Suchergebnisse

Data taken from the 1950 Census regarding the 3 wealthiest counties in the State of NY & the 10 poorest counties in Miss are presented in an argument favoring federal aid to educ. 'The 3 NY counties had $8,041 per fam & unrelated individual to spend on each child aged 6 through 17. The corresponding figure for the Miss counties was $573.' M. Duke.

Virtually any popular definition of conservatism will lead one to expect conservatives to oppose federal aid to educ, which they do. Overwhelming support of federal aid has characterized PO for a quarter of a cent. Att's on the issue are consistent with other elements of a conservative-liberal continuum on domestic welfare issues. Sentiment for federal aid appears to be frustrated by the unwillingness or inability of supporters among the Ls groups to articulate financial means with educ'al ends. Hairbreadth failures of educ bills in Congress result from the attachment to them of matters of race & religion which are 'nonnegotiable.' Action has been prevented by the lack of a concurrent majority. Sch-aid measures draw intense opposition for quite cliff reasons from unlikely combinations of minorities. These have included southern segregationists, northern Democratic integrationists, Catholics, anti-Catholics, & a Republican leadership unrepresentative of the party. Of the strains of philosophical conservatism, economy & anticentralism are the most relevant to the issue. Devotion to educ per se, is, for most Amer's, a 2nd-priority value. AA.

Elementary, secondary, and vocational. Case studies of two federal grant programs: Title I of the Elementary and Secondary Education Act (ESEA) and the Vocational Education Act.

Virtually any popular definition of conservatism will lead one to expect conservatives to oppose federal aid to education, which they do. Overwhelming support of federal aid has characterized public opinion for a quarter of a cen tury. Attitudes on the issue are consistent with other elements of a conservative-liberal continuum on domestic welfare issues. Sentiment for federal aid appears to be frustrated by the un willingness or inability of supporters among the low-status groups to articulate financial means with educational ends. Hairbreadth failures of education bills in Congress result from the attachment to them of matters of race and religion which are "nonnegotiable." Action has been prevented by the lack of a concurrent majority. School-aid measures draw intense opposition for quite different reasons from unlikely combina tions of minorities. These have included southern segregation ists, northern Democratic integrationists, Catholics, anti-Catho lics, and a Republican leadership unrepresentative of the party. Of the strains of philosophical conservatism, economy and anti- centralism are the most relevant to the issue. Devotion to edu cation per se is, for most Americans, a second-priority value.