EXHIBITS 1. Statement of the Commissioner on Vocational Education-Title V-A, National Education Improvement Act of 1963_ 2. Statement of the Commissioner on Adult Basic Education-Title VI-B, National Education Improvement Act of 1963... 3. "Limited Educational Attainment," reprint from Department of Health, Education, and Welfare Indicators with accompanying table-Number of persons 25 years old and over with less than 5 years of school completed, by color: 1960___ 4 and 5. Graph and table: Estimated costs for tuition and required fees and total costs of attending college, per student, 1930-31 through 1980-81, by control. Page 2371 2378 2384 2393, 2394 6. Graph: Percent of high school seniors not entering college by scholastic aptitude and income-Project Talent.... 7. Tables: National Defense Education Act student loan programsSome basic facts; 123 institutions requesting $250,000 and over, 1963-64_. 8. Tables: Federal support of graduate study: Number of participants in Federal fellowship, traineeship, and training grant programs, fiscal years 1963 and 1964; National Defense Education Act, title IV, graduate fellowship program statistics. 2395 2396 2399 9. Map: Percentage of national total doctoral degrees awarded and National Defense Education Act, title IV, fellowships, by State 2407 10. Tables: National Defense Education Act, title VI, modern foreign language fellowships and area centers statistics_ 11. Graph and table: Total fall college enrollment, actual 1961-62 and projected 1963–75_--_ 12. Graphs and tables: Annual need for physical plant expenditures, 2406 2411 2413 2416, 2429 15. Table: Estimates of costs for elementary and secondary school teacher 17. Letter from Hon. Anthony J. Celebrezze, Secretary, Department of 18. Fact sheet: Educational attainment and needs in the United States__ 19. Table: Federal funds for education and related activities: Estimated_ 20. Title I.-Expansion of opportunities for individuals in higher education.. 21. Title II.-Expansion and improvement of higher education.. 22. Title III.-Improvement of educational quality...-- 2435 2436 2440 2443 2446 2448 2448 2449 23. Title IV.-Strengthening elementary and secondary education......... 2449 2450 2450 26. "School Assistance in Federally Impacted Areas," report from Depart- 2455 2458 28. Estimated distribution of amounts (fiscal year 1964) for grants to States and work-study program of proposed Vocational Education Act of 1963 (title V-A, amendment to S. 580). 2463 29. Text of proposed amendment in the nature of a substitute for title V-A of S. 580. 2464 30. Title VI-A and VI-C, expansion of continuing education_ 2477 EXHIBIT 1 STATEMENT OF FRANCIS KEPPEL, U.S. COMMISSIONER OF EDUCATION, DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE, ON "TITLE V-A: VOCATIONAL EDUCATION," IN H.R. 3000 AND COMPANION BILLS, NATIONAL EDUCATION IMPROVEMENT ACT OF 1963, BEFORE THE GENERAL SUBCOMMITTEE ON EDUCATION, HOUSE COMMITTEE ON EDUCATION AND LABOR, MARCH 25, 1963 Mr. Chairman and members of the committee, it is a pleasure to appear before the General Subcommittee on Education today to discuss with you the provisions for vocational education contained in the National Education Improvement Act of 1963. A few weeks ago, when the House Committee on Education and Labor first called me to discuss the bill, I strongly endorsed but did not discuss the provisions under title V-A which provide for expanded Federal aid for vocational education. My deferral of lengthy reference to vocational education on that occasion was deliberate, for this aspect of education is so vital as to warrant detailed consideration. There is no better way to begin an examination of vocational education-and the provisions of title V-A-than to quote the first Commission on National Aid to Vocational Education. In 1914, that Commission said: There is a great and crying need of providing vocational education of this character for every part of the United States-to conserve and develop our resources; to promote a more productive and prosperous agriculture; to prevent the waste of human labor; to supplement apprenticeship; to increase the wageearning power of our productive workers; to meet the increasing demand for trained workmen; to offset the increased cost of living. Vocational education is therefore needed as a wise business investment for the Nation because our national prosperity and happiness are at stake and our position in the markets of the world cannot otherwise be maintained. This plea for vocational education still has the ring of truth. Times have changed since that Commission made its report in 1914, but our underlying goals have not, nor have the Nation's needs. The task today is to modernize and expand the structure that was originally envisaged by the 1914 Commission-which was, incidentally, a congressional commission composed of Members of both Houses of Congress as well as private citizens. Their report also speaks of social and technological change, of population shift from the farms to the cities of the replacement of the craftsman by division of labor and the factory system. These trends, which are writ much larger today, were no doubt in the minds of many Congressmen as they enacted in 1917 that legislative landmark, the Smith-Hughes Act. Then the task was to encourage and enable the States to expand the purposes of the public schools to include specific preparation for work, in factories or on farms, in homes, offices and shops of all kinds. Let us be frank. Before enactment of the Smith-Hughes Act, many educators did not consider occupational preparation to be a responsibility of the public secondary schools. To its credit, Congress decided otherwise, and I believe it is fair to say that today most educators acknowledge the wisdom of that decision. The relatively small amount of Federal funds initially and subsequently appropriated for the promotion of vocational education were matched and then greatly overmatched by State after State and community after community. This is evidence, I submit, of acceptance by a myriad of local school boards and appropriating bodies of the principle of vocational education in the public schools. The task today, as I conceive it, is to determine the extent to which Federal support of vocational education is needed to further encourage and assist the States to develop the kind of vocational education opportunities, and enough of them, to meet the pressing needs of our economy for technicians and skilled workers of every kind. Congress has accepted the obligation, under the Employment Act of 1946, to help promote high levels of employment. Yet, we know that under present trends some 30-40 percent of the youngsters now in the fifth grade will probably not be graduated from high school unless we undertake vigorous reforms. They will go to work-or vainly look for work-without a high school diploma. They should have the opportunity, during their too-brief period of schooling, to acquire at least the rudiments of some skill or trade. This applies also to most of the other 60 percent, who, we now estimate, will complete high school only. About half of these boys and girls will go to work or keep house, or both, after graduation. The others will enter college or some post high school educational institution, but less than half will acquire a college degree. To put it another way, less than 20 percent of today's fifth graders will become college graduates-the physicians, scientists, lawyers, and teachers of tomorrow. A large number of those who do not complete college will join our nonprofessional working population-in business, in the trades, in industry, in the service occupations and on the farms. Their schooling should prepare them to start their working life. In the broadest sense, all knowledge, understanding and insight, intellectual competence of any kind, contributes in some measure, eventually, to employability. It is perhaps stretching a point to declare that seventh grade study of the American Revolution will make a dropout a better garage attendant, but it cannot be denied that the fundamental skills imparted by basic education-reading, writing, and computation-are absolutely essential to employment of almost any kind in the United States today. I mention this undeniable fact for two reasons. First, many of the other provisions of H.R. 3000-to strengthen school systems, for example, and improve teacher preparation and the teaching of such subjects as English, mathematics, and science-would also make a great ultimate contribution to vocational education. Next, the provisions of H.R. 3000 for adult basic education are also of direct potential significance to vocational education. As we know from analysis of the public assistance rolls, the illiterate adult is likely to be umemployable; and as we are learning in the area redevelopment and manpower training programs, the unemployed illiterate adult is virtually impossible to |