Dr. Hansen?

Dr. HANSEN. I am not making a statement this morning. Dr. Carr is making a statement.

Senator MORSE. Dr. Carr, I will be pleased to hear you now.

But, Dr. Hansen, it will be helpful to this committee-I know you will follow our hearing anyway-if from time to time you will supply a memorandum to the committee that you would like to have me put in the hearing record, commenting upon the statements and evidence that is put in the record by others. Without calling you back constantly, I would like to have you from time to time file a memorandum with the committee, made available to any witness that has an opposite point of view, and then we will call you back for a final bit of testimony where you can summarize your point of view in regard to the full record.

Dr. HANSEN. I appreciate that very much. May I say one thing this morning, that as we build in the direction of a community college and a 4-year program, let us keep in mind that the teachers college is performing an admirable function now. It has a staff of great competence, the student body is among the finest, I think, in the city, and it is an effective institution. So I should like to make that one point for the record that we build on the strength and expand the program and understanding that we have to keep this institution going in one form or the other, no matter what the destiny of this bill is, so that we do have a growing, dynamic kind of institution in the existing organization of the teachers college.

Senator MORSE. Let there be no room for doubt as to the chairman's position about the teachers college. As Dr. Carr knows, I think that the teachers college and its staff and its president deserve the gratitude of this entire community. It is certainly not contemplated that the teachers college will in any way be eliminated, but will be strengthened and perform a vital part of the new college that is contemplated under this bill. I would consider it to be the department of education of the new college, as we refer to departments of education in other institutions.

I am sure that Dr. Carr will be the first to admit that the school has not received the support that members of this committee think it should have received and I am sure that he knows it deserves to have received, and I think that the best way to strengthen the teachers college is to go ahead and make it an integral part of the new college we contemplate by these bills.

Dr. Carr, I will be delighted to hear you.

STATEMENT OF PAUL O. CARR, PRESIDENT, DISTRICT OF COLUMBIA TEACHERS COLLEGE

Dr. CARR. Mr. Chairman, I appreciate very much the opportunity to testify in support of the two new colleges as proposed by the President's Committee on Public Higher Education. Both the community college and the college of arts and sciences are needed in the District of Columbia, and in my testimony this morning I shall attempt to avoid, to the extent possible, repeating what the other witnesses have said or emphasized.

That is a rather difficult thing, I know, because so many fine and persuasive things have already been said, but I see no need to continue

to emphasize the need for the two colleges; I think that has been pretty well established.

We know that there is a lag in the District in providing public higher educational opportunities for the youth and adults, and we know that the District has considerable resources.

I shall, in a few minutes at my disposal, report the reactions of the faculty of the teachers college and give something about the types of program that should, in our judgment, characterize the proposed institutions.

We are aware, however, that the Board of Higher Education may have other ideas but we believe in general the suggestions made here would be followed.

My statement has been made available to you, I believe. Therefore, I shall not read all of this but just refer to certain parts of it for emphasis.

Senator MORSE. The full statement will be inserted in the record at this point.

(Statement follows:)

STATEMENT OF PAUL O. CARR, PRESIDENT, DISTRICT OF COLUMBIA TEACHERS COLLEGE, IN SUPPORT OF PUBLIC HIGHER EDUCATION IN THE DISTRICT OF COLUMBIA

Other witnesses appearing before this committee have testified with reference to the urgent need for the establishment of a public community college and a public 4-year college of arts and sciences in the District of Columbia. Statistics have been presented that show that the District lags far behind the 50 States in providing educational opportunities beyond the secondary level for its citizens. It is evident from the testimony presented that the District can well afford to construct and operate both institutions. It is also evident that many of the young people of the District will be unable to achieve completely their educational and occupational potentials until these institutions are established. In my testimony today I shall report the reactions of the administrative staff and faculty of the District of Columbia Teachers College with reference to the proposed legislation. I shall also report their conclusions with reference to the types of educational programs that should characterize each of the proposed institutions.

On January 5, 1966, the faculty of the District of Columbia Teachers College voted unanimously in favor of the creation of a comprehensive community (or junior) college and of a college of liberal arts and sciences as recommended by the President's Committee on Public Higher Education and as provided for in the bills currently before this Senate committee. The faculty favored the recommention to merge the District of Columbia Teachers College into the new college of arts and sciences. They believe that the present program of teacher education would be strengthened by placing it in a liberal arts setting where those preparing to teach would be in close association and in academic competition with those preparing for other professions.

I am here today to testify in favor of the creation of the two new colleges referred to above and which are provided for in S. 293, a bill to establish a Board of Higher Education to plan, establish, organize, and operate a public community college and a public college of arts and sciences in the District of Columbia. A community the size of the District of Columbia with 4,000 to 5,000 graduates of the public high schools annually and with from 1,200 to 1,500 graduates of the private and parochial high schools should, without question, have publicly supported higher education which includes more than teacher education.

At the beginning of my testimony, Mr. Chairman, I want to express my enthusiastic support of the concept of a Board of Higher Education with so much freedom to organize and administer the proposed colleges. This is a very commendable feature of the bill and a condition which is essential for the healthy growth of the two colleges. In studying the provisions of S. 293 I am concerned, however, about one thing. Does this bill as it is written protect the tenure rights, retirement benefits earned to date, and the health and insurance benefits

of the faculty of the District of Columbia Teachers College? If the Teachers College is merged into the college of arts and sciences under a Board of Higher Education, what will be the status of the faculty, exclusive of the laboratory schools? They will no longer be under the Board of Education and no provision is made for them to be covered by the present District of Columbia Teachers' Salary Act, as amended. On behalf of the faculty of the Teachers College, I am requesting an examination of the provisions of S. 293 in regard to pay scales, tenure rights, retirement benefits, and health and life insurance benefits. The faculty should not lose any benefits now enjoyed as employees of the Board of Education if and when they come under the Board of Higher Education.

COMMUNITY (OR JUNIOR) COLLEGE

First, I should like to state my belief that the recommendation of the President's Committee on Public Higher Education in the District of Columbia for two separate institutions is educationally sound. A community college has very different purposes from those which should give direction to a 4-year college of arts and sciences. Each type college has its own basic philosophy which determines its objectives and curriculums.

The community college should be established with a definite purpose in view at its opening and this basic purpose should underlie the formulation of all policies concerning the organization of basic facilities and curriculums. This institution should be established and the curriculums developed with the understanding that it is to remain a 2-year community college and that it will continue to serve youth and adults who have a need for and an interest in its curriculums. Admissions

The community college would be organized and administered to accommodate persons with a wide range of abilities, educational backgrounds, and career goals. No one with the ability to profit from education beyond high school should be excluded. Students would be admitted to a particular curriculum. They should be qualified to pursue successfully the curriculum chosen. The educational goal of the student would determine the high school preparation or the work experience required for admission to a curriculum. The 4-year college of arts and sciences should establish and maintain admission requirements far more rigid than those proposed here for the community college.

Recognition of individual differences

The implementation of a more liberal admission policy for the community college will undoubtedly result in a student body less capable in the traditional academic areas. The acceptance of this fact should not mean that attendance at this college will involve the stigmatization of those who are admitted to it for their postsecondary school education. The recognition of individual differences in interests and capabilities has been responsible for the establishments of our vocational high schools. We should recognize that individual differences in interests and capabilities continue beyond the secondary school level. Community colleges are designed primarily to provide postsecondary school education for those who are interested in pursuing various careers in business and in other semiprofessional areas. If the community college does not provide opportunities for these individuals to prepare themselves for positions of a managerial, technical, or semiprofessional type, there is little excuse for its existence. Few people with a background of information in the field of higher education would ever attempt to justify the existence of a public community college just to provide the first 2 years of general education to prepare a student for transfer to a 4-year college or university. Transfer curriculums will, however, be provided. Curriculums

Technical education, at the subprofessional level, is a major employment need in the District of Columbia, as elsewhere; therefore, 2-year occupational curriculums in the community college would be geared to local employment needs and their completion would provide the base for the economic improvement of many young men and women in the District now untrained for productive careers. Every effort would be made to establish curriculums in keeping with the 1963 "Area Skill Survey" and of subsequent surveys of the educational needs in the District.

Balance between specialized information and basic principles

A great advantage of the community college program is that the curriculums can be planned to strike a balance between specialized information related to current employment and comprehension of the basic principles underlying occupations in general. Such a balance in the curriculums would give students the capability of acquiring other skills with a minimum of reeducation as machines and processes become obsolete. Also students enrolled in the occupational education curriculums would have to work in the basic academic disciplines to the fullest extent of their capacity to profit from this work. In these days of rapid obsolescence of many specific kinds of skills, education should be as basic and generic as possible.

Relation to public schools

As part of the public school system in the District, the programs offered in the community college would be related to the programs in the senior and vocational high schools in such a way as to give maximum encouragement to high school students to prepare for and to look forward to continuing their education in the college. This could be done in the regular day program or in the extended day offerings.

Responsiveness to local needs

The success of a community college is measured in terms of its responsiveness to local needs. Thus the doors of the college would be open to adults, as well as to high school graduates, who need to improve their skills or to retrain themselves for changing job specifications or for new employment opportunities. Similarily, others who desire to remedy their educational deficiencies or to enrich their lives culturally would be encouraged to take advantage of the opportunities offered in their community college. Undoubtedly an adult program would constitute a vital function of the college.

Need for skilled and semiskilled workers

It has been estimated by the U.S. Department of Labor that the number of professional, semiprofessional, and technical workers will increase by more than 40 percent in the Nation during this decade, and that the number of workers in clerical and sales positions will increase by 26 percent during the same period. The public community college is the institution best fitted to provide the education needed by semiprofessional, technical, clerical, and sales personnel at the least expense to the student and his parents.

The extensive study of educational needs in the District just completed by Odell MacConnell Associates provides ample evidence of the need for postsecondary education. The volume of their report dealing with educational specifications for the vocational-technical-occupational center shows graphically in appendix 1 the need for associate degree programs in community colleges and other institutions. This chart, based upon Bureau of Labor statistics estimates, indicates that by 1970 a total of 50 percent of the labor force will be engaged in clerical, sales, managerial, technical, and semiprofessional occupations that require postsecondary school education. Only 26 percent of the labor force will be engaged in occupations that require only a high school education and 18 percent will go into the professions and other occupations that require the baccalaureate degree and graduate study.

The MacConnell report predicts an increase in employment of "skilled" personnel in non-Government business service in the Washington metropolitan area of 56 percent between 1962 and 1967. It also predicts increase in non-Government employment of "skilled" technicians during the same period, ranging from 21 percent for medical and health technicians to 75 percent for technicians to be employed in research and development programs. Similar increases in needs for highly trained personnel will occur, without doubt, in local and Federal Government agencies in the area.

Critical shortages of practical nurses and of technicians in the fields of engineering, business machine repair, automotive repair, and air conditioning are reported in the MacConnell report. These shortages exist now in the Washington metropolitan area.

Personnel to meet these critical shortages and to provide the large number of "skilled" workers expected to be needed in the Washington area must be trained. Existing institutions, including academic and vocational high schools, business colleges, and local colleges and universities are not prepared to provide the types of training needed. Certainly they are in no position to provide the extensive

educational programs required to produce the large number of highly trained personnel that are likely to be needed, if the predictions of the U.S. Bureau of Labor Statistics are reasonably accurate. A community college would be expected to attract students who would prepare to meet local personnel needs. An available market for employment would be a motivating force for hundreds of students.

Major curriculum areas

The nature of the Washington community and the information available through surveys indicate a need for at least three major curriculum areas in the public community college:

(1) General education.-This curriculum would include courses in the traditional academic disciplines. These courses would be transfer courses acceptable for full credit by a university or a 4-year college.

(2) Business education.-Curriculums in this area would provide courses needed by those who aspire to become bookkeepers, medical, or private secretaries, salesmen, office supervisors, library assistants, data processing and statistical technicians, graphic arts technicians and technical illustrators, and buyers and department managers in large stores.

(3) Technical education.-Curriculums in this area would produce semiprofessional personnel in health fields (dental technicians, medical technicians, nursing technicians), mechanical technicians, electrical-electronic technicians, and possibly civil engineering and engineering laboratory technicians.

Associate in arts degree

Upon the successful completion of the prescribed requirements of a 2-year curriculum, the associate in arts degree would be awarded. The requirements for the degree would be determined by the area of specialization selected by the student. All of the 2-year curriculums would be organized on the assumption that students choosing one of them would be planning to qualify for this degree.

COLLEGE OF LIBERAL ARTS AND SCIENCES

All surveys of high school seniors indicate that there are a substantial number of students who graduate from the high schools in the District who are able to profit by a 4-year general college education but who cannot do so because of cost. They deserve an opportunity for a college education equal to that available to high school students throughout the United States. Public higher education on the degree-granting level must no longer be limited to teacher education in the District of Columbia. This is undemocratic and indefensible.

Goals

The educational goals of the college of arts and sciences would be similar to those of good liberal arts colleges elsewhere. The college would be organized and administered to serve the people of Washington. The major responsibility of the college for the forseeable future would be to prepare teachers. The program, while including teacher education, would not be limited to this area of preparation as is that of the Teachers College. Students with no interest in teacher preparation would be able to complete majors in academic areas of study. The extent of the offerings would depend on the resources of the college. The college of arts and sciences with a student body of college-able students would attempt to be thorough in its instructional program. Sound academic education would be a primary objective.

Admission

The college of arts and sciences would differ in its admission policy from the community college. Only high school graduates who are college ready would be admitted. They would be selected upon the basis of the secondary school record, recommendation of the principal or counselor, performance on an entrance examination, personal interview, and other evidence of serious desire for a college education. Students unable to meet the higher admission requirements would have the opportunity to attend the community college. The privilege of transferring from the community college to the college of arts and sciences should be available to students who can qualify for this transfer.

Transfer, graduates, and inservice students would be required to meet standards of admission comparable to those in other colleges and universities.