ment acquired with project funds may in certain cases be temporarily placed on private premises, but in any event title to and administrative con trol over all such equipment must remain in a public agency.

The project application must assure that proj ect funds will at all times be under the control of, and be administered by, a public agency and used only for the purposes for which they have been granted.

Construction of Facilities

Under section 205(a)(4), the State educa tional agency must determine—

in the case of any project for construction of school facilities, that the project is not inconsistent with overall State plans for the construction of school facilities and that the requirements of section 209 will be com plied with on all such construction projects.

Section 209 of this title and section 116.21 of the regulations relate to requirements concern ing working conditions, wages, responsibilities of contractors, nondiscrimination, and so forth.

The local educational agency must demon strate to the satisfaction of the State educational agency that the implementation of the approved project would require the construction proposed in the application and that the construction would be consistent with overall State plans. If such construction is approved, the State edu cational agency will send the applicant the nec essary information concerning labor standards and nondiscrimination in employment.

Procedures for Evaluation

Under section 205(a) (5), the State educa tional agency must determine—

that effective procedures, including provi sion for appropriate objective measure ments of educational achievement, will be adopted for evaluating at least annually the effectiveness of the programs in meet ing the special educational needs of educa tionally deprived children.

The National Advisory Council on the Edu cation of Disadvantaged Children established under Title I must report to the President each

year on the effectiveness of the programs sup ported under Title I and make recommendations for improvement. The Council will make use of the evaluative data developed by the local and State agencies and reported to the Office of Education. Every Title I project must include a plan for evaluation. Projects which benefit children who do not attend public schools should be evaluated to the same extent as any other projects. Every project application should set forth the proce dures and techniques to be utilized in determin ing the extent to which the project meets the special educational needs of educationally de prived children. The procedures should be based upon criteria which are consistent with the objectives set forth in the application and should provide for reporting to the State agency at least annually, on a before-the-fact and after the-fact basis, (1) the educational achievement of children served by the program; (2) the edu cational deficiencies of such children; and (3) the educational opportunities available, in the school and elsewhere, to alleviate identified edu cational deficiencies. The success of the evalua tion process will be highly dependent upon an early establishment of baseline data, since the necessary information may not be available later. Evaluative criteria for the total program should be related to changes in the educational status and opportunities of the children in the projects. Indices of such change may include, but are not limited to, objective measurements of • Educational achievement in the basic educational skills. • Levels of educational attainment, as evi denced, for example, by dropout rates. • Educational motivation, as evidenced by attention, performance, and attendance. • Behavioral deviations and other special handicaps to educational progress. • Cultural and social conditions related to educational opportunity and progress. • Educational opportunities provided in the school setting, including curriculums, special programs and services, staffing facilities, and community support.

26