FACT SHEETS HIGHER EDUCATION ACT OF 1965 Title I-University extension and continuing education. Title II-College library assistance and library training and research. Title III-Strengthening developing institutions---. Title IV-Student assistance: A-Undergraduate scholarships__. B-Insured, reduced-interest loans__. C-College work-study program extension and amendments_ Total____ 1 In addition to $84,000,000 contained in budget request for the Economic Opportunity Act of 1964 (Public Law 88-452). No additional cost. 159 ESTIMATED FEDERAL PAYMENTS UNDER THE "HIGHER EDUCATION ACT OF 1965" $219, 000, 000 17, 555, 551 $20, 000, 000 $70, 000, 000 $129, 000, 000 19, 626, 115 68, 600, 000 126, 420, 000 5, 702, 179 525, 972 1,820, 776 Kentucky. 2,886, 872 270, 743 1, 185, 614 920, 246 4, 406, 573 Louisiana. Maine 340, 750 1, 430, 189 5, 174, 073 363, 008 1, 131, 676 Maryland Massachusetts. 175, 937 1,692, 334 336, 189 3, 218, 435 358, 156 1, 006, 128 5, 658, 360 507, 874 1, 811, 729 8, 361, 732 Minnesota.. 718, 511 2, 688, 570 4, 451, 308 368, 938 1, 436, 010 4, 299, 709 276, 057 1, 415, 355 5, 304, 563 437, 636 Montana.. 1, 711, 985 938, 454 153, 988 Nebraska 275, 943 1, 643, 951 53, 051 3,029, 566 498, 841 3, 118, 731 508, 523 1, 934, 464 Nevada 213, 059 605, 519 1, 115, 886 349, 499 129, 959 New Hampshire. 77, 226 747, 404 149, 598 210, 284 142, 314 387, 522 TITLE I-UNIVERSITY EXTENSION AND CONTINUING EDUCATION Background Fifty years ago, when most Americans were engaged in agrarian occupations, the Nation looked for a way to enlist higher education in the important assignment of making farm families more productive and their lives more rewarding. Congress responded with the Smith-Lever Act of 1914, which made instruction, research, and extension services widely available through the land-grant colleges. Doubtless more than any other factor, this three-sided program has been responsible for the unparalleled progress of our farm and rural areas. Today 70 percent of the people live in urban areas. Much work lies ahead to fully examine the meaning to the Nation of this shift in homes, occupations, and social problems. While land-grant colleges still provide the best schools of agriculture, few adequate programs exist that meet head-on the problems of urban life. As it did with rural life, higher education can help find the answers. The unique and invaluable resources of the Nation's great universities can deal with such contemporary problems as poverty and community development. "The role of the university," President Johnson said, "must extend far beyond the ordinary extension-type operation. Its research findings and talents must be made available to the community. Faculty must be called upon for consulting activities. Pilot projects, seminars, conferences, TV programs, and task forces drawing on many departments of the university-all should be brought into play. "This is a demanding assignment for the universities, and many are not now ready for it. The time has come for us to help the university to face problems of the city as it once faced problems of the farm." Proposal Title I proposes a 5-year program to assist in the solution of community problems in such areas as housing, poverty, government, recreation, employment, youth opportunities, transportation, health, and land use. It does so by making grants and contracts to help colleges and universities develop more effective methods and teaching in their continuing adult education and extension programs, and to strengthen their public service resources. University-operated programs described in a State plan approved by the U.S. Commissioner of Education might include professional retraining and refresher programs; training and consultative services to local, State, and Federal Governments; training in leadership and program planning for voluntary associations; continuing adult education, including special programs for culturally disadvantaged adults leading to better employment opportunities; educational services relating to aging; programs for women preparing to enter or reenter the labor market; and other training, demonstration, and public service programs. A National Advisory Committee on Education and Continuing Education would advise the Commissioner on policies and procedures governing the approval of State plans and of grants and contracts for special experimental approaches. During 1968, the Secretary of Health, Education, and Welfare would appoint a Review Council on Extension and Continuing Education to review the administration of this program and to make recommendations for needed improvements. Eighty percent of the funds appropriated would be apportioned as follows: $25,000 each to Guam, American Samoa, and the Virgin Islands; and $100,000 to each of the States, the District of Columbia, and Puerto Rico. Funds not consumed in this 80-percent distribution would be apportioned among the States and territories based on their population. Federal funds would cover 90 percent of the costs of the programs in fiscal year 1966; 75 percent in fiscal year 1967; and 50 percent in fiscal years 1968-70. Up to 5 percent of the expenditures for which Federal payment is made could be for developing and administering the State plan. Twenty percent of the funds appropriated would be reserved for the Commissioner to use for grants or contracts with institutions of higher education to pay part of the cost of experimental approaches to extension and continuing adult education related to the solution of community problems. These funds could also be used to augment grants made for programs under the State plan. First-year authorization would be $25 million. TITLE II-COLLEGE LIBRARY ASSISTANCE AND LIBRARY TRAINING AND RESEARCH Background More than ever, excellence in teaching and research depends on an adequate selection of books, periodicals, scientific journals, and documents. Yet 50 percent of our 4-year institutions of higher learning and 82 percent of our 2-year institutions fall below accepted minimum standards in the number of volumes in their libraries. Moreover, current national statistics show a decline in the number of college and university library books per student. The reason is that enrollments are increasing faster than per student expenditures for books. Today, an estimated $226 million is needed merely to stock the shelves of our universities with the books needed for the present student and faculty population. Meanwhile, rising college and university enrollments are expected to swell from today's 4.8 million to 6.9 million by 1970. Beyond the need for bringing libraries of institutions of higher learning up to minimum standards, there is the additional task of providing vastly improved library resources for an increasing number of students engaged in research for advanced degrees. The number of doctoral degrees is doubling every 10 years. Yet at least 15 universities which offer a Ph. D. degree in a variety of fields have libraries with fewer than 150,000 volumes-barely enough for a small liberal arts college. This inadequacy is further exaggerated by the 6 million professionals whose careers depend directly upon the availability of superior library resources. A growing population with growing needs for library services will also create additional pressures for more librarians. To meet minimum staffing standards for the expanding system of school, public, and university libraries, an estimated 125,000 additional librarians are required. However, library schools are graduating only about |