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Cleveland Board of Education
Senator PELL. I would thank Dr. Briggs for his singularly excellent presentation.
Senator STAFFORD. May I join in that, Mr. Chairman. I thought he was an excellent witness.
Senator PELL. Our next witness is Dr. Judy H. Lombana, consultant for middle and secondary school guidance of the Florida Department of Education and with her is Dr. Charles L. Lewis, executive director, American Personnel and Guidance Association.
I am going to turn over the chair because I have to go back to the Foreign Relations Committee. Senator Hathaway will take over.
[Senator Hathaway assumed the chair.]
Senator HATHAWAY (presiding pro tempore). Dr. Lewis, do you want to testify first!
STATEMENT OF DR. CHARLES L. LEWIS, EXECUTIVE DIRECTOR,
AMERICAN PERSONNEL AND GUIDANCE ASSOCIATION, AND JUDY H. LOMBANA, CONSULTANT FOR MIDDLE AND SECONDARY SCHOOL GUIDANCE, FLORIDA DEPARTMENT OF EDUCATION, ACCOMPANIED BY DR. PATRICK JOSEPH MCDONOUGH, ASSISTANT EXECUTIVE DIRECTOR OF AMERICAN PERSONNEL AND GUIDANCE ASSOCIATION
Dr. LEWIS. Thank you, Mr. Chairman. I am joined today by Dr. Judy H. Lombana and Dr. Patrick Joseph McDonough. Today our testimony will be presented by Dr. Judy Lombana who is the consultant for the Middle and Secondary Schools Guidance in the Florida Department of Education. Dr. Lombana has a distinguished career in the field of education.
Dr. LOMBANA. Thank you, Dr. Lewis.
Mr. Chairman, and Senator Stafford, I am Judy Lombana. Today I am representing two groups of educators, the American Personnel and Guidance Association and the 50 State supervisors of guidance. The 33,000 members of the American Personnel and Guidance Association are personnel and guidance workers employed in all levels of educational settings, in both public and private education, as well as counseling personnel working in a wide variety of community based agencies. The State supervisors of guidance are responsible for more than 60,000 counselors and other pupil personnel workers in all 50 States.
For the past 4 years I have been a State consultant for guidance services in the Florida Department of Education. In this role, as well as in my previous experiences as a teacher, counselor, psychometrist, director of testing, and educational researcher, I have had much opportunity to witness, both directly and indirectly, the powerful impact that guidance and counseling services can have on our children and youth in their educational experiences. I appreciate the opportunity to meet with you today to share my views and those of the American Personnel and Guidance Association and the 50 State supervisors of guidance regarding the proposed consolidation of the Guidance and Counseling Section of ESSEA title III with several other educational programs.
Before I present our position, however, I would like to review briefly with you some of the history and accomplishments of guidance and counseling programs as previously funded. As you know, the passing of the National Defense Education Act, title V-A, in 1958 resulted in great improvement in many facets of education across the country. The positive results of allocating Federal funds for guidance services can be readily seen in a review of some of the progress made from 1958–68.
1. The number of students receiving guidance and counseling services increased sharply. In 1958, there were 13,000 full-time equivalent secondary school counselors, ratio 1:960 and no elementary counselors. By 1968 there were 38,500 full-time equivalent secondary school counselors, ratio 1:450 and 4,000 full-time equivalent elementary counselors, ratio 1:9,600.
2. Local and State support increased as a result of the Federal incentive. Federal support rose from $4,819,990 to $24,500,000, State support from $420,128 to $14 million and local support from $5,593,322 to over $252,311,500.
3. As a result of Federal incentives, testing programs to identify the interests, aptitudes, achievement, and ability of students increased 5 times in the 10-year period.
4. A significantly larger proportion of the Nation's youth completed secondary school and entered colleges or postsecondary vocational and technical schools.
a. The high school retention rate improved 23.9 percent.
c. The number of students enrolling in vocational technical education increased 2,868 percent.
5. State education agency guidance and personnel services expanded.
6. Minimal and recommended standards for guidance programs increased.
7. Qualifications for State supervisors of guidance, counseling, and testing were strengthened.
8. Counselors were better prepared as certification standards were established and improved.
These effects were felt in all 50 States and territories. Members of the American Personnel and Guidance Association and guidance supervisors of State departments of education believe that such remarkable accomplishments were possible primarily because NDEA title V-A was very clearly defined, because specified funding allowed each State to develop long-range plans, and because efforts could be spent on program implementation, rather than on competing with powerful interest groups for funds.
In 1970, when NDEA V-A merged with ESEA III, the congressional intent as specified in Public Law 91–230, section 309(b), was to fund guidance and counseling services in each State to at least 50 percent of the fiscal 1970 NDEA V-A appropriation. In a few States, the merger was effected smoothly, and compatible working partner
ships developed between the guidance and counseling section and the innovative programs portion of the act. In Florida, for example, adequate funds for guidance and counseling were categorically allocated, over a 3-year period, with the pupil personnel section of the Florida Department of Education-encompassing guidance, school psychology, and school social work services—maintaining operational control over the allocation. Consequently guidance and counseling in Florida has led the Nation in several areas, including the development of State and district comprehensive guidance-K-12-plans, the categorical funding for elementary guidance and occupational specialist programs, the initiation of career counseling programs K-12, significant research efforts in the areas of human relations skills and leadership techniques, and comprehensive preventative drug abuse programs.
I list these items only to provide examples of what one State level program can do when conditions are right; that is, when adequate funds are available, when control of those funds is in-house, when funds are guaranteed over a long enough period of time to insure that long-range planning can be productive and true accountability possible, and when a good working relationship exists between the staffs of merged programs. For a more comprehensive treatment of APGA recommendations for improvement of existing ESEA III legislation, please refer to the attached document.
Senator HATHAWAY. Without objection the document will be made a part of the record.
[The information referred to follows:]