tion; in Missouri, Washington University received a grant for $22,377 to retain an urban housing specialist as a consultant for the St. Louis area. Across the Nation, a total of $3 million is being used for programs concerned with problems of Government; over $1 million for programs concerned with problems of poverty; and over $1 million for programs concerned with problems of health. Of the 539 programs being conducted through such funding, over 450 deal specifically with the problems of the population centers of the country. Because of such emphasis, Title I is the program on which rests the challenge of utilizing all available means to overcome the physical and educational needs of a growing and increasingly urban population. In Fiscal Year 1967, $10 million was appropriated to continue the work initiated under the program.

In the Higher Education Amendments of 1967, the Administration is proposing that Title I be extended 5 years through Fiscal Year 1973. The present rate of 75 percent Federal and 25 percent non-Federal shares would be continued through Fiscal Year 1969. The Administration proposals provide that present matching requirements be maintained, because this will allow the Community Service and Continuing Education program to attain the size and scope necessary to fulfill the intent of Congress. During the first 2 years of the program, $25 million (or % of the $75 million authorized) was appropriated, curtailing the initiation of new projects and limiting the size of the projects established. Since the cost of establishing new projects and expanding existing ones is more expensive than maintaining an already established project, a larger Federal share of the cost is necessary.

Administration proposals further provide that 10 percent of the sums appropriated for Title I be set aside for experimental or pilot projects. The set aside has been requested because, last year, administrators of the program thought that, given the resources available, the Title I projects incorporated into a State plan should be aimed toward existing problems peculiar to the particular State. However, State and Federal officials received many innovative proposals which they judged worthy of funding but found impossible to justify as part of a State plan, due to the national or regional scope or the proposal. The set aside would allow State officials to forward for consideration those proposals which would be of benefit in developing community service and continuing education programs of value to the entire Nation. Such a provision would also allow administrators more flexibility in determining which projects should be funded.

For Fiscal Year 1968, $16.5 million is being requested to be appropriated for this program.

Title II of the Higher Education Act is a program designed to strengthen the heart of our Nation's colleges and universities-the library. In Fiscal Year 1966, Part A of Title II provided nearly $9 million to 1,830 institutions in every State. This money provides for basic grants of up to $5,000 to aid colleges and universities and their branch campuses in buying books, periodicals, documents, tapes, recordings, audio-visuals, and other library materials. Through the assistance provided under this title, it is estimated that the increase in library resources will reach 1.5 million volumes. Part B of the title supported 139 fellowships in library and information science in 24 colleges and universities during fiscal year 1966. Of the fellowships awarded, at a cost of $900,000, 52 were doctoral, 25 postmaster, and 62 master's. Part C of the title transferred $300,000 to the Librarian of Congress, for the acquisition of all library materials currently published throughout the world which are valuable to scholarship, and for the cataloging of such materials. This provision has brought about major international breakthroughs for research libraries in the United States. Previously, the libraries could not acquire catalog cards for the major portion of the foreign books they purchased. This led to competition for existing scarce catalogers. Through Title II, the Library of Congress has now been able to accept the cataloging responsibility on behalf of the research community of the Nation. A system known as the Shared Cataloging Program has been established to adapt descriptive entries in foreign national bibliographies for Library of Congress cards. In time, the program may even lead to international standardization. But, at present the Library of Congress is utilizing the results of cataloging practices in other countries through seven offices on three continents. Because of these efforts, all the cards adapted by the Library of Congress will become available to research libraries and the catalogs will become, increasingly, an international guide to materials of value to scholarship published around the globe.

NTS OF 1967

For Fiscal Year 1967, a total of $31.75 million was à the work of these major programs started under Title II.

61

rs through 1973. We are

The Administration proposed amendments to Title II study assistance to be and B for 5 years through Fiscal Year 1973. Part C would bing requirements for fiscal year 1969. At this time the program would be reviewed mit colleges to be an on-going study to be completed in 1969 of the relationship ofill also allow the Congress to the Congress and the Executive Branch would be conans for the rest perfecting amendments to Title II-C have also been suggested to mthorized to be gram even more responsive to the total library needs of higher educate programs country. is in the

in

A single copy of many publications, especially those from areas whernder the editions are published and books cannot be readily obtained from dealeld pay not enough for the Library of Congress' use in meeting the national needsrized higher education. The copy obtained for centralized cataloging purposes usually required in Washington for Congressional and other Government purin poses. A second copy for loan purposes is therefore highly desirable. Such a copy could be deposited by the Library of Congress in a centrally located depository, such as the Center for Research Libraries in Chicago, under a cooperative agreement that the Center would loan it to research libraries for faculty and student use. The cost of such second copies would be moderate. It is therefore proposed that Sec. 231 (1) be amended to read: “acquiring, so far as possible, copies of all library materials currently published throughout the world which are of value to scholarship."

The addition of the word "copies" would permit the Library of Congress to acquire a second copy for the purpose explained. If experience demonstrates a need, and appropriations for the purpose can be justified, the wording would also permit the Library to acquire additional copies for deposit in a few other regional centers, but this is not contemplated in the near future. Nor is it contemplated that LC would acquire second copies of books that other libraries can easily obtain through regular trade channels.

It is proposed to amend Sec. 231 (2) to read: "providing catalog information promptly and distributing this and other bibliographic information about library materials by printing catalog cards and by other means, and enabling the Library of Congress to use for exchange and other purposes such of these material not needed for its own collections."

This would make it quite clear that bibliographic information-bibliographies, indexes, guides, union lists, and the like describing not only current but other important materials could be prepared and distributed by the Library of Congress under this title of the Higher Education Act. This information is vitally needed by our colleges and universities, for such bibliographic tools are essential to the efficient and effective operation of any large research institution.

A new subsection is proposed, as follows: “(3) enabling the Librarian of Congress to pay administrative costs of cooperative arrangements for acquiring library materials published outside of the United States, its territories, and its possessions, and not readily obtainable outside of the country of origin, for institutions of higher education or combinations thereof for library purposes, or for other public or private nonprofit research libraries."

Because in some areas of the world it is virtually impossible to obtain books unless there is a person on the spot to collect them, it is necessary for the Library of Congress to establish procurement centers, as previously noted, in order to insure that one copy of every significant publication from that area is obtained and is cataloged promptly. Other research libraries are trying to obtain books from these areas but they cannot each afford to send an agent to acquire them. Usually, however, it would be possible for the LC center to obtain additional copies for other institutions. The research institutions would, of course, be expected to pay for the publications themselves. The proposed amendment, which is advocated by the research libraries, would authorize the Librarian of Congress to utilize Title II-C personnel at these centers to obtain extra copies as ordered by individual libraries for their collections. It is expected that this would add little to the total cost of the program but would be a great service to college and university libraries.

One of the most unique programs to be incorporated into legislation affecting higher education in the United States is the Title III program to strengthen developing institutions. In Fiscal Year 1966, Title III support was in the form of $4.3 million for cooperative arrangements and $.7 million for national

SO-155-67-pt. 1-5

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TAMENDMENTS OF 1967

ive arangements are significant in that ersities and industry to "adopt" or "sponons in the United States which are strugglom the main currents of academic life. ts were funded involving 115 developing institutions, and nine business entities. ents were student and faculty exchanges, se members for further higher education, remedial reading, English, and mathechanges and visiting scholars programs. wed projects to be established in Oregon improve instruction in psychology, art, ; in Indiana, a program to strengthen and in Florida, an inter-institutional

is the National Teaching Fellowships were awarded. This figure however, did not

une application demands of the colleges because judging the requests almost all the developing institutions have an overwhelming need for additional faculty. Nearly 1,000 fellowships were requested either in conjunction with a cooperative arrangements or separately. For Fiscal Year 1967, $30 million has been appropriated for these two aspects of the Title III program. Requests for these funds, due to the need for support and the success of the program, are expected to exceed appropriations.

Title IV of the Higher Education Act authorizes the first comprehensive package of student financial assistance opportunities. Educational opportunity grants, combined with low-interest insured loans and college work-study programs, have had a major impact in helping more young people cope with the financial burden of attending college. During Fiscal Year 1966, $58 million was appropriated for educational opportunity grants for qualified youths of exceptional financial need. From this amount, over 100,000 students in 1,420 institutions were able to receive grants averaging approximately $432. In Fiscal Year 1967, the $112 million appropriation is expected to assist over a quarter of a million students.

The complementary programs of Title IV-college work-study and the insured loans may be used to round out the support needed by a low-income student or to supplement the sometimes burdensome financing of a student from a middle-income family. The insured loans program-Part B-is well on its way to being a success after a slow start due to a tight money market. During Fscal Year 1966, interim agreements were signed with 12 State guarantee agencies; 8 State agencies commenced operations under permanent agreements; the United Student Aid Fund had begun to participate in the program under permanent agreement in 18 States, and the District of Columbia had been authorized to establish a guarantee agency. This program was so popular that from November 1965 through the end of October 1966, the volume of loans exceeded $223 million, and the estimated number of borrowers exceeded 174,000.

The college work-study program-Part C which was transferred from the Office of Economic Opportunity to the Office of Education-allowed over 190,000 students to work part-time and to receive earnings at over 1,500 institutions.

In addition to this tri-pronged student financial assistance package at the college level, Title IV contains the authority for a program to advance President Johnson's promise of equal educational opportunities for all at the secondary school level. The Educational Talent Search is a program to:

-identify qualified youths of exceptional financial need in secondary school and to encourage them to enter postsecondary educational training; and, -to encourage secondary school or college dropouts of demonstrated aptitude to reenter educational programs, including postsecondary school programs. During Fiscal Year 1966, 133 proposals were received and 42 contracts were ultimately funded to carry out the purposes of this program. The contracts, funded at an average amount of $47,000, were awarded to members of the educational community in 31 States, where youngsters with a great deal of potential but little family or financial backing are being encouraged to stick it out and seek the benefits of a higher education. Often, such youths are promised an educational opportunity grant as part of the incentive to continue their education. For Fiscal Year 1967, a total of $291.6 million was appropriated for these student assistance programs.

We are proposing that Title IV also be extended 5 years through 1973. We are also proposing an amendment that would allow work-study assistance to be counted as institutional contributions in satisfying matching requirements for educational opportunity grants. Such an amendment will permit colleges to be more flexible in constructing student assistance packages. It will also allow the student to earn part of his way rather than having to take out loans for the rest of his college expenses. Repayment of insured loans would be authorized to be deferred under the State or nonprofit private student loan insurance programs while a student is attending an institution of higher education or is in the military, Peace Corps, or VISTA service as is currently the practice under the National Defense Student Loan Program. The Federal Government would pay all interest during this period of deferment. The maximum annual authorized loan, both under the federally insured program and the State or privately insured programs would be set at $1,500. A student would be permitted to enroll in summer classes if employed full time under the work-study program. Maintenance of effort provisions in the work-study program would be liberalized, and proprietary institutions would be eligible to participate. In addition, the Federal matching share in the work-study program, whch s scheduled to drop from 90 to 75 percent, would be held at 80 percent. To stimulate and encourage college-level programs of cooperative education-alternate periods of work and study-administrative expenses incurred in the operation of such programs would be eligible for payment from work-study funds. For Fiscal year 1968, $339.5 million is being requested to be appropriated.

The teacher training programs authorized by Title V of the Higher Education Act would be combined with other Federal programs for teacher preparation and expanded in the Education Professions Development Act. The prospective teacher and the experienced teacher felowship programs awarded 2,534 fellowships to institutions throughout the United States in Fiscal Year 1966. Institutional assistance grants, designed to strengthen curriculum in teacher education, were awarded to 123 institutions in 46 States and Puerto Rico. The National Teacher Corps, the unique program for teacher-trainees in slum schools across the country, has already been reviewed by the Full Committee, but I would be happy to answer any questions that this Committee might want to raise.

In 1967, the sum total of the appropriations for this title was $27.5 million with $25 million going to the teacher training programs.

Finally, Title VI of the Higher Education Act is directed toward improvement of undergraduate instruction. Last year, $15 million was appropriated of which $1.5 million was available for the acquisition of television equipment and for minor remodeling of college facilities, and $13.4 million for laboratory and other special equipment, including audiovisual materials and equipment for audiovisual centers, printed and published materials, and any minor remodeling necessary for the installation of equipment. For Fiscal Year 1966, a total of 1,125 applications for assistance in the purchase of instructional equipment was received by State commissions, and grant agreements were executed for 896 projects. In Fiscal Year 1967, $17 million was appropriated for acquisition of equipment and for media institutes.

Most titles of the Higher Education Act expire at the end of Fiscal Year 1968. However, in the past our Nation's schools and colleges have often been handicapped in their program planning by the Federal Government's timetable for both authorization and appropriations measures. Early extension of the Act would allow the schools and colleges of the United States more ample lead-time for educational, fiscal, and manpower planning.

EDUCATION PROFESSIONS DEVELOPMENT

Federal programs have made a tremendous impact in meeting educational manpower needs in terms of both attracting new persons into the teaching profession and updating the skills of those already in the profession.

-Over 60,000 persons have attended 1,500 institutes authorized by Title XI of the NDEA. Of these 13,000 have received special training in English, 10,000 in history, and 9,000 in Modern Foreign Language studies.

-In the critical area of guidance, over 600 institutes authorized under Title V-B have helped train nearly 21,000 school counselors.

-Although the fellowship program under Title VI (c) of the Higher Education Act has been in operation for only a few years, over 4,000 teachers have or are receiving graduate training because of its provisions.

-Since 1965, the Office of Education has supported the training of over 18,000 teachers in the field of vocational education.

The critical need for teachers continues and, according to a nationwide study, is more acute this school year than it was a year ago. Total enrollments in public elementary and secondary schools reached a new peak of 43 million last fall. To meet the demand for teachers, to reduce class size, to replace teachers leaving their positions, and to eliminate the number of teachers not having adequate training, thousands of additional teachers are needed. Today, more than 5 percent of our schools' teaching force-approximately 90,500 full-time teachers-do not meet their State's certification standards. Properly qualified teachers must be employed if our country's children are to achieve their full educational development.

This need was accentuated with the funding of massive Federal aid programs. Much testimony has already been given that the largest problem encountered by the States and local school districts in administering Title I of the ESEA was the finding of enough qualified people to make the programs work. As our quest of quality in these programs increases and the de-emphasis on hardware continues, this problem will become greater.

Current programs are handicapped in meeting the changing manpower requirements of our schools and colleges. Legislative authority is fragmented over many laws, each enacted to meet a specific need and each administered in accordance with separate legislative intent. Applications must be fashioned to meet the differences in law instead of educational needs. Current inflexibility is apparent. 1. Title XI of NDEA even after liberalization amendments cannot provide training at less than the graduate level, which precludes institutes for subprofessionals.

2. Institutional development grants are given only in conjunction with Title V (c) HEA fellowships. Yet, an institution of higher education may need such a grant to prepare for good fellowship programs, or it may find its educational needs would be better met if such a development grant were made in conjunction with an institute program.

3. The teacher fellowship under Title V (c) program does not support the training of junior and community college teachers. Yet, these institutions are growing rapidly and are experiencing the same staffing problems as schools at the elementary and secondary education level. Although NDEA fellowships can be used to train junior and community college teachers, there is no flexibility to support programs for them at less than the Ph. D. level. 4. Institute authority includes many subjects. Other important ones, however, are not supported, including health education, anthropology, sociology, psychology, business education, and physical education.

5. Present programs do not really permit a continuum of teacher education from the undergraduate level through the special programs of continuing education for master teachers. A university's master plan for such a continuum can now be supported only on a piecemeal basis, as each application is submitted and reviewed as a separate entity.

6. Education programs for specific educational groups or problems may not readily fit into any specific subject area-for example, the problems of teaching at the preschool level.

Obviously, such a patchwork of programs is ill equipped to solve some of the severe educational manpower needs and hardly lends itself toward sound educational planning at any level.

EXPLANATION OF THE AMENDMENT

The Education Professions Development Act would begin to bring order out of our current patchwork of laws and would continue our efforts to strengthen and broaden teacher education programs at all levels. Specifically, the proposal provides for (1) a review of educational needs, (2) the recruitment of qualified persons in the field of education, (3) expansion of the current Title V (c) fellowship program to include preschool and adult and vocational education personnel, (4) separate program development grants, (5) new preservice and inservice training, (6) broad programs for the education of persons in higher education. A National Advisory Committee on Education Professions Development will be established to assist in the development of policy matters arising from this law and to review all Federal programs supporting the training of educational personnel.