The existence of the comprehensive community college, which should also offer, inter alia, the same liberal studies, will permit the college of arts and sciences to emphasize upper-division work and graduate study through the master's degree. It will also permit the college of arts and sciences to adopt standards of admission and of academic performance comparable to those of other colleges of good standing. Neither of these statements should be taken to mean that it should not accept freshmen, but these should be "college-ready" as well as "college-able”—an important distinction that further illuminates one of the crucial roles of the community college in transforming students of the latter category into students fully qualified for academic work of a high order.

This citation of the complementary roles of the two recommended institutions suggests, as it is intended to do, that there should be the closest cooperation between them. This point is further developed below in the discussion of the organization and relationships of the institutions. It goes without saying, moreover, that the college of arts and sciences should likewise enjoy the special features recommended for the community college, such as the fullest range of opportunities for the teaching faculty and the benefits of a Division of Institutional Research and Evaluation.

3. The Student Body of the College of Arts and Sciences Admission to the college of arts and sciences should recognize the need to provide a college education to District high school graduates who are now deprived of it because of its cost. Tuition, therefore, should be kept at a modest level. While the Committee does not wish to recommend a specific figure, it notes that the cost of attending D.C. Teachers College a $70 general fee rather than a tuition charge— has not appeared to be a major hardship to those who wished to attend. For nonresidents of the District, to whom the college should be open, the tuition can appropriately be set at a considerably higher figure. The work-study program recommended for the community college should also be a feature of the college of arts and sciences.

Since the college of arts and sciences will replace D.C. Teachers College, it will at once attract the kind of student who has hitherto attended that institution. Indeed, it should

attract many more able students interested in careers in education than the D.C. Teachers College now is able to do. The recent drastic decrease in the student body and in the size of the graduating class reflects a cumulative lack of confidence in the adequacy of the existing facilities and educational services. The college of arts and sciences recommended by the Committee should promptly reattract in substantial numbers qualified students graduating from high school in the District whose career goals lie in the educational field.

The student body of the college will also include a substantial number of qualified District high school graduates who do not aspire to teaching but who now, for economic reasons, must forego education beyond the high school. The Committee has devoted much effort to the problem of obtaining reliable data on the need for the college of arts and sciences in terms of the number of District high school graduates who have the ability but lack the opportunity to attend such an institution.

To this end, a careful analysis has been made of existing studies, and the Committee has initiated two further studies of its own-one with the help of teachers, counselors and principals in the District's senior high schools, and the other (a questionnaire) with the additional help of a 10 percent sample of all members of the current senior class who reside in the District and who attend its public, private, or parochial schools.

Based on all the information available, the Committee estimates that at present enrollment levels there will be annually between 350 and 400 "college-able" graduates of the District's public high schools (other than those preparing to teach) who would not go to college under existing circumstances but who would seize the opportunity to do so if there were a publicly supported college of arts and sciences in the District. To these should be added a much smaller number of students similarly situated from the approximately 1,100 students who annually graduate from the District's private and parochial schools. Furthermore, the Committee has had no hesitation in assuming that the college of arts and sciences will also attract from 200 to 250 students interested in a career in teaching or some other type of educational work.

The Committee concludes, therefore, that the college of arts and sciences could be expected, even at the outset, to meet the need and desire for higher education of at least 600 District secondary school graduates each year who are "college-able" but who can afford to continue in school only in a publicly supported institution. The Committee is also strongly convinced, as it has already stated, that denials of educational opportunity of this magnitude must not be allowed to continue.

Moreover, there are factors which, in the judgment of the Committee, will further increase the potential enrollment of the college of arts and sciences in even the next decade. School enrollment in the District is growing. Improvement in the schools, which current awareness of weaknesses and resolute efforts to remedy them presage, should safely deliver a much larger proportion of 6th-grade pupils into 10th grade and 10th grade pupils to the graduation platform for their diplomas. The community college recommended by the Committee will certainly have an effect. The incentive supplied by the opportunity to receive the first 2 years of college at low cost should increase not only the number of boys and girls who finish school, but also those who are ready to go on to the upper years of college. In addition, financial relief offered by a publicly supported educational opportunity for the first 2 years of college work will certainly help the financially marginal family to extend the college experience for its son or daughter over a longer period. The rising demand for college education throughout the Nation will increasingly tax the educational facilities of existing colleges and universities everywhere, and District students will be increasingly dependent upon District educational institutions. Finally, if a program were to be created that enabled boys and girls to find remunerative employment during the course of their post-high school education (and perhaps even during high school), still more students would be able to surmount their economic handicaps and continue their formal education.

A final word is appropriate on one of the earlier studies— the 1959 report by Booz, Allen and Hamilton. This report estimated that as of that time there were only 175 to 200 "college-able" students per year among the public high school graduates who failed to enter college-a figure which the au

thors of the report doubted to be large enough to warrant the establishment of a senior college. The 1959 report, however, assumed that the D.C. Teachers College would continue as the teacher training institution. Had all the high school graduates interested in an educational career been added to its 175-200 total, its basis for judgment would have been radically different. Moreover, its 175-200 estimate was based on a single criterion of college ability-an I.Q. score of 100 or more a criterion which the Committee believes to be inadequate and misleading. Indeed, the 1959 report itself reveals that in several schools many more students attended college than had an I.Q. score of 100 or higher. The Committee believes that the I.Q. test has reliability in predicting college success chiefly when it is applied to persons familiar with the prevailing culture and generally underrates the ability of culturally deprived persons. The judgment of teachers, counselors and principals as to college ability, which the Committee requested be applied to the graduates of the District high schools in 1963 who did not go to college, led the Committee to estimate that the number of such students who would take advantage of the opportunity to attend a public college of arts and sciences, if available, was double the 175-200 students estimated by the 1959 report.

C. Non-Competitive Scholarships in Special Curricula

1. The Need

Both the community college and the college of arts and sciences will normally offer to students 2 years of preparatory work adequate for even specialized courses of study such as engineering and business administration. To impose upon the college of arts and sciences at the outset responsibility for offering the last 2 years of work in such courses, however, would put too great a burden all at once on that institution. Yet the Committee is unwilling to accept a situation in which qualified District students continue to be denied an opportunity to complete such specialized courses-an opportunity enjoyed by residents of any of the 50 States. Furthermore, there is a heavy demand, both nationally and in the District, for architects, engineers, economists, accountants and other professional personnel. It is in the public interest

to fulfill what is at once a need of students and a demand of society.

2. The Recommendation

To meet this need, the Committee recommends that a noncompetitive scholarship program be provided for students in these special areas. A student who has been accepted for admission to the junior class of an accredited college or university equipped to provide the course of study he seeks should receive a grant in such an amount as is required to enable him to attend that institution. He should have unlimited choice among local and other institutions, subject to a demonstration that his choice is appropriate to his objectives. Moreover, in the judgment of the Committee, such a scholarship program should be put into effect immediately, rather than being deferred until after the college of arts and sciences has been organized. Indeed, until it has been organized, consistency and the urgency of the need alike suggest that the scholarship program might well apply to students in all courses of study (except teacher education while the D.C. Teachers College continues to operate) to be offered in the college of arts and sciences.

The Committee is firmly persuaded that permanent reliance on such a scholarship system is not a substitute for the proposed college of arts and sciences. Its reasons are stated in a later portion of this Report. It does wish to point out, however, that scholarships to be provided initially for students taking the last 2 years of their undergraduate work in special fields will relieve the new college of arts and sciences of the necessity of introducing prematurely a large number of specialized curricula. There should be no reluctance, therefore, to make the scholarship adequate in size and number. The principle that higher educational opportunities should be within economic reach of all should not be compromised by an inadequate scholarship program.

The Committee is aware that in most colleges and universities tuition charges do not cover the costs of education. In the absence of special provisions, the District might thus be imposing a financial loss upon existing institutions by utilizing a scholarship program to supply its own unmet needs. The Committee suggests, therefore, that a supplementary "cost of education" grant, remitted directly to the