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Mr. FOGARTY. Go ahead.

Mr. BRIGHT. I would like to read you the statement on research and training.

Mr. FOGARTY. Very well.

GENERAL STATEMENT

Mr. BRIGHT. Mr. Chairman and members of the committee, for "Research and training," we are proposing an amount of $80 million for 1967, an increase of $10 million over our 1966 appropriation.

The past year, as you know, brought major changes in the legislation which authorizes our major educational research programs. With the additional appropriations we have been able to launch several new programs which we are asking you to continue and expand during 1967.

Certainly the most dramatic new development is the construction and operation of regional laboratories. These laboratories, designed to create essentially new kinds of institutions, go beyond the singleproblem center approach to programmatic research support. Laboratries will carry on comprehensive research, development, coordination, and dissemination activities to serve the needs of a region or of the Nation as a whole. They are designed to close the extensive time gaps which have long existed between innovation by the researcher and implementation by the educational practitioner.

The expanding interest in educational research programs can be demonstrated by the increasing number of project research proposals. We have already received more applications for the current year than we did for the entire previous year.

A second new program, research training, has also been inaugurated in 1966. Training of educational researchers will of course provide the research skills so badly needed in State and local educational agencies. The demand, as measured by the number of proposals and requested levels of support, is very high.

May I also say, Mr. Chairman, that for the first time, as a result of the administrative changes in the Office of Education last July, we are in effect representing all of the educational research programs administered by the Office. The collection of the research programs under one administrative structure has given us the opportunity to relate more effectively to operational programs in other Bureaus of the Office and to consider with greater effectiveness the question of what kinds of research are apt to have the greatest payoffs for the educational system as a whole. It has also greatly facilitated our coordination activities with other governmental agencies including the Office of Economic Opportunity, the National Institute for Mental Health, and the National Science Foundation.

We will be happy to answer any questions you may have.

CONSOLIDATION OF RESEARCH ACTIVITIES

Mr. FOGARTY. The consolidation of this research activities does not show up in the justifications, does it?

Mr. BRIGHT. It does not. It is still spread around. It was collected together in the original budget presentation by the Commissioner in the breakout to show what was being spent in these general areas. Mr.FOGARTY. We will put that table in the record.

(The table referred to follows:)

Appropriation:

Research and training, fiscal year 1967

Expansion and improvement of vocational education___.

Higher educational activities____

Defense educational activities__.

Educational improvement for the handicapped--

Research and training---

Educational research (special foreign currency)
Salaries and expenses (captioned films).

Total.

Amount

$17, 750, 000 3, 550, 000 7,500,000 8, 100, 000 80, 000, 000 1, 800, 000

3, 000, 000

121, 700, 000

Mr. CARDWELL. This is something that both the Office of Education and the Department have had under consideration since the enactment of the extensive educational legislation of last year. We had hoped to be able to redesign the appropriation structure for this and several other activities in time for this session of Congress. We were unable to do so.

We feel confident by next year we will be able to propose the kind of changes you are talking about.

AUTHORIZATION FOR APPROPRIATIONS

Mr. FOGARTY. The 1966 appropriation was $70 million. The 1967 request is for $80 million. What is the authorization?

NEW FACILITIES

Mr. KARSH. In this appropriation, Mr. Chairman, there is no dollar amount. That is, authorized. The funds are for as much as will be appropriated. With the one exception of the new facilities, insertion of that was included in title IV, Elementary and Secondary Act. The authorization in that act committed $100 million to be available for 1966 through 1970. Against that authorization we have requested $20 million last year and this year we are requesting $12.4 million. That would be a total of $34 million.

Mr. FOGARTY. What was your initial request?

Mr. KARSH. The initial request of the total appropriation or for the construction?

Mr. FOGARTY. Compared to $12 million?

Mr. KARSH. $30 million was requested.

Mr. FOGARTY. The Bureau of the Budget cut you back to $12

million?

Mr. KARSH. That is correct.

STATUS OF CONSTRUCTION AND EQUIPMENT FOR RESEARCH FACILITIES

Mr. FOGARTY. Will you tell us something about these facilities and their current status? Is matching required and will this part of the program phaseout or do you see it as continuing on and on?

Mr. BRIGHT. There has been very little obligation of these funds. as yet. If you look at the various R. & D. centers, you find them operating under very unsatisfactory housing conditions. One of them is located, I believe, in an old warehouse. The others in very old structures.

Mr. FOGARTY. What laboratory?

Mr. BRIGHT. These are the research and development centers, such as the one at the University of Pittsburgh, the one at the University of Oregon, the University of Wisconsin. These centers had special educational interest.

These centers have been asked to submit what they think are needed in the way of facilities as a minimum to effectively carry on the programs they are responsible for. In addition there will be a considerable amount of facility request in conjunction with the new regional laboratory program. These are just in the very early planning stage at the present time and these requests will be coming in late in this year. Mr. FOGARTY. Is matching required?

Mr. BRIGHT. No.

RESEARCH SURVEYS AND DEMONSTRATIONS

Mr. FOGARTY. For research, surveys, and demonstrations you are requesting an increase of $17,600,000, from $50 million to $67,600,000. How much of the increase is just to cover continuation costs of projects started in 1966?

Mr. KARSH. $30,626,000. I would like to add to that. There are continuing costs for all projects initiated prior to the year. They may have been initiated earlier than 1966.

NEW RESEARCH PROJECTS

Mr. FOGARTY. With regard to research, how many new projects will the 1966 appropriation finance and how many will the request for 1967 finance new projects?

Mr. BRIGHT. There are approximately 530 new projects supported in fiscal year 1966 and approximately 500 are anticipated to be supported in 1967.

Mr. FOGARTY. You are sure that you can support about the same number of new projects in 1967 as you did in 1966 with this appropriation?

Mr. BRIGHT. I believe with this increase in the funds this is

UNFUNDED APPROVED APPLICATIONS

Mr. FOGARTY. Are you going to have approved applications that you will not have funds to finance in 1966?

Mr. BRIGHT. Yes, we will.

Mr. FOGARTY. About how many and how many dollars?

Mr. BRIGHT. The major one of these will be in connection with additional R. & D. centers that have been requested. The review committees met on this just yesterday and I think-frankly I have not seen how many of them were recommended-but with the present level of funding we do not think we will be able to fund more than one. How many were recommended for support? Approximately seven is what we expect to be recommended. There were about 14 or 17 major applications for these centers.

Mr. FOGARTY. Approvable or approved?

Mr. BRIGHT. Not approved. We expect seven would be.
Mr. FOGARTY. You will only be able to finance one?

Mr. BRIGHT. That is correct.

SMALL GRANT PROGRAM

Mr. FOGARTY. How is the small grant program going? How do you define a small grant?

Mr. BRIGHT. A small grant program is the grant of $7,500 or less. Mr. FOGARTY. How is that going?

Mr. BRIGHT. That is going extremely well. The total numberMr. FOGARTY. Supply that for the record.

Mr. BRIGHT. We shall do so.

(The information requested follows:)

Bureau of Research small grants program to date, fiscal year 1966

Proposals received fiscal year 1966–

Proposals approved to date__
Approximate dollar commitment to date__.

511

112

$1,024, 000

Mr. BRIGHT. As we mentioned here, the total number of proposals coming to the office so far this year has exceeded the total number that we had last year. To date we have received approximately 3,000 requests or proposals.

Mr. FOGARTY. I do not think you have half enough money in this budget; do you?

Mr. BRIGHT. It is always possible to spend more, I think, effectively in the research area.

RESULTS OF EDUCATIONAL RESEARCH

Mr. FOGARTY. Give us some examples of results that you have obtained during the last year.

Mr. BRIGHT. There are several given in the justifications.

Mr. FOGARTY. Give me a couple and put more in the record later, good ones.

Mr. BRIGHT. The range goes from such things as the development of a sequential and cumulative program in English for able collegebound students, grades 10 through 12, in cooperation with the Carnegie Institute of Technology, which has been extremely enthusiastically received across the country. Other areas are

Mr. FOGARTY. That would not be a very good example for me to give up on the floor.

FASTER LEARNING RATE FOR THE BLIND

Mr. BRIGHT. I am just covering the range here. Another type of proposal is the study of speeded research as an educational media. This one is particularly effective for instruction to the deaf. It turns out that the reading speed of a deaf person reading braille is only a tiny fraction-I have forgotten what it is at the moment-I think about 20 percent of that which a sighted person can read a book, which means that the ability of the person to absorb information is very slow.

Mr. FOGARTY. What is it, a machine?

Mr. BRIGHT. In this particular case it is working toward this. It is a tape recorder which has some special features by which it can play speech back considerably faster than it was spoken without changing the pitch.

Mr. FOGARTY. Some similar progress is being made with the blind, too?

Mr. BRIGHT. No; I am sorry-this is blind.

Mr. FOGARTY. I thought they were working on something else that was a very expensive piece of equipment along this same line a year ago?

Mr. BRIGHT. There are some projects underway by which it is possible to take a device and just run it along a standard book which will transfer these characters from the book into a form which can be sensed by the person so that he can read conventional books instead of depending on braille. All of these are in very early experimental stages of their development.

Mr. FOGARTY. I am thinking about the testimony of the Printing House for the Blind.

Mr. CARDWELL. Both the American Printing House for the Blind and the Office of Vocational Rehabilitation have been interested in this very same effort; Vocational Rehabilitation has for several years been working in a similar direction with MIT.

Mr. FOGARTY. I was thinking it was very expensive at that time. Mr. BRIGHT. That is not related to this project; no.

Mr. FOGARTY. It may have been the year before last. Go ahead. Mr. BRIGHT. There have been a number of developments in curriculum of all types, supporting developments in not only English curriculum but language curriculums, physics, mathematics for the early grades, and a very wide variety of curriculum developments.

ENGLISH AS A SECOND LANGUAGE

Recently there has been a considerable amount of attention paid to projects concerned with teaching English as either, say, a second language or, more importantly perhaps, for those who speak an English dialect of the type which is not of a nature that would easily allow them to obtain jobs or things of this type. We find that to correct the English pronunciation to what is generally considered acceptable English requires techniques very similar to that of teaching a new language. There has been a great deal of effort in some of our projects this last year devoted to this type of language correction.

Do you want any other examples?

Mr. FOGARTY. Supply more for the record.
Mr. BRIGHT. All right.

(The examples requested follow :)

SAMPLE COOPERATIVE RESEARCH PROJECTS

577 Walter R. Borg. "An Evaluation of Ability Grouping," Utah State University, Logan, Utah.

After an intensive study of patterns of ability grouping at the elementary level, Borg concluded that if a decision were to be made to employ ability grouping, it would have to be made on the basis of some consideration other than achievement, since significant differences were not found in ability grouping. Also, children in random grouping situations consistently developed better study habits than pupils in ability grouping situations.

696 Ruth B. Glassow, Lola E. Halverson, G. Lawrence Rarick. "Improvement of Motor Development and Physical Fitness in Elementary School Children," University of Wisconsin, Madison.

The purpose of this study was to compare outcomes of a program of physical education of vigorous activity with those of a traditional type of program. It

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