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If the chief state school officer decides that all funds will be
devoted to early childhood development, then a local administrator wanting
funds for equipment for materials for a reading program could well be left
out in the cold.
There will be growth in the amount of political activity at the state
and local level in order to secure funds for the discreet purposes that
are presently served by these categorical titles.
From the viewpoint of
my constituents, this invites divisive local and state battles among audio
visual and library interests, guidance counselors and other specialized
The most serious detrimental effect, in my view, of this proposal to consolidate several titles is the danger of losing the matching provision
of NDEA III.
A matching program forces local school districts and state
legislatures to put up some of their own money to qualify for grants.
insures for the Congress the greatest amount of local responsibility.
school boards, accountable to the local taxpayers, vote up to 50% local funds and thus look very carefully at the spending of each project dollar under the
existing NDEA Title III.
Furthermore, the matching provision makes more
prosperous school districts pay their own money to get federal funds. This
is equitable and should be continued.
Under NDEA III, each state is required
to match all administrative funds also so that the state department must pay
half the cost of each NDEA III coordinator.
This is one of the most successful
provisions of NDEA III, and if it is lost, the Congress would be removing a very
strong guarantee of local responsibility.
One other provision of NDEA was that the chief state school officer is
allowed to allot the funds in any way he pleases (according to a state plan
written by each state department) as long each state's net balance is 50-50.
Often there is educational disadvantage to be found in more prosperous
districts that have not updated their instructional system
and the states
argue they need NDEA III to stimulate this updating. On the other hand,
many states have adopted variable matching under NDEA III so that the
poor school districts need only provide a small portion of the cost of
their equipment while the richer district must pay most of the cost.
variable matching provision has helped the low income districts very much.
At present, 15 states
low variable matching - Alaska, California, Florida,
Iowa, Kansas, Louisiana, Massachusetts, Michigan, Montana, New Jersey, North
Dakota, Oregon, Utah, Wisconsin, Wyoming.
urge that you continue
this variable matching ability in the language of the law in order to help
the elimination of inequities that may occur in the states not presently
NDEA Title III, the 19 states with law suits will find themselves with a
moot question and this effort to insure the availability of federal funds
under existing law will probably come to naught.
Finally, we feel that a full grown educational technology does not
exist in the schools and colleges of this country. Despite the strenuous
efforts of the Congress, very little has been spent on instructional media
due to the absence of funds clearly designated for this purpose.
that if, according to revenue sharing proposals, media funds are forced to
compete with school meals, adult education and the strengthening of state and
local educational agencies, even less monies will be spent. Consequently,
the upgrading of American education, dependent to a considerable degree up
on increased application of educational technology in the learning environ
ment, will be substantially slowed.
ESEA is presently a categorical aid program that can help more schools
meet their media needs and it should not be abandoned at this time.
we can report a complete national acceptance of the new technology, we will
certainly recommend that federal support for instructional materials be
directed to some other need.
That this is not currently the case can be illustrated by data
from the National Center for Educational Technology relating to the
children's television program Electric Company. Considering all elementary
schools, almost half (48.7%) cannot receive a television signal.
elementary schools located in urban areas, twenty-nine and two-tenths per
cent (29.2%) cannot receive the signal. Only twenty-two and eight-tenths
percent (22.8%) of all elementary schools are tuned in to the program.
Because adequate use of instructional media has not yet been
established, we can only re-emphasize that ESEA programs have made an
invaluable contribution to the improvement of education, and that we support the continuation of Titles I, II, III, V, and VII, particularly. And we vigorously oppose the consolidation of NDEA Title III with these
ESEA Titles into one block of money for state departments of education.
Senator PELL. The subcommittee will adjourn until Friday at 10 o'clock.
[Whereupon at 11 a.m. the subcommittee was adjourned to reconvene on Friday, September 14, 1973, at 10 a.m.]