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ERIC Number: ED256037
Record Type: RIE
Publication Date: 1984-Apr
Pages: 24
Abstractor: N/A
Reference Count: 0
The Big Jump in Educational Programs: From Categorical to Block.
McBeath, Marcia; Hoffman, Gilbert L.
This study was conducted (1) to determine the effects of the change, under Chapter 2 of the Education Consolidation and Improvement Act (ECIA), from categorical grants to block grants in the District of Columbia, and (2) to compare these local effects with the findings of other nationwide studies. The first half of the paper is a review of reports on the effects of Chapter 2 sponsored by organizations representing state officials (Council of Chief State School Officers), educational administrators (American Association of School Administrators), citizens' groups (National Committee for Citizens in Education), and the federal government (National Institute of Education). The second half of the paper reports the findings of an analysis comparing data from the formulation, administration, and evaluation of ECIA Chapter 2 block grant programs in the District of Columbia Public Schools with data reported nationwide and with data from previous categorically funded projects. Results are given for: (1) comparison of number of projects and of students under block and categorical grants; (2) comparison of funds received by state education agencies; (3) comparison of funds for local education agencies; (4) use of funds, 1982 vs. l983; (5) use of funds, public vs. private schools; and (6) perceptions of quantity and quality comparisons between block and categorical grants by public and private schools. The findings are then compared with the findings from the literature review. References are included. (TE)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: District of Columbia Public Schools, Washington, DC.
Identifiers: District of Columbia Public Schools; Education Consolidation Improvement Act Chapter 2
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 23-27, 1984). Portions of document contain light, broken print.