MR. CHAIRMAN AND MEMBERS OF THE SUBCOMMITTEE ON EDUCATION, THE ARTS AND HUMANITIES, IT IS NOT OFTEN THAT I HAVE THE PLEASURE OF APPEARING IN THESE CHAMBERS AND ADDRESSING MY DISTINQUISHED COLLEAGUES IN THE SENATE ON EDUCATIONAL MATTERS. FOR THAT REASON, I AM ESPECIALLY DELIGHTED TO BE HERE TODAY TO DISCUSS WITH THIS COMMITTEE MY PROPOSALS FOR REAUTHORIZATION OF THE HIGHER EDUCATION ACT. THOSE OF US IN THE HOUSE WHO ARE INVOLVED WITH EDUCATIONAL LEGISLATION ARE WELL AWARE OF THE KEY ROLE THIS COMMITTEE HAS PLAYED IN MARSHALLING IMPORTANT LEGISLATIVE INITIATIVES THROUGH THE CONGRESSIONAL PROCESS. I RECENTLY HAD AN OPPORTUNITY TO CLOSELY MONITOR THE EFFICIENT OPERATION OF THIS COMMITTEE UNDER YOUR OUTSTANDING LEADERSHIP, MR. CHAIRMAN, DURING CONSIDERATION OF THE LEGISLATION EXTENDING A NUMBER OF ELEMENTARY AND SECONDARY EDUCATION PROGRAMS IN 1976. AS YOU MAY RECALL, MR. CHAIRMAN, I INTRODUCED MY OWN ELEMENTARY AND SECONDARY REAUTHORIZATION BILL AT THAT TIME, AND I AM PLEASED TO REPORT THAT MANY OF MY MAJOR RECOMMENDATIONS WERE INCORPORATED IN THE 1976 ACT EVENTUALLY SIGNED INTO LAW. THAT EXPERIENCE ILLUSTRATED TO ME THE IMPORTANCE OF DESIGNING AND INTRODUCING PROPOSALS WHICH CLEARLY SPEAK TO THE NEEDS OF LOW-INCOME AND DISADVANTAGED STUDENTS. ONCE AGAIN, I PLACE BEFORE YOU FOR YOUR CONSIDERATION THIS MORNING, MY OWN LEGISLATION WHICH WILL BE INTRODUCED IN THE SENATE LATER THIS WEEK. MY BILL SPECIFICALLY FOCUSES ON THOSE TITLES IN THE EXPIRING ACT WHICH IMPACT SIGNIFICANTLY ON STUDENT ACCESS AND RETENTION AS WELL AS PROFESSIONAL AND INSTITUTIONAL DEVELOPMENT; THEREFORE, IT WOULD AMEND TITLES II, III, IV AND IX OF THE CURRENT LAW. I SHOULD EMPHASIZE THAT THE HOUSE BILL, H.R. 5192, REPORTED OUT OF THE EDUCATION AND LABOR COMMITTEE ALREADY INCLUDES SEVERAL OF MY MAJOR RECOMMENDATIONS. I HAVE PREPARED AN EXTENSIVE WRITTEN STATEMENT WHICH REVIEWS EACH COMPONENT OF MY BILL IN GREAT DETAIL, AND I ASK PERMISSION TO HAVE THIS STATEMENT ENTERED INTO THE COMMITTEE'S RECORD. IN THE INTEREST OF BREVITY, HOWEVER, LET ME LIMIT MY REMARKS THIS MORNING TO MY PROPOSALS INVOLVING TITLES III AND IV. TITLE III - STRENGTHENING DEVELOPING INSTITUTIONS CONSEQUENTLY, MANY TITLE III IS THE ONLY SOURCE OF DIRECT, INSTITUTIONAL AID IN THE ENTIRE FEDERAL HIGHER EDUCATION ACT. POSTSECONDARY INSTITUTIONS HAVE BECOME INTERESTED IN FUNDING AVAILABLE UNDER THIS PARTICULAR TITLE. TITLE III FUNDS HAVE PLAYED A KEY ROLE IN UNDERGIRDING THIS NATION'S SMALL PUBLIC AND PRIVATE COLLEGES WHICH ENROLL STUDENTS FROM A RANGE OF ECONOMIC, RACIAL AND ETHNIC BACKGROUNDS. THESE SMALLER SCHOOLS INCLUDING SOME WOMEN'S COLLEGES, COMMUNITY COLLEGES AND TWO YEAR INSTITUTIONS WITH AN INDIAN CONSTITUENCY HAVE RECEIVED FINANCIAL ASSISTANCE UNDER THIS TITLE. TITLE III MONIES HAVE ALSO PROVIDED A MAJOR LIFELINE OF FEDERAL SUPPORT TO HISTORICALLY BLACK INSTITUTIONS. IN FACT, MANY INCORRECTLY VIEW TITLE III AS EITHER A "BLACK PROGRAM" OR A PROGRAM EXCLUSIVELY SERVING BLACK INSTITUTIONS. HOWEVER, INFORMATION I HAVE REVIEWED CONCERNING AWARDS OVER THE 14 YEAR. LIFE OF THE PROGRAM SUGGESTS CING FINANCIAL DIFFICULTY BECAUSE OF DECLINING STUDENT ENROLL- BEEN SURFACED MUST BE DIRECTLY ADDRESSED IF WE ARE TO MAINTAIN THE CURRENT TITLE III FOCUS ON INSTITUTIONS ENROLLING SIGNIFICANT NUMBERS OF MINORITY AND OTHER LOW-INCOME STUDENTS. BEFORE I DISCUSS THE APPROACH I HAVE TAKEN IN MY BILL TO CONFRONT THESE CONCERNS, I WOULD LIKE TO CALL THE COMMITTEE'S ATTENTION TO SOME LITTLE KNOWN FACTS ABOUT BLACK HIGHER EDUCATION INSTITUTIONS. BLACK COLLEGES WERE ESTABLISHED TO SERVE A SEGMENT OF THIS NATION'S POPULATION WHEN BLACK STUDENTS WERE EXCLUDED FROM ADMISSION TO MOST PREDOMINANTLY WHITE INSTITUTIONS BY LAW OR SOCIAL PRACTICE. DURING THE LATER PART OF THE LAST CENTURY, THE MOST DISMAL PERIOD IN THE STRUGGLE TO ENFORCE THE CIVIL AND POLITICAL RIGHTS OF BLACKS, THESE INSTITUTIONS MAINTAINED A CONTINUING EMPHASIS ON THE EDUCATIONAL NEEDS OF BLACK AMERICANS LONG BEFORE THE LANDMARK LEGISLATION THAT WAS TO FOLLOW ALMOST ONE HUNDRED YEARS LATER IN THE 1960'S. THE TALENTED BLACK LEADERSHIP WHICH HAS SERVED IN THIS COUNTRY'S ARMED FORCES DURING BOTH WORLD WARS WAS LARGELY EDUCATED AT HISTORICALLY BLACK COLLEGES. EVEN TODAY, 75 PERCENT OF THE OFFICERS COMMISSIONED IN THE VARIOUS BRANCHES OF THE SERVICES CONTINUE TO GRADUATE FROM THESE INSTITUTIONS. SIMILARLY, THREE QUARTERS OF BLACK AMERICANS RECEIVING PH.D DEGREES HAVE RECEIVED INSTRUCTION AT HISTORICALLY BLACK COLLEGES AS WELL AS 80 PERCENT OF ALL BLACK FEDERAL JUDGES AND 85 PERCENT OF BLACK PHYSICIANS. I DARESAY THAT THE VAST MAJORITY OF OUR ELECTED AND APPOINTED POLICY MAKERS AT THE STATE AND FEDERAL LEVELS HAVE ALSO ATTENDED AN HISTORICALLY BLACK COLLEGE. WHILE WE MAY ENGAGE IN ACADEMIC DEBATES CONCERNING THE MERITS OF HISTORICALLY BLACK COLLEGES, THESE INSTITUTIONS - COMPRISING LESS THAN 5 PERCENT OF THIS NATION'S HIGHER EDUCATION COMMUNITY STILL AWARD MORE THAN HALF OF ALL BACCALAUREATE DEGREES EARNED BY SUPPORTERS OF BLACK COLLEGES HAVE REPEATLY BEEN ASKED TO SOME OF THESE SCHOOLS OCCUR AS A RESULT OF STAFF AND RESOURCE SURVEY OF MEMBER INSTITUTIONS DISCLOSED THAT ALMOST HALF OF |