NotesFAQContact Us
Search Tips
PDF pending restoration PDF pending restoration
ERIC Number: ED224162
Record Type: RIE
Publication Date: 1981
Pages: 13
Abstractor: N/A
Reference Count: 0
Federal Categorical Aid: Emerging Patterns of Support.
IFG Policy Notes, v2 n2 Spr 1981
This series of articles discusses categorical grants, defined as financial assistance by a higher level of government to a lower level for educational services of a specific type or for a particular group of students. In the first article, criticism of such programs is discussed, as well as alternative approaches to better meet the goals of categorical programs. Another article investigates what categorical aid means to teacher unions, with the observation that although such programs create teacher jobs, they undermine seniority and tenure provisions because they cause the hiring of only specially qualified teachers. A third article asks if categorical grants benefit target groups or merely meet the needs of the professionals implementing them. In the fourth article, the author investigates the meaning of "adequate" funding for education and of equitable access to education. A final longer article reexamines the federal role in financing education, looking at its history, positive and negative aspects, and proposals for the future. The author discusses block grants as an alternative to categorical grants, acknowledging both their advantages in reducing costs and federal regulations and in decentralizing decision-making and their disadvantages in influencing districts to merely substitute them for local sources of school support while curtailing programs for the handicapped, the poor, and minorities. (Author/JM)
Publications, Institute for Research on Educational Finance and Governance, School of Education/CERAS Building, Stanford University, Stanford, CA 94305.
Publication Type: Collected Works - Serials; Opinion Papers; Legal/Legislative/Regulatory Materials
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Stanford Univ., CA. Inst. for Research on Educational Finance and Governance.
Identifiers: N/A
Note: Bound with: IFG Policy Perspectives (Spr 1981), "Categorical Grants in Education: Rethinking the Federal Role." Not available in paper copy due to small print and colored paper of original document.