency and aid to handicapped children.

In the following article, each of these sources of federal funds is covered in detail, including information on how much is available, how it can be used, and how your district can obtain its fair share.

1 Reprinted by permission from School Management magazine. Copyright 1965 by School Management Magazines, Inc.

1

CHAPTER I

ELEMENTARY AND SECONDARY EDUCATION ACT

IN BRIEF, WHAT THE LAW PROVIDES

The Elementary and Secondary Education Act of 1965 (ESEA) was the first major legislation of national significance to be enacted by the 89th Congress. Keyed to "poverty," ESEA will virtually double the amount of federal aid available to public schools. There are five major provisions in this legislation.

Title I provides for payment of one-half the average per pupil expenditure for children from families with an income below $2,000 per year. It is projected that somewhat more than $1.06 billion will be distributed to local school districts through state education agencies during the next year.

Title II authorizes distribution of $100 million to the states for acquisition of library resources, including textbooks and audio-visual materials. The ability of local school officials to budget these funds will depend on the state plan, approved by the U.S. Commissioner of Education.

Title III provides $100 million for grants to local school districts for establishment of supplementary education centers. An extremely wide range of activities may be authorized under this title. Under its terms, school authorities are required to cooperate with other educational and cultural interests in the community.

Title IV makes another $100 million available over the next five years, for regional educational research and training facilities. Grants will be awarded to institutions of higher education and other nonprofit organizations to undertake programs which will benefit public schools.

Title V appropriates $25 million to strengthen state departments of education. Grants will be made available to undertake special projects which will improve services rendered to local school districts. Funds under the first three titles will flow to local school districts. Funds under Titles IV and V will go to other agencies.

TITLE I-LOW-INCOME FAMILIES

The greatest benefits under this title will be derived by those school districts which serve areas with a concentration of low-income families. It has been forecast that over 90 percent of the nation's schools will qualify for some aid. Fortunately, ESEA was enacted early enough so that local school officials can include this added revenue in planning budgets for fiscal year 1966. This does not mean, however, that local taxes can be reduced. The Act makes it very clear that federal funds must be in addition to planned local spending.

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DETERMINING YOUR DISTRICT'S ELIGIBILITY

The procedures for establishing eligibility, determining amount of entitlement and qualifying for payment are significantly different from those of any other federal aid program. Essentially, aid for the education of children in low-income families is a federal-local program. Allocations are designated for local school districts, but payment will be made through state education agencies.

Eligibility is based on the number of children, from 5 to 17 years of age, in families having an annual income below $2,000. This low-income level of $2,000 was the subject of much controversy. As a result, ESEA requires Congress to review the matter next year and specify the low-income factor to be used for fiscal years 1967 and 1968.

Census Bureau records provide the fundamental basis for determining eligibility. Since the census is reported by counties, school districts with corresponding boundaries will find the necessary data readily available. Other school districts may rely on estimates based on total population or make special surveys.

Regardless of approach, the fact remains that the last census was taken in 1960. Income figures reported therein cover 1959. Children who were five then are 10 now, and the 17-year-olds voted last year. To confuse the issue even more, literally millions of people have moved one or more times in the past five years.

The Office of Education is making every effort to establish procedures which will prove equitable. The problem is, however, somewhat compounded by the fact that eligibility is based on total schoolage population from low-income families. This includes private and parochial school students as well as public school pupils.

SPECIAL CENSUS

If available information is considered to be inadequate, the Commissioner of Education is authorized to request a special census. In like respect the Secretary of Commerce has been directed to consider any similar request from state officials.

Even when the number of school-age children from low-income families has been accurately calculated, there are two exceptions to the rule. Families whose income exceeds $2,000 because of Aid to Dependent Children payments should be counted. In effect, ADC payments are not to be considered as income. On the other hand, children who are included under School Aid to Federally Affected Areas (see pp. 17-22) may not be counted for ESEA coverage, regardless of the family income.

The total number of school-age children from low-income families must be at least 100, or 3 percent of the district's school-age population, whichever is less. In no case, however, may eligibility be based on fewer than 10 children.

The grant to which a school district is entitled depends on the state's average per pupil expenditure, during the second preceding year (1963-64, for the 1965-66 school year). The federal payment is set at 50 percent of this amount for each child claimed. Total entitlement is, however, limited to 30 percent of the school district's current operating budget.