ERIC Number: ED163109
Record Type: Non-Journal
Publication Date: 1978-Jun
Reference Count: N/A
Over the past twenty years, Federal government intervention has had a greater impact on elementary and secondary education than most citizens, educators, or politicians realize. Federal intervention has taken two directions: initiatives to redistribute educational resources through compensatory educational programs, and initiatives towards target group involvment in planning and carrying out such programs. The Economic Opportunity Act of 1964 and the Model Cities Act of 1966 were two of the most important pieces of Federal anti-poverty legislation that affected education in the cities during the mid-1960s. However, Federal programs such as these have tended to be highly categorical, fragmented and confused. Serious efforts have been made to improve programs by strengthening participation requirements and actual citizen activity. Two of the more successful programs are Head Start and Follow Through and, to a lesser extent, Title I. In these programs, great emphasis is placed on parental involvement, and this has led to the growth of numerous parent advisory councils. It has been found that the most important points of citizen participation action occur through parental involvement at the local level. (Author/EB)
Descriptors: Citizen Participation, Community Involvement, Compensatory Education, Educational Resources, Educational Strategies, Elementary Secondary Education, Federal Legislation, Organizational Effectiveness, Parent Participation, School Desegregation, Student Participation
Not available separately; See UD 018 791
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC. School Capacity for Problem Solving Group.
Authoring Institution: Institute for Responsive Education, Boston, MA.
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I