ERIC Number: ED032448
Record Type: RIE
Publication Date: 1969-Sep-30
Reference Count: 0
Innovative Educational Programs: A Study of the Influence of Selected Variables Upon Their Continuation Following the Termination of Three-Year ESEA Title III Grants.
Hearn, Norman Eugene
A study was made to determine the extent to which educational innovations developed through federally funded projects of Title III of the Elementary and Secondary Education Act are continued and thus adopted by the local public school system or by other school systems in the United States. Information was obtained by a questionnaire survey of the school superintendents of the applicant school districts for the 330 operational projects which had been approved and funded by the U.S. Office of Education in fiscal year 1966 for a 3-year period. These projects were then analyzed according to selected variables--(1) the characteristics of the school systems in which the projects operate, (2) the personal characteristics of the projects themselves--in order to determine which factors, if any, were associated with the continuation of Title III projects in local school districts. The survey yielded that 279 (84.5%) of the 330 projects in the survey were continued. Continuation was found to be associated with such project characteristics as cost and preparation of materials, such situational or system variables as wealth and community norms, and such superintendent characteristics as age and education. The average project was responsible for stimulating 20 similar new projects in other schools. The study findings were intended for use by granting institutions (federal, state, and private) in helping to refine the criteria used to review and evaluate proposals for innovative programs, and by school superintendents in aiding decision making regarding the installation of innovations. (JH)
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Identifiers: Elementary Secondary Education Act Title III
Note: Dissertation submitted to the Faculty of the School of Education of The George Washington University in partial satisfaction of the requirements of the degree of Doctor of Education.