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Bureau is interested primarily in descriptions of the types of programs being funded under the Vocational Education Amendments. Congressmen and others trying to evaluate the effectiveness of certain legislation are more interested in who is being served by the various programs. If data on programs are to be useful, both of these interests must be accommodated. 5. NCES Survey A survey conducted by NCES in the Spring of 1970, as part of the 1970 School Staffing Survey, attempted to show the extent to which special instruction was being provided to handicapped pupils in local public schools. However, because the data was collected from a survey of only approximately 2,000 elementary and secondary schools, no state by state breakdowns of the data are available. The survey does give data for each of nine handicapping conditions. NCES estimated that 4,752,000 handicapped pupils were enrolled in public schools in the United States in Spring 1970, and that almost 3 million of these were receiving some special services. However, this estimate exceeds the 1971-72 estimate prepared by the Bureau of Education for the Handicapped, which said that less than 3 million of the total number of children in the country (ages 0-21 years old) got special education services. However, their incidence estimates for various handicapping conditions differed from those prepared by the Bureau of Education for the Handicapped. 6. OCR Survey The Annual Fall Elementary and Secondary School Civil Rights Survey conducted by OCR also contains some useful information on the number of pupils being served by various special education programs. The OCR data are particularly useful because they provide the only racial and ethnic breakdown available at the federal level on children classified according to various handicaps. We share OCR's concerns about the potential for assigning students discriminatorily to special education classes. We are also concerned that children are being misclassified and wrongly placed in special programs. Although there is a problem because the OCR data do not precisely indicate the handicapping conditions being served by various special education 362 programs, it is the only data which give racial or ethnic breakdowns and is also available by district. OCR's Fall 1973 Survey was the first one to provide any sort of information on the various types of special education programs. The 1973 survey was based on a smaller sample than the 1972 survey, but it accounts for over 50 percent of the total enrollment in the country's public elementary and secondary schools and about 90 percent of the total minority enrollment. B. Programs for Children of Limited English-Speaking Ability We know that non-English-speaking children and children of limited English-speaking ability are likely to be excluded from school and from appropriate educational programs. We wanted, therefore, to obtain whatever data was available on the number of such children being served by special programs in order to ascertain the proportion of such children whose special needs were not being met. We contacted the program officers responsible for administering ESEA Title VII, ESEA Title T, ESEA Title I (Migrant), ESEA Title III, and the Emergency School As istance Act. There is no composite data available at the federal level on the number of children being served by various bilingual or other programs whose purpose is to increase the English speaking-ability of certain children. I. ESEA Title VIl The Division of Bilingual Education, which is responsible for administering ESEA Title VIT, had the best data available, which was only on the number of students being served in the bilingual projects funded under Title VII. They had data available for fiscal years 1970 through 1973, by project, on the estimated pupil participation, the dominant language served, and funding levels. However, the data provided were estimated participants rather than actual participants. They did not give the percentage of the pupils who came from environments where the dominant language is one other than English or the percentage who have limited English-speaking ability. When data are requested on the number of participating pupils who are of limited Englishspeaking ability, attention must be given to the manner in which this figure is determined, i.e., there
must be a uniform measure by which school districts can determine what constitutes "limited" Englishspeaking ability. 2. ESEA Title J o figures were available on the number of children participating in English as a Second Language (ESL) programs or bilingual programs funded un-:ler ESEA Title I. As in trying to determine the nun Jer of pupils participating in special programs for the handicapped, the only available sources of data were the Annual Evaluation Reports submitted by the various state departments of education. Two states included in our study, Colorado and Massachusetts. have significant numbers of children whose dominant language is one other than English. However, only in the Massachusetts report was there any indication of the number of children participating in Title I ESL classes. There were no figures on participation in Title I ESL programs in Colorado. New Mexico, whose Annual Evaluation Report we had an opportunity to review, also did not provide any data on children participating in Title I bilingual programs. Figures on ESL or other bilingual programs are submitted to the state departments of education by the local education agencies, but never to the federal government. 3. ESEA Title J (Migrant) The Title I Migrant program has never collected any figures by language or other program component on the approximately 360,000 migrant children being served by Title I programs. Officials estimate that between 80 and 8S percent of tht:sl: migrant children are of limited English-speaking ability, and they suggest that most of them are getting some language training, "because it is an essential component to any overall program." The Uniform Migrant Student Record Transfer System, a computerized data system which provides education and health information on migrant children, contains no information on the English-speaking ability of the migrant children. These data and information about the types of special programs being provided these children should be added to the system. 4. ESEA Title III . Although there are bilingual programs funded under ESEA Title lIT, no data are available on how many programs there are or the number of students being served. A review of the abstracts of the over 1,400 individual projects funded under Title ITI last year should provide the total number of children being served by bilingual programs, but no indication would be given about the percent of children served who had a dominant language other than English. 5. ESAA 1973-74 was the first school year in which bilingual/bicultural programs were eligible for funding under the Emergency School Aid Act (ESAA). Four percent of the funds allocated under Title VII of the Education Amendments of 1972 were mandated for children whose dominant language is other than English. One of the criteria for ESAA assistance to bilingual programs is the number of children whose dominant language is other than English who are enrolled in a district. We were not able to obtain centrally the number of pupils served by the 39 bilingual programs funded under ESAA, although we did obtain the amount of funds received by each of the programs. 6. OCR Survey OCR requests some data on bilingual instruction in its annual survey. These data, which are collected only at the district level and not school-byschool, do not include information about the sources of program funding. They do, however, provide an indication of the number of children who receive bilingual instruction - instruction in any subject matter in a language other than English. An item wa added to the survey this past fall asking for the number of first grade pupils in the school district whose primary language is other than English. We understand that a question asking how many students who need bilingual instructions are not receiving it may be added to the Fall 1974 Survey Report. In 1973 the Center for Applied Linguistics (a private organization in Arlington, Virginia), attempted to collect data on the various types of bilingual programs offered in public and private schools throughout the country. They were interested in gathering information for each program on: 1) the nature of instruction and the materials being used; 2) the dominant language of instruction; 3) 363
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CHILDREN OUT OF SCHOOL IN AMERICA A
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Copyright If.> October 1974 by the
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People Who Worked Oft This Report .
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Portland, Maine CDF staff Cambridge
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Foreword Introduction Chapter 1 Cha
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CHAPTER 1 Table I CHAPTER 2 Table I
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community leaders concerned with ed
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dren were suspended. The next highe
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described in this report, they can
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needed to improve and unify state c
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Bureaucratic Excuses for Inaction Y
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problems. Are teachers encouraged o
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Who Are the Children Out of School?
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vary. But while many of them descri
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Maxine, 14 Maxine Dolan is 14 and h
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until the new school year. Meanwhil
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awake until morning when the sounds
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He's had his chances, foreign or no
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Theresa, 12 Theresa Engler, a 12-ye
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34 Table I Children Not Enrolled! B
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Proportion of Minority Children 2 T
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Social and Economic Factors Poor ch
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Limitations of Census Data Our anal
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We found children out of school in
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.". 0\ Table VIII Chlldren Out of S
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VI o Table X All Children Out uf Sc
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Total % of Areas Surveyed Children
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Chapter 3 Barriers to School Attend
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TABLE I STATUTORY AND CONSTITUTIONA
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ter the four months because the cou
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Truancy Laws penalizing children an
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A Denver school official stated: "Y
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officers who spoke Spanish, and onl
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The principal of Lincoln Junior Hig
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For example, as of October, 1972, i
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think there is enough counseling, e
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fees required to take, for example,
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did not have books were not much of
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Consider what this would mean if yo
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no money to feed and care for all o
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Apparently a judgment has been made
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ecome self-sufficient adults are th
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In Cambridee, Massachusetts, an att
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Inadequacy of Special Education Pro
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over again for four or five years.
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Janice has not been suspended this
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ased. 56 They are modeled and norme
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chusetts counselor pointed out that
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that the city does not experiment w
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1. The use of many kinds of people
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abuse laws of the state. However, t
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116
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Many districts still have the power
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In contrast to the majority of publ
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The same pattern of secondary suspe
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Racial Discrimination in the Use of
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One southern school official admitt
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tion of the limitation on numbers o
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hold hearings, the reaction was sho
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or programs that operate as alterna
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complaints to the federal Office fo
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APPENDICES
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• most children who are instituti
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as opposed to every second, third,
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. Census Tract 123 Census Tract 123
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newal. Every third household was mo
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-secondary school children by sex a
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10. Are his special problems/needs
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Sheet E-l SCHOOL EXPULSIONS, SUSPEN
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Maine Portland Census Tract 11 I 1:
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ALABAMA State Officials Mr. William
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Mr. Milton Ogle, Associate Director
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Sumter County #2 School Officials D
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AppendixD STATE SCHOOL OFFlCIALS' R
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Los Angeles Unified School District
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AppendlxE u.s. CENSUS DATA Table I
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State Wisconsin Wyoming GRANO TOTAL
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AppendixE U.s. CENSUS DATA Table II
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.... \C 00 AppelldixE U.S. CENSUS D
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AppendixE u.s. CENSUS DATA Table II
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Appendix 6 RANK ORDERS OF AREAS IN
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AppendbH PERCENT OF HEADS OF HOUSEH
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State Alabama Alaska Arizona Arkans
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State Alabama Alaska Arizona Arkans
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AppendixM STUDENTS ENROLLED IN EDUC
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Lee I 4,925 2,663 2,260 2 83 18 65
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Walker I 9,671 8,924 745 2 230 164
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Collins I 35 29 6 (82.4) (17.1 ) Co
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Junction City 1,003 584 419 (58.2)
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SI. Charles I 245 149 96 (60.8) (39
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AppendlxM STUDENTS ENROLLED IN EDUC
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Appendix M STUDENTS ENROLLED IN EDU
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App@ndblfl STUDENTS ENROLLED IN EDU
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Appendix M STUDENTS ENROLLED IN EDU
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South Pike Cons. I 2,575 893 1,677
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Clarendon #2 I 3,246 784 2,462 54 8
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Orangeburg #7 1,112 158 954 9 9 (14
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A. ppendi.'\: N SPECIAL EDUCATION I
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Learning Deaf!Hard Blind! Speech Ph
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Rhode Island Society for Autistic C
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Federal Court Consent Agreements; P
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Mr. Peter E. Holmes Director, Offic
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census figures and often did not ch
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pils who dropped out of this school
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SUGGESTED REFINEMENTS IN THE INDIVI
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I. Name of School System _ II. Name
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2 1 1 16 2 14 Cotton Plant 586 72 5
Page 341: 1 1 5 4 1 Tuckerman 820 711 109 (1)
Page 352 and 353: Appelldlx R OCR DATA ON STUDENT SUS
Page 355 and 356: APPENDIXR FOOTNOTES I Unless noted
Page 357 and 358: 36There were 1,763 students, suspen
Page 361: Total Students Suspended At Least O
Page 364: APPENDIX T TABLES I-II FOOTNOTES IS
Page 367 and 368: Kentucky Floyd County Total I 2 0.5
Page 369 and 370: AppendixT SUSPENSIONS IN CD" SURVEY
Page 371 and 372: Kentucky Floyd County Total Mud Cre
Page 373: Appendix T SUSPENSIONS IN CDF SURVE
Page 378 and 379: Appenllb V STATUTORY PROVISIONS FOR
Page 381 and 382: Massachusetts I Official None -Misc
Page 384: itppe",db V STATUTORY PROVISIONS FO
Page 394: could be collected centrally at the
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