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U.S. DEPARTMENT OF EDUCATION
THE PRESIDENT'S
FISCAL YEAR 1992 BUDGET
FOR THE
OFFICE OF EDUCATIONAL RESEARCH AND IMPROVEMENT
MAY 1991
Assessment, Statistics, Research, and Improvement........... $260.8 million
Library Programs............................................ $ 35.0 million
Total.......................................................$295.8 million
OVERVIEW
FY 1992 Budget Request
for OERI programs
($ in millions)
FY 92 Change from
Request FY 91
Appropriation
Assessment,
Statistics,
Research and
Improvement .............. 260.8 .................. + 32.2
Library Programs........... 35.0.................... -107.2
Total,
OERI Programs............. 295.8................... - 75.0
Establishing national education goals has energized this country.
We are now focused on the right issues: improving educational
performance by setting high standards and changing, in whatever
ways necessary to meet these standards, how we go about teaching
and learning. Improved results for all students is our aim. The
Governors said in 1986 that it is "Time for Results." We, as a
Nation, are now embarked on a course to make that time now.
One of those Governors is now our Secretary. Lamar
Alexander stated the case plainly at his confirmation hearing
before the Senate Labor and Human Resources Committee last
February 6th: "Our mission is to see if we can get the train
moving down the track toward these goals and make room on the
train for every American." The programs are underway. The work
of OERI is an essential part of the Department of Education's
contribution to moving us toward the goals.
A year ago, in presenting our FY 1991 plan, I described it as
"the first step of a multi-year strategy to reverse the growing
disparity between the supply and demand for a more accessible and
practical Federal R&D system." Congress responded to this call
by providing a substantial increase in appropriations designed to
meet this demand. Our FY 1992 proposal takes the next steps. We
are on the right track.
In this document, the details and particular highlights of our
program are set forth. In this overview, I will speak to the
continuing need for education R&D and how we in OERI are going
about the job of helping to provide it.
A RISING DEMAND FOR EDUCATION RESEARCH AND DEVELOPMENT
The demand for solid information about how to improve education
is increasing. That is very good news. The American people, and
especially those most directly concerned with education, have
accepted the challenge the President and the Governors placed
before us. Reaching the education goals requires reliable
information about how we are progressing and about what works to
improve student performance.
Doing more of the same in education simply will not get the job
done. Americans want-and they deserve-better education. And we
know that to become better we must become smarter in what we do.
That is where education R&D comes in.
The importance of education R&D and the significance of the
Federal role in this arena, emphasized by the President and
Governors, have recently been underscored. The Research and
Policy Committee of the Committee for Economic Development, in
its just released report, The Unfinished Agenda: A New Vision
for Child Development and Education, declares:
Data collection and research at the federal level are crucial for
continued innovation in education and children's programs,
particularly in such areas as measurement and testing, pedagogy,
technology use and access, and programs targeted to the
disadvantaged.
Education R&D is an investment in the future of our country. Our
economic health depends on well-educated individuals, capable of
full participation in the advanced economy of America and the
world. Such individuals create the ideas and produce the goods
and services that make for economic and social vitality. Through
education a person makes for himself or herself a better life.
Through education we sustain our free, democratic institutions.
The improvement of education, therefore, must be high on our
agenda. The aim of education R&D is to provide the knowledge to
make the improvement.
We have begun to increase our investment. But by no means is the
Federal government the sole agent in this enterprise. States and
even some school districts have expanded their efforts in
research. Organizations such as the Southern Regional Education
Board are now major contributors to education R&D. Institutions
of higher education, the business community, and private
organizations actively engage in and support research.
The Federal government should be the leader of this national
effort. Through OERI's national assessment and statistics
programs we are addressing this role. Our direction and support
of the National Education Research and Development Centers, the
Regional Educational Laboratories, the ERIC system, and the
National Diffusion Network advance and promote this endeavor.
Improvement activities, such as the Fund for Innovation in
Education, the National Programs under the Eisenhower Mathematics
and Science Education Act, and the Blue Ribbon Schools Program,
give direction to needed improvements. Focusing Library
Programs' support on literacy improvement is another step to help
America achieve its education goals.
In this regard, I would like to mention the major study of
educational research, now underway, conducted by the National
Academy of Sciences. As you know, the National Academy is able
to bring substantial expertise and insight into questions we want
asked and answered about education R&D. The Academy conducted a
vastly influential and constructive study of education statistics
that led to the revitalization of the National Center for
Education Statistics. It is our hope that we can learn enough
from this new study to improve substantially our role in
supporting and promoting research that will make a difference in
education. An interim report from the study is due this fall.
OERI'S CONTINUING PROGRAM
In the meantime we will not stand still. We in the Department
and in OERI are embarked on important programs to provide
leadership and direction to education R&D. We are committed to
cooperation with the States and local communities. To do so, we
are supporting the efforts of the National Education Goals Panel,
the National Governors' Association, the Council of Chief State
School Officers, the National Conference of State Legislatures,
the National School Boards Association, the National Council of
Teachers of Mathematics, the State Higher Education Executive
Officers Organization, and other organizations representing
States, parents, schools, school professionals, and businesses.
Conducting assessments, collecting data, directing research on
education issues and practices, and sponsoring innovations in
educational practices are parts of a whole. Our programs as a
whole are focused on the improvement of teaching and learning.
While we conduct a great many particular programs, they are not a
mere collection of discrete activities. Instead, these
activities constitute what now is our best effort to provide a
coherent, systematic approach to our mission. We have placed
special emphasis on cooperative and collaborative efforts among
our programs and with others■in the Department, other Federal
agencies, the States and local communities, and among the
professional organizations.
As you know, we have restructured the account to include
improvement activities we have administered in the past but which
had appeared under the School Improvement account. The budget
documents reflect these changes and provide comparable figures
for the prior year as if the account were structured then as it
is now. Library Programs remain a distinct appropriation, but we
view that activity as an essential part of our improvement
programs.
This is not a mere accounting or cosmetic change. It expresses
our renewed commitment to fulfill a fundamental role of the
Federal government in education. That role is to report on the
condition of education and how the performance of all students
can be improved. The explicit combination of programs in
assessment, statistics, research, and improvement reflects the
distinctive mission of OERI.
THE IMPORTANCE OF DISSEMINATION
Leading the efforts in education R&D is not simply a matter of
directing and supporting programs in assessment, statistics,
research, and improvement. We must make certain that the
information and knowledge gained from these programs is made
available to those who need and can use it to improve education
programs. It is also a central responsibility of the Federal
government to ensure that the products of education R&D are
available for ready use wherever they are needed.
For this reason, we have launched several major initiatives this
year. For example, we will be starting a new National Research
and Development Center on the Dissemination and Use of Knowledge.
Special emphasis is now being put on developing better
dissemination of the products from the Centers and Labs, as well
as increasing the cooperation in their activities. The
development of an electronic network among all the components of
OERI has begun. We have also initiated two major efforts to
bring the results of education R&D to teachers and policy makers
and to help them use these results: the Campaign to Support
America's Teachers and Challenge 2000.
The proposal for FY 1992 builds upon these activities. As can be
seen in the descriptions in this document, our program addresses
central issues in assessment, statistics, research, and
improvement vital to enhanced student performance. This program
is a major step forward in fulfilling the Federal role in
improving education for all of America's students.
We in OERI want to find out what works in education and to make
this knowledge available to those responsible for teaching the
children of America and for promoting learning throughout our
society. Our responsibility is to see that the best that
education R&D has to offer is put to use in the homes and
classrooms of our country, in the communities and workplaces of
America-everywhere children and adults seek to develop and
improve their knowledge and skills.
Christopher T. Cross
Assistant Secretary
Office of Educational Research and Improvement
ASSESSMENT, STATISTICS, RESEARCH AND IMPROVEMENT
Assessment, Statistics, Research and Improvement ($ in Millions;
Rounded)
FY 92 Change from
Request FY 91
National Center for Education Statistics
(NCES):.................................... 80.1 ......... +16.6
(NAEP)...................................... 28.1 ......... + 8.9
(Statistics)................................ 52.0 ......... + 7.7
Office of Research (OR):.................... 42.3 ......... + 4.1
(Centers)................................... 26.5 ......... + 4.5
(Field-Initiated Research).................. 2.0 ......... + 1.0
(ERIC)...................................... 7.2 ......... + 0.5
(Other)...................................... 5.1 ......... - 1.9
(Javits Gifted & Talented - Center).......... 1.5 ......... ---
Programs for the Improvement of Practice
(PIP):...................................... 72.3 ......... - 3.5
(Laboratories)............................... 30.9 ......... + 6.1
(Other)...................................... 1.7 ......... - 0.7
(National Diffusion Network)................. 14.2 ......... ---
(Blue Ribbon Schools)........................ 0.9 ......... ---
(Javits Gifted & Talented Program)........... 8.2 ......... ---
(Star Schools)............................... 10.0 ......... - 4.4
(Educational Partnerships)................... 4.2 ......... ---
(Territorial Teacher Training)............... 1.8 ......... ---
(Leadership in Educational Administration-LEAD)0.4 ......... - 3.5
(Midcareer Teacher Training).................. 0.0 ......... - 1.0
Fund for the Improvement and Reform of Schools and Teaching
Office (FIRST):............................. 45.2 ......... - 3.1
(FIRST)...................................... 2.8 ......... - 6.1
(FIE)........................................ 27.7 ......... ---
(Eisenhower Math & Science National Program). 14.7 ......... + 3.0
Other:...................................... 1.0 .......... - 1.9
(Dissemination/Printing/Technology Systems).. 1.0 .......... + 0.1
(National Council on Educational Goals)...... 0.0 .......... - 2.0
Special Initiative:..........................20.0 .......... +20.0
(Partnerships for Innovative Teacher Education)
TOTAL, Assessment, Statistics, Research and
Improvement.................................260.8 ...........+32.2
NATIONAL CENTER FOR EDUCATION STATISTICS
Emerson J. Elliott
Acting Commissioner
FY 1992 Request
($ in millions)
National Assessment of
Educational Progress.................................... $28.1
Statistics.............................................. $52.0
Total................................................... $80.1
The National Center for Education Statistics (NCES) collects,
analyzes, and reports statistics on education in the United
States, conducts studies on international comparisons of
education statistics, and provides leadership in developing and
promoting the use of standardized terminology and definitions for
the collection of those statistics.
The FY 1992 budget request for assessment and statistics is $80.1
million, which represents an increase of $16.6 million (or 26
percent) over the FY 1991 level. The increase is being sought to
cover the costs of the Center's ongoing data-gathering, analysis,
and dissemination activities as well as the initiatives started
in 1989 pursuant to mandates in the Hawkins-Stafford Amendments.
These additional funds will also be used for post-summit
activities related to the national education goals.
The request for the National Assessment of Educational Progress
(NAEP) is $28.1 million, an increase of $8.9 million (46 percent)
over the FY 1991 level. Funds will be used to carry out the 1992
assessment■which will include State-level assessments of
mathematics in grades 4 and 8 and reading in grade 4--and for
further analyses of the 1990 assessment data. Also included in
this request are the expenses of the National Assessment
Governing Board and the costs of conducting legislatively
mandated evaluation and validity studies.
The request for statistics is $52.0 million, an increase of $7.7
million (17 percent) over the FY 1991 level. At the
elementary/secondary level, funds will support:
o analysis and reporting of data from the 1991 Schools and Staffing
Surveys (SASS), a field test of the 1993 SASS, and the first
follow-up survey of teachers in the 1991 SASS;
o continuing efforts to improve the comprehensiveness and
comparability of data collected for the Common Core of Data,
including full field data collection for a combined NCES/Census
Bureau finance survey;
o continued expansion of the National Cooperative Education
Statistics System, including training in the implementation of a
new dropout component of the Common Core of Data collections and
development of statewide automated data collection systems; and,
o full-scale data collection for the second follow-up of students
in the National Education Longitudinal Study of the eighth grade
class of 1988.
At the postsecondary level, funds will support:
o field tests for the 1993 National Postsecondary Student Aid Study
and the National Survey of Postsecondary Faculty;
o full-scale data collections on two components of the Center's
postsecondary longitudinal study■the High School and Beyond 4th
Follow-up and the Beginning Postsecondary Student Survey■as well
as a postsecondary transcript study of the High School and Beyond
10th grade cohort;
o continuation and upgrading of the Integrated Postsecondary
Education Data System, which is now fully implemented; and
o development of methodologies for assessment of postsecondary
students and for collecting data on postsecondary graduation
rates.
Remaining funds will support other outcome statistics, special
analyses, and Center publications. Included are:
o design of the Third International Mathematics and Science Study
in conjunction with the International Association for the
Evaluation of Educational Achievement (IEA); analysis of the IEA
reading data; and continued development and implementation of
international education indicators in cooperation with the
Organization for Economic Cooperation and Development (OECD);
o the full-scale survey for the Adult Literacy Assessment to
collect literacy assessment data on a sample of adults including
those over age 64;
o reporting of residential data from the 1990 Decennial Census by
school district boundaries; and
o collection of data on school, academic, and public libraries.
Also, included in the request is support for special analyses and
the Center's two major publications, the CONDITION OF EDUCATION
and THE DIGEST OF EDUCATION STATISTICS.
OFFICE OF RESEARCH
Milton Goldberg
Director
FY 1992 Request
($ in millions)
National Educational Research
and Development Centers................................ $26.5
National Center on Gifted
and Talented Education
(Jacob Javits Gifted and
Talented Program)...................................... $ 1.5
Field-Initiated Studies................................. $ 2.0
Educational Resources
Information Center (ERIC).............................. $ 7.2
Other Research Activities............................... $ 5.1
Total................................................... $ 42.3
The Office of Research (OR) FY 1992 budget request of $42.3
million will support a wide range of activities designed to
advance public understanding of education practice and policy and
to solve, alleviate, or illuminate education problems. The
Office serves students, teachers, administrators, and
policymakers at local, State, and Federal levels by funding basic
and applied research, evaluations, and analyses of policies and
practices. It also supports the collection and dissemination of
information to a variety of audiences. The FY 1992 request
represents an increase of $4.1 million (11 percent) over FY 1991.
Approximately $26.5 million of OR's FY 1992 budget will support
the work of the 23 National Educational Research and Development
Centers. Based in universities across the country, the centers
have three primary responsibilities:
o conducting research and development in areas of national concern;
o coordinating their work and collaborating with regional
laboratories, ERIC Clearinghouses and other interested parties on
topics of mutual interest; and
o disseminating their findings to those audiences who will benefit
most from the information.
A total of $2 million will support Field-Initiated Studies grants
to provide funding opportunities for individuals and groups to
conduct promising research on fresh ideas relevant to the OERI
mission. By doubling funding from the FY 1991 level of $1
million, OR can expand the program's scope to encompass larger,
multi-year awards beyond the current typical award of $65,000
covering 12 to 18 months. Researchers, in turn, will be able to
propose more complicated, longer-term projects and thus increase
their potential contribution to the solution of education
problems. In FY 1991, the closing date for submission of
proposals was February 6, 1991, and OR expects to make
approximately 15 awards this summer.
The Educational Resources Information Center (ERIC) system, which
collects, indexes, abstracts, synthesizes, and disseminates
information on education, will receive a total of $7.2 million in
FY 1992. ERIC's products and services include databases,
abstracts of journal articles and other documents, microfiche,
computer searches, document reproduction, and numerous
publications. In addition, dissemination of information is
fostered through development of new media products (e.g.,
CD-ROM), and the production and distribution of special
tabulations, data tapes and computer diskettes. The FY 1992
request for ERIC, which reflects a $.5 million increase over FY
1991, will meet the continuation costs of the 16
subject-specialized ERIC Clearinghouses and of those ancillary
services which provide centralized processing and technical
support to the Clearinghouses. It will also support ACCESS ERIC,
which serves as the national contact point for ERIC resources,
information, and products. In FY 1992, OR will launch a
competition for new, five-year Clearinghouse contracts which will
be awarded in FY 1993.
Approximately $5.1 million will support other research activities
aimed at achieving the national education goals. These
activities include the Evaluation of Education Reform program
which will identify projects at approximately 12 school sites to
research and document the changes taking place in schools and
classrooms as a result of reforms now underway. The lessons
learned will be disseminated to those implementing similar
reforms and enable them to benefit from others' experiences.
OR is also continuing the Campaign to Support the American
Teacher, an activity begun in FY 91 to develop research-based
materials and strategies that teachers and others involved in the
day-to-day work of schools can use to improve practice. Other
activities will include research on early childhood education and
school readiness, student learning and performance, teaching,
programs for at-risk children, literacy, and the organization and
restructuring of schools. This work could be carried out through
awards to LEAs, SEAs, educational organizations, private
non-profit organizations, university-related research agencies,
and other groups willing and able to engage in important research
related to improving the quality of education throughout the
country.
An additional $5.0 million is requested under the Adult Education
account for the Institute for Literacy Research and Practice,
within OERI. The Institute will support applied research,
development, demonstration, dissemination, evaluation, and
related activities which will contribute to the improvement and
expansion of adult education in the nation.
PROGRAMS FOR THE IMPROVEMENT OF PRACTICE
Nelson Smith
Director
FY 92 Request
($ in millions)
Regional Laboratory Program ............................ $30.9
Other PIP Activities.................................... $ 1.7
National Diffusion Network.............................. $14.2
Blue Ribbon Schools..................................... $ 0.9
Leadership in Educational
Administration Development............................. $ 0.4
Territorial Teacher Training
Assistance Program..................................... $ 1.8
Star Schools............................................ $10.0
Gifted and Talented..................................... $ 8.2
Educational Partnerships................................ $ 4.2
Total................................................... $72.3
Programs for the Improvement of Practice (PIP) aims to narrow the
gap between what is known and what is done in American education.
The mission of PIP is to ensure that education data, research
findings, and exemplary practices are easily accessible to
teachers, school administrators, and others seeking to improve
American education. To accomplish this goal in FY 1992, PIP is
requesting a total of $72.3 million, a decrease of $3.5 million
(5 percent) from FY 91.(1)
Of this amount, $30.9 million will be used to support 10 Regional
Educational Laboratories. The labs are responsible for working
with state and local educators to determine education research
and development needs in a specified region of the country and
for helping to meet those needs through applied research,
development, dissemination, collaboration, and technical
assistance. In addition to the $30.9 million, $0.25 million will
be used for an evaluation study of the Laboratory program, and
$0.20 million will support the continuation of a multi-year pilot
program to prepare minorities for careers in educational research
and development.
An additional $0.8 million will be used to continue the
activities of the Challenge 2000 project. Begun in FY 91, this
major initiative responds to state requests for assistance in
meeting the national education goals. Challenge 2000 builds upon
OERI's existing programs in four general areas: forming networks
or consortia of states working in similar areas; producing
syntheses of research and policy issues; enhancing access to the
institutions and findings of the national R&D system; and
facilitating access to sound programs and schools already
recognized by the Department for excellence.
An additional $0.4 million in FY 92 funds will enable PIP to
pursue a wide range of activities that will track education
reforms and synthesize knowledge gained through research and
practice. These will result in publications on topics critical
to education improvement and helpful to policymakers, teachers,
and parents in making sound decisions in education.
FY 1992 funds will also be used to provide continued support for
an array of important initiatives. For example, PIP is
requesting funds to continue the Urban Superintendents' Network,
carry on the work of the History-Civics Education Network, and
support the National Leadership Collaborative. Funds will also
be used to expand OERI's exhibit program.
PIP's FY 92 request also includes $14.2 million for the National
Diffusion Network Program, $8.2 million for the Javits Gifted and
Talented Program, $4.2 million for the Educational Partnerships
Program, $1.8 million for the Territorial Teacher Training
Assistance Program, $0.9 million for the Blue Ribbon Schools
Program, $0.4 million for the Leadership in Educational
Administration Development Program, and $10.0 million for the
Star Schools Program. The FY 92 funds for Star Schools will be
used to develop and deliver educational courses rather than
providing equipment as in previous years.
(1) In previous years, programs administered by Programs
for the Improvement of Practice were funded out of two separate
accounts--the School Improvement account and the Research and Statistics
account. For FY 1992, OERI-administered activities previously shown in the
School Improvement account have been consolidated into the Research
and Statistics account under the new title: Assessment, Statistics,
Research, and Improvement.
FUND FOR THE IMPROVEMENT AND REFORM OF SCHOOLS AND TEACHING OFFICE
Margo Anderson
Acting Director
FY 1992 Request
($ in millions)
Secretary's Fund for Innovation
in Education........................................... $27.7
Dwight D. Eisenhower National
Program for Math/Science
Education.............................................. $14.7
FIRST: Schools and Teachers
and Family School Partnership.......................... $ 2.8
Total................................................... $45.2
In FY 1992, the Fund for the Improvement and Reform of Schools
and Teaching (FIRST) Office will administer three programs■the
Secretary's Fund for Innovation in Education Program, the Dwight
D. Eisenhower Mathematics and Science National Program, and the
FIRST Program. A total of $45.2 million is requested for these
programs, a decrease of $3.1 million (7 percent).
The Secretary's Fund for Innovation in Education (FIE) supports
programs and projects that show promise of identifying and
disseminating information about innovative educational approaches
at the preschool, elementary, and secondary levels. Grants and
contracts may be awarded under this authority.
The FIRST Office budget request seeks $27.7 million for FIE--the
same amount appropriated for FY 1991. Funds will first be
allocated to meet continuation costs for projects funded under
FIE in FY 1990 and FY 1991 and then to support three new
competitions under the Comprehensive School Health Education
Program, the Innovative Alcohol Abuse Education Program
(administered by the Office of Elementary and Secondary
Education), and the Innovation in Education Program. Under the
Innovation in Education Program, applications will be requested
for comprehensive school restructuring projects which show
promise of improving educational outcomes.
The Dwight D. Eisenhower Mathematics and Science National Program
provides grants to a variety of institutions for nationally
significant projects in mathematics and science education. For
FY 1992, the request is for $14.7 million, an increase of $3.0
million over the FY 1991 level. This additional money will be
used to expand funding for an array of projects designed to
demonstrate how we can best reform mathematics and science
instruction in ways that will help to make U.S. students the
world leaders in these subjects.
Currently, the program includes projects directed at systemwide
curriculum reform, demonstration projects aimed at sustaining the
interest of all students in mathematics and science, teacher
training projects to better serve students from groups
underrepresented and underserved in mathematics and science, and
projects directed at increasing college readiness--especially
among students in inner city and rural schools.
The Fund for the Improvement and Reform of Schools and Teaching
consists of two separate programs. The Schools and Teachers
Program awards discretionary grants to a variety of
institutions--including individual schools--to improve educational
opportunities and the performance of elementary and secondary
school teachers and students. The Family-School Partnership
Program awards demonstration grants to Chapter 1-eligible LEAs
for projects that increase parents' involvement in their
children's education.
In FY 1992, the budget request of $2.8 million will be used only
for support of continuation awards. The Department proposes to
phase out the FIRST Program by the time its authorization expires
in 1993, because there are other vehicles available with which to
demonstrate effective school reforms and restructuring
strategies. Support for restructuring efforts that include
strategies for involving parents will be provided under FIE.
OTHER
FY 92 Request
($ in millions)
National Dissemination Programs......................... $ 0.2
Technology Systems...................................... $ 0.5
Printing................................................ $ 0.3
Total .................................................. $ 1.0
DISSEMINATION, PRINTING, AND TECHNOLOGY SYSTEMS:
National Dissemination Programs:
These programs would include media announcements of OERI reports
and products, a product utilization program to provide
assistance in the use of OERI-sponsored information, policy
seminars, and the repackaging of research and statistics products
for wider audiences. Focus groups and other methods of assessing
the information of education practitioners will also be utilized.
Technology Systems:
There will be an electronic network among OERI and its funded
institutions--ERIC, labs, centers, NAEP, NDN state coordinators,
LEAD directors, and the Urban Superintendents Network. In
addition to electronic communication, the system will include an on-line,
searchable directory of current R&D funded projects, a products
and services database, a database of research results, databases
of current education statistics and indicators, a national R&D
referral system (for researchers, developers, and demonstrators),
and a "needs-sharing" mechanism to gather data from information
inquiries.
Printing:
Funds required for printing and editing of OERI publications.
SPECIAL INITIATIVE
FY 1992 Request
($ in millions)
Partnerships for Innovative
Teacher Education...................................... $20.0
Total................................................... $20.0
Included in the total request for assessment, statistics,
research, and improvement of practice is $20.0 million for a
Partnerships in Innovative Teacher Education program.
Legislation will be proposed for this new program.
Recognizing that a well trained teaching profession is absolutely
essential if we are to reform our system of education and achieve
the national goals, the Administration is proposing the creation
of a new program to foster collaboration between the
postsecondary institutions that train teachers and the elementary
and secondary schools where they will practice their profession.
Designed to enhance training for both prospective and experienced
teachers, the new program would demonstrate strategies to make
teacher education programs more rigorous and more responsive to
both the research findings on teaching and learning and to
practice in the schools. Program goals include the following:
o Demonstrate effective strategies for preparing those lacking
prior training in education as teachers in our schools;
o Demonstrate ways to help teachers grow professionally throughout
their careers; and
o Create environments that foster inquiry and learning for both
students and teachers.
Discretionary grants would be awarded to SEAs and LEAs,
institutions of higher education, and consortia of such agencies
and institutions to plan, establish, and operate innovative
teacher education programs. Requested funds would provide seed
money to encourage partnerships throughout the country.
LIBRARY PROGRAMS
Anne J. Mathews
Director
Library Programs
($ in millions; rounded)
FY 92 Request Change from FY 91
Request Appropriation
LSCA I Public Library Services *......... 35.0 .......... -48.9
LSCA II Public Library Construction *.... 0.0 .......... -19.2
LSCA III Interlibrary Cooperation*....... 0.0 .......... -19.9
LSCA V Foreign Language Materials........ 0.0 .......... - 1.0
LSCA VI Library Literacy Programs........ 0.0 .......... - 8.2
HEA II-B Research and Demonstration...... 0.0 .......... - 0.3
HEA II-C Research Libraries............... 0.0 .......... - 5.9
HEA II-D College Library Technology....... 0.0 .......... - 3.9
Total, Library Programs...................35.0 .......... -107.2
* LSCA IV (Indian & Hawaiian set-aside) = 2% of LSCA I, II & III
LIBRARY PROGRAMS
FY 1992 Request
($ in millions)
LSCA I Public Library Services......................... $35.0
Total.................................................. $35.0
Anne J. Mathews
Director
For FY 1992, the Library Programs (LP) budget proposal of $35.0
million is limited to support for Title I, Public Library
Services and Title IV, Indian and Native Hawaiian Set-Aside of
the Library Services and Construction Act (LSCA). The proposal
narrows the scope of support to literacy activities. This focus
is in keeping with the President's commitment to improve literacy
levels in the United States and to address the national education
goal of every adult American being literate by the year 2000.
The $35.0 million will be allocated as follows: $34.3 million to
the states and $.7 million (a 2 percent set-aside for LSCA Title
IV) to Indian tribes. All funds provided to the Indian tribes
would be awarded as basic grants and eligible applicants will
receive grants of equal amounts. No funds would be set aside
under Title IV for native Hawaiians.
The Federal Government has launched a coordinated effort to
reduce illiteracy and its adverse social and economic effects.
As part of this coordinated effort, the LSCA Title I program will
attack illiteracy through a focused approach that requires the
increased involvement of libraries. Fortunately, most
communities now support public library services, providing the
majority of our population with access to a public library or its
outreach services. Since public libraries are free, open to the
public, and an inviting place for adults to visit, it is logical
for them to play a major role in reaching as many adults with
limited literacy skills as possible. Public libraries are also
in a position to collaborate with other agencies in effectively
disseminating literacy services and information. Although there
is no agreement as to the exact number of illiterate adults, the
Census Bureau's 1982 English Language Proficiency Survey showed
that the number of illiterate adults, aged 20 and over, stood
between 17 million and 21 million. These individuals are not
capable of performing at their full potential because they lack
adequate basic skills. Many are unemployed or in dead-end jobs.
Information that we have gained from the operation of the LSCA
Title I (Public Library Services) and Title VI (Library Literacy)
programs points to the efficacy of involving libraries in the
eradication of illiteracy. Over the years, literacy programs
have reached many special adult populations--among others, the
homeless, inmates in correctional institutions, the mentally and
physically impaired, immigrants, the unemployed, the elderly, and
the homebound.