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ED 19 908`A.
- DOCUMENT RESUME
nt 007,181,:TITLE - -School.o.,Library R sources, Textbooks,- and Other
'"4 -Instructional Mat rials: Title II, ES.EA. SecondAnnual, Report, 1967.
INSTITUTION .Office of-Education (DHE, Washington, D.C.PUB .DATE , Feb 69 .
NOTE 70p.; Some tables are minimally legible due to small., - print, size.; Appeidice's 'are not included; For relayed
dochments see"XTR 007 166-171, IR 007 180-183 an EDg.086.21'5'AVAILABLE FROM Superintendent of Documents, U.S. 'Government Printing
Office, Hashington, D.C.,20402 (OE-Q-0108-67)s
ERRS PRICE VE01 iPC03 Plus Postage.DE SCRI PTORS *Educational Programs; .Elementary Secondary
Education; Expenditurettf *Federal Programs; Grants;Handicapped Children ; Inservice Programs, -
*Instru'et,ional Material.s;-..*Library Mate-rials; Program.Coordination; School Libraries; Standards; StatePrograms; 'Tables (-Bata) ; Textbooks
IDENTIFIERS *Elementart Secondary Education Act _Title IIABSTRACT.
The second annual compilation and analysis' of data onTitle. II of the Elementary and ?econdart: Education Act (ESEA. Title.II)., this report describes hOw the 50 states the DiStrict ofColumbia,. Guam, Puerto, Rico, the Trust Territory of the PacificIslands,. the Virgin 'Islands, aofid the Department of the Interior (for
' children and teachers in schools operated for Indian children)u.ilized funds from the program: in FY 1967 for the improvement ofeducational cuality and opportun,it4 through increased school library:
. resources, textbooks, an_ d other instructional materials. Threeaspects are presented: (:1) a financial report, showing expenditures
. ty cat egory; (2) a statistical report, providing data on personnel ofthe- st'ate- education agencies and the Department of the Interior,children and teachers participating in the Title II program, and
. materials acquired; ind (1) a narrative report, summarizing andevaluating the program, deribing achievements made possible throughTitle II-, and 'identifying problems. Some supplementary data from 30states en special-purpose grants projects funded under ESEA Title IIare included. Five amendments to the original title., provided byPublic Law 89-750 are explained. (Author/JD)
6..
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* . Re.productions. supplied by EDRS are the' best that can be Made/ *. from. the Original document. *
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S DEPARTMENTOF NEALToEDUCATION t WELFARENATIONAL
INSTITUTE OFEDUCATION
Thu% DOCUMENTMAS EfieN
;. °RO-M/CEO.
EXACTLY AS ciEcrvEcROM
THE PERSONOR ORGAN/ZAT,ONA TING IT
POINTS OF-VIEW OR C,' ONSSTATED DO NOT,«ECESSAFtiLr;SENT OFFICIAL
N..JAL INSTI-=OFEDUCATION
POSIT IC" OR POLIC
SECOND ANNU.AL REPO =T
Fisca I .Year' I§ 6 7
TITLE I I
ELEMENTARyAND SECONDARYEDUCATION ACT OF I g65
:SC.HOOL LIBRAF* RES:iTEXTB.00KS, A NO 0 T FI NS T RAJ CT ICNA), MAT_
February I 9 6
;.
U.S. DEPARTMENT OF HEALTH, EDUCATION,1D WELFARERobert H. Finch, Secretary
2
L
efice of EducationPeter -. tMu;--head, Acting Commissioner
1. INTRODOtTIQN
CONTENTS
Part ic ;ett ion.i
Expend se of Rinds .
:, / . 2
Oategohen of ;Instructional Materials Made Availabfe 2State ipp.-ocal Educational Programs "24-rengthened / '.- 3
/I'. PA 'IC .'110N IN THE ESEA TITLE 11 PRIMGRAM -%'p` 5
Anorov.J 'fans -...5.
la,sr A moments ,, -. 5., 6:'..hFul .. amd-Teacheri - Proaram Partimation
Expendi- re of.Funds 9SI-at :3a: PO-sonnel. Assigned to Ti-ele '1 F,-ograms. -11
111. CF,TES, :..1 OF-ACQUISITIONS UN,"=-7 a ESEA TI-1E II '13, i.
Scr,..:,\ Lit,:ery Resources -,yTexTbcvlks ...
Jtner Materials'.ihrirew.n, 7---ocessing, Ctalogim9, anY Delivering
IV. STATE 'RCCilAMS FOR THE STRENGT- oNG )e INSTRUCTION-THROUGH;MPROVil: 4ESOURCES'AND SERV
Improveman7. of School Library -*sources.Maintaimiing and Increasing Eft=School Library'ResoUrces = Sta7e and Funds ExpendedSchool Library Resources - Priva-e Sc of F4nds ExpendedTextbooks - State, Local, and:Pr gate School E=fort
t51Other instructional Materials - State, and Private 32
School Effort
Standards.for Instructional!MateriaiS32
CoordinationAnservice Education
V. SPECIAL - PURPOSE GRANTS PROGRAM IN 19 EIATES 41
'' 43
117-
22
22
25
252729
3437
DeVelopingSpecial..Purpose Grants Proc 'vasHow the Funds Were SpentSpecial-Purpose Grants Funds/in High P Aority Program$
,,_ 43.44Planning and Evaluation" / . ,
. 44*Cultural or Linguistic Needs of Children and Teachers 45Mentally or:Physicallyjxceptional Chil..n 46Early` Chi(clhood Educationndivid4alTzed Instruction
46-
.47Rural Schools .
49
--..
Disadvantaged Chi-l-dren in-rd C . its inner -city School s-I nf uence at Spec i a I -Pu rptose 3e-anrs Rro jec-"s ,pn
I nSi-i-uotjana I. Programs and ces
V I . BENEF I TSIONDER ESEA TITLE 1 I 70 CH I LDREN PAD TEACHERS I N
ELEMENTARY AND SECANDAR'r' SCHOOLS OPERATE- ND I AN
CH I OREN' BY TI4E DEPARTOENT DF THE 1 NTERI Oft
V# I. THE STATES REPORT
AiP ND I X : Supp I ementary Data mn Number,; Cost, Types . of AudiovisualMaterials Acqd i red Under ESEA Tit le I I Programs, Fisca 1Year t 967, bar Category and; Educat acia I Lave I
ESEA I I Financial , Statistical , and NarrativeRepot-- FOTIIIS, Fiscal Year 1967
Page
4g50
I
55
5)
66
71
TABLES
I. Total'Number of Eligible and Pirticipating Children, Percent ofEligible Children Participating, and Partilcipaiing Teachersin ESEA Ti-tle II Programs, FY 1966 and FY11967, byEducational Leyel and Type of School
2. Total Number of Agencies Enrolling Children Eligible forParticipation in ESEA Title II Programs4AYerage DailyMembership or Average Daily Attendance of Eligible andParticipating Children, FiscAl Year 1967, by Region and State
. Funds Available and Funds Expended for AcquisiTions and State.:Administration and Percent ofFitt-Fel EXpended. fOr Administration-Under ESEA. Title 11 Programs, Piscat Year 1967
4. Number of State Debarment of Education Personnel Assigned to, 12,ESEA Title Ii Programs in Full Ti Equi4alenTs FigcalYear 1966 and.FisCal Year 1967
7
10
5. Number and Cost of School Library Resources, Tex books, andOther Instructional Materials Acquired for Loan o Childrenand Teachers in,Public and Private Schools, Unde ESEATitle II Programs, Fiscal Year 1967
6. Number and Cost of School. LibrarY Resources, TexOther Instructional MaTerials Acquired for Loan fand Teachers in Public and Private SChools, UhderTitle II, Fiscal Years 1966 and 1967, by Educbtioand Type of School.
ooks, and-y.Children.
ESEAI.Level
7. Number and. Cost of School Library Resources, Textb okg, and'Other Instructional Materials Acquired for .Loan to hildreyand Teachers, and Costs of Ordering,,,Cataloging, P cessing,and Delivering Materials, Under ESEA Title, II Programs,Fiscal Year 1967, by Region and State.
t
8: Number and Cost of Books Loaned to ChildrIr and Tga ers,by Educational Level and Category of Instructionei'M terials,Under ESEA, Title II Programs, Fiscal Year'.1967
9. !umber and Cost of Audiovisual Materials Loaned to Ch ldrenand Teachers, by Educational Level and Category. ofInstructional Materials, Under ESE& Title II Programs,Fiscal Year 1967
.
0
14
15
16
O. Number and Iota) Cost of AudiOviS14a1 Materials LoanedPublic and PriAte.Elementaryofhd 'Secondary SchOol Chit' renand Teachers, Under ESEA Title II Programs, Fiscal Year1966 and 1967
.
18
19 .
I Total Numosetr- ern, of Books and Audiovisual Ma t al sAcqu i red brary RegburceS and Other I ns- _:c t' DnaMeteri a India:sr ETE:.+ :Title I I Programs, by Region
F a I Year 967
Niumibet o Plat = Schor.1 Libraries s Estab I i shed Numberc-' Pup i 1f s-,,,04.11 Dv These Libraries; Number of Exi57 nq
Pumlic Sc e br-_Ar- i es Expanded, as a Result oi-tl e 1' rams, -fiscal Year 1967, by.Educat;onai I,
Faag i on .. a is.rfFte
13. State an I Expenditures for School Li bra ry...effesoa---zes ,Textboo Other I nstruct i ona I Mater ia I s, by...RegState ona I Level , Fiscal Year 1 967
4. ,,Private o411 Expenditures for School LibraryTextbook anOd tAter I nstruct ona I :Mater ia I s, by Red ,
State. arid ritinf:a." onal Level, Fiscal Year 1967
15. ES 1-; r. ( =racial Purpose Gtants at a Glance
--- APPENDIX
A. %Nun..to
F is-
Total COst of Audiovisual Mater ra s'y School Chi I dren and Teachers as. :01 L Tar
;Region and State, Under ESEA Ti". to I I.,
..
. Numbe ww 70t13 1 Cost of Audiovisual Materials -Elegy ..:chruoi Chi I dreri. and Teachers as OtherIns al Materials, by Region: and State, .-.
- ESEit l , Fiscal Year 1967
C. Nu - d Total Cost of Audiovisual Materials 41r......-,ad toSe d Schad' Children and Teachers as tclittn.: Irar-vRe- , by Region and State, Under ESEA Ti..r .-.rar 1967 I , ..
D. Nunes hand Total Cost of Audiovisual" Materials Lo-opc to.School Children and Teachers,-,as Other
:Mater ia Is, by Region and State, UnderESE-, 1 e 1,1 Fi sca I Year 1967
eI
1 'INTRODUCTION
4
This report on Title I of the Elementary eed Secondary Education Act.-fo-0--flpdai-year-17967 IS the second ennual-coeprOr140n and,analysis cam, dataon thin program. Title 11,,provideslirect FederaPissIstance for theaculuidftlon of s-tool-libran% resources, textboont and other instruction*matasciapft for thus. use of children and teachers Jublic and prlvataelareafery anal -=ecOndary schools.
The repl:!Ascclbes how the 50 States, the Oistrict of Columb",, -GuamPuerto Rica, rust Territory of the,Pacific IsJands, the Virgin sPar,:tss.
and the Demervaint of the Interior (for children and teachers in scliWA.soperated f.) wham children) utillied funds in 4iscaryeat 1967 fOn AMOiMprOMENIOnl ii0 educational quialitY'and opporturii-y through increaser sc-oo,
\3
library ro.i.e-iroms, textbooks, `and other instructi,on 1 materials.'!
*Cara the report are derived from annual -eports which were Am, ed
by State manertments of edutation, fheoutlying lreas; and the Depn-allee ofthe Inter -,ter to the U.S. Office of Education fo 4ow1\tig the close o- -isyear 196 The anndal repor- consists of 3 parts:
The Financial Report shows expenditures in the variouscategoric'', during the previous frscakyear.
The Statistical Report provides data on Iersonnel of theState educatiorragenees and the Depar-ment\ofItheIntei-ior, Ehildren anti teecherapartizipating in theTitle. II program, and materials acquired. These datashow program accomplishments and the degree of need /orcont.nuing financial support,
The NarrativiCReport summarizes and evaluates theprogram, describing achieVementsmaue possible throughTitle II fYiPge.problems.
ire fosome supplegrants projSome _117- the
are included In the appendix,o- tmis,report. In addition,ntary data werwobtainedfrom 30 Stares on the special-purposeis funded under ESEA Title II-, and incluiled in this report.ighlightsof the program'follow:
Tarticlitatloha.
I. '11P-Aptal of 44.6 mi I I i on publieandprivatt elementary and secondarV,School =Willdren, Includilig 47,184 Indian children enrolled, In the elementit-y;and seoplaary schools that the Department of the Interior. conducts for,Indian c:aildren, and 1.8 million teachers participated In -the Title II -.
program -n fiscal par 1967. This Is an increase over fitcal.year 1966 of:.about 3 mercent for participatIng children and about percent for partici- ,.patIng teaChers._
h. 7
2
2. Of -7.8 par-Ho and private school pupils eligible toparticipate ESEA Title II program in fiscal year 1967, 44.6 million --
or about 93 scent actually did participate.
1
Expenditure :--4* Fufts.
.l. Of tn.f- . 02 milliOri: ap:-opriated, the total reported expenditure was.
.
$99.5 mi I!=, or amovt 97.1' .r,eraent of the total amount. made available.,..,-
\.- e, , - -, - .
.. .
(2. For acc.isitions of 17.77-7--uctional materials Under,approved_projedts i
all categories, State daPar-bents of education reported-A6ependiture of490.9 million. 4,..- --
3.. Experd7-ure of $5.7 mi. ion was'reportedAbr"rderIng, processing,cataloging, and peliver'ng services, or about.24 cents.per item.
4. The amount reported fc- State aoministration is.$3...8 million.
Categories c- Instructional Materials Made Available
1. The States continued in fiscal year 1967 to give priority to schoollibrary resources, with lesser priority for textbooks and other instructionalmaterials. The amount expemded for school library resources and textbooksincreased in fiscal yea- lc,o.:7; however, the amount expended for otherinstructional materials dec-aased. .
2. The amount expended to- school library resources' was $83.8 million, ofabout 92'percent of the amount expended f9r materials.
3. Approximately $4 mr.11ion was expended for other instructional materials,about 4 percent 'of the.total amount expended for materials.
4., Textbooks accounted for 3.4 percent,of the amount expended formaterials, about $3.1 million. -
5. For booksiin all categories, including textbooks, the amount reported..as expended represents about 75 percent of the total amount spent formaterials in all, categories.
, 6. Audiovisual materials comprised 24' percent of the materials in allcategories. The amount expended for audiovisual materials in the schoollibrary resources category increased from $13.9 million in fiscal year-1966to $20.2 million in fiscal year 1967. Thetotal amount expended for audio=visual materials was $22..l
3
State and Local Educarional Programs Strengthened e
L A;totai of 389 administrative, supervisory, clerical, and Otherpos -ions in full-time equivalents were 'assigned in State departments ofedu,..7e;Om to adminisrr the ESEA.Title program, an increase from tis'calyear 966 of over ID: -DpSitions in full -time equivalents.
Ferry -three 0-= rn= 50 participating States, Guam, Puerto Rico, and theDepartment of the Inter or reported establishment of 4,850 new public schoollit4r,arkei 0 fiscal year 1967. Of these, 4,260 were public elementary'schcilol iDraries serving over 2 milGion public school pupils and 590 wereput 'c secondary s&ool libraries .Serving 381,562 public school pupils.
In fiscal year '967, thy- trend to. include in standards for instruc-.:tima: materials provisions to "encourage a sunified'approach to a variety of
aT1,7: media services continued. A number of States conducting surveysoT instructional materials in loCal educational agencies report significantcr.-;r1 4r,'[ich they atrribute to'increased local', State, and Federal. support.
4. The ESEA Title II program was coordinated in fiscal year 1967withotner rifles of ESE as we'll as a number of other programs of Federal'.nanc-al assistance, in order to achieve maximum educational benefits.
5. total of IC, States funded en estimated 400 special-purpos grantsp-ogrlins to demonstrate good media programs and provide. instructionaleater Is far the use of children. and teachers in special or exemplaryistructional 'programs. An estimated 400 projects were funded in fiscal
. year 1967 with xpenditures for the materials acquired totaling an estimated$8 mjrop
,
1
11.7 PARTICIPATION IN THE ESEA TITLE. II PROGRAM
Approved Plans
Plans were approved in the..first year of the program, fiscal. year 1966,for the 50 States, the District of Columbia, Guam, Puerto Rico, the TrUstTerritory of the Pacific Islands, and the Virgin Islands. A plan wasapproved February 20, 1967, effective November 29, 1966, for the adminis-tration of the pr6gram for children and teachert in the elementary and.secondary schools that the Department of the Interior conducts' for-indianchildren. The-only eligible applibants"not participating in
ofTitle II
in fiscal year 1967 were American Samoa and the Department, of Defensefor children and teachers in the overseas dependent schoOls..
4/Plan Amendments
Public Law 89-750, signed by President Johnson on November 3, 1166,made five amendments to the original title.:
I. ...Eligibility was extended to include children'and teachersin elekentary and secondary schools operated for Indian'schildren by the Department of the Interior pnd in the overseasdependent schools of the Department of Defense.
.2 The-amount used for administration of the State plan for anyfiscal year should not exceed an amount equal to 5 percent ofthe amount paid to the State for that year, or $50,000,-which-ever is greater.
3. cut of its funds for administration, a. State should makeappropriate amounts available to local education agencies forthe responsibilities it assigns'Aem for the distribution andcontrol'of materials.acpuired under Title II.'
4. SeCti n 203(a)(3)(A) concerned with relative peed was rewkrdedto rea : take into consideration the relative need, asdetermined from time to time,'of the_children and teachers ofthe:State'for such library resources, 'textbooks, or otherinstructional, materials...." This amendment requires periodic
'
review, and, if necessary, revision of the criteria for relati've.need:
. To secure tfle effective and efficient use of Federal funds,'officials.must provide for appropriate coordination at bothState and )ocal levels between programs for the acquisitiOn oflibrary resources carried out under this title and any programscarried out under the Library Services and Construction Adt.
o 4
10
6
The original Title II Regulations wereamendments, comments conIainedHouse of Repre-sentativeS-J, andState education agencies.
0
revised in accordance with. these.reports issued by,the Sena-Fel/and the.ggesti ns received from organizations and
The ariOndments to the Act and, changes in the igSEA TitPe_11 Regulations.,also required the amendment of State-04s. ,On Februaryik16, 1967, amemorandum was sent -to the States providing suggesti-onimTor akending:theState plans and requesting that these amendments be forwarded to the U.S,Office of Educatioh by March 20, 1967. These amendments were subMitted andapproved from February 2, I967:to October 20, 1967.,
t-
Children and TeachersProgram Participation
Table I shows the number of children and teachers participating 441 theESEA Title II program for the'first two years. The.approved plans served infiscal year 1967 a total of 44.6 million public and private school childrenand 1.8 million teichers,an increase over fiscal year 1966 of about 3percent for,participating children and about 6 percent for. participating -teachers. There was a slight increase over fiscal year 1966 in percent ofpublic elementary and.secondary*School children participating and a moresubstantial increase in percent of private secondary school children .
participating. There was a decrease of slightly more than 10 percept in.the"number of private elementary-SChool children participatihg. This decreasemay be,d6e to the closind!of some parochial elementary schools.
Of the 47.8'million public and private school pupils eligible.to parti- .
cipate in thepESEA Title II program in fiscal year 1967, 44.6 million or 93percent actuaibly slid participate The number of elementary school pupilswho participafed gn the program, 28.5 million, is about 94 percent ofhe30,2 mi ion eligible elementary School pupils. For secondary school pupils, ,the
.-,
5.9 m' lion pupils who patlicipated comprised about 93 percentof theeli 1 ble.number of secondary school pupils.
1/U.S: 89th Congress, 2nd SessionCommittee on Labor and.elementary and Secondary Education Amendments of 19x5:Report No. 1674. Washington:' 'U.S. GoVernment Printing
=/.7/U.S. 89th COngress, 2nd Session, Committee on Education
. Elementary and Secondary Education Amendments of 1966:Report NO: 1814. Washington: U.S. Government Printing
11
Publi"c Welfare.
Report. SenateOffice; 1966.
and Labor.Report. HouseOffica., 1966.
.
,
Table I. Total Number of 1119101e.* Participating Children, Percent' of Eligible Children participating'
and.Partitipatilig TeaChers in ESEA Title IltPrograms, F0966 and'FY. 1967,
by hcational Level and Type of School
V
S
-EducatiOnal:
- H
''°11
.4
/v.
,,,
,i96$ ADA or ACM .
,.,
c
, a. ,
1,967,AbA or PM ..
. Jethers' .
f1/4)articipatidg.
FY 1966 FY 1967'
Chlldren In
.., Eligible
.Agencies
' ''''
Children,
',Participating
percent'Qf ,
. Children
Parficipati4
. . .4
Children IQ
Eligible
Agencies
Children ,.
ParticiPiting
'Percent of
r Children
.' Pallcipating
4
° ..,
'Teachers ..-
1:Partil:iating
Teachers.
Participating
s i
,
'''
1
"7
9
'8'
0 I,
Pabl lc SchoOls.
Total- .
Elementary
4 '
Secondary
:ILit
ell6S0AiS4.0p) 4. ,
.4,- '
Elementary
. .
SecOndat1( ..,.
,
4,347,018
25 251,826,, ,
,
15,095,192
.,,,873;625;',
4,792
1,269,833
0
, ' 14
.37)17,00'7'
23,1,46,478',
13,97529
$
, 5d084766;
,4134 1
,. , ',43;055
.! 94'.
IiL
93
, 7
97
99
A2P250 705
0.
26,460;081
15,790,624
'5167,043.
3,804,011
, ...
1, 4b 958
NI
'39 r 124 304i
24,565,404
14 458,900
5,513,707
:3;979,457
1,534,250
4' .9"
93.
, .92
--
.,1,569;956
,,1:..
.894,974(''.
, 674,984
202,321
141,516
60,805'
1
1682,143,,
947,894.V. 4
734,249.
4
204,114.
(30,754
73,360.
Grai ,TtAl '.!
. .,
,
,
94 ,
',,
47,867,748 44,638.,011
.
1,772,219. 1,886,257
*Detail, doe not,adOo,tOtal since Some States reporte(Only participating private school children,
13
ToLt 2. TOTAL NIMBI OF AGENCIES ENROLLING CH LDREN ELIGIBLE FOR PARTICIPATION IN 6SEA TITLE II PROGRAMS: AVERAGE DAILY MEMBERSHIP OR AVERAGE DAILY.
ATTENDANCE OF ELIGIBLE ANC PAATICIPAT NG CHILDREN, FISCAL YEAR 1967, BY REGION AND STATE
STATE OR
tOUTLYING WI EA .
BY REGION
PUBLIC AGENCIES
ENROLLING
'
HI LDR EN PUBLIC' SCHOOL CHILDREN
PRIVATE AGENCIES
... ENROLLING CHILDREN PRIVATE ma CHILDREN
ELIGIBLE PARTICIPATING ECTGi 1316 FANTICWATTNIT EL I G IBLE I PARTICIPATING ELIGIBLE PARTICIPATING
96,482 84,953 42,250,705 39,124,306 17,258 7 15,745 5,617,043-
5,513,707
Amok ;. . 5,260 5,014 2,070,608 A2,009,001 1,613 ,/ 1,440. 512,432
,
481,071 .
pommtiwit 1,135 1,036 609,112 572,900 367 324 125,941 121.503
- 90 877 _ 210;515 209,655 121 ' . -102 30.132 16,384 '
Ilassashasetta 1,866 1,840 897,810 894,945 753 '..-. 648 259,096 246.712
gee Iluse6ire. 468 , 468 124,832 124.832 140 - 140 33.643 33.641
Jow4 wage '355 302 154.798 , 135,406 139 156 46i576 46.103
vermin . 492 491 - 73.541 ' 71.263 73 '70 . 17.044 16.726
gm= 22.. , 11.928 2.907 6.728.043 5.503.755 4.443 3.607 1.802.384' 1.446.0121DOUNNWi 192 152 208.521 .90.910 55 54 -20:016 19.574
NOW 7,71117 2.285 ! 2:217 5,343.563 1.324.221 738 ' 675 .330.0b0 .326 456
low Out 4.303 .2.720 3.053.946 1.888.832 2L002 1.641 . 837.677 . 491.458
rwwwwrivawia = 5.148 4.818 2.222.11 ' 111 ;48 ' 1137 614_691 608 534
JUKIDIN DU10.445
A'9.766
. .
4:703:430
,
4:437.798 1.075.
1-100 308:759.\ .7.
347.532
Dist. of Co3. 175 163 145,321 ' 137.395 66 65' 20.426 20 393
Untuterf 1.466 1.464 487.346 687.161 388 488, 96.795 96 795.
warrioni 1.258 '1.240.- -760.387 '. 759.145 347 .328'' 126.514 124.053
North *mum ' 2.468 1.905 1 163.039 926.269 95 46.. - 10.787 6,515
?wort& aloe 2.023 2.023 633.973 633.973 -- 94 -- 45.828
'trend. .. 1.834 .1.789 982.788 969.275 112 112 38r350 38;350
virgin mugs,. 211 20 -9.461 9,481 19 19 : 4.047 . 4.047
goat pronto . .1.201 1.142 .... .j320.915. 315.101- 48. 48 11.840' 11.551
Plrl" IT 10.822 9,504 4,974,053 4,572,470' 582 586 128,736y 168.935
Unbolt 1.804 1.804 .692,945 692,945 -- 92 -- ,19,420
o1Oritto 1.961 1,961 1,189,521 , 1,187.521 263 263 80,429 80,429
Commia . 2.108 1,833 1,096,085 1,,036,7S.6 46 : '. 23- 20,618 18,213 -
Sasissiopi 1.495.: 1,074 487,920 460,592 94 85 18,274 17,294
south Carolina 1.301 679 630,550 115.624. 37 26 9,415 7,818
Tann 2,153. 2,153 879,032 879,032 142 97 . -- 25,761
.
gg4/03. o18.404 .. 16.355 8;615,061 8,143.242 4,884 4060 1.723,790 1.642,614
Illinois 4.918 4.341 ' 2,215,328 2,091.565 1.645 -1,203 558,156 529,590
Indiana 2.438 2.395 1,155,330 1,131,297 430 388 146,011 140,411
Niehlsan 4.480 3.672 2,033,982 2.000.508- 975 887 ' 368.319 341.505
Ohio . 4.161 3.862 .2.319.985 2.082.664 906 877 387.042 374,843
Wiseonsin 2.607 2.085 - -890,436 837,008 928 705 264,262 "256,265
gigolos oi13-592
.
11-117 3.372.073 3.1444939 2.286..
1.996 572:389 544.019
Iowa 2.441 2.441 638.066 4 6066 401 40t 99.706 '99.706
Islas 2.045 1.605 470.247 411.119 247 180 45.610 38.655
odomouta 2_238 2.210 821.389 820.496 527 499 163.957 161.006
sissouri 2,527 1_949 808.690 717.275 606 489 168.000 153.527
Nebraska 1:713 875 322.055 270.774 300 255 59.270 - -56.906
North Dakota 783 566 145.160_, 121.951 73' 60 15.081 ' 13.901
South Dakota 1_845 1.471 166.466 159.258 132 - 112 20,765 .20.918
REGION YU.10.646 9.302 4.427.192 4,241.894 '1.179 1,030 305,642 286,216
!swallows 1.419 1.409 401.054 400.266 138 138 22.686 14,061
LOUIIIIIna 1.485' 1.383 '991.681 ' 957.973 309. 309 121,438 121,438'
NMI Maim 669 " 662 249.984 -, 248.241 . 100 83 19,444 .-.18,147
itugumw 1.597 1.273 582.603' 559.453 82 70 -- 15,181
tutus 5.476 4.575 2.201.870 2.075.961 550 430 142.074 117,389
MIDI VIII3.659 3.307 1.184.267
, ,1.163.482 429' 363 , 81.09 78,750
Colorado 1.215 1.171 488.841 486.584 230 220 45.990 46,079
Idaho 631 618 165..308 164.199 63 , 36' 8.046 7,051
Montana 785 686 156,922 -154.352 , 82 81 18,251 18,251 .
Utah a 561 556 , 291.829 289.380 .35 16 5.453. 4.701
growing 467 276 81.367 68.967 "19 . 10 3.339 .2.668
N20101 II11.295 10.450 6.128.794
i,5.866.539 767 . 1.563 181.832 518,548
Alaska : 280 264 . 58.874 56.352 36 36 2.426 2.205
Arizona 60 452 349.475 248.713 128 88 36.857 27.511
California 6.536 6.377 4.226.080 4.112.377 --. 358,475
thou 10 30 18.953 18.953 19 5,936.
Mundt 228 224 165,457 165.330 126 81 32.178 25,660
ATS61 246 246 107.'931 107.931 24' 22 4.734 4,718
orogen 1.309 1.031 -449.619 435.934' 106 34,579
Washington 1.815 1.640 728.913 697.451 291 212 58,484 ,53,444
Trust Tarr. 186 186 23 492 23,492 37 6 020
Sur. Ind. Aff, 231 231 47 184 47,184 -- --
*Sore States report only participating private school children.
14
Of 42.2 million public school children eligible to receive benefits inthe Title il program infiscal year 1967, 39.1 millionior about 93 percent,actually participated. The number of private school children who partici-7pated in the program, 5.5 million, is about 98-percent of the 5.6 million'eligible-prIVate school children. Table 2 shows: the total number of agent esenrol iing.chi Idren eligible, for partidipating, the number of agenciesenrolling participating children, and the number of public and private .
schOol children eligible and participating, by region and State. Not alllid and private school children in the United States are irtCluded inles I 'and 2. State departments of educatrO reported only children
enrolled in eligible schools..,Eligible schools are defined as honprofit orprofit schools-which provide eiementary'and secondary education as,determinedunder StatelaW,..not beyond. grade,12, and which comply With:the Statecompulsory attendance laws or are otherwise recognized by some procedure.customarily used in the State. Schools, of course, must be in compliancewith the CiVli'Rights Act of 1964.
-An examination of Tables. I and 2 indicates that not alj eligiblechildren participated in the 'program. In the ESEA Title/I1 program;materials are distributed on the basis of relative'need and some childrenand.te5chert, in schools well provided with materials were not served: Somepublic and private school administrators decided againstparticipationbecaate,thvdidnotwish their,schools to receive Federal aid. Somechildren add teachers. In schools not in compliance with-Title VI Of the .
Civil. Rights Act could not 'be served..' i
Expenditure of Funds
Table 3 provides the data on funds available under the ESEA Title IIprogram and expenditures for acquisitions under approved local educationagencyiprojetts, the amount spent for State administration, and totalexpenditures 'Of the $102 million appropriated, the total of reportedexpenditures is $99.5 million, or about 97.5 percent of the amount madeavariable.
For acquisitions under approved projects, State departments )of educationreported expenditures of $95.7 million. -This amount includs-s $5.7 million Ireported for ordering, processing, cataloging,.and.delivery. The amountreported for State administratiqp is $3.8 million, or somewhat less than theamount actually available. 'This figtire, however, represents an increase ofabout $1.9 million over the amount expended in fiscal year 1966. It shouldbe noted that the ESEA Title 11 appropriation for fiscal year 1.966 ($1OO:million) was increased to $102 million for fiscal year 1967. Also,:PublicLaw 89-750 amended the original title so that the amount used fOr adminit-tration of the Statelplan for any fiscal year should not exceed an a UnteqUal to 5 percent of the total amernt of the projects approved, the State'abency;or $50,000, whichever is greater.
I Ill I, 0
. ME.tiali=ftLMW.MEMA WMIIMI =MEM MIM10RNIE .211%/MME11121MWEEMMEEKEEMESEEMMEMIMMIDEIMIEMEU =MNUMIEINMIII=111ME11IMM
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81M.LUiAl..11AUM=MMLIMMIROEMENI= II1=IFTIWTIMWMUT MME=MBEIES1101N1ITIMMIIMMMIM I MENEIMEEEEIEIMINENWITMETIEDEMEEMM/M4MEMEMIS11EIE==MME
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MEIENIFMCVSERTTICMWTTIONIMMENE=MMEll=11=1EiTTOVIV WilUTIOT MT7.#T1 MitiricrIMEW1==MOM1=====WOW IMIRTIMMMTVrT1issmrumnirmmEMENEMMEMEMOSEEEIMIRTMIIMET "IlicTI . . . MMIMEMIIMIEFIE=RIEJMiliTiNTTMET:OPTMIMMTI . .1 MWEEMIES=ME MillMir MOT ilnrirrr =MEM EMTrwri limn= mIrmsisIMUTIMMIPMM. MOlUti I=WMMIMM=ME====IIM
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MEMmaimicrIAVEriTICTR.. .1=1=0ME=MMIEMMMEMIMIEVTIITTIItTWOMIT707.11MT.TIVT1====EMMEM======1EMITTIMMINTYWEVIIMINEriTlitill1=1IMESIMMINIM1=ErnirrinliTTEMMIRMINESITRUI=TIFIMMIIIMIMIMMNEMMETT EMOZWiT =MIMI MEMOEMEMMMI 1=1MMEW-:TtlUr =i7IIPT:=Mi7UM E=1=EME======
MCIFTTETTIMMIXTB IMIMEMIi==TW=MMOFMMI:MMMFila Mi=IMETTNTT =MONTE MiEln EMIORM1 M!I=M=EMPTIMMT/WW IT7EUMMOIOnEEEI=IETIOTENWOJUFWEMEICEDUTII=MEMEMMMI=ENEWTINTTIMICTWRI/IMMOPORMIEEXE=MiMIEMMEMI=MEMMIiLI,Lu mInzA.iimimiNiALLIMMIM=MMEMEM101Wfl =MOMMI=1:=i1NEllliVII1T.f iliWiiI,MEOPF141=0 P !Mill ==.12=
11
State Personnel Assigned to Title I I Programs
Table 4 provides-data on the number'of administratiVe; supervisOry,.
clerical, and other positions assigned in State departments of education toadthinistge the ESEA Title II programs in the first two fiscal years of theprogram. A,total of-over 389 positions in full-time equivalents was reported'in fjsCal year 1 7,;an increase from fiscal year 1966 of over 100 positionslb full-ttme eq yalents:
7heincrease in positions as5igried in1State departments of eduCation tothe ESEA Title.11, programs can probably .be attributed to,an
.jricreaseg effort to giv.(3 directiOn and leadership for the _full developmebtof'instructional materials services in education. Administrators andsupervisors knvolved:ih the ESEA..t i t Ie 11. programs have deveoped,programsof sepvice to school admMistrators, tfiachen5,- and school matia perso7nnel.An cooperation with State supervisors of Instruction. they have served toimprove curriculum and instruction and the contribution of instructionalmaterials to education. .
jn examining 'Nixie 4, it-should be noted that-columns 4 and 8 refer topositions in full-time equivalents, not individudls.' For example,rin fiscalyear1967 there were only 46 full-time positions in admFnistration but therewere actually 94.individuals designated as administrators who had someresponsibility in administerIng Title Al programs. This"difference meansthat there were 48 ad stratbrs who had respons4bilitiqes in addition toTitle II.aao
.'.'
i, :::.. .
There were nearly 60adMinistrativo positions in. full-time equivalentS,accounting for aboUt 16 :percent of total tiaff'time. Of total staff:involved in the Escifi Title 11q5rogram, 28. perOent -or 109:43.potitions in4411-tf0HequiValents were 'designated as SUpervisor5-5Chool Ilbrary.supervisors, iistructional materials Specialists,- and curriculum and subjectspacJall,sts., as,examples. 'There were 36full-time supervisors:assigned. to',,the T40e.il program, an increase of 18 full-tithe positionsJrOmHfiscal°Year:'1066.' '.'-'
There were 192 secretarial' and clerical poSltions in fulF-time equiva-lenTs assigned to.the Title It prograth 'n fiscal year,1967, accounting forabout,49,peevent of total staff time ,The remaining 28. pOsitiOns i n full-timeequivalett4iCludmpei-sonnel such a5oonsultants, fiscal .arld statisticalpersonnel, and non - professional employees such as truck drivers andtechniOiens who do nol- fall'into any of -the other three categories..
c
0
./:Table 4, Number of State' Department of Educiion Personn I Assigned, to [SEA Title. 11 Programs
Equivalents, Fiscal Year 1966.and F),cal Year 1917 '
Fiscal Year 1966 Fiscal Year 1967 4
41) N
Personal
...:AltUilir521*.Full-time
,
.
)A
, Full-time Total \
Ful 1-time;
(Cols. Z14)',
,
Number o
,Personhe I Full-time
Equivalent
'
Total
Ful 1-tune
66W 60!18)
Part-time
i ,
lquivilent Full-time
1
Part-time
e
. 1. ...
'6 7 ', el 8 T
Total 218 .362 66.29 284;29 -
1
I W
: 311
.
375 .
I
78.45r' 389.49 ',
p
Administrator
II
Supervisor
Secretarial
and Clerical
Staff
.
Other Staff
31
I
67
103
17
66
87
,
.
119
,
90
16.19
13.84
,
.
23.67
12.59
47,19:
80,84
126.67
29.59
,46 \,r
r 85
158
,
22'
t 48
129
1
s
150
.
48
,
13.96..
24,43
.
.34.08 '
6.02
59.96 ,
109.43
.
192.01
28.02
4
e
/
Amo hrn= categories of eligible materials-- school libraryresource ooks, and other instructional materials--the States continued)in fiscal 1967 to give priority to-school library. resources (Table 5;.The amou nded for school library resources was $83.8 million, or about92 percent,o the entire,amount eXpended.for materials. The amount'expengedfor other khstruel-1004. materials .was $4,million', or over 4 percent of theamount expended for meterials. Textbooks accpupt for the remainipg 3.4pit.r.cent of the amount'expended for materialsabout $3.1-mUllion7
Table 6 shows the number and cost of rilaterials in the eligible cate-gories.for the two years that the Title II program has. been in operation.The amount of, funds expended for school library resources and textbooksincreased in fiscal year 1967; however, Mere was a decline.in the amountexpended for other instructional materials:
11 ..4ATEGORIES OF ACQUISITIONS UNDER ,ESEA TITLE II
Data on J'he instructional materials in each of the three categories,provided for loan to public and private school pupils and teachers under theESEA 7itle II program, fiscal year 1967, 14 region and State and costs ofordering; cataloging,, processing, and-delvering these materials are providedin Tab e 7. All States purchased items in the school library resourcescategory. Twenty-six States, the District of Columbia, Guam, the VirginIslands, and the Bureau of Indian Affairs purchased no textbooks with
:'Title II funds. In the-other instructional materials'tategory, there wereno purchases in 2.1 States, the Distrfct of Columbia, the Virgin. Islands, andGuam. The variations, by State and region, in al'r categories reflect localeducation agency priority of needs/within the priorities assigned to thethree categories t,/ the State department's of education.
School Library Resources
Of the $83.8 million'eXpended for school I ibra^, resources, librarybooks account for $6.5 million, or about 7: percent Table 8, column, 3,shows that $37.6 Hillion was expended for elementar, school library books,ormore than 61 percent of the total amount spent for books in this category."The amount spent for secondary school library books was $23.2 million, or'nearly 38 percenrof the amount spent for ibrary books. As in fiscalyear 1967, the'higher proportion expended =or elementary school librarybooks'reflects the critical- need for such materials; however, the 17.9million libra'ry books purchased for the else of all participating pupilsrepresents ap increaie of less than one librqry_ book per pupil for the numberof elementaey'an0 secondary pupils (44.6 million) participating in the'ESEATitle Al-prograni: An average of 44 mil Pion children have participated inthe ESEA Title I! program in the first 2 years of operation. A total of5.6 million library book have peen made,availahle in these 2 years sothat the ESEA Title 11 pro ram has not yet purchased ones library-book per
-Pupil; For books in all categories, including textbooks, the amount reportedas expended represents about 75.4 percent of the, total amount spent foracquisitions in all categories.
2
Table 5. Number and Cost of School'Llbra
Children and Teachers In Public
Catenaries
of
'Materials
4
esouries, Textbook, and Other (nstructional Materials Acquired for Loan to
a Private Schools,Under ESEA Title II Programs, Fiscal Year 196?
PUBLIC SCHOOLS*
ELEMENTARY 'SECONDARY
Number ' Cott ' Number Cost
PRIVATE SCHOOLS*,
2 3 4 5.
ELEMENTARY SECONDARY
Number Cost Number
8 1 '7 8
SCHOOL LIBRARY RESOURCES
Books.
.Periodicals
(s
Audiovisuil Maferlals
lotior(Pictures
Filmstrips,
Recordinis
Slides Oransparencies
Programed. Instruction Mat,
Maps, Charts, etc.
2. TEXTBOOKS'
3. OTHER 1NStRUCTIONAL MATER1gLS
Books'
Periodicals
.Other Printed Materials
Audiovisual Materials .
Motion Pictures
Filmstrips
Recordings
Slides & Transparencies
Programed InstructIon Mat.
Maps., Charts, etc.
4
4. ORDERINC, PRCC., CATA, 6 DEL.
11,873,003 01,283,447 6,534,1 L.,
10,121,834 32;009,996 '5,087,006
91,674 465,918 90,481
168,277 552,582 264,805
1,485,218 10,254,951 1,091,890
31,64 .12,194
569,176, ° 302,483
203,128 136:986
234,723, 288:045
29,154 23 61
;
S28,354',844 2,099,545
20,417 653 844,868
319,1'913
391,411
7,165,868
10,988
41,711
201,980'
(1,290
91',D9
25,410'
29,310
6,403
7 4 644 1 519 826
4
697,035 2,487 617
430,998 11,257,206
35,580 71,634
54,728 141,442
175,729 1,017,335
1,644'
56,102
24,110
29, 264
8, 17
45 586
691 925 1 212 589
.
236 964 967 988
79,014 262,412
37,354 49,481
29,383 0,795
91,213 595,300'
2,170
20,287
10,236
22,197
1,412
20,621
i7,246,342 844,55'3
85 244
LO4 372
58,838 195,081 ,
1,132 1,831
8,195 29,977
' 35,607 214,110
.184
13,770
4,556
3,833
1,920
x,10 944
5,685,900 703,535
56,111 5,042
116,930 15,10
1 386;741 , 120,836
1,256
1-50,216
16.,;929
2/Vggi
1j5.3'25
TOTAL*
Cost Number
9
r
10
$3, 586, 5851 21,522,782
Cott
11
2,188,396 17,917,392'
34,887 204069
37,154 489,933
726,148 2,910,983'
62,193
*4,016,104
383,481
,I 500,758
345:04
I
$83,813,8501
61,536,297i
' 938,7691
1,098,018
20,240,112
447,599 26,412
8,620.
945
2,745
14102
44
5,530
1,738
2,249
' .580
'3,83.
126,9971 1,064;183
32,803
4,1171
5,1151
04,962
4
3 108 949
4,030,2.!
,577,470 1,747,2
75,611 133,..3
95,05.1
316,651 1,912,307 1,
.4,642 1
95,689.
40,930
51,105
12,129
80 9, 87
1,4
Some Stater. -eported only 4otals -ather than individdal items.
5,725.851
A
)
.,
able b.': Number and Cost of, School Library Resources, Textbooks, and Other instructional Materials Acquired for Loan to
Children and -eachers in Public and,private Schools, Under ESEA Title II, F,1 Eel Years 1966 and 1961,
By Educational Level and Type of Schoolr,
,.
Instructional Mailrlals
1
:ateoory
0 .
'''' N
PUBL4 SCHOOLS r 14 PRIVATE SCHOOLS f k .TOTAL*
1
ELEMENTARY SECONDARY
,
ELEMENTARY SECHARY,
Number Cost Number Cost Number Cost Number Cost Number . Cost
2 3 ' 4 5 , 6 1 8'
6034904
2844,553
'10,605
"27,74/
'
030,725
'26,412
9',
.
42,524,302
,586,585
1
.
.
0
42,308'
87,8130
f
230,479
126,997 '
.
10
20,530,731
21,522,782
.
1,298,1'4'13
1,589;560
', 1;243,700
.1,,064,183
II
\ ,
,
$71,520,136
83,813,850
!4.
IA 1
',.2,959)405,
3,108,949.
i
,
5,327,473'
' 4,030,201
.
SCHOOL LIBRARY RESOURCES.
Fiscal Yeal. 1966
.Fiscal Year 1961
I.....,. .,
TEXTBOOKS* ,,.
,
Fiscal Year 1966
Fiscal Year 1967..
t 4
OTHER INSTRUCTIONAL mAIERrAtqA
4 Fiscal Year 006 .
Fiscal Year 1967'. r
.
1,1\750,260
11,813,003'
%
', 443,257
184444
848,314
697,035
.
.
$41,544,144
43,283,447
01'0,213
'1,519,826
.
2,330,603
'2,481,6,11
.
\,I
6,052,447.
6,534,182..
180,815
,691,925
239,403
.236,964
$25,1344
26,354,844
0
.
1,453,458
1,272,589.
I
1
2,157,165
967,988'
1,844,608
2,099,545. ,
46,264
85,2440
, .
,
, 125,218
104,372
a
, i.
$6,1961,80,
7,246042
' 153;506
228,121
,
600626
441,599
,
*Data I I 'iJoes
N\
t add to totals In columns 10 and II since so* States reported only totals rather than individual .1,tems,
"
."
16 TABLE T. NUMBER ,AND COST'Ag SCHOOL LI BRARN RESOURCES, TEI14BOOKS, ANT OTHER INSTRUCTIONAL MATERIALS ACQUIRED FCTI LOAN TO C CH TLOTEN MID TEACHERS, AND COSTS OFOR3ER I NI, CATALOG' HI, PROCEBSING, AND DELIVERING MATERIALS; UNDOr BEA 'NILE I I PROGSAMS, FISCAL YEAR 1961, BY R EGI AND STATE
SIVE OROTTLYING AREA
S4100L
NUMBER k
!MARY,
' COSTTEXTBOOKS
RUGIIONALOTHER I NSTTOTAL- MATE I ALS
ORDER TIO, PRO-ICESSI NG, CATA-
LOGING, WOO I4 {
-BV REGION ,
1
21,522,782.1 TO
$83,813,8
B
1,589,5601,589,560
ST
13,10e,949
0/1111FR
1,064,783
rn^T7
14,030,201
MIN," fOtTel.
$5,725,851
MaM2Co9
24,177,12577-
'$96---7.678,851
"( I)"
869,332 4,49k3,855 12,024.
36,606.
129,501 459,280
.
335,609)
1,010,857 , 5,325,330Csossostiost --- 1,143 691 - -- --- 67.003 . --. 1.360.694EYir (36,494 444,132 --- 14,952 40,108 11.773 -1, (51.446 496.01massaebssoSts 520,578 1,921318 4,34d . 17,151.. 108,170 37%092 194,373 . 6360'97j Naapshire 60,761 , 28Z,764 829 2,31pow 4,415 27'044 17,914 66,005, 330;102Rhode ;. look 96;041
-55,458'351,242 . ,., 6,846. . 17,0 75 1.'964, S14,036 "12,123 104,851 414,476
.iormos4* 144,688 --- --- --- .12,423 '55,458 207,111
1 num n3,930,955 15,432,990 128,331 216,647 21,575 ' 133:268 1,309,098 4,080,841 )7,092,603
-Delaware 65065 -216,916 --- §T 1,065 ' 4,2712, 22,984 66,130 244;191Nee Serie! 388%481 3020,217 .--- . -- 121 868 588,481 3.142.045wse Sit 1.884.786 7.242.268 --- 20,510 28,997 796 341 1,905.295 131§0.5.98
6038.729Pummerlvaala 1.392.604 4.953.577 1 8.331 216,647 --- , --- 368 505 1,520,937
' ANION III2.1642020 8 219.787 788,697 1,113.250 205.133 930,240 228,308 3 157.850 10,491.585
Dist. er CO. 81.925 027.267 --- .4._ ' 48 81,925 327.315gintuakg
4 240.707 1.197.724 26.702 133.512 37.430 , 216,788 --- 304,839 1048,024Ne271an4 408.853 1.492.992 666 - 1.918 18.858 12.936 89 ot39 428.371N 1.656.885north Carolina 612.061 2.231.9068 14 25 8.217 22.717 25.871 6204312 2.280.469Puerto to 167.605 501.927 745.189 924.171 41.226 264 510 36'774 954.020 1.727.382Virginia . 535.226 1.988.783 --- --- 9.303 '57.166 32 470 544.529. 2,078.419Virgin IsluMW 4.479 30.334 --- --- --- --- 4.479 30.334rest oirsinil 113.144 448.854 16,126 53.624 90.099 296.123 44 156 219.369 842,757
=plow It2.582.088 8.960,635 307,233 619.187 108.081 319,166 610,038 2.997,402
*10,509;026
Alabama 311:845 1,167:1572,246,480
158,417. 10,043
264,21529,601
76,84722,198
751,40235,756
31.356174,878
549.109'667,518
1,714,1302,486,715Florida 635.277
CROWS 536.554 1.775.644 87.484 175,356 9.036 f 32.008 135,584 633,074 2,118092Inseissippi 293,865 1.066,932 9,234 164938 --- --- 672364 303,099 1,171,234south Carolina 300,961 1,158,484 --- --- ..z.. 106,852 300,961 1,265,336
, fonnos so. 601,586 1.545,938 42,055 113,077 --- --- 94,004 543,641 / 0191,753,
. RIMS V4.796,152 17,048,936 144,225- 512,298 .248,015 1,058,356 1,045,366 05,188,392 19,664,956
Illinois 1.24'1,831- 4.974.919 ...... 45.791 173,401 124970 1,291,622 5,277,290Idian' 522.888 2.132.767 --- - 76,363 218,876 147,514 604,251 2,499,157Inehigan 1.423.011 3785.157 47,774 257, 8 --- --- 632,732 1,470,785 4,475,827Ohio 1.276.295 4.593.352 83,351 204.864 30,806 183,990 254,622 1,590,452 -5,236,828Wiseonsin 323.127 1.562.741 13.100` 49,496 95.055 482.089 81 528 431,282. 2,1.75,854
' 8,094,612MOM V7
1.756.819 7.470.136 11.637 31.095 26 807 103.741 489 640 1.795,263Iowa 171_499 1.442.632
11--- /- --- 127 261 171 499 1,469,893
lamas 234.137 1.036.514 --- --- --- --- 56 589 234 137 1,093,103Minnesota .462.919 1.807.013 --- --- 117 447 462,1192 1.925.360
2.227.916.Missouri 591.363 2-045.119 11.637 31.095 6.475 31.064 120 638 6094475Nebraska 136.491 580405 --- --- '20.332 72 677 54 006 156 823 706.688
317.358North Dakota 84 056 317 158 ---. --- --- --- --- 84.056South Dakota' 76.354 340.595 --- --- --- 13.699 76.354 354.294
ANDION T727.179:132, 8.443.676
,
172 422 389.529' 179.683 549.026 303 415 2 531 237 9.685,646906,774irranass 218.377 906.774 --- --- --- --- 218'372
touistans ., 432-738 r.744.094 33.521 80.073 --- --- 80 548. 466,259 1,904 715'.556,099WOW Nowise 109.447 381.406 19.357 58.076 21.422 85.108 -.31.509 1'50,226
monads 2Q1.802 718.078 83.262 t68.691 64.894 249.491 II 601 349.958 1,147,8615,170,197?Mesas 1.216.773 4.693.324 36.282 82.689 93.367 214,427 179,757 1,346,422
=nom nn459.647 1.962.834 10.805 43.556 71.252 254.758 116,693 541;704 2,377,841
Colorado 203.872 764,895 --- --- ' 45.202 152,939 102,750 249,074 1,020,584Iwo 64.070 253717 --_ --- 22.198 78,120 9,102 86,268 340,939Montana 84.255 336.410 --- --- --: --- --- 84,255 ....1 336,410Utah 72.507 502.768 10.720 43.376 --II --- --- 83,227 546,144rAming 44.943 105.044 . 85 180 3.852 23,699 4,841 38,880 7 133,764
=ION Li2.753.280 11.689.488 14.186 146,781 63.587 205,919 1,281,875 2 831 053 13,324,00
Alaska 24.752 77,755 --- --- 5.800 29.407 4 018 30,052 11Q,680767,599Arizona 191.288 737.181 --- 9.280 28,051 2.367 200,568
California 1.891,589 8.120.618 4.632 127 764 --- 1,061,840 1,896,221 9,310,222Oulu 13.826 49.419 --- --- --- --- 3,712/ 13.826 53.131Noma 89.554 333.456 --- --- --- --- 23,688 8 554 357,144&ma. 32.488 185.051 . --- --- 9,521 '.. ,488 _194,572Oregon 202.396 850.264 --- .-- 4.588 19.954 72.495 06.984 942,713Washington 282.876 1.298.100 --- --- 43.047 126.086 93 938' 25,923 1.518,124
TRUST T IDIR I TORY 25.011 38,144 9,554 19,017 872 2,421 10,296 35,437 69,878
BUR.INDI AN AFFAIRS 31.377 91.533 -- --- 11,149 16,441 ),209 42,526 113,189
i
17.
,
. , 'Tables 5 and 9 provide data on tiii..number and of audiovisual ','
materials loaned to pupils and tpactieWs-as school library resources and other;.instructionalfMaterials.s The.totalimount expenVed for such materials in- '.
the school library resources category is $20.2 mIllion,'or abo0- 24.1 percent.i .
of acquisitions in this Category. The,amount expended for audiovisual - ,
materi.ils in tile schOot library resources. category inCreated from $1'3.9.mipil lop in fiscal year 1966 to :$204:Million,in'fiscal year 1947. Thissigniitcalr'increasejnAcates.State and 144al'intereitend eTforit,:in:' ''.' 4
'' developrng unified'schOolitedia programsWhere'a full-engepf meteri4ls is;.'organized:eamade available for uge. ;.
,
\y .'.a
-. i.- %
, .
Tfle,total amount spent for elidiovigual.Materials An ell'categories it -.
$22.1.millioR, or over 24'percent of materials .in all ,categories. 'In someStates, reports for audiovisual materials were provided as totals rather thana.breakdown of, Sitparate items. The most outstandihg increase, in audioviiialitems was for filmstriRs7where the number purchased in'fiscal year 1966 asvery nearly doubled in fiscal year 1967 (Table 10). The nuMber of filmstripsreported purAesed in fiscal Year 4967 (1.1 mitlion) accounts for-about-34percent of all audiovisual items purchased in fiscal year 1967:, '
4.
The number of motion piCturei purchased under the ESEATitle 11 program 4
increased from 30,461 reported.purchased in fiscal year 1966 to 67,035 'reported for liscal year 1967 (Table-I0). The large increase in number off -
mtition pictures purchased may be due to the'popularity of 8mm. ti Imioops, or...,,
cartridges. \ 1 ,
'1v
.1.41 thicschoOl library resources categoiy, per and' other printedmatter such as documents and pamphlets represented an expenditure of $2.0million or, about 2 percent of the $83.8 mi)lion expended for school library'resources (Table 5). This is an increase of $271,388 from the amountexpended for such items in fisCal year 1966.
Textbooks
Textbooks accounted for-about 3.4 percent ($3.1 million) of the totalamount expended for_aqouisLtions uAker the ESEA Title II program in fiscalyear 1967. This expenditure is an increase of $149,464 over the amountexpended jn fiscal year 1966 and made approximately 1.5 million textbooksavailable on a loanbasis to children and teachers in public and privateelementary and secondary schools in 25 States, Puerto Rico, and the Trust
'Territory of the Pacific Islands.
_Vrhe numlAir and total cost of separate audiovisual items,-by region andState and by educational lave% may be%found in Tables A-1), in the Appendix.*
24
Table 8, Number
nCatenary ,Cost of Books Loaned tcyChildren and'Teacher4 by Educational Level and
irtctioal. Ma erial Under,. ESEA T it' 0..1.[Progra* fiscal- Year: 196T. L.
A
. ,i. .'
',.CATEGORY OF .
'1NSTRUCTION4,
MATERIALS_ *)
...,.,
4 v.:
. ,
e
BOOKS' LOANED.
TO ELEMENTARY
SCHOOL tHILDREN...
,.
.
BOOKS LOANED ,
TO SECONDARY
ao,;SCHOOL CHILDREN
,.
..,..,
. A F
", TOTAL ''
,Number . Cost Number: Cost Number : Cost
2 3 4 6
'SOH* LIBRARY'RESOURCES 0)664700 .'" $37,695,896' 5,790;541 '$23,206,049
.::..
.
174757,241 $60,901,945
.
, .
TEXTBOOKS , ','
x,.. . ..
--------7. ,
869,888- .1,7484547
.
q
719,672 : 1,360,402
.
.
1,589,560, .3,108,90
... ...,
0 ' '
OTHER' INSTRUCTIONAL MATERIALS. , ..
....
,. '4890838, 14452,287 1..87,634
,4.:.
'295,215
.
);;..;'''''.
577,470 '147474502,
.
.
.
TOTALS
t,.,t3,326-,.424' $40 896,730
,,
60597 847. 1424,86.1,666
....
'19,924 271. $65 758,396
...,
Table 9, Number and Cost of Audiovisual Materials Loaned to Children andjeathers,by Educational
Levekand Category of Instructional. Materials, Under ESEA Title II. Programs,
Fiscal Year 1967
....._,
CATEGORY OF
INSTRUCTIONAL
MATERIALS
AUDIOVISUAL MATERIALS'
LOANED TO ELEMENTARY
'' SCHOOLCHILDREN
AUDIOV&ACM6TERIALS
LOANED TO SECONDARY
SCHOOL CHILDREN - TOTALi/
Number CosTL--Allfai-----.----17'CostNumber '. 'Cost'
2 3 .4 5, 6 7
. .,
SCHOOL LIBRARY. RESOURCES 1,687,198
.. ..
.
411,641,692
1 ',.,.
f
,
7 1,212,726 17 892,014 2,899,924 $19,533,706
OTHER INSTRUCTIONAL MATERIALS
.;.,,.. , . ,
211,336.
.
1,232,045 105,315 680,262'
...........316,651. 1,912,307
TOTAL ll 1,898,534 $12,873,737 4318,041' $8,572,216 3.,216,575, $21,446,013
i/Detall does not add to ,totalsliven iplable 5 since 'some States reported only totals rather thtn
individual items.. '
26
20.
Table- 10. -Number and TOtal:Cbst of-AudIovisual Materials LO6ned to Public and PrivateElementary and Secondary SchOol.Children:and Teachers, Under ESEA Title IIPrOdraMs,Fiscal Yeare 1966 and. 1967 -,
ITEM FISCAL YEAR'1966. FISCACYEAR 1967
Number', Cost?/ Number! /. Cost?/
3 4 , - 5
AUDIOVISUAL MATERIALS 2,052,535. S16,499;181. . 3,227,639 . $24453,019,
Motion pictures 30,461 -,r 67,035
Filmstrips 579,856 1,111;793-
"..Recordings 272,982 .424,4i7
Slides andTransparencies 430,361 638,463 -
Prodramed Materials 42,074. 72,960. .
. Maps r- Charts, etc. 206,780 426,901
I/Zetail does not add to total since some States reported only totals.rather than the)uMber'.6tAngividuel itent:
"4'.Stefes.reported-only total cost rather than cost of individual Items.
29
.
TABLE 11. 70TALN1215107. AND COST OF ecoKs AIO Auoloyisuel. MATERIALS ACQUIRED AS SC457L LIBRARY RESOURCES, ABS 0149 INSTRUCTIONAL MATERIALS.- 410E4 ESE4J171,1 11 PROERAitS, BY REGION AND STATE;01SCAL YEAR 1567
STATE 0I1
0.17LY14.4a,P REGION
SCHOOL LI BURY RESOURCESDINER INSTRUCTIONAL MATERIALS" oo6rs
BOOKS - AUDIOVISUAL MATERIALSstr.es. cesT . - etr4as4 CO5 W 'or5 es -COST. itteI BEI COS TI
17,949.392Z61,536,291 2,910,988 20,240,712 577470, 51.747.50 316,651 51,992 ,307.MUM i 1
777,09 3...338,003 01,387 1,093,815 107 620- . 316,834 '19,642 129,832'coomo41121141
Maas ...
....-- S59-,455 --- 615,987 --- ---- -130,549 412.93e 4,416 23,585 14,557 . 37.453 381 2.533.Mammiamizatts 463,985 1,595,180 49,545 304,942 - 90.506 '265.398 15.924 , 101 459pow Maamohiro 43,500' 183,000 '16,416 95,897 1.805 11.444 2,145 14.47546o44 MOM , 86.836 .' 306.494 --. -7,881 . 39,652 752 2,539 1.192 11 365thou! 52,329 180.936 3,129 -13,752 --_ .
-_-
3,417,018 12 269.136 395,171 2.961.839 3.528 13.199 ' 12.293 114 643 "DeLmare 49.660 147.762 11,258. 61.255 882 3.521' 1014
546low Await 369.069 1.375.186' 205,861AL.1.581.553 --- --- - --Not Terk 1.671...320 6.032.803 . ,, .1 14,1 15.. 1.086 339 2 646 ; 9.678 ' 12.192 ' 114 097Pammaylvamla 1,326,969 4.713-385 64,335 232.692 --- .._- .
=IOW in1;763,450 5.962.690 , 345.436 '2.145.830 95,594 313,261
,
'95,854 575 467Mat. of Col 69,897 230.800 12,028- 96.467 --- --- ' 7 1Amatuaky 193.523 774.052 39,156 391 560 19,867 79,461 11.178 111,7804arl7Am4 315,911 1.056.609 86,974 423.076 6,106 25.311 10.604 .47.368:.
mm.tn dmrouna 469,361 1 575 813 125,065 620.946 4.094 10,200 .2.832 7.944?wort* MUM 167,605---- --- 41.226 264,510TIrelda 463,323
_501_9271.497,459 58,912 474.023 5,391 .14,926 1.652 38.839Main Islands' 4,132 22.56! A 347 7.773 --- -Vest trIr$1.11..a 79,698' 303.469 -11 22,954 131.985 60,136 183.284 . 26.362 105.026
azoiceure. .
2,79540,
.7.468.391 2 108,?
t23921.277.001 ,76.483 229.015 /.536 .46.829414baur' _. 265;361 924.219 208.515 72,177 220.565 3.828 25 802?Uri& 508,851 1,671.703 121,876 606.439 ---
--'-loarea 515,506 1,633.757 17/674 . 129.214 4,306 8.450 3:708 21.027',311sIsslind -276,388 . 9627071 -----71 --- ---'South .Carolins 271,610 1,020.428 24,821 115,402 --- --- -So 457,689 1,306.213 37.345 217,431 --- ___,
/91c1611 T3,823,441 '11.119;668 770,078 5,243,868 135.823 435.741 76.201 500'.628Illinois 1,018.889 3.414,412 188,020 1,428.167 ,26.388 . 67.6j3 11.302 85 711Indiana 353.852 1.156.970 '149,124 809,669 54.080 122.192 19.336 78.219Michigan 1,185.525 2,187.507 218,934 1,379,244 -
onto 1.049.187 3.496 627 123,170 990.971 8 387- 58.043(-- 10.989 94 675visomen 215.988' 863:952 90,830 655.817 46.968 . 187,873N _ 34.873 242.023 ,isnow n'1,393,847 4.945.661 "314,162 2.392.703 13.759 41.418 , 9.163\ 54:481Iowa --160.151 . 634.346 11,064 707.006 --- ---CLIUMM 138,177 ''A 552.708 93,9D9 469.546 -'-
---%drowse 408,294 1 31-4 070 54,625 493.893 -----. .xissouri '463,695
1 5511.231 94,628 415.925- 2,825 10,860 .2.355 4 16.819Mahrsaka 105,104 403.698 24,855 160 565 10,934 31,358 6A08 \ 37 662torch Dakota - 7,1,094 252 300 10,531 57.854 --- --- 7South Dakota 47,332 730.156 24,550 87.914 - e --- --- ..,-,
mum rn1,875,613 6.575.439 244,885 1.687.939 64,979 193,275 50.402 \ 271 107700,856 783.232 15,167 113.616 --- --- ---Uxdslium 366.713 1.307.098 54,657 371.430 '--- ---New Mazloo 83.515 292.300 21.803 76.713 - 7.118 24.912 12.534 1.56 214'Oklahoma. 175,125 566.434 20.324 121,661 40.526 120.618 15.694 1101 487?imam 1,049.404 1.626.367 132.934 1.004.319 17.335 47.745 '22.174 1113.406
RINUOM VIII394.651 1 502 045 53.315 406.472 30.733 83.806 29.560 44 972Colorado 176.463 603.691 23.163 142,801 12.544 28 630 24.7,6 12 934Idaho 56.602 198.619' . 5.466 46.709 18.189 55.176 2.493 118 072'Montana 63.298 333.076 616 2.088 --- --- --- 1,--- .M.ah 43 345 261 615 24.119 214 874 --- --- ---wyoolng 34.943 105.044 --- --- --- --- 2_341 113.966
5101011122,152,719 8.284.166 471.287 3.011.988 39.649 112.160 14.377 '6.740Alaska 16.550 46.714 7,100 27 225 5.300 15.733 250 12.887Arizona .157.721 501.815 . 46,729 217.501 - 4.793 10.521 2.159 11259California 1.549.154 6.018.094 246,552 1.914.692 ___ ---
,
--- - -alum 12,455 42781 854 4.940 --- --- -4-Mmaill 26,739 106.030 56,215 177.267 - --- -r-46.4a 20,085 78.069 11,911 105.851 --- --- ---Orealn 134.938 505'162 61,176 332.284 2 846 10,939 1.700 8 780waohIngton 230,801 959.094 ' 40 035 220.679 26,626 ' 74,674-,
9.480 32.686TRUST IDRITORY 24,276 26.407 715 11,50 84 293 788 .2,128DUR,INOIAN AFFAIRS 26.049 71_02 4,719 19.257 9,302- ., . 8,795 1,W', , o,o
r
22
Of the total. amount expended-forc'textbooks, approximately $1.7 million,-orabout 58 percent,'wes expended for-869,888 textbooks for loan to elemen-tary school children. The number of textbooks provided for 'Oen-to secondary.School children is 719,672, for which a total of $1.3 million was.expended.
Other Instructional Materials
The amount of funds, as reported by_State departments of education;expended in the other instructional materials category declined from $5.3'million expended in fiscal year,I966 to $4.0 million in fiscal year 1967.Other instructional materials are defined as the same items as school libraryresources except that they are not processed and cataloged. The decline,both in number of items purchased and funds expended, in this category,
.411,
reflects growth in the number of centralized school media centers. Also,"this category is excluded in 23 States where school library resources arealso made, available to manys children and teachers in schools withoutcentralized media centers to increase the accessibility and availability ofmaterials.
Tables 7 and 9 provide data on expenditures for books and audiovisualmaterials in the other instructional materials category. Books account.forabout 42.5 percent ON the total reported as expended for other instructionalmaterials 1$1.7 million). For audiovisual, materials in the school library-resources Category, the total reported was $1.9 million, or 47.5 percedt.
The amount expended for periodicals and other printed materials in the.other instructional materials eategory,was $370,392, or about 9.percent of '-the category(Table:5). This figure represents a small decrease from theamount expended in fiscal year1966.
, .
Ordering,Ftocessing, Cataloging, and Delivering
TheESEA Title 11-plens describe all lordering, processing, cataloging,and'deTivery services that may be included as part of acquisitions costs andestablish an allowable cost for, these services. (In fiscal year 1966, order-
Wig was not an allowable cost in, the acquisitionprogram.)
In fiscal year 1.967, State departments of education reported eXpendi-.
tures of $5.7 million, for ordering, processing, cataloging, and deliveryservices (Table 1). This represents an expenditure of about 24 cents peritem for ordering, proce9ing, cataloging, and delivering the 24.1millionitems' of school library.retlurces, textbooks, and other instructi.onaLmaterials. This is an aver pa increase of only about 6 cents per item fromfistal year 1966 and'is an indication that much of the'cost for these
-services continues to be bsorbed by local educational, agencies and ESEA
rTitle II funds are used to buy materials.
31
23
There were seven Sta s--Arkansas, DOnnecticut,. Hawaii, Montana,New Hampshire, Utah, and W °mingand the District of Columbia, Puerto Rico,and the Virgin Islands rep sting no expenditures for procesSling, cataloging,and delivery,services in f scat year/I966. Of these, Arkansas, Montana,Utahiand the Virgin Islan reported no costsrfor these services, includingordering, in fiscal/yea 1 7. North Dakota and Kentucky also repOrted noacquisitions"costs In f sca year 1,967; however, the Kentucky report forfiscal year 1967 has no be n finally
32
IV. STATE PROGRAMS FOR-THE STRENGTHENINGOF INSTRUCTION THROUGH IMPROVED RESOURCES AND SERVICES
Improvement of School. Library Resources
I 4
-Data on the number of new public,school libraries established and the,T-number of existing public school libraries expanded in each-State as aresult of ESEA Title II programs are shown in Table 12'. .Forty-three of the
,50 States, Guam, Puerto Rico, and the BureaU of Indian Affairs participatingin Title II reported establishment of 4,850 ..new public school libraries infiscal year 1967. Of these, 4,260 were public elementary school librariesserving over 2 million public school pupils and 590'were public secondaryschool libraries serving 381,567 public- school pupils. No new public schoollibraries were reported to have deen established under Title II, fiscal year1967,in:1.11e District of Columbia,lhe,Virgin Islands, Trust Territory ofthe Pacific islands*, Florida, Iowa, Montana, Nevada, SoutbDakotai TanhaSs09,Utah,and Wyoming.
The number of new public elementary school libraries-established rangedfrom only. I 4n Hawaii to 510 in Texas. There were 13 States--4Iabama,California; Illinois, Indiana, Kansas,Massachusetts; Michigan :Missouri,New Jersey, New Mexico, Ohio, Pennsylvania, and Texas--wfiire more than 100new public elementary school libraries were establithed.
The number Of new public:seConaary,school libraries esfablIsheswasmuch smaller, gue to the- fact.,; more secondry schools had centralizedlibraries prior to the.establishrmintof the Ti e II prograM. The number ofnew public secondary schoollibraries established ranged from I each in WestVirginia and Guam to 152 tin Texat. 'There are 6 StatesCalifornia,Indiana, Missouri, Pennsylvacia,.and,TaxasWhere more than 25 nev:pubTlcsecondary school..11braries were estabithed/Wfiscai year 1§67.'.
4!
The variation among the regions in the neither of public school librariesestablished under ESEA Title 11 in fiscal year 1967 ranget from 68.1nRegion VIII '(Colorado, Idaho,. Montana, Utah; an&Wyoming) to 1,458, in`Region VI (Illinois, Indiana, Michigan, Ohio, and Wisconsin).
The first annual report on the ESEA Title II program stated thatlibraries'had been established in 7 percent of the-estimated 47,000 publicelementary schools that lacked libraries, prior to 1965.i! -Projecting fromthese figures, and using the'statistics reported by State`departments of.
la/
Department of Health; Education, and-Welfare. Office of Education.First Annual Report, Fiscal Year 1966:Title, II, Elementary and Secondary. A.Education Act' of 1965: School Library Resources, Textbooks, and Other'Instructional. Materials. Washingtori: U.S. GoVernment Printing Office,1967. p. 34.
33
1.1,1
11
3.1 1: I
. 1 SI1 3
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IMENIEWHIBMINer=1"53 -521 56,297 35 154 124 451 2,061 579
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IN.MMENWEIMIMNDMIIEZ:110EIN 5 000 MEM:11=1/__111M 44 WM 337 247 46 524 384 071 MU M% a
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11'
770 168 935
24
27
education,libraries have, now been established under ESEA Title II in nearly. .
10 percentliof.the43,622 public elementary schools that lacked libraries Stthe beginnrng of fiscal year0967. The fiscal year 1966 repOrt indicatedthat of the Ostimated 1,056 public secondary ,schools without libraries before'1965, 25 percent had establishee.them.-1/ Projecting from these-figures andusing the fiscal year1967 data, libraries,havenow betteStablished in about. .
74 percent.of the 797. econdary schools tfibt.were-witho libraries at thebeginning of fiscal year 1967. Many schooLlibraries,have also beenestablished with State and local funds and under ESEA Title 1;.however, the.
number established, is not known--
Ultder the Title II program during the first 2 "years of operation,.3,638new pOl'ic elementary School likraries serving 3.4 million public sal:6achildren have been established. i_iring the same period, 849 new publicsecondany school libraries serving" over a half million,public secondarysChoofchitdren were establ ished.
*
With regard' to the. improverneintof existing school libraries, 48,62 .
public elementarty sChool library collections' and 2Ii924 public secondaryschool. library collections were expanded.. The range by.State'was from 30public school library collections expanded_ip Guam to 5,497 public schoollibrary colleCtionstexpanded in Illinois.- 'The variation.among the regions-in number of public school library collections expanded was from 2,253 in'Region VlIl (Colorado,- Idaho, Montana, Utah,and Wyoming) to 14,728 inRegion V (Illinois Indiana,.-Michigan; Ohio, and Wistonsin):
./
Maintaining and Increasing Effort
A
approyed'ESEA:Title II plans establish methods of glying_assuraficethat Federal funds made available-under the Title for any fiscal year willsupplement and,to the extent praetical, increase the level of State, local,.and pnivate school funds that in' the absence of Federal funds normallywould be budgetell and expendedtfor the acquisition of school libraryresources, textbooks; and otheriinsTructional materials.
Data.on the total expenditures for school library resources, textbooks,and other instructional materialS from.State, local, and Ravate schoolfunds, fiscal, year 1967, were collected by State departments of educationand reported to the U.S. Office of Education. State ancL;o6alfundsexpended to provide school libfary resources, textbooks, and other instruc-tional materials for public school children and teachers who 'participated inTitle.II,, fiscal year 1967, are shown in Table 13. Private school funds
!bid
$64,3i4,353
7.373,35'7
472,957265.147
6,131.338
391.4737.389
794.240
28, TABLE 13. STATE AIO LOCAL EXP,DOITURES FES 315001 LIERANY RESOURCES. TEXTBOOKS. (COTNER INSTRU61IONAL MATENIA
FISCAL YEAR 1967 3,(REGION, STATE.ANO EILICATIONAL#EVEL:
STATE OR--COTLTTN0 MIER'
NY NEGION
SOKOL LIBRARY FLESCUICES
INII0112
50.347.911
'2 686 553-
TEXTECOKS y M1461 INSTRUCTIONAL /1010g ?It/
IMFEREPIIIMIM411:11."11 IMIttil-A2315011111111WALPENISMIlfita.:irSi IMIXKr-F- lLEM4 -
$153.018:2
'-5 006 04
$33,894,193
6.0957180
122.967,912
13 468 537
9
57.888.663
2,587 631
rf-TEIN IM:I.Y114:31111M2IIIIMR40111FIIIMMLIIILLUMERELOVINIMMY_OiliLl 111/11237 Mit ligan255.171
*1.016.792I. 2
523.41.875.1
7
MedeVormaa
MINIM II.DolimareIllor Saner
Pasmilesais
RUMOR us
Dist of Col
_Lc
forta* CarolinaPuerto RiosrirMinfa
259.583147.1f9
11.402.082
2.677.570
3.323.530
146.034108.043
13.725.6304
380.102
405.41255.17
25.127.71
5.057.67
321,656
10%00,158
473.8802,758.616243 879
1.405.8575.866.728
595 445985.120586.803
17.031.496-
.
10
26 174061
5 287 007;
2.427.258997.056
.
792 892- 4
16.613
617 066
MOM10,9p0,1511 ' 6,131.338 17.031.496
6 683 655 5 707 037 12 390 672
IMMSTINALTV7Mirrir.r1M.D_Ma_AIRIUMZENZgliiiirnMI.-10F/KII=M111171FZIEWLEEMI 420 019 .669 229 IMIWZM1J 11
MIETURTI..11=71MIMCITIMMIECKLEHERTEITIEIMIELIZIMMEEMLUIMITNIMI .MINETWITIIIIINTTIMIIMMECC 1.9 070 11111EMEINNIDEMOIMUMINFITIMSINIECIRMIET=111.111EACE11/31011MI 2 499 239 l=c1FMNIMMIrri.,m I 4, to
Virile Islimide1_651 714
VI 000West
MN0/011 IV
AlabamaFloridaGeorgia
1 607 149
2: 124.2non
"4.2511 RS96 n 44;000
636 79237.000117 100
81.000753 892MEM
2 614 663 9 479 819.slywmzIWT:MIMINfl!=13=1M1M7ffillq;awaIFJWIFZIEWITIMIMIIMIMMILLNIEN 39 881 MIMIIMMENCTMEmi
MisaissippiSouth Carolina.'?mites/me
MI01011
IllinoisIndiana
Ohio. Wiseonsin
MIGIDIN VI
1_759_982406.687460_685
1.257.131353.344255_637
3_017_11760.031716.32822.991
,3.384.820 2.417.729314,106 157.053
-
- .
11 211 511 7 117 60.
5.802.54471.159
3.118.667
383.902 274,216
CO OA A10.684.15
A I
10 114-2
NM= MINOIrri EIEWSW InallEMMOKS iningiMa
658.118
3.615_806
111111 114111P11111111111111111111111111111IowaIambs' .
MinnosotaMissouri
(.280 691,1
1,660 5.64
64 534NebraskaNorth DakotaSouth Dakota
169 582
1 150 894I 010_441
7116
-/650 146
7_611 49
92464_191 214 68mp-xnufir =Emu 1 057 160
309 412 449 86
6.556.61'6,
1 622.968
4; .
Krona vnArkansasLouisianaNeu Mexico
. OklahomaTexas
2:697.901'641.478698-484354-W3
1.003.416
0-- 382.83. . -
2.595.062 1K239.501518.1100 1:159.57698.484 1.396.96278.554 633.077
-899.924 1.903.346.146.61
430.595 3.862.521;569.217
214,902 -377.992215,693 592,981
1.067,237255.101
INDIO!! VIII
ColoradoIdahoMontanaNUM1r/owing
540.378
163.090377,288
5.308.2851.083.5902.013.3351.040.708
1.170.652-
3.955.940
2.013.335817.700
1.124.905
9./33.7441.083.5904.026.6701.858.4082.295.557.
- 469.519
1.074.986 *
1.074.986
844.631
844.631
1 919'617
1-919,617 do,
2 485 016 I 514 901I 1141...599
I qA4,RnA5nn'vw, 401 U7
RENTON II
Alaska4 825 470 3'656 948 29 675 723
MEMPINEIIIIMBIEEM 153 909/ErarFM=MMTIIIIthilatilMtIMMINETWalArlamm
Our MEMCalifornia
a MINIAIMI_
MIMMIGINMIMPIMFIE1051EMMIIM!11=1EMiliWTVIMMETZTE I
TRUST TERRITORY 3.i s a 7,000 10,000 17,500 17,500 35,000 5,000 5,000 10,000.
.11 NO SEPARATE FIGURES KR ELEMENT96Y.A/13SEMOARY LEVELS WERE REPORTED FEB TENNESSEE, INDIANA, MISSOURI', SOUTH DAKOTA, TEXAS, COLORADO, UTAH, MVCMING,APO CALIFORN A.
I/ TEXT' WOKS. APO OTHER INSTRUCTIONAL MATERIALS ARE INCLUOED IN THE FIGURES REPORTED ON S."CHOCI. 11133Aliv RESOURCES FCR INDIANA AND-WISCONSIN.
Y 1113 SEPARATE FIGURES KR .ELEMENTARY AND SECONDARY LEVELS ORE REPORTED FOR TENNESSEE, MISSOM,. TEXAS, UTAH, WI-THING, AND CAL I FOINiA.
:I/ 110 SEPARATE FIGURES KR ELOIENTARY 00 SECONDARY LEVELS ARE REF-CRT-ED FCR T.ENNESSEE, MISSOURI.. COLCeADO, AND WRITING.
Nevada .
36
29
'expended to providepiese same materials for private school children whopartidipated in ESEA Title 11, fiscal year 1967, are provided in Table 14.The figures in.columns.4, 7, and 10, Tables and 14, should be.studied.inrelation to coldmns 5 and 9, Table 2, in order to derive amounts expendedper particlpati.ng pupil.
School Library Resources - State and Local Funds Expended
The total amount expended from State and local funds to provide schabillibrary resources for the use of public school children and teachersparticipating in ESEA Title 14, fiscal year 1967, was $153 million (Table 13).Of this amount, $58.2 million was reported as expended for elementary schoolIlbrary resources andLI50.3 million-was reported as expended for secondaryschool library resources. A number of States were able to provide only"totals expended for scool library resources so 'that no figures could be
"'shown by grade level.
\.The ,range reported as expended from State and-kocal funds for etementaryschool libraryoliources was from $50',00in the Trust Territory of thePacific Island $6.2 million in Illinois. (The $7.5 million repor:ted asexpended in Wisconsin- includes expenditures for textbooks and other instruc-tionai materials as well as school- .library resources). Seventeen States --Florida, Georgia, Hawaii, Illinois, Iowa, Kartsas, Michigan, Minnesota, NewJersey, New York, North Carolina, Ohio, Oklahoma, Oregon, 14nnsylvania,Virginia, and Wisconsin -- reported State and local expendJtureklarelementary school library resources over $1 million. For the 45 States'reporting.State and local expenditures for elaKentary'school libraryresources,'the average expenditure per public elementary school child parti4-'cipating in the Title 11 program was, about $2.56. This is a decrease ofabout 14 cents from the amount reported expended for school library resourcesin 47 States in 1965;however, California, Texas, and Wisconsin figures forschool library resources could not be included because these three Statesreported only totals. The range reported as expended from State and localfunds for secondary school library resources was from $7,000 in the TrustTerritory of the Pacific Islands to $6.4 million in Pennsylvania. SeventeenStates -- Florida,.Georgia, Illinois, Iowa, Kansas, Massachusetts, Michigan,Minnesota, NeW Jersey, New York, North Carolina,- Ohio, Oregon, Pennsylvania,Virginia, Washington, and Wisconsin -- reported expenditures over $1 million.(The $5.1 million reported as expended in Wisconsin includes expenditures fortextbooks and other instructional materials as well as school libraryresources.) For the 45 States reporting State and local expenditures forsecondary school resources, the average expenditure per secondary sohoolpupil participating in the ESEA Title 11 program in these States was about$4.22, an increaseof,50 cents from the $3.72 per pupil reported-expended in47 States in 1965.
-A..,.
30TABLE 14 PRIVATE SOW. EXPENDITURES F01 SCHDOL LI MARY RESOURCES. TEXTBOOKS. AND OTHER INSTRUCTIONAL MATER 1LS. BY REGION, STATE. AND EDUC.AT I UAL LEVEL.
l FISCAL YEAR 1967
STATE CP_OUTLYING AREA.
BY REGION1
0
I t/SCION. CI MARY RESOURCES-
2/1 '. TEXTBOOC T-T,T 79ra TNSTROCTIONAL MATERTALS21 I/
ELEPITARY IFISTARY TO Al FI FMFIT *FY 5Frr wr 11 nren SMTARY T541
$7,652,617 53,774,338 $13,934,212 ,...'i5.y36.394 $1,728,547
1.312,523088 $1,595,135 $762,680 $2,446,694
'1 x 415,01.6 511,276 926,371 1.418.758 496.156 J28,41970.888
617,807146.810
81.1.547:Let....
140,002 IYV,021 .1411.33 541,:35n 147 907 '684 752
17,677- 46,074 63.751 _ 96 040 - 187,183 187.183
Aaaa 172049 197.898 369.947 76n 186_ 191 946 952.332 s 170,012 42.637 212.649Im "lamektra t6,908 28,759 -,,-- 45,667 69 IAA 57 771 126.609' 36.687 15.975 52.662Maar Mood 43,445 30,900 .74.345 41_614 1_047 55 681 - 5,267 7.i4t, 12.413
vow.% 16,334 7.794 24.128 - _ _s. - 71.500 4.59Q 12.050 '
113.860-limos xi!
.1.036.249 820.310 3.552.412 21,277 34.792 , 4,551.024 62.652 5r 208112568 127.471 21.277 341792 56 069
i19.174
)
21.590 40.764,:::88 322.503 307 483 4529486 s - - .. l.
- -
184/4 Team 697.663 501.439 1.19 02 _
46--
,4,494,95343,478 '29.618 73.096
81148471rass. -. 1.695.853 - - - -A
440101 rxx,246.440 314.527 560.967 244,650 128.306 372.956 - 150,703 83,535 234.238
met. of Col . - - - - - - -4aattleky 91.778 109 371 701 099 113.729 65 443 129.172 53,398 37.820 91.218
441724s4 9n 199 143- 361 -233 56n 45.279 31 159 -76.438 40.067 20.641 60.708Orval Carolina - 9 56. . 6 951 16.519 23.053 8 864 31.917 5,079 1,934 7:013Marto alio 50.040 51.101 '' 104.141 55.192 13.407 68.599 30,612 22,389 53.001
Vlaardo a - - - - - . -.A-
'Maio Islands - - - . - - . - - - -Vest Vlatinia 4.905 .... 3.743 8.648 7,397 /9.433 16,830 21,547 i(51 22.298
DE01011 IT2028253 75.667 377.186 2 .050
I
9.674
......-35,724 21.466 16.447 37.913
Luaus 9.232 - - 9.232 - 7.647 250 7.897Florida ' ' 166.516 57.921 224.436 3 506 1,219 4,725 5.258 1.829 7.087ammai 17.713 16.596 34.309 22, 44 8.455 30.999 8.561 14.368 22.929Isalaaippi - - . - - ' -
8.793 .1.150 9.943 N I. . 0 - -=Carolina... - 99.266 - - - - -
4.412.223 1.317.452 5.729.675 '1.874.648 545 827 2,420,475 790.470 215.245 1.005.715-IllUnds 821.948 . 465.726 1.287.274 - - - - ( r -- -
':"Xn636.220 79.597 715.817400,460 235'000 635.460 50.000 25 000 75,000 387.000 100.079 487-49
;ado 704 567. 201.111 - 905.678 1.44.648 520.827 2.345.475 443.470 115.166 518.636 -41.44tuan 1.849 42R 018 2.185.446 - - - - _-..r" -
na& VI %676_054
,336
561861 I 02a_0pi9l..'
1.201.841 . 499'641 629,462 207.138 -46.734 253.872Row - ..t.
Lave" RA_76? ?A 869 117 631 - . -. -
ittrinesota 179,986 tni....7AT 781 771 - - - -
alasouri 757 196 179,977 3R2 I bli 743 404.177 1 588.920 -182,109- . 39.471 221.580'Nebraska- 77_1136 75,,j 0
..I77
Isn 146 ° - - - 17,841 17.841Walk Dakota 77 Aftn . 381 6/1 56_0411 .09R 15.464 49.562 7.188 7.263 14.451South Dakota - - 17 169 - - - - - -
1120/011 VII466.168 226_884 727:919 158.943 98 818 257.761 - -
Arkansas - , - 34.867 - - - -
Umtlalana 74.776 50.615 125.391 158.943 98-818 257.761 - -
NW NO1100 '36.983 28_168 65.151 - ' - - -Oklahoma 82.399 22.036 104.435 ' - - - -
,-
x4:44 272.010 126.065 398.075 - - - - ' - .
RIO= VIII33.952 17.470 107.804 13.779 2.459 16.238 7.716 2 36 100.931
colorise % - ' - 56.382 - . - - - 9n 879 -'
xasho 6.036 2.839 8.875 - - - - -Montana 21./53 13.878 39.231 -
....
- -
lhoodns 2.563 753 3.316 13.779 16,238 7.716 7 316 In 052
ISOM II214.178 128.894 931.789
4
68.448
_2.459
42.874
.
1.324.616 63.602 I 18.756 R2.3944181k, , 3.850 2.455 6.305 - - 700 483 1 183Arizona 22 580 21 143 43.723 - - 20.807 1.247 22.054California - 588.720 _ - 1.213.294 - -ars- - - - - -
61.939 -.. 41.799 .7103.738 64_948 38.874 103.822 - -
II4...1 9 293 3.553 - - - -
Omen 60.903 34_905 95.808 4,553 4.553liaMutat00 55 113 24.1136 79_149 - - 36.742 16.026 52.768
MUST TJVIITMY ' 500 , 1 000 1,500, 3,500 4,000 7,500 800, 1,000 1,800
1/410 SEPARATE FIGURES FOR ELEMENTARY AND SECONDARY LEVELS ME REPCRTED FOR PENNSYLVANIA. TENNESSEE, SOUTH DAKOTA. ARKANSAS, COLORADO AND CALIFORNIA.',,t./ TEXTBOOKS AND OTHER INSTRUCTIONAL MATERIALS ME INCLUDED IN SCHOOL -LIBRARY RESOURCES FOR INDIANA. TENNESSEE. WISCONSIN, AND OKLAVOIA.
11/NO SkPARATE FIGURES FOR ELEMENTARY ANIJ SECONDARY LEVELS ARE REPCRTED FOR PENNSYLVANIA ANO CALIFORNIA.
I/ NO SEPARATE ilARES FOR ELEMENTARY AM SECONDARY LEVELS ME REPCRTED FCM COLCANDO.
31,
-School Library Resources - PrivateSchool Funds txpended
The total amount expended in private school funds to provide ,schoollibrary resources for the private school children and teachers participatingin ESEA Title II., fiscal. year 1967, was $13.9 million (Table 4). Of this
*amount, $7.6 million was reported as ppended for elementa0. school libraryresources and $3.7 million yas-ceported as expencled for secondary school"ibrary resources. A number of States were able'to provide only:totalsexpended for school library resources so that no.figures could be'shown *by .
Oracle level.
'Phe rangereported as expended from private school funds for elementaryschool library resources was from $500 in the TruSt Territory of the Pacific'Islands to $821,548 in Illinois. (The totals reported as expendedIndiana, Tennessee, Oklahoma, and Wisconsin include expenditures for text-books and other instructional materials as well as school: library resources.)Twelve States -- Connecticut,, Massachusetts, New Jersey, New York, Florida,Illinois, Indiana, Michigan, Ohio, Minnesota, Missouri, and Texas reportedexpenditures over $100,000. For the 39 States reporting private schoolfundsexpended for elementary school library resourcei, -the average expenditureper private elementary school child participating in the ESEA. Title IIprogram was about $1:72.
The range reported as expended from private schocil funds for secondarysphool library resources was from $753 in Wyoming to'$501,439 in New'York.Fourteen States '--RConnecticut, Massachusetts, New Jerseys Newyork, Kentucky;Maryland, Illinois, Michigan, Ohio, Wisconsin, Minnesota,; Missouri, Texas,and Washingtoh reported ex6enditures over $100,000. (The figures reportedfor Indiana, Tennessee, Wisconsin, and Oklahoma include expendituebs fortextbooks and other instructional materials as well as school libraryresources). For the 38 States reportimg private school expenditures, forsecondary school library resources, the'average expenditure per privatesecondary school child participating in the Titke II program in these Stateswas about $3.10.
Textbooks - State,Local.and Private School Effort
Twenty-nid6 State departments of education. reported a total of $122million in State and local expenditures toprovide textboOks for publicschool children. Of this amount, $64.3 million was expedded for elementaryschool textbooks and $33.8 million expended for secondary. school libraryresources. Soime States were unable to give textbook expenditures by gradelevel
PriVate school expenditures toLprovide'textbooks for private schoolchildren totaled $12.5 miAcion. The rePOted expenditure for'eleMentaryschool. textbooks. from private school,fundsWas $5.0 million, with a reportedexpenditure of $1,t7 million. for secondiry school textbooks from private
:;scppork,fOnds, Textbook: expenditures from private school funds Were notreportecOor 29 States and no separatefigures for elementary and secondarylevel-sawere reported for 6 additionalStates.
.
32
Other Insti-uctional Material -. State Local and Private School Effort
In .31States, the total of State and Focal expenditures repOrted forother instructional materials. for public school children and teachers was$26.1 million. Of this amount, $11.3 million:was reported as expended-forpublic elementary school children amdteacheigs while $7.8 million wasreported expended for public secondary school children. Only total. expen-'ditures were reported in 6 States.
Private school expenditures for other instructional materials in 28,StatWtotiled $2.4 million, of. which 41.5 million was for elementary schools
d $762,680 tor secondary-schools. A number of States were unable to.
provide sepavete figures for elementary and. secondary levels.
Standards for' Instructional Materials
In fiscal year 1967, many. States continued the Aevelopment'or revisionof standards for school library resources, textbooks, and other instructionalmaterials. These standards have served the general purposes of alleduca-tional standards: to set minimum levels below which no instructional programcan be effective and to encourage efforts not only to meet standards but to,go beyolvi them toward excellence in-educational opportunity. -
In fiscal' year 1967, the tende4 to include in standards provisions:to-1,acilitate a unified approach to a variety of media and media servicescontinued. The following excerpts from the States'_reports,for fiscal yaar.1967 iliustrate the kind of activity takingtplace:
California's school library and audiovisual standards developed by theCalifornia Association of School Librarians and'the Audiovistial EducationAssociation of California have been published and art being distributed toschools. These will not- be adopted until after field testing andrevision.
In. Florida,-the State 'accreditation standards 'are now in the process,of-revision.
A statement ot guidelines for the improvement of learning through theprovision and effective-use of a'wlde variety of instructional materials in,Indiana schools wasaccepted as official Gbidelines for the State of Indianaby the Commission on General Education, State Board. of Education, May 12, 1966.
State standards fbr school Aliries in Louisiana have been revised andgreatly increased .to 'conform:1-o the standards of the Southern Association ofColleges and Secondary Schools. it is anticipated that these newly proposedstandards will be adopted by the State Board of. Education during,Theecurrentfiscal year.
40
33
In Ohio, the Division of Elementary alp SeCondary Education is respon-.sible for developing standards for Ohio Schools. The State Board of Educationhas adopted new quantitative standards for junior high. and senior.highsChools. These standards became effective July 1968. The State Board ofEducation has authorized a review and possible revision of the elementaryschool standards,in Ohio.
In Oklahoma, several regulations in State standards mere'revised. InconsideratiOn of the fact that each school now has increased funds forlibrary resources, the regulation concerning expenditures was raised.QualificatiOns for elementary schoolHibraries were established.
Pennsylvania has revised State standards upward to meet the changing.demands of schools. The Title II programHhas made the schools aware of thesechanging needs.
Standards developed 9r revised under ESEA Title- II have served asfactors In establishing relative need for the distribution of materials underthe Title II program and have also served. as measures for determining therelative need of children and teachers for items in the three categories.
Some States have conducted surveys of instructional materials collec-tions in local education agencies and report sjgnificant gains. ,The Stateof.Washington, for example, reports an increase of 46 percent in the numberof library books per school since 1962. The average number-of books per ,,
child has risen from 6.2 to 8.5 -- a 37 percent increase; howeVer, the stand-ard of 1.0 books per child is not yet reached.. The survey data indicates anaverage of 119 filmstrips and Ill recordings per building in 1965-66. Anadditional 192,651 filmstrips and 355,827 recordings are needed to meet.Washington's suggested Standards for the Learnino.Resources Center.
South Carolina reported: The median number of-books per pupil in SouthCarolina elementary schools is 8.1. The State standard for elementary school
4libraries this year was .8 books per pupils; next year (1967-8) it will be 9and the following year (1968-69), 10. The hi'gh school libraries-average alittle bettee than 6 books per,0411. The State standard for high schoolsis still 5 books per pupil.' The standard in this case needs to bp strengthenedand efforts are being,made in this d4rection.
The District of Columbia report states: In 065, the survey whichpreceded the fdrmulation of our State plan showed that we had 6 books perpupil in our public school elementary libraries. ,At the rate of.aequisitionpermitted by regular budget allocations, the ratio of books per pupil couldnot have exceeded 1.7 by fiscal year 1967. However, this year we average3.4 books per pupil. Thus., with the aid of ESEA Title II funds, we should,be able to reach our standards of 1965 in half.the time originally estimated.The same survey shOwed that we had an average of 4 books per pupil in'our'junior high libraries. This year we have 5.8, a figure reached in two yearswith the aid of ESEA Title II., Likewise, on the senior high level, we hadan average of 4 books per pupil, whereas we now have 5.5 books. Without ESEATitle II, this figure probablyrcould not 'have,been reacheq until 1969.
41.
34
In 1964, a study of elementary, junior high and Senior high schoollibraries made in Oregon showed that only 72 percent of the 1,099 schoolsresponding to the questionnaire had centralized library collections housedin a iibrary room. lo only 66 percent was the library available for usethroughout the school day. Only 93 school libraries were open for use duringthe summer of 1964. Less than half of the 792 ceqtralized libraries (374)were supervised by librarians or teacher-librarians serving half-time or moreJ
Using this study as baseilne data, Oregon schools were again surveyedas part of the ESEA Title II program. The.1967 data were reported by 1,082schools with a high correlation between those responding to the 1964 surveyand those participating in the 1967 Title II program. The 1967 surveyshowed progress in every area questioned, including the critical areas offacilities, collections, budget, personnel, and availability.
The greatest gains were in Oregon's elementary schools with an increaseof 170 centralized clollections in the three- year - period. The percentage ofelementary schools reporting book collections of 8 or more per pupil rosefrom 54 percent sin 1964 to 75 percent in 1967. Those reporting catalogedCollections of audiovisual materials rose from 26 percent in 1964 to 58percent in 1967; Two significaDt factors, both of which became effectiveduring 1967, might account for the rapid growth in spriool library services- -Oregon's revised Minimum Standards for Public Schools and the ESEA Title IIprogram.
Coordination
The ESEA Title II program was coordinated in fiscal year 1967 withOther titles of ESEA, as well as a number of other programs otFederal-financial assistance, in order to achieve. maximum educational benefits.
,
In fiscal year 1967, all ESEA Title II plans were amended to assureappropriate coordination at both State and- local levels between the ESEATitle II program with respect to school library resources and any programcarried 'on under the Library Services and Construction Act (°P.L. 88- 269)., Anumber of States reported plans for development of. a joint policy statementon public library - school, library relationships by State departments Of
' education and State library agencies. Several States have indicated thatrepresentatives-from the. Title *11 staff serve on LSCA advisory committeesand that LSCA staff serve co ESEA Title II advisory committees. Other formsof coordination include cooperative planning by local school and publiclibrary administrators concerning library services to students in the samegeographic area and cooperative planning in such areas as selection ofmaterialseilnservice education, processing, and interlibrary loans.
As in fiscal year 1966, the most extensive coordination between otherprograms of Federal financial assistance-and ESEA Title II involved programsfunded under ESEA. Title II and NDEA Title III. Many new 'media centers inelementary schools serving disadvantaged 6ildren have been established using
42
funds under ESEA Titles I and II. Title I funds are used to obtain mediafacilities, professional and clerical media personnl, and media centerequipment and supplies, which are not eligible under ESEA Title II. Title IIfunds are utilized to buy such library materials as books' and audiovisual-materials. Materials are also purchred under the ESEA Title I program.
The scope of Title I assistance in school media programs is Illustratedby the following examples:
In Florida, Title I funds have been the means of providing neededaudiovisual or other equipment, renovation of library quarters andfacilities, additional personnel and services. The number ofpositions for library personnel approved for employment underTitle I in 1966-7 was 137.
Over 600 reading projects have been funded under Title I in New York,indicating that school media services have been substantiallyimproved to mel. new demands for appropriate reading materials toundergird the rtV ading program. ,
A report on the role of aides in ESEA Title I programs in NorthCarolina stated that 497 of the 3,794 aides employed in 1966-67 werelibrary aides. A significant number of these aides indicated thatthey now plan to take additional College work so that they can, intime,-become certified teachers and librarians.
Oklahoma reported cooperation between Titles I and II staff in theState Department of Education. The directors of both titles haveappeared together on numerous programs over the State to icquaintthe participating schools with the details of each title. A
substantial amount, of Title I funds are being spent for libraryresources and library aides.
Coordination of NDEA Title III and ESEA Title II was reported at bothState and local levels. Media and subject specialists employed in Statedepartments of education with NDEA Title III funds on a matching basisfrequently gave consultative assistance in the selection, organization, anduse of instructional materials acquired under Title II. ESEA Title II fundsfrequently provided the audiovisual materials needed for using equipmentacquired under NDEA Title Ill.
Title III of,ESEA was designed to encourage local school distritts todevelop imaginative solutions to educational problems; to utilizt effectivelyresearch funding; and to create, design, and make intelligent use of supple-mentary centers and services. In fiscal year 1967, 128 Title III p4-ojectsrelated to school media programs were identified.i/ These media programs inwhich Title Ill funds were utilized included ,rt media centers, audiovisual
-34oses, Kathlyn J. (comp.)ElementaWand Secondary Education Act. Title III,Selected Projects (1966-67) Related to School Libraries and Instructional-Materials Centers. Washington, D.C.: U.S. Office of Education. Mimeographed.
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36
media centers, educational television, film libraries, individualized"instruction, instructional materials centers, independent study programs,information storage and retrieval, language media centers, music resource,centers, tape libraries, team teaching, and ungraded school programs.
Examples of the variety of ESEA Title III projects related to schoolmedia programs are cited below:
. A cultural eprichment program was established in. six Georgiacoultities to give students the opportunity of presenting theirartistic endeavors to the adult community; in order to improve thecultural level of the entire-community. The program utiFizesmusical instruments and teaching materials, art materials, andreference books, and provides for the inservice training of teachersApproximately $8,500 from ESEA Title II funds was expended formaterials for this project,
In Minnesota an inservice training pi-6gram prepared teachers toguide students in comprehensive independent study. The programnecessitated a reallocation of teaching time and classroom spaceand provided a wide variety of instructional materials. Materialsand qualified personnel were male accessifIle thrOugh the developmentof research as "satellite4" of a library program., Materialswere provided through the ESEA Title II prograffi.
. A program to motivate elementary school students to read wasdeveloped in Missouri. Volunteer teacher aides stimulated readingactivities and worked with students having reading problems to helpthem develop a greater interest in reading. Books were made avail-able through ESEA Title II funds.
In New York, 14 minigrants were made under ESEA Title II to theregional educational centers established under ESEA Title 11-I. Themajor part of each grant was used to acquire a collection of recom-mended instructional materials selection aids. In addition,cotlections of professional reference books selected on the basis ofspecific local need areavailable in each center.
An instructional media center was esta ished in'Utah to serve aseven-county area by acquiring and dis ributing instructionalmaterials and related equipment, providing videotape and mobileunits to extend the use of lhe educational television system, and
;conducting inservice training for tbachers and Staff to expand theuse of instructional media. Materials were purchased throughprograms under ESEA Titles II and,111.
. A resource center and educational program at Selah, Washington,emphasizes development of student responsibility, ,research skills,and broadened knowledge, under the guidance of professional staffwho utilize a multi-media approach to/independent study activity.
44
& 37
The collection in the junior high school participating in this. project reached, national standards through the cooperative efforts ,-
Of ESEA Titles 11 and Ill.
Other examples of the coordination of C§EA Title II programs with otherprograms of Federal financial assistance include:
An educational mediamob.ile operates as a satellite of the'Centerfor Learning Resources, North Carolina Department of Public Instruc-tion. Established through Titles II and V of ESEA, the functionsand services of the Center are now expanded to include 'consultantservices to school personnel. for the implementatiog of ESEA prkjectscompiling and distributing b-4,1iographies on specific subjects, andassisting with inservice education programs.
In Oklahoma, members of.the State Department of Education ESEA.Title till staff have worked with NDEA Title V staff in workshops andassisted in the development of a bibliography for guidance andcounseling. K.
Rhode Island reported that students in the Office of Economic. Oppor-tunity pr'ograms have worked as student library aides, assisting inremodeling quarters or making draperies. Teacher aides employedunder these programs have also worked as library aides.
Inservice Education
In fiscal year,I967, State departments of education continued theirprograms of providing leadership, supervision, and inservice education tolocal educational agencies participating in the ESEA Title II program asdescribed in Section 3.22 of the State plan. These programs have beenconducted to help teachers and media specialists understand the value of abroad base of _instructional materials, to know the materials, and to'knowhow to use them effectively. The following excerpts from the States' AnnualReport for FY 1967 are examples of the kind of inservice educationprovided:
Nevada conducted, three inservice programs at the State level involv-ing-superintendents and Title II coordinators. The consultant ,
visited every school district in the State and worked on an individ-ual basis with adminiStrators, Title II consultants and librariansin developing Title II programs. Two workshops were conducted.
Office conferences and on-site visitations by Ohio Title II consult-ants in addition to four two-day workshops aided local schooldistricts in all aspects of the program. Consultation.was offeredin areas of selection, organizing collections, processing, fiscalcontrol, and utilization of materialS. Each member of the Title II,staff was.given,a geographical area for concentrated effort ininservice education.,
-30
In Oklahoma, a series of sDecember. There were 487two.countles. Participanprincipals, librarians, toand.readIng supervisors, cucollege students, and cleri
The Oregon ESEA Title II s
inservice program to inform,available under Title II anso that the dollars spent wimproving of educatiqnal quinservice program Included:
. 13 one-day workshopslibrarians, and medi
x. workshops were held in November andersons in attendance representing seventy-s included scno4I superintendents,hers, audiovisual consultants:, libraryriculum directors, high school andal aides.
A TV presentation bythe us ESEA tit
A conference for dist ict and county supprvisors A libraryand media' 'services.
aff planned and,c&rried out an extensiveschool personnePOf(the opportunitiesguide them in the use of Title II fundsuld result in the strengthening andlityand educational. opportunity.. Thit.
..for administrators, teachers,specialists
the Department of Education explaining
Five regional in ervice progrthe librarians who were inexpwas a one-day conference withcussed the.program in.a schoofrom the 108 districts were i
to the school librarian, alllibrary .school face ally membersthe'outside consultntwas lolby suljject supervisors from thtime participants were invitedto hold meetings of the librarthe library program when theytalk,at the State meeting, andmeetings...the State supervisoJibrary supervisory personnel.
ms were held in South Qirolina forrienced and/or not certified. Therean out-of-State consultant kho dis-library. Two hundred fifty librarians
vited to this conference. In additionhool library supervisors and allwere invited. The presentation byowed by small discussion groups ledDivision of Instruction. At theto the conference, they were requestedans within the district to'discusseturned home. Tapes were made of thethese were used in many of the vocalalso had a one-day meeting with all
ti
. Sixteen two and one-half day wo kshops were conducted by Texaslibrary consultants for 380 per icipants to implement the Title IIprogram...general inservice edu ation scheduled twenty librarysections which attracted 1,055 articipants who received assistancein advancing the Title II program. Ten workshops designed to giveinformifiOn on types and use of programed instruction were offeredfor approximately 150 persops.
...small school districts were: couraged to invite a representativefrom other districts in the coun y to a meeting conducted by a
.40)Ibrary consultant or a media Co sultant in an attempt to provideSssistance to as many disfricts s possible.
Utah held twelve State-sponsored regional inserVice programs duringSeptember and December. State personnel spent time with...school.media groups...discussing details of the ESEA Title II program andits relation to other Federal programs.- Guidelines for purchasing-materials were given local personnel and individual questiont wereanswered.
39
IThe program of the. Wyoming county superintendents' meeting includedsa...workshop on organizirig 0 library for schools. with 1 to 100students, and usually Lower than 50.
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. SPECIAL-PURPOSE GRANTS PROGRAM IN I9'STATES
In implementing the relative-need.factors concerned with the reqUire=ments of children and teachers in specie' or exemplary instructionalprogram!Se a number of States have included in their relative -need formulasproViSIO,for.the development of selected model publiC school libraries ormedia cOthits to demonstrate good media proIrams, for special- purpose.grants tbprovide instructional materials for the us of children. rid .
,teachersin special and exemplary instructional programS These,p Ograms not Lonly serve the.children.and teachers in the schools concerned but also provide.the stimulus for the.development of adequate Stete.a0 local media programs.by interpreting the role of instructional medi4' in edub ion for School.board members, administrators, teachers, diarspecialis s, and lay groups.
The First Annual RepOrt of the ES itle II prbgram escribed.brieflythe special - purpose grants program in th 17 Statds where special projectswere funded in fiscal year 1966.1/- Although these data were incomplete, itwas estimated that more than 150 special 'projects in these States were funded,
0 with expenditures for the materials acquired. totaling an estimated $5 million.Table 15.provides data on the increase In fiscal. year 1967 and estimates for1968.1h.the number of States'providin6 special-purpose grarifs under theTitle II program, the increase InAibmbert of projects funded, and fundsexpended for materials acquired
,for, use In these projects. im
1/First Annual Report, Fiscal Year 1966, Title II, off. cit., pp. 5260.
411
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Table 15.. ESEA Title II, Special-Purpose Grants it a Glance
Number of States with Special-Purpose Grants in:
1966 17 .(California, DelaWare, KansaS, Maine, Maryland, Massa-chusetts, Minnesota, Mississippi,' Missouri, Nebraska,'Nevada, NewYork North Carolina, Ohio, Pennsylvania,Vermont, Virginia)
1p67 19
1968 30If
Number of States adding program for first tPine in:
1967 3 (New Hampshire, Oregon, South Dakota)
1968 II (Alabama, Arizona, Connecticut, Florida, Illinois, NewMexico North Dakota, Washington, Wisconsin, Wyoming,and DisTRfct of Columbia)
Number of States dropping program in,i
1967 I (Vermont)
1968
Number of:States increasing amount available for grants in:
1967 2 (New York, North Carolina)(
1968 5 (Massachusett, Nebraska, New York, North Carolfna, tgNia)
Estimatedinumber of Special-PurposelGrants in:.
1966 150
1967 400
C
ti
Estimated expenditures for materials in SpeifalJPurpose Grants
1966 $5 million
I967r S8 million, 49
. Developing Special-Purpose Grants Programs
43
Though the U.S. Office. of Education provides interpretations of theregulations and develops guidelines to assist the States, each State isresponsible for the administration of its own program. As a result, theESEA Title II program, including the special-purpose grants program, variesfrom State to State, according to different circumstances and objectives.
'Under the ESEA Title II program, several. States established pilotschool media centein1F6grams in order to demonstrate good media practices'and to bring about.change in educational programs., ESEA Title II adminis-trative acid supervisory staff in State departments of education, with theassistance of Title 11 advisory committees, 'developed criteria for thselection of schools applying for the' special-pOpose grants. These criteriawere generally intended for use in(electing scRools: (I) where schooledministrators were willing to provide additional personnel and facilities,'",-
.v.
if needed,, to make'the entire scho461 a demonstration situation; (2) wherefaculty. and administration were committed to the support and,developMentof,a continuing good school media program; (3) where geographic location,transportation, and facilities made a demonstration 'program practicable andproductive for visits by interested educators.
vinformation about the special-purpose 'rants prog m was disseminatedto local educational' agencies through State department of education bro-chures, professional conferences, and news releases. plicatiogs wereeval ated by ESEA Title II advisory committees and presentative Statedepa tment of edudation personnel, somqtimes assisted by consultants drawnfrom the field. Following selection of the schools to receive the grants,State slepartment of education personnel in some States were assigned to'sery -as field consultants to the projects throughout the demonstrationperio Workshopapfor the administrators, media personnel, and teachers' inthe de nstration,schools were conducted in a number of States and brochuresdescribing the-programs of the demonstration school published and distri-buted to all sclivolsqn the State,.with invitations to visit the pilotschools.
How the Funds Were Spent
( _DIrling the first 2 years of operation (fi al years 1966-67), theetimate'd cost of school library resource,s0 textbooks, and other .instrUEtionalmaterials acquired for use in special-purpose pwgrams amounted to more than$12(.7 million. The program required no State or local matching funds. The,amount expended represents slightly more than 6 percent of the ESEA Title 11appropriation for .the 2 years. During this period, more than 550 special-purposeprojects were approved in 19 States. These programs served childrenand teachers in both elemeRtSry and secondary schools.
50f.
44
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In addition to textbooks, eligible in5tructIonal materials under theESEA Title II program.include booksother than textbooks, periodicals,docuMilAts, pamphlets, photographs, reproductions, pictorial or graphic works,musical scores, maps, chartS,'globes.,, tape and disc recordings, processedslides,. transparencies, films, filmstrips, kinescopes, video types, andother types of'printed and published and audiovisual materials. The types ofinstructional materials acquired for use in special or exemplary instruc-tional programs reflect the needs of'thechildren and teachers participatingin.the programs, and the effort to emphasize the use ,of the school libraryas a rearhing laboratory, providing a sufficientorariety of materialt forthe independent study activities of all students.
0.., .
.
Frequently, the special-purpose grants projects eMphaSiZed aucflovqivalmaterials, as schools and school libraries moved toward-the development ofunified media programs. For example, Maryland in fiscal year 1967, lhe
C 17 special-purpose, projects lAciuthlid'18,290 audiovisual items. Ohio reportsthat over 65.percent of special-purpose grant funds were used for the acqui-sition of audiovisual material-in the 37 projects funded' in fiscal year 1967.
Significant priDgrams have been shaped through the selection of materialsappropriate for achieving the basic objectives of the spedial-purpose grantsproject. For example, children enrolled in the Columbus, Ohio,State Schoolfor the Blind have -available a collection of maps, globes, and audiomaterials. The resources are being used-to explore the effect these media.have.on the spatial orientation, abstract reasoning, mind educational progressof blind children when such Materials are used,in conjunction with materialiin Braille. High interest,' low vocabUlary books, recordings, and filmstrips
rare provided for the,use of pupils at*Michigan Avenue Junior High.School,rareOregon,where 48 percent of the students read below grade level.
A. special effort was made to include multi-ethnic materials in the collectionmade available to pupils at Riverton Junior High School, Clarksdale,Mississippi.
\-r-
etial-Pur ose Grants Funds :In Hi h Priori Pre rams
The spedial-purpose grants projects funded under. ESEA Title, II have pro-vided children and teachers in many types of schools with instr4dtkralmaterials; however, because o special concern with certain high pr orityprograms,'a number of-project involving these priorities in 1967 hay been,identified. 3
Planning and Evaluation
A number of ipecial-purpose grants projects have emphasized service toteachers and providdCmaterials for the use of school personnel involved inmaking cl-itical appraisals of edUcational programs being carried out in localyedpqational agenciei as a guide intaking action for program planning andevaluation.
7
*51
,b.
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The c110-rict materials center $n Anne Arundel County, Maryland, has beenprovided With approximately 3,000 source books in the social studies for theuse of Curricul development committees. Other professional materials havebeen made aval ble in the center,rincluding 16 mm.films; microfilm ofperiodicals indexed in Education Index; and tapes, transparencies, and phonq-
,recordings for plication. m..,
,
Two resource/ latling/learning centers in Wyoming City School Distric*,Cincinnati, Ohio house a special collection of multi-media materials. Spaceis provided for teacher to meet and to select'and prepare-materials.Delivery service to'schools within the district is also-avallayle.
In Hudson Falls, Washinglon County, New York; the emergence of newcurriculum patterns and changes, inteaching philosophy led to the deveop-ment' of a multi-media professional library. The collection will provideteachers 'wl,th research and study materials necessary for implementing curri-
-wculum change.. i
-I", Pupils Jn,special or exemplary instructional programs are inv ved in
experimental programs and are provided with materials under the ESEE Title°11program. A multi-media library collection supports controlled experimentalcourses taght in advanced biology and physics at Watauga High School, Boone,North Carcilina. Experiments in the development of creativity in English are
conducted with academically talented students.; Plans ate also projected for-experimentation with self-contained programmed courses for independent studyby a select -group of students in specified subjects.
A
Cultural or Linguistic Needs pf Children and Teachers
One of the priorities to be considered in the development of relative-need criteria for the allocation of school library resources, textbooks, andother instructional materials among elementary and secondary school childrenand teachers is the cultural or linguisti,c'needs Of children and teachers.A number of States have funded special- purpose grants projects under .f,SFATitle II to support programs.that serve such children and their teaches.Special attention is given in these projects to the selection of materialsto help culturally and educetioDally deprived, children to acqui-re moreadequate comTybication skills.
A carefu y elected materials collection is provided for the use ofthe many chi aren ith a bilingual ,background who are eneolled in an inter-medlate "school in C achella School District, Riverside County; California.The program is desig ed to expand the learning opportunities of Mexican-American children and help them to make the transi+490 from Spanish toeffective use of English.
'
A collection of books, periodicals, and recordings provide foreign-language matelOals to elementary school students from foreign-language-speak-
ling families in Hempstead, New YOrk,to help them maintain their langyage-'Skills. Materials are also used to extend and enrich the foreign-NAguagecourses being taught,in area schools.
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Mentally or Physically Exceptional Children
Under the ESEA Title 41 program, instructional materials were madeavailable to handicapped children enhfied in regular; public and privateelem66fary and secondary.- schools which either comply with the State compul-
-sory attendance laws or are recognized by'some other procedure customarily,used in- the State, according to the relative need of children and teachersfor.,SDstructional materialt. instriActional materials were madeavailable, according to need, to handicapped children in special schools forthe mentally or physically exceptional,,, education equivalent to thatof.the public'elemenfary orsecondaryschool is provided.
In some Sta-te, special-purpdse grants have been'made to providematerials for handicapped chil-di-en and their teachert; A collection of,library materials it available for the use cif the pupil's and teachers ofLomaAlta School which serves as the school for, the Marin County; California,Juvenile Hall and Family Rehabilitation Center. Faculty , members hope toassess the effects of adequate library retourcesupon 'llnegativistic" feelingswhich these youngsters harbor about school and the impact that libraryserl/ises_may have on their education.
Materials were provided forthe individual programing of a small classof emotionally handicapped chilliren enrolled in_Clay Elementary School,Ka2sasTtty, MissouriPublic School District. Materials were' selected tosuit'short'-attention-ipan andsapademic retardation of pupils and to be asfree as possibJe from critis-provoking stimuli.
A media cerrterrhas been'tetUO. at the State Agricultural and IndustrialSchool; Industry, New:Yeirk.tosuPPort Programs of educational- re6bilitatiOninvolving boys committed to the school by Family Court. A remedial readingcli.nie is provided an4.special attention is given to selecting materials Iryterms of pupil need and ability.
The Wichita, Kansas,Regional7Libriary for the Visually Impaired 'Id Blindpro4ides,books in Braille, large prifitbooks, the New York Times in largeprint, talking books, and tapes as well asother media for the use ofvivrafly handicapped children and young people. These students learn toenjoy good bookk, broaden reading areas, and are able to)pursue individualinterests. TheyNhecome acquainted with and use a variety ofmedia and find.way of.developing-dailoy living skills. A similar provision has been madein, aaliforniasOhere for 3 years a specJal-purpose grant'to the Bureau-
, forl'hysically Exceptional children has obtained books for loan to visually'hariOricapped children. /
Early - Childhood Education
4.1" The age limits of children eligible to participate in the ESEA Title 41program are the permissible ages for attendance at.the public elementary and 1.-4secondary schools of the State. "Where "a State provides kindergarten or pre-kindergarten education programs for children in'public schools, such childrenare eligible to participate in the ESEA Title 11 program.
a
-Early childhood education programs generally include instruction- at-the
nursery, kindergarten, and primary (grades.one, two, and'three) SEATitle II special-purpose grants in a number. of States have served chitdren,--at these levels and4heir teachers. 'A model multirmedia instructionalmaterials collection is available to pupils at Canton Central Scliool, Canton,New York,which serves grades-K-3. After-,schOW and Saturday service isavailable. The library collection emphasizes socialfstudieS because of anexperimental program in the school. -
A program in the Sunset Grade School, West. Linn,.Orecion,proVides schoollibrary dxperienCes for pre-school children. The program is designed togive varied experiences to build language skills and prevent readingdisabilities.
A multi -media collection of materials meeting national °standards isavaileble'to pupils,-grades K-5, enrolled at Ella School; Marysville JointUnified'School DUStrict, Yuba City, California. Inependent study areas,including facilities for listening and viewing, are provided. 'An Onstruc-,tional. resource center serving grades g-4 provides materials for the use of20 teachers and approximately 500 children in. MartinCity Elementary School,Grandview, Missouri. 3
4
In New York' City, an early childhood reading centerhaS been developedto provide enrichment materials for use by children in grades I and 7 whoare .iflicluded in the district reading clinic program. This reading centerserves Students from 34 public and private schbols. The books and audio-visual materials were Ohosento strengthen the language arts program andencourage reading. The materials selected give emphasis,to urban life,andNegrf and Puerto Rican heritage.
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Individualized InstrUction
In anumber of States, special-purpose grants have provided instruc-:tional materials for use io independent study prograths, where students areinvolved in se_ lf-dijacted learning activities. These carNinvolve eesearch.n a library, constructionin the shop, and inveStigation'tn'a labdratory.
Iuch programs require larg collections of printed and published materialsof all types so that student' 'an use materiels accordibg to their own needsand ability.
A multi-media coliec ion of resource materials enables secondary schoolpupils in Sycamore City School District, Cincinnati, Ohio,who have specialinterests and ability to pursue a problem in depth through independent orsmalt=4Rpup study under the dire on and guidance of a teacher. Satellitelibrary Gallons will augment the central library collection to furnishadequate support for the independent study program at South Tahoe kligh School,Lake Tahoe Unified School District, Ei Dorado County, California. StanfordUniversity is assisting in the development of the flexible scheduling andindependent Ilidx.conceptas a model for schosals of .this size, cgpacity, andlocation. , 4
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t. -
Instructional materials for use in language arts, social studies, mathe-matics, science,-and vocational education are available through subjectresource centers to support the independent stUdy, program in Findlay, Ohio-,Senior High School. Secondary school teachers in these fields wilIserve-asguidance-resource personnel. ,
A variety of school library resourtes supportsthe social Stud esprogram, grades 3-6 at Edgewood School, Elmira, New York. StUdy c rrels areequipped for use'ofMultimedia materials and independent work I encouraged.'Secondary school pupils in!Aurora, Ohi are-Lnvolved.in an orga ized seminarprogram where emphasis i placed on sel -responsibility and se f-regulationfor learning. Books,, fi s, tapes, and other instructional materials provideOpportunity for these stud ntt to study an area in-which they are deeplyinterested,.
Amory Middle SchOol, Amory, Mississippi., the_only middlia school in theState, is-making.extensive use of library- materials in its move from text-.book st'tdy to individUalized,study. This new school with outstanding mediacenter facilities is experimenting pith small'and large-group instruction.inteam teaching. Additional school library resources forhe use of children_in Okten Elementary School, McComb, Mississippi,. have enabled teachers toemploy the individualized approach to the teaching of reading... Specia)emphasis is placed .on remedial' reading.and speech therapy in regular andsummer Fograms.%
.
Pbpils enrolled, in an individualized reading program at Bridgewater=Raynham Repiona) High. School, Bridgewater, Massachusetts, have access to agood collectio6 df school library. resources. At beginning levels, Students_read widely to develop enthusiasm :for independent work and abroad base ofreading experiences. 'Senior high school students ptgress to,More speciework, developing background.in subject areas, guided by faculty and schlibrary advisers:
. ,
Increased instructional materials-for the use of children and teachershave madeil. possible for some schools to decentralize media collections anddevelop multiple media centers. These supplementary media centers, struc-
-tured on.a subject or grade-level basis, rather than form of media, containspecial .colleclions of instructional materials,and are administered by the
-,central school media center. Media specialists,and teachers are_availablein these supplementary media centers to assist students.
,. .
A coltection of materials provided for pupils andteacherspf Governor. Thomas. Johnson High School, Frederick County, Maryland, is-made availablefroM 13 resource centers and a central, materials Center. School library.resources are made available through media center areasadjacent to eachgrade-level area in the Walnut SC6ne Elementary School,%Pleasanton Joint,Elementary.Schools District, Alameda County, California. hEy librarian workswith,teacher teams in planning forLthe-provision ofextensive opportunities'fOrstudents to pursue meaningful activities through the library;prOgram.
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The seminars and collections of a centrally located media center atSouth Tahoe High School, Lake Tahoe Unified School District, El Dorado County,California are supplemented by subject.dollections in resource centersspecializing in communications, arts, science, social science, industrialarts, physical education, commercial arts, mut., speech, and fine arts. Amaster control 411e,in the main media center f ilitates inter-departmentalretrieval of materials.
n developing relative-n\eed criteria for the allocation of school,librar resources, textbooks, and other instructional materia s amongchildren and teachers, some States have given,high"priority oxhildren andteachers in small communities and rural areas as a meansof enriching \opportunities.' ,c3e
.
'A model media center for uralsbhools Fn nb/thern California has beenestablished at Jonesville ElementarV,School,"JonesVille Union ElementarySchool District, Lassen County;.Catifornia.: -Media 04 all types will supple -.ment the present cotlection'tdjtring the schooltmedia collection up torecommended standards and help overcome the learning handicaps of'thenumerousdisadvataged students in the area.,
. _%-
A collection of printed aid aU9110:fiSual:Material has been-provided forthe use of children (grades 1 712) enrolled at DeKti MitsissippL'AttendanceCenter where there is: a developmental and remedial reading program for allgrades: The new materials will emOhasIze social studiesand the humanities.
Pupils and teachers at Bertie High School,-kOute 3, Windsor, North'Carolina, have access to instructional media of many kinds it their mediacenter. Filmstrip and viewers, as well as'printed materials, are availablefor use at hote. A profeSiional library for the use of teachers is:equippedfor pre-viewing audirivitOarmal-erielt and is also available for group studyand individual conferences.
Printed and audiovisual materials areavailable in two instructionalmaterials centers in'a rural school district injioga'County, New York. Areadinqpecialist works with teacher-"and. pupils. in achieving optimum use ofall mate Jals. A summer 'library and readingprogram is funded,Under ESEA
rTitle
isadvanta ed Children and Children in Inner:Cfty Schels
The basic objective of-ESEA Title, 11 is the-improvement of educationalquality end:opporitypity,for educationally ditadvantaged children, throughthe provision of school library %ources,'textbooks; and other instructionalmaterials. Some State plans EA Title II have given high priority -1-$"schools !phr611ing children from low- income families, special1y children,ph
.
I.S(3.
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inner city schools. Special-purpose grants of instructional material8 havec Assisted these schools in designing special programs to meet the needs of
these children.
In Buffalo,(New York, a demonstration school library has been estab-lished in a "target area" school through the combination of school and Federal'programs to point up the part organized resources play in developing qualityeducational programs. Long - range plans envision more such elementary 'Schoollibraries and a coordinated elementary library system.
Many special programs such as individualized reading,_team teaching, anungraded reading program, and a listening center are in operation at Barry.Avenue School, Yuba City Unified School District; Sutter County; California.Instructional materials provided under the ESEA Title II special-purposegrant program support these activities. The media program serves the largenumber of culturally disadvantaged students enrolled and demonstrates how anexemplary program can lead to improved eduqation.
High school students enrolled_in St. Timothy's School, Baltimore,Maryland, participate in a tutorial program for disadvantaged pupils in theinner city. Under the)ESEA Title II program, a special-purpose grant ofmaterials on urban problems and education of the disadvantaged has been made
ilable on loan for the use of these, students in their work.
The educational-oppor tunities of deprived children in Waterloo MiddleSchool, Howard County, Maryland; have been enriched by increasing provision.i.for learning through all media of instruction. The 'new materials inclUde,many audiovisual materials In all areas of the curricu)utf, with emphasis.onj.the needs of children of low ability.
The Influence of Special-Purpose Grants Projects on Instructional Programsand Practices
m' The special- purpose grants programs have. affected significantly theinstructional programs in.the 19 States funding such projects under ESEATitle II io fiscalyear 1967. The programs have served the children andteachers im the schools concerned and provided professional lay groupswith the opportunity to observe superior programs. For example, in NorthCarolina, over 2,000 people visited ten schools in the project during athree-month period to discuss new.trends in school' library development withlibrary personnel;,o6serve use o:f library materials and equipment; visitclassrooms to observe teaching of study skills and use of library resources;and observe the coordinated efforts of. school administration, faculty,pardnts, and students in the demonstration program. 1
The reports fr;om visitors who have observed these demonstration programs(\have been enthuslaric. They indicate/that parents, teachers, school boardmembers, and school administratOrs who have made these visits have been able
5'
51
to effect4changes in their local school media programs and that the changeseffected C'bn be atleast partly attributed to their visits to the schools.
A county schOol fibre) consultant in CalifornJa states: "...NumerouSideaShave been put into effect in schools where district personnel ave,visited the, Title II project and have used the-program as a model. heproject in our county has.had an.,impact oh the establishment andllimp vementof library services in other schools.A .
Reaction," the special-purpose grants pibjects funded under tlie ESEA-4
Title II program in California .`indicates clearly'the Unique importalce ofthis opportunity for developing superior school media programs. The ESEATitle 11 report from California in fiscal year 1967 states:
The Phase II (Special-purpose grant program continuesto inspire the development of truly sug=5).cKOorlibrary programs. The necessary evalu .y of a currentschool library program and the equally essential develop-ment of long-range plans for a given sctl situation,foci's the forces for optimum success in /Phase IIproject. Librarians, audio-visual specialists, curricu-lum co-ordinators, and administrators are finding newways of working together. Communication is .increasingpetween school districts developihg innovative school
and group are visitingmedia cen with. the-using 'the wide variety
rning.
library programS. lndivid
outstanding. school librarintent 'to learn the bestof Materials available for I
.A.resekrch paper on lhe d4Monstration schoOl Jibrary program in Northefir61na-was prepared by Mrs. Jacqueline G. Morris, in partial fulfillment ofrequirements for a graduate 'degree in library science at Wayne State Univer-sity".2/ After studying project objectives, criteria for selection of theschools, and data obtained through questionnaires and interviews with school,personnel, Mrs. Morris reached the following conclusions:
Almost 100% of teachers, principajs,,and librarians in the ,projectSchools felt 'that' the project was a_grgat contribution toItIhe
.
school's instructional program.HStudent.atfitudes.were improved.Puptis'were proud of being selected, and greater freedom in the libraryand. easier access to many materials gave them a sense of responsi-
bility.
fAorrisJacqueline G. The Demonstration School Libraries Proiect in North,.Carolina. 196667: Unpublished. master's essay. Detroit: Wayne State.'University, 1967..' 60 p. . -1 .
:.58 , ,,,,4.
r k..' A higher 19vel of,local support was a result. This was expect4eto
spread to other schools in the system and continue aftpr speciafunds stopped. Opinion varied on acceptance oflifi.novative ideas asa result of having a .resource center:. Use-of:- ilted materfalcan be a positive factor.
The quality of library'sypervision was impowere publicity and public relations. Thejnordiscussed and publicized within the school tand aid for the:- school. Newspaper publicity sle0.of visitors. Proximity population was not?dwith exceptional coverage in regional news medkvisitors.
ect s beenal i, eresttOr-in numbers
he schools'e, most
4' aAn interesting result of the demonstration school_ brary program inNorth Carolina included the development through local fu d4:10 'a second*demonstration school library in Haywood County. When .1-6 6Ia High School,
'''' Waynesville, North Carolina, was selected to be a demongtr ion schoollibrary, the Haywood County Board of Education appropriatecriunds to streng-then thrg, library resources at PisgpleMgh School, Canton, North Carolina,so that it, too, might serve as a demonstration center. The facilities andcurriculum of these high schools are.similar and 11n each school everyattempt has been made to provide the same learnin environment since theneeds of the pupils are similar.
,
One result ofincreased instructional materials undlr the ESEA Title II.
program is, increasing.pressure to make all materials availabl for teacher,pupil, and parent use, at home nd at school. in many schools, specialtraining programs have been dev loped so that children, teachers, and parentscan become acquainted with the peration of equipment and care of math vials.
Project Open Door, a br chure developed in the Oregon State DeparSioactof Education to descr be the demonstr9Ijon schoblIdtbrary prograM in 4iscal7)year L967 states:'
41,
In the pas a student might be entrustqd with a $5 or $6 bookafter elab rate precautions were takenZo insure its.safe.return. Now, almost any evening of the school year, a MillCity student may be seen entrusted with a $600 projector andfilms totaling twice that amount. Despite forecasts that,with large scale media usage, students would-tend to abandonthe ancient art o'f reading, carefully maintained circulationdata have proved this to be untrue.
One of the inlirect benefits of the EA Tithe II' special-purpose grantsprojects is theirlc rdination with pres rvice-teacher-education programs.A few Statesshave.inc uded plans for mak ng the project availab e for teachertraining purposes., or proximity to a:teacher-training instituti namongselection cri-teria.' .Examples Of laboratory, schools enrolling ch'Idren andteachers receiving special- purpose grants are:
59
(
4.
53-
Watauga High School;,laborato4y &oho°, for Appalachian Stateilniver-sity, Boone, North Carolina
Montebello Elementary School, Baltimore, Maryland, demonstrationschool and student teaching center for institutions in the area
. Dansville Central School, Dansville, New York, student teachingcenter for State,University at Genesee) Ar
4. Frederic-Burk School, San Franoi4o, Californi a', laboratory school
for San Francisco State College.
College and university students who study and work In the special-purpose grants schools have the opporipnIty to receive .Instruction in theselection and use of instructional' materials.in.an atmosphere where-studentsand teachers \ake full advantage of the resources and services of a superiorprograM. Teachers' and media personnel work individually with studentteachers t teach them the effective selection, evaluation -and use ofmaterLals all formats.
Thetmaterials provided through the special-purpose grants program havesupported in-depth instructional programs in specific subject fields. Anextensive local and State history collection is being provided at Brogdenolunior High School, Durham, North Carolina. The collection includessbooks,films, filmstrips, recordings, and materials relating to North Carol in4fauna and flora for correlation with geography and science.
The Talawanda School' District, Oxford, Ohio,granf to support service programs. Films, tapes,Mateirials nflated to physical science topics, incloceOOgraphy, outer space,, and elementary physics,of pupilsfrem grades 5-9 enrolled in science.
received a special-purposerecords, and printeduding earth science,are available for the use
The impact of the epecial=purpose grants projects on-InstruptIonat pro-gralpsi-as described In this "section, is a direct result:of the SEA Title II(speCiat-purpose grants) program. The increased use of Materials has affectedthe developMent of school media programs. These'projects have contributedto the improvement of educational quality and opportunity in the fofrlowingways:
Accelerated the developmekt of unified. programs of audiovisuakandprinted resources and services in elementary -and secondary SchOols
Supported school prOgrams of innovative curricula and instructional_techniques
Stimulated educational planning in elementary and secondary schools
60
4
. Demonstrated superior media programs
.
. Provided inservice and preservice training opportunities for schoolpersonnel.
.Promoted local interest in and support for school media programs.
I
;-
VI. BENEFITS UNDER ESEA TITLE II TO CHILDRENAND TEACHERS IN ELEMENTARY AND SECONDARY SCHOOLS
OPERATED FOR INDIAN CHILDREN BY THE DEPARTMENT OF THE INTERIOR
-55
Public Law 89-750, signed by the President on November 3, I966,amendedthe originAl ESEA Title to extend eligibility to include the children andteachers in elementary and secondary schools operated for Indian children bythe Department of the Interior. A plan was approved on February 20, 1967,seectfive November 29, 1966, for the administration of this program.
Responsibility for the administratthe children and teachers in the eremenfor Indian children reits'with the AssBureau of Indian Affairs. AdmInIstra
on of the ESEA Title II program forary and secondary schools- operated
t Commissioner (Education) of thefunctions-are then channeled to
eubadministrative units, with,tHe assistance of a Title II Advisory Committee.
The Advisory dommIttee, composed of the education specialist (LibrarySciedie), a librariln (central office), and'other program and educationspecialists and school librarians, delegates some lynctions to a regionalsubcommittee composed of area, agency, and-local school education petsonnel.The duties of the Title-t1 Advisory Committee include implementation of theDepartment plan and dissemination of information regarAg provision of theplan. Along wi*h program activilles, the committee provides consultative .
service t9 help school librarians in long-range planning to improve orextend library services and instructional planning.
,
Substandard edonoMic conditions are roughly the among all childrenin Indian schools. Therefore, a portion of acquisitions under Title II wasmade available in ail schools. Up to 5 percent of the acquisitions werereserved for children will teachers in schools in which special efforts hue'been made in the past to provide an abundance of high-quality instructional\materials. The remaining portion of acquisitions (about45 percent) wasdistributed on a relative-need basis using quality and quantity of materialsavailable in relation to st dards. ?
dkla,In fiscal year 1967, the ureau.Of Jndiap Affairs plan.for ESEA Title II
served 47,184 children and teache in 231 schools (Table 2). Of the$125.,461 allotted.underTitlejl, t e.Bureau of lnditn Affairs expended$113,189. Aloost theentiroathount Was used far acquisitions ($113189),'with. Only $1.1582 expended for-admi Istration of the pian (Table 3). Of theaMount expended for acquisitions, $5,209,was expended for Orldering proces-sing, cataloging, and delivering fie 45,526_individualAtO6sechoollibrary resources and other. instructional materials made'aVailable for theuse of .Indian children and their teachers. This represents an overage.expeilditure of abou.12.cents per item. The Bureau of Indian Affairs
.
undoubtedly absorbedthe major costs of-these services and used the ESEATitle II funds to provide materiait.
) )
56
A
The plan gave prilority in the first year of the program to schoollibrary resources anel other instructional materials, with texttopoks beingexcluded as a lesser priOrity. School libyry resources accounted fornear-1,031 percent of the $113,189 expended for instructional materialsloaned to children and teachers in schools operated for Indian children bythe Bureau of Indian Affairs (Table 7).
Of he $91,533 expended for school library resources, $71,092 or over77 percent was expended to make available 26,049, library books (Table II).The 26,049 library books represent -an increase of less than I library bookfor-the number of elementary and secondary school Indian children (47,I84Yparticipating in the prodr5m: Audiovisual materi s account .for apoUt 21
/percent,or $19,257,of the total expended for school liWary resources, .Theamount expended in, the school library resources categary for periodicals andother printed matter such as documents and pamphlets is less than 2 percentof the funds expended in this category.
The total amount reported as expended by the Bureau of Indian Af airs,
in the other instructional materials category is $16,447, or about 14.percent of the amount expended for acquisitiOns (Table 7). Other inst uc-tional materials are defined as the same 1..tems.as school Ii6rary resourcexcept that they are not processed and cataloged.
Books account for $8,793, or /slightly more than 53 percent' of the totalreported as expended for other instructional material (Table II). Foraudiovisual materials in this 'category,' the total reported Was $6,608; orabout 40 percent. The amount tpended for periodicals and other printedmaterrals in this catego is 'I ss than 7 percent of the entire amount.expended for other inst uctionallnaterials.
For books in both categories,' the amount reported as expended ($79,085)represents about .70 percent ol...thetotal amount reported as expended foracquisitions.. The total amount expended for audiovisual material in both,categories is $25,865, or nearlii423'percent of the total amount expended foracquisitions. The total amount expended for periodicals and other printedmatter is less than 7 percent of..) the total acquisitions for loan to Indianchildren and their teachers. ..
Under ESEA Title II, the Bureau Of Indian Affairs reported establishment in fiscal r3ar 1967 of 8 new ,elementary school libraries serVing 2,52Indian elepentary school childrensITable" 13)% -NO new secondary schoollibraries were established under'ESEA Title II. Librarigehave now beeesOlgished in about 6 percent otneNestimated 132 schools operated forIndion children that lacked librariAS a the beginning of fiscal year 1967.
ith regard to the improvement of\t e existing s ool libraries, allschools operated by the Bureau of Indiaii* Ifairs,having ibraries at thebeginning of fiscal year 1967 were expa ed as a result f the ESEA Title'llprogram. Ofithe 99 school'libraries expended, 85 were e ementary school
. libraries' and 14 were secondary schoot ibraries.
4- 6 3 4.)
VII. THE STATES REPORT
57
In flical year 1967, the ESEA Title II CoordinatorsAgate schoollibrary supervisors, and State supervisqrs of /instruction were asked to,respond to a:number of questions concerning thedESEA.Title II peogram.iiTheir, answerS.indicated the impact of the Title II program on the improvementof educational opportunity for children, additional needs for-materials tosupport instr6ct.ional programs and, for staff to increase the acce*bilityand utilization of materials,and-innovations or special ways by whichinstructional programs were strengthened through the ESEA fitle II program.Their; answers also showed the tendenby of schools to unify media. programs,by OrOviding children and-teaChers with a variety of Media and media
. resources. The following sampling from the narrative reports submitted by
.State departments of education provides evidence of ESEA Title II program;impact and its effect on children and teachers in public and pi-ivate,elementary and secondary s6.rals.
Region I
Connect leut
Ther Is evidence that Title 11.prOgrams have contributed significantlyto the i rhprovement -of educaflonal oliportunIfy-for the children and teachersin the public and private elementary and secondary schools in Connecticut....Based olt the numerous contacts with teachers, school librarians, school radministrators, and audiovisual personnel,. we feel that the schoolsinConnectiCut reacted very faVorably to fhe`TItle 11"pro9ram....TItle II hasbeen an important factor in improving teacher morale and the morale ofaudidvisual sUpervisor1/4who hive felt frustration for many.yearsas aresult of the gap between what staff members were requesting and thematerial's theyivere able to obtain....Certainly Title.I1 has created aclimate for increasing the purchase and'use of all of materials toenrich the school curriculum. The availabljity of these Rew and p-to-datematerials' has given a tremendous impetils and encouragement to Classroom.teachers to.change and improve their teaching'techniques:....
I/
-'The ESEA Title (120arrative'Report Form, Fiscal Year 1967,may e found-inthe appendix.
64
f Tr'
511- ,
Massachusetts.
The most striking impact of Title 11 in increased utilization appearsto be the first major opportunity for public and private schools to indi-vidualize their instructional materials in line with local aducatignalphilosophy. until ESEA, many school systems provided basic generalcollections whi were expected to:span many puiposes rather than meetingmore InnovOlve quests for special curriculum revisions and experimental.efforts wKich ma e holalthy educational growth. Especially in the secondyear of_theprogram, the heartwarming, interest of department heads andfa9ulties was-apparent in cooperative planning with media specialists forfeasible yet creative instruction. This is the heart of federal aid--theextra help to try something new, evaluate it, and improve upon it insubsequent years of effort....
INew Jersey (
, Statistical analysis of centralized libraries indicates that schools,.
have increased ObIlectiOns of, library resources and audLevisual,materiais.Most Ii0Ortant has been the maintenance of local effort so that Title II .
funds tpuld,Supplement holdings...Elementary schools are increasing-the-useof- library and instructional materials in all phases of teaching.. SeCond-ary Schools age,beginning to develop special. collections, such as backperiqqiicalson microfilmsight-saving books, and regional or local history...Supervisors report that schools are beginning to develop greater strength insubject areas-which have been neglected,, particularly the area of fine arts...The acceleration ofrequests for elementary school librarians since thedistribution ol_Titleail materials seuggests thatr.schools are using ,the,materials and recognize the importance of service....
Pennsylvania
The need for professional perSonnel in the educationa+Hmedia areas is,great. Providing materials to... the chUldre and teachers of the State-hasqelonstrated.the immediacy of the:n01114 for.professional personnel.... Schoolswhich, had not provided instructional material for their teachers andchildren prior. to the Title II ad4ept have b9en motivated to establish loyaleffort through the demonstration of the educational benefits the Title IIresources are providing.... There continues to 'be a general need for all kinds
. of instructional materials,print'and nonprint, and,atall grade levels withperhaps a special priority being given by the local educational agenciesto
.
acquisition materials -for the elementary. 9rades....
65
Region III
Puerto Rico,
59
-CS
It is 041fic t to ascertain the impact of the Title li program on theimprovement of student achievement. On the other hend, 'we have ample .
.
evidence of the effect of this prOgram on the imp ovement of .teachersteachers andlibrarians in their methods of presenting and erg nizillg content matter and--teacking methods.... The feedback from teachers allgot the land, their newenthusiasm, their desire to,evaluate materials, initiate proposals, and -
Start Title II projects in their schools points up theiinvigorating effectsof the,program.
West Virginia
.- Although ESEA Title II has made a significant contribution to the-improvement of instructional resources inWest Virginia schools, there.isstill much to be done. One cannot say that the efforts of Title II are yetto be felt because there Nave been some noteworthy. advances., The problem itthat there was such a piucity Ofitiachcing material :prior to4ESEA that therehas not been sufficient time or money to overcome the "log." All subject_ffetds and grade levels are still laking for quality. instructionalmaterials.... There has been a dramatic.tmprovement in the qUeliyoflibrary retources.....The often neglected elementary children and teachershave seen anew emphasis on instructional materialS related to the tpedialneeds of boys and girls. Sometimes for the first time, children andteachers have been able to move from the restrictions of a single, inade-quate textbook to a broader source of materials approprte to the widerange of ability wild interest found in our classrooms
Region IV
Alqpinall, .\/NO other single Federal program has had the effect of.Title II on the
educe-I-Jona! prograM. One of the most neglected areas of, the entire educa-tional system in;Alabama has been-in'ilbrary seryice. The State has" neverallocated funds specifically for library: Who) other 'instructional materials,nor have they provided a teacher unit for librterienS.... The establishmentof criteria in the. State plan for centralization of school 1 Wrariesas a -
requirement for dull participation in Title II has,caused'the developmentof.mahy.new libraries.: -.: The instructional. programhas been. enriched so thatteacherscarrnow gek away from one-textbook teaching. We feel that with the.continued assistance from Title II funds, we will someday bring ourlibraries up to the adequate standard-necessary'for the education of *tur
`students..,. T.Ltle II has definiteg increased the Jnstructionalreiources °in.thesubjectomatter fields, In erbmentary science, it has made possible agreater rangepfscience topics. (other than those in the textbooks) and hatprovided for variationsTin experiences.
60'
Mississippi r.
...In many schools, the local budget waS increased because of aroused
new look, n ra new piosophy of expanded rvice, and a new atmosphere: We
teacfter .interest in the 'library as a center. Most libraries have a
think Title II, EtEA is the primary cause. ...The State has still notreached Its standaOs for each of.the three categories of materials, .althougIcESEWoonies are helping., Mississippi schocMs-still have a 164
. way to go ttrprOVide quality library, materials to meet State standards.. 4'.It is' becbMing increasingly apparent that the availability of good librarymaterials is,th6nging teaching methods and making for more depth'in'stddy ipour classrooms. Ingividuai needs of boys and,gpsecan be bettermet4 '111,
. .
Region
I I 1 i no IA.: - 4.
1,.4:.-
There has deen'an.increase this year in-the inv6I-V=w,p,.
.,..a,licschiodil
library supervisors. and curriculuM Specialists, with a g e erstandingdevelpping among administratorS of the need for 4Lis irvolveMent-tind inappreciation of the merit-of-the Title II prograM7-4teetotore not "Orevalent'44The second year of the program has indicated a.much stronger awareness by .,
s&looloboardi and'communties of the value of centralized school library-resources:...' The' weakness persists in the lack of adequately trained man-power to.staff the local schools,, improve the selection process, and assistteachers in their selection.... A widening of, the scope of instructionalmaterials housed-in school libraries has been one of the main trends sincethe advent of the Title II program. A'second impoitanI trend has been theimplementation of,library programs so that, a studeht'orientation unit is ,..-expanded to reference and reading guidance, book talksiwindividual instruc-tion, Orientation in the use'of audiovisual ,materials, bibliographicservices to students and teachers, etc.
0
; -.1,11 -. Ohio
Ten percent of Ohio's Title II allocation is withheld for special-,purpose grants. the purpose of these grants is to establish special .
collections of4pooks and materials to meet speCial curriculum emphases....Eighteen local school districts received grants for special collections ofmeterlas to strengthen existing school library collections and services.Pfhesekmodel programs, well distributed throughout the State, have served toencourage.neighboring school districts to further develop, and improve theirown library and instructional programs.... The continuing need in Ohio for
erials'is still that of elementary library resources.... The-reaction toe Title program from all group's in the State has been positive.... Aypical comment, which would most closely summarize the reaction to Title
'is that it is ope,of the best Federal_pr_ograms even though' the'funds arelimited...
Region Vii'
Missouri
The influx of increased School library reiourceswithin_the.Schciols hasvithouy doubt Increased the eOportunity for the improvement of education.
haxe these materials.available for the u§ o thechildren and teachers....At is rewarding to see schools that had Ale le ou_nollbrary'resburces now .
Th4 involvement of teachers, CounSelors,"libreriani, audiovisual and. reading.:speciatists,'-and special's tvicespersonnet in theSelection of,-thwIltle11resources increased the-tilization of the materfals..... Our eMphasis hasbeen on school library reso rtes and;wel)elieveprogrets hat been made.,Textbook needs are pretty well met for the gubli.c elementary schools withI al and State funds., 'There is St4I1 need.* textbooks on the-Secondaryvel In all subject fields. However, the greatest need is still°for books-.
fOr'the'school library and aUdiovisual and_supplementary materials for allgrade levels. and-most subject areas.
South Dakota
*o school library in the State-met standards, therefore',children andteachers in all schools were eligible,. All funds were eXgOded.for schOOIIfbriry resources'and at .least 50.percent was spent forbooks1:..'"Using just"
_library retourcee:was well received and the materials have.biDIStered the ;
need areas..., The evidence that we hae.at the present time it that Federalfunds under Title Il.were used to supplement and, increase State!.and local.finanCialeffort to provide materiels..., We are initiating a detailedsurvey ofYschool libraries.whiCh we'hope'''W,111 enableNps.to better evaluatethe relative need: ofour children and teachers..:. .11;boks and audfovisual
:
materiels at all levels are still lacking when quality.of instruction is.consiflered...
Region, VI I
, revieW,of IrpUbljd school budgets7lndicates that in nearly. all.
.-e'ginstances, :11-39,,a unt Of.loCal schoOrdiStrict fundS buggeted for library_resources and 'her'..instruCtional aidS again represented a significantincrease over the previous year.... The impactof the Title II program...has been almost unbelleVable in many sections of the Stale. There have.beennew books on many subjeCts.*.made available to children and teachers on alargerscale.than even before. SchOols.thathad never been able to providefilmstrips, recordings, flat"plcturet,. etc.,-have enriched'their resourcesand the experiences of thk children enrolled. .Teachars havebeen.able tobroaden their instructional. prOgram and modernize educational opportunitiesfor children. Children. now have'access to Informatiod that will Challengethem to.explore many fields dt interest.... bi .
62
TexasN.--
,
ESEA Title 4 I, has provided assistance to the f in
rlistricts,-has encouraged the more able districts to move go rd 'mediacenters; ancrhas made materials available to/private Schocil c ildreri andteachers. In'addition, this program has contgibrited grealir to curriculipMdevelopment.... Parents, teachers, school librarians, school. administrators,and the:general public, including representatives-from private schoolsattest to the favorable impact made-by ESEA Title 11... Elementary schools,as well as,secondary schools in both public and private systeMsstIll'needlibrary materrals.anOesonnel to Ineet the 1960 A.L.A. standards:...Manysmall schools have Yess than 5.9.books per A special study oflibrary problems and .Aeeds,.1noluding II' benefits... is being conducted.,
.(and)... will provide direction and recommendations for future.school'Ilbrary,development in Teo"- 4-
Region =VIIIs.
Idaho,
The greatest strength in making mater alts available to chil8ren andteachers in both public,and private.schoolS was allowing local'agencies toselect materials they determined best met the needs in their district.Prirate school librarians and, teachers were -consulted and served on se ec-'tions committees.... T%e Title II program put an emphasis on improVingschool libraries wgich was long overdue. In additioh'to materials whichwere made-availa6le, the attitudea of teachers, children, and administratorstoward the library, have changed.here is d growing-trend to make the library,a true materials,4enter..:. At the present time, there are not enoughtrained librar)ans to fill: thepresent vacancies but each year finds moreschools establishing aaintral library,,adding additional staff, expanding
r, physical facilities or planning library improvement in other ways..., Title II.
has enabled the State Department. of Education to employ .a school libraryconsultant and several districts have been encouraged to employ elementarylibrary coordinators...-.
**/
Wyoming
- .ESEA. Title Ii has hd4 considerable_impact-in-Wyomfpg,due to the fact'tbat 'most dlttricte-lacked-adegUate fuhds to purchase needed boolcs and .
instructional materials. Although Title II funds have not.been adequata.tomeet the need, additionaLfUnds haveshoWn what can be done, and some.districtshave.. increased th,,.r own efforts.... Title II funds have definitelyhelped:to-strengthenrparticipating programs. Collections of audiovisualmaterial-0 tIy expandedowledge of the use and
of.audiovisual erials.of. -types and at all levelSis stillVeryt,muCh lackihTon the Whole....Althargh'-moStc011ecljons are %pre up -to-date_ than-jhey used to be in the sciences, due to 146EA.114 fundS, 0%phasis onthis subjectield, as well as the more crucial fietdi'Of soc-ial studies,fine artt; and applied .arts.is most necessary....
69 )
Region. IX
(/
There is overwhelming evidence of increased interest in library usage,by both teachers *d students.. Although this evidence is largely subjective,there is no doubt of its reliability. Nor is there any doubt.but.that thisincreased interestis due in large measure to the availability of increasednumbers and varieties of resources.... Much voluntary correspondence hasbeen. received from school personnel describing.the importance of suppleMent-ry materials which could not have been acquired through school funds.Administrators.have been pleased thatTitle II proCedures for participationhave been somewhat.siimpler than other programs.... Perhaps the most outstand-ing improvement in services offered by librarieS which can be attributeddirectly to,.Title ll is the increasing number of formerly total printlibraries which are now acquiring audiovisgal materials and making themavailable to individual pupils...
Oregon
The ESEA Title II programs, by providing an average of $2 per child foradditional, materials, has helped schools move forward in their efforts toprovide resources for teaching and learning. However, this financial assist-ance is minimal in view of the high cost of books, periodicals, audiovisualmaterials, and the inadequacy of existing school library.collections to meettoday's, needs and demands.... The greatest program,andtevelopment of bettermedia service's in Oregon schools is fouild in those districts which havecombined funds from various sources.. Since no one source seems to provideenough money for all' of the elements of effective media services'(facilities,personnel, and collections), ingqnuity must 00 used,fict find ways offrnaneing an adequate program,...
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