This paper presents (1) a review of national policy guidelines for the evaluation of vocational education; (2) a description and analysis of the typical responses of state and local agencies of evaluation requirements; (3) some evaluation issues that may be applicable to vocational education evaluation; and (4) suggestions for improving vocational…

A series of case studies of the local implementation of Elementary Secondary Education Act Title I and the Education of the Handicapped Act (P.L. 94-142) sought to address two questions: (1) To what extent do the two programs duplicate services? (2) Do their selection procedures result in limiting the services provided? (BW)

This paper assesses the rationale for legislated program consolidation, summarizing problems with the current structure of categorical programs and arguments for reform through consolidation, reviewing past consolidation proposals, discussing the likely effects of such proposals, analyzing the state, local, and federal responses that can be…

This paper outlines a proposal for "local program coordination" and assesses its consequences; discusses its educational rationale; describes how local coordination would work and what issues must be explored in assessing its merits; and looks ahead to changes that will affect the prospects for implementing this proposal. (Author/BW)

The Experience Based Career Education (EDCE) program serves as a focal point of a cast study documenting how the National Institute of Education secured Office of Education funds to demonstrate an R&D innovation. Serious questions are raised about the regulations-writing process and the use of evaluation information. (Author/LC)

The practice of mainstreaming preschool children is critically analyzed by examining the nature of the federal policy that has resulted in mainstreaming and the status of implementing the goals and objectives that the policy seeks to address. (PN)

School district central office administrators were studied to determine the effects of state and federal regulatory policies for categorical funding on administrative costs and administrator behavior. Findings showed significant hidden program costs for local districts. Additionally, regulations diverted local managers from educational concerns to…

Students participating in Elementary Secondary Education Act Title I programs who score at or above the cutoff on an achievement test become ineligible for further instruction to maintain their acquired skills. This article explores the impact of the Title I parameters on school systems, and presents recommendations and conclusions. (MH)

This research suggests that school districts can simultaneously comply with Title I and violate congressional intent for expanding and improving the regular program. Losses in instructional time accompanying Title I may explain its ineffectiveness. (CP)

The activities and results of a comprehensive three-year evaluation of Utah's Title IV-C programs are summarized. They demonstrated that evaluation can produce valuable outcomes in addition to complying with federal requirements. State officials gained insights into program improvement; local officials gained expertise in program operation and…

The evolution of congressional support for educational programs and the impact of the present trend toward financial restraint are reviewed. Research, evaluation, and policy studies will help influence future decisions, although other factors such as the economy and interest group pressures will affect support. (MH)

A liberal interpretation of Section 151 of Public Law 93-380, to implement effective local evaluation of Title I programs, is supported. Weaknesses are cited: (1) nationwide impact data, (2) unsound aggregation of Title I achievement gains, and (3) lack of consideration of alternative evaluation methods. (MH)

Implementation of educational innovations is considered from three policy perspectives: the political, the organizational, and the interactionist. In periods of educational decline, in terms of enrollments and expenditure, there is need to know how to support and encourage capacity building for change. (RL)

This article examines statistical issues raised when standard methods are used to analyze educable placement data to determine possible racial discrimination. An alternate approach is offered that detects disparities while avoiding the pitfalls of present methodologies. (BS)