The struggle between Congress and the executive branch for control of policy in education has created a complex set of organizations, rules, and forces affecting federal policy on education. This struggle has caused Congress to overreact by becoming heavily involved in policy implementation and, to a great degree, has witnessed the executive branch trying to create its own policy without the bases of law. The surest approach to correcting this situation would be to offer a complete reorganization in connection with a cabinet-level position for education, a major increase in funding, and the appointment of persons who reflect the broadest possible views of local authorities and practitioners, and individuals from state colleges and universities in addition to the "university elitists" of the Ivy League and California. Short of that ideal, which nevertheless should be attainable, a long-range policy statement, accompanied by a series of interim measures designed to improve existing education programs as well as the policy-making atmosphere, could be used to lay the groundwork for new approaches to federal education policy. (Author/IRT)