I have a letter from the principal, Gladys Caughlin, of North Fifth Street School in Milwaukee, and in her first paragraph she says, "The National Teacher Corps interns who have been a part of our teaching staff since September are making a decidedly significant contribution through their work with children. At the same time they are developing understandings and skills that will enable them to work successfully with the disadvantaged."

I also would like to read an excerpt from Mr. Roger M. Jones, principal of the Unified School District No. 1, Garfield, Racine, Wis.

"Garfield Elementary School in Racine has a Teacher Corps Team on its staff this year. As principal of the school, I feel they have been of much help to us. Garfield is an inner-city school with many socially, educationally, and economically disadvantaged children among its enrollment. The Team has been working in the areas of tutoring individuals and small groups, helping teachers with units of study in the classroom, making home visits and contacts, and operating after school activities for the children.

"We have seen positive results educationally for many children because of the individual help the Team has provided. With the help of a Team member, the classroom teachers have been able to try and accomplish some exciting and interesting projects that have motivated learning for their students. The after school activities are correlated with learning situations during the regular school day. Because of these activities many children have a more positive attitude toward school and life in general.

"I am looking forward to having this Team with us again for the next school year. I trust funds will be made available for this purpose." I have a letter here from Mr. John Schertzl, principal of the Wells Street Junior High School:

"DEAR SENATOR NELSON: As we enter the second half of the school year which offered our first experience with the National Teacher Corps, I should like to take this opportunity to report to you on the progress of our Teacher Corps Team.

"Wells Street Junior High School is a central city school with a non-white enrollment of approximately 60 percent and a large number of culturally disadvantaged pupils of various social and ethnic groups. Our total enrollment is 1,068. Our Teacher Corps Team consists of four young interns, two men and two women, and a very competent team leader who has had teaching experience at this school.

"I must admit that I had some reservation regarding the effectiveness of a National Teacher Corps when I was first approached regarding the assignment of such a group to this school. I questioned the administrative and teaching time involved and the facilities required in relation to expected results. I also considered the matter of relations between the team members and our regular teaching staff. However, my apprehensions proved to be groundless, and the Teacher Corps Team, under the capable direction of its team leader, has proven to be a valuable asset to the school and to its instructional program."

I have a letter from Mr. Powers, principal of Rufus King High School. He states in part:

"Here at Rufus King High School we have seen the results of a remarkably happy marriage between an ingenious plan and a team of intelligent, sympathetic, energetic, and devoted, young Corps members."

I also have a letter from the Vieau School, the principal, Mr. K. G. Place, in which he states in part:

"My expectations have been more than fulfilled. With the addition of two more interns in January-we have a fine team of alert, conscientious and energetic young people in the process of learning and practicing the arts of teaching."

Mr. Chairman, the National Advisory Council on the Education of Disadvantaged Children issued a report on the effectiveness of the Teacher Corps. This report was clear in its findings that, and I quote "The National Teacher Corps is too badly needed and too promising to be either discontinued or treated as a temporary stopgap. Of all the present investments of public effort, few are likely to yield so large a return." The report went on to state: "The National Teacher Corps has proved itself a useful weapon in the attack on the disadvantages under which too many American children labor. The direct effect on the children with whom the Corpsmen work would be justification enough to continue that work. The Corps quite clearly will have other effects as well. The most significant of these may very well be its influence on the capacity of the educational systems of the universities to reach those children who have been most grievously neglected."

I won't read the statement reporting on Wisconsin experiences. It is self-explanatory and the letters I have submitted to the record testify to that.

I would conclude my remarks by urging that the salaries for the Teachers Corps team be continued as they are at the minimum starting level for whatever school the team is working in rather than substituting for that a weekly salary of $75, which would amount in Wisconsin to $2,300 a year. I think that that salary is inadequate, and that the present system has worked very well without any serious complaints from the teaching systems where the teachers are working. Thank you, Mr. Chairman.

Senator RANDOLPH. Before you proceed, Senator Kennedy, let me comment briefly on the statement of Senator Nelson. There is, as you gentlemen who are the authors of the program know, an uncertainty today which I have reason to believe causes the interns in training for Teachers Corps to be leaving this program. I have heard this because, in West Virginia we have had some 27 interns in training. In Massachusetts you had 42. In Wisconsin you have had 22, and the country as a whole has had about 1,100 in this program. But the uncertainty that exists, as I understand it, Senator Nelson, is the reason you are here today, partially, is this correct?

Senator NELSON. That is correct.

Unfortunately, when the program was authorized appropriations didn't come through, and adequate appropriations didn't come through so there was a serious question whether or not the program would get underway at the beginning of the last school year and that made recruiting difficult. It forced some of the volunteers who were uncertain as to their fall employment to either go back to school or seek employment elsewhere. And this continues to create the uncertainty continues to create a problem throughout the whole Teachers Corps.

I might say, Senator Kennedy, and I do, in our joint statement, "as a result of Congressional delays in its early days the Corps had only six weeks to organize; yet it recruited 1,200 college graduates for im

mediate service, arranged summer training programs in 12 universities, and handled all requests from local school systems. During the past year the Corps has been at work in 275 schools and 111 school districts in 29 states, and the demand for their services is ever growing."

The reports on the work of the Teachers Corps with the disadvantaged have all been almost universally positive. It has worked much better than I think either the Office of Education or Senator Kennedy and I thought it would. We had great confidence in it, but it has worked better than we thought it would. But the fact that there is continuous uncertainty as to whether or not they can get the interim funding in order to recruit additional members of the Corps to train during this summer, the uncertainty as to whether the program will continue at all, has had a deleterious effect, and I am hopeful that we can finally get the authorization and appropriations and have some stability in the program.

Senator RANDOLPH. Thank you, Senator Nelson. Now, Senator Kennedy, I believe that you are ready to give your part of the joint statement.

Senator KENNEDY of Massachusetts. Thank you very much, Mr. Chairman.

I want to once again express my own personal appreciation to the chairman of the subcommittee, Senator Morse, and through Senator Morse to you, Senator Randolph, for once again entertaining the testimony of Senator Nelson and myself. We have appeared a number of different times before this subcommittee; we have also had the good opportunity to, a fine opportunity to, appear before the Appropriations Committee on two different occasions, and certainly the subject matter which we bring again to the attention of this subcommittee is well known to it and well known to the members.

I will say that we have certainly received the enthusiastic support, I believe, from the members of this subcommittee and generally from the members of the full committee.

Rather than review the testimony itself, we appreciate the fact that you hace placed it in the record, but we do feel that once again the record is extremely clear with regard to the success of this program. Limited as it has been, we have seen that it has been uniformly endorsed and supported in the areas in which it has touched the lives of many of the disadvantaged young people throughout our country. I think not only does the testimony that Senator Nelson mentioned about the National Advisory Council on Education to Disadvantaged Children testify to the value and importance of this program, but also a recent survey made by the NEA of superintendents and principals of schools through the country who have had a direct contact with this program, have generally enthusiastically endorsed this program itself.

So we come to this subcommittee, we believe, with a solid record of achievement and accomplishment. We did start out a program that was limited, but nonetheless, I think that it has, as Senator Nelson has mentioned, far exceeded our highest expectations.

In fact, my conversations with Commissioner Howe and others who have been directly related to this program, indicated that they feel that there is room for expansion of this program, to send some

10,000 interns and senior teachers into the disadvantaged areas of our country, and that they would be enthusiastically received.

I know, Mr. Chairman, that there have been a number of amendments to the legislation which was initially introduced by Senator Nelson and myself, that have been directed toward some of the problems or questions which have been raised by those who have expressed reservations about the Teachers Corps program. They have been incorporated into the legislation. I share with Senator Nelson the reservations about what we can actually expect a young person to exist and live on with a $75 a week salary and $15 per dependent, although this is in the legislation and it was in the wisdom of this committee to continue that provision, in its own judgment with regard to the successful implementation in this program, and I would reluctantly go along with it.

There have been other amendments which will be testified to this morning which have been addressed with regard to strengthening the local veto over interns and experienced teachers. Also with regard to with respect to the State agency of education having a veto right as well. These are certainly three areas where there have been changes made in the program.

And also there has been stated a limitation about the recruiting of experienced teachers, confining it to a particular school district.

This, I find objectionable, Mr. Chairman, and I hope during the course of the markup some amendment can be made, although I think it is helpful to have testimony on that matter by the members of this committee, to see if those who are charged with that responsibility feel that this serves as a hindrance to the effectiveness of the program.

I want to say once again, Mr. Chairman, I feel that the record itself speaks for itself. The facts and the figures are dramatic, they are clear, of the record, I believe, that has been made.

Once again we can echo, Senator Nelson and myself, the achievements and the accomplishments of the program and our testimony records Senator Nelson's own experience in visiting Teachers Corps schools in his own State. I have had a similar opportunity in Massachusetts, and can certainly report from personal experience both in the school district, my contact and conversations with the young people, they feel they are performing a terribly important and vital function.

I think not only are they providing advantages to those who are disadvantaged in my State of Massachusetts and generally around the country, but I also think that we are interjecting and infusing the general educational framework of our country with a new appreciation and understanding of the problems of education in disadvantaged areas. I think this is obviously overlooked.

So I appreciate the kindness of the subcommittee in permitting both Senator Nelson and myself to appear here, and I thank the Chair for including these remarks in the record.

Senator RANDOLPH. Thank you very much, Senator Kennedy.

The matters of concern that you mentioned will be explored with the administration spokesmen, because I think they are necessary of clarification, of even perhaps change and strengthening in some particulars to perhaps take advantage of that which we have learned by experience.

I wish to add to what Senators Nelson and Kennedy have said as to my belief in the validity of this program. I have followed it very closely in West Virginia, where there is general agreement that it is valuable, and rather than to find it in a state of deterioration we need to give prompt attention to keep it effective and virile.

Thank you very much.

(The joint statement of Senators Nelson and Kennedy of Massachusetts and the letters referred to above follow :)

JOINT STATEMENT OF HON. EDWARD M. KENNEDY, A U.S. SENATOR FROM THE STATE OF MASSACHUSETTS, AND HON. GAYLORD NELSON, A U.S. SENATOR FROM THE STATE OF WISCONSIN

Mr. Chairman, we appreciate the opportunity to submit this statement to the subcommittee on behalf of the Teachers Corps legislation now under consideration.

As cosponsors of the original Teachers Corps legislation, we have followed with great interest the development of this program throughout the United States.

The present enrollment in the Teachers Corps is 1,200 interns and experienced teachers. Although this is a smaller total than we had envisioned, the program during its first year of operation has been an unqualified success. The subcommittee will hear detailed testimony on the progress of the Teachers Corps from the Corps director, Mr. Richard Graham. We would like to highlight at this time some of the public reactions to the program we have received or noticed.

On April 20 the National Advisory Council on the Education of Disadvantaged Children issued a report on the effectiveness of the Teachers Corps. That report was clear in its findings that "The National Teachers Corps is too badly needed and too promising to be either discontinued or treated as a temporary stopgap. Of all the present investments of public effort, few are likely to yield so large a return." The report went on to state: "The National Teacher Corps has proved itself a useful weapon in the attack on the disadvantaged under which too many American children labor. The direct effect on the children with whom the corpsmen work would be justification enough to continue that work. The Corps quite clearly will have other effects as well. The most significant of these may very well be its influence on the capacity of the educational systems of the universities to reach those children who have been most grievously neglected."

City officials, school administrators, and teachers throughout the United States have been equally enthusiastic about the work being done by the Teachers Corps.

This year Senator Kennedy visited the Teachers Corps program operating within the Boston public school system. The program helps four of the city schools finance their own program of special educational assistance, and it emphasizes the training of teachers to meet the special needs of disadvantaged children whose education has been handicapped by the effects of poverty.

There are 19 people in the program, four experienced teachers, and 15 intern corpsmen. The interns are training at Boston College under the direction of Professor of Education Dr. William M. Griffin, and are pursuing a special graduate program leading to a master of arts