REPORT RESUMES ED 020 765 24 LI 000 631 A FEASIBILITY STUDY TO DETERMINE NEED AND FUNCTION OF AN ERIC DOCUMENTATION CENTER FOR STATE EDUCATION DEPARTMENT PUBLICATIONS. FINAL REPORT. BY... KURLAND, NORMAN D. SARGENT, SHIRLEY STATE UNIV. OF N.Y., ALBANY REPORT NUMBER BR -6 -0645 PUB DATE JUN 67 GRANT 0E0...1...6...060645...2221 EDRS PRICE MF..20.75 HC -$6.40 156P. DESCRIPTORS- *STATE DEPARTMENTS OF EDUCATION, *PUBLICATIONS, *INFORMATION CENTERS, *INFORMATION SOURCES. *INFORMATION PROCESSING, INFORMATION DISSEMINATION, INFORMATION SYSTEMS, FEASIBILITY STUDIES, EDUCATIONAL RESOURCES INFORMATION CENTER, ERIC, THE OBJECTIVES Of THE STUDY WERE TO DETERMINE (1) THE VOLUME AND NATURE OF STATE EDUCATION AGENCY DOCUMENTS THAT MIGHT BE INCLUDED IN THE ERIC SYSTEM, AND (2) THE MOST EFFECTIVE METHOD OF COLLECTING, SELECTING AND ABSTRACTING THESE DOCUMENTS FOR THE ERIC SYSTEM INCLUDING THE FEASIBILITY Of ESTABLISHING A CLEARINGHOUSE FOR THIS PURPOSE. CRITERIA TO BE USED BY STATE DEPARTMENTS OF EDUCATION IN SELECTING DOCUMENTS WERE DEVELOPED AND A "TRIAL RUN CLEARINGHOUSE" ESTABLISHED TO RECEIVE THESE DOCUMENTS. THE REPORT CONTAINS A COMPLETE LISTING OF THE 1,654 DOCUMENTS SUBMITTED TO THIS CLEARINGHOUSE AND THEIR DISPOSITION TO THE ERIC CLEARINGHOUSES. AN ADDENDUM (LI 000 832) BRINGS THIS REPORT UP TO DATE AND QUESTIONS, IN VEIW OF THE SMALL NUMBER OF STATE AGENCY PUBLICATIONS INCLUDED IN "RESEARCH IN EDUCATION," THE NEED FOR A PERMANENT CLEARINGHOUSE. (RP) :ILMED FROM BEST WAILABLE COPY
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REPORT RESUMESED 020 765 24 LI 000 631
A FEASIBILITY STUDY TO DETERMINE NEED AND FUNCTION OF AN ERIC
DOCUMENTATION CENTER FOR STATE EDUCATION DEPARTMENT
PUBLICATIONS. FINAL REPORT.BY... KURLAND, NORMAN D. SARGENT, SHIRLEY
STATE UNIV. OF N.Y., ALBANYREPORT NUMBER BR -6 -0645 PUB DATE JUN 67
GRANT 0E0...1...6...060645...2221
EDRS PRICE MF..20.75 HC -$6.40 156P.
DESCRIPTORS- *STATE DEPARTMENTS OF EDUCATION, *PUBLICATIONS,
PROCESSING, INFORMATION DISSEMINATION, INFORMATION SYSTEMS,
FEASIBILITY STUDIES, EDUCATIONAL RESOURCES INFORMATION
CENTER, ERIC,
THE OBJECTIVES Of THE STUDY WERE TO DETERMINE (1) THE
VOLUME AND NATURE OF STATE EDUCATION AGENCY DOCUMENTS THAT
MIGHT BE INCLUDED IN THE ERIC SYSTEM, AND (2) THE MOST
EFFECTIVE METHOD OF COLLECTING, SELECTING AND ABSTRACTING
THESE DOCUMENTS FOR THE ERIC SYSTEM INCLUDING THE FEASIBILITY
Of ESTABLISHING A CLEARINGHOUSE FOR THIS PURPOSE. CRITERIA TO
BE USED BY STATE DEPARTMENTS OF EDUCATION IN SELECTING
DOCUMENTS WERE DEVELOPED AND A "TRIAL RUN CLEARINGHOUSE"
ESTABLISHED TO RECEIVE THESE DOCUMENTS. THE REPORT CONTAINS A
COMPLETE LISTING OF THE 1,654 DOCUMENTS SUBMITTED TO THIS
CLEARINGHOUSE AND THEIR DISPOSITION TO THE ERIC
CLEARINGHOUSES. AN ADDENDUM (LI 000 832) BRINGS THIS REPORT
UP TO DATE AND QUESTIONS, IN VEIW OF THE SMALL NUMBER OF
STATE AGENCY PUBLICATIONS INCLUDED IN "RESEARCH IN
EDUCATION," THE NEED FOR A PERMANENT CLEARINGHOUSE. (RP)
:ILMED FROM BEST
WAILABLE COPY
/c4,9
111.30'681/44t2
FINAL REPORT
VP Project No. 6-8645
Grant No. OEG-1-6-068645-2221
U.S. DEPARTMDT OF HEALTH, EDUCATION & WELFARE
OFFICE OF EDUCATION
THIS DOCUMENT HAS BEEN REPRODUCED FXACTLY AS RECEIVED FROM THE
PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS
STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION
POSITION OR POLICY.
A FEASIBILITY STUDY TO DETERMINE NEED AND FUNCTION OF AN ERIC
DOCUMENTATION CENTER FOR STATE EDUCATION DEPARTMENT PUBLICATIONS
June 1967
U. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE
Office of EducationBureau of Research
A FEASIBILITY STUDY TO DETERMINE NEED AND FUNCTION OF AN ERICDOCUMENTATION CENTER FOR STATE EDUCATION DEPARTMENT PUELICATIONS
Project No. 6-8645Grant No. OIG-1 -6-068645 -2221
Norman D. Kurland, DirectorShirley Sargent, Project Assistant
The research reported herein was performed pursuant to a grant withthe Office of Education, U. S. Department of Health, Education, andWelfare. Contractors undertaking such projects under governmentsponsorship are encouraged to express freely their professionaljudgment in the conduct of the project. Points of view or opinionsstated do not, therefore, necessarily represent official Office ofEducation position or policy.
The University of the State of New YorkThe State Education Department
Albany, New York 12224
June 1967
MUM
CONTI:NTS
1. INTRODUCTION
2. METHOD 3
3. RESULTS 4
4. DISCUSSION 16
5. CONCLUSIONS AND IMPLICATIONS 16
6. SUMMARY 17
7. ERIC RESUME FORM 19
APPENDIX A ADVISORY COMMITTEE
APPENDIX 15..1 GENERAL INSTRUCTIONS FORDEPARTMENT LIAISON
1-2, 13 GENERAL GUIDELINES AND CRITERIA
APPENDIX C ADVISORY COMMITTEE MEETING REPORTAND RECOMMENDATIONS
APPENDIX D MEMORANDUM TO LIAISON REPRESENTATIVES
APPENDIX E LIAISON REPRESENTATIVES - STATEEDUCATION AGENCIES
APPENDIX F ACQUISITION LIST
INTRODUCTION,
With the increase in quality and quantity of educational
materials produced by state education departments, there has developed
a resultant need to devise better means of sharing these materials
beyond the boundaries of each state. The ERIC system is seen as the
most promising vehicle for this purpose and this study has been con-
ducted to see which of the following alternative methods of submitting
documents to ERIC would prove most feasible far future use by state
education agencies.
1. Each state agency might screen, abstract and submit to ERIC
its own documents in accordance with criteria set by ERIC.
2. Each state agency might submit its documents to the various
ERIC documentation centers which would, in turn, screen,abstract, and submit documents to EKIC.
3. One center might receive documents from all state agencies
and screen, abstract, and submit them to ERIC.
The objectives of the study therefore were:
1. To determine which of these alternatives would be best and
advise accordingly.
2. To determine the volume and nature of state education agency
documents that might be included in ERIC.
In order to determine the need for such a Study and the direction
it should take, data was compiled in answer to these two questions:
1. What was the amount of participation by state education
agencieJ (in terms of documents submitted and accepted
by ERIC) during the first year of ERIC operation, 1965-66?
2. What publications are desired by state education agency
personnel from other such agencies?
,1
The answer to the first question was obtained by counting the
number of state education agency publications for which document
resumes were prepared during the first four general mailings from ERIC
in 1965-66. The results of this compilation are shown in Table 1.
TABLE 1
ARIZONA 5 MAINE 1 OHIO 11
ARKANSAS 1 MARYLAND 2 OKLAHOMA 3
CALIFORNIA 16 MASSACHUSETTS 3 OREGON 7
CALORADO 17 MICHIGAN 1 PENNSYLVANIA 7
FLORIDA 1 MINNESOTA 2 TEXAS 9
GEORGIA 2 NEW JERSEY 3 WASHINGTON, D.C. 6
HAWAII 2 NEW MEXICO 1 WASHINGTON STATE 9
ILLINOIS 3 NEW YORK 47 WEST VIRGINIA 1
INDIANA 1 NORTH CAROLINA 3 WISCONSIN
KANSAS 2 NORTH DAKOTA 2
Total number of states represented 29 .
Total number of documents selected 169 .
The total number of documents in ERIC during 1965%1,66 vas 2740
From this it you," appear that participation by state education
agencies needed to be facilitated.
The second question was answered by the various members of the
ten departments represented on the advisory committee (see Appendix
A) who contributed lists of those publications of other agencies of
most interest to them and the members of their units. A compilation
of these responses was used for the general guidelines and criteria
sent to liaison members for use in selecting documents to send to
ERIC. (see Appendix B)
In addition to the two primary objectives of the study, several
other purposes were seen. These included (1) the improvement of
knowledge and understanding of the ERIC system and its great poten-
tial for improving American education, (2) the establishment of a
- 2 -
network of liaison personnel in each state who would be "contact"
personnel for ERIC information dissemination, (3) the securing of
information from the various states concerning problems of using
ERIC, their solutions and suggestions for the future.
METHOD
The advisory committee and representatives of the U. S. Office
of Education and other organizations met in New York City in
October 1966 to assist in the development of the study. Preparations
for the meeting included communication with the established ERIC
,clearinghouses for information about their plans and activities. In
most cases they were in the initial stages of organization but cot -
munication was established and the purposes of the study were
explained.
The meeting in New York City produced the following recommen-
dations: (For the full report of the meeting see Appendix CO
A. The Committee recommended that each state education agencymake appropriate arrangements, probably by assigning amember of the Department to serve as its ERIC liaison, withneeded staff and support, to organize the selection and thetransmission of agency documents.
B. The Committee recommended that an agency or clearinghousebe established to which all documents collected indepartments would be sent.
C. The Committee recommended that the Education Commission ofthe States undertake the establishment of this clearinghousein close collaboration with state education agencies. If
this should not be possible, the Committee recommended thatthe state education agencies jointly establish a clearing-house with one state education agency undertaking toadminister it and seek the necessary funding.
D. It was further recommended by the Committee that the pos-sibility of obtaining Title V SEA funds for the supportof this clearinghouse be explored.
Plans for establishing a "trial run" clearinghouse for state
education department publications and the criteria to be used in
choosing documents from each department were announced in a memo-
randum to liaison representatives in each state on November 15, 1966.
(see Appendix D)
The first shipment of documents was received on December 11,
1966. 96 cartons were received between this date and April 15, 1967,
from 39 states.
The procedures followed during this period consisted oft
1. Z knowledgement of all documents received
2. Numbering of documents received
3. Mailing of two copies of appropriate documents to ERIC
clearinghouses and Central ERIC. Retention of certain types
of documents of specialised interest for a state education
department clearinghouse collection
4. Preparation of a numbered acquisition list giving titles of
documents and disposition of each.
RESULTS
1,854 documents were received and processed by the EDSEP clear-
inghouse. The numbers of documents sent on to various ERIC clearing-
houses, retained for a state education department clearinghouse, and
the numbers of documents received according to trpe are contained in
Chart 1. The full list of documents received is cuLtained in
Art Humanities Elementary Education Secondary Education
A: Physical Education Civil Defense
111111111111111111.111
c,4
MN ON l'43
NMI MIN MI 111N
7acilities and Eui.ment
Driver Trainin
k
State Education Dept. Reports Forms, etc.
).. %, ..43 U4
TOTAL
'8
'Weed by 3XD
4 41
ph
g
4 . Pi. A
I gs
4 ;11.
,r, 1-..
. t 0
4 tb
.:r 6N
0
<1 )-4, 44
54
ir
r-a Pi
1.... a
.
cl vs
p.
1-3 i .
0-3
ate, . co fil m
V)
m
0 ft rs
.1......6 --A...,-1=-1.---- -
...,
Junior Colleges 1
Exceptional Children
..,
Linguistics And Un- common Languages 3
Reading 4
.64111111111b
.4%. -4 Guidance 5
...
...
...
111111111M .....
(II Science (Sex Ed.,Alco-
hol Smokin: Health 6 11111111111 Small Schools (Migrant
Ed. Rural Education 7
cr. bl
$
+ Disadvantaged
8
...k (.4
N. %. ......
Foreign Languages 9
os ., bq 04% 110. )%1
School Personnel 1
.... ....
.
..
Vocational and Technical 11
....,
0 %4
,
Ed. Administration 12
t'l
.._ , Adult and Continuing Education 13
_
ti Social Studies (Econ ss
omics,For.Area Studie English and Language
Arts Speech Mathematics
)3 ft% ., >4
Media (Audio-Visual, TV Ed.,Instructional
Materials) X> Libraries
..,1
Pre-School and Early Childhood
.....
....
- _
.- -
_Music Art
_ - Humanities
.
4646
Elementary Education _.. .
.... Secondary Education ...,,,,
..,
N Physical Education 4,
_ ., Civil Defense
Facilities and Equipment
Driver Trainin '111111111111111111111
>.)
)4 6,:--
State Education Dept. *'§ litePortiaorms etc. .,,,, ____ 0
TOTAL
464.611.1.0.11111114 71001,111p11114110
ft F,
retained by SID learinshous
Fifty-five state education agencies participmted in the study. Lidison
representatives for ERIC have now been chosen in 48 state education
departments. (see Appendix E for list of liaison representatives.
In those states for which representatives have not yet been chosen,
the chief state school officer is sent all correspondence).
Reactions to the study and "feedback" concerning the ERIC system
were secured through a questionnaire sent to each department. The
answers to each question from the forty questionnaires returned are
shown in Table 2.Table 2
The method used moat frequently was the department memorandum.
1. In what ways have you communicated about the ERIC system to
your department?
- by written bulletin and oral announcements
- newsletter and memos to staff indicating materials and
information available- conversations with Superintendent and Deputy Superintendent
reports at staff meetings
ei explained in detail at staff meeting of Division and
Section Heads, followed up with official letter from
State Superintendent for files and future reference
system explained to liaison person in each county of
statephone callsassisted department members in search for materials
annotated bibliographies- in connection with collection of items for this study
from department form letter to all members of department
explaining origin and purpose of ERIC "flyer" to all
divisions- state bulletin - one issue devoted entirely to explanation
of ERIC; another issue contained selected abstracts of
ERIC documentsprepared bulletin describing EDSEP project for distribu-
tion to all personnel.
2. Does your Department provide any services to school personnel
in your state in order to facilitate the use of ERIC materials?
Yes 18 No 18 No answer 4
-10-$
If so, please describe:
t- circulation of general information through Curriculum Newsletter
develop statewide plan for dissemination of ERIC information
serve as liaison with county office units planning to store and
disseminate ERIC information- research group serves as gathering agency
through loan of microfiche or through selling microfiche, which
we reproduce, to the public schools at cost
- upon request, we provide material contained in our files
- through presentations by our consultants - Title I ESEA program
activities particularly- Education Media Section; monthly bulletin what is available in
ERIC center at Department's Learning Resources Center; advised
what will soon be available- furnish microfiche reading and reading-printing equipment in
Department- through recommended reference book reading; recommendations as to
availability of reference material and the source; through
recommended course resource materials and the source
- each consultant is informed of the system and the accrued benefits
are extended tc counties which are involved in research
materials used in professional inservice programs and at pro-
fessional conferences; availability of materials announced in
professional journals- annotated bibliographies- articles in newslettersmicrofiche in State Library for easy access
P. local districts encouraged to purchase own copies of ERIC materials
- Department Staff Library is equipped with a Reader-Printer; demon-
.. strations have been held; a Librarian assists users in the Department
and visitors from the school systems
- through State Bulletin to the Schools
- brochure circulated
- ERIC Center in Department open to all visitors with print-outs of
limited amount of ERIC material
3. Has the EDSEP Project improved your Department's knowledge of the
ERIC System?
Very much 6 Some 26 Not at all 4 No answer 4
4. What problems have you encountered as liaison representative?
- so many Federal programs are underway that it is hard to stimulate
attention and interest in ERIC
- too broad a scope of materials have been requested for a smooth
working system. Only information of clear value to other states
should be included (no specialized budget information should be
included, for instance)
- difficulties in locating new documents have necessitated running
periodic inventory of what has been printed and then setting out
to gather specific items from authors
. ...E., Ir.
- a lack of information on the practical application andoperational structure of the ERIC systemexplaining the plane for sale of these materials afterERIC obtains themnot enough time properly to pursue the work involved,
- knowing enough about individual clearinghouse purposJs
and operations- difficulties in establishing coordination (especially in
departments in many buildings)procurement of automatic release for reproduction rights
- suspicion of Bell and Howell's profit motive in this
educational enterprise- some duplication of effort - clearinghouses and EDSEP
project both requesting materials- mailing expense- need clear description in plain, simple terms of what
smaller departments can expect of value to them from astate education department clearinghouse
- too much paperwork- difficult to obtain slides and tape explaining ERIC in
general- need more definitive criteria for selection of documents
in departments
5. What suggestions do you have for improving the ERIC System?(Each response is given separately from each of the states)
Keep the plan and design as simple as possible, Emphasize
HOW it can be used as this is just as important as collecting
the information.
Abstracts should be prepared by producers of documents col-lected with only format changes necessary to fit into thesystems made by the clearinghouse.
Provide funds for personnel to be added to state depart-ents of education to insure knowledge and use of ERIC system.
The system is apparently adequate but further methods ofinforming state departments of its use may be advisable.
It would help us to know how others use ERIC and what
methods are most successful in encouraging staff utilization.
Among other things, we would like to know where ERIC resources
are physically housed and which positions supervise them most
effectively.
More involvement of personnel in educational agencies
through direct contact meetings with clearinghouse repre-
sentatives.
The publications should be directed to the people Who
have use for them; i.e., state publications to state depart-.
mantis, etc.
- 12
Quality controls - my personal feeling is that halfLion is of little value.
Expand the emphasis - the people who are anxious tomateriels are not working with disadvantaged youth,
Retitle: It really isn't research nor is it solelythe disadvantaged. The title scares away many users!
Clarify it on a practical basis.
the collec"
use the
related to
Need for prompt feed-back to the documents accepted by ERICCentral from those submitted by the State. Also, a copy of theabstract would be helpful.
The ERIC system should take advantage of the established commun-ication lines already in existence for disseminating information. The
size of our state and its organization into county administrativeunits makes the Department of Education an ideal agent. Some consider-ation should be given to this possibility.
A more complete brochure should be available for wide distribu-tion describing ERIC and its operation including clearinghouses, nameand address of individuals to be contacted for information.
A means for wide dissemination of abstracts of studies andtesearch entered in ERIC.
Establish permanent clearinghouse for State Education publications.
Charles Nix, Director of the Division of Assessment and Research
in the Office of Planning of the Texas Education Agency and a member
of the project advisory acommittee, replied in some detail regarding
suggestions for improvement and problems encountered in his work as
liaison person. These valuable comments are hereby included as he
sent them:
1. The list of criteria for selection of documents was quiteadequate. Our staff felt that all types of documents werecovered by the criteria, and that they provided an adequateguide for deciding what was relevant.
2. It was much easier to obtain from staff members documentswhich are in published form, that those documents of highinterest level which are in developmental foment(' whichhave not yet been published.
- 13 -
Some staff members seemed a little reluctant to let the
latter type of document go, feeling that it was not yet
in satisfactory form for distribution.
The whole process of locattng, screening, and gatheringdocuments turned out to be a much greater task than we
anticipated. We utilized one of our planning groups con..
corned with research information to plan and carry out the
collection of the documents. They contacted every staff
member with supervisory responsibility in the Department,
asking for recommendations on documents to be sent. Some
of the staff members contacted had to do some additional
thinking through in order to recommend all relevant
documents. Some portions of this work can best be per-
formed by a committee but other functions clearly need
coordination by a single person.
4. This experience confirms the need for a stafi member whose
primary responsibility is the location and collection ofsignificant documents to be put into ERIC, especially for
large state departments of education. To do an adequate
job of this requires that the person have time to go to
each staff member (or at least those with supervisoryresponsibility), interview him personally, encourage him
to suggest all relevant documents both published and un-
published, and then pull the whole process together to
ensure that no major gaps are left in the collection. The
liaison person needs to become and remain familiar with all
sorts of papers being written by staff members, to follow
their development, and to encourage staff members to submit
appropriate ones for imclusion in ERIC. It doesn't seem that
a part-time approach, or a committee responsibility approach,
is likely to get the job done.
5. On the positive side, however, we feel that the committee's
work in contacting staff members, explaining ERIC to them,
and encouraging them to think about the documents they deal
with had some very benficial effects. It made many of our
staff members aware of, and interested in, ERIC, some of
whom had had very limited or erroneous knowledge about what
ERIC is. It made our staff realize how limited our intra-
department distribution of our own documents is, especially
such items as working papers, position papers, and other un-
published documents. In a few cases, it caused staff members
to decide to refine and publish documents they had been work-
ing on but had not planned to publish.
6. Now that our staff has gone through the identification and
collection process once, subsequent collections will probably
be considerably easier and more fruitful. We have a little
better idea of what procedures will and will not work. Next
time I hope we can have at least one staff member who can be
assigned a minimum of half-time to the job.
- 14 -
An annual publication volume estimate was secured from each
department and is contained in Chart 2.
The total from the 42 states reporting is 2,279. (maximum
volume) and 1,982 (minimum yearly volume)
CHART 2
VOLUME OF NEW PUBLICATIONSEXPECTED ANNUALTO BE SENT TO PERMANENT STATE EDUCATION
It can readily be seen from the results of this study that the
method chosen produced the results desired, namely (1) the volume
and type of state education publishing was determined, (2) the
participation of state education agencies in ERIC was facilitated
by establishing a liaison network and "trial run" clearinghouse to
which all documents could be sent, (3) a large part of state educa-
tion department publishing would be of specialized interest to
personnel in other departments and should therefore probably not be
entered into the ERIC system.
CONCLUSIONS AND IMPLICATIONS
The need for a state education agency clearinghouse is shown by
the degree of participation of these agencies in the study and the
number of documents produced of specialised interest 'within these
agencies.
-16
The desirability of maintaining this system of liaison persons
and "trial run" clearinghouses until such a permanent clearinghouse
could be established was recognized by the U. S. Office of Education
and plans have been made to continue the EDISEP clearinghouse until a
permanent clearinghouse for state education publications can be
established.
SUMMARY
The ERIC system is seen by state education agencies as the best
vehicle for a nationwide all-inclusive means of disseminating informa-
tion about all facets of educational development. It is also welcomed
by large departments with extensive publishing programs as the most
effective means of sharing their materials with other states.
The following recommendations emerge from this study in order for
ERIC to achieve its full potential within state education agencies and
the units within the state under their direction.
I. State education agencies would like a more complete description of
ERIC and of clearinghouse functions. This description, if in the
form of a brochure, should be available for distribution to all
potential users within the states. Liaison personnel would also
like to meet with clearinghouse personnel in order to.kneW more
specifically about their criteria for the selection of ERIC
documents aod'their possible services to state education departments.
-17-
IL The position of ERIC liaison person within each department is
seen as desirable and necessary. However, at least in large
departmentilpenough time and funds should be allowed for the
responsibilities involved. This will be even more important
as the ERIC system expands and more clearinghouses are
established. ESEA Title V might be used for this purpose.
III. Equal attention should be paid by ERIC and the state depart-
ments to the use of ERIC materials.
11011 1,14111 DEPARTMENT OF HEALTH, EDUCATION, AND WELFAREOFFICE OF EDUCATION
WASHINGTON 25, D.C.
ERIC DOCUMENT RESUME
DATE OP RESUME
1. ERIC SATELLITEACCESSION NO. COOSSOURCE the University of the State of New York
1. CLEARIN Haulm C0111.15Ite NO.
The State Education DepartmentAlbany, New York
tel" A Feasibility Study to Determine Riled and Functionof an ERIC Documentation Center for State Educa-tion Publications - A Final Report
AUTHORIS
OATK shine 30REPORT/SERIES NO.
PUGLICATION TITLE
AL
671.. PAGINATION 1. REFERENCES
01/11.
II. CONTRACT NO.
FOR INTERNAL ERIC USE ONLY
(Do Not Write In Sow. ISelow,
EOITOMPUSLISHER
........=1.worm....se
DATE RECEIVEDIS MICROFILM COPY AVAILAMLEI (Choollterot.
IS DOCUMENT COPYRIGHTED? Mhos* ow)Yo OH.
HAS COPYRIGHT RELEASE PEEN GRANTED,
DATE, NAME, ANO COMPLETE ADO/IESS PrAUTHORITYTYPE OF RELEASE
AOSTRACT (230 words mem)II
This is the final report of a study performed by the Center on Innovation,New York State Education Department for the USOE to determine the feasibilityof establishing a clearinghouse for the publications of all state educationagencies of the United States and its territories. The study showed thatthere was a need, that the ERIC system should include such a clearinghouseand plans are now underway to establish it.
The report contains a complete listing of the 1,854 documents submitted tothe "trial run clearinghouse" set up as a part of the project and their dig»position to the thirteen established MC clearinghouses.
U. RETRIEVAL TERMS (Crolnv tan reverse)
State - Federal Support
Tables
Resource Materials
Pilot Projects
Information Dissemination
17. IDENTIFIERS
-19-
APPENDIX A
EDSEP PROJECTERIC DOCUMENTATION OF STATE EDUCATION PUBLICATIONS
ADVISORY cop._ m,g,
Mr. Alex CanjaState Department of EducationLansing, Michigan 43902
Mr. Wayne CarleAssistant SuperintendentDepartment of EducationColumbus, Ohio 43215
Mr. H. Finn Groover, ManagerPublications and Textbook Services for the
Division of Instructional ServicesDepartment of EducationTallahassee, Florida 32304
Mr. Bruce MeserveyChief, Bureau of PublicationsState Department of EducationAlbany, New York 12224
Mr. Charles Nix, DirectorDivision of Assessment and ResearchOffice of PlanningTexas Education AgencyAustin, Texas 78711
Mr. Donald C. Norwood, DirectorDepartment of Statistics and Data
ProcessingOffice of Superintendent of Public
Information316 South Second StreetSpringfield, Illinois 62706
Dr. Gaynor PearsonPublic Information ConsultantState Board of EducationP. O. Box 2219Hartford, Connecticut 06115
Dr. Vincent C. Shepps, DirectorBureau of PublicationsDepartment of Public InstructionHarrisburg, Pennsylvania 17126
Mr. Russell S. WhyDirector of Educational InnovationDepartment of Public Instruction48 NorthState CapitolMadison, Wisconsin
Mr. Wayman J. WilliamsChief, Bureau of PublicationsCalifornia State Department of EducationSacramento, California 95814
APPINDIX 11-.1
GENERAL INSTRUCTIONS FOR DEPARTMENT LIAISON,
1. Explain the EDSEP project and if necessary the ERIC system to
department members. Be certain that department members understand that there
will be no necessity for them to send documents to the ERIC clearinghouses
until further notice from the EDSEP project office. Clearinghouse directors
are being notified of the establishment of this intermediate, unit for state
education agencies and will be assured that the flow of materials to them
will continue. Units that wish to do so may still send materials directly to.
ERIC clearinghouses or may indicate those to which documents should be sent.
2. Request 3 copies of all documents meeting the attached criteria
from all units in your department.
3. Secure an automatic release allowing reproduction of all docu-
ments sent on if necessary in your department. Include this with the documents
or in a separate letter.
4. Allow no more than one month from the receipt of the letter for
collection and mailing of these documents to the project office. (In the
future) collections will probably be made at least twice annually in each
department.)
5. Prepare an estimate of expected annual volume of new department
publications of documents (of the type being sent) if this has not already
been sent in previous correspondence.
6. Send all documents and correspondence to:
Mrs. Shirley SargentEDSEP Project OfficeRoom 331State Education DepartmentAlbany, New York 12224
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GENERAL GUIDELINES AND CRITERIA TO BE APPLIED TO THE SELECTION OFSTATE EDUCATION AGENCY DOCUMENTS FUR ERIC (EDUCATIONAL RESEARCH INFOR-MATION CENTER.)
Department members should ask themselves two questions:
1. What types of publications would I like to see from otherstate education agencies?
2. What publications in my unit would be of interest and useto educators in other states?
In addition, the following types of documents of currentvalue, use and availability are deemed desirable for inclusion in theERIC systems.
1. Instructional and Supervisory Material and Aids
curriculum guidesbibliographiesmanuals and educational services and facilities guidescontract forms
2. Department Administration
formspersonnel policies, recruitment materials, etc.organization charts, functions of units, etc.policy or procedure announcements
3. Department Public Relations
public information documentsdepartment periodicals and newsletters--most recent editionposition papers and speeches by department members
4, Department Regulatory Function
standards and regulationseducation codes and lawsjudicial and legal decisions of chief state school officerslicensing regulations and evaluations
project, program, and research reports (both interim and final)
including descriptive materials from state-supported andlocally developed operating projects or programs
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7. Other
conference proceedings and reports
directoriescatalogsmapsannual reports of department, most recent
The types of documents generally not to be included are press releases,
internal memoranda of interest only within the department, announcements of
current events or of purely local interest, documents not originating in the
department.
GENERAL RULE: IF IN DOUBT, SEND.
October 26, 1966APPENDIX C
The University of the State of New YorkCenter on Innovation in EducationThe State Education Department
Albany, New York 12224
ERIC Documentation of State Education PublicationsEDSEP PROJECT
ADVISORY COMMITTEE MEETING REPORT AND RECOMMENDATIONS
I. INTRODUCTION
ERIC is the Education.:1 Research Information Center of the United
States Office of Education. It is the first nationwide comprehensiveinformation collection, storage and retrieval system to serve American
education.
State education agencies will be one of the major users of ERIC
as well as a source of documents. In order to promote effective
liaison between ERIC and the state education agencies, the New York
State Education Department received a grant from the USOE in July, 1966
to conduct a study. All state education agencies in the United Statesand its territories were invited to cooperate in the study. An advisory
committee of representatives of departments with largepublication programs, differing organizational patterns and from various
sections of the country, was appointed. The committee met in New York
City on October 4 and 5, 1966, along with representatives from the follow-
ing organizations:
Central ERIC Office, U. S. Office of EducationState Agency Support Branch, USOEERIC Clearinghouse, Preparation of Urban School Personnel
Education Commission of the States
(See Appendix I for list of the participants.)
II. PROBLEMS
After the background presentations, the committee addressed itself
to four problems:
1. How to arrange for the collection and transmission of docu-
ments in each department.
2. What procedure to use to get documents into ERIC.
3. What documents to select for inclusion in ERIC.
4. What procedures to develop to promote exchange of information
among departments.
III. SOLUTIONS AND RECGENDATIONS
The following recommendations reflect the consensus of opinion
among the members of the advisory committee as to the best method of
insuring the continuing flow of state education department publications
into the ERIC system as well as some details concerning the functioning
of such an operation.
Recommendation A
THE COMMITTEE RECOMMENDED THAT EACH STATE EDUCATION AGENCY MAKE
APPROPRIATE ARRANGEMENTS, PROBABLY BY ASSIGNING A MEMBER OF THE DE-
PARTMENT TO SERVE AS ITS ERIC LIAISON, WITH NEEDED STAFF AND SUPPORT,
TO ORGANIZE THE SELECTION AND THE TRANSMISSION OF AGENCY DOCUMENTS.
The duties of such a liaison person would be to assist all units
in the selection of appropriate documents and arrange for their col-
lection and transmission. This arrangement would eliminate the necessity
for clearinghouses and Central ERIC to solicit materials from all unite
in each department. The liaison would also inform the department on a
continuing basis about ERIC and the resources available through it. In
addition, he should function as the "contact" person in the department
for the SED clearinghouse, other ERIC clearinghouses, Central ERIC and
ERIC users in the State.
Recommendation B
THE COMMITTEE RECOMMENDED THAT AN AGENCY OR CLEARINGHOUSE BE
ESTABLISHED TO WHICH ALL DOCUMENTS COLLECTED IN DEPARTMENTS WOULD BE
SENT.
The following arguments were advanced in favor of the establish-
ment of such a clearinghouse exclusively for the handling of state
education department publications. First, the volume, variety and qual-
ity of such publications has been steadily increasing and will continue
to do so. Secondly, state education agencies have been rapidly expanding
in size, services rendered and complexity. There is a great need for
"cross fertilization" of ideas from one agency to another, for sharing in
ideas for research, data collection, evaluation and a host of other areas.
The general functions of such a cltiaringhouse would be to:
1. Receive documents from all state education agencies,
2. Forward to each ERIC clearinghouse those materials in its areas,
3. Choose from the remainder those that might be of general interest,
4. Prepare them for inclusion in ERIC according to guidelines estab-
lished for all ERIC clearinghouses,
5. Monitor documents sent on to other clearinghouses to see which
are included in ERIC,
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6. Index the entire permanent collection of the clearinghoUse,
7. Provide current information and service to state educationagencies and to other groups,
8. Alert state education departments to emerging problems bymonitoring the entire ERIC output for items of possible interest tostate education departments.
The committee recommended that the value of this clearinghouse tostate education departments be assessed after a period of time has elapsed.It also suggested that close contact with the Public Information Project,the Regional Laboratories and other suitable agencies be maintained andthat their products and publications be included in the collection of thisclearinghouse.
Recommendation C
THE COMMITTEE RECOMMENDED THAT THE EDUCATION COMMISSION OF THESTATES UNDERTAKE THE ESTABLISHMENT OF THIS CLEARINGHOUSE IN CLOSE COL-LABORATION WITH STATE EDUCATION AGENCIES. IF THIS SHOULD NOT BE POSSIBLE,THE COMMITTEE RECOMMENDED THAT THE STATE EDUCATION AGENCIES JOINTLY ESTAB-LISH A CLEARINGHOUSE WITH ONE STATE EDUCATION AGENCY UNDERTAKING TO ADMINISTERIT AND SEEK THE NECESSARY FUNDING.
Since two of the major purposes of the Commission as stated in itsconstitution, are to provide a clearinghouse of information on educationalproblems and solutions and "facilitate the improvement of state and localeducational systems so that all of them will be able to meet adequate anddesirable goals....." it would be well suited to undertake the establish-ment of such a state education clearinghouse. Representatives of the Com-mission present expressed an interest in such a clearinghouse and indicatedthat they will explore Commission interest in it.
Recommendation D
IT WAS FURTHER RECOMMENDED BY THE COMMITTEE THAT THE POSSIBILITY OFOBTAINING TITLE V ESEA FUNDS FOR THE SUPPORT OF THIS CLEARINGHOUSE BE EX-PLORED.
V. COMPLETION OF EDSEP PROJECT--PHASE II
As originally described in the proposal for funding, the second stageof the Project would be as follows.
All states would be requested to submit to the New York StateEducation Department all available documents that meet these criteria(established at the meeting) and provide an estimate of the number ofsimilar documents and pages they estimate will be producek in the nextyear.
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Certain preparations were made in anticipation of this stage before
the meeting in New York City. Each chief state school officer was asked
to submit the name of a person in his department to act as liaison for
this part of the project.
It was the feeling of the advisory committee that this phase should
be implemented as soon as possible and the attached criteria were to be
used by the liaison person to guide him in collecting documents in his
department.
CENTER ON INNOVATIONIN EDUCATION
NORMAN 0, KURLAND, omearomGEORGE IL MAUL AosOCIATE emTirren
1118.4744111
a
APPENDIX D
THE UNIVERSITY OF THE STATE OF NEW YORKTHE STATE EDUCATION DEPARTMENT
ALSANY, NEW YORK 12224
November 15, 1966
TO: Department Liaison -- EDSEP Project
FROM: Norman D. Kurland, Project DirectorShirley Sargent, Project Assistant
SUBJECT: EDSEP Project - 2nd Stage
EDSEP PROJECTRoom 331
Mrs. Shirley SargentProject Assistant
We are most happy that you have accepted the position
of liaison representative for your department and, as such,
have agreed to participate in the EDSEP (ERIC Documentationof State Education Publications) Project being conducted by
the New York State Department of Education.
The advisory committee for the project (see attachmentto this memo) which met recently in New York made a strongrecommendation that this liaison position be continued per-manently by departments and that the function of such a person
be described as follows:
1. Such a person would organize, with appropriatestaff and support, the selection and transmission of depart-
ment documents, to a central state agency or clearinghouse.
Three copies of all documents would be sent which meet thecriteria established for same. Collections would be madeat least twice annually in every department.
2.
whatever wayERIC and the
Such a person would inform the department, indeemed feasible and on a continuing basis aboutresources available through it.
3. Such a person would be the "contact" personin the department for ERIC central, the State Education clear-
inghouse and the other clearinghouses in the ERIC system.
The second stage of the EDSEP project is designed to seehow well this willtwork. We realize that you have taken on thisextra assignment only for this "trial run" but we felt that youshould know about the recommendation of the group so that youcan better advise us on how effectively things have worked from
your end and discuss with others in your department the possibi-lity of establishing an ERIC liaison permanently.
(Over)
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Attached to this memo are the general instructions for youto follow and the guidelines and criteria to be used in
selecting printed materials from your department.
Please do let us know if there is any further clarifi-cation needed for your part in the study.
Let us again thank you and, and through you, yourdepartment colleagues, for participation in the project.We shall look forward to hearing from you.
* indicates persons who are Chief State School Officers
Mr. 'rank T. SpeedEducational ConsultantDiv. of Research, Planning and
InformationState Department of EducationMontgomery, Alabama 36104
Miss Patricia OakesSupervisor, Research and PublicationsState Department of EducationPouch F, Alaska Office BuildingJuneau, Alaska 99801
Mt. Thomas HarwoodSupervisor of Tests and MeasurementsDepartment of EducationPago Pago, TutuilaAmerican Samoa, 96920
Miss Noelle SmithInformation OfficerSuite 165State Department of Public InstructionState CapitolPhoenix, Arizona. 85007
* A. W. FordCommissioner of EducationState Department of EducationLittle Rock, Arkansas 72201
Dr. John G. ChurchConsultant, Curriculum Development721 Capitol Avenue, Room 455California State Dept. of EducationSacramento, California 95814
Dr. Kenneth E. LakeCoordinator of CurriculumCanal Zone SchoolsBalboa HeightsCanal Zone
Mr. E. Dean CoonDirectorDiv. of Publications and
Public InformationColorado Department of EducationDenver, Colorado 80203
Dr. Gaynor PearsonPublic Information ConsultantState Board of EducationP. O. Box 2219Hartford, Connecticut 06115
Dr. Wilmer E. Wise, DirectorResearch and PublicationsState Dept. of Public InstructionDover, Delaware 19901
Mt., H. Finn Groover, ManagerPublications and Textbook
Services for theDiv. of Instructional ServicesDepartment of EducationTallahassee, Florida 323'34
Coordinator of Research,.Development and Communications
Department of EducationP. O. Box 157Agana, Guam 96910
Mr. Harry L. Bowman, DirectorResearch and Statistical
ServicesState Department of EducationState Office BuildingAtlanta, Georgia 30334
Mr. John P. SheehanDirector, Pul'lic InformationState Department of EducationP. O. Box 2360Honolulu, Hawaii 9604
Mr. Bill C. BowmanDirector of ResearchState Department of EducationState HouseBoise, Idaho 83701
Mr. Donald C. Norwood, DirectorDept. of Statistics and Data
ProcessingOffice of Supt. of Public
Instruction316 South Second StreetSpringfield, Illinois 62706
Mrs. Sue HetheringtonEditor, Office of PublicationsState Department of Public InstructionIndianapolis, Indiana
Dr. Richard BrooksConsultantPlanning and DevelopmentDepartment of Public InstructionState Office BuildingDes Moines, Iowa 50319
Mr. U. H. BuddCoordinator, Federal ProgramsState Department of Public Instruction120 East Tenth StreetTopeka, Kansas 66601
Mrs. Mary MarshallInformation am' PublicationsState Department of EducationState Office BuildingFrankfort, Kentucky
Mr. Normand H. EdwardsDirectorAdministration and ResearchState Department of EducationState CapitolBaton Rouge, Louisiana
Miss Marion CooperPublic Information OfficerState Department of EducationAugusta, Maine 04330
Dr. Richard K. McKayDirectorDivision of Research and DevelopmentMaryland State Department of Education301 West Preston StreetState Office BuildingBaltimore, Maryland 21201
* Owen B. KiernanCommissioner of EducationState Department of EducationBoston, Massachusetts 02116
Mr. James LeeDirector of PublicationsState Department of EducationCentennial Office BuildingSt. Paul, Minnesota 55101
2
Mr. James WalterConsultant, PublicationsPrudden BuildingState Department of EducationLansing, Michigan 48902
Mr. John O. EthridgeInformation and Advisory OfficerP. O. Box 771State Department of EducationJackson, Mississippi 39205
Mr. Curt StallingsCoordinator of Public InformationP. O. Box 480State Department of EducationJefferson City, Missouri 65101
Mrs. Barbara CrebbResearch AssistantDepartment of Public InstructionHelena, Montana 59601
Mr. Royal HenlineChief, Curriculum ServicesDepartment of EducationState CapitolLincoln, Nebraska 68509
Mr. H. E. WhetstoneEducation MediaState Department of EducationCarson City, Nevada 89701
Mr. H. Stuart PickardDirectorPlanning Development andrtaluationState Department of EducationState House AnnexConcord, New Hampshire 03301
Mr. Thomas H. AdamsDirectorCenter on TeachingState Department of Education225 West State StreetP.O. Box 2019Trenton, New Jersey 08625
Mx. Merrill RedemerDirectorDiv. of Educational Research andPlanning
State Department of EducationCapitol BuildingSante Pe, New Mexico 87501
Mr. Bruce MeserveyChiefBureau of PublicationsState Department of EducationAlbany, New York 12224
Mrs. Almetta C. BrooksEditorState Department of Public InstructionRaleigh, North Carolina
M. E. PetersonSuperintendent of Public InstructionBismarck, North Dakota 58501
Mr. Wayne CarleAssistant SuperintendentDepartment of EducationColumbus, Ohio 43215
Mr. Joe D. Hurt330 State Capitol BuildingOklahoma City, Oklahoma 73105
Mr. Leo W. MyersAssistant SuperintendentDiv. of Education DevelopmentState Department of EducationPublic Service BuildingSalem, Oregon 97310
Dr. Vincent C. SheppsDirectorBureau of PublicationsDepartment of Public InstructionHarrisburg, Pennsylvania 17126
Dr. Jaime Gonzales-CarboDepartment of EducationVela StreetStop 34Hato Rey, Puerto Rico 00900
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Mr. Arthur R. PontarelliDeputy Commissioner of
EducationState Department of EducationRoger Williams BuildingHayes StreetProvidence, Rhode Leland 02908
Mr. P. M. KirkChiefBureau of Public InformationSo. Carolina Dept. of EducationColumbia, So. Carolina 29201
Mr. Boyd L. WrightDivision of Research and Public
InstructionState Dept. of Public InstructionCapitol BuildingPierre, So. Dakota 57501
* J. Howard WarfCommissioner of EducationState Departmeht of EducationNashville, Tennessee 37219
Mr. Charles Nix, DirectorDiv. of Assessment and ResearchOffice of PlanningTexas Education AgencyAustin, Texas 78711
* Terrell H. BellSuperintendent of PublicInstruction
State Department of PublicInstruction
Salt Lake City, Utah 84114
Dr. Karlene V. RussellDirector of InstructionalServices
State Department of EducationMontpelier, Vermont
Mr. Harry L. SmithDirectorInformation and PublicationsState Board of EducationRichmond, Virginia
.1k Jane E. Truitt
Commissioner of EducationDepartment of EducationCharlotte AmalieSt. Thomas, Virgin Islands 00802
* Louis BrunoSuperintendent of Public InstructionState Department of Public InstructionOlympia, Washington 98501
Dr. Ernest BertyDirector of ResearchDepartment of EducationCapitol BuildingCharleston, West-Virginia 23505
Mr. Russell S. WayDirector of Educational InnovationDepartment of Public Instruction48 North, State CapitolMadison, Wisconsin 53702
Mr. Melvin H. GillispisDirectorResearch and StatisticsState Department of EducationState CapitolCheyenne, Wyoming