The study addresses the fiscal, governance, and educational impact of the Education Consolidation and Improvement Act on elementary and secondary education in Oregon from its inception in 1983 through the 1985 fiscal year. A review of the national literature and research provided rationale for hypothesizing within state redistribution of federal aid to elementary and secondary school districts, increased federal aid to local education agencies, a continuation of decreased federal funding for state educational agency positions, and an expansion of federal aid to private schools. Interviews were conducted with Oregon Department of Education officials, members of the State Block Grant Advisory Committee, and local educators. State documents and plans were studied and analyzed. Oregon's 309 elementary and secondary school districts and seven state institution schools were classified into five recipient groups: (1) Population Center; (2) Suburban; (3) Metropolitan-Urban; (4) Rural; and (5) State Institutions. School districts gains and losses within groups and among groups were computed and reported. The study showed that the metropolitan school district of Portland and the state institution schools were the only two groups to lose federal aid in the transition from the antecedent categorical programs in 1982 to the first year block grant program in 1983 while the proportion of federal aid per-pupil allocated to suburban and population center school districts increased. The trend from 1982 to 1985 showed per-pupil distribution shaped federal aid into more of a mathematical equity distribution where the percent of federal aid has become more proportionate to the percent of pupils in school district groups. The study also found that the block grant set aside at the state level is a significant source of funds to support educational change and reform. The Oregon Department of Education has used block grant funds as a major revenue source to support the Oregon Action Plan for Excellence. The study concluded that the program had moved federal aid away from previously targeted needs and that federal aid, in the absence of strongly worded purposes and national interests, may evolve into an educational revenue sharing program. In times of economic difficulty and revenue shortfalls, the justification for continued educational block grants may be questioned.

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This study described the state policy-making process as it was affected by the impact of the 1976 Federal Vocational Amendments. The roles of the state level actors were investigated in order to explain the process by which policy was developed. The impact on the local division was analyzed in terms of importance, action taken, and impact as these related to the issues of Sex Stereotyping, Local Advisory Council, Vocational Guidance, and the Assurances on Administrative and Fiscal Matters. The data were first viewed in aggregation and then as perceived by type of respondent, as well as by size, type, and geographical region of the school division. The major findings of the study were: 1. That the policy-making process at the state level was a complex array of assignments, committees, state officers, and staff. 2. The State Plan and Accountability Report Committee was the most influential actor in the policy process with the State Advisory Council placing second in importance. 3. In terms of prior action before the 1976 Vocational Amendments, little had taken place at the local level. 4. In terms of impact, the 1976 Vocational Amendments had only a moderately low to moderate effect on school organizations as reported by Superintendents and Vocational Directors. 5. As reported by respondents, school division size, type, and geographic region, only the issue of Sex Stereotyping produced an adjudged difference in impact. 6. Partial correlations across the relationships of importance to impact, importance to action taken, and action taken to impact revealed moderate to low relationships. 7. The conclusions of this investigation were, at the state level, that the development of the Five-Year Plan for Vocational Education was carried out with very few changes from the draft that was formulated by the State Plan and Accountability Report Committee and that the State Plan and Accountability Report Committee played a unique and important role in the policy process. At the lowest level, the 1976 Vocational Amendments required the local divisions to focus attention and resources on the selected issues. Although the Amendments required the school divisions to take action, only a moderate effect had been reported by the localities on their school division organization. At the local level, the 1976 Vocational Amendments required the local divisions to focus attention and resources on the selected issues. Although the Amendments required the school divisions to take action, only a moderate effect had been reported by the localities on their school division organization. / Ed. D.

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Actual and projected changes in the federal appropriations for direct student assistance programs in the early days of the Reagan presidency as well as rising educational costs were expected to adversely affect the enrollment of continuing financial aid recipients. Previous literature in financial aid has documented the relationship between financial aid and decisions about college, particularly for minority and low income students applying for the first time to less selective colleges. The purpose of this study was to describe the relationship between changes in amount of financial aid and the reported enrollment plans of a sample of past need-based aid recipients. A survey was mailed to a random sample of 1,347 students who received financial assistance under Virginia's College Scholarship Assistance Program (CSAP) during 1981-82. Responses were received from 767 students. No significant differences between respondents and nonrespondents were determined. Analysis of the data collected through the survey instrument revealed that the vast majority of the respondents planned to continue at the same college (88.3%) and only a very small proportion planned to withdraw (4.1%) or transfer to another college (7.5%). Approximately 40 percent of the respondents lost more than $500 in aid between 1982-83 and the previous year. When the decision to continue or transfer was examined by selected individual and institutional characteristics and by change in amount of aid, the variables of race, grades, grade level, and institutional cost and selectivity explained a significant portion of enrollment behavior. Respondents attending low cost and nonselective institutions, minorities, freshmen, and those with lower grades were found to be more likely than average to change their enrollment plans by transferring. The addition of change in amount of financial aid received across two years had no statistical effect when added to the variables of race or grades and only a very slight effect in increasing the likelihood of changing plans for freshman and for respondents enrolled in nonselective, low cost institutions. Parental income was not found to be significantly associated with change in enrollment plan for dependent students. Little of the variation in enrollment plans was explained by change in the amount of financial aid received. Financial concerns appeared to weigh most significantly for those planning to continue at the same college. / Ed. D.

The problem of this study is to analyze some of the effects of selected ESEA, Title III, PACE projects on the educational processes in Texas.

Thesis. 1979. Ph.D. cn--Massachusetts Institute of Technology. Dept. of Urban Studies and Planning. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH. / Vita. / Bibliography: leaves 268-278. / Ph.D.cn