be built if we are to overcome the problems of poverty which prevade the Nation's Capital.

It is important to remember in discussing the need for higher public education in the District that 90 percent of the enrollment in the public schools of the District of Columbia is Negro. A large percentage of these young people come from economically deprived homes and must struggle against the barrier of racial discrimination and of a limited education in the labor market. This puts two strikes against them. It is a wonder that so many succeed.

It is our belief that school dropouts and the unemployed or underemployed, produce the "social dynamite" that could blow up at any time. Conversely, we believe that equipping these same young people with the tools of as much education as they are capable of achieving will lead to better jobs, more settled homelife and a better society. It is for this reason that we wish to support any bill that would provide a public college in the District of Columbia.

There are nearly 4,000 graduates each year from the District of Columbia public secondary schools. Many of them will never get the education they need or want because they cannot afford it. In a survey conducted by the public schools among 2,800 seniors in 1962, over a third of those interviewed responded that they desired to go on to college but would not be able to do so because of lack of finance.

The Committee appointed by President Kennedy to survey the need for a public system of higher education in the District of Columbia, discovered on a sampling of the class of 1964 that about 1,400 District secondary school graduates each year who are "college able" could be served by a public college.

The Office of Education predicts that there will be a 71-percent increase in students obtaining bachelors degrees 10 years hence. The projection of student enrollment in the District indicated that there will be 5,800 students graduating from high school in 1975. This numerical increase plus the growing pressure for higher education will conceivably give call for the placing of over 4,500 students in institutions of higher education by 1975.

It is significant to note that in 1962 when 1,412 students of the District entered 4-year colleges, the 7 high schools serving the poverty areas sent only 33 percent of their graduating classes to college. Whereas four high schools in a more affluent portion of the District sent 64 percent of theirs. It is clear that this imbalance of percentages is a reflection of an imbalance of opportunity.

The eagerness of both students and parents from the lowest income bracket for a higher education has been revealed in the upward bound, or precollege program, in the District. This program, which we recently funded at Howard University, with moneys from the Office of Economic Opportunity, is designed to introduce senior high school students from deprived backgrounds to a college experience. As of February 18, more than 500 applications had been received at Howard for their spring precollege program. The applicants were screened to meet the poverty line criterion. Parents of young people who were rejected because they were a few dollars over the line have been exerting considerable pressure to have their sons and daughters in the program.

One hundred twenty-seven students out of one hundred sixty-five enrolled in the precollege program at Howard University last summer are now in college. These students were selected for the program on the basis of meeting the poverty criterion and for noted potential, rather than past performance. There is surely sufficient evidence of a desire on the part of the poor for a higher education if it is available at a reasonable cost.

We also believe that there are good employment opportunities for those with the right education. From the report entitled "Employment in Metropolitan Washington," U.S. Department of Labor, 1963, we learn that openings for Negroes are expanding and improving in the District.

I quote:

"As a result of the changes which have already occurred and have absorbed previously existing reservoirs of unused skills among Negroes, and as a result of changes now taking place, it seems evident that young Negroes now entering high school or college and planning to enter the labor market in 3 or 4 years need not limit their aspirations because of past discriminatory practices. They may plan for a skilled job market in the area of about the same breadth and depth as may the young white students."

The five universities in the District and the District of Columbia Teachers College cannot or should not take care of this population. They are inadequate for dealing with the total demand for higher education for the following reasons: 1. The District of Columbia Teachers College has a program limited to those who express a desire to teach. They accept only 185 to 200 students from the area each year.

2. With exception of Howard University, the five universities in the District have practically no indigent students. This was evidenced in the work-study program sponsored under title 1-C of the Higher Education Act. There were only 77 students employed under this program in 1965-66, outside of Howard. On the Howard campus, 306 were found who qualified. However, 66 percent of these were from outside of the District.

Although we would desire the fuller use of the facilities of these universities in serving the need of the community, we believe that both the cost and the initial high academic achievement level demanded to compete in these universities will limit the number of economically deprived students to a token group. 3. All of the universities, including Howard University, consider themselves to be serving as national or international institutions. It would be unfair to any of them to involve them in an expansion program that would obligate them to take an overwhelming proportion of the local students, and to structure a program to meet their needs.

I would like to submit for the record statistical tables which show the population and fees of institutions of higher learning in the Washington area. These figures clearly indicate that only a small number of graduates of the District of Columbia school system now are attending colleges and universities in the area. The statistics also indicate the high tuition costs which are steadily increasing.

In discussions with school counselors and directors of the Neighborhood Youth Corps, it appears that a 2-year community college would meet a real need at the present time both as a terminal point in formal education for many, and as a steppingstone for others into a regular college program. It is also believed that such a college should have some vocational departments to attract those who wish to gain vocational skills but are not interested in mere “book learning.” The expressed desire for such a college immediately does not lessen the need for a 4-year college of arts and sciences. We wish to give our full support to the creation of such a liberal arts institution which might utilize some of the facilities of the District of Columbia Teachers College.

Both S. 293 and S. 1612 contain excellent provisions for the establishment of public colleges in the District of Columbia. However, in their procedures for selecting the Board of Higher Education, both point out the continuing problem of nonrepresentative government in the District of Columbia. Both bills pro

vide for selection of the Board by those who are not responsible to the people of the city. Therefore, in the absence of home rule, we would suggest that this Board be elected by the people of the city rather than be appointed by anyone. If an elected Board of Higher Education is not possible, we would prefer the appointment procedure going through the District of Columbia Commissioners who at least have some direct relationship to the community.

In closing, I wish to quote from the February NEA Journal a few words from Carl T. Rowan, an outstanding citizen of Washington, D.C. He wrote:

**** it has become economically evident that higher education is the most fundamental and necessary capital investment, and that the only appropriate economic approach to it is not the question: 'Isn't the expense too much? but rather the salutary doubt: 'Is the investment really enough?'

We subscribe to this statement and believe that public higher education will enable many young people of good native intelligence to acquire technical and professional skills that will break the cycle of poverty by correcting the imbalance of opportunity in the District of Columbia.

Population and fees of the District of Columbia institutions of higher learning

1 The estimates have been provided by the admissions offices where exact counts were not available. 2 There are several reasons for the difference in figures between columns 4 and 5,

3 Not available.

4 1967.

NOTE. (1) The two columns are freshmen classes of different years, (2) column 4 includes parochial and other private school students, (3) some of those counted in column 4 may have transferred into the District and given District address.

Senator MORSE. Mr. Rugh, do you have something to add?

Mr. RUGH. I just would like to add that a study has been made in the District on vocational educational needs by a private company and submitted to the District and it is available, which gives evidence of not only the need but opportunities that could be developed if they did have such a vocational unit.

Senator MORSE. Could we have a copy of that supplied for the record?

Mr. RUGH. I don't know, but we could bring one in.

Senator MORSE. Counsel, will you look into it? I don't know how large it is.

How voluminous is it?

Mr. RUGH. It is a book.

Senator MORSE. How voluminous?

Mr. LEE. It is about three-quarters of an inch thick, but we would be glad to supply it for the committee records.

Senator MORSE. We will have it as an appendix to the record. It will not be printed in the hearing. I do think it would be a good idea, though, to insert in the hearings as we identify the exhibit in the minutes of the hearing a brief summary of its conclusions and recommendations.

Mr. LEE. We would be glad to supply that to the committee. (Information requested is as follows:)

ABSTRACTIONS FROM EDUCATIONAL SPECIFICATIONS FOR THE VOCATIONAL-TECHNICAL-OCCUPATIONAL CENTER, WASHINGTON, D.C.

(Final Report 1965, Educational Planning Consultants, Odell MacConnell Associates, Palo Alto, Calif.)

PRESENT AND FUTURE ADEQUACY

The adequacy with which the vocational high schools are doing the job required of them gives some hint as to what steps are indicated to provide for

future needs. The progress of the vocational programs of the schools is attested in recent figures. It must be emphasized that these accomplishments have been made in the face of severe and continuing obstacles. Rapid growth, together with temporary and restrictive facilities, have made progress and excellence most difficult.

An effort is being made to provide adequate programs of occupational training, and one which will enable students to secure satisfactory employment. How much specific course offerings assist students in securing employment, and how proficiently they perform on the job, has not been adequately researched. Evidence indicates, however, that both of these goals are being fulfilled to a degree.

A multitude of factors were considered by the consultants before formulation of the educational specifications began. As already indicated, the current vocational programs, facilities, placement data, and regional occupational trends have been studied. In addition, the work that the consultants have done in Montgomery County was reviewed. The current reports available from other agencies involved in the developments in northern Virginia were also read. Numerous governmental and private agencies were contacted and their various comments evaluated.

The long-range perspective in the report is derived in part upon data gathered by Odell MacConnell Associates throughout the country over the last several years. The trend of educational organization as found in the Nation was assumed as providing a hint as to possible future development for Washington, D.C.

Inasmuch as 86.5 percent of the District's population work in the District, the immediate major occupational opportunities would seem to exist close to home. Only 13.5 percent of the local population work in the suburbs or outside. This provides a limited work horizon for most District of Columbia inhabitants at this time. It does, however, simplify the task of the public schools in providing a meaningful program of vocational education.

With the rapid development of technology, it is evident that increasing numbers of unskilled, semiskilled, and even skilled workers will be replaced by machines. In addition, many people (some of them unskilled and some semiskilled) presently have no more than marginal competencies. When unemployed, these people must either be supported by relief, or they must be helped to become economically productive. The Nation, faced by the alternatives of providing relief or assisting individuals in developing new and needed competencies, will probably choose the latter course.

How much of the remedial task should be the District of Columbia public schools' responsibility, or where this should be assigned, has not been completely legally or operationally determined. It is clear that this is an important area, one which is well-suited to the District of Columbia public schools' leadership effort, and one where an extremely important service could be performed.

It will be noted that this report has left out certain curricular areas. In most cases, extensive footage requirements, lack of a current program and indecisive information as to local, actual occupational opportunity influenced such decisions. For example, some evidence would point to the desirability of air education being in close physical proximity to an airfield. Air mechanics need to work on operational aircrafts, if high standards are to be achieved. Consideration of a satellite school at National Airport might be given by a congressional committee. Inasmuch as that field is located in Virginia, special legislation would probably be needed if the District of Columbia school system were to provide leadership for such a development.

Another case involves a partial planning approach due to present building activity. The new landscaping facilities at Phelps Vocational High School have caused an expenditure in excess of a quarter of a million dollars. Rather than duplicate these plans, it is suggested the Vocational-Technical-Occupational Center plan for a restricted horticulture facility which would augment the Phelps layout and offer advanced technical courses.

Reasons for recommending a single installation over several centers are manyfold, the more important reasons being educational. A depth of program is difficult to achieve in small units. For example, an enrollment of 100 students in a curriculum produces several possible courses; whereas an enrollment of 1,000 students permits a wide range of courses. It is offtimes feasible to get the same results by spreading out course offerings over several facilities; however, coordination and administration problems become almost insurmountable if this course of action is widely pursued.

The consultants, as previously indicated, view the current educational achievements as substantial in view of growth and use of inadequate facilities. The problems attendant with the present facilities, the resulting above-normal utilization of many spaces and cramped quarters are every day evident.

Capacity

in the current vocational schools has been achieved and an enrollment of 2,900 has been projected until such time additional school plant space becomes available. Suffice it to observe here that this situation seriously impedes the staunch efforts being made by administrators, faculties, and staffs to provide for the needs of the youth and community served. The Vocational-Technical-Occupational Center educational specifications to follow will contain the staff's and consultants' recommendations for a new all-encompassing facility which will go far to overcome current facility and program problems.

THE PROBLEM

The problem involves the development of a new vocational-technical-occupational education facility to house ultimately 5,000 day students in grade levels 10-12 with accommodations for post-high-school youth and adult education programs.

Although the current enrollment projection for vocational high schools by the Department of General Research, Budget, and Legislation is stabilized at 2,900, this figure has been determined by current available facilities rather than demand or need. The consultants feel that in a district with an enrollment approximating 150,000 students, the need for facilities of this sort are so obvious as to preclude the need for further justification. The present emphasis on vocational education, as shown by extensive congressional support for its enhancement throughout the Nation, amply portrays its importance to national well-being and security.

This Center will be flexible in its nature in order to provide desired educational programs not usually offered in the District's other schools. Programs which fulfill general educational requirements also will be provided. The facilitation of the educational program must take place within the framework outlined by the statement of institutional objectives which have been developed. The buildings must be designed and constructed to provide comprehensive educational opportunities within the aura of the business, commercial, and Government atmosphere as it exists within Washington, D.C.

Some assumptions

The organization of the public schools is undergoing the process of growth and change. This report makes some suggestive assumptions about the nature of this phenomenon.

(1) In keeping with the concept of a truly democratic society, the District's secondary schools will become more truly comprehensive, i.e., offer a wider scope of curriculums for a broad range of student abilities.

(2) The present vocational high schools will be reconstituted for other uses: (a) They may be retained and used as modified vocational high schools, or to augment or contain certain specialized vocational curricular offerings.

(b) They may become special schools designed to salvage students for the regular programs at the VTO Center. Such schools would be heavily staffed with guidance and counseling personnel, teachers akin to those found in the Peace Corps and dedicated to providing an environment where secondaryaged students may learn to improve their basic educational and social skills. A program constructed along the lines advocated at the North Carolina Advancement School might be considered. There, a majority of the students are put in remedial reading clinics, for reading skill is basic to most learning. Some of these students, despite IQ's ranging from 90 to 125, show only third-grade reading skill. Reading clinics have five or fewer students to a class.

(c) They may be removed, or any combination of uses evolved, such as becoming part of a larger secondary school or school park.

(3) More and more students will wish to avail themselves of post-high-school training and the VTO Center will accommodate a larger and larger percentage of 13th and 14th grade enrollees. However, some 10th, 11th, and 12th grade pupils may always be better served by the special facilities available at such a plant. (4) There will be less tendency to "lock" a student into a vocational course for 3 years. Rather, length of enrollment in vocational-technical-occupational training will be more truly related to actual time required for job proficiency.