given school district at this time, without regard to how many disadvantaged and handicapped children might have existed in a school district on the basis of the 1960 census supplemented by AFDC figures for 1962, as long as programs proposed are of sufficient size and scope in rela tion to the number of pupils served as to have a significant impact on meeting the special edu cational needs of the pupils to be served. Proj ects in the first year of the title's operation should be designed to meet the needs of the most severely deprived children. Real progress with these children will entail a substantial expendi ture per child, a concentrated program, and, perhaps, a saturation of different types of edu cational services and activities. An applicant's total program should concen trate sufficient resources, in relation to the num ber of educationally deprived children in its district, to insure that the special educational needs of these children will be significantly re duced, and that the help provided will not be fragmentary. For example, a remedial reading project might be so widespread that it covered much of the school district and expended much of the allocation, and in so doing starved other elements needed in the total program. Children without needed eyeglasses, without enough food, without enough books, and without proper moti vation would be unlikely to benefit from reme dial reading instruction alone; in that case the remedial project would itself become ineffective because the total program would have ignored the other special educational needs of the chil dren it was designed to serve. The total program should therefore include a variety of coordinated approaches toward meet ing the needs of the educationally deprived chil dren in a school district, if this is possible within the amount of the applicant's maximum basic grant. And it should be designed to meet the needs of these chlidren, whether they are in or out of school. Unless there are special reasons for concentration on certain grade levels, the program should also be available to children at various grade levels. A program or project would be of sufficient quality if it included the use of resources and methods that had been carefully selected to meet

the special needs of educationally deprived children and if it gave grounds for reasonable expectation that it would be successful in meet ing these needs. Size should be considered in terms of the breadth and intensity of the impact on each child involved. A project might appear to be of considerable size in terms of cost, staffing, and so forth, but might in fact be too small for the number and needs of the children it would serve. On the other hand, a far less costly pro ject might be considered to be of sufficient size if it provided intensive services and extra edu cational opportunities in considerable depth for the needs of a limited number of children.

Provision for Participation by Education ally Deprived Children Enrolled in Private Schools

Under section 205(a)(2), the State educa tional agency must determine—

that, to the extent consistent with the num ber of educationally deprived children in the school district of the local educational agency who are enrolled in private elemen tary and secondary schools, such agency has made provision for including special educational services and arrangements (such as dual enrollment, educational radio and television, and mobile educational serv ices and equipment) in which such children can participate.

This title does not authorize direct grants or benefits to private schools. The services and arrangements provided for educationally de prived children enrolled in private schools should be designed to benefit the children rather than the school they attend.

The responsibility for identifying areas of concentration and designing projects rests wholly with the public educational agency. It would be advisable, however, for the applicant to consult with private school officials so as to better determine the special educational needs of educationally deprived children enrolled in private schools.

Before a State educational agency may ap prove a grant, it must determine that the appli cant has provided sufficient opportunities for

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