that the research program will provide a substantial body of useful information in this most important area.

The Area Vocational Education Programs are helping States to alleviate the manpower shortage by training highly skilled technicians in fields necessary for national defense. A few of the outstanding results are the following: wide acceptance of the area concept, which may be extended into other fields of vocational education; extension of technical training programs in all the States; encouragement of educational services at the post-high school level, which has already enabled thousands of workers to meet the challenging demands of their own or related jobs.

Two outstanding impacts under the States' statistical program (section 1009, title X) should be stressed: the vastly increased attention in each State to reviewing and evaluating its statistical services, and to making comprehensive plans for short-range and long-range programs of improvement; and the stimulus provided for conversion to machine data processing systems.

Studies to provide full information concerning all specialized scholarship, fellowship, or other educational programs administered by or under any department or agency of the Federal Government and to develop policies and procedures which will strengthen the educational programs and objectives of the institutions of higher education utilized for such purposes are well under way. The results of these studies should be of great benefit in enabling the Congress, educators, and the public to comprehend the extent and manner of the partnership between institutions of higher education and the Federal Government in the accomplishment of national objectives; and to act wisely in preserving and promoting the strength of the Nation's resources in higher education.

The record that has been made in carrying out the provisions of the National Defense Education Act of 1958 demonstrates once again the effectiveness of Federal assistance and stimulation in the cooperative effort to accelerate improvement of American education. Although designed primarily to strengthen American education at selected, strategic points of critical National need, the National Defense Education Act has generated a tremendous upward surge that is benefiting every phase and every element of American education.

TITLE II. LOANS TO STUDENTS IN INSTITUTIONS OF HIGHER EDUCATION

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The Student Loan Program made significant progress during fiscal 1960 in helping remove the economic barriers to higher education which have proved an insurmountable obstacle to many students with ability to profit from such an education.

The total amount of funds available for student loans for fiscal 1960 was $69,236,736.

Reports from the institutions indicate a total of $50,151,908 was loaned to 115,450 undergraduate and graduate students attending 1,357 participating colleges and universities. This amount was more than five times as much as was loaned in fiscal 1959. The average loan in fiscal 1959 was $383; in fiscal 1960, $434.

The difference between the amount loaned and the total loan funds, $19,084,828, represents commitments set aside and funds carried forward for students for academic year 1960-61.

Of the 1,357 institutions participating in the program, 1,255 requested funds in fiscal 1960; 102 did not request additional funds since they had sufficient funds on hand carried over from the 1959 fiscal year to take care of their lending needs in 1960.

There was an increase of 176 institutions over the number that participated în academic year 1958-59.

Loans for 119,000 men and women students were approved during 1959-60 and 115,450 of these students were advanced funds during the 1960 fiscal year. Of the approved loans, 78,590 were for men and 40,410 for women; 106,373 were for undergraduate, and 12,627 for graduate students. The average amount of approved loans for men was $502 and for women $480. Approved loans for graduate and professional student borrowers, although fewer in number, were for

larger amounts on the average than for undergraduates, the average being $617 for men and $598 for women. (See table 2.)

Borrow

The program has already made strong impacts on higher education. ing in order to help meet education costs is being widely accepted by students and is perhaps the most significant development in the pattern of student financial assistance in this country during the past decade. Other than the thousands of students it has benefited, the most important result of the student loan program has probably been its contribution to an almost revolutionary change in attitude toward the use of loans in enabling students to meet the costs of higher education. In 1955-56, 83,000 students borrowed from all institutional loan sources only $13.5 million to finance their higher education, while in 1959-60 four times that amount was loaned from National Defense funds alone. Moreover, 639 of the 1,357 institutions participating in the National Defense Student Loan Program never had loan funds on their campuses before, and institutions which had loan funds but which used them in only a very limited way are now greatly expanding their loan activity.

A second important impact of the program has been on the approach of many colleges and universities to student financial assistance. Institutions are now using the "umbrella" approach, that is, bringing together all the institution's student financial aid resources-loans, scholarships, grants-in-aid, work opportunities to bear on the problem of meeting the particular needs of each financially needy student. Colleges are modifying the terms of their own loan funds in light of NDEA practices and State programs are growing in number and are making loans to large numbers of students. The loan concept has been solidly built into the whole financial aid picture.

Still another important development has been one explicitly encouraged by the Act-combining the counseling talents of colleges and secondary schools so as to encourage additional numbers of able but needy high school seniors to seek a higher education. In the spring of 1959, participating institutions approved loan applications from 11,133 high school seniors who were planning to enter college in the following fall. In the spring of 1960, 18,000 high school senior applications were approved for the following fall. This total of 29,133 approved loans for the 2-year period for high school seniors represents about 20 percent of the total loans approved in both 1958-59 and 1959-60, a percentage which demonstrates that the program is successfully appealing to qualified high school seniors in need of funds for their college education.

An outstanding purpose of the student loan fund is to encourage borrowers to enter teaching in elementary and secondary schools. In 1958-59, 13.689 prospective teachers received "special consideration" in approval of their loans and in 1959-60, 52,471, or 52.6 percent, had loans approved for $27.4 million. Thus, 46 percent of all loans approved as of June 30, 1960, were for students preparing to teach in elementary or secondary school.

Another purpose of the Student Loan Program is to encourage students with superior academic preparation in science, mathematics, engineering or a modern foreign language. In 1958-59, 5,056 students had their loan applications approved because they were in need of the loans and had superior academic background in these fields, and in 1959-60, 24,950 such students had their loans approved for a total of almost $12.5 million.

Loans to college freshmen far outnumbered those to any other class, indicating that many talented high school seniors are being attracted to college because of the loan program.

TITLE III. FINANCIAL ASSISTANCE FOR STRENGTHENING SCIENCE, MATHEMATICS, AND MODERN FOREIGN LANGUAGE INSTRUCTION

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The major objective of title III of the National Defense Education Act is to provide elementary and secondary pupils in the Nation's public and nonpublic schools with materials and equipment needed for quality instruction in science, mathematics and modern foreign languages. During fiscal 1960, reports from State administrators and private school officials began to supply substantial evidence that the title III program was moving steadily toward achieving this objective.

GRANTS TO STATES FOR ACQUISITION OF EQUIPMENT AND FOR MINOR REMODELING

In fiscal 1960, the Office of Education paid to 49 States, the District of Columbia, Guam, Puerto Rico, and the Virgin Islands, a total of $46,335,473 for acquisition of equipment and minor remodeling of laboratory and other space. Fiftythree States and possessions approved 55,859 local projects involving expenditures of $105 million, including Federal, and State and/or local funds, more than a 5-fold increase in the number of projects over the number for fiscal 1959.

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An analysis of State approvals reveals that the three subject areas of title III received the following percentages of the funds: projects involving science, 75.2 percent ($79.3 million); mathematics, 8.5 percent ($8.9 million); and modern foreign language, 16.3 percent ($17.2 million). (See figure 2 and table 9.)

Approved projects in fiscal 1960 included remodeling of 4,174 science laboratories or classrooms involving an expenditure of $5,485,227. (All remodeling must be performed in connection with and as a part of a project for equipment or materials purchased by title III funds.)

Some developments of great significance have grown out of the title III program. In the first place, the use of new methods of teaching modern foreign languages in U.S. schools was accelerated during the year. The channeling of approximately $17 million in Federal, State, and/or local funds into modern foreign language projects has emphasized the audio-lingual method. States have reported widespread installations of the "electronic language laboratory" with recording and playback facilities, a fact which implies that the audiolingual approach to language teaching will be used, with special stress on learning to speak the particular language being taught. Before NDEA an estimated total of 64 such laboratories were in existence in the secondary schools of the Nation-now with the aid of NDEA funds an estimated total of 2,000 have been acquired. (See figure 3.) One Eastern State approved laboratory projects involving one of every four high schools in fiscal year 1960. A Western State reported 110 such projects.

At least one-half million more high school students elected modern foreign languages in the fall of 1959 than in the fall of 1958. The increase during the 1-year period, as a percent of the total United States high school population, was from 16 to 20 percent of the enrollment, a gain greater than that experienced in the preceding four-year period, 1954-58. In some Southern and Western States language enrollments are up as much as 95 percent over 1958-59.

States also reported gains in language programs for elementary schools. One State administrator noted that, whereas there were only four elementary classes enrolling probably not more than 125 elementary children in foreign languages during 1958-59, the enrollment had jumped to 1,500 during 1960-61. Another State administrator, reporting a 72-percent increase in foreign language enrollments, summarized the overall effect of the title on languages as follows:

"Schools have increased enrollments in language study at all levels; students are more interested; dropouts are fewer; elementary programs are rated by teachers and administrators involved as highly desirable and effective. * * * The time given to languages did not lessen achievement in other areas, and in some instances students performed better in other subjects."

In the fields of science and mathematics the quality of instruction is being upgraded, and new courses are being added as a result of the purchase of badly needed equipment and instruction materials. In the preparation of project applications, local schools often have had their staffs participate in extensive curric ulum evaluation, which has led to the modernization of science and mathematics courses in terms of content, sequence, and grade level. It is not surprising to discover that, as a consequence, student interest and enrollments in science and mathematics are showing striking increases. Some States are experiencing percentage gains as high as 50 percent.

State reports often credited the acquisition of new laboratory equipment, audiovisual aids, and new science materials and facilities as one of the reasons for increased enrollments and offerings in the science subjects. For example, one State reported that a comparative study of grades 9-12 science courses enrollments in 1956 and 1960 showed that enrollments in all science courses increased

58.4 percent, while the total high school enrollment was increasing 27.4 percent. The enrollment gains in mathematics were similar.

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GRANTS TO STATES FOR SUPERVISORY AND RELATED SERVICES AND ADMINISTRATION OF STATE PLAN

During fiscal 1960, 49 States, the District of Columbia, and three Territories were paid $2.3 million (see table 13) for (1) State supervision of science, mathematics, and modern foreign language instruction; (2) services related to strengthening instruction, such as audiovisual or library services; (3) the administration of the State plan. With these Federal funds, matched by the States, the State educational agencies recruited specialists to help local schools strengthen their programs in the three areas of the Title.

In developing State plans and curriculum guides, State educational agencies have collaborated with local agencies and institutions of higher education. This has led to the strengthening and improving of working relationships between the State and the local schools and the institutions of higher education. These improved relationships are making the students' educational experiences more meaningful.

Many believe the expenditure for supervisory services to be the key to longrange gains in strengthening instruction. An analysis of the $1.8 million reported expenditures in fiscal 1960 revealed that States spent about 2.9 percent of title III funds for expansion of State supervisory and related services, and less than one percent (0.9 percent) for administration of the State plan. The remaining 96.2 percent was spent for acquisition of equipment and materials, and for minor remodeling.

A corps of 194 State supervisors (see figure 4) who were specialists in one or more of the pertinent subject areas helped the local administrators and teachers keep pace with this new determination to improve the quality of instruction in science, mathematics, and modern foreign languages in 1960. All except 33 of these supervisors had been employed by State educational agencies since NDEA's passage.

In meeting their responsibilities many States also used the services of lay and professional consultants in such activities as surveying State needs, writing curriculum guides and resource materials, and helping local districts with their inservice programs.

Further evidence of increased leadership at the State level is to be found in the improved cooperation of colleges and universities with State educational agencies in matters such as teacher education, certification requirements, inservice programs, advisory committee work, and curriculum revision.

LOANS TO NONPROFIT PRIVATE SCHOOLS

During fiscal 1960, 41 applications were approved for loans totaling $393,897, to be used for acquisition of equipment and minor remodeling of laboratory and other space. This number is less than half of the 88 applications approved in fiscal 1959 for $1,104,919.

As evidence of continuing Interest in the loan program, 330 schools requested application forms during the latter part of fiscal 1960. Lower NDEA interest rates during the spring may account for some of these requests.

TITLE IV. NATIONAL DEFENSE FELLOWSHIP

Already the effects of title IV upon graduate education are being felt. A total of 2,500 graduate students interested in college teaching have been awarded National Defense Fellowships. The $6 million of 1960 funds distributed to 139 graduate schools has assisted them in establishing new, and expending existing, graduate facilities. Graduate schools in certain areas of the country which can benefit greatly from assistance to their graduate education programs have been encouraged to strengthen their facilities.

For study beginning in the 1960-61 academic year, 1,500 National Defense Graduate Fellowships were awarded in 404 new or expanded graduate programs approved by the Commissioner of Education. In addition, students who had received awards for study beginning in 1959-60 continued into their second year of study.

A total of 476 programs will receive support in 1960-61: 272 programs were approved initially in fiscal 1959 (200 of these 272 justified and received additional fellowships for use beginning in 1969-61); 204 additional new or expanded programs were approved in 1960. (See table 16.)

Although the focus of the Graduate Fellowship Program is on the fellowship awards themselves, about one-half of the funds appropriated go to the participating institutions in support of the approved new or expanded programs. These funds may be used to add members to the faculty, strengthen library acquisitions, or buy laboratory equipment. In academic year 1960-61, about $6 million is being paid to participating graduate schools in support of their programs $3.75 million for programs approved in fiscal 1960 and $2.25 million for the second year of operation of programs originally approved in fiscal 1959. The remainder of the funds available has been obligated for the payment of stipends and dependency allowances to students.

The approved programs were selected from among 918 proposals submitted by 155 graduate schools which had requested 5,370 fellowships. The proposals were reviewed by a 12-member Advisory Committee, augmented by a consultant panel composed of college presidents, deans, and professors. Their recommendations were further reviewed by the staff and submitted to the Commissioner of Education.

The National Defense Graduate Fellowship Program is unique among Federal fellowship programs in that it makes no restriction as to field of study and sets no priority among the various fields in the award of fellowships. Its primary purpose is to encourage students to prepare for college teaching in all fields. For study in the 1960-61 academic year, 36 percent of the awards went to students studying in scientific and technical fields-16 percent to those in physical sciences, 10 percent to those in biological sciences, and 10 percent to those in engineering. Twenty-seven percent went to students in the humanities, 30 percent to those in social sciences, and 7 percent to those in education. (See table 15.)

Fellowships allocated to the fields of the humanities, social science, and education show an increase over those allocated to these fields in the previous year. Some persons feel that a larger number of fellowships should have been in the basic sciences. Such groups as the President's Science Advisory Committee have urged that more emphasis be put on the humanities and social sciences. Moreover, it is clear that Congress intends that title IV should cover the spectrum of graduate education in order to strengthen graduate programs in those fields needing support.

In April 1961, another 1,500 fellowships will be awarded to students who will begin study in September 1961. At that time, close to 4,000 students will be studying with title IV fellowships. Assuming that all of these students complete their doctoral studies, almost 4,000 new doctorates will be earned with the help of the Graduate Fellowship Program. Thus the number of fellows receiving doctorates in an average year would be about one-seventh of all doctorates awarded in 1958-59. At the same time, nearly $30 million in cost-ofeducation payments for these 4,000 fellows will have been invested in the expansion and establishment of graduate programs.

TITLE V. GUIDANCE, COUNSELING, AND TESTING; IDENTIFICATION AND ENCOURAGEMENT OF ABLE STUDENTS

PART A. STATE PROGRAMS

The major objective of title V. part A, is to identify, encourage, and develop the talents of the Nation's secondary school youth. Reports from State administrators of the program testify that strides have been made toward this objec tive through the two programs provided for under the title: (1) testing students in the public and non-public secondary schools, and (2) making payments to