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The Growth of Federal Influence in Education


by Michael W. Kirst - 1974

At first glance federal aid appears to be a major factor in influencing school policies. But a closer inspection reveals that funds have frequently not hit their targets or have been overwhelmed by larger state and local developments. Where federal efforts succeeded in creating new educational institutions—child care centers, MDTA (Manpower Development and Training Act) skills centers, and regional research laboratories—the impact has been more visible and enduring than that resulting from working through existing K–12 systems. On the other hand, it is very difficult to build viable new institutions with uncertain, fluctuating, and "soft" money from Washington. It is these offsetting trends that will be a major focus of this study.


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This article originally appeared as NSSE Yearbook Vol 73, No. 2.


Cite This Article as: Teachers College Record Volume 75 Number 6, 1974, p. 448-477
https://www.tcrecord.org ID Number: 19449, Date Accessed: 8/4/2020 4:53:47 PM

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About the Author
  • Michael Kirst
    Stanford University
    E-mail Author
    MICHAEL W. KIRST is an associate professor of education and business administration at Stanford University.
 
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