E.D. Rapped on Chapter 1 Revisions

Article Tools
  • PrintPrinter-Friendly
  • EmailEmail Article
  • ReprintReprints
  • CommentsComments

Washington--The chairman of the House Education and Labor Committee told a panel of Education Department officials last week that their proposal to alter the laws governing the Chapter 1 program for migrant children "will create many problems and will cause unnecessary hardship" for poor families.

In addition, the committee's ranking minority member told the officials that they "should have considered the political implications" of their plan to alter the funding formula for Chapter 1 allocations to the states, particularly in light of last year's legal battle over the department's decision to base awardson 1970 rather than 1980 census data.

The Congressmen made those comments during a hearing last week on measures to make technical amendments to the Education Consolidation and Improvement Act of 1981 (ecia).

Package 'Pocket Vetoed'

Earlier this year, President Reagan "pocket vetoed" an ecia technical-amendments package sponsored by the Education subcommittee's ranking Republican, Representative William F. Goodling of Pennsylvania, and approved by the Congress during the final days of its last session. (See Education Week, Jan. 19, 1983.)

The President said he found the bill unacceptable, in part, because it included a provision that would have strengthened the Congress's right to disapprove regulations issued by the Education Department.

Representative Goodling has re-introduced a version of the technical-amendments bill in the Congress's current session that is stripped of the legislative-veto provision and other sections of which the Administration disapproves.

This year, however, the Administration plans to send to the Congress its own ecia technical-amendments bill. Department officials say it would:

Reduce from five years to two years the amount of time that a migrant child would be eligible to receive services under the state Chapter 1 program. The department has argued that the change is necessary because the government "must focus migrant-education funds on the truly migratory." Furthermore, it said, students forced to drop out of the special migrant program would still be eligible to receive services under the regular Chapter 1 program for disadvantaged students.

In addition, the department wants to eliminate a section of the law forcing it to spend at least $6 million annually for the coordination of the migrant program.

Allow the department to use the definition of an impoverished family associated with the 1980 census when it makes its regular Chapter 1 allocations to the states.

Last year, the department decided to use the 1970 data in making these allocations because it claimed that newer 1980 data were not available in time. In doing so, the department created a scramble among states for Chapter 1 dollars. The issue wound up in the federal courts but was resolved after the Congress passed an urgent supplemental appropriations bill ensuring that all states could receive the maximum amount of Chapter 1 dollars possible using either the 1970 or the 1980 data.

Delete a requirement that forces the department to use a 1975 Census Bureau survey when it allocates Chapter 1 funds. The department has argued that the removal of this requirement "would eliminate the anomaly of adjusting allocations made on the basis of more recent 1980 data to account for obsolete" data collected five years earlier.

Indicated Support

Representative Goodling told the department officials testifying before the House panel that he "probably could suppport" most of the funding-formula aspects of the Administration's proposal.

"But you know the political implications of switching a funding formula," he added. "This can get very thorny. You're going to have to provide us with computer runs to show us just what you're doing here."

Both Representative Goodling and the panel's chairman, Representative Carl D. Perkins, Democrat of Kentucky, also warned the department officials that their proposals regarding the migrant program were not likely to meet with Congressional approval.

Representative Goodling reminded the officials that the proposals would have to win the favor of the Senate Labor and Human Resources Committee. "When you get there, you're going to have to deal with" Republican Senators Robert T. Stafford of Vermont and Orrin G. Hatch of Utah, he said. "And I can tell you that they are set in concrete against this issue.".

Vol. 02, Issue 26

Notice: We recently upgraded our comments. (Learn more here.) If you are logged in as a subscriber or registered user and already have a Display Name on edweek.org, you can post comments. If you do not already have a Display Name, please create one here.
Ground Rules for Posting
We encourage lively debate, but please be respectful of others. Profanity and personal attacks are prohibited. By commenting, you are agreeing to abide by our user agreement.
All comments are public.

Back to Top Back to Top

Most Popular Stories





Sponsor Insights

Effective Ways to Support Students with Dyslexia

Stop cobbling together your EdTech

Integrate Science and ELA with Informational Text

To Address Chronic Absenteeism, Dig into the Data

Can self-efficacy impact growth for ELLs?

Disruptive Tech Integration for Meaningful Learning

5 Game-Changers in Today’s Digital Learning Platforms

Keep Your Schools Safe and Responsive to Real Challenges

Hiding in Plain Sight - 7 Common Signs of Dyslexia in the Classroom

The research: Reading Benchmark Assessments

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

All Students Are Language Learners: The Imagine Learning Language Advantage™

Shifting Mindsets: A Guide for Training Paraeducators to Think Differently About Challenging Behavior

How to Support All Students with Equitable Pathways

2019 K-12 Digital Content Report

3-D Learning & Assessment for K–5 Science

Climate Change, LGBTQ Issues, Politics & Race: Instructional Materials for Teaching Complex Topics

Closing the Science Achievement Gap

Evidence-based Coaching: Key Driver(s) of Scalable Improvement District-Wide

Advancing Literacy with Large Print

Research Sheds New Light on the Reading Brain

3 Unique Learner Profiles for Emerging Bilinguals

Effective Questioning Practices to Spur Thinking

Empower Reading Teachers with Proven Literacy PD

Student Engagement Lessons from 3 Successful Districts

Response to Intervention Centered on Student Learning

The Nonnegotiable Attributes of Effective Feedback

SEE MORE Insights >