quently, the schools where those youngsters are, are schools which are not as well funded as schools in areas where there are more fortunate youngsters, but certainly the focus will be to seek both urban and rural situations where there are high concentrations of young people whose families are disadvantaged.

Senator ALLOTT. When you put a teacher in a given school, who has control of this teacher?

CONTROL OF TEACHERS

Mr. Howe. The teacher will be assigned to the school and controlled by the local principal of the school. The local principal will have the authority to set that teacher's routine within the purposes of the Teacher Corps, will have the right to fire that teacher, if he wishes to do so.

Senator ALLOTT. So, the control of the teacher depends upon the local board?

Mr. Howe. Yes, sir.

Senator ALLOTT. Would you specify with these particular teachers in assigning them what they could teach and what they could not? I do not quite get the picture clear. I suppose most of these people would be in elementary schools?

Mr. HowE. They will be divided among elementary and secondary schools. Perhaps I should say a word about the Teacher Corps. The teachers will be divided into two categories: one, experienced teachers who are interested in or have had experience in working with disadvantaged youngsters. The other category and about two-thirds of the teachers involved will be teachers in training who wish to become effective in teaching of disadvantaged youngsters. The experienced teachers will be used as part of the training process.

SPECIAL ADDITIONAL PERSONNEL

Both of these categories, working together in the schools to which they are assigned will provide special supplementary services for the youngsters who have a special need. They will become additional personnel in the schools. The schools will not be allowed to cut down the number of teachers they would ordinarily hire.

In other words, this would be a special additional supplementary service. They may teach mathematics, English, they may teach in the first grade, they may work with small groups of youngsters who have special remedial needs; these kinds of things.

Senator ALLOTT. Then the assignment would be local?

Mr. Howe. The assignment would be local.

Senator ALLOTT. Then if you decided that practical use was not being made of that teacher's services, you would withdraw the teacher. Is that the idea?

Mr. Howe. I think it would be a rare situation in which we would withdraw the teacher. I think the only case in which we would exercise any action of that sort would be where the local school system. did not use the teacher as a supplementary service in accordance with the law but rather tried to replace a regular staff member with this teacher, or something of that kind.

Senator ALLOTT. What is bothering me is, if you send a teacher who is essentially, just say, an English teacher to a high school. The

high school already has, say, five English teachers; just as an example. Now, just where does this person fit in? Are you going to send children to additional classes to go to this one teacher you send in there? Mr. Howe. This teacher may do a variety of things. Some of the classes in English, particularly those in which youngsters from disadvantaged families tend to concentrate, and most high schools have a divisioning process that puts your less capable youngsters together and these youngsters do tend to concentrate in those classes, so this teacher might be used to set up smaller divisions in those classes of youngsters in that classification.

This teacher might run tutoring enterprises after school for these youngsters. This teacher, if an experienced and very capable person, might do demonstration teaching so that other teachers could learn new techniques to which they had not been exposed and might go into a classroom with the regular teacher on a rotating basis. This teacher might pull groups from the regular classes and work with them in the school's library for special reading programs for taking them out of classes or from study halls.

There is a whole variety of patterns here in which the teacher can work. The teacher can, also, work in the community with the families, and this is part of the plan, to help to guide families into good patterns of homework and activity and that kind of thing.

Senator ALLOTT. That is all I have.

Senator HILL. I note that you state, in your justification for the budget for the National Teachers Corps, and I quote:

Once the teachers have been assigned to and accepted by a local school district, they will be under the direct control of the local school authorities. The school district will have complete control over the individual's assignments within the school system, transfer within the system, the subject matter to be taught, and the term and continuance of the Corps members within the school system. Mr. Howe. Yes, sir; that is our detailed plan. Senator HILL. Which you confirm today?

Mr. Howe. Yes, sir.

DISPLACEMENT OF TEACHERS NOT ALLOWED

Senator ALLOTT. I just point this out: It can hardly fail to result in some displacement. In the example I used where you had five teachers, maybe they have an overburden of classrooms or students with the five teachers. So, in a way, you really do supplant or really take up a part of their budget on it, do you not?

Mr. Howe. No, we would not take up part of the school system's budget because we would not allow them to let one of the five teachers go and replace them.

Senator ALLOTT. Suppose they had a class load of 40, which is too high, so if you had 5 teachers you would then have 6, so you cut the class load down to, say, 36. To this extent, you are really doing it. It is a minor point but I am simply trying to get clear in my own mind the exact function of these people.

SOURCE OF TRAINEES

Now, where are you going to get these trainees? We have a terrific shortage of teachers already.

Mr. Howe. The trainees will come from two broad general categories: One, from recent college graduates or people who are graduating this coming spring. By law, they must have an A.B. degree. The other source would be anyone who has an A.B. degree and can survive the selective processes which we intend to build into the selection of this Teacher Corps group, and we do see this as being a very selective arrangement.

I think you have to think about this source of teachers as trainees against a background that a great many people in America today are deeply concerned about the problems of the disadvantaged youngsters, are volunteering in a great variety of ways to help with those problems, and this broad social concern which does reflect itself in the feelings and attitudes of a good many of the younger college generation can be constructively used in getting them into an enterprise like this and they are likely to flow into it in some numbers.

I certainly agree with your point that there is a shortage of trained people.

SALARIES FOR TEACHERS CORPS

Senator ALLOTT. What about salary? Are you going to run into salary problems? What sort of salaries will the Teacher Corps receive?

Mr. Howe. Here, we have two categories: The trainee and the experienced. The trainee will receive the lowest salary scale level that that particular school system offers where he goes into his training. The experienced teacher would receive the salary that his age and experience and degree category-M.A. or Ph. D.—would qualify him for in that particular school system.

Senator ALLOTT. Thank you very much.

Senator HILL. You may proceed, Commissioner.

DEVELOPMENT OF ADMINISTRATIVE CAPABILITY

Mr. Howe. In the next fiscal year we plan to devote about $45 million to the development of greater administrative capability where it counts in the State educational agencies that administer a majority of the programs financed through the Office of Education. More funds, in fact, will be provided to State educational agencies for administrative purposes than to the Office of Education itself.

To operate the Office of Education we will require approximately $40 million. This is slightly more than 1 percent of our total appropriation request. In fiscal year 1967, we plan to develop a comprehensive field staff which will bring more services of the Office closer to the State and local educational agencies.

I might observe on this development of the field staff that we now have about 9 percent of our total employees working in the field staff and we plan to have these moved to some 15 percent during the year. Senator HILL. This budget provides funds for that?

Mr. Howe. The "Salaries and expenses" budget provides for that. The impact of the new programs of the last 2 years, together with the issuance of regulations, guidelines, and operating procedures, imposes an obligation on our part to assure that assistance to State and local administrators is readily available.

PROGRAM OBJECTIVES

In a discussion such as this, bound up with striving for a satisfactory budget, we may lose sight of our objectives in a forest of dollar signs. These objectives are simple: to help the States, local communities, colleges, universities, and private institutions which constitute our diverse educational system to do more for students and to do it better. I should, perhaps, add to this listing of our responsibilities in simple form. We, of course, also carry the responsibility for administration of title VI of the Civil Rights Act and that this is a major endeavor of ours in terms of particularly administrative personnel even though it does not require large amounts of funds.

I am now ready to discuss with you questions that you may have. I have with me the Chiefs of our four major operating bureaus. On my right is Dr. Ludington of the Bureau of Vocational and Adult Education, Mr. Muirhead of the Bureau of Higher Education, and to testify later, Senator, as we get to these matters, Mr. Arthur Harris and the new Chief of our Bureau of Research, Dr. Lewis Bright, are here with us.

REFERENCE OF PUBLIC LAW 874

Senator HILL. Are there any questions at this point, Senator Allott? Senator ALLOTT. Yes, Mr. Chairman, I have two or three.

First, I want to speak to vocational education.

Senator HILL. Do you want to take that up first? Dr. Ludington was going to take that up. I thought we might have his statement, but go ahead, if you see fit.

Senator ALLOTT. I am very happy I am able to attend these sessions. Very often the chairman has to hold sessions at the same time I have to be at another subcommittee of appropriations and this year I have had a chance to be here twice.

Senator HILL. We appreciate your being here and we want you to have every opportunity to be here.

Senator ALLOTT. The Senator is always kind.

First, I would like to make one brief comment. I will not go into it again. I am sure you are aware of the situation which occurred here the other day when several Senators discussed with Dr. Gardner the situation under Public Law 874. You may have read that testimony by now. I want to reaffirm my own position in that. I think the case was fairly made and we do not want to clutter the record.

UNFILLED POSITIONS

I understand there are some 500 positions unfilled in the Office of Education. If this is so, do you really feel that the Office can properly administer the amount of funds that you requested in this budget?

Mr. Howe. Yes, sir: I think we can. I think we will be strained in doing so. I think that we are very active about the business of recruiting for unfilled positions in the Office. We are really in the same position as the gentlemen who were testifying to you just a moment ago. We have had large, new programs developed by the Congress and have been given responsibility for these and we are gearing up to do the job. We have not as much timelag in getting personnel as perhaps the medical profession does, but we have some timelag.

This is a central concern of mine and I feel confident that we can do

the job.

Senator ALLOTT. On page 147 of the budget special analysis, you go into educational statistics and you say this, and I quote:

The sum of $2.9 million is included for developing a new program of collecting educational achievement data on a uniform nationwide basis for the purpose of assessing the quality of education.

NATIONAL ASSESSMENT PROGRAM

Last year, when your predecessor was before this committee, we went into this matter quite thoroughly. What I want to know from you is, does this mean that the Department intends now to engage in a national assessment program for education?

You see, last year this committee put limiting language in its report, as I am sure you are aware-I might say at my request-and this came from a lot of educators who are interested in this. I would like to have you define your position and whether or not it is different from Mr. Keppel's as stated in the hearing last year. That is assuming you have read his testimony. Maybe you have not had a chance to read it. Mr. Howr. I have talked to Mr. Keppel about these matters and he and I are very much in agreement on them.

I do think it is unfortunate that we used the language we did in the report that you cited because it creates the possibility of confusing between two different endeavors. One is the so-called national assessment which is the possibility of a broad program for taking a look at the quality of education in the United States periodically. We are putting no funds into the U.S. national assessment from the Office of Education at this time. Efforts to explore whether this can be an effective system of national assessment worked out are being conducted with private funds under a committee chaired by Dr. Ralph Tyler from the Center for Higher Educational Research in California.

REPORT OF NATIONAL ASSESSMENT COMMITTEE

The national assessment committee operating with private funds will report to us sometime in 1967 about the nature of their exploratory efforts to see whether such a broad assessment is really possible and what the nature of it might be.

The only position that we have taken on this is to encourage them to go about this business and to encourage schools to cooperate with them to explore whether a national assessment is indeed possible. My own hope would be that it will become possible and this is where I aline myself with Mr. Keppel's position.

I believe that in an enterprise as important and as complex as the educational system of the United States; it is important to try to describe it scientifically insofar as we can so that we may know from time to time where we have been, and this is the nature of the national assessment as I see a process of describing ourselves accurately every 2. 3, or 4 years so we can determine the nature of progress or the lack of it.

COLLECTION OF STATISTICAL INFORMATION

The funds you cited in the budget report refer to the collection of information in our Office of Statistical Services headed by Dr. Alex