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tiveness of the advocacy for those services.

In areas where an effective vocal senior citizens advocacy has developed, there is always a sharp increase in the programs providing congregate meals, transportation, even Meals-On-Wheels. This was particularly evident as changes were made in local and state CASSP plans for 1977-78 to bring demand into line with available resources. Pennsylvania had to reduce its eligibility standards for free services to clients from 65% to 50% of the state median income of $15,753, but with three exceptions, including one for persons 60 years and older, which remains at 80% of the state median income adjusted for family size. Group eligibility was also retained for individuals 60 years and older for Center Services for the Elderly, which includes Group Dining, Socialization/Recreation, Employment, Life Skills Education, Counseling, and Transportation. In addition, for the first time the plan allows purchase of necessary materials for Chore Services when not otherwise available, with a limit of $100 per year per client. То continue the level of service to the aging actually a small increase from 12.2% to 12.8% of Title XX budget, the state allocated additional monies amounting to $3,966,000 to the state and local match required for the Federal Title XX funds. But even that advocacy cannot overcome the biases of a local or state official who has the final responsibility for decisions on where the money shall be spent for services. (This has been seen clearly in the advocacy for child day care services in New York State, where many counties have eliminated subsidization of services to those not actually receiving cash grants or AFDC, and in Kentucky where the frozen number of day care "slots" has been reduced for 1977-78 because of insufficient funds. But advocacy for children is not as effective because of fragmentation and children do not vote. Consequently, many state legislatures have had to mandate essential children's services.)

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The group that suffers most from age discrimination under Title XX service plans is probably the teenager who has not been in serious trouble with the law and whose family is not receiving cash assistance. There is neither an effective lobby for services for them, nor legislation that earmarks funds for their services, except for

runaways.

-7.

This too has its effect on the elderly. There is a growing confrontation between adolescents and the elderly in communities all across the country, large and small. This must be addressed to improve the quality of life for our senior citizens, as well as for the young people themselves.

The increased use of Title XX funds to cover staff salaries has also had marked effect on the attitudes of agency heads in allocating funds for services. In local communities there were reports of social services/human resources commissioners who plainlý stated that to allocate additional Title XX funds for purchase of services, whether it be homemaker-chore or child day care, would require that current department personnel be discharged, and the department head obviously felt a first responsibility to his employees, not the community being denied needed services.

It is not easy to change such attitudes, both in the community and in the state/local government. But perhaps the following efforts could begin to change attitudes for the better:

a) Develop cooperative efforts between the advocates for services for different segments of the population for a united voice for human services.

b) Explore ways for greater integration of various ages in
community activities so that better understanding of the
needs of each age group is developed by not only those
in need of services but by the community as a whole.
Make evident to local and state government leaders that
the reason for Federal categorical grants and service
standards is their own lack of responsiveness to those
in need of services their inability to define to the

c)

community as a whole the need for the services.

The National Council of Jewish Women appreciates this opportunity to share with the Commission our observations about Title XX services for the aging and our concerns that the Title XX program be improved to meet its full potential.

DOL 10/77

[FACSIMILE]

PROJECT ON THE STATUS AND EDUCATION OF WOMEN

Statement of Dr. Bernice Sandler before the

U. S. Commission on Civil Rights Concerning the

Age Discrimination Act of 1975.

September 26, 1977

My name is Bernice Sandler. I am an Executive

Associate with Association of American Colleges where I have been Director of the Project on the Status and Education of

Women since 1971. (1)

Age discrimination affects all people, but older women get a "double dose" of discrimination---once on the basis of their age and once on the basis of their sex. women who are also members of a minority group and/or handicapped face even greater discrimination.)

(Those older

In education, older women are often more affected by age discrimination than their brothers. Many older women are returning to the campus to start anew or complete their education. Of those students 35 or older in 1976, women accounted for 59 percent, up from 52 percent a year earlier. In addition to overt discrimination against older women, the policies and criteria used to grant admission and financial aid are sometimes inherently or overtly

discriminatory against older students.

The Age Discrimination Act of 1975 will be helpful in eliminating some of the inequities older women (and men) face in some of our nation's educational institutions.

The Act prohibits: unreasonable discrimination on the basis of age in programs or activities receiving Federal financial assistance, including programs or activities

receiving funds under the State and Local Fiscal Assistance Act of 1972.

A draft summary of the Act appears at the end of this

paper.

Other legislation prohibiting employment discrimination on the basis of age, or providing special services for older persons define age, such as 65 and older. In contrast, the Age Discrimination Act does not define age; discrimination on the basis of age at any age is prohibited. has significance for persons at all ages and is particularly important for women in education.

Thus the Act

While many of the

The

examples which follow may also relate to men, I have tried to focus mainly on issues of concern to women. following examples indicate some of the difficulties older women face when they return to school.

Admissions: "Older" women, even as young as 25 or 30,

are sometimes considered "too old" to enroll in

undergraduate programs. Although this attitude is changing, it nevertheless is indicative of the larger issue: traditionally undergraduate students are 18-22; students who are older are somehow seen as deviant.

Older women are not viewed as potentially good

students: If they have been raising children they are seen as having no relevant experience for admissions criteria, especially for graduate school. At one institution a few years ago, a special program for attracting retired military personnel was inaugurated at the same time that women in the same age bracket were told they were "too old" to return to

school.

Previous school records are seen as invalid because

they are not recent: Because the records are old, often the student cannot be admitted. (I was told, when I applied to graduate school, that my 14-year-old Master's degree had "expired".)

Women often have an irregular work and/or school history: Because of interruptions due to child-rearing and family responsibilities, this is often viewed negatively, as though it had the same meaning as an irregular work history which might imply instability for a male. Thus the older male often has an easier time being admitted than a woman of the same age.

In some schools special undergraduate programs of continuing education have been developed for non-traditional students, often meaning those over 25 years. Many of these programs began in response to the increasing number of women returning to school and are excellent. These programs cannot be limited by sex any longer; as a result of Title IX (which prohibits discrimination on the basis of sex) both men and women may attend. In some schools students have a choice as to whether to enter as a continuing education student or as a regular student; in others age is a determining factor. Because there are often differences in the requirements and the kinds of courses offered, restrictions such as these, based on age, might end up being violations of the Act. Women's groups are likely to suggest that the differing kinds of programs be optional and based on student needs rather than age.

Older students are often more motivated.

Many

professors remember the returning veterans of World War II