Federal policy with regard to elementary and secondary education has developed slowly over the history of the country. This has happened because the conflicts involved are considerable and difficult to overcome in such a fashion as to make the results acceptable to all parties willing in principle to support some form of federal participation. Until recently, the literature has centered on the study of specific factors which help to explain the cause and trend of events. In order to explain developments in this field, however, it ought to be perceived as an overall policy making process. Although much of this thesis will be discussing legislative action, other considerations, both within the formal governmental structure and outside of it, help to give an adequate explanation of how the federal role has evolved until now, and what the prospects are for its development in the future.