to research and development activities and other functions of that
type.

INITIATIVES IN THE BUDGET

I would like to mention some new initiatives that are reflected in
our request. We are announcing along with our budget these initia-
tives.

First, as you remember, the President mentioned in his State of
the Union message that we would be requesting funds and legisla-
tion for a new Federal program in science and mathematics educa-
tion to help the States and the local school districts meet the criti-
cal needs for additional qualified science and math teachers. We
are losing quite a number of them because of a competitive situa-
tion for people with these skills in the high-tech industries.

We also have a proposal on student financial aid which encour-
ages self-help and requires that students contribute and students'
parents contribute a minimum amount toward their postsecondary
education needs.

Coupled with that is almost a 60 percent increase in our work
study budget. Coupled with that would be a commitment on the
student loan program that would also make funds available in this
self-help area.

We want to try to restore the traditional role of students and
families to make at least a reasonable contribution toward the
costs of college attendance before making the basic opportunity
grant available to these students.

In the process, we are increasing the size of the maximum basic
opportunity grant, the Pell grant, up to $3,000 from a $1,800 level,
where it has been, but with that is also a proposal to phase out the
campus-based supplemental educational opportunity grant, which
has also been available previously for supplemental assistance.

OTHER EDUCATION INITIATIVES

There are two other initiatives that do not directly affect our
budget that I think I should mention.

There is the President's tuition tax credit proposal that will be
renewed and will be before the Congress again this year, an effort
to provide more choice for parents who want to send their children
to non-public schools, and to encourage a diversity and competition
in the American education system.

Then we have a tax incentive program, an education savings ac-
count, which would encourage parents to accumulate savings
toward college costs, and that fits in with our self-help philosophy
for student aid that we are emphasizing.

Our major legislative proposals are being transmitted this week,
and we may be over in the next week with one or two that we are
still working with OMB on; so that, Mr. Chairman, is quite a brief
overview of our budget.

We appreciate being before you.

We appreciate the courtesy that we always get as we come here.
We will be happy to respond to questions.

[Secretary Bell's prepared statement and biographical sketch
follow:]

AND DATE : Lava Hot Springs, Idaho, November 11, 1921

EDUCATION :

EXPERIENCE :

PRESENT

1976-1980 :

1974-1976 :

1971-1974 :

1970-1971 :

1963-1970 :

1962-1963 :

1957-1962 :

1955-1957 : 1954-1955 : 1947-1954 :

Lava Hot Springs High School, 1940, High School
Graduate

Southern Idaho College of Education-Albion, 1946, B.A.
University of Idaho, 1954, M.S. in Educational
Administration

Stanford University, 1954, Graduate Study

University of Utah, 1961, Doctorate in Educational
Administration (with allied field in Political
Science)

: Secretary, United States Department of Education

Commissioner and Chief Executive Officer, Utah System
of Higher Education, Salt Lake City, Utah
U.S. Commissioner of Education, U.S. Office of
Education, Department of Health, Education and
Welfare, Washington, D.C.

Superintendent, Granite School District, Salt Lake
City, Utah (Utah's largest school system 63,000
students)

Deputy Commissioner for School Systems, U.S. Office
of Education (served for six months as Acting U.S.
Commissioner of Education)

Utah State Superintendent of Public Instruction,
Salt Lake City, Utah

Professor and Chairman, Department of Educational
Administration, Utah State University, Logan, Utah
Superintendent, Weber County School District, Ogden,

Utah

Superintendent, Star Valley Schools, Afton, Wyoming
Ford Foundation Fellowship in School Administration
University of Utah and Stanford University
Superintendent, Rockland Valley Schools; Rockland,

Idaho

1946-1947 : Athletic Coach and Science Teacher, Eden Rural High

School, Eden, Idaho

1942-1946 : First Sergeant, U.S. Marines in Pacific Area

(World War II)

-

Biographical Sketch Terrel H. Bell

HONORS AND

AWARDS :

Secretary's Special Citation for outstanding service
to HEW (from Secretary David Mathews), 1976
Secretary's Special Citation for encouraging schools
and colleges to improve the quality and management
of the Nation's educational enterprise (from
Secretary Caspar Weinberger), 1975

Certificate of Merit of State Boards of Education,
Edinboro State College, Edinboro, Pennsylvania, 1975
University of Idaho Alumni Association Hall of Fame,
1975

Honorary Doctorate of Humanities Degree, Westminster
College, 1974

Gautrelet Award of Spring Hill College of Mobile,
Alabama, 1974

Honor of Merit, National Federation of Urban/
Suburban School Systems, 1974

Distinguished Service Award, National Association of
State Boards of Education, 1973

Secretary's Special Citation for outstanding service
to HEW (from Secretary Elliot Richardson), 1971
Commissioner's Distinguished Service Award (from
Commissioner Sidney P. Marland, Jr.), 1971
Outstanding Service Award, Utah School Boards
Association, 1970

Honorary Doctorate of Humanities, Southern Utah State
College, 1970

New Junior High School in Weber County, Utah named

"T. H. Bell Junior High School", 1963

BOOKS AND PUBLICATIONS:

Active Parents' Concerns, Prentice Hall, Inc.,
Englewood Cliffs, New Jersey, 1974

MBO: A Performance Accountability System for School
Administrators, Parker Publishing Company, West
Nyack, New York, 1974

Your Child's Intellect: A Parent's Guide to Home
Based Preschool Education. Olympus Publishing
Company, Salt Lake City, Utah, 1972

Effective Teaching: How to Recognize and Reward Competence. Exposition Press, New York, New York, 1960

A Philosophy of Education for the Space Age.
Exposition Press, New York, New York, 1960

The Prodigal Pedagogue. (a novel) Exposition Press,
New York, New York, 1956

Statement by the Secretary of Education

on the

Fiscal Year 1984 Budget

I am pleased to announce today the President's budget request of $13.2 billion for fiscal year 1984 for education programs.

We will continue to emphasize assistance to the disadvantaged, the handicapped, needy college students, and other areas of special Federal responsibility.

It is with special enthusiasm that I also present to you five new proposals which, if enacted, can help American education respond to some crucial, specific needs:

First, an optional voucher program to expand oppor-
tunities for parents of educationally deprived children

to choose schools that best meet their needs.

O Second, a science and mathematics State block grant
program to help our State and local educational
agencies improve their educational programs in these

two areas.

Third, an approach to student financial aid which
emphasizes the self-help efforts of needy college
students to restore the traditional roles of students
and families in meeting college costs and to provide
sufficient Federal aid to help overcome remaining
financial barriers.

o Fourth, a tax incentive program to encourage families
to accumulate savings towards college costs, thus
eventually reducing Federal outlays and subsidies.

And finally, we will continue to push for tuition tax
credits to (1) provide more equity for parents who
choose to send their children to nonpublic schools,
and (2) encourage that diversity and competition for
excellence in our American education system which we
value so highly.

Budget Summary

Our 1984 request of $13.2 billion is accompanied by a revised 1983 request of $13.9 billion. This revised request for 1983 includes a proposed reduction of $1.2 billion from the 1983 enacted appropriation level of $15.1 billion. Most of this $1.2 billion reduction results from lower estimates of the Guaranteed Student Loan program due to declining interest rates.

Another significant comparison is our $13.2 billion request for 1984 versus a $9 billion level projected for 1984 in last year's President's Budget. We have attempted to put together a budget which not only will be responsive to our present concerns about

American education, but which also reflects the current state of the Nation's economic situation--the tremendous improvements over the past two years in inflation and interest rates, the need to continue our efforts to control the Federal deficit, and the pressures on State and local budgets.

Elementary and Secondary Education

We have allocated about $5.7 billion, or 44 percent, of our total budget to elementary and secondary education.

Our major thrust in this area is education for disadvantaged and handicapped children. We in the Adminnistration have listened to the comments and the concerns of the education community and the general public. And we have heard their voices.

As a result, we have taken very scarce discretionary dollars and have targeted them on programs serving these children. For instance, Chapter 1 with over $3 billion requested and Education for the Handicapped with over $1 billion requested, account for almost one-third of our total budget.

Within Chapter 1, we will continue to provide compensatory education services to 5.7 million children. To the extent that States and localities identify less costly programs that meet their needs equally as well as currently used methods, even higher numbers of children can be served. Therefore, we will continue to identify and disseminate exemplary low-cost programs, particularly those that emphasize basic skills.

For the Education of the Handicapped Act, our $1 billion request includes over $998 million for State grants. If enacted, this would be the highest funding level in the history of the program. These funds will continue to provide a Federal share of about 8 percent of the excess costs of educating over 4 million handicapped children.

Our science and mathematics initiative is a $50 million State block grant program to encourage States and localities to improve their educational programs in these two areas.

The current gap between supply and demand for competent teachers in these areas is just one indication of the seriousness the problem our Nation faces. In fact, this gap will widen as States and localities raise standards in science and mathematics, resulting in increased student enrollments in these subjects. This proposal is our response to this national emergency.

Other major emphases in elementary and secondary education include (1) payment of full entitlement under Impact Aid for "A" category students in the most heavily impacted school districts; (2) third year operation of our Block Grant program which consolidated 42 previously authorized categorical programs; and (3) services to over 130,000 limited English proficient children with legislative amendments proposed to focus basic grants to school districts on capacity building, to allow a broadened range of instructional approaches to best meet local needs, to target assistance on children whose usual language is not English, and to strengthen the role of State education agencies in this area.