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CRS87330EPWpage177
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CRS87330EPWpage177
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Dollar: (Mlfllonu) Bilingual Education Act Appropriations Sines Fiscal Year 1969 8170 Moo “- 8150 - $140 - ~ V = " 81:50 - - “ 3120 -‘V % 7 7 8110 - '* 8100 -7 ‘ $90 - Sac — 370 - 860 -4 .. 850 - A 340 - - sac - ' % 320 - 810 7 us - .3 30 I‘ I r171: r I 71717 I r ’r’I r I‘! 69 70 7172 725 74 75' 78 77 73 79 80 B182 83 84 85 86 67 2 fiscal (Program) Your D current Dollars 7 4
CRS87330EPWpage351
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CRS87330EPWpage351
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CRS-XIII-7, lWith regard to the second question (concerning what the earlier experience might suggest for structuring a Federal magnet school program), it appears that the objectives of the program need to be clearly defined, particularly in bal- ancing desegregation goals with educational improvement goals. Where the balance will be struck in the Magnet Schools Assistance program is not clear. It also appears that the place of magnet schools within a district's broader desegregation effort may merit attention. ~One evaluation concluded that magnet schools were most effective as desegregation tools when they were not the sole sdesegregation approach being utilized. The Magnet Schools Assistance program is silent on this issue. Finally, it may be important to consider whether’ Federal assistance should be targetted to districts where conditions are condu—l t cive to effective operation of magnet schools, or be used to nurture those necessary conditions within districts. The Magnet Schools Assistance program , does not appear to address this issue. Indeed, it seems focused on certain important characteristics of districts’ programs (design of the magnet program, quality of program administrators, and adequacy of resources devoted to the program), but not on a broader range of elements that might contribute to the operation of effective magnet schools (such as the level of community involve- ment, the degree of support by State officials, past desegregation experience in the district, suitable locations for placing the schools, the balance between desegregation goals and educational improvement goals, and the extent of minor- ity group representation in the district). ADDITIONAL PROGRAM BACKGROUND INFORMATION AND ISSUES This section is not included in this chapter.
CRS87330EPWpage344
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CRS87330EPWpage344
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CRS87330EPWpage346
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CRS87330EPWpage346
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CRS-XIII-2 (2) it is implementing a desegregation plan under court order or order of a State agency or official; or (3) it has voluntarily implemented, or would if funded, a desegregation plan approved under title VI of the Civil Rights Act of 1964 (P.L. 88-352). 2! The Secretary of Education distributes magnet school assistance competi- tively to eligible local districts as project grants
CRS87330EPWpage348
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CRS87330EPWpage348
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CRS-XIII~4 subsequently approved by the House (July 25, 1984), and was signed into law as 2.1.. 93-377 (August 11, 1934). 5_.__/- ' Since its enactment, the Magnet Schools Assistance program has been amended once, by the National Science, Engineering, and Mathematics Authorization Act of. 1986 (P.L. 99~159). The Senate approved the amending language as a floor amendment to the National
CRS87330EPWpage347
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CRS87330EPWpage347
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that it will not discriminate on the basis of race, religion, color or national origin in: (1) the hiring and treatment of employees; ° (2) the assignment of students to schools or courses, except under an approved desegregation plan; and (3) extracurricular activities. The authorized annual appropriation level is $75 million for fiscal years 1984 through 1988. BRIEF LEGISLATIVE HISTORY g] The Magnet Schools Assistance
CRS87330EPWpage345
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CRS87330EPWpage345
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of the Elementary and Secondary Education Act of 1965) was repealed by the Omnibus Budget Reconcili- ation Act of 1981 (P.L. 97-35). ESAA funded a wide range of desegregation a related activities. Districts calculate the funding loss from the repeal of ESAA by comparing their fiscal year FY 1982 assistance provided under Chapter 2 of the Education Consolidation and Improvement Act ECIA of 1981 (P.L. 97
CRS87330EPWpage350
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CRS87330EPWpage350
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CRS-XIII-6 application notice for FY 1987 funds estimates that 44 grants will be made, averaging $1,705,000. Z! As with the FY 1985 awards, these will have project periods that run for 2 years. srnrnrsxs or EVALUATION FINDINGS Not surprisingly, given its recent enactment, the Magnet Schools Assistnce program has not been evaluated. Past experience with Federal funding of magnet schools under
CRS87330EPWpage349
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CRS87330EPWpage349
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of those years. Table 1: Funding for the Magnet Schools Assistance Program (in thousands of do11ars) 8 Percentage Change From Fiscal Year Appropriation Previous Year FY 1935 $75,000 ’ - FY 1935 $71,775 -4.3 FY 1987 $75,000 +4.5 aa- PARIICIPAIION LEVELS AND TRENDS From the FY 1985 appropriation, 44 school districts received grants, averaging $1,705,000 and ranging from $214,000 to $4,000,000. Q! The FY
CRS87330EPWpage342
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CRS87330EPWpage342
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CRS-XI I- 18 for less than 3 complete years. By contrast, the legalization impact grants will serve alien students who have resided in the U.S. since before 1982, and they do not begin until October 1, 1987. Thus, only very young elementary school students could qualify for eligibility under both programs. Administration Opposition to Funding for the Emergency Immigrant Education Program In both
CRS87330EPWpage343
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CRS87330EPWpage343
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CRS-XII-19 Emergency immigrant education, by Rick Holland. .July 31, 1985. [Washington] 1985. V
CRS87330EPWpage359
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CRS87330EPWpage359
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CRS-XIV-7 - ».The-1974 legislation specifically authorized 6 types of activity: (1) the development and evaluation of curricula, textbooks, and other instructional materials related to women's educational equity; 1(2) model preservice and inservice training programs for instruc~ tional personnel; (3) research and development activities; (4) guidance and counseling activities, including
CRS87330EPWpage355
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CRS87330EPWpage355
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that address other important issues ands activities authorized under WEEA but not explicitly focused on one of the previous priority areas, for example, sex equity in school and college health services). In addition, the Secretary is required to make at least 1 grant or 7/ Ibid., p. 12. [G
CRS87330EPWpage356
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CRS87330EPWpage356
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cas-xiv—4 contract every year for each of the equity activities described in the statute (i.e., curricular and textbook development, model personnel training, etc.). The Women's Educational Equity Act authorizes 2 programs of discretionary grants and contracts both of which are aimed at achieving one or more of the above six program priorities. The first is a discretionary grant program
CRS87330EPWpage357
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CRS87330EPWpage357
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CR8-XIV-5 . ~.;?Challenge grants" are also authorized under WEEA to support the develop- ment of innovative strategies for planning and implementing women's educational equity programs, creative school-community partnerships, and new dissemination and replication approaches. The maximum size of these discretionary grants, which were first funded in FY 1985, is $40,000. The WEEA program
CRS87330EPWpage354
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CRS87330EPWpage354
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or at junior colleges according to pt 90 g] W. §/ Ibid., p. 10. §j Ibid., p. 11. 3/ Ibid.l Q! Ibid.
CRS87330EPWpage358
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CRS87330EPWpage358
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cns-xiv-6 to nearly 700 grantees:for the development of curricular materials, training programs, and other written and audio-visual materials. In FY l985, the program awarded 60 grants to develop and disseminate programs and materials that promote educational equity for women and girls; in recent years (since i FY 1981), nearly 20 percent of all grants and WEEA funds awarded were for the support
CRS87330EPWpage353
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CRS87330EPWpage353
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XIV. THE WOMEN'S EDUCATIONAL EQUITY ACT SUMMARY OF PROGRAM PURPOSE AND STRUCTURE The Women's Educational Equity Act (WEEA), title IX-C of the Elementary and Secondary Education Act, was first authorized by the Education Amendments of 1974, P.L. 93~380, and was first funded in FY l976. The statutory purpose of the WEEA program is to promote educational equity for women and girls
CRS87330EPWpage352
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CRS87330EPWpage352
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CRS-XIII-8 OPTIONS AND ALTERNATIVES This section is not included in this chapter. souacas or ADDITIONAL INFORMATION This section is not included in this chapter.
CRS87330EPWpage371
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CRS87330EPWpage371
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CRS-XIV-17 .a~aSubsequently,:ins0ctober 1985, Appliedusystemsslnstitute, Inc. (ASI) com- pleted a descriptive analysis of the Women's Educational Equity Act program under contract to the Office of Planning, Budget and Evaluation in the U.S. Department of Education. The purpose of the study was to describe and analyse the WEEA program and provide the Department with information on which

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