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the junior college which was quite the rage for a while. Now the so-called community college is becoming quite the thing to talk about at the local level.

Mr. Howe. I think we need to go below what we call these things into the actual programs that are offered and the functions that are carried out within them. I am sure that you will find in a large number of so-called community colleges and I think we tend to use this word "college" because it is prestigious, and it does not really describe the nature of the institution

TECHNICAL INSTITUTES IN EUROPE

Mr. FLOOD. Exactly. I do not want to use the word "college" for the institution for which I am pleading. I expressly do not want to use the word "college." I abhor the use of the word "college" in connection with this thing that I am talking about. They exist in Western Europe, as you know, first-class, and for a long time, marvelous institutions. If a boy or a girl who goes there wishes to pursue a college degree at night, this can be done. If he wants a bachelor's degree in something, there is no reason why this cannot be done. It is done every day and night. If he wants it, he will get it.

I feel this tremendous lack of technical institutes, which is exactly what I mean. I do not mean anything else but a technical institute. What do you mean by a technical institute? Something where a mechanic fixes a car? No, I don't. I do not mean that at all. A technician today is not the technician of my grandfather's time in the very limited mechanical sense. There is no horizon today to what a technician is. He or she does not need 4 years of college. These people should be given a chance at an institute devoted only to that. I do not mean that institute could not be on the University of Pennsylvania campus. I suppose it could be. I do not know. I do not see why not. But it also could be someplace else, not on that campus.

COMPREHENSIVE JUNIOR COLLEGES

Mr. Howe. Our community colleges and some so-called junior colleges tend to be more comprehensive institutions and to have several purposes rather than a single purpose.

Mr. FLOOD. Correct.

Mr. Howe. But along the several purposes they have, just as the comprehensive high school has several purposes, they are performing some of the functions of the rather specialized institution that you are describing.

Mr. FLOOD. May I interrupt to point out I am not speaking now of an institute which would devote itself exclusively to bacteriology technicians. I would take for granted that this technical institute of which I speak would have a curriculum embracing, as far as the rule of reason would permit, a series of technical opportunities.

Mr. Howe. And perhaps some people who would do well enough in some aspect of the general education offered there, might go on 4

years more.

Mr. FLOOD. Yes; I have said that. This is entirely up to the individual. If and when he or she gets my certificate and is working

at that technical calling, whatever it might be, if he or she suddenly strikes fire and wants to go on to get a degree in that specialty or something else, I am sure it can be done.

Mr. Howe. I would like to ask Mr. Ludington, if he is here, whether title I of the Higher Education Act in any sense answers a portion of this need.

Mr. FLOOD. The more I stay here, year after year, in this whole cabal of our educational system, I think this is our Achilles' heel.

Mr. Howe. Will the extension programs of universities move at all in this direction?

Mr. LUDINGTON. Whether the States make this kind of decision remains to be seen. I think in view of your comment, although progress has been slow, progress is being made in the direction you are indicating, Congressman.

Mr. FLOOD. I am unhappy with the progress.

Mr. LUDINGTON. I think we all are.

Mr. FLOOD. I wanted them last night.

PRIVATELY OPERATED TECHNICAL INSTITUTES

Mr. LUDINGTON. I think part of our dilemma is the extent to which Vocational and technical and higher technical institutions should be institutionalized in this country. There are different points of view with respect to this.

Mr. FLOOD. We have a tendency to have the pendulum swing to extremes. I am in the middle of the road. It goes swinging past me all the time. I cannot get this thing put together. People are just nibbling at it. They are rushing to the underprivileged now, pellmell; and for the last decade they have been clamoring up and down the ivy walls for degrees of all sorts and kinds, and then for doctorates. My grandfather had a high school diploma, and he was a great guy. My father had a bachelor of arts and he was a greater guy. Now you have to have some alphabet soup after your name. My grandfather's high school diploma and my father's bachelor's degree are not worth the powder it takes to shoot them.

We have been in this for 10 years, and I am getting a little bored with it. I want a shift in emphasis, or to look back and see my institutes. I want a rash of them."

Mr. Howe. There is a piece of American education that we do not talk about very much which is operated and controlled by industry, and provides for a portion of this need.

Mr. FLOOD. Yes.

Mr. Howe. General Electric runs major training institutions. Ford and General Motors do, also. In past years, this has been a major piece of educational energy in the realm you are talking about.

ROLE OF PROFESSIONAL EDUCATORS REGARDING TECHNICAL INSTITUTES

Mr. FLOOD. But the professionals have preferred to let the private sector do most of this. What has been done, I am advised, is excellent but it is a drop in the bucket. I want you professionals not to take over but to add on, and into your warp and woof fill this void as the Russians are filling it, as the Germans are filling it, as the English have been filling it for generations, and the Scandinavians. Miste

every one of them will get a job the minute he or she steps off that stage with a certificate in his hand. Walk outside the door and they will be hired tomorrow night. You cannot say this of your bachelor of arts people.

Mr. Howe. Although we are not here to propose new legislation, I can say that I agree with you about the need

Mr. FLOOD. You are here to propose anything you wish.

Mr. Howe (continuing). For education beyond the high school. Essentially, this is in the realm beyond the high school, although some of it may be combined with what goes on in the high school.

Mr. FLOOD. You are aware of the thousands of young men and women who do not want to go to college for 4 years. They consider it an appalling waste of their time and funds. They do not want to do it. There was a time 15 years ago when mama and papa insisted on it because they were keeping up with the Joneses and drove them like cattle into the universities and colleges. Many of them do not want this. You are not helping them or doing them a favor. They want to go to my institute, and there ain't none.

Mr. FOGARTY. Is there and other legislation you want to propose tonight?

Mr. Howe. No, sir. Thank you very much.

COLD WAR BILL OF RIGHTS

Mr. FOGARTY. What about the cold war bill of rights we passed today, upstairs? How will that affect education?

Mr. HowE. The GI provisions for continued education? This will provide opportunities for a considerable number of people. It will supplement the kinds of things that we are doing with loans and with scholarship grants and with fellowship grants under various programs. It seems to me this does make sense.

it.

Mr. FOGARTY. We all voted for it. I doubt if anybody voted against

SCHOOL DROPOUTS

We will place the statement we asked you to have prepared on school dropouts in the record at this point.

(The statement referred to follows:)

SCHOOL DROPOUTS

Recent statistics indicate that some progress is being made toward solution of the dropout problem. The number of high school graduates has doubled in the last 10 years. This compares with an increase in total enrollment in public elementary and secondary schools of only 40 percent during the same period. The proportion of ninth-grade students staying on to graduation has been increasing slowly but steadily in recent years. Despite this gradual progress, however, the problem of school dropouts remains a critical one for the Nation.

Several pieces of legislation enacted by the 88th Congress and 1st session of the 89th Congress provide strong support in meeting the dropout problem.

One of the most significant is the Elementary and Secondary Education Act of 1965. Title I provides financial assistance to local educational agencies to meet the special educational needs of educationally deprived children. In fiscal year 1966, $14,700,000 and $16 million in fiscal year 1967 will be used to assist these educationally deprived children.

The guidelines for title I call specific attention to the need, as a part of a balanced program, for local educational agencies to develop projects specifically designed for school dropouts.

Extensive materials describing programs that might be established have been furnished the State educational agencies for their use in working with local agencies in developing such projects.

Examples of projects now being funded by title I are those conducted in the evening which include reading-incentive seminars and reading clinics, since one of the most significant characteristics of school dropouts is serious reading re tardation. Among deprived students the reading problem often is closely related to lack of incentive and to the absence of books.

Social workers are employed to do home visiting in an attempt to solve problems relating to home and the school. Other projects are set up in such a way that school dropouts can work toward a high school diploma and develop employable skills.

Still other projects are designed to identify the potential dropout and establish program specifically designed to prevent their dropping out.

The Office of Education is collecting data on dropout changes over a period of years comparing all schools in a State to schools involved in title I projects. A uniform nationwide definition will be used.

Title III of the Elementary and Secondary Education Act has motivated educators to initiate innovative and exemplary programs designed to increase the holding power of schools as well as to attract school dropouts into special programs. The initial group of projects selected to title III funding include these projects which are directly concerned with school dropout problems. Orange County, Calif.: For a summer school for dropout recovery. Prince Georges County, Md.: For Operation DIRE (dropout identification, rehabilitation, and education).

Pittsburg Unified School District, California: For a dropout prevention project.

School Administrative District No. 5, Rockland, Maine: For a demonstration teaching center for slow learners and disadvantaged youth.

The following projects are concerned with other problems as well as dropouts: Magnolia, Ark.: For a center for diagnostic and remedial services.

Vigo County School Corp., Terre Haute, Ind.: For a diagnostic, counseling, and remedial center.

Salina Unified School District No. 305, Kansas: For a learning disabilities center planning study.

Board of Cooperative Educational Services, First Supervisory District, Penfield, Monroe County, N.Y.: For an educational diagnostic and service center. Kansas City, Kans.: For a cultural and educational youth development center.

Du Pont-Fort Lewis School District No. 7, Washington: For a student-family counseling center.

In addition, several title III projects relate to remedial education and to learning disabilities which are preventative of situations giving rise to increased school dropout.

The stated purpose of the Vocational Education Act of 1963-to strengthen and improve the quality of vocational education and to expand the vocational education opportunities in the Nation-related directly to the dropout problem. A high percentage of schools reporting on the 1963 dropout campaign emphasized the need for strengthening vocational education. Students also expressed a desire for more vocational courses and frequently cited the absence of specific vocational training as their reason for dropping out of school.

The Vocational Education Act provides vocational education opportunities for high school students and high school droputs as well as graduates and other adults who need additional or specialized training. It seeks to improve the quality of vocational education by providing funds for grants for research, experimental and pilot programs, teacher training, and similar projects. Emphasis in these projects will be given to the needs of the youths who have academic, socioeconomic, or other handicaps a group containing a high percentage of actual and potential school dropouts.

The act provides funds for locally administered work-study programs. Since a sizable number of students leave school because of a need to contribute to the financial support of their families, or because they cannot afford the expenses incident to remaining in school, these work-study programs help reduce the number of dropouts.

Under another provision of the Vocational Education Act, the 1967 budget includes a request of $3.5 million for the initial planning and architectural fees

every one of them will get a job the minute he or she steps off that stage with a certificate in his hand. Walk outside the door and they will be hired tomorrow night. You cannot say this of your bachelor of arts people.

Mr. Howe. Although we are not here to propose new legislation, I can say that I agree with you about the need

Mr. FLOOD. You are here to propose anything you wish.

Mr. Howe (continuing). For education beyond the high school. Essentially, this is in the realm beyond the high school, although some of it may be combined with what goes on in the high school.

Mr. FLOOD. You are aware of the thousands of young men and women who do not want to go to college for 4 years. They consider it an appalling waste of their time and funds. They do not want to do it. There was a time 15 years ago when mama and papa insisted on it because they were keeping up with the Joneses and drove them like cattle into the universities and colleges. Many of them do not want this. You are not helping them or doing them a favor. They want to go to my institute, and there ain't none.

Mr. FOGARTY. Is there and other legislation you want to propose tonight?

Mr. Howe. No, sir. Thank you very much.

COLD WAR BILL OF RIGHTS

Mr. FOGARTY. What about the cold war bill of rights we passed today, upstairs? How will that affect education?

Mr. HowE. The GI provisions for continued education? This will provide opportunities for a considerable number of people. It will supplement the kinds of things that we are doing with loans and with scholarship grants and with fellowship grants under various programs. It seems to me this does make sense.

it.

Mr. FOGARTY. We all voted for it. I doubt if anybody voted against

SCHOOL DROPOUTS

We will place the statement we asked you to have prepared on school dropouts in the record at this point.

(The statement referred to follows:)

SCHOOL DROPOUTS

Recent statistics indicate that some progress is being made toward solution of the dropout problem. The number of high school graduates has doubled in the last 10 years. This compares with an increase in total enrollment in public elementary and secondary schools of only 40 percent during the same period. The proportion of ninth-grade students staying on to graduation has been increasing slowly but steadily in recent years. Despite this gradual progress, however, the problem of school dropouts remains a critical one for the Nation.

Several pieces of legislation enacted by the 88th Congress and 1st session of the 89th Congress provide strong support in meeting the dropout problem.

One of the most significant is the Elementary and Secondary Education Act of 1965. Title I provides financial assistance to local educational agencies to meet the special educational needs of educationally deprived children. In fiscal year 1966, $14,700,000 and $16 million in fiscal year 1967 will be used to assist these educationally deprived children.

The guidelines for title I call specific attention to the need, as a part of a balanced program, for local educational agencies to develop projects specifically designed for school dropouts.

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