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This research, designed to analyze the process of educational policymaking in York State, focused on the role of the formal governmental structure, especially that of the State Legislature. A comparison between interest group leaders' and State legislators' perceptions of the legislature's role revealed some significant differences. Interest group leaders viewed both the governor's office and the legislative leadership as highly centralized with much control over educational policymaking. Legislators saw decisionmaking power as more diffused, and viewed interest group efforts to influence the upper echelon of discisionmakers as relatively ineffective. (RA)

The objective of this study was to determine the influence of changes in New York State political and legislative processes on the political behavior and strategies of education interest groups in seeking State policy change for education. Historical methods were utilized in examining the problem. As interest groups seek their objectives, they attempt to reduce conflicts of the party, the legislature, and the governor within the legislative process on particular issues. The study demonstrated that the rise of a strong executive branch to dominate the legislature reduced conflict in government as well as the number of viable points of access to the policy process available to interest groups. The ability of the governor to maintain controlled conflict will determine if education groups develop competitive or coalitional behavior. (Author)

This study compares the perceptions of the educational policymaking process held by education interest group staffs with those of State legislators. Structured interviews were held with executive officers in six major education organizations, and 207 legislators were surveyed by personal interviews during the 1969 legislative session. Categories for comparison included (1) how legislation is moved, (2) roles of committees, (3) chairmen and house leadership, (4) the function of legislative experts, and (5) interest group influence. Results indicate that education groups tend to generalize leadership's control, underplay nonparty aspects, and underestimate experts' informal influences. These findings imply that greater differentiation of strategies can be utilized by education interest groups in dealing with the legislature. (Hard copy may reproduce poorly because of marginal legibility.) (Author/LLR)

This document reports the results of a special study of the role and interagency relationships of State education agencies in comprehensive Statewide planning. The report deals first with the scope, nature, and organization of State planning; it then provides some examples of planning relationships in New York State and in the Commonwealth of Pennsylvania and concludes with a discussion of emerging needs and alternatives. (Author)

A furor developed in Buffalo, New York, when certain instructional materials were used in sex education classes. Through cooperation between school and political leaders, the crisis was solved satisfactorily. (CK)