Descriptive Study of the Migrant Education Section 143 Interstate and Intrastate Coordination Program.

Autor/inn/en	Adelman, Nancy E.; Cleland, Christene P.
Institution	Policy Studies Associates, Inc., Washington, DC.
Titel	Descriptive Study of the Migrant Education Section 143 Interstate and Intrastate Coordination Program.
Quelle	(1987), (155 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Assessment; Educational Needs; Elementary Secondary Education; Federal Aid; Grants; Information Dissemination; Interstate Programs; Migrant Education; Program Effectiveness; State Federal Aid + Suchen Sie Ihr Suchwort? Education; assessment; Bewertungssystem; Educational need; Bildungsbedarf; Grant; Finanzielle Beihilfe; Informationsverbreitung
Abstract	This study describes and analyzes the Section 143 Migrant Education Interstate and Intrastate Coordination discretionary grants program from 1981-86. The program's funding mechanism changed fully from grants to contracts in fiscal year 1987. The study was designed to address the following broad research topics: (1) determination of inter- and intrastate coordination needs; (2) continuing inter- and intrastate coordination needs; (3) funding data and patterns; (4) the role of "cooperating states"; (5) types of projects funded; (6) the nature and utility of project outcomes; and (7) dissemination strategies. Twenty-one states were awarded a total of $13,849,206 in Section 143 grants between 1981-86. The study found a need for improved coordination among states and their local personnel in such areas as student credit transfer. Improved secondary school services and dropout prevention were also needed. New York and Pennsylvania together received 47% of the funding and 45% of the total awards. Most grants involved one or more states in a cooperative program. Only West Virginia had never participated as a cooperating state. Types of projects funded included career education, special education, resource centers, staff development, and health. A third of all projects focused on secondary school services. Principal activities conducted by the projects were technical assistance, curriculum development, and training. Most projects produced information, experiences, or other products that could be shared. There was, however, no central repository for products associated with the grants program. Local education agencies exhibited little awareness of Section 143 projects, except those with which their state agencies were heavily involved. (TES)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC