A Study of Title II, Elementary and Secondary Education Act of 1965 and an Evaluation of Its Impact in Texas Page: 29
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were kept informed as the new legislative program developed.
Support was developed in each of these organizations (10,
p. 103).
As these negotiations and consultations progressed
great care was taken not to make any of the participants
feel that prior decisions had been reached. The bill was
drafted by the General Counsel's Office with Chester Relyea,
a lawyer, and Samuel Halperin, Acting Deputy Commissioner of
Education, playing lead roles (8, p. 89). The drafters,
recognizing the complexity of pressures and counterpressures,
were highly successful in designing a bill to anticipate and
head off potential opposition. The package format of five
titles was a means used by the designers to grant benefits
for many, yet denying each group their full demands. The
package was written with the intent of forestalling any
major alteration in Congress without decreasing its politi-
cal appeal (10, p. 105).
Title I accounted fo. five-sixths of the total funds
and was based on a consensus that the use of federal funds
to meet the needs of educationally disadvantaged children
was appropriate and urgent. This new approach allocated
funds to states and localities by formula. All specific
projects were subject to approval by state authorities. The
federal government set the criteria for determining the
distribution of funds down to the county level and the state
determined the distribution by districts. Equalization among
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Buell, Frank G. (Frank Garvin). A Study of Title II, Elementary and Secondary Education Act of 1965 and an Evaluation of Its Impact in Texas, dissertation, May 1971; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc277917/m1/39/: accessed May 6, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .