Social Program Implementation
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TITLE V OF ESEA: THE IMPACT OF DISCRETIONARY FUNDS ON STATE EDUCATION BUREAUCRACIES**Jerome T. Murphy, “Title V of ESEA: The Impact of Discretionary Funds on State Education Bureaucracies,” Harvard Educational Review, 43, August 1973, 362–385. Copyright © 1973 by President and Fellows of Harvard College. Reprinted with their permission. This article is a substantially reduced version of a longer report conducted under contract HEW-os-71-132 with the U.S. Department of Health, Education, and Welfare, and with the partial support of the Carnegie Corporation. The full report has been published as: State Education Agencies and Discretionary Funds (Lexington, Mass.: Lexington Books, 1974).
IMPLEMENTATION ANALYSIS AND ASSESSMENT**The chapter is revised from an earlier paper of the same title that appeared in Policy Analysis, Volume 1, No. 3, pp. 531–566 (Copyright by The Regents of the University of California), and the portions used from the earlier work are included with the permission of The Regents of the University of California. Work on the paper was supported by a grant from the National Science Foundation. A number of individuals commented on earlier drafts: Richard Elmore, Lucille Fuller, Eleanor Holmes, Laura Kemp, and Jeanette Veasey, all at the time at the University of Washington; Robert Levine, Congressional Budget Office, and Arnold J. Meltsner, University of California, Berkeley. The author, however, is solely responsible for the views expressed.
Edward M. Gramlich
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Patricia P. Koshel
FOLLOW THROUGH PLANNED VARIATION**This paper, prepared especially for this volume, is a major revision of a paper that appeared earlier as, “Lessons from Follow Through,” Policy Analysis, vol. 1, no. 3 (Summer 1975), 459–84. Some portions of the earlier paper are reprinted here with permission of The Regents of the University of California. A more detailed analysis of the Follow Through experiment can be found in Richard F. Elmore, Follow Through: Decisionmaking in a Large-Scale Social Experiment (unpublished doctoral dissertation, Harvard Graduate School of Education, 1976. The author wishes to thank the Lyndon Baines Johnson Library, Austin, Texas, and personnel of the Follow Through program for their assistance in securing the unpublished documents cited in this article.