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Any historian has many difficult decisions to make concerning his choice of material, for the educational historian the problem is no less difficult. Should be concentrate on the complex issue of relations between church and state which influence both education and the life of the whole community, or should he allow his educational interests to anchor him in the classroom itself, and so develop a history of pedagogies which only rarely asks what is happening in the wider community? Should he take some issue, such as teacher training or inspection, and trace it through a period of time, or should he endeavour to see the way in which various activities are carried on in a more limited period? Both these vertical and horizontal views of history are necessary, for without the one history can appear static, and without the other the interaction of various forces can often be ignored.

Who are the people that are responsible for the public school education of our children in the state of Florida? Who are these people that control the purse strings of one of the largest businesses in the state? What do we know about the men who hire more employees than any other business in the state? What are the educational accomplishments of these people that seem to fit them for the task of determining the educational training of the youth of our state? Are these people parents having a direct personal interest in the schools? Another reason of great importance for knowing more about our local board members is the fact that Florida is one of two states allowing the payment of large salaries for board members. How much time do they devote to the duties that fall upon their shoulders from the management of this business? What compensation do they receive for the performances of these duties? These and other related questions prompted this paper, and it is hoped that the answers will evolve from this study. / Typescript. / "August, 1953." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: H. W. Dean, Professor Directing Paper. / Includes bibliographical references (leaves 67-69).

The Education for All Handicapped Children Act (P.L. 94-142), had extensive data collection and reporting requirements for state education agencies (SEAs). An investigation was made into how special education units at SEAs collected these federally required data and to what extent the data have been used for state level management and planning tasks. The major focus of the study centered around the uses of information to make special education management decisions at the state level. The systems analysis theory of the levels-of-uses of information was used as a framework for categorizing state level special education management decisions. Using the Delphi technique five experts in the field of state and federal special education administration were selected to participate in interviews. As a result of three rounds of interviews a product resulted which was a list of suggested state level management and planning activities categorized into the three levels-of-uses of information for federally required child, personnel, and setting data. The findings are based upon individual responses from a mailed questionnaire. Fifty-three out of 57 state level administrators: (states and jurisdictions) responded to the instrument. The use of computerized management information systems for data collection as well as trends and reasons for changes in the federal data collection process are described. The use of federally required data when conducting management and planning tasks at the three levels-of-uses (operational, tactical, and strategic) is also discussed. Findings suggest that federally required data are valued more for lower level operational uses than higher level tactical and strategic tasks. The study concludes with recommendations for special education state directors, technical assistance providers, and suggested topic: for future research related to information needs of decision makers. / Ed. D.

The intent of the review, and the list of programs appended to this paper, is to compile examples of successful programs that may serve as models for those in California who have been charged with the development and implementation of programs that will bring the California Department of Education/Office of Special Education and its local education agencies into substantial compliance with the requirements of IDEA.