V EDUCATION DIVISION 49 Office of Education The Office of Education (OE), through its various grant programs, enables educational institutions at all levels to include family life, sex education and population education in their programs. In addition, OE provides limited Federal support for innovative family-related projects. All decisions concerning curriculum, teaching methods, qualification of teachers, and classroom materials are made by state and local authorities acting within the framework of state law. Elementary and Secondary Education The Elementary and Secondary Education Act of 1965 (P.L. 89-10) and its amendments provide several titles under which family life and sex education activities are eligible for support. Title I, Grants for the Disadvantaged, assists in expanding and improving educational programs aimed at meeting the special needs of educationally deprived children. Through payments to state education agencies, grants are made for children from low-income families, handicapped children, delinquent or neglected children, and migrant children. Further, payments are made to the Secretary of the Interior for grants to benefit Indian children in federal schools administered by the Bureau of Indian Affairs as well as out-of-state Indian children in elementary and secondary schools. Recipients of Title I grants may use the funds for projects relating to dropouts, pre-schoolers, teen-age unwed mothers, and other approaches for remedying education deprivation. However, the components of these projects which are concerned with family life and sex education are not identifiable per se. The purpose of ESEA Title III, Supplementary Educational Centers and Services, is: to enable schools to provide programs currently unavailable to children; to impr educational services already offered; and to stimulate the development and evaluation of experimental elementary and secondary educational programs which can serve as models. Fifteen percent of program funds is mandated for projects serving handicapped children. Other funds are mandated for projects in guidance, counseling and testing. Although not dealing directly with family life and sex education, Title III projects in environmental education provide information on population environmental affairs. Originally, the Commissioner of Education made grants directly to local education agencies. Beginning in fiscal year 1971, 85 percent of Title III funds were to be administered by State education agencies, with fifteen percent to be used at the Commissioner's discretion within the State. The Dropout Prevention program, Title VIII, Section 807 of the Elementary and Secondary Education Act, has no family planning projects as such. However, several projects for pregnant women in fiscal year 1974 included components related to family planning such as pre- and post-natal care, personal counseling, and child care. Under this program, funds are used to support demonstration projects designed to reduce the number of dropouts in low-income areas and in areas where a high percentage of children do not complete their elementary or secondary school education. Since pregnancy and/or early marriage constitute the largest cause of dropout by teen-age girls, the need for inclusion of family life and sex education in a comprehensive school program is apparent. 50 Vocational Education Program Under Grants to States for Vocational Education, the Consumer and Homemaking Education Program (P.L. 90 -576, Part F) supports a number of projects with components relating to family life and child care. For Example: - Family planning may be included in the study of family relationships, marriage, and child care offered in vocational home economics education courses for secondary and post secondary students. Although some portion of instructional time is concerned with family planning, this activity cannot be identified per se. The decision to include a study of family planning in the home economics courses is made by the local community. Courses in child care/development which offer preparation for parenthood are being emphasized in consumer and homemaking education programs for both youth and adults. Enrollment in specialized courses on this subject increased from 4,038 in fiscal year 1966 to 172,976 in fiscal year 1973. Child development laboratories are part of the home economics facilities in most high schools in Montgomery County and Prince Georges County, Maryland. Full year courses in child development from the pre-natal stage through childhood are offered at these high schools for students, grades 10 to 12. Additionally, enrollment in amily relations courses has expanded from 95,367 in fiscal year 1967 to 210,973 in 1973, with an estimated enrollment of 250,000 in 1974 and 1975. A total of approximately 2.2 million youth and adults received family life education and child care instruction in FY 1973. - Teenage-parent programs, offered under the auspices of the home economics department in many schools, are now making it possible for young parents to continue in school. For example, in Berkeley, California, a child care center is provided by the school for the infants and children of school age parents. Young mothers and fathers as well as other students enrolled in child development courses participate in caring for the children in the center under the guidance of a teacher. In the Granite School District in Utah, a special homemaking center has been set up for pregnant teenagers, both married and unmarried, who do not want to continue in the regular school program. Consumer and homemaking education programs are providing specific assistance to expectant young parents in caring for their babies and assuming their future responsibilities. In one community in Wisconsin, enrollment in courses in family living is required of family court clients. Attending these courses are single parents, parents of youth from poor socioeconomic areas, potential school dropouts, delinquents, unwed parents and foster parents. A family life education TV series developed by a community college in Oregon last year reached 5,000 people. Each of the 15 lesson series on "Living with Your Child" was followed with a discussion group led by a parent educator. In cooperation with local public housing authorities, school districts in major cities of Ohio, Georgia, Washington, Texas and other States are providing Family Life Education Programs for low-income families. Classroom space (one or two apartments), large equipment and some supplies are made available by the housing authorities. In Wisconsin, credit courses in "Marriage for the Now Generation" are being offered in postsecondary vocational schools. In Georgia, 26 postsecondary schools offer courses in consumer and family life skills. - 51 personal The number of consumer and homemaking education programs in middle and junior high schools is growing rapidly. In South Carolina, the program is offered for sixth, seventh, and eighth graders, focusing on four areas: relationships, personal health, personal environment, and personal development. In Pennsylvania, programs are offered to fifth and sixth graders. Classes are either held in the home economics department or in the elementary school classroom. In Alburquerque, New Mexico, a special program in child development is being offered for 9th grade Spanish American girls in a school where the drop-out rate prior to the course was 40 percent. The drop-out rate at the school has been reduced substantially since the program's inception in 1970. Adult Education Program The Adult Education Program authorized by the Adult Education Act of 1966, as amended, (P.L. 91-230, Title III and P. L. 93-380), is designed to serve undereducated adults, primarily those with less than an 8th grade education. The program's primary objective is to enable the adults who participate to become employable, productive and responsible citizens as well as self-reliant and competent individuals, parents and family members. - Through grants to state departments of education matched by state and local funds, opportunities are provided in local communities for adults to improve their learning and communication skills reading, speaking, writing and their computation skills. Family-related concerns of participants, many of whom are parents and heads of families, are reflected in the curricula and there is an increasing emphasis on home management, consumer education, nutrition, family development, family planning, and parent education. The "Family Development Series" of materials for Adult Education participants is widely used, as are other family-related materials. In an increasing number of communities, the local adult education program provides classes for mothers of children in Head Start and Parent Child Centers. Activities are carried out in cooperation with Home Start and the Child and Family Resource Center models being developed by the Office of Child Development to serve children and their families. It is estimated that $13,000,000, 20% of the total Adult Education effort under the State grant program, is concerned with some aspect of family-related education. In addition to the State grant programs, funds were authorized (P.L. 91-230, Title III, Section 309) through FY 1974 for Special Experimental and Demonstration projects and for a regional teacher training program. Forty-seven grants totaling $6,561,979 were awarded in FY 1974 for Special Experimental and Demonstration projects with an estimated $1,250,000 supporting family-related projects. Several demonstration projects funded in FY 1973 under the priority "education for disadvantaged parents" were again funded in FY 1974. These and other experimental projects concerned with family-related content are demonstrating a variety of techniques and delivery systems. For example: 11 In cooperation with Home Start in northern Alabama, home visitors help parents use a special television program and materi als in acquiring their high school certificates. - Through home visits, Spanish speaking parents in Arizona are helped to gain skills and knowledge needed for parent participation in their children's school. Other Spanish speaking parents of Head Start children in California are helping to develop and test bilingual "parenting skills" materials. 52 An adult education model designed to improve the life styles of female solo rents is being developed by the National Council for Negro Women. Materials emphasizing family-related needs are being developed for blacks a rural communities in Alabama. In Arkansas, unemployed rural male heads of families are the participants in ■ individualized instruction project. Undereducated Samoan parents in Honolulu are participating in family-focused lucation involving peer instruction. A Family Learning Project in Iowa involving adults and children teaches others to help their children learn to read. An alternative delivery system involving home-based pre-school parent educaon, developed jointly by Granite School District (Utah) and Los Angeles City chool District, is being prepared for use by other communities in expanding dult Basic Education programs through parent and family education. Under the staff development and teacher training program authorized by L. 91-230, Title III Sec. 309, training project grants for fiscal year 1974 taled $3,434,720. Of this total, an estimated 10% or approximately $300,000 s expended for training teachers in parent and family-related activities. For FY 1974, total expenditures in State Grant and discretionary programs -r family-related adult education were approximately $14,550,000. Under the Adult ucation Act, as amended by the Education Amendments of 1974 (P.L. 93-380), all scretionary funds are allocated to the States beginning in fiscal year 1975. e FY 1975 appropriation for the States is expected to be $67,500,000. Estimated penditure for family-related education for FY'75 is $13,500,000. Higher Education Title I of the Higher Education Act of 1965 (P.L. 89-329) provides financial pport to encourage colleges and universities to assist in the solution of mmunity problems through specially designed continuing education and community ervice programs. A State desiring to receive its allotment of Federal funds der this Title must designate or create a State Agency which is required to sub_t an annually amended State plan to the U.S. Commissioner of Education for proval. The plan must set forth administrative policies and procedures and entify community problems it wishes colleges and universities to address. cate Agency reviews proposals from institutions of higher education and awards inds to approved projects on a 66 2/3 percent Federal and 33 1/3 percent nonederal matching basis. No funding is appropriated for Title I in FY 1975 and ere is no request for funding in FY 1976. Of the $14,250,000 FY 1974 approiation for Title I, $235,000 was allocated for family planning activities under the ants to 'States for Community Service and Continuing Education program. The VI DEPARTMENT OF HEALTH, EDUCATION AND WELFARE POPULATION RESEARCH AND FAMILY PLANNING ACTIVITIES Total, Department of Health, Education, and Welfare $198,661,000 $228,860,000 $305,635,000 $294,829,000 $258,730,000 1/ Excludes the President's proposed rescissions. 2/ Includes $15 million previously administered by the Office of Economic Opportunity; also includes $30 million authorized under the FY 1973 continuing resolution, released for obligation in FY 1974. 3/ Includes $6.5 million authorized under the FY 1973 continuing resolution, released for obligation in FY 1974. 53 |