ERIC Number: ED244726
Record Type: Non-Journal
Publication Date: 1981-Jan
Reference Count: N/A
Follow Through and the Problem of Federal Education Programs.
Hill, Paul T.
The aim of this paper is to indicate how Project Follow Through can contribute to a better-integrated and rationalized federal programming strategy. The first section identifies areas in which federal programs have consistently succeeded or failed and presents reasons why those outcomes are probably the inevitable results of the policy tools that the federal government has available. Discussion of successes focuses on efforts that make disadvantaged children important clients, build school districts' capacities, encourage curriculum experimentation and research, and strengthen local protectors and advocates for disadvantaged children. Failures include approaches that encourage districts to adopt and faithfully implement promising new curricula, involve the institutionalization of curricular and other practice improvements once grant funds run out, and promote exact compliance in detail with federal financial and service requirements. The second section discusses the problems of the present federal program strategy, specifically focusing on ways in which the programs may be unnecessarily reducing one another's effectiveness. It is argued that two aspects of the federal program structure--the multiplicity of programs in one local site and unfunded requirements--contribute significantly to interference (conflict between categorical programs and the core local program) and cross subsidy (the use of federal funds intended for one purpose or group to provide services for another purpose or group). A third and final section briefly identifies ways that Follow Through can help solve the problems of federal program strategy. (RH)
Publication Type: Opinion Papers; Reports - Evaluative
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC. Teaching and Learning Program.
Authoring Institution: Rand Corp., Santa Monica, CA.