I have two or three instances where the teachers came selling books but never came to see about the kids, and if you call the school they send you a note home. You think they are going to talk about a problem. They want to tell you about how bad your kids are. And with the Headstart program if we find a child coming to school and not participating like we feel that a little kid should, being bad, that is really what they are. They are not bad, just playful.

If we find that children are not responding like this we go into the home. Maybe the mother has a problem, you know, and invite her to come out to the center to participate in the meeting and this way we find out why a lot of people don't participate.

They don't have the adequate clothing and shoes. Maybe they are on welfare and they don't get enough money to do all of the things like, you know, boys clothes and feed the children or do anything.

But the public school is bad because it doesn't take into consideration the failing but Headstart does.

Senator MONDALE. You find sometimes that the parents aren't getting along with their children and you have to do something to try to correct that. Have you found that?

Mrs. GODBOULDT. Yes, sir.

Senator MONDALE. What do you do there?

Mrs. GODBOULDT. I happen to be one of those parents.

Senator MONDALE. You are one of them?

Mrs. GODBOULDT. Yes, sir. I never understood my children. I have teenagers and one older daughter and the rest of them are teenagers. And I found out I wasn't able to communicate with them. And then I have a problem of one of my daughters, my teenage daughter was taking drugs, and the school, the public school that she was attending had never, you know, even said she was taking drugs or anything. They just said she was being on "reds" and they transferred her to what they call a school of social adjustment and we found out after I started looking for Headstart parents and groups and listening to the different ones that we would have at different times, like the narcotics man came and he described how a kid looked when they take drugs, secanol, or sleeping tablets, I am told, and they call them dropping reds, and we found my daughter was dropping reds and smoking marihuana.

Senator MONDALE. But you found this out yourself from what you learned from others?

Mrs. GODBOULDT. Yes, from what I learned in the Headstart program.

Mrs. ORTEGA. I would like to say something about the public schools. In our community we have a group called Parents and Teachers Community Counciling. We went into our public school as a group to speak to the principal; this school serves an entire community (Cortez Street School).

This school has had the same principal for 19 years; she has never allowed parents to get involved with her or teachers in any way. Now that we went in as a group she decided, she would rather resign. She never accepted having a PTA, or any other kind of parentinvolvement group. Now we have a new principal. We held a meeting with him and we found him to be really concerned with the community as well as the children who attend his school. As a couple

of weeks ago he has gone from home to home walking and meeting parents in the community. When the new semester starts he will have all of his new teachers walking with him. So they could understand the children and see how they live because you can't expect a child who is hungry and tired to go to school ready the next morning to do their work. All this was achieved because parents finally decided. that it was up to them to do something about it.

I would like to add into my testimony that in our Headstart program we have many teachers who are bilingual and help our Spanish-speaking children to learn the English language very well before they go into our public schools. In our own Headstart side, we have many children who did not speak English until after they attended Headstart for a few months. This is very important for Spanishspeaking children because they find it easier to get along with their classmates as well as the teachers when they enter public school.

Senator MONDALE. Do you find that the members of your parents advisory committee attend the meetings and participate actively or are there members who do not come out to the meetings?

Mrs. GODBOULDT. No, not really. Because starting from the center level, the group that I am with covers the whole Greater Los Angeles area. And I have really good response from the parents because we have not only parents, we have community people involved in this advisory committee, and they feel great, you know, coming to this committee, to these meetings, because they can make policy and do things that they couldn't do in the public school on the PTA level. So we do have a good response.

Senator MONDALE. Have many of the people from the community that have been employed by Headstart as teachers' aides or community aides left the welfare rolls as a result of these jobs?

Mrs. GODBOULDT. Yes, we have quite a few community aides who started out in the program. They have come off of the welfare rolls, and as far as advancing, they have good development, they go to college for so many hours and they get the benefit of a good education. So we do we have quite a few.

I know it really might not make a dent in the welfare roll itself but in this program it is a thing that we are very proud of that we were able to help people motivate and give them something to look forward to.

We have community aides that came in as assistant teachers that are now Headstart teachers and they are looking forward to the day when they can take this knowledge, what they have, you know, acquired in Headstart and go into the public school and maybe break down some of these barriers that we have now.

Senator MONDALE. I was impressed with the teachers' aides in Minnesota. I met with some of them and they pointed out what this involvement meant to their lives in several ways. Their children were proud of them. Many of them had previously no understanding of what their kids were doing at school and suddenly they were going to school together, so to speak. They received income they desperately needed and many of them went on to further schooling.

This reminded them that they had talents that they could use. It sometimes changed the whole life of the family.

Senator Murphy.

Senator MURPHY. I am interested, have you any suggestion whereby the program might be improved?

Mrs. GODBOULDT. Yes, Senator; the program can be improved if we get some more money.

Senator MURPHY. That I know. But I mean assuming that maybe for a little while we will have to get along on what money we have. Are there any other ways besides just more money?

Mrs. GODBOULDT. No; more money.

Senator MURPHY. I see.

Mrs. ORTEGA. I think the program is doing great. At least ours is, as it is right now, but we have too many children on our waiting list. Senator MURPHY. What would you do with more money, just take in more youngsters?

Mrs. GODBOULDT. No. If we had more money we would expand the program to take in more children and then we would be able to hire more community people and enrich our community by bringing these people into the program.

We would be able to hire more in our Spanish-speaking community. We would be able to hire more bilingual parents to come in and help with the children that don't learn English in the home and give these children a greater opportunity when they go into the public schools so they won't be classified as morons and mentally retarded children. So you see that is why we need more money, not just to expand the program but to do a lot of things.

Senator MURPHY. Other than that, the program is working well, you are satisfied?

Mrs. GODBOULDT. Not really satisfied because we still have this problem of worrying about the children that are not being touched. But we are satisfied with the program now.

Senator MURPHY. What percentage of children that should be taken care of are you able to work with now?

Do you get half of them or a third?

Mrs. GODBOULDT. No; we are serving about 20 percent of the children.

Senator MURPHY. You spoke before about breaking down the barriers in the public schools. What would they be?

Mrs. GODBOULDT. Well you have now your teachers in the Headstart program; they are very friendly, they know how to treat a parent, they know how to make you feel you can talk to them on a 1-to-1 basis.

You don't feel if you don't speak correct English or you make a mistake you are ashamed. But in the public schools we have this problem. We have teachers that don't make an effort to understand the parents and they don't make an effort to understand the children, and parents shy away from the public schools.

Senator MURPHY. In other words, it might be a good idea if some of the experience and practices of Headstart would be transmitted into some of the teachers in the public schools so that you could not only help the youngsters but also help the teachers.

Mrs. GODBOULDT. This is true.

Senator MURPHY. I have no more questions. I know that this program works well and I hope we can get more money.

I was pleased this morning to get some money for the disaster area. You remember the floods?

Mrs. GODBOULDT. Yes.

Senator MURPHY. I have been trying to get money for that and finally got an extra bit this morning, I am glad to hear.

Senator MONDALE. How much was that bit?

Senator MURPHY. $25 million. It is not nearly enough but this is for people that have lost their properties and stock.

Senator MONDALE. We need that money in Minnesota.

Senator MURPHY. We have a bill going. We are both trying to help both Minnesota and California.

If I may just say I would like to ask the chairman's permission to put in the record an article of June 13, in the Los Angeles Times which spells out exactly how successful your program has been I would like that to be part of the record.

Senator MONDALE. Without objection.
(The article referred to follows:)

STATE'S VERSION OF PROGRAM-CHILDREN MAKE STRONG GAINS
IN HEADSTART, STUDY CLAIMS

(By Jack McCurdy)

SACRAMENTO.-Children in California's version of the Head Start program made twice the normal gains on language tests after almost a year in the classes, the first evaluation of the project showed Thursday.

They averaged a growth of 14 months in reading ability over a seven-month period, the study indicated.

The evaluation, presented to the State Board of Education, reflects the most dramatic improvement in pupils' achievement of any state program in the nation, state officials said.

The findings are in sharp contrast with conclusions from a widely publicized study of the National Head Start Program reported several months ago by Westinghouse Learning Corp.

It indicated that children involved in Head Start summer classes in 1966 had received little benefit from the instruction.

However, California's program is producing "dramatic and positive results." Mrs. Jeanada Nolan, head of the state's preschool program, told the board.

The study of California's preschool classes, she said, is the first since the program began in 1965. It was recommended by the Legislature two years ago and launched last fall.

About 1,550 children, representing approximately 10% of the youngsters enrolled in the state program, were tested last October and last May in an attempt to measure any changes in their achievement level over the seven-month span. The pupils were located in Los Angeles, the San Francisco Bay area, other parts of Northern California and the San Joaquin Valley. All major racial and ethnic groups were included, she added.

The Peabody Picture Vocabulary test, a widely used test to assess the intellectual status of very young children, was used.

The test is reliable, and the children involved were carefully drawn to fairly represent a cross section of the preschool pupils, the report said.

As a result, it added, "it can be safely concluded that the increase (in achievement) can be attributed to the effects of the preschool educational program." The report also indicated that the children who were tested raised their IQs (intelligence quotients) an average of 17 points over the seven-month period. On the first test, their average IQ was 88. By the May test, it had risen to 105. In another analysis of the test scores, the study showed that the average growth in "mental age" of the pupils totaled 16 months over the seven-month period. This was arrived at by averaging the tested mental age of the pupils in October and May and then comparing them.

They averaged three years, nine months in October when their actual age averaged 4 years, three months.

In May, they averaged 5 years, 1 month in mental age, and in actual age they had remained an average of 4 years, 10 months.

This analysis showed that after seven months in the classes, their mental age as reflected on the test had exceeded their actual age by three months-makin them above-average in language ability.

Max Rafferty, state superintendent of public instruction, told the board that despite what the Westinghouse study showed. "Head Start did make a difference in California."

Mrs. Nolan challenged the validity of the Westinghouse study, pointing out that the children who were tested only were involved in about eight weeks of Head Start classes.

She said no pretests were used and that when the children were tested, about two years had elapsed since they had been in Head Start classes.

The study was based on a comparison of their test scores with those of children who had not been in the program, showing little difference.

Senator MURPHY. Have you seen that article?

Mrs. GODBOULDT. Yes. The newspaper story is about our attempts in Los Angeles to build a better Headstart program. Sometimes we disagree about the best way to do this, but we all agree that it must be expanded to serve more children and funded through local community agencies.

Senator MURPHY. Did you write it?

Mrs. GODBOULDT. It was written by Jack Jones.
Senator MURPHY. Yes. He does a good job.

Mrs. GODBOULDT. Yes, he does. We like him.

Senator MURPHY. I have no more questions, Mr. Chairman.

I would like to congratulate both of you for coming here and for your testimony and for the excellent job that you are doing. Mrs. GODBOULDT. Thank you.

Senator MURPHY. Keep California No. 1.

Mrs. GODBOULDT. We will try.

Senator MURPHY. You know I was able to get that bilingual bill through last year and got some money for that, too.

Mrs. GODBOULDT. Thank you.

Senator MURPHY. We got the bill through and they took all the money out and I had to go back and I got the money put back and we will get some more this year.

Mrs. GODBOULDT. Good.

Senator MURPHY. Thank you, Mr. Chairman.

Senator NELSON (presiding). I apologize for not being able to be here to hear your testimony. Senator Mondale advises me it was excellent and on behalf of the committee I want to thank you both for taking the time to come here and contribute to the record of these hearings.

Mrs. GODBOULDT. Thank you.

Mrs. ORTEGA. Thank you.

Mrs. GODBOULDT. Are you finished with us?

Senator NELSON. Yes.

Mrs. GODBOULDT. Thank you.

Mrs. ORTEGA. Thank you.

Senator NELSON. Our next witness is Dr. Benjamin Bloom, professor of education at the University of Chicago.

STATEMENT OF DR. BENJAMIN BLOOM, PROFESSOR OF EDUCATION, UNIVERSITY OF CHICAGO

Senator NELSON. Doctor, the committee is very pleased that you have been willing to take the time from your busy schedule to come here and testify and your statement will be printed in full in the record and you may present it any way you desire.