equipment to initiate the curriculum innovations which have been developed in this field, and to provide at least one full-time industrial arts supervisor for the 26 states of our nation that do not have a state supervisor in the area of industrial arts education.

In consideration of these facts, the Delegate Assembly of the American Industrial Arts Association meeting in Philadelphia, on March 12, 1967, passed the following resolution:

9. NDEA

Whereas the National Defense Education Act has been highly successful in providing improved instruction in the elementary and secondary schools of our nation; and

Whereas this improved instruction has been achieved through the in-service education of teachers, specialized supervision, curriculum development and the provision for equipment and instructional materials: Therefore be it

Resolved, That the officers and members of the American Industrial Arts Association encourage the Congress to extend this act for five years and to increase an authorization and an appropriation to $175,000,000 in fiscal 1969: Be it further

Resolved, That the Congress be urged to retain the existing administrative procedures including an authorization and an appropriation of $15,000,000 in NDEA Title III (b) for specialized supervision and administration.

We respectfully urge that the provisions of this resolution be given consideration by this committee.

I would like at this time to comment on Title XI of the National Defense Education Act.

Industrial arts as a subject area was included under Title XI of the National Defense Education Act in 1965. During the summer of 1966, five pilot institutions were initiated and during the summer of 1967, twenty-nine industrial arts institutes will be offered in our colleges and universities throughout the nation.

Title XI of NDEA has created a real interest in curriculum innovation in the industrial arts field. All twenty-nine of the institutes which are funded for the summer of 1966 are innovative in nature and represent the very finest curriculum concepts that have been produced in the industrial arts field.

The American Industrial Arts Association feels strongly that Title XI of NDEA has been a successful program and feels that its administration in the U.S. Office of Education under the leadership of Dr. Donald Bigelow has been both efficient and just.

President Johnson's budget message to the 90th Congress has seen fit to consolidate Title XI of NDEA into a new Education Professions Act (Title V of the Higher Education Amendments).

The American Industrial Arts Association is not opposed to this Act if it will bring greater order out of present patchwork of educational training legislation. In support of this Act, the Delegate Assembly of the Association passed the following resolution on March 12, 1967:

10. EDUCATION PROFESSIONS ACT OF 1967

Whereas the Education Professions Act of 1967 will bring order to the present diversity of educational legislation through flexible authority allowing the coordination, broadening, and strengthening of programs for the education of teachers and other personnel for all levels of education: Therefore be it

Resolved. That the officers and members of the American Industrial Arts Association support and encourage the passage of the Education Professions Act of 1967.

We respectfully urge that this committee give serious consideration to this resolution.

The American Industrial Arts Association, however, would like to take this opportunity to make it clear that it supports this legislation on the basis of verbal reassurances from representatives of the U.S. Office of Education who have indicated that the subject areas presently categorically mentioned in Title XI of NDEA will not suffer a curtailment in the number of the institutes funded, nor in the amount of the funding by virtue of the inclusion of Title XI of NDEA in the new Education Professions Act.

At the present time, the 1967 institutes in industrial arts are receiving not less than 800 and up to 1,500 applications for an average of 30 places in an in.

dividual institute. At the present level of funding, it will take as much as 20 years to adequately serve those who are at the present time soliciting this advanced training under Title XI of NDEA. Over 44,000 professionals are currently employed as industrial arts teachers in our nation's schools. To adequately upgrade this large number of teachers, more effort, rather than less effort, is needed. The American Industrial Arts Association looks with disfavor on the Education Professions Act if this Act will mean a reduction of funding in those subject areas categorically mentioned in Title XI. It sees no advantage in diluting the institute program.

It is better to train an adequate number in a few selected areas than to try to train everyone inadequately. The American Industrial Arts Association strongly recommends that reassurances concerning the support level of those subject areas presently under Title XI of the NDEA be written into the present bill.

Thank you.

Mr. GIBBONS. The subcommittee is adjourned, subject to the call of the Chair.

(Whereupon, at 12 noon, the subcommittee recessed, subject to the call of the Chair.)

HIGHER EDUCATION AMENDMENTS OF 1967

WEDNESDAY, APRIL 26, 1967

HOUSE OF REPRESENTATIVES,

SPECIAL SUBCOMMITTEE ON EDUCATION OF THE
COMMITTEE ON EDUCATION AND LABOR,
Washington, D.C.

The subcommittee met at 10: 20 a.m., pursuant to call, in room 2261, Rayburn House Office Building, Hon. Edith Green (chairman of the subcommittee) presiding.

Present: Representatives Green, Gibbons, Burton, Hathaway, Brademas, Scheuer.

Mrs. GREEN. The subcommittee will come to order for further consideration of H.R. 6232 and H.R. 6265.

The first person to appear before the committee this morning is the Commissioner of Labor Statistics from the Department of Labor, Mr. Ross.

STATEMENT OF ARTHUR M. ROSS, COMMISSIONER OF LABOR STATISTICS, ACCOMPANIED BY SOL SWERDLOFF, BUREAU OF LABOR STATISTICS

Mr. Ross. Madam Chairman, I have with me Mr. Sol Swerdloff, of the Bureau of Labor Statistics. He was in charge of our occupational outlook work for many years and now has a key position in our general program planning.

I have a brief statement, Madam Chairman, which I would like to read. I can read it in 8 or 10 minutes, and I would be glad to answer any questions from the committee.

I am pleased to testify today, representing the Department of Labor. I would like to tell you something about the Department's programs that might be of interest to you in your concern with title V of this act, relating to the "need for educational personnel both present and long range." The Bureau of Labor Statistics has a program that estimates manpower requirements in a great variey of individual occupations, including teachers and other educational personnel.

The Bureau has been making occupational projections for more than 25 years through its occupational outlook program. This program provides information on future employment requirements and resources for use in vocational counseling and in planning education and training programs, and for a variety of other purposes.

I have brought some publications that stem from this program→ notably the "Occupational Outlook" handbook.

If the committee would like, I would be pleased to leave them with the committee to give you some idea of the nature of our work in this field.

Mrs. GREEN. Thank you.

Mr. Ross. Let me turn to employment trends in the teaching field. Since the close of World War II, the United States has had persistent shortages of qualified personnel in this most vital possession. In fact, just this last year many school systems reported unusually critical shortages in the large urban areas. At the college level there has been a continuing shortage in many fields of people with the doctor's degrees.

The future holds promise of an improvement in the supply and demand situation for teachers. Nevertheless, training needs in the profession will remain high because of mounting personnel requirements. These stem from the increase in enrollments at the secondary school level, a hoped-for reduction of student-teacher ratios, the need to upgrade the quality of education generally-particularly among the educationally disadvantaged and other deprived students in our society and rising college enrollments.

Teaching is the largest group of professional workers. In the 196566 school year, about 2.2 million men and women were employed full time, and thousands of others taught part time.

Among the latter are many scientists, physicians, accountants, members of other professions, and graduate students. Similarly, large numbers of craftsmen teach part time in vocational schools. Many others instruct part time in adult education classes and in recreation pro

grams.

More than half of all teachers were employed in elementary schools, more than a third in secondary schools, and about 10 percent in colleges and universities.

Women teachers far outnumber men in kindergarten and elementary schools and hold slightly less than half of the teaching positions in junior and senior high schools.

However, only about one-fourth of all college and university teaching positions are filled by women.

As I indicated earlier, there is a shortage of teachers in many school districts in this school year. According to information from 39 States that responded in a special survey by the National Education Association in the fall of 1966, 20 States had substantial shortages of teacher applicants. Shortages of elementary school teachers were widespread.

Nine out of 10 States had shortages of mathematics and science teachers, and many lacked teachers of English, foreign languages, and special education.

Shortages affected communities of every size: 37 States lacked teachers for rural areas; 33 for small cities; 22 for central cities; and 19 for suburbs.

So the situation is worse in the rural areas and less serious in the suburbs.

Even States and cities with relatively high salary levels and good fringe benefit provisions had serious shortages, particularly in poverty areas where the need for improvement in educational services is most acute.