which all of the children went to college and are college graduates. These are the exceptional cases. But many families just don't have these skills and resources.

Senator DOMINICK. Thank you, Mr. Chairman.

Senator MONDALE. Thank you, Senator Dominick.

As these children begin to respond to the tutors and to the additional help from the parents and where they had the advantage of teaching materials and playthings and the rest, did you find the parents resented the fact that the children were apparently getting a better chance than they had? Did you find any resistance from the parents toward this help?

Dr. SCHAEFER. We have initial resistance from some parents as a generally hostile reaction to the stranger, but this resistance to a great extent was overcome early in the process. I was amazed after the project was terminated that many of the mothers would come to a group meeting and come early and stay late, because they enjoyed their relationships with one another and with the tutors in this project.

So the mothers after a while saw the tutors as friends and advisers and really close associates. So great relationships were built up that I think provided a lot of social support for the mothers and really gave the mothers a great experience. I remember one family sat at a soda fountain with one of our tutors, who is black, and they said, "Isn't it great that you are a college graduate and are earning such an excellent salary? Maybe our children can someday also go to college and do better."

So it was greatly clear they were identifying with the tutors and really saw them as close friends and very helpful in developing their aspirations and growth.

Senator MONDALE. Senator Dominick was asking questions involving the ancient dispute of working with the parents versus taking the children out of the home, and putting them in day care centers. You were making reference to an excellent day care center and then you didn't finish.

Dr. SCHAEFER. Well, that day care center found that although the children had achieved a high intellectual level after 2 years in the day care center, the IQ level began to drop a year after that experience. Senator MONDALE. In other words, they took the children into the day care center and they were coming along, but when that day care center was no longer available to the children, the momentum tended to drop off?

Dr. SCHAEFER. That's right, I would now say all children need early and continuing education just as you can't feed a child for 3 years and stop feeding him. I don't think you can give a child a rich stimulating experience for 3 years and terminate that and hope he will continue to grow.

Senator MONDALE. It is your view that we will do better by way of that stimulation and support if we bring the parents in on the effort and assist them to do a better job with their children?

Dr. SCHAEFER. Yes, because they will be supporting their child's education during the early years and they will continue to support it during the school years because parents are still very important after a child is in school.

Senator MONDALE. Then you found also, as I recall, although this experiment was with a mother usually and one of her children, that the mother was better able to help all of her children. I don't think you were here, Senator Dominick.

In one instance the mother was bringing along one of the other children faster than the outside tutor would have brought along one of the other children, because the mother was finding how to do it. This shows that the progress made with the target child spilled over into a better relationship between the mother and all of her children.

Dr. SCHAEFER. Susan Gray has demonstrated this by statistical study. She called it vertical diffusion. If you work with a mother to train her to educate one of her children, the younger children also show the effect of that training of the mother.

Senator MONDALE. Is there any evidence that the one child helps the other children?

Dr. SCHAEFER. I don't know of any statistical evidence. It seems quite probable. I think one of the most exciting things about this kind of vertical diffusion or training of a mother is that it may change her child-rearing skills sufficiently so if you work with the mother with her first child, she might carry on these skills to a great extent with subsequent children and eventually we might develop a pattern of child rearing and child care which is more effective in developing children.

Senator MONDALE. In your testimony you say that—

The emergence of these differences during the period of early language development suggests that language development, because of its high relationship with general cognitive development, may be critical for later intellectual growth and academic and occupational achievement.

What you found was that the kind of help that you provide one group, but not another, resulted in a net IQ difference over a period of how many months? How many months did you provide this help? Dr. SCHAEFER. Twenty-one months.

Senator MONDALE. Of an average of what percent?

Dr. SCHAEFER. IQ difference between the experimental control group was roughly 17 points. Is that the question?

Senator MONDALE. Yes. Did you find that 17-point difference to be significant?

Dr. SCHAEFER. Highly statistically significant and I would say socially significant also.

Senator MONDALE. Based upon your expertise, do you think that the children that received this help are in a substantially advantaged position in terms of going on and doing better in school and being better equipped to find employment to take care of themselves and their families?

Dr. SCHAEFER. I think so now. We are testing that by continuing to follow this sample and a year after the program terminated, we still find highly significant differences between the group we worked with and the group we had not.

Senator MONDALE. Do you find some deterioration?

Dr. SCHAEFER. Yes, we did. But I think that deterioration can be explained by the differences in test scores at 3 and 4. At 3 child test scores are highly determined to a great extent by his cooperativeness to the test, his task-oriented behavioral situation.

At 4 you are measuring more purely skills. At 4 we still found our experimental group had an IQ of 100 and the control group were at 90, so we had a 10-point difference at 4. Those data have not been fully analyzed, but that was essentially the result.

I am hopeful that those differences will persist in the next round of testing at age 5, but perhaps the importance here is that we continue to study the effects of these early programs in longitudinal research and that always we learn that a child needs this early and continuing stimulation. Perhaps in our tutoring work we should emphasize even more strongly teaching the parents these skills than we had in our program, which to some extent was centered on the child as well as the parents.

Senator MONDALE. Thank you very much, Dr. Schaefer, for your excellent testimony.

Dr. SCHAEFER. Thank you very much.

Senator MONDALE. The committee will be in session tomorrow at 9:30.

(Whereupon, at 11:55 a.m. the subcommittee recessed, to reconvene at 9:30 a.m., the following day, Wednesday, August 6, 1969.)

HEADSTART CHILD DEVELOPMENT ACT

WEDNESDAY, AUGUST 6, 1969

U.S. SENATE,

SUBCOMMITTEE ON EMPLOYMENT, MANPOWER AND POVERTY

OF THE COMMITTEE ON LABOR AND PUBLIC WELFARE,

Washington, D.C. The subcommittee met at 9:40 a.m., pursuant to recess, in room 4232, New Senate Office Building, Senator Walter F. Mondale, presiding pro tempore.

Present: Senators Mondale, Kennedy, Javits, Prouty, and Dominick. Committee staff members present: Robert O. Harris, staff director; William R. Bechtel, majority counsel to the subcommittee; and John Scales, minority counsel to the subcommittee.

Senator MONDALE. The subcommittee will come to order.

This morning's hearings continue on the proposed Headstart proposal S. 2060.

Our first witness this morning is the Assistant Secretary for Administration, Department of Health, Education, and Welfare, Mr. James Farmer. Accompanying him is Mr. Jule Sugarman, Acting Chief of Children's Bureau, and Acting Director of the Office of Child Development.

Mr. Secretary, we are very glad to have you here this morning. You may proceed.

STATEMENT OF HON. JAMES FARMER, ASSISTANT SECRETARY FOR ADMINISTRATION, DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE; ACCOMPANIED BY JULE SUGARMAN, ACTING CHIEF OF THE CHILDREN'S BUREAU AND ACTING DIRECTOR, OFFICE OF CHILD DEVELOPMENT; AND CREED C. BLACK, ASSISTANT SECRETARY FOR LEGISLATION, DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE

Mr. FARMER. Mr. Chairman and members of the committee, also with me is Mr. Creed Black, who is Assistant Secretary for Legislation of Health, Education, and Welfare, and with your permission, sir, I would like to read the prepared statement, and the gentlemen with me and I will be glad to answer any questions that you and the committee may have.

Senator MONDALE. Very well.

Mr. FARMER. I am pleased to have the opportunity to appear before you today to discuss the Office of Child Development and the various early childhood programs which are assisted by the Federal Government.

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