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This study examines the importance of public review of federally funded scientific research by looking at several case studies. It shows that independent, nongovernmental review of federal scientific research has had a major positive effect on knowledge in many areas. The study focuses on: the Environmental Protection Agency and airborne asbestos; the panic over endocrine disrupters; the National Cancer Institute and the herbicide 2,4-D; the National Institutes of Health and the Dalkon Shield birth control device; and the Federal Drug Administration and the diet drug fen-phen. In many of those cases, third party review served to correct or prevent costly regulatory mistakes. In some cases, however, independent review of federally funded science occurred too late to prevent significant economic and consumer harm. The report considers the political, regulatory, and theoretical issues surrounding the Shelby Amendment, which requires federal agencies to ensure that all data produced under a grant be made available to the public through procedures established under the Freedom of Information Act. It concludes that the amendment, if fully complied with by federal agencies, will improve the quality of federal scientific research, and accordingly, the quality of federal regulation. (SM)

Based on a four-year study of the Common Knowledge: Pittsburgh (Pennsylvania) project--one of four national "testbeds" for the exploration of the Internet's potential for improving education, this paper explores the factors that delayed, shaped, and constrained Internet use in a large urban school district. Although a substantial amount of use occurred, problems in interfacing with the district's pre-existing physical infrastructure, its bureaucratic procedures, and the culture of its schools all influenced use markedly. Infrastructure problems included difficulties retrofitting old buildings, including asbestos in school walls, and lack of needed power outlets, space, and furniture. Bureaucratic problems included incompatibility between rigid bell schedules and the unpredictability of access to Internet sites. Finally, cultural factors including the teachers' role as dispenser of knowledge, the image of a well-run classroom as one in which students sit quietly in their seats, the tendency to emphasize basic skills and to conceptualize learning along disciplinary lines, and concerns about ensuring that the materials students access in school are consistent with community beliefs and standards also shaped and limited Internet use. Contains 10 references. (Author/AEF)

Health problems related to school buildings can be categorized in five major areas: sick-building syndrome; health-threatening building materials; environmental hazards such as radon gas and asbestos; lead poisoning; and poor indoor air quality due to smoke, chemicals, and other pollutants. This paper provides an overview of these areas, describing the extent of the problem, sources of the problem, and control/regulation of the problem. The term "sick-building syndrome" refers to a host of mysterious illnesses thought to result from tightly sealed, poorly ventilated buildings. In addition, the rapid proliferation of new building materials makes monitoring more difficult. The House of Representatives Committee on Energy and Commerce, Subcommittee on Health and Environment (1993) determined that serious environmental threats exist in the air of American schools. Comparative risk studies conducted by the Environmental Protection Agency in 1990 concluded that indoor air pollution is among the top four environmental risks to public health. Solutions depend upon the specific contaminant. Most, however, can be controlled by installing and using appropriate HVAC systems. (Contains 19 references.) (Author/LMI)

The New York City Board of Education's Division of School Facilities (DSF) is responsible for the repairs and maintenance of all public schools and other board facilities. This report contains findings of an audit conducted by the Office of the State Comptroller of the DSF's Repair and Maintenance Program. The audit focused on the DSF's efforts to make needed repairs in a timely manner and its efforts to correct code violations issued to it by the Fire Department and the Department of Buildings. The auditors analyzed information regarding outstanding work orders as of July 1993, visited 12 schools, and reviewed the code violations cited for the 12 schools. A separate sample of schools was used to assess the extent of asbestos-abatement work. The audit found that DSF's tardiness in completing work contributed to the deterioration of physical conditions in New York City's schools. Additionally, many schools still contained asbestos 2-4 years after the problems were first identified. Finally, the DSF did not take timely action to resolve violations issued by the Fire Department and Department of Buildings, with violations remaining outstanding an average of 362 days. The report made 16 recommendations for improving DSF operational efficiency. The board generally agreed with the recommendations and reported that it was presently undergoing a major reorganization of its maintenance operations. Appendices contain a list of the schools visited, the status of work orders as of July 1993, a list of outstanding violations at sampled schools, and a list of major contributors to the report. (LMI)

Asbestos is a naturally occurring mineral found in several forms and because of its temperature-resisting properties, flexibility, and strength, it was widely used in the construction industry, automobile industry, and textile industry. Asbestos becomes dangerous when it crumbles and breaks releasing fibers that can cause asbestosis and certain types of cancer. Since the effects of asbestos exposure often do not appear until years later, there is concern in the United States over the presence of asbestos in older buildings, particularly schools. This guide lists materials on the uses and health problems associated with asbestos. As the name implies it is not a comprehensive bibliography but is designed to put the reader "on target." (PR)

The U.S. Environmental Protection Agency recently completed an evaluation of the Asbestos Hazard Emergency Response Act (AHERA) regulatory program in schools. The purpose of the fact sheet is to inform schools of their initial AHERA successes, note areas for improvement, and provide additional guidance. Major findings pertaining to school building reinspection, management plans, response actions, original AHERA inspections, the notification process, and maintenance and custodial worker training and experience are outlined. The fact sheet provides "Know This!" sections that define terms which were identified by the Management Plan Evaluation as often misused. Information on materials which provide specific guidance to local education agencies on how to address possible deficiencies in the original inspection reports and management plans is included. (LZ)

In fall 1989, the initial implementation of the Asbestos Hazard Emergency Response Act of 1986 (AHERA) was evaluated. AHERA regulations required inspection of all elementary and secondary schools to identify any asbestos-containing building materials present; preparation of an asbestos management plan for each school; notification of parents and staff of the plan's availability for review; and training of school maintenance and custodial workers. The evaluation study focused on buildings occupied by K-12 students and employed a national statistical sample of 30 communities, in which 198 schools were visited and thoroughly inspected. Findings were compared with the original AHERA inspection as presented in each schools' management plan. The evaluation comprised six separate research areas: school building inspections; management plans; response actions; original AHERA inspection evaluation; notification; and maintenance and custodial worker training. Original AHERA inspectors had correctly estimated the quantity of each asbestos-containing material in 60 percent of the buildings. The report contains a glossary, an executive summary, and numerous graphs, figures, and tables. An appendix volume contains sample AHERA evaluation data collection forms, discussion guides and findings for staff and parent notification groups, management plan results, an EPA key elements checklist, sample correspondence, and information about statistical and technical methods. (MLH)

In fall 1989, the initial implementation of the Asbestos Hazard Emergency Response Act of 1986 (AHERA) was evaluated. This report summarizes evaluation results presented in a two-volume final report and appendices. AHERA regulations required: (1) inspection of all elementary and secondary schools to identify any asbestos-containing building materials present; (2) preparation of an asbestos management plan for each school; (3) notification of parents and staff of the plan's availability for review; and (4) training of school maintenance and custodial workers. The evaluation study focused on buildings occupied by K-12 students; schools in the target population represent about 80 percent of all 106,000 schools in the U.S. The study employed a national statistical sample of 30 communities, in which 198 schools were visited. Specially trained inspectors thoroughly reinspected each participating school building, and findings were compared with the original AHERA inspection as presented in each schools' management plan. In-person and telephone interviews supplemented building inspections. The evaluation comprised six separate research areas: school building inspections; management plans; response actions; original AHERA inspection evaluation; notification; and maintenance and custodial worker training. Original AHERA inspectors had correctly estimated the quantity of each asbestos-containing material in 60 percent of the buildings. A glossary and numerous graphs are included. (MLH)

A House of Representatives subcommittee convened to consider legislation (H.R. 3677) to reauthorize the Asbestos School Hazard Abatement Act of 1984 (ASHAA) that provides financial assistance to needy school districts in the form of loans and grants for asbestos-related activities. The hearing record contains the text of H.R. 3677, testimony, and prepared statements. Almost one-third of the document consists of material submitted for the record by the General Services Administration: "Documentation Package for Asbestos Operations and Maintenance Programs in U.S. General Services Administration Facilities." The testimony of the following persons is also included: (1) August, James D., American Federation of State, County and Municipal Employees; (2) Billirakis, Michael, National Education Association; (3) Fisher, Linda J., Environmental Protection Agency; (4) Gee, J. Bernard L., professor of medicine, Yale University School of Medicine; (5) Herber, Katharine L., National School Boards Association; (6) Levin, Stephen M., medical director, Mount Sinai-Irving J. Selikoff Occupational Health Clinical Center; (7) Packer, Joel, National Education Association; (8) Veith, C. Gregory, manager, Council for American Private Education; and (9) West, Sarah, National Parent-Teacher Association. Also included is a statement by the Service Employees International Union, AFL-CIO, CLC. (MLF)

Asbestos, a mineral known to cause cancer in humans, is present in an unknown number of schools where it may be hazardous to the health of students and employees. Although the Federal Government has programs designed to address the asbestos situation, it has not determined in what specific circumstances asbestos is a hazard. Therefore, State and local school officials currently face a dilemma concerning what to do when they find asbestos in their schools. The first chapter of this document discusses the nature and uses of asbestos, health hazards, Federal action to address asbestos in schools, and a summary of Federal efforts to reduce asbestos in schools. The second chapter discusses Environmental Protection Agency (EPA) actions to address asbestos in schools, focusing on EPA's technical assistance program (indicated to be a limited success), various State and local abatement responses, and EPA inspection and notification rules. The third chapter considers the limited impact of the Asbestos School Hazard Detection and Control Act of 1980, indicating that no loans/grants are available for asbestos detection and control, that asbestos hazard criteria are still lacking, and that state reports and records provide limited information. Appendices include characteristics of State programs to address asbestos in schools and state asbestos program summaries. (Author/JN)

This is a collection of commonly asked questions about the new Asbestos-Containing Material in Schools rule announced by the United States Environmental Protection Agency (EPA) in October 1987, under the Asbestos Hazard Emergency Response Act (AHERA) of 1986. It is offered as a guide to help school officials, training providers, and accredited persons better understand the new AHERA regulations. Many questions are answered directly and completely. Other questions are answered in general terms as the EPA's stance may change depending upon particular circumstances for individual schools. (ML)

This is a report on the evaluation of the status of the Asbestos in Schools Identification and Notification rule, which requires all public and private local education agencies (LEA's) to inspect, sample, notify occupants, and maintain records on asbestos materials in school buildings. The evaluation consisted of a national survey of 2,600 randomly selected LEA's. A telephone survey found that 83 percent of all schools have been inspected. Of those, 35 percent were found to have asbestos. Almost all LEA's with asbestos (93 percent) have abatement programs, about one-third of which (31 percent) are operations/maintenance only. Only 9 percent of the LEA's were in complicance with the rule by June 28, 1983, the rule's compliance date; 11 percent were in compliance by January 1984, the date of the survey. Recordkeeping and notification were the major problem areas of noncompliance. Quality assurance site visits were made to 38 LEA's, and 94 schools within these LEA's were inspected. The LEA data collected during the site visit agreed substantially with the telephone survey data. The document contains 24 tables and 4 appendixes. (MD)

To determine how school districts are handling the problems of asbestos in their schools, the General Accounting Office (GAO) conducted interviews and asked standarized questions of officials at 6 Environmental Protection Agency (EPA) regional offices, 12 state offices, and 36 school districts in 12 states. This report presents information on the framework in which decisions on asbestos are being made, the appropriateness of the abatement actions, and the quality of the abatement work. Researchers found asbestos in over one-half of the schools in districts visited. In these 36 districts, 28 used consultants and 12 reported difficulty in identifying qualified consultants, and over $51 million had been spent on asbestos abatement. Suggestions cited the most frequently by EPA, state, and school district officials and by at least one official at each level of government included: (1) require state certification of contractors and consultants, (2) establish an independent governmental unit to monitor and inspect abatement actions, (3) provide better technical guidance and assistance, (4) establish a definitive standard specifying the level of exposure that should be abated, (5) provide more information about asbestos hazards and remedies, and (6) increase federal funding for abating asbestos. (MLF)

A study revealed that some of the art and craft supplies being used by most Washington, D.C. area public school districts (City of Alexandria, Arlington and Fairfax counties--Virginia; Montgomery and Prince George's counties--Maryland; and the District of Columbia) contained toxic ingredients which could cause serious, long-term damage, sterility, and birth defects. Children are particularly at risk from toxic substances because their bodies are small and still developing. They often do not understand the dangers associated with a product and they have a tendency to put things in their mouths. Ingredients of each product were reviewed by the Center for Occupational Hazards. Products were placed in one of three groups; (1) should not be used in public schools; (2) should be used only in secondary schools; and (3) safe for use in all public schools. Three recommendations were made: (1) art and craft materials should be required to be labeled properly; (2) certain toxic materials should be eliminated from the public schools; and (3) training sessions concerning toxic art supplies should be required. Appendices include: "Art materials that children under 12 should not use, with substitutes"; "Text of Oregon House Bill 2992"; and "Products authorized to bear the CP Certified Products Seal and the AP Approved Product Seal of the Certified Products and Certified Labeling Bureau of the Art and Craft Materials Institute, Inc." (BZ)

This document addresses the physical state of the more than 170 buildings at 28 technical schools administered by the Georgia Department of Technical and Adult Education, concluding that although some progress has been made in reversing the deteriorating condition of the state's school facilities, funding at the current level is not keeping up with cost increases and inflation. An introduction gives an overview of the department's mission, previous studies of the physical plant, and this study's purpose and objectives. (The purpose was to identify or update the requests for repairs and renovations from a 1987 study and to identify new construction needs.) A section on methodology explains the instrumentation, database, data collection procedures, on-site inspections, data compilation, cost estimation, and report design and generation used in the study. The document reports the findings in a two-page narrative and 14 tables, each of which focuses on one category of repair or renovation. Included is information on safety and health hazards such as asbestos, faulty alarm systems, and the storage of flammable items; roofs; mechanical systems; mobile units and other substandard facilities; general appearance; and cost estimates. The tables typically report a description as well as the estimated cost of a repair or construction request for a particular campus building. Following a conclusion, an appendix contains a copy of the survey instrument used in the study. (CML)

Discusses what school business officials should know concerning environmental hazards in educational facilities, particularly bloodborne pathogens (Human Immunodeficiency Virus and Hepatitis B), lead in paint and water, and asbestos. The keys to managing environmental hazards are education and a knowledgeable inhouse employee or outside consultant to guide school policy and procedures. (MLH)