[Congressional Record Volume 141, Number 62 (Tuesday, April 4, 1995)]
[Senate]
[Pages S5125-S5138]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]


  GAO REPORT AND THE NATIONAL EDUCATION TECHNOLOGY FUNDING CORPORATION

  Ms. MOSELEY-BRAUN. Mr. President, I rise today to present the results 
of the second in a series of five very important studies being 
conducted by the General Accounting Office on the condition of 
America's schools and to announce the creation of the National 
Education Technology Funding Corporation.
  I first became aware of the problems facing our Nation's education 
infrastructure while serving in the Illinois House of Representatives. 
Throughout my 10 years in office, I visited school districts across the 
State and witnessed the deteriorating condition of public school 
facilities in both rural and urban districts alike.
  Yet, it was not until I began working on education legislation in the 
U.S. Senate that I learned that the Federal Government had not 
collected data on the condition of our Nation's public school 
facilities since 1965.


                              GAO request

  Knowing that my efforts to improve our Nation's education 
infrastructure would be limited by insufficient data, I sent a letter 
to the General Accounting Office last year, which was cosigned by 
Senators Kennedy, Pell, Simon, and Wellstone, requesting a 
comprehensive, nationwide study on the condition of our Nation's public 
school facilities.
  In responding to my request, the General Accounting Office surveyed a 
random sample of our Nation's 15,000 school districts and 80,000 public 
schools from April to December 1994. GAO staff members also visited 41 
schools in 10 school districts across the country to supplement their 
quantitative data with personal observations. Based on responses from 
78 percent of the schools sampled, GAO began preparing five separate 
reports on the condition of our Nation's public schools.


                            First GAO Report
  The first GAO report, which was released on February 1, 1995, 
examined the education infrastructure needs of our Nation's public 
elementary and secondary schools. As expected, this report made clear 
what most of us already knew; that our schools are deteriorating and we 
need to fix them.
  The GAO report concluded that our Nation's public schools need $112 
billion to restore their facilities to good overall conditions; that is 
to say, without code violations and the like. This was not decorating 
issues--good overall conditions.
  Of this amount, the GAO found that public schools needed $11 billion 
just to meet the Federal requirements--including $6 billion to make all 
programs accessible to all students and $5 billion to correct or remove 
hazardous substances.
  And so the first report focused in on the basic facility 
infrastructure needs and reached the conclusion that we needed $112 
billion just to get our schools up to code, removed of health and 
safety violations and threats to the students.
                           SECOND GAO REPORT

  The second GAO report, which was released today, focuses on our 
Nation's education technology infrastructure needs. Once again, this 
report concludes that our Nation's public schools are not designed or 
sufficiently equipped to prepare our children for the 21st century. And 
that is actually the name of it: ``School Facilities: America's Schools 
Not Designed or Equipped for the 21st Century.'' It is a pretty 
devastating title for the report itself, and this was a serious study 
that was done by the GAO.
  More specifically, the GAO report found that more than half of our 
Nation's public schools lack six or more of the technology elements 
necessary to reform the way teachers teach and students learn 
including: computers; printers; modems; cable TV; laser disc players; 
VCR's; and TV's.
  In fact, the GAO report found that even more of our Nation's schools 
do not have the education technology infrastructure necessary to 
support these important audio, video, and data systems. For example, 
this report concludes that: 34.6 percent of schools lack sufficient 
electrical power for computers; 46.1 percent lack sufficient electrical 
wiring; 51.8 percent lack sufficient computer networks; 60.6 percent 
lack sufficient conduits and raceways; 86.8 percent lack fiber-optic 
cable; 61.2 percent lack sufficient phone lines for instructional use; 
and 55.5 percent lack sufficient phone lines for computer modems.
  Mr. President, the General Accounting Office further examined these 
national statistics and confirmed our worst fears: that the 
availability of education technology in our Nation's public schools is 
directly correlated with community type, the percentage of minority 
students, and the percentage of economically disadvantaged students.
  [[Page S5126]] In other words, the GAO report found that although our 
Nation's education technology needs are great in both rural and urban 
school districts, urban schools have greater education technology needs 
in every category. It also found that the education technology needs in 
our Nation's schools increase in every category as the percentages of 
minority students and students receiving free or reduced lunches 
increase.
  Mr. President, these results are simply unacceptable. There is 
absolutely no reason why, in 1995, all of our Nation's children should 
not have access to the best education technology resources in the 
world.
  I point out that as between urban and rural, this issue affects rural 
school districts as much as it does urban school districts. The 
children in rural communities are denied access to the sources of 
information, the data, the resources that are out there for them to 
improve their opportunities for education, as well as children in urban 
areas where there is a greater concentration of students.
  As you know, we are in a new era in economic competition. All over 
the world, barriers to trade between nations are falling. We are 
witnessing the development of a truly global marketplace. I believe 
that America can lead the way in this marketplace. But if we are to 
succeed, if we are to retain our competitiveness into the 21st century, 
there must be a renewed commitment to education in this country.
  If there is any objective that should command complete American 
consensus, it is ensuring that every American has the chance to 
succeed--and that, in the final analysis, is what education is all 
about. No issue is more critical to our country. And no issue is more 
important to me. Nothing makes a bigger difference in a person's life 
than opening opportunities. Certainly nothing has made a bigger 
difference in my life.
  It is vital to the interest of our Nation that we maintain quality 
public education for everyone. Education is not just a private benefit 
but a public good as well. It is the cornerstone of a healthy democracy 
and, as a society, we all benefit from a well-educated citizenry. It is 
the means by which we prepare our children to succeed--to make a 
living, to participate in the community, to enjoy the arts, and to 
understand the technology that has reshaped our workplace and, indeed, 
to compete in this global economy.
  Without a strong education system in this country, our young people 
will not be prepared and will not be able to hold their own in 
competition with the other communities in the world, which devote a 
greater proportion of their resources to the education of their 
children and the preparedness of their work force.
                               technology

  Nonetheless, it will be difficult if not impossible for us to prepare 
our children to compete in the emerging global economy through the 
current educational system. In order to prepare American students to 
compete with their foreign counterparts, systemic school reform must 
occur. Systemic school reform means taking into account and addressing 
all aspects of the educational system.
  Mr. President, the increased competition created by the emerging 
global economy requires teachers and students to transform their 
traditional roles in many ways. It requires teachers to act as 
facilitators in the classroom, guiding student learning rather than 
prescribing it. It also requires students to construct their own 
knowledge, based on information and data they manipulate themselves.
  Technolgoy can help teachers and their students successfully play the 
new roles that are being required of them. Technology can help teachers 
report and chart student progress on a more individualized basis. It 
can also allow them to use resources from across the globe or across 
the street, for that matter, to create different learning environments 
for their students without ever leaving the classroom.
  On the other hand, technology can allow students to access the vast 
array of material available electronically and to engage in the 
analysis of real world problems and questions.


                         centennial high school

  Mr. President, by way of example, advanced chemistry students at 
Centennial High School in Champaign, IL, are currently taking advantage 
of the benefits associated with education technology.
  Here is one of the deans of education on the floor, Mr. President, 
Senator Pell. Of course, his name is so well associated with education. 
I had someone say to me, ``Senator Pell made it possible for me to go 
to college,'' because of Pell grants, and I thought that was one of the 
finest compliments that could ever be given to an individual.
  Mr. PELL. Thank you very much.
  Ms. MOSELEY-BRAUN. To continue, Mr. President, through an innovative 
partnership with the National Center for Supercomputing Applications, 
these students are developing experiments that allow them to move parts 
of molecules on their computer screens in response to their own 
computer commands. In one type of simulation, students watch the 
orbitals of models in reaction to imposed actions. Another type of 
simulation demonstrates the ionization of atoms--how the size of atoms 
changes when ions are added or subtracted. That is precisely the kind 
of education that we want to make available to every child in America. 
It is the challenge of the education infrastructure that I think we 
have to meet in order to do so.


                          local property taxes

  Mr. President, we are failing to provide all of our Nation's children 
with education technology resources like those being provided at 
Centennial High School because the American system of public education 
has forced local school districts to maintain our Nation's education 
infrastructure with local property taxes.
  For a long time, local school boards were able to meet that 
responsibility. However, the ability of local school boards to continue 
to meet that responsibility has steadily declined.
  Local property taxes are now all too often an inadequate source of 
funding for public education. What is even worse is that this financing 
mechanism makes the quality of public education
 all too dependent on local property wealth.

  As a result, the second GAO report found that, on average, only 8 
percent of local school bonds was spent on computers and 
telecommunications equipment. That is, for the average $6.5 million 
bond, only $155,000 or 2 percent was provided for the purchase of 
computers and only $381,100 or 6 percent for the purchase of 
telecommunications equipment.
  Nonetheless, most States, including my own of Illinois, continue to 
force local school districts to rely increasingly on local property 
taxes for public education, in general, and for education technology 
projects, in particular. In Illinois, for example, the local share of 
public education funding increased from 48 percent during the 1980-81 
school year to 58 percent during 1992-93 school year, while the State 
share fell from 43 to 34 during this same period of time.
  I believe the Federal Government must also, frankly, accept a share 
of the blame for failing to provide our Nation's children with 
environments conducive to learning. The Federal Government's share of 
public education funding has fallen from 9.1 percent during the 1980-81 
school year to 5.6 percent during the 1993-94 school year.


                               goals 2000

  Mr. President, Congress passed the Goals 2000: Educate America Act 
which President Clinton signed into law on March 31, 1994. I supported 
this legislation because it promises to create a coherent, national 
framework for education reform founded on the national education 
goals--including the seventh national education goal which promotes 
parental involvement at all grade levels.
  Nonetheless, I firmly believe that it is inherently unfair to expect 
our children to meet national performance standards if they do not have 
an equal opportunity to learn.
  If they are denied equal access and equal facilities, then they will 
have a very difficult time meeting and supporting national expectations 
and standards.


                      Education Infrastructure Act

  That is why, last year, I introduced the Education Infrastructure 
Act. That legislation addresses the problems highlighted in the first 
GAO report by helping local school districts ensure the health and 
safety of students 
[[Page S5127]] through the repair, alteration, renovation, and 
construction of school facilities.
  More specifically, that legislation authorizes the Secretary of 
Education to make grants to local school districts with at least a 15-
percent child poverty rate and urgent repair, renovation, alteration, 
or construction needs. Clearly, with the needs being so great, we had 
to come up with a formula that will now begin to address the problem. 
But at least we will give a start in that direction.
  The legislation which will be introduced shortly, in keeping with the 
second report regarding technology infrastructure, takes a slightly 
different tack. John Danforth--I know the Presiding Officer was 
familiar with former Senator Danforth from Missouri--Jim Murray, past 
president of Fannie Mae, and Dr. Mary Hatwood Futrell, past president 
of the National Education Association, joined forces today to address 
the problem highlighted in the second GAO report.
  These three leaders in the area of education and finance came 
together today to establish the National Education Technology Funding 
Corp., as a private, nonprofit organization, dedicated to improving our 
Nation's education technology infrastructure.
  The National Education Association, the National School Board 
Association, the American Library Association, and I strongly support 
this effort to link public schools and public libraries to the 
information superhighway. As outlined in its articles of 
incorporation--incorporated today in the District of Columbia--the 
National Education Technology Funding Corp. is specifically designed 
to, first, leverage resources and stimulate private investment in 
education technology infrastructure; second, provide loans, grants, and 
other forms of assistance to State education technology agencies, with 
due regard for providing a fair balance among types of school districts 
and public libraries assisted and the disparate needs of such school 
districts; third, encourage the development of education 
telecommunications and information technologies through public-private 
ventures, by serving as a clearinghouse for information on new 
education technologies, and by providing technical assistance; fourth, 
to establish criteria to encourage the States to create, maintain, 
utilize and upgrade interactive high-capacity networks capable of 
providing audio, visual, and data communications for elementary 
schools, secondary schools, and public libraries; to distribute 
resources to assure equitable aid to all elementary and secondary 
schools in the State and achieve universal access to network 
technology; and finally, to upgrade the delivery of instruction to 
students.
  Mr. President, former Senator Danforth, Mr. Murray, and Mrs. Hatwood 
Futrell created the National Education Technology Funding Corp. because 
they recognized that States and local school districts need help 
financing education technology equipment and infrastructure 
improvements.
  They also recognize the need for both public and private investments 
in our Nation's education technology infrastructure. That is why their 
corporation will be operated by a board of directors which will include 
five members representative of public schools and public libraries; 
five representatives of the State education agencies; and five members 
representative of the private sector.


                        Information Superhighway

  Mr. President, President Clinton and Vice President Gore have also 
taken leadership roles in addressing our Nation's technology 
infrastructure needs. On the 15th of September, 1993, the information 
infrastructure task force created by the Vice President released its 
report, entitled ``National Information Infrastructure: Agenda for 
Action.''
  That report identified nine principles for Government action to 
promote the information superhighway--the metaphor used to describe the 
evolving technology infrastructure that will link homes, businesses, 
schools, hospitals, and libraries to each other and to a vast array of 
electronic information resources.
  On this same day, President Clinton issued Executive Order 12864 
which created the National Information Infrastructure Advisory Counsel 
to facilitate private sector input.
  Mr. President, a substantial portion of the information superhighway 
already exists. Approximately 94 percent of American households have 
telephone service, 60 percent have cable service, 30 percent have 
computers, and almost 100 percent have radio and TV. Local and long 
distance telephone companies are investing heavily in fiber optic 
cables that will carry greater amounts of information, cable companies 
are increasing their capacity to provide new services, and new wireless 
personal communications systems are under development. One prototype, 
which I am sure the chair has heard about, the Internet, connects 15 to 
20 million people worldwide.


                            Federal Support

  Nonetheless, the results of the second GAO report suggest to me that 
the Federal Government must do more to build the education portion of 
the national information infrastructure.
  Federal support for the acquisition and use of technology in 
elementary and secondary schools is currently fragmented, coming from a 
diverse group of programs and initiatives. Although the full extent to 
which the Federal Government currently supports investments in 
education technology at the precollegiate level is not known, the 
Office of Technology Assessment estimated in its report that the 
programs administered by the Department of Education provided $208 
million for education technology in 1988.


                           Cost of Technology

  There is little doubt that substantial costs will accompany efforts 
to bring information technologies into precollegiate 
education in any comprehensive fashion. In his written testimony before 
the House Telecommunications and Finance Subcommittee on September 30, 
1994, Secretary of Education, Richard Riley, estimated that it will 
cost anywhere from $3 to $8 billion annually to build the education 
portion of the national information infrastructure. The Office of 
Technology Assessment has also estimated that the cost of bringing the 
students-to-computer ratio down to 3-to-1 would cost $4.2 billion a 
year for 6 years.
  Mr. President, I will soon introduce legislation designed to help 
States and local school districts meet these costs by authorizing 
Federal departments and agencies to make grants to the National 
Education Technology Funding Corp.
  Rather than creating another bureaucratic Federal program, this 
legislation would provide Federal support for education technology 
through the NETFC--an innovative, bipartisan, public-private 
partnership.
  The seed money will help the NETFC provide low-interest loans, loan 
guarantees, grants, and other forms of assistance to States in order to 
help them improve their education technology infrastructures.
  This legislation will not infringe upon local control over public 
education in any way. Rather, it will supplement, augment, and assist 
local efforts to support education technology in the least intrusive 
way possible, by helping local school boards and States improve their 
own facilities.
  Mr. President, I ask unanimous consent that the GAO report be printed 
in its entirety in the Record.
  The PRESIDING OFFICER. Without objection, it is so ordered.
  There being no objection, the material was ordered to be printed in 
the Record, as follows:

School Facilities--America's Schools not Designed or Equipped for 21st 
                                Century

         U.S. General Accounting Office, Health, Education, and 
           Human Services Division,
                                    Washington, DC, April 4, 1995.
     Hon. Carol Moseley-Braun, Hon. Edward M. Kennedy, Hon. 
       Claiborne Pell, Hon. Paul Simon, Hon. Paul Wellstone,
     U.S. Senate.
       A skilled workforce is necessary to increase productivity 
     so that a society can maintain and enhance its standard of 
     living. Therefore, education and future employment 
     opportunities for our nation's children and teenager is a 
     concern that transcends traditional geographic, economic, and 
     political boundaries. Towards that end, in your letter of 
     February 15, 1994, you requested information on the physical 
     condition of the Nation's public elementary and secondary 
     schools. We presented national-level information on the 
     physical condition of the nation's school facilities in 
     School Facilities: Condition of America's Schools (GAO/HEHS- 
     [[Page S5128]] 95-61 Feb. 1, 1995). In that report, on the 
     basis of estimates by school officials in a national sample 
     of schools, we estimated that the nation's schools need about 
     $112 billion\1\ to repair or upgrade America's multibillion 
     dollar investment in school facilities to good overall 
     condition.
     \1\Footnotes at end of article.
---------------------------------------------------------------------------
       In addition, you asked us to document the extent to which 
     America's 90,000 schools are designed and equipped to meet 
     the needs of today's students and tomorrow's workers. 
     Specifically, can America's schools provide the key 
     facilities requirements and environmental conditions for 
     education reform and improvement? do America's schools have 
     appropriate technologies, such as computers, and the facility 
     infrastructure to support the new technologies? In short, do 
     America's schools have the physical capacity to support 
     learning into the 21st century?
       To answer these questions, we surveyed a nationally 
     representative stratified random sample of about 10,000 
     schools and augmented the survey with visits to 10 selected 
     school districts. Our analyses otherwise noted, sampling 
     errors do not exceed 2 percent. (See app. VI for a discussion 
     of methodology.) We conducted our study between January 1994 
     and March 1995 in accordance with generally accepted 
     government auditing standards.
                            results in brief

       School officials in a national sample of schools reported 
     that although most schools meet many key facilities 
     requirements\2\ and environmental conditions\3\ for education 
     reform and improvement, most are unprepared for the 21st 
     century in critical areas:
       Most schools do not fully use modern technology. Although 
     at least three-quarters of schools report having sufficient 
     computers and televisions (tv), they do not have the system 
     or building infrastructure to fully use them. Moreover, 
     because computers and other equipment are often not networked 
     or connected to any other computers in the school or the 
     outside world, they cannot access the information super 
     highway.
       Over 14 million students attend about 40 percent of schools 
     that reported that their facilities cannot meet the 
     functional requirements of laboratory science or large-group 
     instruction even moderately well.
       Over half the schools reported unsatisfactory flexibility 
     of instructional space necessary to implement many effective 
     teaching strategies.
       Although education reform requires facilities to meet the 
     functional requirements of key support services--such as 
     private areas for counseling and testing, parent support 
     activities, social/health care, day care and before- and 
     after-school care--about two-thirds of schools reported that 
     they cannot meet the functional requirements of before- or 
     after-school care or day care.
       Moreover, not all students have equal access to facilities 
     that can support education into the 21st century, even those 
     attending school in the same district. Overall, schools in 
     central cities and schools with a 50-percent or more minority 
     population were more likely to have more insufficient 
     technology elements and a greater number of unsatisfactory 
     environmental conditions--particularly lighting and physical 
     security--than other schools.


                               background

       Education Reform.--Education reform is a national movement 
     to raise standards for all students at all schools. It 
     focuses on changes designed to improve student outcomes by 
     (1) determining what students should know and be able to do
      and (2) ensuring that the key components of the educational 
     system are directed to achieving those outcomes.\4\ To 
     accomplish these objectives, education reform efforts are 
     introducing new teaching methods, assessments, curricula, 
     instructional materials, and technology into school 
     buildings.
       To improve instruction, reform advocates recommend that a 
     school use new techniques for teaching and evaluating 
     students and involve teachers in developing curricula, 
     redesigning instruction, and planning staff development. To 
     help achieve desired educational outcomes, advocates also 
     recommend that schools enlist parents to monitor their 
     children's progress and participate in school activities, in 
     part by volunteering as tutors and acting as teacher aides. 
     Finally, to further ensure the success of educational reform, 
     advocates recommend that schools help provide health and 
     social services to students as well as before- and after-
     school care and day care.\5\
       For example, when teachers evaluate students in new ways, 
     they need space to display and store student projects and 
     journals. Likewise, changes in instructional programs or 
     techniques--such as adopting an ungraded primary system or 
     creating a school-within-a-school--require space for large-
     group and small-group instruction. Adding an all-day 
     kindergarten, extended-day programs, or even new computer 
     courses\6\ also call for special or dedicated space. 
     Therefore, school facilities that can support education 
     reform activities and communications technologies will not 
     resemble or operate as schools built in the 1950s.
       Rather than uniform-sized classrooms with rows of desks, a 
     chalkboard, and minimal resources such as textbooks and 
     encyclopedias, schools prepared to support 21st century 
     education would have: Flexible space, including space for 
     small- and large-group instruction; space to store and 
     display alternative student assessment materials; facilities 
     for teaching laboratory science, including demonstration and 
     student laboratory stations, safety equipment, and 
     appropriate storage space for chemicals and other supplies; 
     and
      a media center/library with multiple, networked computers to 
     access information to outside libraries and information 
     sources.
       In addition, such schools would also have space for a 
     variety of support activities: private areas for student 
     counseling and testing and for parent support activities, 
     such as tutoring, planning, making materials, and the like; 
     social and health care services; day care; and before- and 
     after-school care.
       Schools would also have the capacity to operate year round, 
     24-hours per day if necessary, providing a safe and well-lit 
     environment with satisfactory heating, air-conditioning, 
     ventilation, and air quality and with appropriate acoustics 
     for noise control. In addition, schools would have enough 
     high-quality computers, printers, and computer networks for 
     instructional use; modems; telephone lines for modems and 
     telephones in instructional areas; TVs; laser disk players/
     video cassette recorders (VCR); cable TV; fiber optic cable; 
     conduits/raceways for computer and computer network cables; 
     electric wiring; and power for computers and other 
     communications technology.\7\ Networking capability in the 
     classroom allows for use of a wide range of teaching and 
     learning strategies that are not possible with stand-alone 
     computers. For example, networks allow: Groups of students 
     simultaneous access to large data sources; students to 
     communicate with each other and with teachers in their own 
     school, and with teachers and students in other schools; and 
     teachers to interact with students by computer as students 
     work--engaging in online dialogs, referring to additional 
     resources--or students to engage in group projects.
       Communications Technology in Schools.--Although technology 
     is changing constantly and quickly becoming defined by 
     complex interactive and multimedia\8\ technologies and 
     standards are only beginning to emerge,\9\ it is helpful to 
     regard school communications technology as comprising four 
     basic electronic systems: technology infrastructure, data, 
     voice, and video. These systems transmit data--by
      computer networks, voice--by phone lines, and video--by TV 
     within the school, among different school buildings, to 
     the outside world, and even to outer space.
       Technology Infrastructure.--Of the four systems, technology 
     infrastructure may be the most important and least 
     understood. Data, voice, and video systems cannot operate 
     without the supporting building or system infrastructure. 
     Building infrastructure consists of what needs to be built 
     into the facility to make any technology operate effectively 
     in the school: the conduits/raceways through which computer 
     and computer network cables are laid in the school, the 
     cables and electrical wiring for computers and other 
     communications technology, and the electrical power and 
     related building features such as electric outlets. Although 
     designing a new building with this infrastructure included is 
     relatively easy and inexpensive, installing it in existing 
     school buildings can be expensive and disruptive.
       The other type of infrastructure--system infrastructure--
     links up various technology components. For example, computer 
     network infrastructure consists of the software that runs the 
     networking function. It links all computers in a class or in 
     the school or the computers in the school with computers in 
     the outside world--as well as special pieces of hardware such 
     as severs (computers with large information storage 
     capabilities that allow many users to share information) 
     whose purpose is to run the network. Besides the network 
     infrastructure, modems--small electrical devices that allow 
     computers to communicate with each other through the phone 
     lines--are another basic component of systems infrastructure 
     that links data, voice, video, and even multimedia systems.
       This technology infrastructure, although initially more 
     costly than the basic computer/printer, may have 
     substantially more value. Educationally, it can link even the 
     most remote or poor school with vast resources, including the 
     finest libraries and the best teachers, for a wide range of 
     courses or course enhancements, such as ``virtual'' field 
     trips. Financially, according to the North Central Regional 
     Educational Laboratory, the Internet and the emerging video 
     and imaging technologies could be used to change the economic 
     basis of schooling by drawing upon the free or low-cost 
     resources and services to replace textbooks and other costly 
     instructional materials, software, and other programs. Those 
     funds could then be used for additional staffing, local 
     curriculum development,
      developing technology staff, ongoing local staff 
     development, and the like.\10\
       Data Systems.--Basic data systems include computers, some 
     with compact disk read-only memory (cd-rom) capability, 
     connected to printers. A baseline data system enables 
     instructional computers to communicate with similar devices 
     in the classroom or the school (local area networks). 
     Optimally, a data system also includes computer networks 
     compatible with outside resources (wide area networks) such 
     as the Internet;\11\ computers in the central office, in 
     other schools, and home computers; and databases from the 
     Department of Education or Library of Congress.
       [[Page S5129]] Voice Systems.--Voice systems include 
     accessible two-way voice communication and messaging 
     (telephone) systems for staff members to communicate with 
     each other in the building and with the school community. A 
     baseline system includes a public address system, some 
     outgoing lines and telephones serving school offices and 
     staff members, and incoming lines to meet community and 
     administrative needs. Optimally, it also includes more 
     outgoing and incoming lines and sufficient capacity to allow 
     for such developing technologies as voice processing and 
     voice mail.
       Video Systems.--Video systems provide accessibility to 
     television communication and all forms of video transmission 
     from school locations as well as from the outside. A baseline 
     system includes capability to receive instructional and 
     teacher professional programming as well as commercial and 
     public television stations whether through a master antenna 
     or cable, microwave, or satellite. An optimal system with 
     today's technology also includes capability in classrooms and 
     teachers' offices to dial up video sources in the school 
     media center and to conduct two-way video-interactive classes 
     between classrooms, inside the school, and between schools.
       Only a Few Schools Have State-of-the-Art Communications 
     Technology.--Today new schools are being designed with these 
     changes in mind. Yet we only have a handful of schools--
     mainly science high schools like Stuyvesant High School in 
     New York City or Thomas Jefferson High School in Virginia--
     that model state-of-the-art communications technologies. 
     However, to prepare the nation's children and teenagers to be 
     competitive workers in the 21st century, experts and business 
     leaders say modern communication technologies should be part 
     of America's elementary and secondary education, not just the 
     sole province of a few schools.
       An example of state-of-the-art technology can be found in 
     the new Stuyvesant High School. Serving about 3,000 students, 
     it has over 400 computers, most of which are arranged in 15 
     networks, with access to the Internet, as well as four 
     antennae on the roof to communicate with satellites and 
     virtually anyone else in the outside world. This school can 
     directly access the latest information from the most 
     sophisticated scientific satellites and participate in 
     interactive ``classes'' with scientists in the field in the 
     Amazon rain forest via interactive, multimedia networks like 
     the JASON Project. This allows the students to talk with 
     these scientists and observe them and the rain forest on 
     their TV screens during class, allowing them to go on 
     ``virtual'' field trips worldwide.
       Federal Legislation Supports Reform and Technology.--Recent 
     federal legislative initiatives supporting education reform 
     and technology include (1) Improving America's Schools Act of 
     1994, which authorized $200 million for technology education 
     for 1995 and an additional $200 million for the new education 
     infrastructure improvement grants; and (2) Goals 2000: 
     Educate America Act, passed in 1994, which establishes an 
     Office of Educational Technology in the Department of 
     Education. Goals 2000 requires sates that wish to receive 
     funding under the statute to develop a state improvement plan 
     for elementary and secondary education. This plan should 
     include a systemic statewide plan to increase the use of 
     state-of-the-art technologies that enhance elementary and 
     secondary student learning and staff development to support 
     the National Education Goals and state content standards and 
     state student performance standards. Central to both these 
     acts is the idea that children are entitled to an opportunity 
     to acquire the knowledge and skills contained in these 
     standards, often referred to as ``opportunity to learn.''\12\ 
     Figure 1 depicts various school facilities around the 
     country. [Figure 1 not reproducible in Record.]
       Most Schools Have Computers and TVs but Little 
     Infrastructure to Fully Use Technologies.--Over three-
     quarters of the schools reported having sufficient computers 
     and TVs. Two-thirds reported having sufficient printers, 
     laser disk players/VCRs,\13\ and cable TV. However, school 
     officials reported that about 10.3 million students in about 
     25 percent of the schools do not have sufficient computers. 
     Although most schools report having enough computers and 
     other basic technology elements,\14\ they do not have the 
     technology infrastructure to fully use them. (See fig. 2 and 
     table 1.) [Figure 2 not reproducible in Record.]

   TABLE 1--MILLIONS OF STUDENTS ATTEND SCHOOLS REPORTING INSUFFICIENT  
                    CAPABILITY TO SUPPORT TECHNOLOGY                    
------------------------------------------------------------------------
                                                               Number of
                                          Percent               students
           Technology element                of     Number of   affected
                                          schools    schools      (in   
                                                               millions)
------------------------------------------------------------------------
Fiber optics cable.....................       86.8     66,000       35.4
Phone lines for instructional use......       61.2     47,000       24.8
Conduits/raceways for computer/computer                                 
 network cables........................       60.6     46,600       24.9
Modems.................................       57.5     44,200       23.0
Phone lines for modems.................       55.5     42,700       22.5
Computer networks for instructional use       51.8     40,100       20.7
Electrical wiring for computer/                                         
 communications technology.............       46.1     35,700       19.3
Electrical power for computers/                                         
 communications technology.............       34.6     26,800       14.5
Laser disk player/VCR..................       33.5     25,700       13.5
Cable TV...............................       31.7     24,200       12.2
Computer printers for instructional use       29.3     22,700       11.9
Computers for instructional use........       25.2     19,500       10.3
TVs....................................       15.9     12,200        6.8
Schools reporting six or more                                           
 insufficient technology elements......       51.9     40,400       21.3
------------------------------------------------------------------------

       Even in schools reporting enough computers, over one-third 
     reported insufficient electrical wiring for computers/
     communications technology. Computers and other equipment that 
     are not networked or capable of communicating with anything 
     else in the school or in the outside world may be sufficient 
     for basic or reinforcement activities. They are limited, 
     however, in their access to the vast amount of electronic 
     information available and do not allow for new information to 
     come into the system or for the interaction between students, 
     students and teachers, or the school and the outside world.
       Over half of America's schools reported insufficient 
     capability in modems, phone lines for modems, phone lines for 
     instruction, conduits/raceways, and fiber optics. (See table 
     1 and, for more detail, tables III.1 and III.2 in app. III.)
       The following details emerged from the survey: In central 
     cities, over 60 percent of schools reported insufficient 
     networks, modems, phone lines (for modems or instruction), 
     conduits, and fiber
      optic cables. Over half reported insufficient capability for 
     electrical wiring for computer technology. (For more 
     detail, see table III.4 in app. III.)
       Regional analyses show that schools in the West reported 
     the least sufficient technology. (For more detail, see table 
     III.7 in app. III.)
       Schools with inadequate buildings\15\ also were more likely 
     to report insufficient capability to support technology. In 
     every area of communications technology we asked about, 
     schools with no inadequate buildings reported greater 
     sufficiency than schools with one or more inadequate 
     buildings. However, even in schools reporting no inadequate 
     buildings, about one-half or more reported insufficient 
     capability in areas related to interconnectivity, such as 
     networks, modems, and fiber optics.
       Site visits supported the survey results:
       In Ramona, California, we learned that some schools needed 
     to retrofit wiring to increase power for more demanding 
     technologies; one elementary school had only two outlets in 
     each classroom. Moreover, if four teachers used their outlets 
     at the same time, the circuit breakers tripped. This happened 
     about once a month.
       A school official in Montgomery County, Alabama, said that 
     new electrical systems to accommodate computers and other 
     technologies were the most common renovation needed in 
     schools.
       In our site visit to Washington, D.C., officials told us 
     that while many schools have computer laboratories with new 
     computer equipment, these will need upgraded electrical 
     systems, lighting, and air-conditioning to provide an 
     adequate learning environment.
       In one school we visited in Chicago, computers were still 
     in boxes because the school did not have sufficient power and 
     outlets to use them.
       In looking at the uses of bond proceeds in the districts, 
     on average, school officials reported that only 8 percent of 
     the most recently passed bond was spent for purchase of 
     computers and telecommunications equipment. That is, for the 
     average $6.5 million bond issue, about $155,600 or 2 percent 
     was provided for the purchase of computers and about $381,100 
     or 6 percent for the purchase of telecommunications 
     equipment. (See app. II.)
       Selected respondent comments.--``Our building, built in 
     1948, was wired for a filmstrip projector.''
       ``We live in a state where we put more technology and 
     safety in an automobile than we do in our schools.''
       ``We are not ready to join the information network proposed 
     by Vice President Gore.''
       ``Our computers are mostly donated. What few we purchased 
     were bought in 1984--the kids laugh at them, they have better 
     at home.''
       ``The number of computers in the buildings is limited, and 
     we currently have one computer bus serving all six elementary 
     schools. The time for students to spend on the computers is 
     obviously limited.''
       ``Facility adaptation for computer networks, video 
     networks, and phone access is expensive and makes justifying 
     purchase of computer hardware more difficult.''


  schools reported lacking key facilities requirements for education 
                                 reform

       When asked how well their buildings meet the functional 
     requirements of specified activities related to school reform 
     and improvement, many survey respondents reported that they 
     met these requirements ``not well at all.'' (See table 2.) 
     For example, although 58 percent of schools reported meeting 
     the functional requirements of laboratory science at least 
     somewhat well, in fact, about 14.6 million students are in 
     the 42 percent of schools where officials report that the 
     facilities requirements for laboratory science are met not 
     well at all (see fig. 3 and table 2).
       [Figure 3 not reproducible in Record.]

  TABLE 2: MILLIONS OF STUDENTS ATTEND SCHOOLS REPORTING THEY MEET THE  
FUNCTIONAL REQUIREMENTS OF SOME KEY EDUCATION REFORM ACTIVITIES NOT WELL
                                 AT ALL                                 
------------------------------------------------------------------------
                                                               Number of
                                          percent               students
                Activity                     of     Number of   affected
                                          schools    schools      (in   
                                                               millions)
------------------------------------------------------------------------
Instructional activities:                                               
Laboratory science.....................       42.0     32,100       14.6
Large-group instruction................       38.2     29,500       14.3


                                                                        
[[Page S5130]]
  TABLE 2: MILLIONS OF STUDENTS ATTEND SCHOOLS REPORTING THEY MEET THE  
FUNCTIONAL REQUIREMENTS OF SOME KEY EDUCATION REFORM ACTIVITIES NOT WELL
                            AT ALL--Continued                           
------------------------------------------------------------------------
                                                               Number of
                                          percent               students
                Activity                     of     Number of   affected
                                          schools    schools      (in   
                                                               millions)
------------------------------------------------------------------------
Storage of student assessment materials       31.3     24,000       12.9
Display student assessment materials...       27.6     21,200       11.1
Library/media center...................       13.4     10,400        4.2
Small-group instruction................        9.5      7,300        3.7
Support activities:                                                     
Day care...............................       77.5     55,900       29.0
Before/after school care...............       58.8     43,100       22.4
Social/health care services............       27.0     20,900       10.5
Private areas for counseling and                                        
 testing...............................       25.7     19,900       10.1
Parent support activities..............       23.5     18,200        9.7
Teacher planning.......................       13.1     10,200        5.1
------------------------------------------------------------------------
Note: Survey respondents rated the ability of their school facilities to
  meet the functional requirements of key education reform activities on
  the following scale: very well, moderately well, somewhat well, and   
  not well at all.                                                      

     Only seven states--District of Columbia, Georgia, Indiana, 
     New Jersey, New Mexico, Pennsylvania, and Texas--had 20 
     percent or more of their schools meeting at least somewhat 
     well the functional requirements for some educational reform 
     and improvement activities. While 40 states reported that 50 
     percent or more of their schools had three or more specified 
     requirements that they met not well at all, 5 states--
     Arkansas, California, Maine, Ohio, and Rhode Island--reported 
     70 percent or more of their schools in this condition. (For 
     more detail, see tables IV.1 and IV.2 in app. IV.)
       Nationwide, 42 percent of schools reported that their 
     buildings met the functional requirements of laboratory 
     science not well at all, affecting 14.6 million students. 
     Forty-three states reported that one-third or more of their 
     schools met functional requirements for laboratory science 
     not well at all. Eight states--Alaska, California, Delaware, 
     Maine, Nevada, Ohio, Oregon, and Washington--reported that 50 
     percent or more of their schools were in this condition. (For 
     more detail, see table IV.3 in app. IV.)
       Nearly four out of five schools nationwide reported that 
     they could not meet at all well the functional requirements 
     of day care. (See fig. 3.) Forty-five states reported that 
     two-thirds or more of their schools were in this condition. 
     (For more detail, see table IV.3 in app. IV.)
       Nationwide, about three out of five schools reported that 
     they met the functional requirements of before- and after-
     school care not well at all. Forty-eight states reported that 
     one-third or more of their schools were in this condition.
       About two out of five schools nationwide reported that they 
     met the functional requirements of large-group instruction 
     not well at all, a condition affecting 14.3 million students. 
     Thirty states reported that one-third or more of their 
     schools were in this condition. Four states--Alaska, 
     California, Kansas, and Nebraska--reported over half their 
     schools in this condition. (For more detail, see table IV.1 
     in app. IV.)
       These problems were also demonstrated on our site visits:
       Officials in Chicago told us that only one-fourth of 
     Chicago's schools have properly equipped science 
     laboratories, with water, power, gas, vacuum, and appropriate 
     mechanisms for air and waste removal.
       At the high school in Raymond, Washington, officials said 
     that they need flexible space for large- and small-group 
     instruction. Science classes have outdated equipment, and 
     reading areas in the media center are noisy and poorly 
     lighted. Officials also say they desperately need a day care 
     center to keep young women with babies in school.
       In New Orleans, officials told us that most secondary 
     schools lack science laboratories that meet current safety 
     needs, such as adequate air circulation, ventilation, 
     emergency shut-offs for gas and electricity, emergency eye 
     washes, and showers.
       Selected Respondent Comments.--``These schools, as others 
     over thirty years of age, while well-maintained, cannot 
     provide the type and variety of instructional space necessary 
     for the education programs of the 21st century without major 
     renovations.''
       ``The buildings were built for twenty-five students per 
     class with no extra rooms, no small and/or large group areas, 
     and no planned storage space. Consequently, the facilities 
     are certainly not conducive to new or different class size 
     configurations or lesson delivery formats.''
       Most Schools Report Most Environmental Conditions 
     Satisfactory, but Problems Remain.--Overall, most school 
     officials reported satisfaction with most environmental 
     factors associated with learning.\16\ (See table 3.) However, 
     22 millions students are in 53.9 percent of the schools that 
     reported that their instructional space flexibility was 
     unsatisfactory. Rates of unsatisfactory environmental 
     conditions tend to be higher in schools where over 40 percent 
     of the students are approved to receive free or reduced 
     lunch, where over 50 percent of the students are minority 
     students, in schools in the West. (See app. V.)

  TABLE 3: MILLIONS OF STUDENTS ATTEND SCHOOLS REPORTING UNSATISFACTORY 
                        ENVIRONMENTAL CONDITIONS                        
------------------------------------------------------------------------
                                                              Number of 
                                                               students 
       Environmental factor         Percent of   Number of     affected 
                                     schools      schools        (in    
                                                              millions) 
------------------------------------------------------------------------
Acoustics for noise control......         28.1       21,900         11.0
Ventilation......................         27.1       21,100         11.6
Physical security of buildings...         24.2       18,900         10.6
Heating..........................         19.2       15,000          7.9
Indoor air quality...............         19.2       15,000          8.4
Lighting.........................         15.6       12,200          6.7
------------------------------------------------------------------------

       Air-conditioning is no longer a luxury for schools if they 
     want to effectively operate in hot weather or use computers. 
     Moreover, in recent years, researchers have pointed to a 
     relationship--although inconclusive--between certain 
     environmental conditions and student learning.\17\ In 
     particular, air-conditioning has been cited as affecting 
     learning. Of those schools noting that they had air-
     conditioning, 15.4 percent (6,000 schools) reported 
     unsatisfactory air-conditioning, affecting about 4.2 million 
     students.
       The majority of schools reported that they were satisfied 
     with their air-conditioning, although only half of the 
     schools responding to our survey reported that they had air-
     conditioning in classrooms. The
      geographic patterns of air-conditioning in classrooms 
     generally follow climate patterns. (For more detail, see 
     fig. V.1 in app. V.) Three-quarters of schools reported 
     that they had air-conditioning in their administrative 
     areas. Only three states--New York, Oregon, and Rhode 
     Island--indicated that over a third of their schools had 
     unsatisfactory air-conditioning in their classrooms.
       We found examples of problems caused by unsatisfactory air-
     conditioning in our site visits. In New Orleans, nearly half 
     of the schools have no air-conditioning, despite the average 
     relative humidity in the morning of 87 percent. Faced with a 
     similar situation in Richmond, Virginia, school officials 
     told us that students with asthma get sick from the heat; 
     schools close early in the hot fall and spring months, 
     decreasing instructional time.


                      selected respondent comments

       ``Our school district facilities are currently meeting the 
     needs of our students. We have not been impacted by 
     population growth, lawsuits, or other major problems that 
     would force our resources in other areas. Due to conservative 
     spending practices by our school board and adequate funding 
     by the state of Wyoming in the past decade, we have adequate 
     carryover to provide needs without asking for state 
     assistance or a bond issue.''
       ``Building design in the 1950s and 60s did not include air-
     conditioning or even windows that opened for schools, thus 
     much renovation is needed in our district.''
       ``The middle school is depressing when you walk into it. We 
     are having to use gym dressing rooms as regular classrooms.''
       ``The appearance and condition of school buildings is an 
     important factor in positively influencing urban students. 
     The continued neglect of the public school infrastructure at 
     both state and federal levels continues to subject our 
     students and staff to conditions which do not ensure their 
     welfare and safety.''


        best and worst schools sometimes found in same district

       Although some children have access to facilities that can 
     support education in the 21st century, many do not. Schools 
     differ dramatically, even in the same district. Our site 
     visits revealed that the ability of school facilities to 
     support education reform ranges widely. Because of the need 
     to ease overcrowding in some areas, schools are constantly 
     being built, even in impoverished cities. These new schools 
     are generally equipped to implement education reform and 
     improvement activities. However, with construction of new 
     facilities taking priority over maintaining and renovating 
     current buildings, gross inequalities may result in the same
      school district. For example, in Pomona, California, 
     officials told us that to be ready for education in the 
     21st century, Pomona's older schools need additional 
     wiring and outlets to use new technology and facilities 
     for large-group instruction, storage of student assessment 
     materials, social and health services, teachers' planning 
     areas, and the like. In contrast, the newest school has a 
     satellite dish, an electrical system built to handle 
     anticipated technology, collapsible walls that facilitate 
     team teaching or small-group instruction, enormous amounts 
     of storage space, and large amounts of space for a variety 
     of services and activities.


                              conclusions

       Many education reformers say that holding students to 
     nationwide standards is unfair if they have not had an 
     equal--or roughly equal--opportunity to learn. If schools 
     cannot provide students with sufficient technological support 
     or facilities for instruction and services, they may not be 
     providing even a roughly equal opportunity for all students 
     to learn. This is particularly true in central cities and in 
     schools that serve high percentages of minority and poor 
     students.
       Far from the high-tech world of interactive media and 
     virtual reality, many of our schools are wired for no more 
     than filmstrip projectors. As one respondent commented,
       ``We need technology in the schools and teachers who can 
     use the equipment. The percentage of teachers who can use 
     computers is abysmally low, yet computers only scratch the 
     surface of technology that should be available to all 
     students, not just those who live in affluent areas. 
     Interactive TV and telecommunications is a must in all 
     schools, yet the cost of this technology remains 
     prohibitively high for most small 
     [[Page S5131]] schools. For those schools who can afford it, 
     the cost of training teachers to use it drives the costs up 
     further.''
       In short, most of America's schools do not yet have key 
     technologies or the facilities required to support learning 
     into the 21st century. They cannot provide key facilities 
     requirements and environmental conditions for education 
     reform and improvement. In particular, older, unrenovated 
     schools need infrastructure renovation to support technology. 
     These renovations include fundamental changes to building 
     structure, wiring and electrical capacity, air-conditioning 
     and ventilation, and security.


                            agency comments

       We spoke with officials at the Department of Education who 
     reviewed a draft of our report and incorporated their 
     comments as appropriate. We did not ask for formal agency 
     comments since this report does not review any department 
     programs.
       We are sending copies of this report to appropriate House 
     and Senate committees and other interested parties. Please 
     call Eleanor L. Johnson if you or your staff have any 
     questions. Major contributors to this report are listed in 
     appendix VIII.
                                                   Linda G. Morra,
                        Director, Education and Employment Issues.
                      Appendix I--Project Advisers

       The following individuals advised this report either by (a) 
     serving on our expert panel on January 31, 1994; (b) helping 
     with the development of our questionnaire; or (c) reviewing a 
     draft report.
       Allen C. Abend,a,b,c Chief, School Facilities Branch, 
     Maryland State Department of Education.
       Phillip T. Chen,b, Construction Technician, Division 
     of Construction, Department of Facilities Management, Board 
     of Education of Montgomery County (Maryland).
       Greg Coleman,a,b Capital Asset Management 
     Administrator, Office of Infrastructure Support Services, 
     U.S. Department of Energy.
       Laurel Cornish,a Director of Facilities, U.S. 
     Department of Education, Impact Aid, School Facilities 
     Branch.
       (Mr.) Vivian A. D'Souza,b Acting Director, Division of 
     Maintenance, Department of Facilities Management, Board of 
     Education of Montgomery County (Maryland).
       Kenneth J. Ducote,b,c Director, Department of Facility 
     Planning, New Orleans Public Schools.
       Robert Feild,a Director, Committee on Architecture for 
     Education, American Institute of Architects.
       William Fowler,a,b,c Education Statistician, U.S. 
     Department of Education, National Center for Education 
     Statistics.
       Lawrence Friedman,b,c Associate Director, regional 
     Policy Information Center, North Central Regional Educational 
     Laboratory.
       Thomas E. Glass,b Professor, Department of Leadership 
     and Educational Policy Studies, Northern Illinois University.
       Terence C. Golden,a Chairman, Bailey Realty.
       Thomas Grooms,a Program Manager, Federal Design 
     Office, National Endownment for the Arts.
       Shirley J. Hansen,a President, Hansen Associates.
       Alton C. Hlavin,b Assistant Superintendent for 
     Facilities Services, Fairfax County Public Schools, Fairfax 
     County, Virginia.
       Bruce Hunter,b Executive Director, American 
     Association of School Administrators.
       Daniel Kasprzyk,b Education Statistician, U.S. 
     Department of Education, National Center for Educational 
     Statistics.
       Steven F. Kaufman,b Education Statistician, U.S. 
     Department of Education, National Center for Education 
     Statistics.
       Eddie L. King,b Auditor, Inspector General, U.S. 
     Department of Education.
       Andrew Lemer,a President, Matrix Group, Inc.
       William H. McAfee III,b Facilities Manager, Division 
     of Facilities Management, District of Columbia Public 
     Schools.
       Roger Scott,b,c Program Director, Southwest Regional 
     Laboratory.
       Richard L. Siegel,a (Former) Director of Facilities 
     Services, Smithsonian Institution.
       Linda Tsantis,c Executive Vice President, America 
     Tomorrow, Inc.
       Lisa J. Walker,a Executive Director, Education Writers 
     Association.
       Tony J. Wall,b,c Executive Director/CEO, The Council 
     of Educational Facilities Planners International.
       William M. Wilder,b Director, Department of Facilities 
     Management, Board of Education of Montgomery County 
     (Maryland).
    Appendix II--Relevant Survey Items With Overall Percent Response

       17. Do this school's on-site buildings have sufficient 
     capability in each of the communications technology elements 
     listed below to meet the functional requirements of modern 
     educational technology? Circle one for EACH element listed.

                                                                        
------------------------------------------------------------------------
                                       Percent of schools--             
                         -----------------------------------------------
   Technology elements       Very     Moderately   Somewhat       Not   
                          sufficient  sufficient  sufficient  sufficient
------------------------------------------------------------------------
Computers for                                                           
 instructional use                                                      
 (N=77,400).............       11.1        30.6        33.1        25.2 
Computer printers for                                                   
 instructional use                                                      
 (N=77,412).............        9.7        27.9        33.1        29.3 
Computer networks for                                                   
 instructional use                                                      
 (N=77,350).............        8.8        18.3        21.2        51.8 
Modems (N=76,951).......        4.9        14.0        23.6        57.7 
Telephone lines for                                                     
 modems (N=76,986)......        6.9        13.7        23.9        55.5 
Telephones in                                                           
 instructional areas                                                    
 (N=76,827).............        7.5        12.6        18.8        61.2 
Television sets                                                         
 (N=77,211).............       19.8        33.7        30.7        15.9 
Laser disk players/VCRs                                                 
 (N=76,819).............        7.7        25.4        33.5        33.5 
Cable television                                                        
 (N=76,459).............       20.1        25.9        22.3        31.7 
Conduits/raceways for                                                   
 computer/computer                                                      
 network cables                                                         
 (N=76,987).............        7.4        11.9        20.1        60.6 
Fiber optic cable                                                       
 (N=76,015).............        3.5         4.3         5.5        86.8 
Electrical wiring for                                                   
 computers/                                                             
 communications                                                         
 tecyhnology (N=77,437).        7.8        17.7        28.4        46.1 
Electrical power for                                                    
 computers/                                                             
 communications                                                         
 technology (N=77,414)..       12.4        24.3        28.7        34.6 
------------------------------------------------------------------------

       18. How many computers for instructional use does this 
     school have? Include computers at both on-site buildings and 
     off-site instructional facilities.
       ______ computers for instructional use: Range 0-1800; Mean 
     50.7; Median 37.0.
       19. How well do this school's on-site buildings meet the 
     functional requirements of the activities listed below? 
     Circle one for EACH activity listed.

------------------------------------------------------------------------
                                           Percent of schools--         
                                 ---------------------------------------
            Activity                                               Not  
                                    Very   Moderately  Somewhat  well at
                                    well      well       well      all  
------------------------------------------------------------------------
Small group instruction                                                 
 (N=77,606).....................     32.4       37.5       20.7      9.5
Large group (50 or more                                                 
 students) instruction                                                  
 (N=77,178).....................     10.7       24.4       26.7     38.2
Storage of alternative student                                          
 assessment materials (N=77,058)      7.8       24.2       36.7     31.3
Display of alternative student                                          
 assessment materials (N=76,797)      7.9       26.6       37.9     27.6
Parent support activities, such                                         
 as tutoring, planning, making                                          
 materials, etc. (N=77,496).....     12.3       29.7       34.5     23.5
Social/Health Care Services                                             
 (N=77,456).....................     10.8       30.1       32.1     27.0
Teachers' planning (N=77,397)...     20.6       37.4       28.9     13.1
Private areas for student                                               
 counseling and testing                                                 
 (N=77,530).....................     14.6       28.4       31.3     25.7
Laboratory science (N=76,344)...     11.2       21.4       25.4     42.0
Library/Media Center (N=77,701).     24.9       35.3       26.5     13.4
Day care (N=72,083).............      4.3        7.9       10.3     77.5
Before/after school care                                                
 (N=73,335).....................      6.8       15.3       19.2     58.8
------------------------------------------------------------------------

       20. How satisfactory or unsatisfactory is each of the 
     following environmental factors in this school's on-site 
     buildings? Circle one for EACH factor listed.

----------------------------------------------------------------------------------------------------------------
                                                                         Percent of schools--                   
                                                     -----------------------------------------------------------
                Environmental factor                      Very                                         Very     
                                                      satisfactory  Satisfactory  Unsatisfactory  unsatisfactory
----------------------------------------------------------------------------------------------------------------
Lighting (N=78,158).................................        22.2          62.2           13.2             2.4   
Heating (N=77,999)..................................        18.1          62.7           14.8             4.4   
Ventilation (N=77,929)..............................        14.6          58.3           20.9             6.2   
Indoor air quality (N=77,958).......................        14.3          66.5           15.0             4.2   
Acoustics for noise control (N=78,030)..............        10.4          61.5           22.7             5.4   
Flexibility of instructional space (e.g.,                                                                       
 expandability, convertability, adaptability)                                                                   
 (N=77,472).........................................         7.0          39.0           36.6            17.3   
Energy efficiency\1\ (N=77,725).....................         9.9          48.9           30.4            10.8   
Physical security of buildings (N=77,883)...........        13.8          62.0           17.7             6.6   
----------------------------------------------------------------------------------------------------------------
\1\This environmental factor will be discussed in detail in a future report.                                    

       21. Does this school have air conditioning in classrooms, 
     administrative offices, and/or other areas? Circle ALL that 
     apply. (N=79,454)
                                                     Percent of Schools
Yes, in classrooms.................................................51.2
Yes, in administrative offices.....................................72.8
Yes, in other areas................................................50.7
No, no air conditioning in this school at all......................21.2
     GO TO QUESTION 23

       22. How satisfactory or unsatisfactory is the air 
     conditioning in classrooms, administrative offices, and/or 
     other areas? Circle one for EACH CATEGORY listed.

----------------------------------------------------------------------------------------------------------------
                                                                          Percent of schools                    
                                                     -----------------------------------------------------------
                 Air conditioning in                      Very                                         Very     
                                                      satisfactory  Satisfactory  Unsatisfactory  unsatisfactory
----------------------------------------------------------------------------------------------------------------
Classrooms (N=39,717)...............................         23.6          61.0           12.4             3.0  
Administrative Offices (N=56,806)...................         22.4          64.4           11.3             1.9  
Other areas (N=38,657)..............................         22.9          62.3           11.6             3.1  
----------------------------------------------------------------------------------------------------------------

       7. What was the total amount of this most recently passed 
     bond issue?
       Mean=$6,556,000.00.
       8. How much money did this most recently passed bond issue 
     provide for the items listed below? Enter zero if none.
                                                        Amount provided
        Items                                         per school (mean)
Construction of new schools..................................$3,706,700
Repair/renovation/modernization of existing schools...........2,733,000
Asbestos removal................................................109,900
Removal of Underground Storage Tank (USTs).......................13,700
Removal of other environmental conditions........................16,700
Purchase of computers...........................................155,600
Purchase of telecommunications equipment........................381,100
Access for students with disabilities............................98,300
                Appendix III--Data--Technology Elements

   TABLE III.1: MAJORITY OF STATES REPORT THAT AT LEAST 50 PERCENT OF   
        SCHOOLS HAVE SIX OR MORE INSUFFICIENT TECHNOLOGY ELEMENTS       
------------------------------------------------------------------------
   Percent of                                                           
schools with six                                                        
     or more                                                            
  insufficient                            States                        
   technology                                                           
     factors                                                            
------------------------------------------------------------------------
20-29...........  Nevada, South Dakota.                                 
30-39...........  Arkansas, Iowa, Kentucky, Minnesota, North Dakota,    
                   Pennsylvania, Texas, Wyoming.                        
40-49...........  Arizona, Colorado, Georgia, Indiana, Kansas,          
                   Mississippi, Montana, Nebraska, New Jersey, West     
                   Virginia, Wisconsin.                                 
50-59...........  Alaska, Connecticut, District of Columbia, Florida,   
                   Louisiana, Maryland, Missouri, New York, Oklahoma,   
                   South Carolina, Tennessee, Utah, Vermont, Virginia.  
60-69...........  Alabama, California, Idaho, Illinois, Massachusetts,  
                   Maine, Michigan, North Carolina, New Hampshire,      
                   Oregon, Rhode Island, Washington.                    
70-79...........  Delaware, Hawaii, New Mexico, Ohio.                   
------------------------------------------------------------------------
Note.--Sampling errors range +7.1-13.5 percent.                         


                                                                        
[[Page S5132]]
TABLE III.2: PERCENT OF SCHOOLS REPORTING INSUFFICIENT TECHNOLOGY ELEMENTS--DATA, VOICE, SYSTEMS INFRASTRUCTURE--
                                                    BY STATE                                                    
----------------------------------------------------------------------------------------------------------------
                                                                                                    Phone lines 
              State                Computers     Printers     Networks      Modems    Phone lines  instructional
                                                                                       for modems       area    
----------------------------------------------------------------------------------------------------------------
Alabama.........................         32.1         36.3         58.6         61.7         55.4          64.1 
Alaska..........................         35.5         36.2         56.4         56.9         53.8          60.9 
Arizona.........................         15.8         18.3         46.4         60.8         58.1          61.8 
Arkansas........................          9.5         17.5         36.7         63.7         56.4          59.3 
California......................         37.1         39.7         69.8         70.5         68.1          64.8 
Colorado........................        a20.9        a23.9        a37.0         61.6         56.8          45.3 
Connecticut.....................        a26.5        a29.9        a63.6        a55.4        a51.9         a52.7 
Delaware........................        b44.5        b52.7        b65.7        a83.0        a82.9         a82.4 
District of Columbia............        a22.0        a31.4        a37.1        b49.5        b52.7         b52.6 
Florida.........................         28.6         28.9         66.4         65.0         63.2          62.3 
Georgia.........................         11.6         13.7         33.9         48.0         53.0          71.7 
Hawaii..........................         39.0        a44.7         72.0         75.7         79.5          74.7 
Idaho...........................         25.3         31.6         55.9         63.9         58.8          72.1 
Illinois........................         30.2         39.0         57.7         65.7         63.4          64.2 
Indiana.........................         16.5         18.3         42.1         50.7         55.0          58.2 
Iowa............................         15.3         16.5         43.5         48.5         43.8          55.4 
Kansas..........................         22.9         27.7         44.0         47.3         44.4          61.7 
Kentucky........................         13.1         19.8         35.5         57.2         55.7          67.2 
Louisiana.......................         31.6         38.6         62.5         59.5         65.5          78.7 
Maine...........................        a31.0        a31.8        a62.9        a69.6        a63.8         a69.4 
Maryland........................         29.1         30.4         44.1         62.3         66.7          87.0 
Massachusetts...................        a32.5        a43.1         70.4         71.1         66.9          71.9 
Michigan........................         36.9         38.8         63.3         64.1         58.1          63.4 
Minnesota.......................         22.5         21.7         41.5         42.7         41.0          41.4 
Mississippi.....................         16.9         20.3         37.6         53.8         55.8          62.7 
Missouri........................         23.3         32.8         52.4         60.5         59.1          65.4 
Montana.........................         17.1         19.0         47.5         46.8         37.5          53.2 
Nebraska........................         11.2         10.1        a43.3        a55.5        a45.7         a44.4 
Nevada..........................         14.4         15.9         26.9         28.2         26.2          27.1 
New Hampshire...................        a44.0        a42.9        a65.6         68.4        a58.6         a66.4 
New Jersey......................         20.0         24.5        a41.8        a38.1         33.5          62.9 
New Mexico......................         36.3         44.9         69.6         79.0         58.5          57.3 
New York........................         20.2         24.2         44.0         48.9         55.3          57.9 
North Carolina..................         30.1         33.3         51.1         62.2         62.6          73.8 
North Dakota....................         17.3         19.8         36.7         40.2         36.5          46.9 
Ohio............................         38.2         50.7         71.8         74.0         70.5          76.2 
Oklahoma........................         22.9         33.0         50.8         63.4         57.7          60.0 
Oregon..........................         38.2         41.8         66.2         59.8         65.1          65.6 
Pennsylvania....................         18.2         19.4        a50.2        a54.7        a44.2         a48.7 
Rhode Island....................        a37.1        a42.7        a49.3        a67.3        a52.1          67.3 
South Carolina..................         33.0         35.1         56.1         55.2         50.3          61.5 
South Dakota....................          9.8          9.9         37.0         37.0         35.4          42.0 
Tennessee.......................         20.4         22.8         48.0         62.7         65.6          68.6 
Texas...........................         12.8         15.6         31.3         38.9         38.4          44.0 
Utah............................          6.9          7.9         28.7         54.4         71.0          77.5 
Vermont.........................        b32.7        b31.7        a65.7        b55.9        b61.4         b56.1 
Virginia........................         31.3         37.7         56.5         54.1         52.9          56.0 
Washington......................         32.0         39.8         60.5         61.8         61.1          66.3 
West Virginia...................         16.5         17.2         32.3         56.8         51.5          71.8 
Wisconsin.......................         22.4         24.5         44.6         45.4         46.4          58.9 
Wyoming.........................          9.8         13.2         32.7        a41.4         33.8         44.5  
----------------------------------------------------------------------------------------------------------------
Note.--Sampling errors are less than  11 percent unless otherwise noted. Responses marked with a    
  superscript ``a'' have sampling errors equal to or greater than 11 percent but less than 13 percent. Responses
  marked with a superscript ``b'' have sampling errors equal to or greater than 13 percent but less than 16     
  percent. Sampling errors may be high for state tables because they are not adjusted for finite population     
  correction.                                                                                                   


                 TABLE III.3: PERCENT OF SCHOOLS REPORTING INSUFFICIENT TECHNOLOGY ELEMENTS--VIDEO AND BUILDING INFRASTRUCTURE--BY STATE                
--------------------------------------------------------------------------------------------------------------------------------------------------------
                                                            Laser disk                                                                                  
                  State                     Television      player/VCR       Cable TV        Conduits          Cable          Wiring           Power    
--------------------------------------------------------------------------------------------------------------------------------------------------------
Alabama.................................            15.0            34.6            33.3            61.9            74.8            44.1            33.9
Alaska..................................            35.3            46.3            55.6            67.4            90.9            52.1            44.7
Arizona.................................            16.8            23.1            30.4            56.0            83.5            36.3            27.6
Arkansas................................             6.6            21.6            12.6            43.1            85.1            34.1            19.8
California..............................            21.0            41.2            49.9            79.7            92.8            69.1            55.6
Colorado................................            16.9           a29.7            28.8           a49.7            88.2           a38.5           a32.7
Connecticut.............................            25.1           a35.0           a42.4           a62.9            91.3           a55.1           a41.2
Delaware................................           b32.8           b60.9           b45.4           a76.9            93.3           b69.5           b48.8
District of Columbia....................           a21,6           a31.4           a25.6           b50.0           b58.0           b45.8           b41.4
Florida.................................             8.6            28.9            19.7            67.6            88.0            64.3            41.9
Georgia.................................            14.8            28.8            12.9            57.8            87.1            44.0            38.3
Hawaii..................................             4.7            29.8            18.8            82.1            89.7            75.1            61.4
Idaho...................................            23.0            44.5            42.7            72.3            91.0            51.2            36.8
Illinois................................            23.3            43.7            43.4            68.8            87.0            52.6            41.1
Indiana.................................            12.9            24.0            27.1            52.3            82.9            43.1            32.0
Iowa....................................             4.5            21.0            13.2            49.9            84.9            31.3            15.4
Kansas..................................            17.9            34.9            31.2            57.3            89.0            40.7            33.6
Kentucky................................             3.2            23.2             8.0            49.8            75.2            35.8            25.1
Louisiana...............................            18.4            40.4            42.7            61.6            87.7            47.2            38.6
Maine...................................            19.7           a43.7           a46.2            72.6            94.0           a46.7           a35.0
Maryland................................            36.2            52.1            38.5            61.9            91.8            46.8            36.0
Massachusetts...........................           a34.9           a48.0           a44.2            73.9            88.1            60.8           a49.4
Michigan................................            27.1            42.1            27.1            68.7            85.6            51.0            38.3
Minnesota...............................            17.3            31.6            27.4            48.9            72.3             7.4            25.2
Mississippi.............................             4.9            36.7            32.5            55.6            85.0            26.6            19.9
Missouri................................             6.6            26.0            17.3            53.2            87.9            33.7            26.0
Montana.................................            14.6            25.4            42.0            62.1            81.7            38.8            24.9
Nebraska................................             1.7            12.5           a31.0            62.4            83.3            33.1            21.2
Nevada..................................             4.1            13.9            14.8            43.6            78.2            28.4            25.1
New Hampshire...........................           a27.4           a43.7           a26.8            69.4            88.8           a57.7           a35.8
New Jersey..............................            11.2            24.9            32.5           a55.2            85.8           a41.2            34.2
New Mexico..............................            15.4            54.8            51.6            77.3            87.1            48.5            42.1
New York................................            24.7            38.1            35.9            55.5            82.3            50.7            34.7
North Carolina..........................            15.2            30.9            24.5            66.0            92.3            55.4            41.8
North Dakota............................            15.1            30.9            27.5            56.0            69.5            33.8            17.7
Ohio....................................            16.0            44.1            31.3            76.6            95.0            63.0            50.6
Oklahoma................................            18.8            35.2            32.8            54.6            81.7            41.4            32.3
Oregon..................................            29.9            35.6            23.3            68.0            87.6            56.0            33.7
Pennsylvania............................            13.9           a34.7            27.4           a41.0            86.6            32.2            17.4
Rhode Island............................            24.4           a41.0            17.3            74.0            90.8           a64.2           a45.0
South Carolina..........................             5.6            25.3            29.8            62.9            87.1            41.1            33.2
South Dakota............................             7.8            22.4            13.6            43.3            69.7            22.9            14.6
Tennessee...............................             6.9            37.1            27.1            58.0            94.3            38.8            25.4
Texas...................................             8.7            17.0            31.6            46.0            83.0            28.6            22.3
Utah....................................             4.8            22.1            39.4            55.3            93.3            38.8            26.7
Vermont.................................            10.0           b38.1           b57.8           a69.3            95.6           b48.5           b26.2
Virginia................................             4.1            36.7            18.4            57.5            93.5            36.1            29.5
Washington..............................            15.0            41.2            34.9            61.0            86.3            47.0            35.1
West Virginia...........................             4.2            30.8            14.4            49.9            93.2            36.2            18.0


                                                                                                                                                        
[[Page S5133]]
           TABLE III.3: PERCENT OF SCHOOLS REPORTING INSUFFICIENT TECHNOLOGY ELEMENTS--VIDEO AND BUILDING INFRASTRUCTURE--BY STATE--Continued           
--------------------------------------------------------------------------------------------------------------------------------------------------------
                                                            Laser disk                                                                                  
                  State                     Television      player/VCR       Cable TV        Conduits          Cable          Wiring           Power    
--------------------------------------------------------------------------------------------------------------------------------------------------------
Wisconsin...............................            11.3            24.2            20.5            52.5            86.3            36.5            33.4
Wyoming.................................            11.6            21.2           b40.1           b50.9            83.6            29.6            15.9
--------------------------------------------------------------------------------------------------------------------------------------------------------
Note: Sampling errors are less than  11 percent unless otherwise noted. Responses marked with a superscript ``a'' have sampling errors equal
  to or greater than 11 percent but less than 13 percent. Responses marked with a superscript ``b'' have sampling errors equal to or greate than 13     
  percent but less than 16 percent. Samplng errors may be high for state tables because they are not adjusted for finite population correction.         


    TABLE III.4: PERCENT OF SCHOOLS REPORTING INSUFFICIENT TECHNOLOGY   
                       ELEMENTS BY COMMUNITY TYPE                       
------------------------------------------------------------------------
                                                      Urban             
                                          Central    fringe/     Rural/ 
           Technology element               city      large      small  
                                                       town       town  
------------------------------------------------------------------------
Fiber optic cable......................       90.2       87.8       84.4
Conduits...............................       66.9       61.9       55.6
Phone lines in instructional areas.....       66.8       60.6       57.8
Modems.................................       65.0       55.9       53.5
Networks...............................       60.9       50.6       46.5
Phone lines for modems.................       61.3       55.3       51.8
Electrical wiring for communications                                    
 technology............................       54.8       46.7       40.1
Electric power for communications                                       
 technology............................       42.9       36.9       27.8
Laser disk player/VCRs.................       38.7       32.2       30.9
Printers...............................       38.1       26.7       25.2
Cable TV...............................       33.0       32.8       30.0
Computers..............................       31.7       24.5       21.2
TVs....................................       18.6       17.1       13.3
Six or more unsatisfactory technology                                   
 elements..............................       60.0       52.0       46.5
------------------------------------------------------------------------
Note: Sampling errors range  1.7-3.5 percent.               


    TABLE III.5: PERCENT OF SCHOOLS REPORTING INSUFFICIENT TECHNOLOGY   
                       ELEMENTS BY LEVEL OF SCHOOL                      
------------------------------------------------------------------------
        Technology element          Elementary   Secondary     Combined 
------------------------------------------------------------------------
Fiber optic cable................         88.3         82.9         84.7
Conduits.........................         63.3         53.1         60.6
Phone lines in instructional                                            
 areas...........................         64.4         53.2         52.8
Modems...........................         60.9         48.4         54.1
Networks.........................         54.8         42.9         53.6
Phone lines for modems...........         58.4         47.8         52.3
Electrical wiring for                                                   
 communications technology.......         48.7         39.2         42.9
Electric power for communications                                       
 technology......................         36.7         29.1         30.5
Laser disk player/VCRs...........         34.9         30.1         29.7
Printers.........................         31.7         23.2         25.9
Cable TV.........................         33.7         24.3         42.7
Computers........................         27.0         20.3         22.2
TVs..............................         17.3         11.9         14.8
Six or more unsatisfactory                                              
 technology elements.............         55.7         41.5        50.9 
------------------------------------------------------------------------
Note: Sampling errors range  1.4-4.0 percent.               


    TABLE III.6: PERCENT OF SCHOOLS REPORTING INSUFFICIENT TECHNOLOGY   
               ELEMENTS BY PROPORTION OF MINORITY STUDENTS              
------------------------------------------------------------------------
                                      Percent of minority students in   
                                                  schools               
                                 ---------------------------------------
       Technology element                                         More  
                                    Less     5.5 to    20.5 to    than  
                                  than 5.5    20.4      50.4      50.5  
------------------------------------------------------------------------
Fiber optic cable...............      85.6      86.2      88.2      88.3
Conduits........................      59.3      56.2      65.5      62.9
Phone lines in instructional                                            
 areas..........................      60.7      59.4      60.6      64.9
Modems..........................      55.9      52.7      59.9      63.1
Networks........................      48.9      49.6      56.2      55.0
Phone lines for modems..........      54.0      51.2      58.7      59.9
Electrical wiring for                                                   
 communications technology......      42.3      44.7      46.9      53.5
Electric power for                                                      
 communications technology......      30.3      30.5      36.3      44.8
Laser disk player/VCRs..........      31.3      29.1      37.6      38.4
Printers........................      27.1      28.5      30.3      33.4
Cable TV........................      28.2      25.7      33.9      41.4
Computers.......................      23.5      24.9      25.6      28.0
TVs.............................      13.1      15.4      14.7      22.3
Six or more unsatisfactory                                              
 technology elements............      48.7      50.0      54.4      57.4
------------------------------------------------------------------------
Note: Sampling errors range  1.8-4.0 percent.               


   TABLE III.7.--PERCENT OF SCHOOLS REPORTING INSUFFICIENT TECHNOLOGY   
                      ELEMENTS BY GEOGRAPHIC REGION                     
------------------------------------------------------------------------
         Technology element           Northeast  Midwest   South   West 
------------------------------------------------------------------------
Fiber optic cable...................      86.5      85.7    86.1    89.4
Conduits............................      57.2      61.5    56.0    69.0
Phone lines in instructional areas..      59.2      60.9    62.0    61.9
Modems..............................      53.9      57.8    54.9    63.9
Networks............................      52.0      53.3    45.6    59.0
Phone lines for modems..............      51.0      55.1    54.2    61.6
Electrical wiring for communications                                    
 technology.........................      47.2      44.9    40.9    55.0
Electric power for communications                                       
 technology.........................      33.5      34.0    30.4    42.6
Laser disk player/VCRs..............      36.7      33.5    29.7    36.7
Printers............................      27.6      31.4    25.6    33.6
Cable TV............................      35.4      28.3    26.4    41.3
Computers...........................      23.7      26.2    21.7    30.1
TVs.................................      21.0      15.7    11.3    18.9
Six or more unsatisfactory                                              
 technology elements................      50.8      52.3    47.1    59.9
------------------------------------------------------------------------
Note.--Sampling errors range  1.6-4.6 percent.              


   TABLE III.8.--PERCENT OF SCHOOLS REPORTING INSUFFICIENT TECHNOLOGY   
  ELEMENTS BY PROPORTION OF STUDENTS APPROVED FOR FREE OR REDUCED LUNCH 
------------------------------------------------------------------------
                                       Percent of students approved for 
                                             free or reduced lunch      
                                     -----------------------------------
         Technology element                     20 to    40 to          
                                        Less     less     less    70 or 
                                      than 20  than 40  than 70    more 
------------------------------------------------------------------------
Fiber optic cable...................     86.9     86.3     87.9     88.9
Conduits............................     59.2     60.4     64.1     62.2
Phone lines in instructional areas..     57.9     59.9     64.3     68.2
Modems..............................     52.1     56.1     62.4     61.9
Networks............................     48.0     50.1     56.3     54.3
Phone lines for modems..............     51.7     56.2     57.4     59.5
Electrical wiring for communications                                    
 technology.........................     45.7     43.5     48.7     47.4
Electric power for communications                                       
 technology.........................     32.2     32.0     35.5     38.1
Laser disk player/VCRs..............     30.3     30.6     37.8     34.1
Printers............................     23.7     28.4     33.3     30.0
Cable TV............................     25.5     28.6     31.8     37.8
Computers...........................     20.9     23.7     28.0     25.4
TVs.................................     14.5     12.4     16.2     17.3
Six or more unsatisfactory                                              
 technology elements................     47.7     49.6     56.0     56.1
------------------------------------------------------------------------
Note.--Sampling errors range  1.7-3.9 percent.              

  Table III. 9.--Average number of students per computer by State

                                                  Students per computer
State:
  Alabama..........................................................16.8
  Alaska............................................................7.6
  Arizona..........................................................11.9
  Arkansas.........................................................12.5
  California.......................................................21.1
  Colorado.........................................................12.6
  Connecticut......................................................14.5
  Delaware.........................................................17.7
  District of Columbia.............................................17.2
  Florida..........................................................12.1
  Georgia..........................................................13.4
  Hawaii...........................................................15.6
  Idaho............................................................12.7
  Illinois.........................................................18.9
  Indiana..........................................................11.1
  Iowa.............................................................10.9
  Kansas............................................................9.9
  Kentucky.........................................................10.2
  Louisiana........................................................20.6
  Maine............................................................16.9
  Maryland.........................................................14.9
  Massachusetts....................................................15.6
  Michigan.........................................................19.9
  Minnesota........................................................10.2
  Mississippi......................................................14.5
  Missouri.........................................................15.2
  Montana...........................................................7.9
  Nebraska.........................................................10.3
  Nevada...........................................................21.4
  New Hampshire....................................................20.8
  New Jersey.......................................................13.5
  New Mexico.......................................................10.8
  New York.........................................................15.6
  North Carolina...................................................13.4
  North Dakota......................................................8.7
  Ohio.............................................................25.3
  Okahoma..........................................................13.2
  Oregon...........................................................15.5
  Pennsylvania.....................................................14.8
  Rhode Island.....................................................21.6
  South Carolina...................................................12.4
  South Dakota......................................................9.0
  Tennessee........................................................18.7
  Texas............................................................11.4
  Utah.............................................................11.7
  Vermont..........................................................16.9
  Virginia.........................................................12.7
  Washington.......................................................13.7
  West Virginia....................................................12.9
  Wisconsin........................................................10.7
  Wyoming...........................................................7.0

Note.--Sample errors range 1.1-4.9 percent, except Vermont, 
which was 8 percent.
Appendix IV--Data--Facilities Requirements for Key Education Reform and 
                         Improvement Activities

  TABLE IV.1: PERCENT OF SCHOOLS REPORTING MEETING ``NOT WELL AT ALL''  
 SELECTED FUNCTIONAL REQUIREMENTS OF EDUCATION REFORM ACTIVITIES--SMALL-
  GROUP INSTRUCTION, LARGE-GROUP INSTRUCTION, STORE AND DISPLAY STUDENT 
                     ASSESSMENT MATERIALS--BY STATE                     
------------------------------------------------------------------------
                                                   Store       Display  
                      Small-group  Large-group    student      student  
        State         instruction  instruction   assessment   assessment
                                                 materials    materials 
------------------------------------------------------------------------
Alabama.............          6.0         29.0         33.7         31.8
Alaska..............         14.5         51.0         47.2         28.6
Arizona.............          6.4         35.2         37.2         38.6
Arkansas............          5.9         30.3         13.8         12.1
California..........         15.2         51.3         47.6         40.4
Colorado............          4.6         37.7         25.1         23.2
Connecticut.........          5.3        a34.1         26.6         19.3
Delaware............        a15.5        b29.7        b33.9        b38.7
District of Columbia          5.7        a30.3        a31.1         21.0
Florida.............          5.8         43.4         29.2         28.6
Georgia.............          5.6         23.3         21.2         19.7
Hawaii..............          2.6         36.1        a39.2         27.7
Idaho...............          6.0         29.5         30.5         30.0
Illinois............         13.5         46.5         32.7         35.6
Indiana.............         10.0         34.6         27.1         23.4
Iowa................          5.8         32.8         20.4         21.4
Kansas..............          6.4         53.1         32.9         33.7
Kentucky............          4.0         30.5         26.2         19.4
Louisiana...........          7.4         30.8         33.7         27.3
Maine...............         17.0        a43.1        a40,9        a43.0
Maryland............          8.3         39.3         40.6         25.8
Massachusetts.......         13.4        a40.5        a33.5         28.3
Michigan............         12.6         39.4         38.1         37.5
Minnesota...........          6.8         37.6         28.4         26.4
Mississippi.........          2.3         28.3         21.7         22.8
Missouri............          1.9         33.2         22.1         17.0
Montana.............          3.4         45.1         28.9         29.0
Nebraska............          5.9         60.4         22.2         18.8
Nevada..............          0.3         26.7         14.2         19.7
New Hampshire.......         13.6        a49.3        a44.1        a33.5
New Jersey..........         16.4         28.5         28.9         20.5
New Mexico..........          3.7         27.8         27.1         23.6
New York............         17.9         45.1         38.0         29.1
North Carolina......          5.6         26.9         27.9         26.6
North Dakota........          3.5         37.0         16.0         23.2
Ohio................         17.6         42.7         43.1         33.0
Oklahoma............          1.6         34.6         21.6         25.2
Oregon..............          3.2         44.9         29.3         29.5
Pennsylvania........          9.1         29.9         24.5         19.0
Rhode Island........         11.3        a42.9        a37.7        a30.0
South Carolina......          7.2         33.3         29.7         18.9
South Dakota........          9.1         29.2         26.5         20.4
Tennessee...........          7.5         24.9         19.4         22.3
Texas...............          1.5         32.1         19.0         17.4
Utah................         13.9         35.3         35.2         30.9
Vermont.............          9.5        b41.3        b37.3        b32.6
Virginia............         10.0         31.9         38.3         35.8
Washington..........         13.9         47.1         40.7         35.7


                                                                        
[[Page S5134]]
  TABLE IV.1: PERCENT OF SCHOOLS REPORTING MEETING ``NOT WELL AT ALL''  
 SELECTED FUNCTIONAL REQUIREMENTS OF EDUCATION REFORM ACTIVITIES--SMALL-
  GROUP INSTRUCTION, LARGE-GROUP INSTRUCTION, STORE AND DISPLAY STUDENT 
                ASSESSMENT MATERIALS--BY STATE--Continued               
------------------------------------------------------------------------
                                                   Store       Display  
                      Small-group  Large-group    student      student  
        State         instruction  instruction   assessment   assessment
                                                 materials    materials 
------------------------------------------------------------------------
West Virginia.......         19.0         49.7         40.3         38.7
Wisconsin...........         14.6         32.1         24.1         18.3
Wyoming.............          0.7        a35.3         11.6          8.0
------------------------------------------------------------------------
Note: Sampling errors are less than  11 percent unless      
  otherwise noted. Responses marked with a superscript ``a'' have       
  sampling errors equal to or greater than 11 percent but less than 13  
  percent. Responses marked with a superscript ``b'' have sampling      
  errors equal to or greater than 13 percent but less than 16 percent.  
  Sampling errors may be high for state tables because they are not     
  adjusted for finite population correction.                            


  TABLE IV.2: PERCENT OF SCHOOLS REPORTING MEETING ``NOT WELL AT ALL''  
 SELECTED FUNCTIONAL REQUIREMENTS OF EDUCATION REFORM ACTIVITIES--PARENT
 SUPPORT, SOCIAL/HEALTH SERVICES, TEACHER PLANNING AND PRIVATE AREAS FOR
                      COUNSELING/TESTING--BY STATE                      
------------------------------------------------------------------------
                                                               Private  
                     Parent      Social/                      areas for 
      State         support       health    Teacherplanning  counseling/
                                 services                      testing  
------------------------------------------------------------------------
Alabama.........         30.5         41.0           10.4           20.5
Alaska..........         32.8         40.7           30.7           41.1
Arizona.........         28.8         25.5           10.9           31.2
Arkansas........         11.0         11.7            4.3            8.3
California......         39.1         41.4           20.8           46.0
Colorado........         16.4         25.4            9.6           22.4
Connecticut.....         22.6          9.7           11.3           23.0
Delaware........        b31.6        b34.5           13.7          a21.0
District of                                                             
 Columbia.......         13.6        a29.6            9.6          a21.6
Florida.........         24.0         23.0           15.5           25.6
Georgia.........         17.1         22.4           14.2           12.0
Hawaii..........         32.6         21.2           19.9           30.9
Idaho...........         15.9         28.8           12.0           19.2
Illinois........         23.3         26.4           14.8           37.0
Indiana.........         17.8          8.9           15.2           23.9
Iowa............         21.0         19.4            4.9           16.4
Kansas..........         21.2         24.2           13.4           30.1
Kentucky........         22.4         26.8            7.8           20.1
Louisiana.......         24.9         26.1           12.8           32.3
Maine...........        a34.0        a34.6           14.1           23.6
Maryland........         21.5         23.2           15.4           28.3
Massachusetts...         20.1         23.1           13.4           26.2
Michigan........         27.5         44.3           12.6           24.5
Minnesota.......         19.4         20.1           17.4           28.9
Mississippi.....         22.2         29.8            3.3           12.1
Missouri........         10.4         18.9            3.6            9.6
Montana.........         15.8         30.7            6.1           19.5
Nebraska........         23.7         24.1           13.0           29.9
Nevada..........         13.6         21.0            1.0            5.7
New Hampshire...        a37.5        a28.3          a28.1          a38.2
New Jersey......         18.5         17.4           12.2           25.6
New Mexico......         13.0         25.6            9.3           26.2
New York........         25.3         23.3           16.7           29.8
North Carolina..         17.1         21.4           16.1           24.6
North Dekota....         20.5         30.9            7.6           15.8
Ohio............         30.0         31.7           17.2           31.6
Oklahoma........         13.3         29.2            4.6           15.1
Oregon..........         30.9         39.8           13.0           18.8
Pennsylvania....         14.9         15.1           10.0           15.5
Rhode Island....        a38.6        a31.9           15.0          a35.2
South Carolina..         18.8         30.4           14.3           18.1
South Dakota....         19.4         25.8           10.5           17.8
Tennessee.......         18.2         40.8            8.4           22.9
Texas...........         17.8         17.7            5.2           13.9
Utah............         29.1         25.0           21.5           33.8
Vermont.........        a22.6        a33.5          b21.8          b33.9
Virginia........         30.6         25.0           18.9           18.6
Washington......         29.7         39.7           16.5           30.0
West Virginia...         27.4         47.3           15.5           38.9
Wisconsin.......         25.2         23.9           19.9           30.2
Wyoming.........          6.8         18.6            1.0           17.7
------------------------------------------------------------------------
Note: Sampling errors are less than  11 percent unless      
  otherwise noted. Responses marked with a superscript ``a'' have       
  sampling errors equal to or greater than 11 percent but less than 13  
  percent. Responses marked with a superscript ``b'' have sampling      
  errors equal to or greater than 13 percent but less than 16 percent.  
  Sampling errors may be high for state tables because they are not     
  adjusted for finite population correction.                            


  TABLE IV.3: PERCENT OF SCHOOLS REPORTING MEETING ``NOT WELL AT ALL''  
    SELECTED FUNCTIONAL REQUIREMENTS OF EDUCATION REFORM ACTIVITIES--   
 LABORATORY SCIENCE, LIBRARY/MEDIA CENTER, DAY CARE, BEFORE/AFTER SCHOOL
                             CARE--BY STATE                             
------------------------------------------------------------------------
                                     Library/                  Before/  
        State          Laboratory     media       Day care      after   
                        science       center                 school care
------------------------------------------------------------------------
Alabama.............         41.6          6.1         82.9         62.8
Alaska..............         61.7         31.1         89.1         63.2
Arizona.............         44.1         12.3         72.3         50.1
Arkansas............         26.5          1.3         87.2         74.1
California..........         58.2         19.4         75.7         63.5
Colorado............         36.6          4.8        b64.8        a45.3
Connecticut.........        a43.8         13.3        a73.2         53.6
Delaware............        b59.3        b29.1        b77.0         52.4
District of Columbia        a46.1         12.9        b46.8         45.9
Florida.............         43.9          9.3         68.8         43.1
Georgia.............         38.4          0.2         64.9         43.6
Hawaii..............         48.9         24.6         75.9         23.7
Idaho...............         34.1         13.0         86.2         76.3
Illinois............         46.6         18.0         79.2         69.1
Indiana.............         33.3          6.4         70.4         47.7
Iowa................         28.9          9.2         83.5         64.3
Kansas..............         40.4         16.5         87.2         61.2
Kentucky............         35.2          6.0         77.8         62.0
Louisiana...........         43.7         13.3         82.5         64.4
Maine...............         58.6         25.4         87.9         87.5
Maryland............         45.0         15.8        a57.0         36.9
Massachusetts.......        a48.8         24.4         78.8        a62.0
Michigan............         48.6         19.0         76.4         56.5
Minnesota...........         45.7         12.0         73.6         50.2
Mississippi.........         39.1          4.8         80.5         76.3
Missouri............         41.9          5.8         72.4         54.3
Montana.............         35.1          8.9         91.7         80.4
Nebraska............         35.3         11.2         91.0         73.9
Nevada..............         71.8         11.5         89.9         28.8
New Hampshire.......        a47.0        a20.9         85.9        a61.3
New Jersey..........        a42.9         16.5         79.6        a53.3
New Mexico..........         38.5         15.9         66.2         53.6
New York............         46.1         22.4         80.0         52.5
North Carolina......         38.4          7.2         69.1         33.4
North Dakota........         23.7         16.0         80.9         73.0
Ohio................         50.6         16.8         88.9         69.5
Oklahoma............         23.9          7.0         72.2         60.5
Oregon..............         51.5          7.6         75.4         54.0
Pennsylvania........         30.3          7.8        a66.0        a56.7
Rhode Island........        a45.9        a26.4        a77.9        a63.3
South Carolina......         47.5          1.7         83.2         63.5
South Dakota........         29.2         12.0         88.0         77.5
Tennessee...........         43.8          7.8         79.2         52.4
Texas...............         25.1          9.2         73.5         50.3
Utah................         40.5         24.6         75.0         74.5
Vermont.............        b38.8        b14.2         86.8        b54.8
Virginia............         40.8         13.5         88.4         56.9
Washington..........         51.5         15.6         75.0         67.2
West Virginia.......         43.1         28.4         93.9         81.1
Wisconsin...........         35.2         13.4         83.9         71.2
Wyoming.............         30.9         16.4         91.3         59.6
------------------------------------------------------------------------
Note: Sampling errors are less than  11 percent unless      
  otherwise noted. Responses marked with a superscript ``a'' have       
  sampling errors equal to or greater than 11 percent but less than 13  
  percent. Responses marked with a superscript ``b'' have sampling      
  errors equal to or greater than 13 percent but less than 16 percent.  
  Sampling errors may be high for state tables because they are not     
  adjusted for finite population correction.                            


  TABLE IV.4: PERCENT OF SCHOOLS REPORTING MEETING ``NOT WELL AT ALL''  
   SELECTED FUNCTIONAL REQUIREMENTS OF EDUCATION REFORM ACTIVITIES BY   
                             COMMUNITY TYPE                             
------------------------------------------------------------------------
                                                   Urban                
             Activity                Central      fringe/    Rural/small
                                       city      large town      town   
------------------------------------------------------------------------
Small-group instruction..........         12.0          9.8          7.6
Large-group instruction..........         38.8         34.8         39.8
Store student assessment                                                
 materials.......................         29.9         32.2         31.5
Display student assessment                                              
 materials.......................         27.1         26.5         28.5
Parent support...................         24.2         23.3         23.1
Social/health services...........         27.1         24.4         28.4
Teacher planning.................         14.7         12.8         12.2
Private areas for counseling/                                           
 testing.........................         30.4         25.8         22.6
Laboratory science...............         48.3         43.7         36.9
Library/media center.............         13.6         13.9         12.8
Day care.........................         76.4         70.2         82.4
Before/after school care.........         54.0         51.1         66.2
------------------------------------------------------------------------
Note: Sampling errors range 1.3-3.5 percent                 


  TABLE IV.5: PERCENT OF SCHOOLS REPORTING MEETING ``NOT WELL AT ALL''  
SELECTED FUNCTIONAL REQUIREMENTS OF EDUCATION REFORM ACTIVITIES BY LEVEL
                                OF SCHOOL                               
------------------------------------------------------------------------
             Activity               Elementary   Secondary     Combined 
------------------------------------------------------------------------
Small-group instruction..........         10.5          7.0          5.6
Large-group instruction..........         39.3         33.9         46.9
Store student assessment                                                
 materials.......................         31.7         30.3         29.7
Display student assessment                                              
 materials.......................         27.1         28.7         28.5
Parent support...................         22.7         24.8         29.8
Social/health services...........         27.2         26.5         27.2
Teacher planning.................         14.0         10.5         13.8
Private areas for counseling/                                           
 testing.........................         28.5         18.1         24.2
Laboratory science...............         51.6         15.3         42.3
Library/media center.............         13.3         11.5         27.7
Day care.........................         76.3         81.3         76.6
Before/after school care.........         53.3         73.5         67.2
------------------------------------------------------------------------
Note: Sampling errors range 1.4-4.0 percent.                


  TABLE IV.6: PERCENT OF SCHOOLS REPORTING MEETING ``NOT WELL AT ALL''  
   SELECTED FUNCTIONAL REQUIREMENTS OF EDUCATION REFORM ACTIVITIES BY   
                     PROPORTION OF MINORITY STUDENTS                    
------------------------------------------------------------------------
                                       Percent minority students        
                             -------------------------------------------
          Activity                         5.5 to    20.5 to            
                              Less than  less than  less than   50.5 or 
                                 5.5        20.4       50.4       more  
------------------------------------------------------------------------
Small-group instruction.....        8.9       10.5        9.4        9.7
Large-group instruction.....       38.2       36.8       36.5       41.0
Store student assessment                                                
 materials..................       30.4       30.7       32.4       32.5
Display student assessment                                              
 materials..................       27.3       25.6       28.4       29.0
Parent support..............       22.2       20.7       24.8       27.0
Social/health services......       25.6       24.9       27.8       31.3
Teacher planning............       13.0       12.6       11.4       15.5
Private areas for counseling/                                           
 testing....................       22.6       25.2       27.3       30.6
Laboratory science..........       39.3       38.9       42.8       49.1
Library/media center........       13.6       11.0       12.7       15.5
Day care....................       80.7       73.2       77.0       77.2
Before/after school care....       63.2       52.7       57.2       58.4
------------------------------------------------------------------------
Note: Sampling errors range 1.7-4.0 percent.                


  TABLE IV.7: PERCENT OF SCHOOLS REPORTING MEETING ``NOT WELL AT ALL''  
   SELECTED FUNCTIONAL REQUIREMENTS OF EDUCATION REFORM ACTIVITIES BY   
                            GEOGRAPHIC REGION                           
------------------------------------------------------------------------
          Activity            Northeast   Midwest     South       West  
------------------------------------------------------------------------
Small-group instruction.....       13.8       10.7        5.5       10.5
Large-group instruction.....       37.4       40.7       32.3       44.5
Store student assessment                                                
 materials..................       32.5       30.9       26.2       38.6
Display student assessment                                              
 materials..................       25.6       28.3       23.8       33.9
Parent support..............       22.1       22.8       20.5       30.1
Social/health services......       20.8       26.3       25.5       35.3
Teacher planning............       14.0       13.4       10.5       16.1
Private areas for counseling/                                           
 testing....................       25.3       26.8       19.6       34.1
Laboratory science..........       42.8       41.9       36.2       50.4
Library/media center........       17.8       14.0        8.7       16.0
Day care....................       76.9       80.9       75.7       76.4
Before/after school care....       57.4       63.2       54.1       60.9
------------------------------------------------------------------------
Note: Sampling errors range 1.1-4.8 percent.                


TABLE IV.8: PERCENT OF SCHOOLS REPORTING MEETING ``NOT WELL AT ALL'' THE
   FUNCTIONAL REQUIREMENTS OF SELECTED EDUCATION REFORM ACTIVITIES BY   
        PROPORTION OF STUDENTS APPROVED FOR FREE OR REDUCED LUNCH       
------------------------------------------------------------------------
                               Percent of students approved for free or 
                                             reduced lunch              
                             -------------------------------------------
          Activity                         20 to      40 to             
                              Less than  less than  less than    70 or  
                                  20         40         70        more  
------------------------------------------------------------------------
Small-group instruction.....        9.2        8.8        8.7       10.0
Large-group instruction.....       32.5       37.3       40.5       41.3
Store student assessment                                                
 materials..................       29.3       31.0       31.1       34.3
Display student assessment                                              
 materials..................       25.8       25.0       31.3       29.3
Parent support..............       21.3       23.8       24.6       23.0
Social/health services......       20.0       26.9       32.0       30.6
Teacher planning............       12.0       12.0       12.7       15.7
Private areas for counseling/                                           
 testing....................       21.4       22.9       29.3       31.4
Laboratory science..........       33.0       38.0       48.5       50.3
Library/media center........        9.7       10.7       15.2       15.0
Day care....................       70.7       79.7       80.9       79.0
Before/after school care....       54.5       60.6       61.8       59.3
------------------------------------------------------------------------
Note: Sampling errors range  2.1-3.9 percent.               


[[Page S5135]]

                 Appendix V--Data--Environmental Needs

  TABLE V.1: PERCENT OF SCHOOLS REPORTING UNSATISFACTORY ENVIRONMENTAL  
  FACTORS--LIGHTING, HEATING, VENTILATION, INDOOR AIR QUALITY--BY STATE 
------------------------------------------------------------------------
                                                                 Indoor 
           State             Lighting   Heating   Ventilation     air   
                                                                quality 
------------------------------------------------------------------------
Alabama...................       14.7       22.0        26.1        23.2
Alaska....................       28.1       38.9        51.9        49.9
Arizona...................       15.7       19.9        29.5        19.6
Arkansas..................        7.5        7.9        11.9        10.0
California................       31.1       24.7        28.8        21.8
Colorado..................      a21.7      a29.3       a37.2        24.0
Connecticut...............        9.3       23.8       a35.3        18.5
Delaware..................        9.1      b25.6       b30.3       b26.4
District of Columbia......      b40.2      a31.0       a33.9       a31.5
Florida...................       16.0       17.8        34.6        30.6
Georgia...................        6.9       11.8        12.4         7.7
Hawaii....................        7.6        6.0        26.2        20.9
Idaho.....................       13.2       19.8        36.5        25.5
Illinois..................       14.2       21.0        29.2        18.6
Indiana...................       22.8       20.7        28.8        21.2
Iowa......................        9.5       11.1        24.2        17.1
Kansas....................       21.5       22.3        35.2        24.1
Kentucky..................       14.6       17.7        25.6        19.2
Louisiana.................       18.4       17.5         7.2         6.3
Maine.....................        9.6       19.7        28.7        30.1
Maryland..................       18.0       19.2        28.8        20.5
Massachusetts.............       19.9       32.8       a41.9        30.9
Michigan..................       12.0       16.7        25.3        15.4
Minnesota.................       11.9       15.0        35.5        30.1
Mississippi...............        8.0       10.9         9.4         8.8
Missouri..................        4.7       10.1        12.8         8.2
Montana...................        4.7        9.4        20.8        12.9
Nebraska..................        7.4       16.9        32.9        21.4
Nevada....................       15.7       21.0        22.6        20.4
New Hampshire.............       14.0       24.8       a46.8       a27.2
New Jersey................       11.5       10.5        21.7         8.1
New Mexico................       20.9       23.9        32.7        22.7
New York..................       15.8       20.9        36.5        24.1
North Carolina............       17.4       14.0        23.4        17.7
North Dakota..............       10.7       20.1        28.6        24.0
Ohio......................       13.9       24.9        33.3        18.6
Oklahoma..................       16.2       18.7        20.6        16.8
Oregon....................       25.8       27.4        40.1        27.0
Pennsylvania..............       11.0       17.1        23.3        12.4
Rhode Island..............       25.4       25.8        28.9       a29.8
South Carolina............        7.2       13.0        18.3        18.8
South Dakota..............        9.5       15.1        25.7        19.9
Tennessee.................        8.3       17.1        19.2        16.0
Texas.....................       13.0       14.2        16.4        12.3
Utah......................       14.1       21.9        34.1        20.9
Vermont...................       10.5      a22.7       a32.2       a25.4
Virginia..................       14.4       16.6        21.7        19.8
Washington................       24.0       30.4        41.9        32.4
West Virginia.............       23.9       34.1        46.5        31.3
Wisconsin.................        9.6       13.9        20.5        13.3
Wyoming...................        5.0       11.2        24.1       15.4 
------------------------------------------------------------------------
Note: Sampling errors are less than 11 percent unless       
  otherwise noted. Responses marked with a superscript ``a'' have       
  sampling errors equal to or greater than 11 percent but less than 13  
  percent. Responses marked with a superscript ``b'' have sampling      
  errors equal to or greater than 13 percent but less than 14.3 percent.
  Sampling errors may be high for state tables because they are not     
  adjusted for finite population correction.                            


  TABLE V.2: PERCENT OF SCHOOLS REPORTING UNSATISFACTORY ENVIRONMENTAL  
      FACTORS--ACOUSTICS, FLEXIBILITY, PHYSICAL SECURITY--BY STATE      
------------------------------------------------------------------------
                                                              Physical  
             State                Acoustics    Flexibility    security  
------------------------------------------------------------------------
Alabama.......................          32.8          47.6          35.7
Alaska........................          32.4          55.5          27.4
Arizona.......................          26.4          52.6          25.3
Arkansas......................          17.5          42.4          21.2
California....................          34.2          70.4          41.2
Colorado......................          21.9         a46.5          13.3
Connecticut...................         a28.4         a48.4          22.3
Delaware......................         a19.3         b48.6         a22.3
District of Columbia..........         b51.8         b52.4         a37.3
Florida.......................          28.0          56.6          33.7
Georgia.......................          11.9          36.2          16.8
Hawaii........................          37.7         a54.1          39.7
Idaho.........................          35.4          53.8          22.5
Illinois......................          29.1          55.4          23.6
Indiana.......................          33.0          55.4          18.4
Iowa..........................          28.2          55.3          24.1
Kansas........................          30.3          56.6          21.9
Kentucky......................          26.4          50.5          21.0
Louisiana.....................          27.5          53.4          29.6
Maine.........................         a42.6         a58.4         a33.3
Maryland......................          19.6          23.1          13.4
Massachusetts.................         a41.3         a51.2          27.9
Michigan......................          31.0          47.2          20.2
Minnesota.....................          20.7          55.6          27.5
Mississippi...................          22.0          41.2          28.2
Missouri......................          22.5          43.2          14.5
Montana.......................          22.9          50.6          18.0
Nebraska......................          26.1         a46.8          21.3
Nevada........................           7.6          53.5          13.7
New Hampshire.................         a43.8         a68.8          21.6
New Jersey....................          30.3         a60.6          19.8
New Mexico....................          32.1          60.5          24.1
New York......................          30.0          64.9          21.2
North Carolina................          29.5          59.0          21.8
North Dakota..................          32.8          41.3          18.1
Ohio..........................          39.6          70.6          23.5
Oklahoma......................          27.3          48.8          26.6
Oregon........................          31.8          72.2          28.7
Pennsylvania..................          16.7         a42.0          12.8
Rhode Island..................         a38.6         a63.7         a34.7
South Carolina................          22.7          53.8          24.6
South Dakota..................          23.6          38.5          11.2
Tennessee.....................          21.5          48.6          27.9
Texas.........................          21.3          43.7          18.3
Utah..........................          17.8          52.2          16.1
Vermont.......................         a22.9         b47.4         b22.8
Virginia......................          24.0          37.5          20.6
Washington....................          39.7          64.8          34.6
West Virginia.................          44.0          68.7          34.4
Wisconsin.....................          19.7          52.5          18.8
Wyoming.......................          17.7          52.6          21.9
------------------------------------------------------------------------
Note.--Sampling errors are less than  11 percent unless     
  otherwise noted. Responses marked with a superscript ``a'' have       
  sampling errors equal to or greater than 11 percent but less than 13  
  percent. Responses marked with a superscript ``b'' have sampling      
  errors equal to or greater than 13 percent but less than 16 percent.  
  Sampling errors may be high for state tables because they are not     
  adjusted for finite population correction.                            


  TABLE V.3.--PERCENT OF SCHOOLS REPORTING UNSATISFACTORY ENVIRONMENTAL 
                        FACTORS BY COMMUNITY TYPE                       
------------------------------------------------------------------------
                                                         Urban          
                                               Central  fringe/   Rural/
             Environmental factor                city    large    small 
                                                          town     town 
------------------------------------------------------------------------
Lighting.....................................     20.4     17.3     11.4
Heating......................................     22.8     19.0     17.0
Ventilation..................................     31.5     28.2     23.6
Indoor air quality...........................     22.5     19.0     17.2
Acoustics for noise control..................     31.6     26.3     26.8
Flexibility..................................     59.7     50.8     52.0
Physical security............................     26.5     22.8     23.5
------------------------------------------------------------------------
Note.--Sampling errors range  1.6-3.5 percent.              


  TABLE V.4.--PERCENT OF SCHOOLS REPORTING UNSATISFACTORY ENVIRONMENTAL 
                       FACTORS BY LEVEL OF SCHOOL                       
------------------------------------------------------------------------
          Environmental factor           Elementary  Secondary  Combined
------------------------------------------------------------------------
Lighting...............................       16.3       13.8       15.0
Heating................................       18.8       20.6       18.6
Ventilation............................       26.4       29.2       27.0
Indoor air quality.....................       19.1       19.4       21.8
Acoustics for noise control............       28.3       26.8       32.2
Flexibility............................       54.9       51.5       51.4
Physical security......................       22.9       27.4       28.8
------------------------------------------------------------------------
Note.--Sampling errors range  1.7-3.9 percent.              


  TABLE V.5.--PERCENT OF SCHOOLS REPORTING UNSATISFACTORY ENVIRONMENTAL 
               FACTORS BY PROPORTION OF MINORITY STUDENTS               
------------------------------------------------------------------------
                                         Percent of minority students   
                                     -----------------------------------
                                                5.5 to  20.5 to         
        Environmental factor            Less     less     less   50.5 or
                                        than     than     than     more 
                                        5.5      20.4     50.5          
------------------------------------------------------------------------
Lighting............................     12.1     14.3     16.0     22.9
Heating.............................     17.7     18.1     18.7     23.7
Ventilation.........................     25.6     25.4     27.4     31.4
Indoor air quality..................     17.5     17.6     20.4     22.9
Acoustics for noise control.........     27.7     25.1     26.8     32.8
Flexibility.........................     50.8     52.3     55.3     60.1
Physical security...................     21.6     21.3     22.7     33.3
------------------------------------------------------------------------
Note.--Sampling errors range  1.8-3.9 percent.              


   TABLE V.6--PERCENT OF SCHOOLS REPORTING UNSATIFACTORY ENVIRONMENTAL  
                       FACTORS BY GEOGRAPIC REGION                      
------------------------------------------------------------------------
       Environmental factor         Northeast  Midwest   South     West 
------------------------------------------------------------------------
Lighting..........................      13.8      12.8     13.7     23.8
Heating...........................      20.3      18.2     16.3     24.3
Ventilation.......................      31.4      27.8     20.9     32.3
Indoor air quality................      19.9      18.4     16.8     23.5
Acoustics.........................      29.6      29.3     24.4     30.9
Flexibility.......................      55.7      54.2     47.0     62.8
Physical security.................      21.1      21.2     23.9     31.4
------------------------------------------------------------------------
Note:--Sampling errors range  1.8-4.5 percent.              


  TABLE V.7--PERCENT OF SCHOOLS REPORTING UNSATISFACTORY ENVIRONMENTAL  
  FACTORS BY PROPORTION OF STUDENTS APPROVED FOR FREE OR REDUCED LUNCH  
------------------------------------------------------------------------
                                       Percent of students approved for 
                                             free or reduced lunch      
                                     -----------------------------------
        Environmental factor                    20 to    40 to          
                                        Less     less     less    70 or 
                                      than 20  than 40  than 70    more 
------------------------------------------------------------------------
Lighting............................     14.3     13.2     15.8     19.1
Heating.............................     18.9     15.5     20.6     22.1
Ventilation.........................     26.1     23.5     28.3     30.6
Indoor air quality..................     15.8     15.9     22.6     22.6
Acoustics...........................     24.1     27.0     29.4     32.8
Flexibility.........................     49.0     53.5     59.0     57.4
Physical security...................     19.4     18.8     25.9     30.0
------------------------------------------------------------------------
Note.--Sampling errors range  2.3-3.8 percent.              

                    Appendix VI--Technical Appendix


                     Scope and Methodology Overview

       To determine the extent to which America's 80,000 schools 
     have the physical capacity to support 21st century technology 
     and education reform for all students, we surveyed a national 
     sample of public schools and their associated districts and 
     augumented the surveys with visits to selected school 
     districts. We used various experts to advise us on the design 
     and analysis of this project (See app. I.)
       We sent the surveys to a nationally representative sample 
     of about 10,000 public schools in over 5,000 associated 
     school districts. For our sample, we used the public school 
     sample for the Department of Education's 1993-94 Schools and 
     Staffing Survey (SASS), which is a multifaceted, nationally 
     representative survey sponsored by the National Center for 
     Educational Statistics (NCES) and administered by the Bureau 
     of the Census.
       We asked about the physical condition of schools and how 
     well schools could meet selected functional requirements of 
     education reform, such as having space for small- and large-
     group instruction or science laboratories. We also asked 
     officials if their schools had sufficient data, voice, and 
     video technologies and infrastructure to support these 
     technologies. A list of the relevant survey items appears in 
     appendix II.\18\
       We directed the survey to those officials who are most 
     knowledgeable about facilities--such as facilities directors 
     and other central office administrators of the districts that 
     housed our sampled schools. Our analyses are based on 
     responses from 78 percent of the schools sampled and 75 
     percent of the associated districts. Analyses of 
     nonrespondent characteristics showed them to be similar to 
     respondents. Findings from the survey have been statistically 
     adjusted (weighted) to produce estimates that are 
     representative at national and state levels. All data are 
     self-reported, and we did not independently verify their 
     accuracy.
       In addition, we visited 41 schools in 10 selected school 
     districts varying in location, size, and minority composition 
     to augment and illustrate our survey results. We also 
     reviewed the literature on education reform, including the 
     relationship between environmental conditions and student 
     learning. We conducted our study between January 1994 and 
     March 1995 in accordance with generally accepted government 
     auditing standards.
                      school and district surveys

       For our review of the physical condition of America's 
     schools, we wanted to determine physical condition as 
     perceived by the most knowledgeable school district 
     personnel. To accomplish this, we mailed school and district 
     questionnaires to superintendents of school districts 
     associated with a nationally representative sample of public 
     schools. We asked the superintendents to have district 
     [[Page S5136]] personnel, such as facilities directors who 
     were very familiar with school facilities, answer the 
     questionnaires. The questionnaires gathered information about 
     (1) the physical condition of schools; (2) costs of bringing 
     schools into good overall condition, which we defined as 
     needing only routine maintenance or minor repairs; and (3) 
     how well schools could meet the functional requirements of 
     education programs. For our school sample, we used the sample 
     for the 1993-94 sass.


                           sampling strategy

       The 1993-94 sass sample is designed to give several types 
     of estimates, including both national and state-level 
     estimates. It is necessarily a very complex sample. 
     Essentially, however, it is stratified by state and grade 
     level (elementary, secondary, and combined). It also has 
     separate strata for schools with large Native American 
     populations and for Bureau of Indian Affairs schools. A 
     detailed description of the sample and discussion of the 
     sampling issues is contained in nces' technical report on the 
     1993-94 sass sample.\19\


                            survey response

       We mailed our questionnaires to 9,956 sampled schools in 
     5,459 associated districts across the country in May 1994. We 
     did a follow-up mailing in July 1994 and again in October 
     1994. After each mailing, we telephoned nonresponding 
     districts to encourage their responses. We accepted returned 
     questionnaires through early January 1995.
       Of the 9,956 schools in the original sample, 393 were found 
     to be ineligible for our survey.\20\ Subtracting these 
     ineligible schools from our original sample yielded an 
     adjusted sample of 9,563 schools. The number of completed, 
     usable school questionnaires returned was 7,478. Dividing the 
     number of completed, usable returns by the adjusted sample 
     yielded a school response rate of 78 percent. Of the 5,459 
     associated districts in the original sample, 28 were found to 
     be ineligible for our survey mainly because they were no 
     longer operating. Subtracting these ineligible
      districts from our original sample of 5,459 associated 
     districts yielded an adjusted district sample of 5,431 
     districts. The number of completed, usable district 
     questionnaires returned was 4,095. Dividing the number of 
     completed, usable returns by the adjusted district sample 
     yielded a district response rate of 75 percent.\21\
       We compared school and district nonrespondents with 
     respondents by urbanicity, location, state, race and 
     ethnicity, and poverty. There were few notable differences 
     between the groups. On the basis of this information, we 
     assumed that our respondents did not differ significantly 
     from the nonrespondents.\22\ Therefore, we weighted the 
     respondent data to adjust for nonresponse and yield national 
     and state-level estimates.


                            sampling errors

       All sample surveys are subject to sampling error, that is, 
     the extent to which the results differ from what would be 
     obtained if the whole population had received the 
     questionnaire. Since the whole population does not receive 
     the questionnaire in a sample survey, the true size of the 
     sampling error cannot be known. However, it can be estimated 
     from the responses to the survey. The estimate of sampling 
     error depends largely on the number of respondents and the 
     amount of variability in the data.
       For this survey, sampling errors for all school-level 
     estimates at the national level is estimated to be 
      2 percent or less at the 95-percent confidence 
     level. Sampling errors for school-level estimates at the 
     state level are generally within  10 percent at 
     the 95-percent confidence level. Sampling errors for a few 
     state-level estimates may go as high as  12-15 
     percent. These are indicated on the tables in the appendixes. 
     Sampling errors for district-level estimates are not 
     available. With the exception of the information on recent 
     bond issues passed by districts, all estimates discussed in 
     this report are school-level estimates at national or state-
     levels.


                           nonsampling errors

       In addition to sampling errors, surveys are also subject to 
     other types of systematic error or bias that can affect 
     results. This is especially true when respondents are asked 
     to answer questions of a sensitive nature or inherently 
     subject to error. Lack of understanding of the issues can 
     also result in systematic error. Bias can affect both 
     response rates and the way
      that respondents answer particular questions. It is not 
     possible to assess the magnitude of the effect of biases, 
     if any, on the results of a survey. Rather, possibilities 
     of bias can only be identified and accounted for when 
     interpreting results. This survey had two major possible 
     sources of bias: (1) bias inherent in all self-ratings or 
     self-reports and (2) sensitivity of compliance issues.
       Bias inherent in self-ratings may impact results of this 
     survey in two major areas. First, the self-ratings or self-
     reports of technological sufficiency may be overly optimistic 
     for several reasons. In our analyses, we include as 
     ``sufficient'' responses that indicated moderate and somewhat 
     sufficient capability as well as very sufficient capability. 
     This could indicate a wide range of sufficiency, including 
     some responses that are very close to ``not sufficient.'' In 
     addition, our analyses showed that without any objective 
     standards with which to anchor their responses, schools 
     indicating ``sufficient'' computers and computer/student 
     ratios that ranged from 1:1 to 1:292 (a median of 1:11) for 
     those schools that had computers. About 300 schools that 
     indicated they had no computers for instructional use said 
     that was sufficient. (See table III.9 for more details.) 
     Finally, technology experts who regularly consult with school 
     systems report that the level of knowledge among school 
     administrators and staff of possible use and application of 
     technology in schools is low--further increasing the 
     likelihood that these sufficiency estimates are overly 
     optimistic.
       Second, assessing the physical condition of buildings is a 
     very complex and technical undertaking. Moreover, many 
     facilities problems, particularly the most serious and 
     dangerous, are not visible to the naked eye. Further, any 
     dollar estimates made of the cost to repair, retrofit, 
     upgrade, or renovate are just that, estimates, unless the 
     school has recently completed such work. The only way school 
     officials actually know what such work costs is to put it out 
     for bid. Even then, cost changes may occur before the 
     contracted work is completed. Therefore, estimates and 
     evaluations reported are subject to inaccuracies.
       A second kind of bias that may occur results from the 
     sensitivity of compliance issues. In this case, our interest 
     in securing information related to compliance with federal 
     mandates, life-safety codes, and physical security put us in 
     a highly sensitive area. For example, respondents may 
     perceive that accurately reporting problems in providing 
     access for disabled students could make the school vulnerable 
     to lawsuits, despite assurances of confidentiality. 
     Consequently, in sensitive areas
      schools may tend toward underreporting or making 
     conservative estimates.
       In general, survey results were consistent with what we saw 
     in our site visits.


                              site visits

       To illustrate and augment our survey results, we conducted 
     site visits in 10 districts: Chicago, Illinois; Grandview, 
     Washington; Montgomery County, Alabama; New Orleans, 
     Louisiana; New York, New York; Pomona, California; Ramona, 
     California; Raymond, Washington; Richmond, Virginia; and 
     Washington, D.C. Selected to represent key variables, they 
     varied in location, size, and ethnic composition.
       During these site visits, we interviewed central office 
     staff, such as district superintendents, facilities 
     directors, and business managers; and school staff, such as 
     principals and teachers. We asked the central office staff 
     about their district demographics, biggest facilities issues, 
     facilities financing, assessment, maintenance programs, 
     resources, and barriers to reaching facilities goals.
       In addition, in each district we asked district officials 
     to show us examples of ``typical,'' ``best,'' and ``worst'' 
     schools and verified reliability of these designations with 
     others. In some small districts, we visited all schools. We 
     spoke with administration and staff in the schools we toured. 
     We asked the school staff about their schools' condition, 
     repair and renovation programs, and facilities needs for 
     educational programs.


                        classification variables

       Community Type.--Central City: A large central city (a 
     central city of a Standard Metropolitan Statistical Area 
     (smsa)) with population greater than or equal to 400,000 or a 
     population density greater than or equal to 6,000 per square 
     mile) or a mid-size central city (a central city of an smsa 
     but not designated a large central city).
       Urban Fringe/Large Town: Urban fringe of a large or mid-
     size central city (a place within an SMSA of a large or mid-
     size central city and defined as urban by the Bureau of the 
     Census) or a large town (a place not within an SMSA but with 
     a population greater than or equal to 25,000 and defined as 
     urban by the Bureau of the Census).
       Rural/Small Town: Rural area (a place with a population of 
     less than 2,500 and defined as rural by the Bureau of the 
     Census) or a small town (a place not within an SMSA, with a 
     population of less than 25,000 but greater than or equal to 
     2,500 and defined as urban by the Bureau of the Census).
       School Level.--Elementary: A school that had grade six or 
     lower or ``ungraded'' and no grade higher than eighth.
       Secondary: A school that had no grade lower than the 
     seventh or ``ungraded'' and had grade seven or higher.
       Combined: A school that had grades higher than the eighth 
     and lower than the seventh.
       Minority Enrollment.--The percentage of students defined as 
     minority using the following definition for minority: 
     American Indian or Alaskan Native; Asian or Pacific Islander; 
     Hispanic, regardless of race (Mexican, Puerto Rican, Cuban, 
     Central or South American, or other culture or origin); Black 
     (not of Hispanic origin).
       Geographic Region.--Northeast: Maine, New Hampshire, 
     Vermont, Massachusetts, Rhode Island, Connecticut, New York, 
     New Jersey, Pennsylvania.
       Midwest: Ohio, Indiana, Illinois, Michigan, Wisconsin, 
     Minnesota, Iowa, Missouri, North Dakota, South Dakota, 
     Nebraska, Kansas.
       South: Delaware, Maryland, District of Columbia, Virginia, 
     West Virginia, North Carolina, South Carolina, Georgia, 
     Florida, Kentucky, Tennessee, Alabama, Mississippi, Arkansas, 
     Louisiana, Oklahoma, Texas.
       West: Montana, Idaho, Wyoming, Colorado, New Mexico, 
     Arizona, Utah, Nevada, Washington, Oregon, California, 
     Alaska, Hawaii.
       [[Page S5137]] Proportion of Students Receiving Free or 
     Reduced Lunch.--Calculation based on survey question 4 
     (``What was the total number of Full Time Equivalent (FTE) 
     students enrolled in this school around the first of October 
     1993?'') and survey question 25 (``Around the first of 
     October 1993, how many applicants in this school were 
     approved for the National School Lunch Program?'').
       Student/Computer Ratio.--Calculation based on survey 
     question 4 (``What was the total number of Full Time 
     Equivalent (FTE) students enrolled in this school around the 
     first of October 1993?'') and question 18 (``How many 
     computers for instructional use does this school have?'').
          Appendix VII.--Data Supporting Figures in the Report

     TABLE VII. 1: DATA FOR FIGURE V.1--PERCENT OF SCHOOLS WITH AIR-    
                  CONDITIONING IN CLASSROOMS--BY STATE                  
------------------------------------------------------------------------
                                                           Percent of   
                                                        schools with air-
                         State                           conditioning in
                                                           classrooms   
------------------------------------------------------------------------
Alabama...............................................              97.8
Alaska................................................               4.9
Arizona...............................................              68.2
Arkansas..............................................              95.9
California............................................              67.2
Colorado..............................................              28.5
Connecticut...........................................              21.7
Delaware..............................................             b42.0
District of Columbia..................................             a47.4
Florida...............................................              97.8
Georgia...............................................              92.9
Hawaii................................................              18.1
Idaho.................................................              26.0
Illinois..............................................              26.8
Indiana...............................................              53.5
Iowa..................................................              22.0
Kansas................................................              63.1
Kentucky..............................................              92.3
Louisiana.............................................              96.0
Maine.................................................               2.0
Maryland..............................................              55.3
Massachusetts.........................................              11.8
Michigan..............................................              18.9
Minnesota.............................................              19.2
Mississippi...........................................              97.3
Missouri..............................................              51.1
Montana...............................................              13.4
Nebraska..............................................             a37.9
Nevada................................................              70.1
New Hampshire.........................................              00.0
New Jersey............................................              21.8
New Mexico............................................              70.4
New York..............................................              10.2
North Carolina........................................              87.8
North Dakota..........................................              18.1
Ohio..................................................              15.6
Oklahoma..............................................              94.5
Oregon................................................              17.0
Pennsylvania..........................................              28.9
Rhode Island..........................................               5.8
South Carolina........................................             100.0
South Dakota..........................................              10.9
Tennessee.............................................              95.2
Texas.................................................              98.4
Utah..................................................              34.4
Vermont...............................................               1.4
Virginia..............................................              77.8
Washington............................................              31.8
West Virginia.........................................              58.1
Wisconsin.............................................              25.7
Wyoming...............................................              13.4
------------------------------------------------------------------------
Note: Sampling errors are less than  11 percent unless      
  otherwise noted. Responses marked with a superscript ``a'' have       
  sampling errors equal to or greater than 11 percent but less than 13  
  percent. Responses marked with a superscript ``b'' have sampling      
  errors equal to or greater than 13 percent but less than 14.2 percent.

         Appendix VIII--GAO Contacts and Staff Acknowledgments


                              gao contacts

       Eleanor L. Johnson, Assistant Director, (202) 512-7209; 
     Ella Cleveland, Project Manager, (202) 512-7066; Kathleen 
     Ward, Senior Analyst, (313) 256-8078.


                         staff acknowledgments

       D. Catherine Baltzell, Supervisory Social Science Analyst; 
     Nancy Kintner-Meyer, Evaluator; Deborah L. McCormick, Senior 
     Social Science Analyst; Edna M. Saltzman, Subproject Manager; 
     Diane E. Schilder, Senior Evaluator.


                               Footnotes

     \1\Sampling error is 6.61 percent.
     \2\Small-group instruction, teacher planning, private areas 
     for student counseling and testing, and library/media 
     centers.
     \3\Ventilation, heating, indoor air quality, and lighting.
     \4\See Systemwide Education Reform: Federal Leadership Could 
     Facilitate District-Level Efforts (GAO/HRD-93-97, Apr. 30, 
     1993).
     \5\See School-Linked Human Services: A Comprehensive Strategy 
     for Aiding Students at Risk of School Failure (GAO/HEHS-
     94,21, Dec. 30, 1993).
     \6\See Regulatory Flexibility in Schools: What Happens When 
     Schools Are Allowed to Change the Rules? (GAO/HEHS-94-102, 
     Apr. 29, 1994) and Education Reform: School-Based Management 
     Results in Changes in Instruction and Budgeting (GAO/HEHS-94-
     135, Aug. 23, 1994).
     \7\Experts have identified other key components affecting the 
     implementation of technology in schools, such as sufficient 
     teacher training and computer support services. However, 
     because our focus was on school facilities, these components 
     were not included in our survey.
     \8\Multimedia uses a single communication system (cable) to 
     transmit voice, data, and video, currently by dignitizing 
     voice and video.
     \8\See, for example, The National Information Infrastructure: 
     Requirements for Education and Training, National 
     Coordinating Committee on Technology in Education and 
     Training, (Alexandria, Va: 1994).
     \10\Beau Fly Jones et al., Learning, Technology and Policy 
     for Educational Reform, July 1994, Version 1.0, North Central 
     Regional Educational Laboratory (Oak Brook, Ill.: 1994).
     \11\The Internet, a global communications network, is a 
     cooperative effort among educational institutions, government 
     agencies, and various commercial and nonprofit organizations. 
     Historically, the Internet has contained mostly scientific 
     research and education information. However, more recently, 
     the kind of information accessible on the Internet has 
     expanded to include library catalogs, full texts of 
     electronic books and journals, government information, 
     campuswide information systems, picture archives, and 
     business data and resources. The Internet allows three 
     primary functions: electronic mail and discussion groups (e 
     mail), use of remote computers (telnet), and transferring 
     files (file transfer protocol).
     \12\``Opportunity to learn'' refers to the sufficiency or 
     quality of the resources, practices, and conditions necessary 
     to provide all students with an opportunity to learn the 
     material in voluntary national content standards or state 
     content standards. See, for example, Andrew Porter, ``The 
     Uses and Misuses of Opportunity-to-Learn Standards,'' 
     Educational Researcher, Vol. 24, No. 1 (1995), pp. 21-27; and 
     Faith E. Crampton and Terry N. Whitney, ``Equity and Funding 
     of School Facilities: Are States at Risk?'' State Legislative 
     Report, Vol. 20, No. 1 (1995), pp. 1-8.
     \13\Laser disk players and VCRs were rated as one item. It 
     could be that a sufficient number of VCRs exists but not 
     laser disk players.
     \14\The self-reports of sufficiency may be overly optimistic 
     for several reasons. First, in our analyses we included as 
     ``sufficient'' responses that indicated moderate and somewhat 
     sufficient capability as well as very sufficient capability. 
     This could indicate a wide range of sufficiency, including 
     some responses that are very close to ``not sufficient.'' 
     Second, our analysis of responses showed that without any 
     objective standards with which to anchor their responses, 
     schools indicating ``sufficient'' computers had computer/
     student ratios ranging from 1:1 to 1:292 (a median of 1:11) 
     for those schools that had computers. About 300 schools that 
     indicated they had no computers said that was sufficient. 
     (For more detail, see table III.9 in app. III.) Finally, 
     technology experts who regularly consult with school systems 
     report that the level of knowledge among school 
     administrators and staff of possible use and application of 
     technology in schools is low--further increasing the 
     likelihood that these sufficiency estimates are overly 
     optimistic.
     \15\We asked respondents to rate the overall condition of 
     their school buildings on a six-point scale: excellent, good, 
     adequate, fair, poor, or replace. See School Facilities: 
     Condition of America's Schools (GAO/HEHS-95-61, Feb. 1, 
     1995).
     \16\Environmental factors associated with learning include 
     heating, lighting, air-conditioning, acoustics, space 
     flexibility, and physical security.
     \17\See, for example, J. Howard Bowers et al., ``Effects of 
     the Physical Environment of Schools on Students,'' (paper 
     presented to 65th Council of Educational Facility Planners, 
     International Conference, 1988) and Carol S. Cash, ``Building 
     Condition and Student Achievement and Behavior,'' doctoral 
     dissertation, Virginia Polytechnic Institute and State 
     University, 1993.
     \18\A full copy of the questionnaire appears in the first 
     report in this series, School Facilities: Condition of 
     America's Schools (GAO/HEHS-95-61, Feb. 1, 1995).
     \19\Robert Abramson et al., 1993-94 Schools and Staffing 
     Survey: Sample Design and Estimation, NCES (available in July 
     1995).
     \20\Reasons for ineligibility included school no longer in 
     operation, entity not a school, private rather than public 
     school, and post-secondary school only.
     \21\Detailed sample and response information for each sample 
     stratum is available upon request from GAO. See appendix VIII 
     for appropriate staff contacts.
     \22\We did not poll nonrespondents, so we have no way to 
     verify this assumption.
  Ms. MOSELEY-BRAUN. I would like to take a moment to share with the 
Chair some information. These charts are bulky, but this is information 
that comes out of the GAO report that I think is a very telling 
statement about where we are in our country today in terms of education 
and technology infrastructure.
  The report which, as you may know, was entitled ``America's Schools 
Not Designed or Equipped for 21st Century.''
  In this part of the report, most States report that at least 50 
percent of schools have insufficient technology.
  My own State of Illinois comes down here, where 60 to 69 percent of 
the schools in Illinois do not have sufficient technology 
infrastructure. The Presiding Officer's State, I think, does a little 
better. You are in this category. As you can see, we have a long way to 
go to get the technology up to speed.
  Understand that this report speaks specifically to technology. The 
first report talked about infrastructure. So we talk about putting in 
computers. We have heard stories from some of the teachers and people 
who were questioned in this regard that one of the big problems they 
run into is, even if they had the computers, the technology, they do 
not have the capacity to use them. They do not have the phone lines, 
the cables, and they do not have the ability.
  One report was that in the classroom in a particular school--and I 
will not name it now--there were two outlets in the classroom, and so 
if more than two teachers plug something in, the whole building would 
shut down because the circuit breaker would go. Clearly we cannot 
expect our young people to compete in this world economy, in this 
global economy, with that kind of millstone around their neck, without 
having the ability to access the technologies.
  The youngsters may play Nintendo, but that is not training them to 
compete in our global economy. So if we are training them to address 
the competition we want them to meet, I believe we have a national 
interest in addressing the infrastructure and technology infrastructure 
so we can provide our young people with the tools they will need to 
succeed. Certainly it is an issue that goes to our international 
competitiveness. Just this 
[[Page S5138]] morning in the Finance Committee, Ambassador Kantor was 
there to talk about trade relations of the United States: Where we are 
in the balance of trade; where we are with regard to the issues 
affecting the globalization of this economy; how is our country doing.
  The question came up, What is the most important thing we can do to 
see to it we are able to compete in this global economy? The answer to 
that question is investment in human capital. The answer to that 
question is education. The answer to that question is training, so our 
people, our children will have the skills and the knowledge and the 
wherewithal and capacity to be competitive.
  I point out also the national statistics. I will point out also, in 
addition to the issue of competitiveness, giving our young people the 
capacity to compete in this world economy will be a boon to the entire 
community. If you ask employers in our private sector what is the 
biggest impediment to them hiring people, it is that they are getting 
people who are not, right now, trained. So the private sector winds up, 
if you will, having costs shifted to them because the youngsters that 
our schools are turning out are not quite yet trained to handle the 
demands of business.
  If we are going to prepare our young people for the global economy, 
if we are going to prepare our young people for the world of work, if 
we are going to stop relying on the willy-nilly haphazard shifting of 
costs to the private sector, and make certain we have the capacity in 
this Nation to keep America strong through having a well-educated work 
force, I believe we have a national interest in investing in this 
infrastructure, and in this technology infrastructure particularly.
  This chart talks about the millions of students who attend schools 
with insufficient technology. Again, this is putting aside for a moment 
the basic infrastructure like do you have the plugs in the classroom, 
like having the sufficient lighting. That was the first GAO report, and 
you recollect that report said we were way behind and our schools were 
deteriorating and not capable, really, of handling a lot of this stuff.
  But look at this. Mr. President, 86 percent of our schools, or 66,000 
schools, or 35.4 million children in the United States attend schools 
that do not have sufficient fiber optic cables for them to access the 
technology. The fiber optics cable is necessary for them to access the 
technology and plug into the Internet. You have to have this to get 
onto the information superhighway. So 35.4 million of our students do 
not have the capacity to get on that highway in school.
  Phone lines for instructional use--again, 61.2 percent of our 
schools, 47,000 schools, or 24.8 million students in this country do 
not have phone lines for instructional use.
  Conduits, raceways for computers, the computer network cables--60 
percent of the schools do not have it, or 24.9 million students.
  Go right down the list, even down to televisions. TV's, 15 percent of 
the schools do not have it; 6.8 million students.
  It seems to me, for the kind of investment we require here, we can 
upgrade the kind of information and resources that are available to our 
young people, we can give them the tools they will need to learn. We 
can help teachers teach better and in so doing we will have benefits to 
the entire community.
  I will close by saying what I may have said already but I cannot 
reiterate it too often. Education is not just a private benefit. It is 
not just whether or not I can get a good job or I can get a leg up on 
the competition or whether or not I can afford to be trained or be 
educated or to have a certain set of skills. Education is more than a 
private benefit. It is a public good. It goes to the stability and the 
quality of life of our community as a whole, of our entire country. 
Every person benefits when we have a well-educated citizenry.
  Frankly, that is how this Nation became the strong, great Nation that 
it was, because we had a work force that was better trained, better 
equipped, better provided for than any other work force in the world. 
We are in grave danger of losing that if we do not make the kind of 
investment in our human capital, in our children, in education, that we 
need to make in order to give our community the benefits of the talent 
that I believe these young people have.
  So, in closing, I would like to again thank Senator Pell for all his 
leadership and for his joining on the GAO letter, and thank the Chair 
for his attention. I have introduced the GAO report into the Record.
  Mr. President, I suggest the absence of a quorum.
  The PRESIDING OFFICER (Mr. Inhofe). The clerk will call the roll.
  The bill clerk proceeded to call the roll.
  Mr. DOLE. Mr. President, I ask unanimous consent that the order for 
the quorum call be rescinded.
  The PRESIDING OFFICER. Without objection, it is so ordered.
  Mr. DOLE. Mr. President, what is the pending business? Are we in 
morning business?
  The PRESIDING OFFICER. The pending business is the appropriations 
bill.
  Mr. DOLE. I ask if I may speak as in morning business.
  The PRESIDING OFFICER. Without objection, it is so ordered.
  

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