what he considers a much more likely figure of 205 summer schools needed in 20 States using the largest number of migrant workers with children, excluding Texas, because of the season of crops. Texas would hardly find it feasible to operate summer schools for migrant children; maybe its own resident children, but the migrants will have left Texas at that time. This is true in general, I think, of Florida and the other supply States in the southern part of the country. Mrs. GREEN. Your figure would be that it would cost more than a million instead of $300,000? Mr. GATLIN. If you take the maximum figure of somewhat over 200 schools, but as I said, this would be a figure to aim at ultimately. It is doubtful that full-scale operation could be developed within a year or perhaps even two. Some of my respondents in the correspondence I had suggested that on a phasing basis they felt 2, then 4, then 6 schools could be operated so that within 5 years they could probably have 12 or 15 schools in a given State, the larger States. We find, too, that migrant summer schools are very real alternatives to child labor. The area of migrancy in our country is the very serious reservoir of early hurtful child labor in our country. The Potter County experience has found that their summer schools, they believe, are the single most important factor in the virtual elimination of child labor in Potter County among migrant workers after 5 years. This was cited in their 1958 annual report and then they added this observation, too: That they found their summer school enrollments had helped to spur the enrollment of these children in the fall term while they linger in the same locality and we found this true in New Jersey, too. The supervisor in charge of the New Jersey migrant education summer school program, Mrs. Melissa Ingling, has said again and again publicly that the more youngsters enrolled in the summer schools the better the attendance of these same youngsters in New Jersey when the fall terms open in the different school districts. Now, may I move to title III and again I must express concern about the money, or perhaps the lack, or what seems too little to us, $250,000 as proposed in H.R. 10378, and I believe double that amount was proposed in H.R. 9872. Certainly it would seem that $250,000 is far too little. This would actually average only about $12,500 each, if divided evenly among 20 major States and certainly this is not nearly enough money to coordinate and to encourage the many very worthy aims of title III. Not one of these purposes could we see eliminated. We think each of them very important surveying for summer schools, research and studies in curriculum development and teaching techniques and seeing to the optimum enrollment of children in schools and encouraging coordination and correlation and correspondence between the several States, but we hardly see any way that this could be done thoroughly on such a minimum amount of funds. Unfortunately, we do not have data and experience to offer a more realistic-what would seem to us a more realistic amount. We would surely agree, Mrs. Green, that $500,000, as suggested in your bill, would be much more realistic as we can see it than the lesser amount. We are very pleased with the provision in H.R. 9872 for teacher training, found in title IV. We would make only two additional sugfestions which have been implied earlier. One is that we think workshops are valuable, summer workshops our own experience of operat ing three in the States mentioned earlier, Colorado, Arizona, and Idaho, and the experience of the State of California, starting back in 1956 in developing summertime workshop training programs for teachers of migrant children, and even more recently in Florida State University, Tallahassee, 2-year summer schools have been conducted by the department of education there. In addition to the workshops, we would stress consideration of possible adaptation of the title so that shorter periods of inservice training, perhaps the covering of teachers' training within migrant summer schools. The University of Pennsylvania staffs and operates the Potter Summer School each year and uses this to train student teachers who are at that time enrolled at the university department of education. This seems to make good sense and possibly some plan of this sort could be considered and incorporated in the provisions of title IV. Let me sum up by saying that despite the suggestions that we have made for modification, that we want to reemphasize our enthusiasm with the introduction of this legislation. So far as we know, it is the first time in history such legislation has been proposed in the Congress and certainly the conditions these bills are intended to help rectify have been with us far too long. We don't think it is by accident that they have come about. We are very much encouraged that this kind of legislation could help us as a nation which is now experiencing a very critical need for trained manpower. We feel that all of our citizens must be given the benefit of education and development so that they can utilize their fullest potentials. We feel that surely this is the time in our history that we cannot afford to exclude any, even the lowliest, migrant children, from their privileges guaranteed them as citizens, even though as they move about they seldom seem to feel that they are citizens. We must not allow them to be dissipated, these human resources, and so we urgently urge you to press for the enactment of this kind of legislation. Mrs. GREEN. Thank you very much, Mr. Gatlin, and may I say that your so-called enthusiasm for the legislation would have been almost worthless if it had not been accompanied by constructive suggestions and criticisms that would help us to improve the bill. We are delighted to have those suggestions. Could you in just a few minutes, and the House is now in sessionperhaps we should do this at an informal discussion later on--but could you briefly touch on the workshops you say you have conducted in three States, length of time, curriculum, who you invite into them? Mr. GATLIN. Yes. Before I do that, may I offer as supplement to our testimony data taken from the correspondence I mentioned? I have here 2 pages of data, 1 on cost data and other information on selected summer schools that have already been conducted for 4 years, from 10 different States, and then if you think this will be of value to have, the other information is the assessment of the summer school facilities needed for migrant children in selected States, how many potentially could be operated. This is the data from which I arrived at the figure of 115 to 125 schools, as I mentioned. I would be glad to submit this for your use, either as supplement to our testimony or in some other way. I have three copies here with me. Mrs. GREEN. I think we will make it a part of the record at this point. (The information follows :) COST DATA AND OTHER INFORMATION ON SELECTED SUMMER SCHOOLS FOR (Supplement to the testimony of the National Child Labor Committee) NOTE.-Migrant summer schools have been conducted in several States by both private and public agencies. Cost variations stem not only from differences in length of the schooling, and numbers of children served, but also from the degree of individualized instruction offered. Colorado.-Five schools in 1959 (6 weeks each) with just over 500 pupils were operated for $28,970. Averaged five teachers per school. State funds. Michigan.-A 7-week school in 1956 enrolled 60 pupils under the direction of 2. teachers at a cost of $3,500. Private funds. In 1957 a 5-week school was conducted for 47 pupils for the amount of $2,077. Again, two teachers; private funds. Minnesota.-Two boarding (Sunday through Friday) schools for 500 children were conducted for 5 weeks for about $20,000. Staff were sisters of the Crookston diocese of the Roman Catholic Church who operated the school. New Jersey.-Three 5-week schools in 1959 for 158 pupils (8 classrooms) were run at a cost of $12,413--State funds. New York.-In 1956 two 6-week schools enrolling 80 pupils were developed at a cost of $7,200. Two schools of the same length (6 weeks) and 89 pupils cost about $8,700, in 1957. (These schools were run by the State.) Ohio. A total of 36 1958 at a cost of $2,432. children were enrolled in a 2-teacher, 6-week school in Private funds were used. Oregon.-State money was used in 1959 to operate two schools. One of these served 17 children for 6 weeks at a cost of $1,050; the other ran for 8 weeks with 7 teachers and about 100 pupils for $11,675. Pennsylvania.-In 1956 a 7-week school for 44 students cost $4,660. In 1957 a 6-week school for 80 pupils was operated for about $7,500. Seventy-one pupils were enrolled in 1958 for 6 weeks for a cost of $8,500. A 6-week school in 1959 cost $8,000 and served 74 pupils. (These schools were operated by a State university with private funds.) ASSESSMENTS OF SUMMER SCHOOL FACILITIES NEEDED FOR MIGRANT CHILDREN IN SELECTED STATES Colorado.-About 60 percent of the 5,500 migrant children in Colorado in June, July, and August should be in summer makeup schools, or a total of 3,300. Considering turnover this would resolve into about 100 classrooms of 6 weeks' duration each on the average. The cost of this program based on 1958 and 1959 experiences would be $3 to With reimbursement based on average $3.50 per day per child in attendance. daily attendance (ADA) the total cost of a fully implemented program in Colorado would be $90,000 to $95,000. (Based on letter, Feb. 26, 1960, of Alfred M. Potts II, Colorado Department of Education.) Delaware. “*** I believe that we could operate two summer schools for An estimated budget *** migrants in Delaware and possibly a third one. made last year gave $5,000 as an average cost. This was based on 60 children and included transportation, teachers' salaries, and a midday lunch, as well as materials and supplies." (From letter of Mrs. Pearl G. Herlihy, chairman, Labor Commission of Delaware, Jan. 24, 1960.) Idaho.-There would be about eight local schools that could offer a summer program for migrant children-in Gem, Canyon, Payette and Owyhee Counties. (Based on letter of D. F. Engelking, State Superintendent of Public Instruction of Idaho, Feb. 26, 1960.) Michigan. "The number of summer schools that could be organized for chilMy best judgdren of migratory workers *** is somewhat problematical. This number could probably be ment *** would be three the first summer. increased by 2 or 3 each year with a potential of a dozen or 15 in key counties ***"9 (Dr. Henry J. Ponitz, chief, adult education, Michigan Department of Public Instruction, letter of Feb. 17, 1960.) Minnesota.-"*** the following towns in Minnesota could maintain a summer school of at least three classrooms and draw all their pupils from a radius of roughly 15 to 18 miles: NOTE. These estimates are based on data supplied by the Minnesota State Employment Service, Farm Placement Division, and a cost formula suggested by the Bureau of Field Studies and Surveys, College of Education, University of Minnesota. (From letter of Miss June Cedarleaf, chief, Division of Women and Children, Industrial Commission of Minnesota, Mar. 21, 1960.) New York. "To the best of my judgment New York could conduct in the neighborhood of 15 schools and the total cost would be about $75,000." (Robert E. Minnich, associate in school attendance, State education department, letter of Feb. 24, 1960.) New Jersey.-"On the basis of data available from the Bureau of Migrant Labor, it appears that at least seven or eight summer schools for migrant children could be operated. (From the migrant education demonstration project of the Migrant Labor Board.) Ohio. It is estimated that we have a potential of 10 summer schools. Since enrollment fluctuates, these will be small schools of one or two classrooms each. Cost is estimated to be $2,700 to $4,000 per school. (Based on letter of Mar. 1, 1960, from Miss Phila Humphreys, department of education, Ohio.) Oregon.-Four summer schools are planned for 1960. "There is a potential of from 7 to 12 areas where summer schools might be operated in the future ***. It would be safe to estimate that if five or more schools were operated every summer, the cost would be $40,000 a year." (Letter from Ronald G. Petrie, Oregon Migrant Childrens' Education Administrator, department of education, Apr. 19, 1960.) Pennsylvania.-"If enough funds were available, we believe that two, or at the most, probably three migrant summer schools could be practically operated in Pennsylvania. * * * according to our experience from $8,000 to $10,000 would be needed to operate a school for 60 to 70 pupils for a period of approximately 12 months." (From James O. Hawkins, executive secretary, Governor's Committee on Migratory Labor, letter of Feb. 29, 1960.) Mr. GATLIN. Those workshops-I fear I will not be able to give you too careful detail on them, but each of them I believe was operated for about 6 weeks. One was conducted at the College of Idaho, in Caldwell, Idaho, one was at Arizona State College in Tempe, I believe, in Arizona, and one was at the Colorado-I am not sure of the title, the State Teacher's College at Alamosa, Colo. These were begun in 1957, I believe. The major portion of the funds we were able to supply because we saw these as experimentation and having some possible demonstration value. Mrs. GREEN. When you say "we" Mr. GATLIN. The National Child Labor Committee. The schools were operated by the staffs of these three colleges. They drew upon experts from other parts of the country, Dr. George Sanchez from Texas, and several other persons who are knowledgeable, and other people who have had experience in working with teachers and teacher training in the States that have so many migrant workers, particularly Texas and California. As to curriculum, I would not be able to say very much, I am afraid, but if you would like, Madam Chairman, I could submit to you for your later perusal at least one of the prepared reports. One of these workshops prepared a very careful written report. The others have data. They have kept records, et cetera, but have not submitted it in a final prepared report. Mrs. GREEN. I would like to have that for my own files. After I look it over, we might make it a part of the record. Mr. GATLIN. I would be glad to send you that. These enrolled any where from 10 or 12 to about 30 in-service teachers, teachers, many of them, already teaching, already holding classrooms. A portion of the students enrolled were students who were studying at that time in these colleges of education and they drew upon the experiences, not only of the instructors, but several of the teachers within the workshops who had just come from migrant classroom situations a few weeks before when the schools were in regular sessions and brought many of their own experiences into these sessions. They gave considerable time to developing study units that would center around the actual experiences of the migrant child. He knows what it is to work in the crops, to harvest, to handle hampers of beans or tomatoes. He knows what it is to see them going into the packing sheds. They found that around these and around their travels, the use of road maps, studying roads and rivers and geography, it came to life through these experiences they had from moving about. They tried to develop some study sessions, some plans for actual courses of study-reading, arithmetic, other things of this sort were drawn right out of the experiences of the migrant children. Other than that, I am not sure I could add much at this point on these particular workshops. Mrs. GREEN. Thank you very much. We appreciate your being here and offering your statement. It will be made a part of the record. (The statements of Mr. Johnson and Mr. Potts follow:) Hon. CLEVELAND BAILEY, STATE OF COLORADO, Denver, April 28, 1960. Chairman, General Education Subcommittee of the House Committee on Education and Labor, Washington, D.C. DEAR REPRESENTATIVE BAILEY: We understand your subcommittee is having hearings on the bills S. 2864, H.R. 9872; and S. 2865, H.R. 10379. May we of Colorado submit the following to your subcommittee? The Colorado State Board of Education at a meeting on March 9 went on record as unanimously favoring the principles and purposes of these bills. Enclosed are copies of an anlysis of S. 2864 prepared for the Subcommittee on Migrant Labor of the Senate Labor and Public Welfare Committee. In addition to the comments made therein, we should like to submit certain other information based chiefly upon Colorado's 6 years of experience with the education of migratory children. Question No. 1: Is $300,000 per year for 60 summer schools at an average cost of $5,000 each a realistic proposal? |