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ED 169 909,
TITLE.
DOC-WINDT 'RESUME
IR 007 182L
School Library Resources, Textbooks, and OtherInstructional Materials: Title IT ECEA. Third -AnnualReport, 1968. .
INSTITUTION Office:_tof -Education (DREW) , ffashingtOn,. -FfN5 DATE ; 71NOTE 105p. ; Sprite tables are minimally' legible. due to small
print sfze; Appendix Tot included.; For related .
'dot uments,' see IR 007 166-171, IR 007 180-183 and tl>086.215 .
AVAILABLE. Frio?! Superinl!endent, of__Documentg, 'U.S. Government printingOffice ,_ Washington, D.C. 20402 (ffE 5.220: 20 i_08- 68)2
. .
EDES .PRICE MF01/PC 5 PlUt Postage.DESCRIPTORS *Educat nal Progfams; Eleinentary Secondary
, ,Education Expenditures; *Federal Programs; Gr nts;.Handicapp Children; *Instructional Mat;:srials. /
-*Library Material's; Program CoordinatiOn; Sch'ol, 'Libraries; Staff _Improvement; Standards StatPrograms:" Tables (Data).; Textboolcs
IDENTIFIERS *Elementary Secindary Education' Act_ Title 7ABSTRACT
The third annual .compildtIgn and analfTietle II of the Elementary and-S'econdary F,dueation ActIT), this report dscribes how the .50 states,' the -DistCOlumbia, Guam, Puerto Rico,- the Trust Territory of thIslands, the Virgin Islands, and tke Bureau, of Indian AU.S. Department of the Interior utilized' title II fundsfor the improvemen't of educational gua:lity,and opportun
books, and othe-increased school library resources, t.,'instructional material's. -It consists 6report,- shoving expenditures by Categorp'roviding' data on personnel of the state education ag)P,ureau Of Indian Affairs, children and te chsrs part4-'Title II prOcy ram, and materials acquired; and. (3) a nSummarizing and evaluating 'the program, d.scribing aro-ssib le by th4 prbgram, and identifying problems.-.1supplementary data obtained from 30 states on speciprotects funded under E.SEA Title:II are indludeq. (
-three parts: (; .(2) a statis
data onTi-tie
fcif-tic.irs of t.hd
n FY 1968 7y through'
a fina.ntal repor
c,_espeting in
rrative- reii/evementsadditi'on,
- purpose guthor/J.D)
ale
thefort,
madesomeants
*******.**********.*************gi**************.* *****,ic*************tk**** Reproduc tions supplied by EDRS are t'he b_eSt that can be made *
*********,******le****************** ?:e***?:4<*;:e i****1*********4;*************from the original documett.,
7 .
U OEPARTMENT OF HEALTH,EOUCATIONA WELFARE.NATIONAL INSTITUTE QC' .w
riE C/CLI/LicNT HAS BEEN REPRO-,4111DUCE' EXACTLY AS RECEIVED FROMTHE P. ,SON OR ORGANIZATION
ORIGICV *--Aflfs- POINTS OF VIEW OR IONSTHIRD ANNUAL REPaHT DO NOT. NECESSARILYREPRE-.-Sth ciCiAt, NATIONAL
INSTITUTE OF;EDC----0N-POSITIONOR POLICY
FISCAL YEAR 1968.1
.TITLII
ELEMENTARY
AND SECONDARY
EDUCATION ACT OF 1965'
SCHOOL LIBRARY RESOURCES,TEXTBOOKS, AND OTHER
'INSTRUCTIONAL MATERIALS
1971
U.S. DEPARTMENT OF HEALTH, EDUCATION,Elliot L. Richardson,-Secretary
-Office of EducationP. P Marlando/Jr4 Commissioner
4'
Printed 197_j Reprjnted 19
-40
Superintemdmot of.,Documente Caukog No. HE 5.22D:20108-68
4,*
U.S. GOVERNMENT PRINT:NG:OFFICE
0 4..WASHINGTON: 1971,
/ ;91
"For; sale by the Superintendentro umenti, US. Govescointent Printing Office,/ rashington, D.C. 20402-- Price Si
/4
CONTENTS
I. INTRODUCTION
iii
411,
Page
Participation 2
Expenditure of Funds 3.
Casegories of Instructional Materials Made Available 3State and Local Educational Programs Strengthened, 4-
.
II. _PARTICIPATION IN THE ESEA TITLE II PROGRAM 7
Appocavec Plans 7
ProgramAiarticipation - Children and Teachers 7
Expeos4Iture of Fubds , 11Stata lersonnel,Assigned to Title II Programs 15
III. CATEM2R1ES OF ACQUISITIONS UNDER ESEA TITLERIF---------- 19
,SchertoC. ReiourcesTeness°that Lvacruetional Mater=441s
19
28
28Ord, Processing, Catmoging, and ..irelivering 29
7.
N,
trArE7IIDGRAMS FOR THE STRENGTHENING OF INSTRUCTION THROUGH h.UMPROWED RESOURCES AND SOWICES
Imprommoor of School Librmr7 ResourcesMainramnimr and Increasing Ef-fortSchOo_ Library Resources - State and Local Funds ExpendedSchoc: Library ResourCes-- rivate School Funds ExpendedTeXtbooks State, Local; amd Private School EffortOther InStructional.Materisis - State, Local,. and Private.School. EffortStandards for InstructionaL, MaterialsCoOrdinatim .
Staff Deve..:crement
Services tc Handicapped Children and Theirleachers
SPECIAL-PURPOSE GRANTS PRRGRAM'IN.30,STATES
31.
36364041 -
42
4346
'5053
57
ffoli the FundpWere Spent ..59Arts and Hassenities -:
. 61Minority Granpa in ;American History and Culture 62Vocational Education .03Staff Development 65.Pupil Personnel Services. . 67. .
Cultural or LingOistic Needs of Childreh and Teachers 68Disadvantaged-Children and:Children in Inner-City Schooli 70 .,
Early:Childhood Education ': 4.,_ 71Influence of SpecjalfurpodeGrants Projects on 73.Instructional Programs and Practices
CONTENTS - Continued
VI. BENEFITS UNDER ES TO%CHILDREN AND TEACHERS IN--ELEMENTARY AND-S CONDARi SCHOOLS-OPERATED FOR INDIAN
CHILDREN BY THE DEPARTMENT OF THE INTERIOR
VII. THE STATES REPORT
Page -
77
83
.,',
APPENDIX: Supplementaryliata on Numbers,. Cost, Types of Audiovisual! 97Materials Acquired under ESEAefitle.II Programs, FiscalYear 1968, by Category and Educational,Level,_1
tt
J.
ti.
TABLES
1, Total Number c .-27,aige and Participating ElementarySecondary :tildren and .ParticipatingSchool Teacher' in 7SE1 ale :I Programs, Fiscal Year INtd;by State or Or Area
2. Total Number or .and Participating Elementary am.Secondary Privoo Thildren. and Participating Priv=SChoOl Teacher: SEA 7ttle I: Programs, Fiscal Yearby Stan or Ou
Total number o and Participating Children in ESP.Title II Pro isca- Years 1966, 1967, and 1968, byEducational Le ._ ac. 'tine of School
4. Funds AvaiLab..e are Fun0s Expended ,for-ARquisitions andState AdminlsT, a Percent of Total Expended forAdministratio. 1,-.tsteltr F.SEA Title II, Fiscal Year 1968, by
State or 0c=1-yir4g A410
5.. Funds Availati_e kind fra-as Expended for Acquisitions andState Adminiscrgtion .nder ESEA Title II PrograMs-, FiscalYears 1966, 19 nd.1968
6. Number of SUto ESEA TitliYears 1966,
7. 'Number and Cos.other Instrurst:and TeachersII Programs,
8. Number and COther Ihstruc.and Teacherand DeliverFiscal year
tment of Education Personnel Assigneeiro7gmm in Full-Time Equivalents, Fiscsa
1°168
ArA1991 Library Besoureas,'Textbooks,' iMateerials Acquired for Loan-to Chil
end Private Schools under ESEA4 Year :Oat
School Library Resources, Textbooks,"Materials Acquired for Loan tois of Ordering, Processing, Catalcgp...4*,
rials,:under ESEA Title II Programs,by State or Outlying Area
Nu*ber and (-..ss If School Library Resources, Textbooks, andOther Instruorniocal. Materials Acquired ,for Loan to. Children
and Teachers hblic and Private Schools, under ESEA TitleII, iscal mam -1966, 1967, and 1968, by Educational Leveland e of -colo.7:1
S
16
20
21
22
vi
exTABLES - 'Ontinued
Page* _
10. Number And Cost of Books Loaned to Children and Teereiby Fer'.nmorac*.onal Levi - and Category of Instructional' ftterials,
under 32164 Title T L Progiams, Fiscal Year 1968.
11, NuMber arrItI C0441Lip Audiovisual. Materials Loaned tc Thildrenand'Tsaclomrs, catf Level and Category of :nstruc-'tionaL 45, ''frsdet ESEA Title,. II Programs, FiAmal Year1968 25
12, Number _ame co.Hoof Audiovisual Materials Acquired 'Mr Loarito Chile =er Teachers in .Public And'Private SchmolsounderESEA Tim,. is ?romans, Fiscal Years ,1966, 1967, and 1968 26
13/. Number of Nob.. Momentary and Saconilarf Public Schol LibrariesEstablishen. And Number-of Pupils Served by These Libraries;
.
Number of loustinw, Public Schoal Libraries Expendec: as a/ Result of _MEA Title II Programs, Fiscal Year 1968, by.Educa-
,tiona1 Leal and State'or Outlying_Area 32
14. Number of New Public SchoOl-LibrarieS EstabliShed and Nuiberof Pupils Served by These Libraries; Number of Existing ?ublicSchool 1..braries Expandedi.Fiscalyears 1966, 196- and 1968;by Educational Level -
u.
15. State as Local Expenditures for School Library Remmurces,Textboans, and Other .Instructional Materials, by Sate orOdtiying Area and Educational Level'iRIscal Year 1968
.
16. Privat. School EXpenditures for School Library Fesources,Textbooks, and Other Instructional Materials, b; State orOutlyiur= Area and Educational Level, Fiscal Year 168 38
17. ESEA Tttle I:, Special7PurpOse Grants at a Glance 58
18. Total bomber and Cost of Books and AudiOvisuallUterials Loanedas SC-hot.: Library Resources and Other Instructional Materialsunder EEEL Title II Programs, to Children and Teachers in-Schools lerated for Indian Children by the'Diepartment of thisInteriori, Fiscal Years 1967 and 1968
". 79.
19. Number.ard Total Cost of AUdiovisual Mater als Loaned toChildren amt. Teachers in Schools. Operated for Indian Childreflby the Department of the Interior, under-ESEA Title II Programs,Fiscal Yers 1967:and 1968 80
4
TAIL-ES Contaamed
APPMIDIX
A. Number.wmc Total Cost of Audiovisual 'Materials Loaned toglemeotiv.- School ChildreE and Te rs as School LibraryResourceft, State or Ow:Lqing Area der ESEA Title II,Fiscal Year 1968
B. Number and Total Cost' of ,..diowisual Materials Loaned toElementary School Children. and Teachers.as Other InstructionalMaterials} by State or 0=.:ying Area, under ESEA Title IIPrograms, ?fiscal Year 1968
VIII
am7
96
C. Number and Total Cost of ludiovis Materials Loaned to-Secondary School Childret and Teasers as School Library-Resources, by State Cr Our-lying Area, under ESEA Title IIPrograms. 'iscal Year 1968 100
V. Number anc Total Cost of Audiovist Materials Loaned toSecondary School'Childransand Teachers as Other InstructionalMaterials, by State or Outlying Area,ynder ESEA Title IIPrograms, Fiscal Year 1968 101
INTRODUCTION
4\f\,TI v
;
ie II of the Elementary and Secondary Eddwion Act provides).
. ., .
dire,_-- Federal assista=ze for the acquisition of school library resource9,
fex=moks, and, other 1_::_structional materials fox the use of children and
terxhers in public and private elementary and secondary schools. ThiS
revert Is the third annual compilation and analysis of data on the program.
The report describis how-theTip States, the District of Columbia,
Gam,, Puerto Rico, the Trust Terlitory Af the Pacific Islands, the
V =gin Islands, ,anc =he Bureau otf Indian&Affairs of the U:S. Department
. of the Interior uti Lzeditheir Title II funds in fiscal year,1968 for the
3prove4nt ,of educational quality end Opportunity through increased use
/It
c- thr raterials mace available thereby.
----Th
. /
Data ,in the report 'are derived from annual reports 'which were '
i
submitt t
the out_ying areas,
Office of,Education by State departments of education,
and the Bureau of Indian Affairs following
fisbal :-ear 1968. The annua rerxt .consists of three part:
r-
The Financial Report shows expenditures in the
Various categories during the fiscal year.
tUe4close of
..
The Statigti.cal RJPort prov.ides,data,oa pe4onnel of
,
the State education agecies and the Bureau_of Indian,'=--
Affaifs, children and teachers participating in the
progralff7 and materials acquired. , These data."
AP
(...ig'show program accomplishments and the degree of need.
\- for continuing financial support..
The Narrative Report summarizes and evaluates the
'.program, describing achievements made possi),le
through.Titlik II, and ident4ying problems.
In addition, some supplemIrtary"data were obtained from 30 States on.
the'special-purpose grants ptokects funded under ESEA II,and included
in thig report. The repih.ting forms were included in the appendix of the
Some,of the highlights of the program follow.Second Annual Report
Pa tici ation
1. An aggregate of 45.3 million public,and rivate elementary and4
secondary school children, including 50,178Indian children enrolleein the- /
elementary and secondary schools conducted by the Bureau of Indian Affairs,l
,
and 1.9 million teachers participated in 'th -1Fitle II program idd%iscalteachers_
year 1968. This is an inciedee of 682,541 pupils *Oyer fiscal year 19674.
,ris\ number of:public and ',Ovate elementary children.and public secondary
children participating; the'increase in Indian children is about 3,060.
school 'children.
9
There was a slight decrease in number df paigCigating private secondary
\; Ao No
U.S. DepartAL of Heth, Education, and Welfare, Office of Education:$ecpnd Annual Report, Fiscal Year 1967, Title II, Elementary and SecondaryEducation Act of 1965: School Library Resodttes, Textbooks and OtherInstructional Materials. Washington: U.S. Government Printing Office) v
1968., pp.' 71778.
10I°
\ .
If
2. This means,that ...,of the 4 milli,on;public ankxprivate schoor
.
pupils eligible to partfciii te in_the...8SEA Title program_in
year 1968',45.3 million or about 92, percent actually did participate.
ErRnditure ofiFunds
.., .
.
) Z..
pA
Of the, $99.2 million appioriated, the,totil re rted pend -, ,
JPiture was $98.4 million: or more than 99 percent o he ,total amount
'made available. / ;
-
2. For acquisitions of instructional materials under approved
1ojeCia in; all categorlis, State depattments of education reported an
expenditure of $94 million.
I
.3. Expenditure,8,$5.5 million was 'report for:brdering,- processing,t
.
cataloging, and delivering services, or ,bout 2 entOper item.
4
4. The amount reported for State administrationis $4.4 million.
Cate ories of Instruc ional Materials Made Available-
....,_
1. The4States,co tinued in fiscallyear 068 t4:':-'.'*ive priority too.1'
v.
R4-:vschdol `library reso roes; the expenditure for theselincreased;the amount
r"--- -spent for other t xtbooks and instructional...Mater ial decreased from the j
...,,/. ..
.1,..
preceding year.="1 , -
2/"School librar resources"are books, periodOa ls, do ments,ipamphlets,.01Otographs,rie oductions, pictorial or grOgic wo s,_Itusic scores,''daps, charts, glo s, sound recordings on ,44c.or tape, transparendies,Mats, tapes,lcmr any other printed and publia1ied of audiovisual material,proapased and orgibized for, use of scho61Pp#Oils and teachers. "Otherinstructional mate Ials" are the samesCesourOs tit are not processedand organized.-,
AP
1
3. About $3.5 milli°
about 4.4 per t of the total
ent.for
4. Textb oks-accouited for
materials,labout 1 million.
1 ,_5. For books.in.a
. .
rep tilted represents al;ost
41'ma.1r
!pals in all cikategories.
other instructional- materials
t expended-,for.MaterialsJ
Letreent Of the
/;>--
ories,
,
6. Audiovisual materials
in alL'categries. The amount
pe ent
14
\7-
amount expended for
4including-textbooks, the outlay
of the t.4.a7ount,spent.
6
comprised about 28 percent' of the
for
materials
td)or audiovisual materials in the school'
library resources category increased froln.:$20.2milli,on inc
1967 to $22.4 million ii fiscal year 1968. The
materials in all categorJ.e.s was $24.5 million.. i
c
. t ,
State and Local Education.71 15rogram-s.Strengthened
t
1\t
i... , . 9, ., .
A total of 456 administrative, a4pervisory,..c4eiical,
other Poetionsin full-time equivalents were assigned in Statei
departments of education. to administer the ESEA Titl.e.,II.program, an
VP
fiscal year -
for audiovi
and
, ,
ar . . I. . . eincrease from fiscal year 1967 of more than -67 positions in full-time:
.equivalents .
2'. Forty-four of'the 50 p
Islands and the BUreaUsof
ipating States, Piertglligq? the
s reported estalishment
of 3,193,,ne47 public school libraries, in fis 1 year 1968. .9f these,.
,2039 wereopublic.elementary schoolAibraries "serving more, than 1.2 millidn
et
public schpol pupils and 554 were public secondarx.school libraries
serving 413;067 Publicschool pupils.
. 3.- Thirty-sevaDt States, the. District of 'ColIbis, and the four
outlying areas report an average State and loc.al expenditure fori
elenient4ry school library resources of ,about $3.01 per.publia;elementary'
.school chij'd; an,increameabatift45 Cehts-from fisCal year 1967: The
,I '
average State and local expendltOres'treported in these,Siates for secondary
School:library resources were about $4.27 per pik Cls4Cgndary schPol Pt0,1:
;. :
only about a five-cent inclfefrOmfiscal year 1967.
Fiscal year 196V0aw continuation of the trend to include in
standards for instructional materials provisions to encourage'a dnified.
Approach to a variety of media and media services. A number of States
-cnnduCting'surveysof anstructideterials. in local educational
agencies.reported significant gains which theY'attribute to increased
local; State, and,Tederal support.
4n,r-4
. In order to achieve maximum educational benefits, the ESEA Title
II program was coordinated in fiscal year 1968 with other titles of ESEA,
lab
as well as with a number of otheri.prOgramS of Federal finantial assistance.
61 A sampling of'- fiscal year 1968 ESEA Title II annual: reports
indicates that the program contributed to the' improvement of educational
opportunities for handicapped children.
6-6
°
7% Fiscal year 1968 saw continuation by State departme s of
education of'their programs of, provAang leadership, supery sion,
and staff development opportunities to local educational agencies
participating in the ESEA Title II program.
Thirty States funded an estimated 400 specialpurpose-
grants programemOnstr te.good7 media programs and provided instruc-,
tipnal materials for the se of children and teachers in- special
exemplary instructioPalp °grams". Some 400 projects were .funde'd in
fiscal year 1968 with expenditures for tb. materiald acquired costing
about $7 million. These projects served instructional programs in Many
areas including arts and humanities, early childhood education,Arocational
education, and pupil personnel services....
6
14
; 7 A
Aii. PARtICIPATIO*-IN THE'ESEA TITLE II 110GRAK
.0
Approved Plans'
4
In the first year of the program, fiscal year 1966, plans were
...approved for the 50 States, the District of Columbia, Guam, Pu rto Rico,
the Trust erritbni of the Pacific Islands, and the Virgin Isl nds.4
year 19674 a plan-wps approvgd:lby the administration of the
program for children and teachers in. the eleMentarir\and secondary
I
conducts for Indianschools that the Bureau ibf-Indian Affairs
children. In fisCal year 1968, the only-eligible ap licahts not
participating in ESEA Title II were AmericanSaMoa an the Department
of Defense' (for children and teachers in the overseas dependent sdhopls).
Program Participation - Children and Teachers
Tables-1 and 2 show the,nuMber of public and private elementary
and secondary schO61 children participating, in the ESEATitleII prograM
in fisca1year,1968. Of the 43.6 milliOn public'school children eligible'
to participate;::39..9 million or about 91.4 percent actually did participate...:
The number of private,school children who participated in the program,
5.3 million, is about 96 percent of the 5.5 million 'eligible private
school children.
.Table 3. shows the number of children participating in the. ESEA Title Tr
pro gram for the first three years. There wasa.small increase over fiscal.
year 1967 in number of public school" children participating and a decrease
in the number of private secondary school children participating.
Table 1. 'dotal Numbtrof Eligib and Participating Elementary and Secondary Public School.Children and Participating Public School Teachers in
ESEA Title II Programs Fiscal Year 1968 by State or Outl in: Area'
Jta e or . Pu 1 c Schoo C 1 ren Pub c Sc oo Chi dren
Outlying ,rea Eligible Agencies Participating
Totals
Alabama
Alaska.
Elementary
2
Secondary Total , Elementary Secondary
Pnbl c Schoo Teacers
Participating
Total- Elementary Secondary Total
9,' 7
15,'1Q
2,1
10,3 2
Arkansas
Ca orn a
Co off+Connecticut
De aware
S 0
: - .. .., 9, 1 0 ,1 0, gil: ;GB8,134 11-775--17 c'65-----73"---
.31 e, 11. .,0 2:,
2, 31 ,13 5,1.5
3.4
3 1,55 3 3,3 0 99
1)0
2, 3 9, 0 1 2, . ,.s3 9, 05 11 , le;0 9 9
Or a :1 713 '97 565,996 1,-27-9,9'75 91,017 51,717 514,3
Gebr
Hawn
is 5;, 309,200. 91, 5: 309, 00: 91, 2 0, 3
Idaho
, 9 .; 990,776 76,165,. 166, g41 9o,60
IS;
76-, 12 166,724 3,988 4,16 8,116I no s
In' ana
Iowa
Kansas
.Kentwc
Lows ana
Ma ne
Mary an
Massac usett
.M c gan
M nnesota
1. ; :r0 ; 114 1
: 4 14 1;
9930, I;
9, 1 9, 911
es
SS SS
SSOUr
ana
Nebraska
Neva a
1.13,721
o's 1
161,142 - 112,2+
1
-17,93r 159,806 5,456 -7737-7-7,79--.1 1,11.3 13 ,197 32.07.0 19;93 11.010' '9, 30 ,7 9
0 9, :1; el 5 1
New H II 4sire 597 10, IT.: , 9 9, 3,Ney Jersey
New Mexico
New York
North Carolina
No
0 o
91
1,
0 a
0 OMS 3
Oregon 3
1 7
..1
1,3
74,153
,23
93 .,3, 911,1;
257,353 02 936-
3,125,9 9 1, 3,
;01
0
74,07-
0
,;257,E 6,056
125 3
,3
: 5".
ire
, 95,20 11,285
190
556
17, 2
2,50
8C511 . 88*.5
Pennsylvania
Rhode Island
South Carolina.
Sou Dakota
Tennessee
Te as
.t1,1
Vermont
Vir inia
0 4;
1,71-6,25-83076,
364,995
11 911
1,153,153
71,434
245,
991 1 1. 940 0, 32
57,105-- 322,671 33,51,447,279 1,107,029 2,3.54;108 1,244,831
; V.
0, 1 , 010,
-,559,411 1;630,I3/° 1,095,501 %725,940 4 39,505
154,912 72,56T 49,906. 122,529 2;851
610,92 217,5,+.7,575
.1
3, 9 3,.59,155-7 35,677..595;432 361,190.
94,1332
ql6
9, ; 9,42,927
, 82,432.
2,8143- .57724
3,919 :1177---,1 5 9:5:
0 ; 1
914,651 2,159,4621 , 9 1 ,
1 3
5698813 32;446 59,334546,346- . 176,t11 924,177
4g,018 :44,346 92,164
5A 13 7,T)F"77.-1127/4----72;356 2,029
21,013 19,21 x,434Was ngton 1,1 1
.
, , 39 1, 0 ; :esWes V rg
Wisconsin
14Y0' n
n a1 9 3
7501,347 37494-- 8/%7963 1 ;
I r. 4 :4
-460,231 331,81-f 192-9650
: ; .20,910 T8,14367-777013"--7
: ,Guam
Puerto.R co'
True Terr tort'
40
; 0
30,00 ,93 fro1 9
,0V r n Is an s ,99 ; ; ;Bur. Ia., ff, :. '. i; I. el;
1 G
/ 0
Table 2.. Total Number cf Eligible and Participating Elementery'end Secondary Private'Scho' 'Thildren and Participating ivate School Teathersin ES Title I: Prograis, Fiscal Year 18 by State or Outlyin: Aria
Pr va a Shoo hildr-.State or Priva t Sc ool Chil ren n
Outlying Area 241gible Agencies
tlementary !Secondary Total
Participating,
'Elementary Secondary Total'
School Teachers
Participating' '
Elemenary -liecondary Total2 3, 5 9 10
To rr5, Pro I
Aarrra.TitrTn.776as
Ar 'zone
: 0: :tr
7.
0:4sae
orn a
0 ora o
Connect C
Delaware
D 8 o .
fiFida
Georgia
Hawa
0
II 110 8
Fianna ,
Jowl 1
ansas
en uc
1,0 slam
.Maine
Massac use 8
Ran I
nne80 0,1
88 sai
ssour
Montana r
Nebraska,'
Nevada,
New, Nampa re
New Jersey
New Me co
w 'or
0
0
0.0
a aro n
°kiddie 1
Ore:On
PennsRho
ou aro
'Soot Dak0
enn ape
Taxa
.e Is an.
.21,666 68,837 61,81514,051-
19,563 , 61,179 14,355,063 1",n ba5,165 Ig;231
.1,005 3 ,3 1; Of f o.
1,
01 11,95 5 4 ;,P;9,e ," 9
.
itch ,01 j14. tc87577-177§i577-1-,PI
I. ; ; I
, 13 1003 19, 0: 3,
I ;, 9 10,344 25,
04,226 p9;936 .: 134,164 97,932 27:511 125:443 1,97-,5 , 9
.97 F 0 r3 I , 99011 139, 0, 75 0,001 1 , OD ,0
1 11,3 99 1 ,1 3 11,37 . ,799 1 ,173 3.1 ,
. $ V% :
12,1-56' 16;264 12,262 3,905 . 16,1704 1;44. 134°687 57,714 .41,500') 13,855 5'5,755 1,4424, 1,075 5,103 3,244 666 3,930 95
J 3,2 ,53 31, 3 01 260,000, b7,000 327,000 254,278 6;,066 326, 7712
15:165 2,968 18,136 13,882 7;769 51 469.
re 74 ;0V. .o; 'WM
293 510 2, 33 ,3 3 277,95 2, 99 : 3.0,457 . 7,93610,548 301w 1767)----31-q.
i I ie I ; 0.. e. I . I ;
a.
57,b 91,03 3,00 ,129, 9 17,930 ,919 . 30,35 7,9 90 I; . . 775--0,7 It 4,55 5,31 10,3 0. 392
vermont
v r: n a
88 o
Was V rg
aeons n
uaM
Pue 0
n Ia IL .8Trust Te ory
111111111111P1
;
3
3
6,558, 99 t.
I
44
.I 1 Ir
307 -733
1,67 5,292. 3713 1,005
a.I
15"1-1763T--I
;
01 5,019,:r
9 10,
9 5J:: re
761. P.6f2,264-
130
0
4,633 1 .145180 669
4,326 12,26207-747-lb I.4
91
677-4/377-r7r3,
7,906 6,155,
9,14,061
;eee Si;
9
-334--- 491 Ti45
0
481-Tr
Table 3. Total Number of Eligible and Particip ting Children in ESEA Title II Programs,
Fiscal fears 1966, 1967, and 1960, by Educational Level and Type of School
. tv
Schools
and.
Idels
.. ADA or ADM Ay ADA
Children In
Eligible
Educatidnal,
Agencies
or'ADM
, .
Children
ParticiPetimg
19.8 ADA
Children In
Eligible
Educational
Agencies
or ADM
Children
Participiting
, ,
:Chgdren In
Eligible ',
Educational'
Agencies
,
Children
Participating
'-'-----71 2
7
A: :4 LI. 6 .._,__,L..,,_
'27,430,22
16,268,5,,
43,698,769
.
' 25,158,925
14,62,719
39,981,644
. 0
PUBLIC SCHOOLS 4
Elementary
econda17
DOTAL
. ,
25,251,826'
15,095,192
40,347,018
,
.
23,746,78 .:
13,9703529
37,717,007 ,
26,460,0
15,19016
42,250 70
1
4
24,665,404
14,458,00
.394241504,,.
A
PRIVATE SCHOOLS
Elementary*.L:.....:A601,792-2,_
secondary
6
irolii 4
_---.
1 269:183
5,873,625 ,
_.:
41451711
'1,263,055
5,708,766
3,804,
,i,340,9
5444,09\
47,395,674.
8
i
0 L \
h
31979,57. A
1,534,50
5,513.,i07
,44,638,41"
i 1062
1,460,951
5 '568,413
'49,267,182
6
4,0364'66
1,302,642
5,338,908
--45-)320,552GRAND TOTAL 46,220 643 43,425,t73
Note ADA - Average daily.attendan
ADM - Averages daily membershi
r 11
e number of Participating private'elementary children increas-1_At
- slightly. Ls:
As has been ,men't ed, and as Tables 1 and 2 indicate, all
eligible Children parti1cipated in the Title II program. U der the,
program', materials are kiistributed on the basis of relative need,; some
jjchildren and teachers4n schools well provided. with materials were not
served. S public and private school.administrators`i.d not with thek
schoOls to eceive Federal aid. Children andtt chers, in some schools.
not its co liance with Title VI of the Civil ts Act.coUld'.not be4
'served. T e number of participating teache'rs As-"reporte'd by State.. .
.
department of education doeE not represent the number of those who *--,...:.
7the use of professional meter-a-1s (books, periodicals, curriculum gu-ues)
which were provided to some extent by Title II,butis simply the numcer
'of teacher- in public andprivate elementary and secondary schools wnere
pupils ad he use of school library resources or textbooks. or other
instructional materials. The resources made Available in the schools
for the use of pupils are, of course, valuable to teachers in instructional
programs.
Expwiditure of Funds
Table 4 provides data cm _vailable and spent under the,ESEA
Ti II program. 'Column 3 sho,- aggregate expenditures wi:hin each State
for. acquisitions under appro-Jec Jcal education agency prortzeS; cofiumn 4. , ,
v
ahoWs the amount spent for --7 2 administration: Although the ESE Title
II appropriation for fiscal 19-6814a_ $99,23- 000
4.
Table 4. Funds Available And Rinds Expended for Acquisitions and State Administration and Percent of Total'Expended
11 State or'
Administration under ESEA Title 11, Fiscal. Year 1968, by State or Outlying Area
Expenditures' Percent
A . , . State Total Expenditures forAllotmen Ac u.. '.tion Administration enditures Administration
1 .25
.09,23+,000 9;,0::;.. 21 ) ,P,7331,7(7'P7 i . 1,,.r.!1,523 1,745,96L24 c: 112 079 124 7
03,16'-1 D1,1:1 01,22rir c:;771
ying Areae_ .
Totals
Alabama
Alaska
, Arizona
Arkansas
Calif° a
Colorado
Connecticut4
DeltiWare
Dist. of
Florida
Georgia
Hawaii
Idaho
Illinois
Indiana
'Iowa .
Kansas
Kentucky
Louisiana.
2 073.
12 62
T9;44?
9,'710 000
33,350,59954,5 331,11112
1261367 701
DO
04. 5
8
10.12
22 ,
. 2
1
3
2.5'
3.c
2 341
1 11
5,
2
32073-
3 721
, 970,;-17C.11
,530
062 7,5
7 7 1
Maine
1605, 1
1 90, 0
1
27
-541.1Z1.,502,.30 3.98
24 934 1 0 1.33
0 .12. 0
' 2 07 043 . 3.30
1 .7. 521 4. 76
.72'
2 206 715-
9,329, 20
,053,741
1,367,7214
g5,8-78
36,897
2 623 022,121,o2
4.77.
3.2912.61/43
. 71
380 26
3 '3
5 33 )27o , 5.00
11551:I36;2ri
3.3.7.
9.72
5 3 20 9d
Massach etts
Michi
Minnesota
aMississiopi
ssouri
2
V-6-3486F1,9 ,521
1J711342 236 4:.
20
C37 29 3
3,6r0
Nebraska
Nevada
Neur Hampshire
21 7 1,5 3 0
New Jerse
New Mexic
New York
North Caro inn
3
11
214s: 317)
036-7751..9
1481101:7
3 23 176
577 .1
Ohio .9
Oklahoma 1 11,458
Ore on .
Penns lvania .y.ro
Rh op Island
Smith Carolina
1Seuth Dakota
Tennessee
Texas
Utah 4
Vermont .
Virginia
Washington
West Virginia
Wisconsin
1
:77 371
3
1
7. 10.2217_______4762.
31 260 002
33 371 (
6c 4223,1
. 1 20 044
...94.61
0 7 .711 313 1 60 7 7c,2 1".322 1 037 07 1i 7 .03
208,603
2,076,258
1,)82,622
5,277 1
3 .3c) 94207
1,971,436
1,510,148
782_5872,180 205
1 4
.700
2 ocl,i20
Guam
Puerto Rico
Trust Territo
ir n Islands
rica Samoa I
Bur. In.'.
2 J,-)1 21
1,c,3
24-.2998
7,507
7,62o
2ID
227'1 .02,
829.20C.
2,227,130
16-7,n2
1 1 7-03
7
2 0 c 123
1291 0R. .01
01/ American Samoa did net participate in ESEA 1)1
was "actually made, available. The
thus $98.4 million, 'or about 99.3.RZ
.
4
The reported $94 million for acquisitions under-approved prajects 4f
4cataloging,
total of reportgd expenditures was
percent of the amount' available.
includes $5.5'million expended
and delivering materials. The
administration is somewhat less than the amount actu
. ...,'._
.
for ordering, processing,c$4.4 milli:oh reported f Statt
y available,
for any fiscal 'yeah must not exceed percent of the
State for that >Lear, or *50,000, whichever is greater.
which
ount paid to t
%
Table 5 provides the data onexpenditures for the ESEA Title II(.
program for t e first three years of the program. The difference in
the amount allocated under the ESEA Title II program for the three-year
period and'ihe reported total expenditures is- less than $6 million.
The $285 million reported for acquisitions under approved projects airing
the three-year-period :.ncludps the $15.4 miilion for-ordering, processing,
cataloging, and livery.
The $10.2 million renorted for State administration during the filqk
. -
three years of the ESEL program is 3.4 percent of the total
expenditures, somewhat less than'the amountactually available. Some ,
adMinistrative expenditures could be covered by other Federal programs,
OK.
leaving ESEA Title II Fines to provide materials. Alaska,., several outlying
areas, and the Bureau cy: :ndian Affairs reported negligible amounts for .
adm istration.
1 rr I Ir
or
..3
! /11 I/ 1
,r.I \
Tablle , hula Availaiie anCirundi:vpenclid for AciiifritionsvinarState Admidistiat4on) Aiello Ott Title' g Programs, Fisk]. Years; 06; 1967, rind 1917 ',, ,# ..",, ,2%
F' (F
,
1, . , . i J,
0 Ir
/ .A
A 1 , ; tr, A
1, ,.
Lr ,
Fiscal Year Allotment txpendituredl
Ac uiaitions Administration Total1 3 4
:1966
1967
1968
Total
ti
$100,000,000
102,000,000
99,234,000
6
$ 95,298,0791
95,145,032
94,024,821
$1,989,18
3 812,688
41428.107.3,
$ 91i281.,233i
A
99,557,720,
98,452.1733
$7,01,23 4,000 $285067,932 $10,229,9 $295,297,690
d;:\'
. / V! b
/Y+
..f.o'>
Y
1., . :. I
N.941 .4
dtatc( Fi l Ai leesonnessgned to' it Programs .. . . .
.
,
--, .--. I ft .,,.. .Acta
Table-'6, provides -data on the number.of-'44minitstrative4 litervisory,)Np '--.
. 11 ' r; \ ., . .
fierical, and other pob if,lons4 assigned* in. State. departments Iveducat ion ' ,,....
" k
adMinisterk. he ESEA Title II Programs in the first three fistr114ars
,
-
\ /.Programs
IP
of.the progr Mor0 than 456 pit ion ,(in full4ime:_equivaleints) were
. imliorted. i stfiscal Ife.iir 1968, an Indiease.fraM fikCil yeai 1967 of.abotit.
67 positi ns.'r
r 2-The increase in positions assigned -in State department If education
.
to administer the ESEATitle II programs undoubtedly reflects an increased
effort-to give direction and leadership for'the full'development of
.
instructional materials,services in education. State adiinistratofsand1
supervisorgi involved in t4e ESEA Title II programs have developeeprogr
of service to school administrators, teachers, and schdol media person
They have assisted in the development. Of media centers Where print ant
audiovisual media are organized into a single unified program. In
cooperation with*Statepervisors of instruction, have served to1
improve curriculum and instruction and enhanced the contribution of
instructional materials to education.
It should be noted t at in Table 6, column 4 refers to positions in
f 11-time equivalents, not in viduals. For example, in fiscal year 1168,
there were only 43 full-time positions in administration, but there were
actually 97 individuals designated as administrators who-had some respon-
sibilities in addition to Title II.
Numberin Ful
t44 Deiartmlivt. of Education-Pe
me Kquivaletis , :Years
, , r>
.
el Asdigned to Ekr.A. Ao.
1961,'' and 196)3.
. . I .
.(
I.Programs
i
,,n. \'' . ":4 .. ' IP \ , .
,J.LrE 'OF PERSONNEL 's
NUMBER. 11' "RS9 1 EL ' ', 4' , ..,.
.
'.' ,.,FULL-TIKE
. ..
- PAR-TIME !-, FUL.T.r.--`117
. E urvoLENt ;. a AL A.,'106Ii. 2 ,y, 1.y.
...-1., 2
2. .
INISTRATOR 'iscal Year 1966iscal sear 1967' ',' 'iscal rear 196$
ERVISOR ..
iscalYear 1966iscal Year 1967iscal Year 1968
. ,RETARIAL AND CLERICAL AFFiscal Year 1966Nicol Year 1967J.:ma-tear 1968
PER
iscal Year 1966. :iscal Year 1967iscal Year 1968 ..
It ,
. .
.
!
.
.
,
3i4613
6785
99
103158176
17222T
4
.
i
.
.
..:54
-,
119150--2014.
904895
.
) ' '
66'48
.9
.
P
''.
,,
.
.
.
.
r ..4,
16.19130,96125'59
1'
13:844.1136.53
'23.67
. ,
1!. ,.
.
.
,i..
,,
-
.-
.
4, .,4
'.1.'' 7' ;7".". liT.1.90.,.5a:96'.
,,.
55.59-, 4
.
80.84'169.43 ,125.53
,r
126;.6719?.08225.06
,29.5928.02150.08
.
-
3448149.06
,12.596.02
23.08
. 1
A
-
There were sotne 55 administrative positions (in full-time equivalents
accounting for approxinitely 12 percent' of total staff tithe: Of total
staff involved in the ESEA Title II program, 27.5 Percent or 125.53
positions (in full-time equivalents) were designated as supervisors-1
school:- pervisors, instructional: materials specialists, and
cum and subject specialists, as examples. The 99 full-time'-,
supervisors assigned Co the Title Ii program denoted an increase of'-14
full-time, positions' from fiscal year 1967.
The 225 secretarial and, clerical positions (in Eull-time equivalents)
assignid to the Title II .prograla" in fiscal year 1968 accounted for about ,
49 percent .of- total seaff::time. The remaining 50 Positions.(in full -timee J'
equivalents) include sucti;liersonneL as consultants, fiscal and statistical
'employees, and nonprofessional workers such as truck drivers and technicians,
who do not fall lento any:of the other three
..*
2 7
ICI. CATIPORI69.0F ACQUISITIONS UNDER ESEA TITLE" -II.-.
;t
. Among the three categories of eligible materiald - (1) school .
library. resources, (2) textbooks, and (3) other instructional materials -
thethe States continued-in fiscal year 1968 to give priority to the first:"
The $82 million shown inTable 7 (column 11) as spent for school library4
4%...resourCes is aboilt 92.3 percent of the entire amount spent for materials..
Other instructional materials ,took aboWtW.Apercent and textbooks accounte4
for about 2percent: (Table 8 analyzes the didtribution bYStated.);
.
,
Table 9 shows the distribution and costs among the eligible
categories for;the three. yearsof Title. jr eXistence. There. is.no
clear explanation for the variations in the table.
TWenty-siX States, the District of:Columbia; Guam, the Virgin Islands,
-,and the Bureau of Indian Affairs purchased no'textbooks'with Title II
'funds:, (See Tahlej) Twenty -two Stateil'i the District of, Columbia, Guam:
- - ! :
and-the Virgin IsliOads reported no purchases-inthe.other instructional
materials category.-. The variation's in allCategories reflect_loCal,
education priority of needs within tie prioritiesi'assigiied to.the-three
..eategories:by theSiate departments of education... ,
-School Library Resources
19
Of the $82.2 million spelt for school library resources in fiscal
Table 7. Surber and Cost of School Library Resources, Tatboaks, and Other, Instructional iisierials,Acquired for loan to Children and'Teachers
- in Public and ?Ante Schools ssder ESEA Title II Programs) Fiscal Year 1968 -
%.
Categories
ofMaterials
MC saroth, : _ - . PRIVATE SCHOOLS TOTAL
ILIKERTART SEDONIIRT ELENTART ROMANI -Number
"Cost. Number .dust Niter P.. Number Cost Number Cost
- 14 5 6 7 10. - 11
SCHOOLIIIINAHYRESCURCES
: Books
Periodicals ..
Other Printed Mate'
'' Audiovisual Pateri!titian Pictured ,
711:st:rips.' RebcoNlings. .
Slides & Transparencies
Prigremed Instruction *t.*pi, Charts, etc.
TEMOIS .
amm MsTmcricaAlimpERIAL0
bok, %
PeriodicalsOther Printed Materials
:Audiovisual Materials
Motion Picts
Filistrips
Recordings ,
Slides tt'Transpareneies .', Programed Instruction Met..
Maps, CluIrts, etc: ,.
. . ..
ORDEPp, PSOC., cAT,,'& D.
BAND '17AL
'12,148,748.., $42 853,042si '7'109115r $29713 150'or 1',973,109t; ..,..
$6 ,:; 342O) .7C6 104., O $2 983 696Of. h 939,076)) $82 238 230Ir..9,556;59
91,521
-.516,'n
'1,882,24531,453
.
'3
30,044,106..
--176,616
, 428j963..
12,001,351
:1,552,103
' 4,092,4711,275,778 '
851,703
-. 192,759
105,260 :
5,440,062'
84,740
247,668,1;336,645
34,256
383,981
198,162
413,663
'23,312
165,447
20,274,750
' 469,932
384,874'"
8,583,594
.1,563 ;049
2029)140
1,019,063'
.., 915,750:
105,471
733,021
.1,717;707'
8,770r
16,256
230,37614427
121,212
32,361
17,637',
5,253
27;916
5,24834
:42,710
'''' 41,682
4341,576
20,555.
'551,002. ,119,786,
,,,,,84,392
25,134
144,714
'591,087
3,944
6,678'
123,578
1,891
40,244
17,179
83,509
1,437'
91265
19,647
2,3824111
20,3a.15,105'
612)081
36,082
190,509
75,377
52,992
8,.037.
55,351
...56,173
109,498
17,345,12
188,975
64'W15 .
3557,661.
69,067
1)321,541
-550,566'.
828,258
69,210
483,716_
1,0011650
937,813
',57,962,801
911,559
.870,62422,493,246
3,172,389:
7,198;682
2,450,004
1,904,837
331,371.
2,227,366,
2,174,455
3J539,240
422,817 911,048
.
'521091 1115,514 38,693 '91,760'
571,693 2,7;498 . 249,7'TA 1,008,2 .44 93 671, 350 300, 22,675
341,804
14,970
'32,255.
182,664
. 3,488'
: . 50,;::
27,186
)8,264
5,944
46,726'
912,324
.281954
:92,813
1,037,107
203,255
311,451
128,443
. .91,646
38,564
180_,783
..: 84,036
'16,179
' 35,940
'115,476
1,872'.
37,489
12,731
35,640
, 1,996
:20,;
,,..2101015
.. 25,919
46,470
,10 712.,C06)
'7..161,742
203,912.
75666
92,735
;13,887
115,816'
54,682
843
3,900
34,246
57
12,1.66
4,359
' 8,997
650'
7,730
.154,626
2,619
19,704 '..
.173,351
. 1,391
38,782
16,739
10,027
7,195
26,102
10,481
. "241
1,126
10,827
.104.
4,375
1,165
2,431',
. 158
2,364
27,394
'783
3,638
77,686
15,673.
-20,874
'4,956
, ,6,444
.1,923
14,759
491,003.
--32,233
71/221
, 343,356
.5,521
104,918
.45,441
85,332
8,748
76,902
1'1304,359
,38,2T5
',162,625., ..
2,013,981
.382,061
575,019.-
,226,104
200,852 .
61,569
' 337,460'
...
51568222,. ''..
. _$93,520,687
-
. 1
_
23
.
,882,539
,, Detail doernat.add to total since same States reposited totals, rather 'that separate items,'
, I
a..
a
4Tgble 8., Number and Cost of tchool Library Resources, Textbooks, and Other'Instructional Materials Acquire for Loan to Children and Teachers.
.91 Costs. of Ordering, Cataloging, Processing, indDelivering Materials, under ESEA' Title II Progrrams, Fiscal Year 1968,State or oUtlying Area
State or Schotil Library
Outlying Area Resources
Numben
Mai,' AlaSama
.
TIO 062
Cost
Textbooks '
NuMber -- Cost
1-516 825 2,815'
Materials
Number, '
5,369
Cosi
38;244 119,1321
114
Oraiilng
Processing,
-Ttc,
Total
Cost-
43,952 1,665,967
'Arizona 211, 707,028Ariinsas 199;mi. 1355',955-
Calthenia 1,666,290 7,4913 57
0
-270, 02
50;630
-1,245 121,517
17.,341
1,276, 3
. 205,694 ' . 605
. 9, 0, 0
29,867CE-3
1,275,965
64,064
7-X30
731,358
1355,95b
8,896,075
1,1-34,195
214,617
Georgia,
Hawaii
615,804- .1,6' ,844
161569 318,069130,645 2;044,927
25,466' 34:555
Indiana. 565,779 2,092,046. -
Iowa . 172,b27 1,243.1238-7"- -
Kansas 216,303 ' ' 977,67qKettucky. 7-253,f56 . , 1,219,182 -
"- .Louisiana 1457,176 '--..:1-,652,250 -12,635-gThr----7-7 Inlet 435,67
Maryland ''' , 379,14 k 1,616,921 60.Massachusetts . 496 516 4,991 440 5,053ME all 77411487111
-.26,541
M scour
Mb ana
Ne ras
113,920
-41;344-,
51,349 175,562
11 438 14,989.
2,597
15, 1'8 108,216
173,604
133,312
. 54,916
45,035
132,26f '
2,441,412.
1,376,550
1,662'695
1,1143,066
1,857,531
4,697 71,420
359,576 154,5C6
1,694,166,
2,520,960
Nevada
New Hampshire:
Nev Jersey
New Mexico
err or
North,. Carolina
North Dakota
Ohio
ey 2
165,360
317;438
2,970,959
532,166
22, 7 2,223,1.1
ZT 290,138,
132,237 4:w7;125
. Pennsylvania ;
Rhode, Island
Carolina
1,325t 1lr 5,111,356 26.',;56 15'9 -,1362
100433 847,445 190 700'
.32,353 . i 1116,250
Tennessee
'Texas
: P : ' 4.1,
: eve
.4.1*
276,941
. tt. 41,696
. 93,752
5,406,109
'3941,636
1,260,002
rg n ascone n
:4
1/ Processing costa included in cost of materials.
4 47 ;
)
Table 9;i bier and Cost of Schonl'Iiihrary'Resources,lextbooks,and Other Instructitial Niteriale Acquired for Xclan to Children and Teachers
Pub c,ard Private Schools, under ISEA Title II, Fiscal Tears 1966,1967, and 1958, by Iducaticcal Level and Type of School
%;/
iaitructimallAsterials
b7
astegOry
MBLIC SCHOOLS
ELEGirAR! 20011HY
Ilia Cost
COOLLIH.Hpicts
Fiscal Year 1965'
Fiscal Tear 1967
Fiscal Year 1968
rkeones y
'Fiscal /ear 1966
Fiscal !ear 1967
Fiscal !ear 1565
and rethudioNe ?astray
Fiscal lear.1966
Fiscal reit IP
Piscallear 1968
11,7504613
11,873,00312,148,748
43,2 T784,
422,817
848,354
697,035
571,693
3
, IT GATE SCUM
Ewan SMARTBomber
TOTE 1/
cost
14,544,14443,283,447
42,853,002
1,310,213
1,519,82s
911,048
2,330,603
2,487,617
2,071,1943
66,052,447,534
7,109,
780,815
691,925
524,493
239,403
236,564
249,774
$25,134,197
28,354,844
29,713,150
1,493,458
1,272,589
,1,115,514
)157,765,
967,
.10018,244
I ;;
1,849,608
2,059,545
1,513,109
46,64.85,244
38,693
125,218
104,372
93,671
7_
$6,967,836
7,246,342
6,,;;,312
153,506
,721
9;160
608,626,
447,599
350,300
603,0844,553
708,1c4
10,605
27,747
19,647
.30,725
26,412
1,675
',Detail does not add to totals in colossi 10 and.,il States reported ally totals rather than individual ite a,
9
9
$2,524,302
0 3,586,585
2,99316%
42,308
87,813
56,173
230,479
126,997
109,195
10
20,530,137#7,520,136 :
21,5221782 83,813,850
21,939,0 82,238,239
1;298)433 2,959,485
1,589,560 3,108,949
1,005,650 2,174,495
1,243,700 51327,473 ,
1,064,783 4,030,201
931,813 3,539,240
1
year 1968, about 70 percent - $57.9 million went-to.
of 17_.3. million eleMentary_andLsecondary_school library
Table 10 shoWk,4hree-!fifths of the money and somewhat
.were'for the ben4fit of elementary school pupils; seconda
got the rest. As is previous years, elementary school lib
considered the materiali in,critical need. Seven States -
vide a total
ooks. As
re of the books
spool pupils ,
ary books are.
Alaska,
uth Carolina
f funds in
als. An
he ESEA
Arkarisas, Georgia, Maine, Mississippi, Pennsylvania, and S
and Puerto Rico used an exception'ally large proportion
the school library resources category far' al!idiciVisual
average of 44 million children a year have particip t
mater
d in
. Title II program inits first three years.of operation; how er, the
53.2.million school library books made available.under Title II have
provided only slightly more than one ribrary book per pupil.
Tables 11 and 12,in conjunction with Table 9, provide data on the
number and cost of audiovisual materials loaned to pupils and teachers
1 .
in fiscaL-year,_1368.1/
The $22.5 million' dxpended for such Imateriarls
in the school library resources Category is about 27.3 percent of
acquisitions in this category. The percent increase in expenditurespent
for audiovisual materials - processed and cataloged as school library
resources indicates continued State and local interest in programs' in
which instructional and other services relateck to both print and
audiovisual tined are administered in a single unified program.
)
The number ancost of separate audioVIsual items,ty4tate and byeducational level, may be found in-Tables A.- D in the Appendix.
32
6
4
Table 10, lumber and Cost of Books Loaned to'Children and Tescherso'by 4icational Leveland
,Category of Instructional Materials,. under ESEA Title II Programs, Fiscal !ear 1968
4
b
- CATtORI OF
IISTRUCTIOIAL
MATERIALS1
((II
IffI
Yrrrr
.
,
BOOKS LURED
TO LIBRARY ".
SCHOOL CHILDRE1'
:118 LOANED
TO SECONDARY
SCH04 CHILDREN,
,
TOTAL
,
Number Cost lumber Cost Number Cost
4 5 6 _ ,7
SCHOOL LIBRARY RESOURCES
,
11,313,976 $35,305,940
,
6,031'449
14
,$22,656,861, 17,345,125 $57,962,801
TEXTBOOKS'
.
461,510
,
,.1 002,808
, .
544,140 1,171,687 1,005,650 2,174,495
...
.- .
OTHER IISTRUCTIONAL' MATERIALSt
.
396,486 1,066;950 94,517 237,409 491,003 1;304,359
TOTALS, 12,171,972 $37,375,698 6,669180 24 065,957 18,841,778.
1.
$61;441,655
.
Table 11, lumber and Coat of Audiovisual Materials Loaned to Children and Teachers, by.Educatconal
Level and Category of Instructional Materials, under ESEA Title II Programs,
Fiscal Year 1968
.
CATEGORY OF
INSTRUCTIONAL '''
MATERIALS
AUDIOVISUAL MATERIALS
LOANED TO ELEMENTARY
SCHOOL CHILDREN.
AUDIOVISUAL MATERIALS
LOANED TO SECONDARY
SCHOOL CHILDREN
1
' 1
TOTAL /
,
! .1 '' lumber Cost .-' fuller Cost lumber Cost
1 27
.
SCHOOL LIBRARY RESOURCES 2,112,621 $l3,342,933
,
1,460,223 $9,195,675
.
,
3155T,661 44,493,246
.
OTHER IISTRUCTIONALMATERIALS
/
.216,910
)
1,210,458 126,3031 i
789,689 343,356 2,013,981
TOTAL ii 2,329,531 *,5 3,391
.
1,586,52'
.
$9,965,364 A1901,017 $24,507,227
1/Detail does not add to totals given in Table 7 since some States reported on4dtotala rather than
individual items,
Table 12. lumber and Cost of Audiovisual Materials Acquired for Loan to Children and Teachers in Public and Private Schools,
under BEA Title II Program, Fiscal fears 1966, 1967, ind 1968
, .
INKFISCAL !EAR 1966 FISCAL fall. 1967 FISCAL REAR 1968 TOTAL
lumberl/ Colt2 lumberlf Cmi2 'umbel/ Cost21 liberl/ Colt2/
1 2 3.5 . 7 ' 9
AUDIOVISUAL KITF21/11S a
2,052,535 $16,499,187
,
3,227,634 $22,153,019 3,901,017 $24,507,227 9,181,186 $63,159,433
Notion Pictures 30,461 - 67,035. 74;588 3,554,450 172,084
Filmtrips 579,856 .
, -
- 1,111,793 -1' s
/
1,426,459 7,773,701
\
3,118,108
Recordings
i
272,982 - 424,1117 - 596,001 2,676,108
/
1,2931406
Slides and Transparencies 430,361 - 638,40 - : 913;590 2,105,6,89. 1,982,414'
PrograMd Maid'
.
47474' - op19"
.
77,958 392,940 192,992
k-1
Maps, Charts; etc. 206,780 - 426,901 - 560,678:- 2,564,826 1,194,359
,
if Detail does not add to total since some States reported only totals rstherlithmthe oiler of individual item.
1 Most States reported only total cost rather thin cost of individual item;
I I
4.
The first three years of theTitle II program saw more than
$63.1 million, or about 23 percent. Of the total, spent for acquisitions
of audiovisual materials. The more than 9 Million items thus acquired
included motion pictures, filmstrips, recordings (disc and tape),-slides
and transparencies,-prograthed instructional materials, maps,:chartsi and
globes in the proportions shown=in Table 12. More detailed analysis
is not possible because some States reported audiovisual materials as
totals.rather than by breakdown of separate items.
k
The 3.1 million filmstrips purchased in fiscal years 1966-68
4 Gaccount for almost 34 percent of all 'audioviSual items. The second
most popular audiovisual items wereslides and trans nearlypdc:::i:
two million comprise more Ehan21 percent of audiovisUal, items purchased
under the Title-II program. The popu rity and the ease'of operation-
of Omm film loops may account for the substantial gain in.the number
,4f.o-mOtion pictUres'acquired under program - from 39,461,gurchased
,in =fiscal year L966 to ,74,588 in, fiscal 'year 1968.
Periodicals and other printed matter, such as documents and pamphlets,
represented an expendiOure of $1.7, million or about two percent of the
$32.2 mill on. spent for school library resources (Table 7). This is a
small decrease from fiscal year-1967.
Textbooks
Textbooks aCcounte& for abOtit 2.4 perdent ($2.1 million) of the.
total, amount for. acquisitions under the program in fiscal year 1968. This
is ,a drop of-$934,454 froffi fiscal year 1967 and provided approximately
a million textbooks on a loan basis.to children and teachers ih public.1,
. ,
.
.
alid.,private eleukntAry and secondary schools in 24 States, Puerto Rico,
and the Trust Territory of the Pacific Islands.
Of the total amount.for textbooks, approximately $1.1 million, or
about 46 percent, went for-461516books for loan to elementary school
ohildtdn. The number provided for lban to secondary .46061 children-is.
544,140, for which a total of $1.1 million was used..
Puerto Rico reported ,a larger-expendipurWor textboOks ($895,822)- -
in fiscal year 1968 than any other-State or outlying area Only aew
States"!- : talifornia;:aec*tia,:n;ucky, MichtZni Ohio, Pennsylvania,
and Texas - reported expenditures for textbooks which amounted to more
than $100,000 (Table8)./
Other InstructioAl Materilals
The amount of funds expended in the other instructional materials
category declined from $4 million in fiscal year 1967 to $3-(.5 million
in fiscal year 1968. Other instructional materials are defined as ",
same items as school library resources except that they are not processed
and cataloged. The decline, both in number of items purchased and funds
38
4expended, reflects .growth in the number of centralized school media centers
I(see Chapter IV). ,Also, this category is excluded in 23 States,the
District of Colgmbia, the Virgin Islands, and Guam, where school library
resources are also Made vailable,to'many children and teachers in schools
without centralized media centers to increase the accessibilityNnd- .
availability of materials.
As reportedin Table 7, books account for about 36.8 percent of the
29
total repored.for other instructional materials ($1.3 mil-V.041.. For
atidicisual materials in the other instructional siteriale category,. the total
reported was _$2.0 milllon,.or 56.9.petcent. The amount for periodicals
and other printed materials in the other instructional materials category
was $220,890, or abouli6 percent of. the category. This figure 'is a
decrease from the amount in fiscal year 1967.
Ordering, Processing, Cataloging, and Delivering
The ESEA Title II plans describe all Ordering/processing, cataloging,
ancLieliveryi' services that may be included as part of acquisitions costs
and establish an allowable cost for these services.
In fiscal year 1968, State departments of education reported $5.5
million for ordering, processing, cataloging, and delivery services (Table 8).
In some States, these costs were-not reported separately from acquisition,-
so that,the actual athount expended for these services is pr'obablY,considerably
higher than the amount reported. Approximately 23 cents per item was spent
for ordering, processing, cataloging, and delivering the 23.8 million items
39
of school library resources, textbooks, and other instructional materials.
"This small cost-per-item indicates that much'of the charge for these
services continues: to be absorbed by local educational agencies, leaving,
more ESEA Title II funds for buying materials.
V
..
,Fow.States--Arkaqsas, Montana, yorth Dakota, and Utah)- and the*C"
1--" 1
,.Virgin Islands reported no expenditures fOr process g,. catalOging, and
'delivery servicei in fiscal yeai 1968.
Gm
.4.
40I
4
IV. STATE PROGRAMS FOR THE STRENGTHEN?* OF INSTRUCTIONTHROUGH IMPROVED RESOURCES,AND SERVICES -4
; ,
ImprOvement of School Library Resources.
Data on the number of new public school libraries established and
thee. number of existing public school-11Draries expandeg in each State -as
a result of ESEA,Title II programs in fiscal year 1968 appear in Table 13
(including facilities' in new sthool buildings as%well as new libraries in
old 'buildings) . Forty-four of the,50.States,PUerto Rico, and the Virgin
lalOrids. reported.. establishment of 3,193 new pub.lic school libratiea. Of
'theseo 2;639 were in public eleientary schools serving 1.2 million pupils
and 554' were in.public seconds:ry'sChoola serving 413,067 pupils.
The number of new public elementary school libraries established
(. ..,
ranged from none in sik States and three other jurisdictions to 331 in
y4Texas-i- There were four States - California, Illinois, Ohio, and Texas -
wtere more than 200 new public elementary school libraried Wereestablishedp,. .
in four other. States-- Arkansas1 Kentuckir, Massackusettie'and Michigan - more
than1.00 new pUblicelementary school libraries were organized.,
ki'0'-
.;,7,AirL,
The number Of ei'r..
ic secondary school' libraries established is .
.. ..
smaller' because' More secondary, chOoIs had centralized libraries before the-
. . .
.Title II!program was1established. The range is from one each in Hawaii,
i
_Oklahoma, and Mississippi to 133 in Texas:.Ih three States - California,,, ..,._. .,
Illinois, and Texas -.and,Fuerto Rico, more than 45 new public secondary
school libraried were created.
31
,, .
Table 13. Number gi New Elementary and Secondary Public School Libraries Established and Number of Pupils gerved by,These Libraries; Number
t ;
of Exi ting Public School Libraries Expanded as a Result of ESEA Title II,Programs, Fiscal Year 1968, Educational Level and State.or OutjyinR Area
. .
. .
State or
Outlying Area
a,
1.
Totals
bAlabama
Alaska
AriZonArkansas
California
Colorado.
ConneClicut
Delaware'
of Col.
Nu er of New Public Schalii.
Libraries Establishee'
Elementary Secondary Total
4, 3
554 3,03
,23 '50
2 12
2
. 2 147
. -46 320
35
3' 25
2
2,639
57
10
7
145
276.
29
22
4
Number of Public School Pupils
By NewSchool Libraries
Elementary. Secondary
1,2523,469 "41'36;'"
6
25,779 14,991,
1,006 560
3,86; 3,484
29.000. 769
244,874 75,677
10,614 3,375
11,264 1,3351,046.
Served
TotaL
7 .
1,630643,f701
1,560
7,353
29,769
321'351
13,992
, 1,096
Number of Existing Pub1T School
'Library Collections Expanded.
Elementary Secondary , ()Total
8-, 9 10
42,045 18,646 61:094
1,200 612.. . 2,012.
220 54 274
346 79 ..r 425
760 .557 1,317
3 174 608 3,982
595, 302 b97
573' 1g 502
122 qp1 181
134: 51 165' . r
or a
Georgia
Hawaii
.rt
. 19 Al
1
36
2
9,022
5-98'
8,575130
, 7,592 ,344 555 1,929156 51 209
0
Illinois
Indiana
Iowa
224 45 , 269
81 19
.Kansas 47
Kentucky - 130,Louisiana
. 71
Ma ne
Harylant 45 y 12 57Massaci6D11Mich gan 2 9 1
Minnesota .21 5 26
Mississippi 29 14 30:
Missouri tile 12 96
Montana
Nebraska 25 3 28.
Nevada
75,755
34,647
. 30,548
11,743109,303.
.,47,190
3,3821,307
978510
,10 57
1044130
11,..3
45,300
39,957 5;321
3,305 968
45,300
45,2767
1,11
665
1,022.
4,360
1,617
457 1,569
355 1,020
546 1,565,1 1,
New Hampshire
New Jersey
New Mexico
New York
North &Nana
North Dakota
Mr?Alabama
Oregon
Pennsylvania
Rhode
South Carolina r
South Dakota
Tennessee
Texas
Utah
Vermont
Virginia
PaiSington
West Vfiitnra
Wisconsin
20,094
Y,55g36,750
5,500
13,381
36,031
4,632
9,665
15,241
-17,5-00
3,500
145
5,163
.443
29,761
68,019
74,250
12,000
13,526 .
414,,194
Ma
Wyoming
Guam
Pue o R co
Trust Territory
Virgin Islandshr. Ind. Aff.
, 4.
11
13
232 .
10
47
.1 21
34
7
331
7
1E
15
,
20
62
4
154 97
9 20
12 25
lb -"-11.48
1 11
47
2 23
34
4 11
133 464
52
4 . 7
2 9 .
lb
10 25
T,b00
25,000
755-
61,649 16,936
,1+,338` 4,373 6,711
" 3,629 . 1,952 ,5,611___
""Tx,rdr-727132-7 T16,113-5,000 650 1 5,50,
14,100 N,106
921
663
2,091
1,526
354
4165
.466
180
221 1,142
171 I-, 054
6-90
5;5: , 2,091
669 1,023
.533 995
166- 652
64 244
4,000
000
'
25,
/b5
76,555
75
. 961.
2
1,927
1,454
3911
2,157
755
694,
25
393
170
-808
619
23844
465
211d
100 .
1,54426
1,735-
2,673
627.'
3,03r1,220
982(
13,729
q,0-27
2,545
124,554
1,177.
-
2,575
61,729
14,906
9,027
5,120,,
166,313
4,832. 4 2,900 ,
2,665,
23,876 20,785
7,732
2,668
.44,661
12 4,551 ,4,5
3 ,915
2 :1,342 1,502
5 ,
3,144
195 53 249
430 , 137 . '567
1,193 190 1,363
1,555 509 2,064
2,950 1,647 11,597
294 . 141 , 435,,
331,67
398
1,313 474 1,767
479 1:521
694 * 245 , 939
100 66 166
21 29
9
27 35
4
33
Table 14 shows the number of new public school-libraries established,
and the number of pupils served by these libraries under ESEA Title II
during the first three years of the program. During this period a total ..
of 11,680 new public school libraries were established,serving 5.5 million
public schbol pupils. Of these, 10,277 were public elementary school libraries'
serving 4.6 million pupils and 1,403 were public secondary school libraries
serving 939,408 pupils.
Under the'auspices of the U.S. Office of Education, a study was conducted
during fiscal year 1968 to evaluate the effects of new media centers in
\elementary schools serving children from low-income families in Buffalo,
-Cleveland, and Los Angeles:1J Certain fadtors were common to the nine schools:
1. ESEA Title II provided the-imiiettis for the establishment
of the media centers:
2. ESEA Title II was the incentive for an increase in local
funds in Los Angeles and Cleveland, and an increase in
State funds in Buffalo, for media center materials.
U.S. Departgent of Health, Education, and Welfare, Office of Education.Descriptive Case Studies of Nine.Elementary School Media Centers in
. Three Inner'Cities, Title II, Elementary and Secondary Education, Actof 1965: School Library Resources, Textbooks,'and Other InstructionalMaterials. Washlngton, 1969.
43
Table 14. Number of levitblic School Libraries Established and lumber of Pupils Belied by These
Libraries; Number of Existing Public School Libraries Expanded, Fiscal Years 1966,
1967,' and 1968, by Edutatiotal Level
ITEM
1
GARYSCHOOLS
Amoommonionsainormir=0
SECONDARY
SCHOOLS
2 3
Nev Public School Libraries Established
Fiscal fear 1966
Fiscal Year 1967
Fiscal Year 1968
Public School. Children Served by Hem Libraries
Fiscal Year 1966
Fiscal Year 1967
Fiscal Year 1968
Existing Public School Libraries Expanded
Fiscal Year 1966
Fiscal Yee 1967
Fiscal Year 1968
3,378
4,260
2,639
259
504
554
,/1,398,489 144,774,2,037,175 381,567
1,223,469 413,067'
42,346
48,672
42,4484
19,577
21,924
18,646
3,637
4,850
3,193
1,543,263
2,418,742
1,636,536
61,923
70,596
61,094
35
3. The combined Federal, State, and
expenditure for the school me4ia
make an appreciable change in the
methods, or pupil achievement.
local funds.for annual
centers were too low to
curriculum, teaching
4. The Scheduling policy affected the accessibility of the
media center-Jiesources and inhibited the impact of,the
materials in the instructional program.
5. Principals and teachers exhibited enthusiasm for the
potential of the media center program and materials
to induce change.
6. The provision of media center resources, staff, and facilities
has been instrumental in changing pupil attitudes toward
reading and in creating a more critical attitude toward
literature.
The media center programs are in an elementary stage of
development; they have yet to become laboratories for
learning and an integral component of the instructional
program.
The number of inner-city elementary schools with new mediat.centeis-
established as a result of SEA Title II included in this study is small
compared with the total number of schools. with new media centers. It may
be assumed, however, that the conclusions. drawn from the examinations of
36
these nine schools reflect the general conditions in most'of the
elementary school media centers in.inner cities.
Maintaining and Increasing Effort
Lb.
The approved ESEA Title II plans establish means -of giving. ,
assurance that Federal funds made available under the title will
!supplement and, to the extent practical, increase the level of
State, local, and private-school funds tht :in-the absence of
Federal.funds normally would be budgeted and used for the acquisition
of school 'library resources, textbooks, and other,instructional
materials.
Data on the total expenditures by State and local public
'educatidn agencies and private schools for school library resources,
textbooks, and other instructional materials, fiscal year 1968,
were collected by State, departments of education and reported to
the U.S. Office-of Education. These data with respect to public
elementary and secondary schools are shown in Table 15. Table 16 f
sets out similar data for the, private 'school' comparison. The figures
in columns 4,7, and 1O of Tables 15 and 16,with corUmns 5 and 9
of Tables 1 and 2,will provide-respective per pupil expenditure in
the several States for the fiscal year 1968.
School Library Resources - State and Local Funds Expended
As will be seen,in,Table 15, the total amount expended, from State
.1
'Table 15. State and Local Expenditures for School Library Resources,
Educational Level, Fiscal Year 1968
State or
Outlying Area Gchool Library Resources1/2/3/4/
1
Totals
Alabama
Alaska,
Arizona
Arkansas
ealifornia
!olorado
Textbooks, and Other Inotru tional:Materiallooy Stata or Outlying Area And
Elementary Secondary 7 Total Elementary
-$14-05;M7 $159,070931 531-,636,570
4 5
473,146 1,71 4,277
114756 1,231,15_6 1,151,746
513,156 1,124J16 1,171,0I9.459;416 1,146,546 I.,476-,965
. 2,"' 150
660 676 '1 671,1;67
41,694,017745,576
902,502
611,560'
6890126
610 841
Textbboks2/5/6/
SeconlaFy
6
577,967,946
Total
-7
$0,049,026-
480,165. 1,833,911
62,094 7,015,111
1,476,165
12,082,366
Other Instructional Matorials211/4/
Elementary 'lecondary feral
li , 9 10
113,107,561 59,891,805 F14,160,521.
{76,894 16,966 T41.640
601,66 10-4,757 711,170
177-.155 61,711 758,686
- .
. 1"P;744,67r635.147 657,187T 17113.016
OaTleC Cu
Delaware
/1st. of Col.
Florida
Georgia
Marsh
Idaho
Illinois
Indiana
fro .:h_.426.669
160,161 , , 123,276 303.437
1,961,910 1,697,304 3,659,214
. 2,287,318
486,453 211,465 -697936
. 171 269 -226,695' 399,964
4,271,118 4;766,254
- 10,214,761
1,319,250 11 167,012 2,766,777 1,570,076
1;175,257 1,069,720 "2,264,077
665,514-567,990
1.753.504 731,879
1,401,466
294,667 630,443 696,785
- 2,585,006, -
1,196 171 2,041,193 3,157,905
3 744 v; 3,100,666- 6,644,748 4,48-
-1L152161705 1,246,621 , 2,6123,MIlai0e72 312,909 593,161 177),142
O 2,708.654
-426676 253,975 660,601
60-1:11 06.197- 1,479,129 -239,2771 75)_746 199.6117 469,6W
173,416 201086 176,304 -417,416
2,394,750 1,926,444 .(4,371,114 -
352,092 136,925 461,017 1,967556,1426 5,714,566 11,657,172
1,792,639 1,230,026 3,022;665 -4,141,483
169,582 251,037 420,619 309,4E7
- - 4,602,420
1 1081,54 949,940- 2,056;114 1,167.41-5-
,203,816 1,142,421 3, 346,757
- . . 11044,268
239,436 ' 196,262 -437.718
1,067,900 419,170 1,4132,070257,948 ' 772,310 .575.258
- -1:066,997
- 6787,959816,767
-725-,416 -416,665 145,484
3,460;224
/ova
jRamos
tamtucky
Louisiana
Maine
Maryland
Massachusetts
Michigan
Minnesota
Kresissippi
Missouri
Montana
Mobraskaa*yea'
ger Hampshire
Nov Jersey
Bev Mexico
Rev York
North Carolina
Worthlakota
bhlo
Oklahoma
6regoa
ttnnsylvania
Jlhodeisland 40,
South Carolina
South DadaTennessee
Texas 'I
Ltak
Virginia
59515-411T36
587,131
1,940,12
616,640
157,936
1,6)6,764
128,114
23,450
945,087 -70.980
3137,067 1,751.77
5,58?.660
946,-954
756,691
4170,55A
685607,171
2,373,940
335,556
842 696
.
191,267
kasbi on 912 890 1,482- 589 -2 413,479
1,66242?
411,452
470,346
1,188,749
3,350,279
443,445
3,432,646
646,111 -276,177
4,105,756
1,367,131 1,134,44E5,717,3%-
6.546.654 956,414
7,840,054 1,750,1043. 4, 6113,1K. . ;
577,587 106.635
7,501,713-
313,096371,464
opir2,132,900449,863
1,246,745
-782,746
t501,887-
7,518,483
6,674,3132
759,775
11,765,708
2,434,711
-16.036,845
I ;001, I'M
180,
951,37
514,564
1,519,810
41,779
11,110
244,7111 521,758
1,098.495 2,412,q4- 1-
- 4,201,540
776,153 1687-,-567
701,700 1,751.300
5417b11 1,1110,f67
177,750 715,665
1,881,919
660,211 11717rir261,121 644,192
700,761 1,652,066
707;893 714 'T7
627 ,913 2,1474773
04,726 108,455
1,182,798
450- 11,760
4,0148,241
17;162,307
1,211,040
120.919 666,423
2,670,717
6,446 14,789 ' 77,715
'31,887 476,641 666,521es T
Viscons n
Wyoming
Guam
Puorbo Rico
Trust Terrftory
Vir In Islands
. 7;055.
70t55830,000
)6,651
4t.00
24 677
;TU. 055D
60,976
19,000-
53,341
6,660
27,442
g. ill . I e92,039,171
151,514
49,630
90 000
.1,67,9B0
52,819
171,426
150,300
00VP-8100
141,172
-110,000
1,596,272
27,571
317,598
780,000
2,500,000
68,011
194,665
19,-7506,000
767,058 , 14:M,773
11,100 70,500
4,000 10,000
1/ .,114) separate figures were reported for elementary and secondary levels for Delaware, Pennsylvania, Maryland, Virginia, leorgift, Tennessee,
Indiana, Ohio, Missouri, Louisiana, Texas, Utah, and California.
Textbooks and other instructional materials were included in the figures reported on school library resources for Indiana and WIsconsin.
Other instructional materials were included in the figures reported on aehool library resources for the Virgin Island.,
Detail does not add to total for Colorado.
(
2/ No separate figurep were reported for elementary and secondary levels for Delaware, Pennsylvania, Maryland, Ceorea, Tennessee, 01do, Missouri,
Louisiana, Texas, ah, and California. e
No separate' figures were reported for the secondary level for Arkansas. .
1 No separate figures were reported for elementary and secondary levels for Delaware, Maryland, Tennessee, Ohio, Missouri, and California.
4'
Table 16. Private School Expenditures for School Library Resource., Textbooks, and other Instructional Materials, by State or Outlying'Areaend Educational Level, Fiscal Year 1968
or
Outlying Area School Lib Resources
CCTextbooks Other Instructional Mater!' s
men COG 0 a even Iiry eco a
Afilmas
1uk. aArizona.
Arkansas
.ealifornia
Colorado
COOK C
Delaware
V.29
25,43T-
1 566
1 1
6 2651117,102
11380,469
14 300 , a57t1 3, 50
10,465 550 11,015
414,023
50 399 T2 1841238.12___
7.1X5 .169,334, 92.625 261..§W
0 0or
Oeorg a
Rs i ,42,bO
TO,Idabo
Indiana
TOM
29,x56 -SS 93
6}1,2124
Plichigan
MilMesota
II as vMissour
5-
Ore on
Penney van a
khode Island. 65906sou la° riSouth Dakota
Tennessee
Texas
KA"
17,6 13,1595 31,1,01
294,gg"- 116,628
394,921
Gtlaa :Ss cc.
0 CO
trust Territory
Virgin Islands
No:
No separate figures were reported for elementary and secondary levels for Pennsylvania, Puerto Rico, 04a o,iArkansas, New MexiCo, andCalifornia.
4
Expenditures for textbdoks and other instructional materials were reported in school library resources for Arkansas and Okl
No separate figure. veie reported for elementary and secondary levels for Pennsylvania and
Expenditures for school library resources and other, nstructional materials were reported in
No separate figures were reported for elementary and secondary level,' for Puerto Rico.
a Rico.
extbooks for Tennessee.
6/ No separate figures were reported for the secondary level in Nebreska
7/ for -bandliExpenditures for school library resources and textbooks were reported in other instructional materials Wisconsin.
and local funds to provide school library resources for the 'Use of
Public school, children and teachers participating in ESEA Title II,
fiscal year 1968, was $159 million. Thirteen States - California,
Delaware, Georgia, Indiana, Louisiana, Maryland, Missouri, Ohio,
Pennsylvania, Tennessee, Texas, Utah, and Virginia - were able to
provide only , so that no figures,could be shown by grade
level. 0 the rest, $47 illion went:for elementary school'
library resources, and $4 million for,secondarY.
The range reported in State and local funds for elementary
school library resources went from $4,100 in the Trust Territory
of the Pacific Islands to $6.1 million in New York. (The $7 mill-,
ibn reported as expended in idscbrisin includes expenditurps
for textbooks and other instructional materials'a well as school
library resources): Thirteen States--Florida, Illinois, Iowa,
Kansas, Michigan, Minnesota, New 'Jersey, New York, North Carolina,
Oklahoma, Oregon, South Carolina, and Wisconsin--reported State and
loCal expenditures for elementary school library resources over
$1 million. For the other 37 States, the District of Columbia,
and four outlying areas reporting,.the average expenditure per
.p4plic elementary school child participating in the Title II
o
program was about $3.01, an increase of about 45 cents above
'
the amount, reported for school library resources in 45 States in
1967..
4
49,
39
The range of State and local funds for secondary school lib ary
resources ran from $6,880 in the Trust Territory of therPapiftF Islands
to $5.7 million in New.York. Fourteen States--Connecticut, Illinois,
Iowa, ;,Kansas, Massachusetts, Michigan, Minnesota, New Jersey, New York,
Florida, 4orth*arolina, Oregon, Washington, and Wtsconsin -- reported.
expenditures over$1 million. (Wis nsin's $4.9 million again includes
expenditures for: textbooks and other instructional materialas, lt
as school library resources.) For the other States, tze District of, dolumbia
and four outlying areas, the average expenditure per secondary school'
pupil participating in the ESEA Title II program was about'$4.27,. .
only a five cent increase from the amount per pupil reported in 45
States An 1967.4
School Library4 Resources - Private School Funds Expended
Of the $12.3 million spent to provide schoollibrary resources
for the Loivateschool children and teachers participating in tie
ESEA Title II fiscal year 1968 (Table 16), $6.0 Billion was used
in private elementary schools and $3.4 million'in private secondary
schools in the States that reported by school level; some States provided only
totals withou&distin4ion by school level.
The p ivate school range reported for eleMentary school library
.resources went from $3,119 in Nevada to $1.1 million. in Illinois. (The totals
rwrted by Arkansas, Ohio, Oklahoma, and isconsin include.expenditures
for textbooks and other instructional materials as well as school
50
library resources.) Thirteen StatesConnecticut, Maryland,
Massachusetts,, New Jersey,.:NewHYOrk,:Florida, Nawaii, Illinois,
Iowa, Michigan, Minnesota,. Missouri, and Texas' - -- reported
expenditures over $100,000. For the 39' States reporting private school
funds expended for elementary school library resources,'the average
per private elementary school child was about $3.10, an increase from
,fisc)al year 1967 of 38 cents.
For private secondary chool library resources ea range reported
$1,153 in Wyoming to $734,438 in New York". Nine Stateswas from
reported expenditures over $100,000--Connecticut, Massachusetts,
New Jersey, New York, Maryland, Illinois, Michigan, Missouri, and
)Texas. (The figures reported fcl4rkansa ,Ohi, Oklahoma, and
:S.
,Wistonsin include expenditures 1Or textbook and.o. er-instruptional
materlals as well as school library resources). For the 38 States
reporting private-school expenditures for secondary school library
resources, the average expenditure peer private secondary school child.
was about $3.30,' an increase from fiscal year 1967 of about' 20 cents.
Textbooks- State, Local, and. Private School Effort
Thirty-seven State departments of education reported.ra total of`II
$40 million in State and local expenditures to provide textbbr*s
for public school children (Table 15). Of this amount, elementary
schools took $31.6 million; $22.9 million went school
library resources. Thirty States were unable to give textbook
414-457 0 - 71 -4
Si
41
expOditures'byschool level.
- Private kchool expenditures for textbooks totaled $13.8 million4
(Table 16). Elementary school textbooks took $3.8 million, with a
reported $1.2 million for secondary school textbooks. Textbook'
expenditures from private school finds were not reported for
27 States, the DiAtrict of Columbia, the Virgin iilands, and the
Trust Territory of thePacific Islands. No separate figures for
elementary and secondary levels were reported by six ad Alpional
States and Puerto Rico.
Other Instructional Materials State, Local:, and Private School Effort
4 -
In 10 States, the District of Columbia, Puerto Rico, and Trust
Territory of the Pacific Islands, the total of State and local expenditures
reported for other instructional materialsXor public school children and
teachers wast$34.1 million (Table 15). Six.States.reported only total -
',-
expenditures. Of the rest, $13.1 million was spent for public-elementary
"school children and teacheV rs while $9.8 million was reported expended
for public secondary school children.
Private schdol expenditures:for gther instructional materials in
28 States and Puerto Rico totaled $4.6 million; $2.7. million was identified
as for elementary schools and just under a million for secondary schools
(Table 16). Some States reported only totals. Twenty-three States, Guam(
the trust Trritory of the Pacific. Islands, and the Virgin Islands provided
no figures.
t
Standards for_ Instructional Materials
In-fiscal year 1968', many States continued to develop of tevise
standards for school library resources, emphasizing provisions for
A unified media program and setting new or ,improied requirement levels.
A number of States have conducted surveys of edia collections
-and services in local education agencies and reported significant
gains in Meeting standards. For example, in Delaware 37 perdent of
school libraries now have unified media programs, with 25 percent of
school libraries attaining 1960 American Association of School
Librarians standards and eight percent attaining Department of.
Audiovisual Instructiony.a.nards (1966) for one or more types of
audiovisual materials.
Florida reported Substantial gains in the proportion of schOls
meeting minimum State standards for school library resources. The State,
accreditation report for the school year 1967-8,indicates that 98 percent
of the public schools met the minimum library book requirement of five
-4 educationally useful books per student. Oity7six percent of the
schools met the highest requirement of 10 books per student., There has
also been comparable gain in materials other than books.
Kansas reported:. "With the continue use of local, State, and
Federal funds, schools now own and circulat' approXimately 12 books,
5 filmstrips, anirone recording per pupil. 74e newer media such as
)8mm film loops; art and study prints, and transparencies are in short4
43
Microform i not being used extensively even in secondary
school media centers. At the present rate of local, State, and
Federal funding, it wiT be at least ten years before Kansas schools
can'meet
oninimum standa d for adequate media center resources."
The Maryland report Cates: "There is no doubt thit ESEA Title II
has had a significant,impact on building Collections of bbth print and
nonprint materials. However, the impact is not as great as we had
..anticiimted.because of the.lack of full funding. Iri September 1965,
77 percent of all schools in the State had fewer than 5,000 volumes,
the State minimum standard. In June 1968 after three years of
Title II, this figure had dropped to 64.6 e,,r,Cent - animprovemen't
of 12.4 percent. In our 1962-3 survey, 61)6 percent of'all public
schools with centralized libfaries had professional staff:
The 1968, survey revealed that 70.5 percent of all schools, public
and private,had some professional staff. The discouraging faCtOr is
that after three years of Title II funds and.greatly increased
expenditures by local districts, the State standard for book collections -41
P.
still has not been achieved by 89 percent of the.Schools in the State."
A sbudy of schools'in North Carolina. showed that thenumber of1_
library books rose from 7.4 per pupil in 1964 to 10.2 per pupil in
1968. The number of4eri ical subscriptions rose from 26 per school,
to 31.8 during the same peri d. The increase in fLlmstrips was from'
252 per school in .1964 to .,313 in 1968. The number of recordings rose
frog! 168 to 1,134 per school.
54
Nei" Jer-sey reported-an increase-in-average-per pupil expenditures
for school library resources of $2.64 from 1965 to 1§67, an increase of
about 25 perdent., /he gain in volumes per pupil over a three-year period
45
was only glightlx more than one book per pupil; however, the total library book
stock in the State's public schools increased.by more than two million
vo
Rhode Island reported an increase from 3.8 books per pupil in 1965
6.2 books per pupil in 1969 - almost 39 percent. The percentage of
public schools' with centralized libraries increased from.42 percent in
1965 to 88-in 1969. During this same Period, the library book budget
increased. from 66 tehts to $2.80 per pupil.
)-
A study of .gubliC school li.brarieg in'tioreon cOnducted. in 1967
ShOWed clear progrest since 064 inifacilities, collections, budget,
persOnnel .anclaccessibil,iq of matetiats.',SPeciiiC examples.:,,9
(1) The percentage of schools having centralized libfaries
increased frm 72 to 91;,*
(2) The percehtage of libraries withfully'bwanized
maerefials increased froin .73 to 90;
1(3) Thejpercentage Hof schools having at least 8 books
4V
per tudent increased from 56 to 76;
.
(4) The peFeentage of schools' spending $5 or more per
.
student rose from 9 to 43;
46
'(5)70e-accessihility to library materials and faCilities,---
has increased considerably.
The Oregon study showed that the greatest gain had been made by_
the State's elementary schools. Libtary staff had, increased cdnsiderably,
from 152 in 1964 to 302 in 1967. The study also' cited the most noticeable
areas needing improvement, e.g.,.the 44 percent of schtbls that fail to
meet minimum State standards of 10 books per child, the 40 percent of
libraries that lack cataloged audiovisual collections, and the 20°
percent that do not have the serviced of certified personnel.
'Coordination
.In fiscal year 1968, coordination of the ESEA Title\ II program
not only with otherWtitles of ESEA but with a number of other Federal
.
financial as programs) continued, with consequent gain in educational
benefits. State departments of educaion have encouraged such coordination'...
-
.-.._.
in many, ways. In California, for example, the State Department'O"?.
-4
,Education. Committee for the Coordination of Federal Programs was
established and met monthly during fiscal year'1968)to coordinate
leral programs to avoid unnecessary duplication of funding.itd r 677
t.
supplanting' of district effort by Federal funds, and to proVide assurancetze ,
thaEt critical areas of concern in education are incIudedin the program.
(As in fiscal, years 1966 arid 967, the most extensive Title II
coordination involved programs funded under ESEA Title I and Title III of
the National Defenseteation Act (NDEA).
5c
In-elementaryischools serving disadvantaged children, Title I funds
are frequently used to obtain media facilities, professional and clerical
media personnel, and m dia center equipment and supplies which are not
eligible under ESEA Title II. Title' II-funds are used. o acquire
instructional materials such as'books, filmstrips', t ansparencies
recordings, etc.
The scope. of Title ',assistance in
.illustrated by the following examples.:
47
I
School media programs
California reported that Title I funds were used.to
obtain media facilities, bookmobiles, professional
and clerical media personnel, and equipment.
School districts were urged-to consider the ,special
needs of educationally and economically deprived.
children in the selection of materials 'acquired
\
under the Title II program.
Rhode Island reported that three Title I projects
provided for media personnel, remodeled facilities,
and new materiels and equipment. Use of the media
center was .a major factor in reading, music and
thdr projects funded under Title I.
In South Carolina,funds provided under. Title ll'had
a tremendous effect in increasing instructional
is
resources in subject fields. Until fUnds were
available under ESEA Title II, there was only One -
district library supervisor in the State. There
are now 16- Also under Title I, 523 library
positions were approved.
In Vermont, the Title I consultant reported the
4. A°Ordination of programs 717r Titles I and. IL,
`resulLsng in library service in buildings which
had no libraries before. The Title I remedial
reading Rrogram benefits tram the availability,
.
of, library books, materials, and personnel..
A
Coordination of NDEA Title and ESEA Title II Was Widely reported
at State and local jevel.s. .Media and subject. pecialigts,employed In.
State departments of edudation With NDEA-A.itle III funds on,a matching.,
basis frequently gave, coniultative assistance in-the selection, organization,
and-use of instructional materials acquired unfierZitle, II. ESEA Title II
was frequently a source of funds to prOvide the audiovisual material*
needed for equipment used in.iist Bing centers, in learning laboratories,
and in projection and other equipMent'aCquired under NDEA Title III.q
Materials acquired under the NDEA Title III program are frequently
processed and ca'aloged and made available through schOol media centers.
qther examples of the coordination of ESEA Title II programs with
other progrIms of Federal finandtal assistance" are cited below;it.
pel;rgia reports that an ESEA Title III project
designed to improve educational programs in the
tlanta Centr@l City Community has utilized41".-
ESEA Title II funds for instructional materials.
Iowa reports that regional subagencies administering
the ESEA Title II program haVe used ESEA Title VI
fundeto acquire special education materials.
Oregon and New York are among States reporting that
representatives from the Title II staff serve on
Library Services And Contruction" Act advisory
C.
committees or.that LSCA staff serve on ESEA
Title II advisory committees. Other forms of-
coordination between LSCA-and Title II in fiscal
year 1968'include cooperative planning by local
school and public library administrators concerning
library service to students in the same. geographic_
Area aid. ooperative planning in selection of
materials, inservice-Bducation, processing And
interlibrary loan.
a
49
50 1
oStaff Development
State departments of education continued their programs of
providing leadership, supervision and staff development opportunities
local educational agencies Paitating in the ESEA Title 11
ogram. Many of the States hsve.provided leadeiship,snd guidance in ,
conducting inservice training for teachers, school librariali6-and
audiOvisUal.specialists in the selection, organization, and effective .,
s.
use Jof, media to support and improve the instructional program,
emphisizing the con.cept.-drihe unified media center. Some exailes.,
of the variety of staff developme-nt.opportunities relate school
media programs:
,
Arkansas reports that staff development programs
have been effective but limited because of lack
of adequate staff on the State le
time for this service. Consultative,
limited
rvice has
-been-given'throUgh Statemeettngs, district-.or
'regional meetings, severallocalprograms,.
meetings With library science classes of the colleges
of the State, and through bulletinsard correspondence:
p A conference for School Library, Lead ship Personnel at
Monte Corona, Califoplia,in. August 1967 was-planned as.
.
A1. esult of expressed needs by schoolsparticipating in. ,._._..
.
.
L,...-
.
:. he Titls-II program. The 200 participants included
7) V 60
school librarians, administrators, curriculum speclalistb,
and audiovisual specialists. The represeniaiive personnel
.
who influence the immediate and-long-range developments..
inachool,library programs met to plan more effectiliec
btilization of school library resources, personnel,
and services. Authorities in a toultims iaiotyme diticipt.r
and itofessions helped.participants to examine current.X-
',-7-, a-',..,.( problems. ....,,
.
51
The Title II staff in cooperation with METRO kNetropolit
Effort Toward Regional Opportunity - an ESEA Title III
project), held a series of fille workshop s in Connecticut
for school librarians in the use and.prOduction 9f
instructional material. The objective of these yotkshops
was.to increase the effectiveness of school librarians in
the promotion of more effective se of audiOvisual materials
in learning and instruction. A getter understanding of .the
use of a variety of med a 2- ransparencies, mounted study
prints, audio tapes; s ides, and microfilm was Pfevided
through actual wOrksh experience in produping and
Oaluating these mate iels.
The Maine Title II.staff has cooperated with reading,
social studies, and elementary principals associations
in conducting confelences on the importance of library
materials in individ112. instruction.. v//
52
A Media,Mobile unit was used in Michigan for staff40
development by sic intermediate districts, or
combination of districts, for a four to five-week(r,
period. Each-State School library consultant
worked with the district in planning and executing
these inservice prograMs.
.. A one-day regional workshop on the utilization
of maps and globes for teachers anckschool
librarians was held in New York. OutstandingI
consultants in education and librarianship,
and °co 1.1 rcial publishers of maps and globes
presented programs dealing with the selection,
acquisition, ptocessing, storage, and utilization
of this relatively new addition to the resources
of the school library.
F
Seven relional school library workghou were heldO
in Oklahoma during November and December. The wide
iange of topics for discussion included'intellectual
freedom, book selection policies, processing book and
nonbook materials, teacher-librarian cooperation in
rlization of materials,, recruitment, vertical files,
school and public library relationships, goals, the
use of the overhead projector; and the responsibility
for centralizing libraries.
Conferences'and meetings have been conducted in
Puerto Rico with au ovisual coordinators and
representatives of private schools to clarify ideas
on the'preparation ofproposals and to provide
evaluative criteria in the selection of materials.
An inservice trlining progrim for teacIers has-been
conducted throughout the Island by the regional,
school district, and school audiovisual coordinators.
A general orientation meeting was conducted for
73 newly appointed librqrians.
Services to Handicapped Children and Their Teachers
0
*it
Eligible handicapped children are those enrolled in regular public
and private schools which either comply with the State compulsory
attendance laws, or ate recognized'by some other procedure customarily
used in the §tate. Under the ESEA Title II program, school libra y
resources, textbooks, and other instructional materials have been made
available to handicapped children according to the relative need of
the children and their teachers -for thesepaterials. Materials have
also been loaned, according to nevi, to handicapped children in special.
schools for the mentally or physically handicapped, where education,
equivalent .to that of the public elementary or secondary school is
provided:
63\;)
- 53
410
A number of ESEA Title II State plans made specific provision
for handicapped children and their teacheis. For instance:
California has, since the( inception of the Title II
program in 1965, reserved funds to provide textbooks
for the use of visually handicapped children, grades 9-12.
The materials are obtained and circulated by the Clearing-
houseATe
- DePOsitory for the Visually Handicapped, State
Department of- Education.
. Indiana.reserves.for the State Division_pf Special Education
a proportion of the State allotment to provide materials for
vis ally handicapped children.
Instructional program needs for the handidapped has
established as one of three priorities for approval
of TitleII project applications In New York-in
fiscal year 19,69.
Instructional materials. for the use sok handicapped children and
their teachers haire also been provided in some States through special-
, purpose grantt under the ESEA TitletI program. For example:
Naterials are available in the E cational 'Services
Center, Wi4Mico County, to serve handicapped
.junior high school students par icipating in a
ciapperati education.,Vocational rehabilitation project:
r
Books, audiovisual materials, andother materials
are used in a program desigged to help students
prepare for and eventurly obtain suitable
employMapt.
Multimedia materials are available to serve the
special education needs of handicapped children
within the area served by the Board of Cooperative
Edqstitional Services, ToMpkins-Ithaca, New York.
A school media center-designed to supply appropriate
Multimedia materials for the use ,of 150 mentally
handicapped children and thei1 teachers has been.
established at Baldwinsville Academy and Central
School, Baldwinsville, New York.
The scope of Title It support of instructional programs for
handicapped childOn is further ill stratedilpy the following excerpts
fram States' reports for fiscal year 1968:
,
Arkansas reported that children and teachers in five
State institutions-participated-in-the Title II. program,
including schools for the - visually kapqwped and for deaf
Children, a school for mentally handiCapPea children, two
correctionalPinititutionsl and A school located at the
Stat....Tuberculosis Sanatorium.
ILA
56 ("(
In Connecticut, materials provided under the
Titi141/I program were coordlnatqd with the
program under Section 313 of Title I, ESEA"
(Provisions for Institutions for the Deaf).
teachers at theto serve children and their. .
Mystic-Oral School.
.
66
V. SPECIAL - PURPOSE GRANTS PROGRAM IN 30 STATES
, Under the ESEA Title II program, special urpose grants are
made to meet requirements of children and teachers in special or
exemplary instrucfio rograms. The first annual report of the
Title Ilprogram discribed riefly the Special-purpose grants program
in. the 17 Sttes-wheispec al 14ojects were funded in fiscal year 1967. J
The second annual report provided information.on the special-purpose,
projects in 19 States ide4ifying programs serving students with special
needs. 2/
In fisc al year 1968, the special-purposelbgrants were awarded in
t30 States. The materials provided under the projects were used in
programs with various curriculum emphaSes, e.g., arts and humanities?
,vocational eduoation and social studies. Materials were also provided
for the use of students with Special needs and to support pupil personnel
services.
1/ U.S. Department or Health, Education, and Welfare, Office of Education.Firm .ual Report, Fiscal Year 1966, Title II, Elementary and'Segon. -4 y Education At of 1965: School Library Resources, Tebooks,and -ether Instructional Materials. Washington: U.S. Government_LPrinting Office, 1967. pp,. 52-60.
K.
Second Ann1-1 'Report, Fiscal Year 1967,Title II, op. cit., pp. 41-54.
.57
Table 17. ESEA Title II, Special-Purpose Gran
9
at a Glance
r
Number-of States with sitecial-purpose grants in:
41966 17 a Delaware, Kansas; Maine, Maryland, Massachusetts,
esot , Mississippi, Missouri, Nebraska, Nevada, New York,North Carolina, Ohio, Pennsylvania,, Vermont, Virginia)
'1967 19 Statesti
1968 30 States
Number of States adding program for first time in:
1967 3 (New Hampshire, Oregon, South Dakota)
1968 11 (Alabama, AAzona, Connecticut, Florida, Illinois,New;Mexico,.North Dakota, Washington, Wisconsin, Wyoming,and District of Columbia)
Number of States dropping program in:
"11967 1 (Veimont)
.1968 0-
Number of"tates increasing amotin ilable for grants in
1967* 2- (New York, North Ca aline.)
1968 5 'b4hssachusetts, Nebr 'slca, New York, North Carolinao Virginia).. - I
Estimated number of Special-purpose grants in:
1966 150.
/ 1967 400. . 0 tot-,
lr
1968 1400
'Estimated expenditures'for materials in SpecialipKPose grants in:
,e
1966 $5 million
.1967 $8, million
1968 $7 -million-
g
.4
How the Funds. Were Spent
buring thefir6t.three years of operation (fiscal years 1966-68),I o
7',the 'estiiiated. cost of 'school library. resources, textbooks,' and Othei.'
. a -
.instructional mateiialsfatquired 'for-use imppecialitipose projects
al6unted-to suni:than $20.miilion. The. program,required'no State or-S
.
local matching funds._ amount represents slightly more than 6 percent
of the ESEA Title'II apprOgriationnfor.the three years. During' this period,
more than-950 special-Purpose projects were approved in 30 Stites 'for both
elementary and secondary schools.
, Eligible,AnstrUcional materials under the_ESiA Tillec,progrem.7-
.
. *fl,..' .
.
,. 7 . 44,,,. .
include library books, textbooks,. periodicals, docuMents, pamphlets.
59
P .5
photographs, reproductions, pictorial or graphiC works, musical sccitea
4maps, charts, globes, tape and disc_recordings, processed slides,
transparencies, films, filmstrips, kinescopes,4
kinds of printed and published and audiovipUal miferials. The types of
11-
video tapes, and other
instructional materials acquired,for use in special or exemplary:
instructional programs reflect the needs.of the childielv:and teachers
participating in the programs. There isa constant effort to emphasize
the use of theschool library as a .10krning laboratory, .providing a
sufficient variety Pf materials for the independent study activities of.
gall studentd:
Frequelply, as'schools and school libraries moved toward the development
of unified media programs; the special- purpose giants projects emphasized
'60
audiovisual materials. For exaMple Ohio reported that more_then
81 percent of epecial-Purpose giant funds mere used for the acquisition'!
,of audiovisualMAterials in'the 18.speclal-purpose-grants:1unded in
fiscal year 1968; an expenditure q more than $412;880,
Under the ESEA Title II program, childrewand teaeheii in some
A'elementary and secondary school have had the use of various kinds
. . ,
of materials not previously avail ble to them,eg., microform, art
prints, music scores, limat film Cartridges tape_cassettes; video
peifropalierback books, etc.
, .
Availability of greater aMoiiinelL, f instructional materiaIS under
the ESEA Title II program tends to increase the number ofschools:
which rermir.borrowing of materials for teacher, pupil, and parent, use[4,
at home as Well as at school. In many.schools, special training programs- ...
have been developed to acquaint children Iteachers, and-parents with the4
operation of4quipment and care of materials. .
Open Door To Learning, a brochure developed in the Oregon_State
Departilent af EdUcation to degcriberthe demonatrattom schopl library
program in ftsCal year 1968,ietit4e1...-
Children at Mtw Vernon Elementary School
V -/t
in Springfield can,
now take homeatsts rints, filmstriP6,.film loops, tapes, *
and records,' in addition to books und magazines. In one_o
-the older buildings of Springfield, Mt.-. Vernon serves many
children who lack economic and cultural advantages.. .
The neWIY:organizedcheckout progril'increasesinterest
. inlearning by eiOting the student's imagination and
.stimulatiNg.his desire. olearn mire:. \',f .
.
.
.Some projects supporting special curriculum emphases funded,. .
through sPetial7purpOSe grants in OsCal year. 1968 are.
following .sections.o
Arts aid Humanities
described in
In Jackson Ohiq,,by ways of examOle,akultural resource .center
. 6
has been deVeloped to serve ].105 children in .grades4 1-8 of five rural
elementarygschools. The'ustimedia iollection of art, music and poetry
materials is designed to.enhance the cultural development °ot moral
elementary school chtldien..
.;
61-
In fiscal year 1968, the north Carolina De:partment of Public Instruc-.
,tion used Title II funds to suppoit the arisition of basic maferials,
to be used iq experiMentei and ipnovative programs and of special materials
not ordinarily considered basic tio S'schoollscollection: Printed and
audiovl.sual materials form, an in-depth art reference collectiaa for. *
children anditeachers in Gates county Which theYmay use to relate art,
-,to the total curriculum andto the ealtural development of the. individual..
School library resources in art,. tunic, literature:and history. are, .)
.
available for.Asheboro,' North Carolina,'secondary.school studenti and
_teachers who are participating in the'humanities program.
. 62
r
Governor Thomas Johngon High School,
is a pfloyschool.for the Yale University
tapes, and music scores
for students for leisure Mime use.'
pport the music
Frederick County,, Maryland,.
Music Program. Rebords,
`curriculum and are available
Minority Groups in American History and Culture
Many State departMents of education have madeepecial efforts under
the Title II program to encourage the selection of printed and audiovisual
materials which treat all ethnic groups with fairness ,and which increase
student awareness bf the historical political, and social importance of
minority groups. Special-purpose project grants0under ESEA Title II have
,provided support for indePendent and group study, reading, listening,
and viewing about minority groups.
Examples of programs where materials emphazising the contribution
of minority groups to American history and culture are utilizsod-in(lude:
A media cekter serving. 38,000students, grade K-8 in 45
schools iNew York City, District No 6, Avides
resources on the contribution of Negroes and Puerto Ricans
to the history and State of New York.
secondary, schoolPupils in four elementary schools and a
in Clark County School District, Las Vegas, Nevada,, are°).0
usidg materials in programs designed to give them ai Ci" %. .
appreciation of the contribution& made to American life
and culture by minority groups.
The currichlimi materials center in Worcester,',
t"houses a special collection of materialkin African
StudieSifor setondaiy,school
Secondary SCROol-s tudents in Troy, Ohio., have access
to a social studies resourcedenter. lOCated in the
main school media center, the fpecial collection
emphasizing minority groups in American history
and theircontribution to American life and culture.
Vocational Education
Under the ESSA Title II program, instructional materials were
...made available to vocational education'pupils enrolled in regUlar
public adOlprivate elementary and secondary schools, according,to
fe.
the relative neefspupils and teachers for instructional Materials..
Also, instructional materials were-made available, according to need,
to pupils enrolled'in trade and vocational schools lich'Offeteducatihn
equivalentt67'that offered by the public elementary and secondary schools,
In 10.Sta es, special-purpose grants have provided materi s.° pupils
and teachers in vocational edutation programs.
Approximately 1700 secondary school pupils in Deer
Park, New York are using a model collection of
resources pertaining to the field of comprehensive
industrial Arts. The materials were chosen to support
courses in woodworking, metal shop, automotive mechanics,
print shop, and plastics.
,.; 63
P
of; Senior high boys and girls in Olmsted Pills Ohio,
. .
are using multimedia materials in connection with
a vocational home economics. course. These mi ials,
assist in giving direction and insight into the dynamics
and knowledge of satisfactory marriage and responsible
parenthood.
Ichool library resources provided under ESEA Title II
support a.pilot'program placing emphasis on: occupational
information in griculture, auto mechanics, business
education, an homemaking at Monache High School,
Porterville Union High School District,'Tulare County,
California.
-The school media program at Westl.inn,'High-SchoOl,4
West. Linn, coregon,creates a climate for learning
and provides"..owloriunity,for individual use of many
learning mateOls. Vocational education, academic
:subjects, and pupil personnel. services are integrated
through media. Students have time to sample many curricultm
41
interests.
Students at the New Mexico Boy's School utilize books,
audiovisual materials, and laboratory texts in such
vocational courses as automobile and machine shop,'
food service, welding, etc. Tapes, films, and transparencies
support. crassroom instruction -and, counseling
conferences on, proper job application procedures
and work attitudes.'
The South ColOnie Central School District, Albany
New York, has estahlishedli business educationy. '
,
resource center Jule secondary school media center.
serving students enrolled in businest-related subjects.
The .cen:er:is equipped with extensive audiovisual
facilit es, which are used,in secretarial studies,
and commerciaigeography.*;
4to accounting,
,
4 Staff Development )
The numbers of elementary and secondary school teachers who
patticipated in the ESEA Title:II prograM in fiscal year 1468 are..- '. .
shown in Tables 1 and 2. The figurss,represent teachers -whose pupils\
had the use of materials acquired undethe.prograM, not 6Le'nfimber. ..
.- . _
of eethers who had the use of professional materials provided to
some degree by Title II. Teachers include principals, guidance
counselors, school media specialists, or other members of the
instructional Or supervisory staff. fome-sPaci0-purpose grantsI
have emphasized service to teachers end have provided materijis for- ./'
use in staff development programs; At a summer inservice program,-,
Novato Unified School District, Marin County',' California, new educational
techniques desighed,to create an atmosphere pf inquiry and discovery' were
7r-
(65
fN,
L
66
inii4iated, with the inservice activity concentrated on selection
mad use of-media and on effective methods of integrating media.
into the_curricurumr
.
AP,media program at Banks Model School,:Banks, Alabama, ifk_
experimenting with applications of technology to assitt in making
them more feasible for use. New media now in use include
randok access equipment, videotape.recorders, and individualized
program, materials.
One of the indirect benefits of the ESEA Title II special-purpose
grants- projects is their coordination with preservice teacher-educatio. %
programs. A few States have included among cjiteria,
consid ation of plans for making the project available for teacher
train g purposes, or for its.praXimity to a tiacher-training,
institution.
'Ex s of laboritory school's enrolling children and teachers)
receiving spebial-purpose grants are:
ti
foe
0
StaffOrd Elementarp.School; student teaching
center for University.of Alabama Tuscaloosa; Z °
, IP4. -it
o .,,
Nenache High Schopl,'Porterville Union High School
District; Tulare County, California,_ student %eaching
center for California Polytichnic College andiSan se
State College;
!or
4
Ackerman Elementary School, LA ade, Oregon,'
laboratoryAchool for Eastern Oregon univeraity:
College and university students who study and work in the,
special-purpnie grants schools have the opportunity to betaught,the
selectiOn and use of instructional materials in an.atmosihere where41.
students and teachers take full advantage of the resources and services,
of a superior.prOgram. TeaChers and media personnel work individually
with student teachers to truct them in. the effective selection,
evaluation, and Use of materials in all formats.
Pupil Personnel Services
In a number of ltates, spefial-purpose grants have,provided
instructional materials for use i4 pupil personnel,servicis, especially,
in guidance and counseling...These material gave been made /available.
for use.by pupils and,teacheri according ,,need.
4 Elementary and secondary chool pupils enrolled i Scioto Valley
Local Schools; Piketon, Ohio;,are served-by a Career guidance &titer. , . 10
stocked.with multimedia resources ,The availabtlity 'of these materials
supports an interdisciplinary approach td- career guidance. ,i. . .
A, .
. 4. Buckner Elementary School, Wichita; Kansas, librarians.and
teachers have selected school library resourcei with a wide rangein
f lty, and subject matter. The materials are'being
tale4elop a bibliotherapy approach to:meet the educational needs of
7
r-
'067
I68,
pupils. Unique cataloging techniques, individualization of
instruction., and. staff' development are directed toward making
the project innovative and exemplary. Guidance materials loaned
to pupils. at St. Eliza))eth High School, St. Elizabeth,' Missouri,)
include sound filmstrips developed by leading authorities covering
. the four
and coll1 g
ields.of social adjustment, school orientation, careers,
e planning. Students involved indeperiant study also
haveaCcess to a microfilm collection. A almilar,program at White
Pine High School, Ely, Nevada, provideq7'students
guide thpm in making occupational chOices: to helpthem in formi. .
gducationailtralss and to develop sound study habits.
materials to
4Cultural or Linguistic Needs of Children .and Teachers
In the development of relative need criteriadfor the allocation
N.,of school library resource-S, textbooks, and other instructional
/
materials among elementary and secOndiFY scho 1 children and teachers,
One 'Priority to be-considered is the cuitura or-linguistic was
of children and teachers. Several-States ave fanded special-parpoSe
grants projects under ESEA Title II to support programs that serve
sigh. ,
children and their teachers. Special attention is given. in
.
these projects to the selection of materials. to helpip ultura y arid-
educationally deprived child en to acquire more adequate communication
-Under.t:5)EA Title II program, the Harlem Educational' Resources
Center has been proVided with materials for teachers and children in. ,
a
' r
- t
RP'
fi schooli in New'York city._,
. The general emphasis is on re ingjr
,
improvement and on English its a second language for Spanish-speaking
students.I-
y
.Funds provided under. ESEA Titles I and II were coordinated
I.to establiskan exemplary media program at Weed Elementary School,
Weed Union Elementary School District, SiskiyoU County, California.
A, variety of informational and recreational, materials were selected,
with the needs'of the pupils fro bilingual families &high priority.
Titles 1 and II; ESEArwere also coordinated in a 'Spanish language
Ievelopment program at Penasco, New Mexico. SOanistMangbage library
6doks appropriate to the interests and abilities of the students are.
provided.
:Secondary school foreign-language studentsTin Independente
Local eaeq?..District, Cuyahoga County, Ohio, are using media in
Spanish', German, and French to develop their understanding of other
cultures.
Cullman; Alabama' students'bave made use of foreign-langiage%
tapes in three languages. Gerthan and French encyclopedias are also
available in Language classes.
A; motel- media ,center_at So s' Central Schoch, Sodus, New YOr ,s
i.
serves h achool,district with a large migrant.popuiationv SpeCializ d)
materials are uSed to strengthen communication skills. The school
district, operates an .eXtensive saner program and materials will bel' , .
7.ti
Jr
69
70
made available under the direction of a professional Media speci2list.
X
Disadvantaged Children and Children in Inner-Cit1 Schools
Some State plans for ESEA Title II have given high pripiity1
to schools enrolling children from law-income families, especially
children in inner-city schoola. Special-purpose grants of instructional
materialp have helped these schools design special program; to meet0
the needs,of these children. Of the $20- million expendedtfor special-1
purpose grants under Title II, fiscal years 1966=68, approximatelyY,
'$10.5 million, or, over .52 pereent,went for programs serving nearly
3 million childredfrom low-income families. a/,'
4
Local funds provided a new media center'for pupils and
teachers at W,C. Handy Elementary School, Florence, Alabama. 1arge
quantities of multilevel,, multimedia materials made possible by
Title II are loaned from the media center to the 27 classrooms each
:f..79 meet more of the needs and abilities of/ *
itiudents at 'varying levels through the resource assistance of the
Ara specialist.
e
U.S. Department ag Health, education, and Welfare, Office of Education,N, Bureau of Elementary and Secondary EducatiOn. How.ESEA,Title IIMeets the Educational Needs of.Poor Children. A Special Report.February 1969. p. 5. ,
4
le
' An'exemplary media program established in Sobrante Park
Elementary School, Oakland City Unified School Dieilicti Alameda'.
A
County, California serves to demonstrate the role.of agood,medil
program in education. Students and teachers in this urban, middle-,
to-low "Sociteconom.Wconsmunity use media extensively as part. of the
curricnlym.
1
The newly organized media program intMt. Vernon Elementary
qchopl, Oregon; serves many children who lack economic4
and culegral advantage's, The objeqpive of, the is to excite.-.
on
the student's imagination and increase his interest in learning.,
Many k t,%Media 4n, siany areas, knowledge-and many forms.of creative exptassion'
/11 are proiided ito 'stimulate thentereits, appreciations, andcuriOsities
of children.
Early Childhood Education
The. age limits of.thildren eligible i participate,
ESEA Title II program.are-the perMlisible ages for attendance atthe
public elemeilpary an econdaiqschools of the State. -Wheie.a State ,
provideirkindergetten.or prekindergarten educatiop-programs "-for children
in public'schoolsi such childrensze'alicieligible-topartiCipate in
pie ESEA Title TI program.
-Ea y childhood education progre6Sitiaerally include instruction
.at.the nfirsery, lindergarden, and.:p4mary:Xgrades)pneli two, and three), .
cf.
levels. Title II special- purpose grants...in a-4Zber of States arec
.01
I a.
.4
71
. r
72
frequentlz, deigned to support ladguage arts,programs, emphasizing
reading skills.,,/,,, 41,
es
4 ij
In,New York City, an early childhood reading',center has been
dqveloped to provide enrichment materials fof use by children in
pales 1 and g who are included in the district reading clinic
program. The reading center : serves students from 34 public and
private schoolii inDistrict 16K And books and audiovisual materials
were chosen to sCengthen the language'arts piogram and encourage.
. , .
reading. The selected,materials giVe emphasis to urban'life and.
Negro and Puerto Rican heritage,
:A mnitimedia collection .of mateaals is'availibliAo pupils.
grades R.=0, enrolled at Brookfield Elementary Schools, FairfaR County,
Virginia. Print and audiovisual materials are used in individdalized::,
. . .t ,- .instruction! along with approprip:equiVint-andcat/ilities for the
4. .
e ;,
prepltation ancluti/izatiodof various reS'AititCes'.
A model school media'program being developed to.SerVe 400,pupils,.4.0,.
grades R-8,enrolled at lenry:Rall School, Larksihrlementary,kk
District,,Narin-County, California. The progrinencOutagesA climate,10 , ,
of inquiry and curiosity as A basis'' , for increasing: motivation toward.
°
ss'
Influence of Special-Purpose Grants Pr bjects.on Instructiona]
Programs and Practices
73
The' speciil-purpose grants projects in the 30*States -funding!
sudh, projects under ESEA Title II in fiscal yea3 96a have served
not only children and teaChera but have provided the opportupity for
professional and lay groups to observe superior ,programs. POI' example,
in Virginia, more than 6,000 pbservers.9visited .nineschools i-n the
project to see the ;kind of ..support. a good school media program shpplies,
to teaching, and ;earning (The reports from parents, teachers, school
board members, and school'adminiStrators who have made these visits
have 'been enthusiastic. They have been able to effect chariges in
.
their own local school igedia programs at least partly attributed_ to
'* their visits.
A special ieport on the media- program in eigIt public schOols
,
whe special - purpose projects were funded indicated,that the mediaxa
program was ..ContribUtingextelIS the* ed4Cgtional Programb
III-.of "the Sch'ools".
NS
ir
De4art.ment of Health, Education, and Welf )"office perEducitiOn. Emphasis 'on tacCellehce in School Media .Programs..Descriptive" Case Studies,' Special- Purpose Schools Pi-Oram,Title II-Elementary and Setondark Education Act of 19651!,SchOolLibrar AleSourcea, Textbooks, and Other Instructional Materials.May 1 OE- 20123 . 464
ro
74-
prOje
Californ
year 1966,
Research papers onthe effects of the tispeCial-pnrpasetkcurrently in piogress. A study-recently completed in ,Ybft
.447117 eying the schools where projects were funded in fif3d 1, '
"--/
rted on the ploblems and progress of the programc I
t8.
'made. recommendations for the future of the program based on the findings:.;
of the study.-5/
.
A report on the evaluation 'of the special-purpose grant progiam. .
in Ohio ocupciudes:
7
.School,distril? having been awarded a speciallpurpose grant. -
have emphasized in their evaluations that a grant was in many
'instances a cohesi've force in the total education program and
the community; that the needs of students and the teachers in, P
other curricular a eas were also being evaluated;' -that changes
in instructional approaches tad'been'Or'.were being made; and
that the effects of.the grant were more fir-reaching than had
been anticipated. It ,is-also to be. concluded that personnel,. .fac ities, and additional fugds are -hecessary to plement,and,cont nue themost effective programs utilizi g the special=
..
purpose rants,. . .
The special-purpOse giants Ororectsfunded:'under ESEA Title II have
conEributed to the improv nt of uc atf o qf ed uality and opportunityc
the follbwing ways:-
I
"40 0- .. 4, .
liard; Pearl *Lewis. Federal Aid to School LibrarieVA Study oaf theTWA II, Phase ,II _Program in California, 1965;66. r Unpublished `. .,toctorardissertation. Los Angeles: University of
.
Southern California,1969i :235p. ', ---,, ,
'',
t.Demonstrated the use Ofimectia in school programs of
,
. .
innOyativescurriculums and instructional techniques;.
Stimulated edutational planning and imprOyed educatibnal
'management-in elementary and secondary, schools;
,q
Provided staff deyelopment opportunities for school
. personnel;
1.
Supported indepth instrUctional programs.in -specific
subject fields;
.
Promoted local interest and support for school. media
_programs.;
ContriOuteCto'meeting the iducational.fteds.of
eddeational/y aad-AtconoMically-disadyantaged children.
,
75
:BENEFITS-UNDER ESEA TITLE II-TO CHILDREN AND TEACHERWIN.ELEMENTAR/ AND SECONDARY SCHOOLS OPERATED FORINDIAN-CHILDREN BY THE DEPARTMENT OF THE INTERIOR
In'fiscal yeitr 1968, the ESEA Title II program served 50,178
children,and 2,993 teachers in 226,eleMentary and secondary schools
operated for Indian children by the. Bureau of Indian Affairs, Department,
of the Interior (Table l). This is a small decline in number of schoo ls-
enrolling the children served but a small increase over fiscal ,year 1967
in number-9; chi participating in the program. The decline may be
due to-changes in school organization. Of the $141,867 allotted to it
der Title II in fiscal year 1968,, the B4reau,of Indian Affairsspent
$137,106 (Table 4) . Alt ost the entire amount was used for aCquitions
with onV4,701 for Administration of the plan. -
Of the $137,105 expended for acquisittbna,,
ordering, processing, cataloging,'apd delivering:
items. of school library:resources and other ins
$3,542 was spent for
the 37,295 individual
ctional materials
° ' dirl(Table8). This represente,an_expendLturb:: 4put.10 cents- .
Per item; an average decrease of about 2.cents perl.tem in Pis,
'year 1967.
the major costs of these services, using the E4EA Title II funds eor)
Bureau of Indian AffairsundoutedlycOntinues to abSorb, 1./
materials .
,Priority in the program cb
resources; with second pribrity
Textbooks are excluded from the,
; r
iinued.t0 giVen tp school library
o ng to.
other instruiptional materials.4,
( 2 VA
rogrli-1*causN4 of the-$critical need
i
78,
for materials in the:other two categories. School library resources
accounted for more than 94 percent of the $133,563 for instructional
materials loans to children and teachers in the schools operated fort
Indian children by the Bureau-of Indian Affairs.
'40 s. Of the $225,635 spent; for school library resources, $89,382 Or.
..
almost 73 percent was used to make .available--27,336.1jAbrarVotiks
(Table 8). An average of 48,681 Indiaq,children partibipated in the
ESEA Title II mv: 0 fiscal years 1967 and 1968 with access to
,,as total of 53;984 library books (about 1.2'library boOkg-per child)
during that period':
di
AudiCmisal mat*ials account `for about 27 percent of the total cost,
of sct%61 lit,rary resources (Table 18).. The amount expended for
such materials-iribreaftd from $19;247 -in fdgcal year 1967 to $33,203
in 196k.' -This substantial increase-indicates interest in prbviding, gr, '
Indian children and their teachers with a wide variety of materiels
for learning. No audiovii materials Ntddh were not processed-and!-
cataloged were purchase in faial year 1968. In fiscal year 1967,
$6,608 had.beenspent fOr su Oriels . 1-(pe,x. p.
.
qt 00eparate audibvisuai%items,madO..
t
available Under. the ESEA.!e-II prpgram in fish$9. year 1967 snd
1.968 are shown-in Table 19: There hadlmen'ilo rdotVbi pictures purchased
The.numbera
and total C.7'
in fists]. year 1967; however, in fiscal year 1968, 14/j. motion pictures
were.bought, his'proablye.,accounts for the increase' in nditures
fori.materialvialthough'there was actually:a dqprw4se..in nuMher of
:
_Table 18, Total lumbersind Cost of Books and Audiovisual Materials ;oozed as School. Library
jiesources and4ther pistructionil.Materiels under ESEA Title II Programs, to
I ' Children and Teachers in Schools Operated for Indian Children by the Department
of the Interior, Fiscal fears 1967 01-1968. a
CATp0ORY
IllSti UC'LlOgAL
V4: ° MATERIALS!. ..., ,
. .
,
..if
05
,
.
,
FISCAL YEAR 1967
1
6,,,
FISCAL- YEAR 1968
,
,,,,,,
Number Cost Number
is
i CostIN
.6'.60.....,:.....;.1.,:,...2
..
SCHOOLIIBBARTM°01511e!Z,..,.;.0,,k.-',
:, -.': .....:.
...:.-.?.. Ai. 0'Hooks; ..z,.''
Audfitis Materialstf .-.::.,
0
f. Ai ,:,, 1
Printed. ..' #4
Oiher Material
OTHER INSTRUCTIONAL MATERIALS4
. 1
,Books ,.'4
,
Attiioviti,Utl.,,.
.
. Other lilted Materils
,--
a
26;049
.4 719
.
I
.9,302 1
,
1,623..,.... ;A:k....., ,.
,
$71 092 1
,
.1:9;,251
_
i4.,'
";1/44-1`(
ni. N.8,795 °'{ray,, .
';'"4 f '6 ,608
.
.
27,33(6
51475
i 142,,.
1
..
756756..fe
.,
-
2,586
,. ...
$89,382
33,203
3,050
i4 , ° ,.
1,
2 694.,.*
i ,r
5,234
86r
80
o
Table 19. Number and Total Cost of Audiovisual Materials Loaned to Childrenand Teachers in Schools Operated for Indian Children by the,
.Department of the Interior, under ESEA Title II Program*Fiscal Years X967 and 1968r-
- ITEM
\
.
FISCAL YEAR 1967. --FISCAL YEAR 1968
.
Number Cost NUmber Cost3 '.__. . "4 5
AUDIOVISUAL MATERIALS, -:::7,.: 45,815 . $33,203
_ .Motion Pictures
__.%--- C4 , 149
.--- ,
-/Fstrips .
1,367
...
-
2,441
M
11,526 `''
-
-
.
',-
Recordinge
. ,
;. Slides and Transparencies :, 853 - 618J
-f
,
Programed Materials 130
.
-..
loe I
,,.
.
-.._
..' Maps' Charts, etc,
4 .-:-,.%'
148 .. - . 6973..
21\audiovisual,items.
other audiovisual itemf.
(
Motion pictires are somewhailhigher in cost thhn'
V,
-Another outstanding Increase in aultiovisual items was for maps,.. -.
.
charts, graphs,and globes,ere the number purchased in,
fiscal year.,-
3 S! -%
1967:was more than quadrupled in fiscal year 1968.
The amount expended in the schoOl .library resources ,category for
periodicals and other printed matter such as documents and pamphlets
in-fisdll year 1968 is $3,050, or slightly over one_percent of the
fugds in this category.
vp''10,1
For other instructional materialethe
spent $7,928, or about six percent;of.the am0u t for acquisitions.
au of Indian Affairs
Books account forhdbout one-t
documents And pamphlets .,a
greater proportion -
of Indian children
fiscal. xear 1968 was.
,694.1, ; other printed materials
ount ator the remaining $5, 234. The
-77; percent of materials purchased fot the use
and their teachers. under the Title II program,in
selected for the Use .of elementary sch
.ef
and teachers, at a cost of $103,053; $30:010 was spent f 1 materials,
to be_used-by secondail school pupils and,teachers-in elndianichool.`''
I:(
e ureau of Indian Affairs reported,the,establi hmentiin fiscal,
):
,
1968 of 7 mew elementary school libraries. serving 3,4F 3, Indian elementary- 1 4..
children
-t
Ischool children. The -.fact that, these- relatively small
81
82.
,
tit. 4'groups of children indibates the extort tweStablisheentralized c011eatioMO
t V
id schools ifithsmalbenrollments"..
, 1.-
%is
6A,
41
.?
No new secbndary school libraries were established by the Bureau'
, ( -)
under ESEA Title 141; however, libraries in 14 of:the 15 secoOdary ..:
1
schools participating-in the program were expanded. Existing collections
in 93 elementary schools were also "ended during .this period.
4
r
4
T ." ;6
y,
I.a
11 0 '.
.. .j Si.ii . : ' 1 . til
t7.,
4'
. ik 1...:.
°
4.-'
ft
A
0
__THE STATES .REPORT.
t
5f k-"Jr
In fiscal year 1968, the 'USA Title II codidinators, State school
library upervisers,.and other State department of education personnel
were asked to respond to a number of questions- concerning the'ESEA Title II
program. Their answers, besides providing,information on additional needs
for materials to.support instructional_programs, for staff to, increase the
access bility'and utiYization o materials,and innovations or special ways. -
by which instructional programs were strengthened through the program, also
provide evidence of ESEA Title II program impact and its effect 'on childrenA
and teachers in public and private schools. Some samples:
Delaware
,
...Through Special-purpose grants, schools without libraries were
offered. wbasic collection of elenentary 6doks on Condition that proper
facilities and staffing would be provided locally. Four nett elementary,
schOol libraries were established in this manner....
Based on .quantititive standards for materials, books. re needed in4
75 percent of Delaware sc ools, recor4ing8 in.:98A percent; 'filmstrips in
91.8 percent, and transparencies in 0.5 perdent of*Schogis. Putting it1
another way, 1.52000 recordings are needed to meet national. standards. At.;,
an average cost.fof $5 per recording, more than A times the Title II4,11dcation.
-
fog Delaware would ke.needecifor recordings alone.
\-
i°
a
7 e
-4 1 `I-.,..
I,
,J4'A111-.. %
Materiiis alone do not assuret kuality educat4on...1 78 percent3-4 _
. .A
sclibOls in the,State emplorceitified library perSonnel,, but 50 perce
9f
..of these saibols have-Only-part-time-certified personnel. -Between-19 and
20'percenr of school districts in-the;4iierloy a library supervisorillt
or .coordinator.... Teachers were assisted individually and in groups
in selecting s of materials, needed to carry out instructional programs./ \ ' .
Iff6rts-0lieselobst
sbcceitiful in districts that'tvere making. a systematic------_;,- - -.. ; ..
.
effort itt c:r441um revision, assisted by all State supervisory, personnet:"640
Indiana
Although'the evaluation of Title II must be somewhat subjective, it isI ,A
becoming more apparent that aka program +had a tremend6us impact, especially )
in establishing libraries.... Of the 3,000 public and private elementary and
secondary schools in the State, it is estimatedrthe number of schools withoUt
libraries at the end of the 1969 school year will be reduced to 350.. ...4.4
Additional services for children and teachers, such as"system sliterialss
centers and processing center are being considered or established.... 'thereNr,
la a definite sho tage of library and a4diovisual personnel and the shortage
of qualified lib ary supervisors is becqMing very obvious.... 'Since over
1,200 schools had no libraries ailhe beginning of the 1.965-6 schooryeard
and since so few are close t %meeting Indiana:Basic Guidelines, Indiana still.\
has a'great need at all levels' in all subject fields of each type of material
-available. under Title II.. 4
A
N.
4
Iowa 4 t"4...1=7
real impact of the piogram in Iowa haPbeen felt
during fiscal year 1968.... Since there hat.been a great inadequacy in
school ibraty resOurcea throughout the State, the importdhce ofiTitle II
'" 2
in helping to fulfill. this need, being realized.... Teachers, parents,- 9
I
;and private schOof personOel,are particularly pleased with the program a&
the-"children in all elementary'and secondary schools are being given t'hei.
bppotilityhto utilize the materials available under the tSEA.TitleaI ,
program.... In Iowa there continues to be a greater need for school 11W/try(
resources at the elementary level.... Trained librarians and audiovisua?c
specialists at the ldcal level would also strengthen the SEA Title II prgigrad
in Iowa.... Staff development progra for teachers are being acquired.at. . .
the local level so that materials may bemore effectively btilized and the. .
value of them fully realized.
iouisiana
ilk.ei
IITitle II has made ^it -pottple to increase the number of library
P.
o.
.
books per child. Many school now beim centralized either as a
:direct Or indirect result of itleII.... Teaching has been greatly.enhanOciiiktar-.
as a result of the many materials made. available through .Title II. As,,a result1 -
of thisoprogram, students now have a greater variety of books and riovisual
materials fram which o choose.cTeachers also have a greater vaty of
materials to use as reference sources. MaAglatudents are now able to take
materials home,whert before Title II, this 4as an impossibility.... Materials. .
.
stilllacking:for-luality instruction at batethe elementary and secondary,'
- alevels are all types of printed and audipvisual 'materials in language arts,
°' -
94 ,./
.
86
,..;'1,
so4iil stUdiee, mathemitica, and science.,
Profesfionej. materiaispfor°
teachers afi alto lacking.... To-increase the availability And utilization./ \''' --- - °L ,.,of matecialsa,additional State education aiepcy personnel:, including library
. .
.840ervisors,Coneultants,,amiclerical an echnical assistants,are_needed..... : y. ..? .... ..
.., -
Centrilized libraries are needed)in.11 cent of the.schooia in Lluisiane.o -
The numbeg of schools without -centsaliged librariei has been decreasing
eachpeyeei sincedtte advent of ESEA Titles I and II...
Maryland ,.,
Title II hai had-aItifinite- impact-in increasing'he utilization of
materials,. but the impact rief according to the amount of materials
received bra Jhbool.... Childrenenrolled in.schools which received,
special-purpose grants or grants for establishing hew libraries have .been-
greatly affected and the lie Of, all materials in the schoOl/ has increased_ .
coneiderAbly. The most obIaiss kmpact:continuets to be the utilization of
-audiovisual miterials,.'.. The-widcvariety of materials:....has enabled
schools to try new techniques and new ipprOaChes to learning.protgems.,
A real.coniributioh'has been 'made to the trend away frosn'the teacher. 4,7:;..
dominated, lectureorieilted approach.-,. The addition of materials foro . YV
a wide range oftevels of ability haw abled schools to provide many
m4ire Instances /of individualized instructiOn..At Curriculum centere and- .
professional libraries.... made poasiblebetterViff,development programs
and upgrading of profeisional competencies bo4h in knowledge of subject
areas aid in.teahniques.of_instruction.:
, r ? *14?
9f;
"'-Michigan
Each year_of Title II has seen "Progress 'in the deireloinatut of media, ..
progi but few Mi'chigan
vaill\terials or.iin..-
. . . ,
schdols 'Wert. atandards eithel, : cropper of
local _expenditures s Mikny. ,
. . O
--schools which were formerly. book' oriented have.begfin to add audiovisillmaterials Add develop unified media programs.... Inner-City _school .Programs-
serv*Ig high concentrations ''of disadvantaged students wee erringthened by ";,- --- 4. V0 additioill I1!IllecatiOns of materials. Title I.. r;.- ''The'esOurcea from.. -.- .... .4' .:t .: ; . p
Title ;I,.drew attention to materials and -tequired 'teachers toaid in the.
w,The 400selection of materials-. Th survey of-;existing materiale br?ught attention --
to ems* little-usedmats.rials..... School personnel 'have begun' to think. ,. ...-- -.
1,seriously 'about...the .effective use'of. materials. Teachers have made beteere. -
, .use of already ititt.he'sliol ate well is those hew ones provided
.0
_under Title 11. .. -,/ `;'. . _
ti
Montana" .'
4..1 4
Since _ES:Retitle II is- proikiding150 plient !pore/re ourcesfof thei,.' '1 '
- :!use of children and teachers, 'the impactis5becomineev dent. 'Element'
dchools are reporting a greater use of books ifi their reading PrOgiems.
Since tatty schools do not ,have_bilanced i,ona , stipervisersAie7. - ,
. .
urging librarians. to use Title II. funds too dAveXop. tolleettioqii that 'will'.
meeethe,needs of the curriculum.... The imikoipitice:of Title caniiot*Ile mit/reit/mimed. The program has wide ,partic1404en wlth', Inv probleM's.
1'
Increasingly, school administrators- are becciming- snare of tube meaning of,quality resources. Report8 have been received from small-er sc3idols _that,
children are. looking forward to the shipment of materials loaded unde. .
. .
Title II.... The .-gr(atest need is the -acquisition, of basic library
_4collections) Many eleMentary school libraries are not cetnrali/4d;
; -All schools are-becdming aware 'of libraries as media centers.... In
secqndary sChools, there is need for reference materials and nonfiction....
The availability and utilization ofschool ibrary resources would.incrase
if elementary schools had the,personnel to develop central libraries.
SuArvisorY services are needed to 'Assist schools in the selectionof
,quality materials and to guide them. fn development of libraries.....
Nebraska
4,
With the.fininCial aid offered by ESEA Title II hascome increased
4-`emphasisonthe library as the core of the school.... Since the first
year. of participation in.Titie 3I, lOcal school budgets for library
facilities have increased noticeably. In the first year of operation,'
the combined total of Title II and the
the purchases for library materials 86
Since the first two exemplary programs
,from 48 States have observed enthusiastic elementary school students in,
increaseil.local funds extended
percent over the previous year...,
.
we e established, over 3,000 visitors
.
unified mediaprograms.:.. Many educators in Nebraska feel that the single
greatest value Of Title II in the State is the ir4oacq which the special-purpose
grant programs have had. .These prdgrams have shown what should beavailable
to all children in:th State....
9
Title II funds have encouraged_sohool:districts to_emmrkupon-
neW avenues in search of educational variation and imprgvec instruction
through a multimedia approach.... Newer, more.effective nooks and
materials have been made available in greater quantities than ever before.-.
This, coupled with increased emphasis on-iadividuatly tallamed programs=
the discovery method, the concept approactihat crenated inarr-oved, more
readily available instructional opppatunifies. for zhildrer--.-. The concept
of the library as a media and learning center has =,crown in sappularity...,.
Reports:establishingrelative need in the school dirtr4c $ medicated t;-.41t
quality instructional materials are still inehort suel-r is social staples,
itlanguage arts, science,,and mathematics.. The typet tbAi e 6141-!---cula
needed are filmstrips, both tape and disc recordings, transpievenctAs, ow
films or film loops....
New Hampshire
Based on school visitations and .conferences held 3.intes schnof ilbrarnans
/-
and adminititratorS, it GIs our belief that the Title II pro Iontributed
significantly to the improviment of educational opportunitiets foi children
and-teachers in New Hampshire schools. We still have a Lew miloWi of
small eleieniary schools that do not have central libraries. Weever,nl
the flow of materials made available through the Title =I prwram
made it possible for. these:schools to expand existing .
,
Insgfarias we _are able to ineasure,.we believe zhe reaction to tn. title II
program of pifients,teachers,.school-librarians, school admitionast,,ITs and
414-457 0 71 - 7
9
90
the general' public has men favorable. Soem'frustration has been experienced
in delays involved in obtaining materials. Improvement, is also needed in
coordinating private .4. public school interests is the,selection.of hanerials-
under-the provisions- lit le II.... It is our bel.lef that school linrary
resom=ces nor use in Agmentary school libraries represent the greater
:)Omeed at the present V,Imem.... The problem of providing qualified librarians
elementary anitmoondary schools continues to olague us.... There
tre'41 furl -time li *riani reported in our schools 1967-8, in contrast
40k rewarmed .7. rte hle previous year.... The degree to which Title II
mated. move increasoOld the utilization of avail/di-14 materials varies
gisittqfroga_one acd to another. Distriburido patterns vary, from one
another parr-t_ oecause of varying _1st/1PC** and travel facilities.
tH6aeleurr, witoout ttt= impact of Title II mater,,,als, many .of .our schools would.
fiset, be mekling on textbooks and mncyclovedias, unaware of the
,my-tiacmaterials avalLstle for providing a.t. Learning environment'.
At the end of third year of Title II, the impallt of the increased
utilisation of school library resources on the Lastractional prOgram is
to mot. died tc by/Schools in all areas of the State. 711e tremendous improvemint
In me' avairkbility of materials in term* of quantia.v, quality, and scope
uum resulted in the adoption of new teaching methodologieswhich emphasise
-imidividualized instruction and independent study and mquiry.... The greater
404aiimbility of school library resources provided by Title II has accelerated
:hat acceptance Of the instructional materials concept: and prompted establishment
9 c.
\-
Of multimedia.schoorlibraries..... Eeiorts submixzed from he field
reveal not only a general increasein.local fimandail support or the.
echodi library program; but 'also a prOportionaLly gramater increase for
macerials..... themse of 20 percent 0:?. the State allocation for.
Special-pumpose grants has met critical_needs by establishing outstanding
_.:ibrarynatarials centers, regional material centers, and collections of
anterials == support curriculum and program needs. Reserving five percent
of this amount to establish elementary school libraries in buildings Without
this service has resulted in the establisbment of 23 new elementary school
libraries. McK percentage of elementary schools without central libraries
hues dropper fasts 40 to 25.
The Bummws zf School Libraries in.cooperamion with'the Division
of: =be HumanL=es and Performing A=3 sponsored a conference for school
adielinistrato= and school board malmert on the current trends in education
1d1,- the perforadms arts. Otherinaervtde programs included workshop6 on
CiAte utilization of maps and globes. school - public. iibrary relations, and
7-3. one-day regional conferences providingguidanceto school district persona4
at Title II policies and the pr'eparaciad of:grantapplidations.
011shoms
,One of the greateif changes tat has resulted in the acquisition
cofmaterials under ESEA tifle II hai been. the-centralization of-elementary
r.
schodi librariea.....-.Title II hai had'a ttamendous impact on the imiravement
of the instrudtionai piograp,and the education .of boys and girls in Oklahoma.
The influence o Title II is much-greater.than. the increased amounts of
materials. evidence of a new awareness, Of the-importance of the
'92
place of a well - equipped media center; in the total instructionalfprogram
. ,New books,-filnatrips, transparencies, and OtherAmstrUctiOnal:aidsare
in evidence and in Many of the smaller schools where help is
limited and where there is no pOfessional library personnel are far shorto
of minimum standards in library materials This isaMore evident in the
elementary schools than the high schools but unsatisfactory conditions
exist at both levels.' Very few schools have an adequate quantity of
teaching aids.... One ,of She greatest needs in OkleVa is ."..'or.mOre
trained'media perionnel'out in the schools. - people who know what materials,
are available, know what to purchase, and who can show Classroom teachers
how to use such materials-in their: classrooms....
South Carolina
Title II has served to increase thezutilization of school - library resources
by both teachers and children. It,ham, made available materials to meet the
varying needs and interesto /gblldren. The teachers have become more aware,
of the value of materials -other than textbooks in theii teirching; pupils have
found material they can use andtneed from the standpoint of both curriculuM
and reaction...x/One-third .of the elementary schools still fail to meet.v
minimum State standards for library books. The large majority of the -secondary
-ISChools report that they reach the minimum standard, bUt:the average seCondary+
school library, is sadly in need.of parsing old and obsolete books, and
replacing them with Modern books. .NOth elementary and.":secondary schools are
seriously deficient in audiovisual and other teaching materials
..e
Tennessee
school_media_ sp=.*litsts, ---z=icullum and subject spec-ialiFt-r-,--
and. other personnel .= local seckloo.be assisted in the administration of
the Title II 'program thumugE ''.wolveseint in evaluating existing material
'collectiOms, selecttom of neeedtieseemesi and assisting individual .
teacheri r.n the selection anc...
Advisory szonOn were uziliz
evaluation activities....
'mutton of apprOpriate.materials....
imcal level in
I hem helped to supplement and generil-1,-
increase the variety of imst-!tietlionil materials made available for the
useof children in both peobl,-7. aamiOrinate schools.... The provision of
material's:has contributed to cl.00 illsor-vement of instruction by making
Oossible:the 1417,Sion of the iVi'Aitosts1 "urriculum, allowing different apprammhes
to instruction such as indiv1.4. (WA instruction and allowing students t=m
pursue independent lear014
of .different methods and moor
_organized selection, hoUsimg
Utah
Federal funds under E
te'the level of State, local,
'The annual report proirided ammetstics from each school district. The incr4se
could be noticed for each sworn year.... Through the encouragement of
Title II, sgecial-purpose 5.-comurrhelped develop an individUalized program for
ating an awareness ,on the part of teacumrs
iitstruction, and by introduction of
,o.iimistion of learning materials..
e /I were used to supplement and in
mate financial effort to provide mate=14,4k-.
students in,, rades four, five,siod'siX of ten elementary schools.. The prclect
1 i,r2
94
knoWn as Dtah /nstructional.Systems Piojeci (DISP), wil. 4emonstrate
changes in staffing patterns; using arOfessional andpaxerrofessional
elpersonnel, and in individualizing the curriculum.... Fourzeen State-
spOnsored ratimmal. staff ievelopment programs were held Tr- the purpose
sof discussing dettaile (04, ESEA program and its relation to
other Federak: pnogrmem Title II materials contribute tc improvement
of instruction by mute Anointing subject:ereas of the curn'..cuLum....
:Increasing the ilsetimnal resources in elementary and secondary subject
fields has made to,have many materials available in classrooms.
Teachers. are able operate more effectively :when they have sufficient-
---ceaching-materia: _Studenti are 0.4en mori-00portunities to work independer.-=7
OT in groups whom suffizient material .is. available....
Vermont
The impact of the Title II program on the .improvement of educational
opportu7nity fait the children and teachers in public and private ele;eiltary
and "secondary schools continues to be strongly felt throughout the State.
The pUrpote Jew availability of these funds( coupled with Cut-off date
for Secondary.schools to meet State minimum Standards, tame done much toward10.
greatly: improwmg library services inthe'high schools.... All.types,%gradt
'leveli, and Bust 'vet fields,of meter als In the-categories need strengthening`$
A
to..improve the quality of instruction Wh4e there is still much room
for improvement toward meeting standards, the State has made realprogress.-
More-libraries nearing`the'goal pk-five to ten books per pupil; and most
al
schools.ire adding us., se4ia to their mllbctions....The impact of Tittle II
continues to be -felt mcreasing strength. More.people aretalking about
"instructional marerimps centers" in elementary:schlpls as weal as seCondary.
schools. More pupils -are being (Exposed to wider use of addedmaterigils.
Generally speaking, T=.:..te It has-done morefor school libraries in Vermont
in two y/ears than anyr,,,;_mg else in,ten-qmsars..,..
Trust Territory of the Pacific Islands
.
95
In most districts, the most signitIcant impact of :the .Title IT-program
has been the utilization of audiovisuai materials. The instructional,programs
of many schools has been greatly enhanced by use of these materials. Teachers,
especially at the secondary level, are gaining a greater awareness of the
impact and 'potential of Title II as more o them are asked to evaluate
specific materials.... -Probably the most enthusiastic support for Title iI
came from subject specialists who were helped toind ways to explore use
of a variety oimiteriais to locate those that have the greatest value
and potential for thisarea.;.. .Exceilt.for materials Used in thteaching
of English as a second. language, all types, levels, and subjects in.the
elementary schools are still lacking for quality materials.... The situationtr
,in elementary schools is diffidult to describe but it ts--aaitajtty that21r-
with each year, more school children, especially .in the remote areas,. are
being int oduced to reading.:.. Our Adondary schools, where language
.
t
_
-prOblems ar less complex,. are able to employ a well-rounded.1,.
progreft with ,
/ ..).
utililati n of a variety of instructional materials to a much better advantage....
96
Virgin Islamds
)
Because or7 the close working relationship between all educato
-
in the Wirg-...x. IsLarids,Antensified by acute needs in all areas of instruction,
there has been no lack of utt_ilmatioll_of materials purchased under Title II....
Emphasis has amen placed on the acquisition,Of school library resources,
expansion of seccmdary school libraries, and a pfogram to develop elementary
scboOlrlibraries.... Data from private4C4dOls indicate-that Title II has
acted as a st-,Adulant for the developMent:and'expansion of library programs...
By providuis .72sterialS'other thanfoimal teXtboOkS, it is now possible for
school prowess to proVide more individual -ized instructioaind learning.
This is extremely important view of the tremendous variance of-baCkgrounda
between many of theteachera and students in the Virgin Islands.
flp
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