the things that has made vocational education and institutional manpower training strong within the States has been the leadership at the State level. There is no jurisdiction or administration or administrative responsibility for local prime sponsors or State prime sponsors over the local school system. These funds, going to provide an incentive to the prime sponsors, need to be in the jurisdiction of the State board for vocational education so that it can be properly handled.

Under the youth employment programs in title III, you have proposed to transfer portions of the Economic Opportunity Act into this measure. The in-school Neighborhood Youth Corps is identified within section 305, youth and other special programs. We commend you for considering this area of vital need for youth in grades 9 through 12. However, we wish to remind you that Congress passed provisions to allow this type of supportive program for in-school youth in the Vocational Education Amendments of 1968-Public Law 90-576. Part H of this act has been successful. The House Appropriations Committee has recommended funding this part of the vocational education amendments at the rate of $6 million for fiscal year 1974. May we recommend that additional funding be placed here rather than including workstudy in the manpower legislation and creating a duplication of programs. It has been our experience that personnel within the school system can identify potential dropouts, whereas, agencies outside the school system have very little contact with the student. Outside agencies will be unable to find the young people most in need of programs designed to enable them to continue their education. Under section 305 (a) (2). this legislation would provide financial assistance to youth 16 years of age. Some of us recall the National Youth Administration experiences of the 1940's when a separate school system was established through the NYA. This resulted in many youths dropping out of the regular school to receive financial assistance under this type plan. Do you wish to create a similar condition with this legislation?

Title VI of H.R. 11010, "Establishment of National Institute for Manpower Policy," reflects one of the concerns that we have had for many years. We applaud the committee for considering legislation which calls for a study of coordination of all manpower programs. This is urgently needed and the American Vocational Association is launching into a similar study. We will be glad to cooperate with the National Institute for Manpower Policy, if this bill is enacted, by providing them with all data obtained. We are concerned, however, that the involvement of the education community in this Institute be adequate to represent a full view of the contributions of education to our Nation's manpower policy. Therefore, we urge your reconsideration of the composition of the National Institute for Manpower Policy. You will agree that the education and training component of manpower is vocational education. Therefore, it is requested that you give consideration to specifically identifying vocational education as part of the Manpower Institute. We recognize that education would be represented. However, the results of participation would be different if segments of education other than vocational education are present when manpower planning is considered. The only facet of the educational community totally concerned with the manpower program is vocational education. It is our feeling that the intent of this committee was to create an institute designed to coordinate all manpower programs. We agree with this concept and urge the language to accomplish this fact.

In closing, we urge the committee to give very serious consideration to our recommendation to utilize the expertise of vocational education in a comprehensive manpower delivery system. Without assurance of this coordination, we will continue to be unsystematic in solving our problems and providing education and training services to the disadvantaged, the unemployed, and the underemployed in this Nation. We do not seek jurisdictional rivalries and artificial barrier, nor do we wish Congress to foster a spirit of noncooperation at the State and local levels of government. Instead, we congratulate you on your efforts to achieve comprehensive manpower planning and offer our services to you as you consider this legislation.

Mr. DANIELS. Thank you, Mr. Lawrence. I would suggest that Mr. Briggs proceed with his statement.

Mr. BRIGGS. Mr. Daniels, members of the committee, I shall be very brief, because I am aware of the lateness of the hour and of the attempt you are making to bring this meeting to a semi-prompt conclusion. I have given you a copy of my presentation, and I will simply paraphrase it, and then we will open this up for questions.

Mr. DANIELS. There is no objection, and your statement will be incorporated in full in the record at this point. It is so ordered. [The document referred to follows:]

STATEMENT OF PAUL W. BRIGGS, SUPERINTENDENT OF SCHOOLS, CLEVELAND, OHIO

Mr. Chairman, Members of the Committee, it is an honor and a pleasure to appear before you today to discuss with you the Cleveland Public Schools' experiences with our many manpower programs, including our highly successful Schools Neighborhood Youth Corps (SNYC).

The federal government has traditionally concentrated its educational spending on programs of national concern, such as agriculture, vocational education, manpower training, science, and more recently, special programs for the poor. In every instance this team attack on our problems by the federal government and local schools has brought about success.

This Congress has established a good record regarding its concerns over the educational needs of urban residents. The hearing of this committee today is another indication of your continued leadership.

Cleveland is the largest city in Ohio. The school district is the largest in the state, enrolling seven percent of all Ohio school children. However, our school district enrolls one-fourth of the children from welfare families in the state. Since 1969, the number of school children in Cleveland on public assistance has nearly doubled. While we had 30,931 school-age children on welfare just four years ago, we have 58,526 today.

We see a steady decline in the amount of tax revenue available to the Cleveland Public Schools. This decrease is attributable to a lowering of tax values in Cleveland, although the voters have increased their property taxes 137 percent since 1964.

As the economically more able are deserting the city for the suburbs and as industry is leaving as well, the inner city is becoming a pocket of poverty and the home of the unemployed.

Earlier this year the unemployment rate in Cleveland was 11.8 percent. The percentage of unemployed whites was 6.9 percent while the non-white unemployment figure was 18.2 percent. The non-white rate was even higher in the inner city. The non-white unemployment figure for Cleveland was the highest in the nation.

It is this large number of poor to whom we must address ourselves and upon whom we must concentrate our efforts. The poor of the urban areas need supportive services and programs designed to overcome the effects of poverty. Through education we upgrade people both socially and economically.

The Vocational Education Act of 1963 and amendments to the Act in 1968 stressed the role of school systems in developing special programs which fully utilize existing school facilities to provide vocational, manpower, and job training and placement programs.

Critical to our efforts in overcoming racial isolation and poverty is assistance from the federal government. Through the years we have been very fortunate in having a comfortable relationship with officials of the federal government, and as a result of federal funds, we have been able to mount many and varied programs in Cleveland.

In a large metropolitan area such as Cleveland, technical-vocational education is a critical need. In 1964, our system offered 52 classes in vocational education. During the 1972-73 school year, in two exclusively vocational high schools, in two manpower training facilities, and in all 15 comprehensive high schools, we offered 409 vocational classes. This year, this number has been increased by an additional 40 classes.

At this point, I would like to outline to you our manpower program. Our two primary manpower facilities are the Manpower Training Center and the Woodland Job Center.

The federally funded Manpower Training Center offers a job training program for disadvantaged, unemployed and underemployed men and women in a

five county area. The Center also offers training programs for the handicapped and for individuals incarcerated at the Cleveland Workhouse.

Other community agencies and private companies purchase training slots in our Manpower Training Center to meet the needs of their clients.

In addition to training programs, the Manpower Training Center provides such supportive services as counseling, guidance, basic education, General Education Development (GED) programs, nutrition and job placement. Priority for enrollment is given to Vietnam veterans and to the disadvantaged.

The Center has the capability, working with the State Department of Education, Division of Vocational Education, to design, develop and implement specialized programs.

The Center often has responded directly to the needs of Cleveland business and industry. Recently, the trucking industry expressed a need for truck drivers. We now have at the Manpower Training Center a fleet of trucks and a highly specialized program in truck driver training. Needless to say, this is a high impact program-we may be sure that we will realize 100 percent job placement. The Center has the capability and desire to design, develop and implement such high impact programs in a short period of time. We are flexible and react to the needs of local business and industry.

More than 9,000 adults have been served since the Center opened in 1965. Since then, more than 75 percent of the participants have been placed in jobs.

PARTICIPANTS

Housed in a factory donated to the school system by the General Electric Company, the Woodland Job Center offers training and actual production of products to the out-of-school youth who wishes assembly line type employment. In the facility are several assembly lines managed by Cleveland industries where enrollees actually work. Also available are supportive services such as those offered at the Manpower Training Center.

Ninety-six percent of Woodland Job Center participants desiring work are placed in jobs upon completion of their work at the Center.

You will note the 21 percent difference in job placement between the Woodland Job Center and the Manpower Training Center. At the Woodland Job Center the Cleveland Public Schools is responsible for job placement; at the Manpower Training Center, the Ohio Bureau of Employment Services is responsible for job placement.

Available at the Woodland Job Center is the vocational Work-Study Program, through which participants may work part-time in a field relating to their work and study at the Center.

Designed to encourage the 18 to 21 year old dropout to return to school to obtain job preparation and his high school diploma, the twelve-year old program has a job placement average of 65 percent. Since many work-study students receive their high school diploma, some graduates enroll in college and other continuing education programs.

Over the past six years the Cleveland Public Schools' Job Development Program has placed in job an average of 95 percent of those inner-city high school graduates desiring work. In spite of the difficult economic times this past summer, 97 percent of the graduates of inner-city high schools were placed in jobs. The Cleveland Public Schools have been very effective in manpower endeavors. Our cumulative job training and job placement record speaks for itself.

12

15