STATEMENT OF FRED Z. HETZEL, DIRECTOR, U.S. EMPLOYMENT SERVICE FOR THE DISTRICT OF COLUMBIA

Mr. HETZEL. Thank you, Senator Morse.

From an Employment Service viewpoint, the most pressing problem confronting Metropolitan Washington is that of finding a solution to its complex manpower needs.

In my opinion, the establishment of a 4-year public city college, granting the baccalaureate and master's degrees, and a 2-year public community college for the District of Columbia would contribute greatly to that end.

The increasing demand for technical and professional employees nationally is particularly true in the District of Columbia. According to studies emanating from the Metropolitan Washington Board of Trade-in which we concur there is an ever-increasing demand for technical and professional employees due, in large part, to the unprecedented concentration of research and development firms located here. The requirement for scientific personnel alone, according to our forecasts, is expected to double and may even triple in the next 3

years.

The U.S. Employment Service estimates that an average of 9,500 persons with college degrees, including teachers, social scientists, nurses, engineers, social workers, pharmacists, and natural scientists among other occupations, are needed each year in this area.

The fact that these occupations cannot be entered from the junior college level is a convincing argument for the establishment of a 4-year city college. Most recent US. Employment Service inventories of job openings also indicate that the current demand for professional applicants exceeds that of any other occupational groups within the

area.

It seems obvious that our institutions of higher learning are not able to produce enough graduates to meet this demand. Therefore, we must continue to import college graduates to fill these positions until other sources of supply become available.

On this particular point, it is interesting to note that during the fall of 1963 there were 48,785 students in District of Columbia colleges and universities who were working for a bachelor's or higher degree.

Of this number, 37,163-more than 75 percent-were migrants into District institutions from outside of the city. This emphasizes the fact that our area colleges and universities, except for the District of Columbia Teachers College, cater largely to non-local students, and upon graduation, most of these students return to their home States. At this point, Senator, I would like your permission to insert in the committee's record the answers to questions asked of the assistant director of admissions, Richard L.Apperson, and printed in an article, entitled "American University Meets the Campus Crush Crisis," in the publication Lodestar, and the article points out that at American University "the undergraduate admission has undergone a dramatic change" and in 1965 only 53 percent of those who applied were admitted.

Senator MORSE. The exhibit as identified by the witness will be inserted in the record at the close of his testimony.

Mr. HETZEL. Thank you, sir.

Our District of Columbia high school graduates are repeatedly urged to get as much education as they can, but for the economically disadvantaged youth, especially, this advice is often meaningless. Many of our young people cannot even afford the minimum fee of $10 to apply for college admission.

Inability to pay rising private college fees also prevents a large segment of our public high schol students, and adult residents, in addition to the obviously disadvantaged, from obtaining the education required for so many of the professional, technical, and managerial trainee occupations which are expanding so dramatically in the metropolitan area.

Our local high school graduates qualified for college, who need financial assistance, frequently must compete for the limited number of scholarships and loans with students from all over the country, and even the world. In December of 1965, 4,000 students from other countries were enrolled in our six area universities. If facilities are available for students from other countries, is there any acceptable reason why we cannot do just as much for our own young people? The Employment Service made a concerted effort to secure the precise number of qualified District of Columbia high school graduates denied entrance to area colleges and universities because scholarship funds were not available or because of filled enrollment quotas. Unfortunately, this information was not attainable.

It has been our experience in the Employment Service that motivation for higher education is not lacking among large numbers of our economically disadvantaged population. This is in line with national studies indicating that economically deprived students enrolled in colleges have 114 the national college dropout rate despite their having entered college with lower entrance test scores than students in the same college having a higher economic status.

Of approximately 2,000 District of Columbia public high school graduates not planning to attend an institution of higher learning, who were tested by the Employment Service in 1965, there were about 500, or 25 percent, who had high potential for post-high-school college education. The tests indicated that some 200, or about 10 percent, showed superior ability insofar as college potential was concerned.

The main waste of skill potential, in the District of Columbia, results from barriers not existing in other large metropolitan areas which make it difficult for capable and well-motivated persons to secure high education.

We must recognize that our high school graduates face an extremely demanding job market. Washington is not just the seat of government. The city has emerged as an important center for scientific and industrial research and development. The result is an everincreasing need for more and better educated manpower.

This need can be met, at least in part, by the establishment of a public 4-year city college and a 2-year community college.

60-755-66- -17

(The document previously referred to follows:)

AMERICAN UNIVERSITY MEETS THE CAMPUS CRUSH CRISIS

"Can I get into college?"

Trapped and bewildered in an unending maze of information and advice, testing, and parental pressure "to keep your grades up," many of today's high school students are asking themselves this question more frequently as they become embroiled in the "campus crush" crisis.

With the crush growing stronger and the problem becoming more acute, Lodestar editors compiled a list of questions most frequently asked about admissions policy at American University by prospective students and their parents. They put these questions to Richard L. Apperson, assistant director of admissions here and himself an American University alumnus. On the following pages are Mr. Apperson's replies. His answers, together with charts illustrating American University admission patterns, provide a graphic story on the state of American University admissions today.

How many students will apply for admission at American University this fall? Has American University's admissions office become more selective? Is the quality of the American University student changing? Where are American University students coming from? Richard L. Apperson, assistant director of admissions at American, gives some answers.

Question. Mr. Apperson, do you have any idea how many high school students will apply for acceptance at American University for the 1966 fall semester? Answer. By March 1, 1966, the office of admissions will have on file more than 5,000 applications and supporting credentials from secondary school seniors who are seeking admission to American University for the fall term.

Question. About how many of these students will actually register in September?

Answer. In mid-September about 1,000 of these applicants will arrive to register as the university's class of 1970.

Question. Will all of the students American University accepts register? Answer. No. Each year we process hundreds of applications from excellent students who choose to go elsewhere or who for financial reasons cannot attend American University; an equally large number of superior young men and women, however, will select American University.

68 '... UNDERGRADUATE ADMISSION HAS UNDERGONE A DRAMATIC CHANGE" Question. Has there been much change in American University admissions in, say, the last 10 years?

Answer. Yes. During the last decade undergraduate admission has undergone a dramatic change. In 1955, 341 freshmen applications were processed for the fall term. In only 5 years, this number increased substantially. Although we had been expecting and preparing for the World War II offspring "tidal wave," we were more than surprised by the 1,300 increase in application between 1964 and 1965.

IN 1965, ONLY 53 PERCENT OF THOSE WHO APPLIED WERE ADMITTED" Question. Do students generally just apply to one college or university? Answer. Oh, no. The keen national competition for college admission has resulted in multiple applications. In the 1950's average students could apply to one or two colleges with assurance that admission would be granted. In the fifties about 80 percent of the students who applied to American University were accepted, and we could expect between 65 and 70 percent to register. By the 1960's, average students were filing between four and seven applications to secure

two or three acceptances. In 1965, only 53 percent of those who applied to American University were admitted, and of those who were admitted, 41 percent registered. Nevertheless, the class of 1969 is our second largest freshman class. Question. Is the class of 1969 just bigger or is it better, too?

Answer. Better, as well. It represents a distinct improvement over previous entering classes in each of the three major academic requirements: high school index, rank in class and scores in the scholastic aptitude test (SAT) of the college entrance examination board?

Question. Specifically, how is it better?

Answer. More than 30 percent of the entering ciass of 1965 had a B or better average in secondary school, and about 50 percent scored 550 or better on the SAT verbal. In 1955 about 22 percent of the entering class were in the top quarter. In 9 years this percentage has increased 13 points. The percentage increased another 13 points in only 1 year between 1964 and 1965. The number of students in the bottom quarter has decreased from 20 percent in 1955 to 3 percent in 1965, and this 3 percent represents students who were admitted with above average SAT scores from extremely competitive college preparatory schools.

Question. Well then, it seems that there is a marked improvement in students entering college today.

Answer. Yes, there is. Many students in the third quarter of graduating classes today may well have been in the top quarter of a class which graduated 10 years ago.

Question. Is this the only noticeable change in students being admitted to American University now?

Answer. No. Another significant change during the last 10 years has been the geographical distribution of the freshman class. In 1954, about one half of the entering class had graduated from secondary schools in the Greater Washington area and an additional 35 percent were from schools within a 250-mile

radius of the city. By 1962, the number from the local area had decreased to 23 percent but 80 percent of our total freshman class was still coming from schools in the Middle Atlantic region.

Question. Are you looking for students only in the Middle Atlantic region? Answer. No. In 1961, our school visitation program was expanded to new areas of the country. We began visiting secondary schools in New England and the Middle West. By the end of the 1965-66 school year, we will have visited secondary schools in 26 States.

Question. Will you continue this expansion in your visitation program and is there any way American University alumni can assist the admissions office? Answer. Yes to both questions. We want to continue our efforts to make American University a truly national university. The alumni who are now scattered over the country can assist the admission staff in the field program by bringing the university to the attention of academically qualified students who can profit from the varied programs at American University and from the rich resources of the Washington area.

Question. How can American University meet the challenge of this increase in qualified students?

Answer. The university must maintain this quality through adequate physical facilities, superior academic programs, capable faculty, creative administrators, and loyal alumni.

As national competition for college admission rises, each year brings a continuing increase in the number of applications for admission at American University.

Senator MORSE. Thank you very much, Dr. Hetzel. I notice that Dr. Anderson, president of the American University, has come into the hearing room and I know how busy he is.

I am going to change the order of witnesses and call on Dr. Anderson now. You may proceed in your own way.

STATEMENT OF DR. HURST R. ANDERSON, PRESIDENT, AMERICAN UNIVERSITY, WASHINGTON, D.C.

Dr. ANDERSON. Thank you, Senator. It won't take me very long to add what I would like to add to the record. I can do it most informally and extemporaneously. I came here in 1952. I have lived here for 14 years now and I have been in all the secondary schools in the District and those around and I am very clear in my own mind about the need for post secondary education for the youngsters of the District of Columbia.

That is appropriation No. 1. In my judgment there is no question about that need. And I think therefore the problem is to proceed to organize ourselves to answer the call or provide for that need. There is also a second appropriation that is very clear to me. That is that the community college program and by that I have in my own mind a frame of reference.

Because I used to be the president of a junior college myself, Senator, and I worked with the junior college association in the development of junior colleges across the country, I am quite familiar with the functions of these institutions, and when I say community college I am thinking of an institution that provides for the technological concerns and interests of both the community and individuals, that provides also for the other kind of vocational concerns and also provides a general educational program, all three of these wrapped into one 2-year program and I think we need it desperately.

I think it ought to be at the expense of our people. I think it ought to be paid for by the tax dollar, and I think the quicker we get it in the District of Columbia, the better we will be, so I would