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ERIC Number: ED212606
Record Type: RIE
Publication Date: 1982-Feb
Pages: 14
Abstractor: N/A
Reference Count: 0
Federal Efforts to Promote Innovative Schooling: Can They Succeed?
Wortham, Sue C.
It is doubtful that federal programs are effective in initiating and maintaining improvements in education. Longitudinal studies of Head Start children and other studies commissioned by the Department of Education have indicated no proof that schools improved as a result of these federally funded programs. Project Developmental Continuity (PDC), initiated in 1974-75, is a case in point. The aim of PDC was to promote continuity in educational and comprehensive child development services for children making the transition from Head Start to elementary school. The project was implemented in twelve racially and ethnically diverse communities. Although initial project evaluation results have shown that PDC had a positive impact on parents, teachers, and school curricula, an important goal of the project, to develop innovative program models that can be replicated in other sites, may not be realized. From observing three PDC sites, factors that preclude dissemination of strong program models become apparent. They include frequent school staff turnover, competing federal and state programs, and shifting political and socioeconomic factors in the community. Problems originating in the federal bureaucracy also cause delays and confusion. (FG)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Project Developmental Continuity
Note: Paper presented at the Annual Meeting of the Southwest Educational Research Association (Austin, TX, February 11-13, 1982).