Educational policy, which did not really exist in the United States on a national level until the 1950s, might better be termed social-educational policy. Teachers are expected to be the agents of social change, achieving in the classroom such objectives as racial integration, general use of the national language, the memorization by students of certain nationally defined cognitive concepts, and the establishment of an acceptably trained manpower pool. Funding for the implementation of these policies, mandated by legislation, executive edicts, and court decisions, has traditionally been inadequate to train teachers in the full range of their new, and usually additional, duties. Evaluations of policy implementation tend to pay scant attention to the impact of policy on individual students, on teaching methods, on parents, or on interpersonal relationships within the educational setting. Instead, evaluations concentrate on analysis of test scores that neither measure the significant effects of policies nor take into consideration the negative attitudes instilled by inadequate policy implementation. (PGD)