Abstract
The Federal role in elementary and secondary education has reached a critical juncture in its development. A paradox confronts Federal policymakers. On the one hand, Federal policies have been far more successful than many ever expected in targeting resources to specific purposes and populations. On the other hand, the goal of significantly improving educational outcomes for participating children has, for the most part, eluded Federal funding programs. Although federally sponsored interventions can apparently produce modest learning gains in the short run, few long-term benefits have been demonstrated. In the debate over the causes for this simultaneous success and failure of Fed-
Published Version
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