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Whether or not there are areas of compromise frankly depends upon the administration.
Senator PELL To press you a little further in this, we are faced with a choice, and I hope we can work out a compromise of some areas, but if you are faced with a choice between the present ESEA and the administration's proposals, which would you take, if you had to make that difficult choice?
Mr. KIRKPATRICK. If we are referring to the bill that was intro duced this past spring, the Better Schools Act in that form we would have no question, ESEA.
Senator PELL. Thank you very much indeed. Senator Stafford.
Senator STAFFORD. I think you have just asked the one key question that I was about to ask, Mr. Chairman, so I have no questions.
Sentor PELL. I thank you very much indeed. I will heed your admonition that now is always the time to move ahead with what we think is right and good.
Mr. KIRKPATRICK. Thank you very much.
Amarisan Ausciation of School Administratoru
STATEMENT ON BEHALF
AMERICAN ASSOCIATION OF SCHOOL ADMINISTRATORS
JAMES R. KIRKPATRICK, ASSOCIATE SECRETARY
A BILL TO AMEND AND EXTEND
CERTAIN ACTS RELATING TO
ELEMENTARY AND SECONDARY EDUCATION
PROGRAMS, AND FOR OTHER PURPOSES
SUBCOMMITTEE ON EDUCATION
COMMITTEE ON LABOR AND PUBLIC WELFARE
UNITED STATES SENATE
WEDNESDAY, SEPTEMBER 12, 1973
1801 Al! Ahore Pret, Arlington
, Virginia 22209 703/528-0700
Mr. Chairman and members of the Committee, the American
Association of School Administrators, the professional organization
representing some 19,000 members involved in the overall administration
of the Nation's elementary and secondary schools appreciates this
opportunity to comment on matters pertaining to s. 1539, The Elementary
and Secondary Education Amendments of 1973.
Permit me to take this opportunity to express AASA's commendation
of the Chairman and the Committee for the intelligent and well-planned
approach to the consideration of the issues embodied in S. 1539.
organization of the hearings along the lines of basic issues plus the
comprehensive approach to the consideration of the future structure and
course of the federal interest in elementary and secondary education
- embodied in the bill all points to a most effective study of the matter.
While there may be those who would accuse us of "wanting to
have our cake and eat it too," AASA continues to believe that there is
a need and place for both categorical and general aid programs within
the federal interest in education.
There is, indeed, a need for a delivery system of federal funds
that permits state and local education agencies the flexibility to seek
solutions to problems through their own determination.
believes that special needs and problems of a national interest must be
dealt with specifically without the loss of federal revenue resources
due to state or local misconceptions or loss through negotiations con
ducted at the bargaining table with staff.
Despite the criticisms directed at the Elementary and Secondary
Education Act, we continue to believe that its worth outweighs the many-
and some valid--points raised against it.
ESEA has brought to bear more
attention and concern relating to the educational opportunities for over
looked portions of our nation's youth--low income, migrants, Indians,
handicapped, bi-lingual and so on--by our educational system than any
other piece of legislation to date.
And, while admitting that shortcomings
do exist, we would also have to point out, in all fairness, that the
level of funding enacted has never been commensurate with the needs as
determined by this Committee.
At present, we believe that the most vexing problems relating
to ESEA Title I stem from the formula, lack of advance knowledge as to
the amount of funds to be made available locally and the amount of paper
work, i.e., "red tape" involved. AASA appreciates the fact that Section
441-442 recognizes the need for advance funding while Section 459 gives v evidence that s. 1539 is cognizant of the amount of paper work that
swamps the less well-staffed school districts.
The ESEA Title I distribution formula présents complexities of
both a political and social nature.
Obviously there is no easy answer.
Obviously, AASA like other components of the elementary and secondary
education community is searching for a tenable solution.
In the judgement of the AASA staff, some categorical programs
might be combined; others should not lose their particular mission on
In the first consideration, we believe that programs which
might logically be consolidated would include ESEA II (textbook, library,
and material resources); ESEA III (innovative programs); ESEA V (aid to
state departments of education; and NDEA III (matching funds for equip
ment). In a similar vein it would seem feasible to consolidate funds
for current vocational education programs into a single grant with no
decrease in available revenue and a hold-harmless provision.
Conversely AASA would oppose the consolidation of programs for
the handicapped, bi-lingual, Indian, migrant and other programs of a
similar thrust since the national interest would seem to require the
further program development and protection which is found in the cate
of more than passing interest to us was the section (412) dealing
with regionalization aspects within the Education Division.
believes the subject area is worthy of further exploration, we believe
that its authorization is a matter of congressional concern and were
gratified to note its inclusion.
Section 414 dealing with the establishment of a National Center
for Education Statistics is a proposal which AASA. would strongly support
as a much-needed improvement in the provision of current pertinent statis
It is our opinion that there is presently no public or private
organization capable of such delivery.
It could make a vital contribution
to the national education scene.
As noted previously, AASA favors the development of a general
application along the lines described in Section
59. We would, however,
prefer to have the power of the Commissioner more clearly defined in
regards to the establishment of reporting requirements.