On April 11, 1953, President Dwight D. Eisenhower put into effect Reorganization Plan No. 1 of 1953, creating a new cabinet level department within the federal government. The new Department of Health, Education, and Welfare (HEW) was a consolidation of organizations dealing with national social concerns. Some of the organizations dated back to 1785 when the Congress of the Confederation first set aside public lands for schools. This paper concerns the creation and growth of the department of Health, Education and Welfare, including it's various educational programs, educational research programs, aid to higher education, federally impacted areas, and other HEW programs which affect education.

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.

The problem of this study was to determine the purpose of ESEA Title II, 1965, and evaluate the impact of the operation of this legislation on selected public schools of Texas.

The purpose of this study was to compare per pupil receipts for operation in most school districts in Texas based on the changes in State funding provided for by three major finance bills and to analyze the effects of federal monies provided by Title I of the Elementary and Secondary Education Act of 1965 to determine the degree of equity in the State's school finance structure. The population consisted of 973 public school districts reporting all data for 1974-75, 1976-77, and 1977-78. The districts were grouped into ten wealth deciles based on School Tax Assessment Practices Board assessed property value per student in average daily attendance. A weighted mean value for each decile for each category and year of funding was computed. Correlation coefficients were computed to provide an index of relationship between the categories of dollars available per pupil for operations. Coefficients of variation were determined to express the magnitude of variation relative to the average value for each additive category for each decile.