COLORADO

The State foundation program of Colorado has a carefully constructed equalization feature for distribution of State funds according to educational need and local fiscal ability. The Federal funds would be distributed likewise. The range per pupil between the allocation to the poorest district and the allocation to the richest district from the State foundation program in Colorado is more than 50 to 1.

CONNECTICUT

Connecticut would utilize the Federal funds to pay for salaries, educational materials and supplies, and experimentation in education, beyond what the State aid system currently provides. The chief State school officer reports that "these are the very activities which may be most productive in the improvement of educational programs."

DISTRICT OF COLUMBIA

The District of Columbia Superintendent would recommend that the Federal funds be used in the District for urgently needed school construction.

FLORIDA

The recommendation would probably be allocation on the basis of a formula Similar to that of the State's minimum foundation program. This formula has equalization features, and the educational benefits expected from the additional funds would vary from county to county depending on the areas of greatest local need.

GEORGIA

The State superintendent would recommend that the State board of education budget any Federal funds received under this legislation for increases in teachers' salaries, employment of additional teachers to relieve overcrowded conditions, increases in other current operating expenses, extended summer employment of teachers, social security coverage, and capital outlay on a needs basis. These Leeds very from district to district in priority.

GUAM

Guam has a single school system in which any funds would be distributed on the basis of need. Some would be used to attract top quality local people and ers into the teaching profession. A portion would be used for teaching of English to children whose background in language is not English. A preschool Gral English comprehension program would be recommended.

HAWAII

The State of Hawaii has a single school system, which is operated under the chef State school officer. Federal funds would be applied for school construction in some areas and for additional teachers in other areas, and would be placed where most needed within the school system.

IDAHO

Distribution of the Federal funds to Idaho would be recommended on the basis of classroom units. The State equalization formula has not been financed to the erent necessary for successful competition for well-prepared teachers. The State foundation program is the best answer to meet these needs, and will be revised frequently to make certain that it fulfills its purpose. More than 25 percent of the teachers in Idaho do not hold a bachelor's degree, and salaries generally are so low that it is difficult to attract well-prepared teachers.

ILLINOIS

The Federal funds would further finance the foundation formula of the State. This has strong equalization features, and is deficient mostly in insufficient funds

to finance it.

KANSAS

The chief State school officer would recommend use of Federal funds to implement development of satisfactory unified school districts in the State. At present only 250 of about 2,000 districts offer full elementary and secondary programs of education. A new formula is being developed for both State and Federal funds to take into account: (a) The variation in assessed valuation from county to county, relating same to satisfactory county and statewide assessment ratios; (b) number of pupils as related to the number of certified teachers (pupilteacher ratio); (c) training and experience of certified personnel; (d) average local costs per certified personnel unit in relationship to the average cost per certified personnel unit for the State as a whole; and (e) penalizing a local district for having less than 1 certified personnel unit for every 22 children enrolled on September 15, (example-22 over 30) with penalty for a school district having a pupil-teacher ratio of more than 1 certified personnel unit with less than 18 children enrolled on September 15 (example-12 over 18). We propose to take into consideration the local effort of each school district by establishing a calculated mill rate based upon the net ad valorem tax requirements plus current State money received and divided by the adjusted assessed valuation of the district. We believe that this will be a measure of effort. Federal funds could be added at the time of distribution of State money to local school districts.

KENTUCKY

The State superintendent would recommend distribution of Federal funds, through the State foundation program. The current proposal would provide $200 to $300 per teacher and same per classroom unit for construction. foundation formula would assure distribution on need basis of districts.

MAINE

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The chief State school officer would recommend distribution on an equalized basis consistent with the purposes for which State funds are distributed. A tentative estimate, district by district, shows that purposes would include: (1) improvement of teachers' salaries, (2) current expenses, (3) school construction, (4) special projects, (5) contingency funds for emergencies, (6) research and inservice training programs.

MARYLAND

The State superintendent would recommend distribution of additional Federal funds under a plan that would make each local school system's share depend on its relative tax ability and its educational need. This State has only 24 school systems, and allocation of funds within each of these involves much equalization according to need. The plan involves a system of local matching for such funds, so that the Federal share of the increased funds that would result from the Federal funds would range from 26.42 percent in the wealthiest to 81.12 percent in the least wealthy of the local administrative units.

MASSACHUSETTS

The State commissioner says this Federal proposal would increase State aid funds 12 percent and proposes several alternatives for their most effective use. One is the establishment of more adequate school libraries in both elementary and secondary schools.

MICHIGAN

The Federal funds would increase the State aid, which is distributed on the basis of a formula having built-in equalization. Local superintendents are be ing polled for information in regard to most critical specific needs and details of local applications.

MINNESOTA

Minnesota would add the Federal funds to State funds distributed under its basic foundation law to the extent of $8,968,110. The remaining $954,090 would be added to the State emergency appropriation, along with State funds, and used by the State board of education to meet critical needs in the most needy districts of the State.

MISSISSIPPI

In Mississippi the Federal funds would be distributed in the same ratio as State funds are now used to supplement local funds in each school district. The cumulative effect of the Federal funds over a period of relatively few years would greatly upgrade the educational level of the school system in Mississippi.

ΜΟΝΤΑΝΑ

Montana law provides a special fund known as the Federal aid to education fund. The chief State school officer is authorized to supervise the expenditures from this special fund for public school building construction or for operation and maintenance of public schools. The recommendation would be to use the Federal funds for these purposes, thus raising the budget ceilings of local school districts in need.

NEBRASKA

The purpose of the Federal fund distribution in Nebraska would be to ease the local property tax burden, from which more than 90 percent of school revenue now comes. There is no State foundation program, although the Federal funds might stimulate the development of such program. The funds would be recommended for teachers' salaries, improved facilities, and extension of educational services that are unreasonably difficult to add to the present local property taxload.

NEVADA

Legislative permission is necessary to accept any part of a Federal appropriation, and the legislature does not meet until January 1963. Without a special distribution formula, which is considered unlikely, such funds accepted Would be placed in the State distributive school fund under the terms of which State funds are distributed, and could be used in each local district according to either capital or current needs as determined locally.

NEW JERSEY

New Jersey would recommend that the Federal funds be used to provide an increase in the foundation program of $40 per pupil in average daily enrollment, with an increase in local contribution rate of 1 mill per dollar of assessed valuation within the school district. This would place the funds in the less wealthy communities. Specific uses of the Federal funds would be determined at the local level, as in the case of State aid funds. Among other purposes for which funds are needed in the local educational units are payment of debt service and improvement of programs through reduction of class size.

NORTH CAROLINA

North Carolina would recommend that the funds be used for capital outlay purposes, which require funds from larger taxing units for the construction of schools large enough to be effective in their educational results. This would promote district reorganization, generally improve education in North Carolica, and balance the State aid system that provides funds for current expenses in public schools.

NORTH DAKOTA

The chief State school officer would recommend that Federal funds be used to place more fully in effect the foundation program law enacted in 1959.

OKLAHOMA

Oklahoma would recommend that a portion of the Federal funds be used to raise teachers' salaries $200 per teacher per year throughout the State. In addition, the balance of $3 million would be used to assist in the replacement of more than 2,000 classrooms which now need to be replaced.

OREGON

The State superintendent would recommend addition of the Federal funds to the State basic appropriation, with distribution on the basis of 80 percent

flat grants and 20 percent equalization. Districts receiving equalization funds under the State aid formula would receive approximately 42 percent more per pupil than other districts.

SOUTH DAKOTA

The proposed Federal funds would increase present State financial support 61 percent, and would be distributed in accordance with laws governing State funds. These laws apply to any funds appropriated by the Federal Congress for purposes of equalizing school opportunity and not otherwise restricted as a method of distribution.

TENNESSEE

The State commissioner would recommend that Federal funds received under the above proposed plan would be allocated on the same basis as State funds under the minimum school program. This would include an allocation for capital outlay and current operation cost for items included in the minimum foundation program. Special emphasis would be given to teachers' salaries, maintenance and operation cost, and instructional materials. We would also include the possibility of using limited amounts for kindergarten and adult education programs. There would be no difficulty in allocating Federal funds which might be received under the proposed legislation under existing State laws. Section 49-109 of the Tennessee Code Annotated authorizes the State board of education to allocate funds received under provisions of any Federal acts.

TEXAS

In this State, the distribution would be made under the same formula used in distribution of State aid funds. This would make the additional funds available to local school districts for the strengthening of the school salary structure and for the provision of more adequate instructional materials. More than 98 percent of any Federal funds would be made available to local districts on an equalization basis, with local determination of specific uses for public school purposes.

VERMONT

The State commissioner would recommend that Federal funds be distributed to local districts to be added to general State aid and a local levy of $1 on the adjusted grand list in order to produce $200 per pupil in average daily mem bership in public schools. It is believed that these funds plus an amount not in excess of the normal annual increase in State aid would accomplish this desirable result.

VIRGIN ISLANDS

The commissioner of education would recommend application of the Federal funds to a critical area of educational need: funds for instructional materials supplies, books, and equipment are woefully inadequate to provide the teachers with the essential tools of learning and teaching.

WASHINGTON

The superintendent would recommend distribution to local districts on ap proximately a 3 to 1 ratio of equalization according to local fiscal ability to finance public education. The State's general fund for maintenance and operation would be the fiscal vehicle for distribution.

WEST VIRGINIA

The superintendent would recommend distribution of Federal funds under the State aid program, which contains a large element of equalization and provides for allocation of approximately 69 percent for professional salaries and 31 percent for current expenses of public education.

WISCONSIN

The recommended distribution would be to change the "guaranteed valuation" from $33,000 to $36,000 per resident pupil in average daily membership, which would allocate the Federal funds on the basis of local educational need and relative ability to finance public education. The amounts going to districts with low

financial ability would be greater per pupil. Specific educational uses in local districts would be decided locally.

For further details on this hypothetical distribution of Federal funds to the States, and by the States to their local school districts, see U.S. 87th Congress, 24 session, House Committee on Education and Labor, General Subcommittee on Education. Hearings on Federal Grants to States for Elementary and Secondary Schools. Washington, D.C.: Government Printing Office, 1962. Parts 1 and 2, 535 pages.

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PRESS RELEASE OF AMERICAN ASSOCIATION OF JUNIOR COLLEGES

WASHINGTON, D.C., May 22.-Full-time enrollments in the Nation's junior colleges climbed to 818,869 students during the 1962-63 academic year, an increase of 9.4 percent over the 1961-62 academic record, according to figures in the 1963 Junior College Directory published by the American Association of Junior Colleges this week.

These enrollments were accounted for by 704 junior colleges, as compared with 678 junior colleges listed in last year's directory. The figure 704 includes 426 publicly supported junior colleges, and 278 independent and church-related institutions.

Freshmen enrollments in junior colleges showed a higher percentage increase in students than in all other types of institutions of higher education, a conclusion borne out by earlier figures released by the U.S. Office of Education.

One city, Chicago, added three new junior college units to its system of eight colleges, one of them in the famed downtown Loop area. Enrollments in the system totaled 28,628.

Florida, where State plans call for the establishment of junior colleges within community distance of most high school graduates, opened four new junior colleges this year. According to the directory, the 4 new colleges enrolled 1,342 students.

Florida now has 29 junior colleges, a majority of them established within the past 10 years.

Fourteen States have twenty or more junior colleges. California heads the list with 74, and New York and Texas are next with 51 and 48, respectively. Others with 20 or more junior colleges are Florida, Illinois, Iowa, Kansas, Massachusetts, Mississippi, North Carolina, and Pennsylvania.

Dr. FULLER. Mr. Chairman, I would like at this time to ask the chairman if we could hear the other two statements and then have such discussion as the Chair thinks there is time to have.

Senator YARBOROUGH. Any objection to the request?

If not, the request is granted.

But I have a request to make of you, Dr. Fuller.

In the statement, the council has approved certain sections and stated very strong objections to other sections of the bill. I would like to ask you if you think it would be an unreasonable request to request you to present to the committee drafts of the sections of the bill that the council objects to that state the perhaps have written into them such laws as they recommend would be passed; in other words, draft bills leaving out the features that you find objectionable and incorporating what you think is needed.

Dr. FULLER. You mean, Senator, to take from S. 580 and summarize the parts that we favor?

Senator YARBOROUGH. Yes; and those parts that you object to, present to the committee in an alternative proposal, a draft of such a law as you think should be passed in that field.

Dr. FULLER. In other words, to amend S. 580 as we would like to see it amended?

Senator YARBOROUGH. Yes; with S. 580 amended as you would like to see it amended.