this fall. Dr. Simon is one of nearly 4,000 National Defense Education Act doctoral candidates who have been given a similar opportunity at 149 higher institutions as a result of the fellowship awards of these first 3 years.

This title, with its emphasis on expansion of opportunities for doctoral candidates in institutions of higher education, and on the award of fellowships to persons who contemplate careers in teaching, will provide a much needed increase in qualified teachers for our colleges and universities. In view of the estimated need for 22,500 additional new faculty members each year, however, greater efforts are necessary.

The successful experience which the Office of Education has had with title IV, in cooperation with the graduate schools of the country, clearly indicates that this program, enlarged and placed on a continuing basis, will play a key role in assuring that requisite faculty will be available to train the large number of young men and women who will be entering upon higher education in the coming years.

We propose, accordingly, that title IV be made permanent and that the aggregate number of new fellowships to be awarded annually be increased from 1,500 to 5,000, with up to 2,500 to be awarded to persons accepted by institutions establishing new or expanded graduate programs as under the present title.

The remainder of the fellowship would be awarded so as (1) to take advantage of existing underutilized graduate facilities, (2) to encourage college teachers who do not yet have their doctorates to return to their graduate schools to complete their doctoral dissertations, and (3) to assist a modest number of college teachers who are in need of postdoctoral training.

We also recommend that the Commissioner of Education be authorized to appoint substitutes for fellowships vacated before the full term is used. This is not now possible under the act.

We propose that the cost-of-education allowance to the institution attended by a fellowship holder be fixed at $2,500 per fellow in new or expanded graduate programs, and at $2,000 in other programs, in lieu of the varying amounts now authorized. Experience indicates that these amounts are well within the average costs involved, and that the administrative burdens to the institutions and the Federal Government of determining costs on a fellow-by-fellow basis are not warranted. Also, the provisions relating to the amounts of stipends for the fellows would be made more flexible so that they could readily be adjusted in the light of changes in the cost of living and other relevant factors, by making the amounts subject to determination by the Commissioner.

We recommend that the act be amended to give preference in the award of fellowships (except those awarded in connection with new or expanded graduate programs) to those who intend to teach in elementary and secondary schools as well as to those who intend to teach in institutions of higher learning.

TITLE V GUIDANCE, COUNSELING, AND TESTING

In view of the emphasis of the act upon the encouragement of talented students and upon the related necessity of identifying talent, the progress under title V is particularly significant. The programs authorized by title V have increased the emphasis on excellence in our secondary schools. They have helped to direct the attention of schools and communities to young people of talent and they have helped counsel these students to take the necessary subjects for college entrance. Consequently, many able high school students have been assisted in obtaining entrance into institutions of higher education.

State reports indicate that more high school students, teachers, and their parents have access to the services provided by more qualified counselors in order that the abilities and aptitudes of our children and youth may be more effectively identified and developed. This added service makes substantial contributions to the reduction of school dropouts and more appropriate college and career planning.

Under the State programs authorized by title V(A), there has been a 50percent increase in the number of qualified full-time equivalent counselors employed by secondary schools during the 2-year period. This increase is from about 12,000 to about 18,700, and is a noteworthy addition to the effort to encourage better education for American youth. The national counselor pupil ratio has improved during this time from 1:750 to 1:610, a substantial step toward the accepted ratio of 1:300.

More than 6.8 million aptitude and ability tests were given to public secondary school students in the school year 1959-60 under the act, representing over one

third of the 19 million given in the country. More than 75 percent of all secondary school students were tested in that year. While testing is not a perfect instrument for identifying talent, the contribution of the act toward the national effort in this direction is certainly noteworthy.

The counseling and guidance institutes authorized by title V (B) of the act and under funds already spent or obligated will have assisted in the training of more than 9,000 secondary school counselors. These counselors may be expected to influence at least 2,700,000 secondary students each year.

Although these efforts are of great importance, we recognize that the dropping out of talented young people before completion of secondary school is still a major problem. Intensified efforts must be made through enlarged and improved programs of guidance, counseling, and testing to keep our youth in school until they have reached the highest level of education permitted by their abilities.

One important fact about this problem which the act does not recognize is that the attrition in enrollment of talented students often has its origin earlier than the ninth grade. We are, therefore, recommending the continuation of the program for guidance, counseling, and testing for an additional 3 years. The State programs under part A of title V would be extended to the seventh and eighth grades. The institute program under part B-which is now available only to secondary school personnel-would be extended to include elementary school counseling and guidance personnel.

We also propose that additional Federal funds be made available to State educational agencies on a matching basis for improved statewide professional leadership in this field. The States have made substantial gains in improving their programs of professional supervision in guidance, counseling, and testing. However, there were no provisions in the original act for funds to assist in the administration of this program. The absence of this provision has seriously handicapped the States in the effective administration of the program during the past 3 years.

Finally, we recommend that the programs be augmented by authorizing the Commissioner to award traineeships to selected individuals who are able and willing to undertake specialized training in guidance and counseling at institutions of higher education.

TITLE VI: LANGUAGE DEVELOPMENT PROGRAM

The timeliness and effectiveness of title VI are attested on every hand. The title VI language institutes, under funds already spent or obligated, will have contributed to the training of 7,000 language teachers in the elementary and secondary schools. The languages they teach include French, Spanish, German, Russian, Italian, modern Hebrew, Japanese, and Chinese. The university language centers for the teaching of important languages less commonly taught, and of the related-area studies, now number 47. Fourteen hundred fellowships have been awarded for study in 43 languages, over 1,150 of them in the 6 languages determined by the Commissioner to be critical-Arabic, Chinese, HindiUrdu, Japanese, Portuguese, and Russian.

When we realize that probably millions of our citizens will in the future be called upon to serve their country abroad, and that our posture in the world calls for a more objective understanding of other peoples on the part of every American, both abroad and at home, the importance of the title VI program is most compelling.

We are recommending that the language development programs authorized by title VI of the act be made permanent.

In addition, the Commissioner would be authorized to make grants to enable teachers of modern foreign languages, including college teachers, to obtain advanced training in the foreign country or area where the language they teach is commonly used, and to arrange with institutions of higher education for the establishment of institutes in the field of English as well as modern foreign languages.

Title VI already recognizes the essential unity of the study of a language with the study of the total culture of which the language is a part. Advanced training of foreign language teachers in the countries where languages they teach are spoken is a needed extension of the program. As you well know, academic work alone cannot substitute for actual experience in the culture being studied. Adding English to the language development field would accomplish two important purposes. It would remove a technical barrier which now prevents the act from being used to assist in essential language instruction for the large 69660 0-61

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number of Americans whose native language is not English. More significant, however, is the crucial position of English as a keystone of the entire learning process. The student's progress in other languages, as well as in other parts of the curriculum, depends upon his ability to understand and use the English language.

TITLE VII: EDUCATIONAL MEDIA

The program of research, experimentation and dissemination of information under title VII, is chiefly concerned with the improvement of school and college instruction through more effective uses of the modern media of communication. Television, motion pictures, teaching machines, and related media have shown marked potential for direct improvement of learning by individual students and classes of varying size. Under title VII, there have been 138 research grants and 76 contracts for dissemination activities.

This program is helping to develop a sounder base of research for the guidance of teaching practices in our schools and homes. It is helping to develop a blueprint for the future development of a sound educational television enterprise and for the development and use of teaching machines and other new media. It is giving a major stimulus to the flow and use of research information, to the reporting and indexing of materials, and to the coordination of the efforts of public and private agencies working in this field.

Because of its vital role in harnessing modern communications technology for the benefit of education, we recommend extension of title VII for a period of 3 years. During this time there will be concluded more exhaustive studies of the use of these media in our schools and colleges. We can then reach sounder conclusions with regard to the future direction and content of this program.

TITLE VIII: AREA VOCATIONAL EDUCATION PROGRAMS

Title VIII has been an important stimulus in the strengthening of instruction in technical subjects vital to our national defense and well-being. It has made possible, for example, the conduct of rigorous instruction for preparation of high-level technicians in many geographical areas where such instruction has been hitherto unavailable. Furthermore, it has greatly increased the attention given by the States, on their own initiative and funds, to the area concept on which title VIII is based.

The success of this title has given valuable indications relative to the future pattern of vocational education. We believe, however, that consideration of possible amendments to this title should be deferred until we have in hand the findings of the advisory group which the President has directed the Secretary to convene for the study of the National Vocational Education Acts. Hence, we recommend extension of title VIII for an additional 3 years.

TITLE IX: SCIENCE INFORMATION SERVICE

No changes are recommended in title IX, which is administered by the National Science Foundation. This title contains a continuing authorization for the conduct of a science information service.

TITLE X, SECTION 1009: IMPROVEMENT OF STATISTICAL SERVICES OF STATE

EDUCATIONAL AGENCIES

This program has played an important part in improving and expanding State educational statistics programs. Of the 40 States which have installed or expanded automatic data-processing systems, 37 have done this through this program, and by these and other innovations, the States have improved their capacity to supply essential educational information for National use. Progress in the States must precede the development of a sound National program. This program would be placed on a continuing basis, enlarged to some extent and the emphasis would be changed from new, added, and expanded programs only, to both improvement and sharing in the support of an on-going program with increased attention to relations between State and National educational statistics. The Federal Government's interest in having basic, accurate, and current statistical data can be served only if we contribute to the adequate financing of State statistical programs.

TITLE X, SECTION 1001 (d): SURVEY OF FEDERAL PROGRAMS IN HIGHER EDUCATION The activity authorized under section 1001 (d) is of very far-reaching significance. As the Congress wisely acknowledged, the growing dependence of the Federal Government upon the resources of our colleges and universities makes it necessary to insure that these resources are not weakened by the specialized nature of the Government's demands upon them.

The inquiry which is going forward under this directive portrays a wide range of Federal activities affecting in important ways the educational programs of many colleges and universities. Some of these activities, such as programs for the improvement of instruction in special subject matter fields, directly affect the educational programs of elementary and secondary schools. Federally sponsored activities directly affecting one part of the educational system may be producing indirect effects, good or bad, in other parts of the system. In developing policies and procedures which will strengthen our educational institutions, we should recognize this basic interdependence of all units of our educational system. We recommend, therefore, that the inquiry authorized by section 1001(d) be made to include Federal activities in elementary and secondary schools.

TITLE X MISCELLANEOUS PROVISIONS

We are recommending a number of amendments to enable the Commissioner of Education to carry out more effectively his functions under the National Defense Education Act and the other acts administered by the Office. These amendments relate to the delegation of authority, appointment of advisory committees, exercise of research authority through grants and contracts, interchange of personnel with States and acceptance of gifts on behalf of the United States.

TITLE X, SECTION 1001 (f): DISCLAIMER AFFIDAVIT REQUIREMENT

The disclaimer affidavit requirement of section 1001 (f) has, as you know, generated considerable resistance on the part of our college and university public. We recommend that this section be amended to remove that requirement.

Mr. Chairman, the oft-cited race between education and catastrophe is not a trite figure of speech. It is an alarming fact in the day-to-day life of our Nation. I consider it of vital importance that we continue the unquestioned momentum toward excellence which has developed under the National Defense Education Act. Here we have a program of action expressing our people's determination to do certain tasks for education that need to be done at the national level. It is a program which works. I am confident that its continuance under the provisions recommended by the administration is fully justified, and I heartily recommend such action to you.

SUMMARY OF ACCOMPLISHMENTS UNDER THE NATIONAL DEFENSE EDUCATION ACT AND PROPOSALS FOR AMENDMENT AND EXTENSION THEREOF

Title II of the National Defense Education Act provides for the establishment of a long term, low interest student loan fund in eligible colleges or universities desiring to participate in the Program. The fund provides financial help to deserving students to continue their college education. Needy students may borrow up to $1,000 per year under this program, with interest at 3% beginning only after graduation. A period of ten years after graduation is permitted for repayment.

Accomplishments to Date

As of November 30, 1961, 202,900 undergraduate and graduate students had borrowed $92 million from loan funds established at 1,400 colleges and universitics. By June of this year, it is estimated that over $130 million will have been loaned to 230,000 students, an increase of 100,000 student borrowers in one year's time.

A most interesting development that has resulted from the Program has been the almost revolutionary change in attitude toward the use of loans in helping students to meet the costs of higher education. Five years ago 83,000 students throughout the country borrowed only $13.4 million. Last year 115,000 students borrowed nearly four times that amount under NDEA alone.

No less impressive is the degree of acceptance of the program by colleges and universitics. Some 630 of the 1,400 participating institutions did not have loan programs on their campuses before passage of the NDEA, and institutions which had them but made limited use of them are now finding a willingness on the part of students to accept loans under terms suited to their student status. Along with this, the program is encouraging a change in the approach of many institutions toward student financial aid assistance. It is a change that results in bringing all of the institution's student assistance efforts--grantsin-aid, work opportunities, loans and scholarships--to bear on the problem of meeting the particular needs of each financially needy student.

The program appears to be achieving one of its primary aims--to encourage talented but needy high school students to enter upon a college course. Of the 115,450 loans made in the fall of 1959, 11,133 were originally loan commitments to high school seniors, and of the 115,000 loans made this past fall 18,000 were committed to high school seniors last spring. A recent survey covering 86,000 student borrowers during the period of July 1 to November 1, 1960, reveals that 72% of the borrowers cone from families with annual incones of $6,000 or less and that 45% cone from families having two or more children. 94% of the borrowers report personal savings of $500 or less. The combined factors of relatively low family income, number of dependents, and meager personal savings identify youth most in need of assistance to pursue higher education.