appre

of his employment, and is capable, in the opinion of the priate school authorities, of maintaining good standing in Vocational education program while employed under the workstudy program;

(3) provide that no student shall be employed under such work-study program for more than fifteen hours in any wee in which classes in which he is enrolled are in session, or fer compensation which exceeds $45 in any month or $350 in any academic year or its equivalent, unless the student is attendin a school which is not within reasonable commuting distance from his home, in which case his compensation may not excee $60 in any month or $500 in any academic year or its equivalent: (4) provide that employment under such work-study program shall be for the local educational agency or for some other public agency or institution;

(5) provide that, in each fiscal year during which such program remains in effect, such agency shall expend (from sources other than payments from Federal funds under this section) for the employment of its students (whether or not in employment eligible for assistance under this section) an amount that is not less than its average annual expenditure for work-study programs of a similar character during the three fiscal years preceding the fiscal year in which its work-study program under this section is approved.

(e) Subsections (b), (c), and (d) of section 505 (pertaining to the approval of State plans, the withholding of Federal payments in case of nonconformity after approval, and judicial review of the Commissioner's final actions in disapproving a State plan or withholding payments) shall be applicable to the Commissioner's actions with respect to supplementary plans under this section.

(f) From a State's allotment under this section for the fiscal year ending June 30, 1964, and for the fiscal year ending June 30, 1965, the Commissioner shall pay to such State an amount equal to the amount expended for compensation of students employed pursuant to work-study programs under the State's supplementary plan approved under this section, plus an amount, not to exceed 1 per centum of such allotment, expended for the development of the State's supple mentary plan and for the administration of such plan after its approval by the Commissioner. From a State's allotment under this section for the fiscal year ending June 30, 1966, and for each of the two succeeding fiscal years, such payment shall equal 75 per centum of the amount so expended. No State shall receive payments under this section for any fiscal year in excess of its allotment under subsection (b) for such fiscal year.

(g) Such payments (adjusted on account of overpayments or underpayments previously made) shall be made by the Commissioner in advance on the basis of such estimates, in such installments, and at such times, as may be reasonably required for expenditures by the States of the funds allotted under subsection (b).

(h) Students employed in work-study programs under this section shall not by reason of such employment be deemed employees of the United States, or their service Federal service, for any purpose.

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SHORT TITLE

SEC. 514. This part may be cited as the "Vocational Education Act of 1963".

EXHIBIT 30

Title VI-A and VI-C-Expansion of continuing education

General university

extension (VI-A). $9,040 $4,053 $9,040 $13, 950 $9,040 $9,020 Public libraries (VI-C)... 37,500 9,000 40,000 27,000 40,000 37,000

Senator MORSE. I also have before me a fact sheet entitled, "Educational Opportunities and Needs in the United States," prepared by the U.S. Department of Education, Health, and Welfare, Office of Education.

This document will also be printed, following the other two documents.

(The fact sheet referred to follows:)

FACT SHEET: EDUCATIONAL ATTAINMENT AND NEEDS IN THE UNITED STATES

U.S. Commissioner of Education Francis Keppel today told the Senate Subcommittee on Education that "our educational institutions and our States, despite valiant efforts, are not meeting the standards" required by the Nation's needs. "The national interest," he said, "requires the maximum development of human potential" while "the personal interest of every citizen required equality of opportunity." In contrast, these are some of the facts about the contemporary educational scene which Commissioner Keppel left with the Senate subcommittee chaired by Senator Wayne Morse:

I. ON THE CHANGING NATURE OF OUR MANPOWER REQUIREMENTS AND THE RISING EDUCATIONAL LEVELS NECESSARY TO CARRY ON THE WORK OF THE NATION

The fastest growth of our labor force is that of highly trained professional jobs requiring 16 or more years of education. Since 1952, jobs in this category have grown from 4.5 to 7.5 million.1

Technician and semiprofessional jobs requiring 1 to 3 years of postsecondary education are the second fastest growing category in our labor force. In the last decade, over 2 million new jobs were created here--a growth of 40 percent.* Jobs filled by high school graduates rose 30 percent while jobs for those with no secondary education decreased 25 percent in the past decade.3

II. ON THE TALENT LOSS BECAUSE OF LIMITED EDUCATIONAL ATTAINMENT

One out of every three students in the fifth grade now drops out of school before high school graduation. Only 2 of every 10 now graduate from college.' Almost a million youths drop out from our elementary and secondary schools each year; 250,000 of these fail to complete even elementary school."

1U.S. Department of Commerce, Bureau of the Census; "Current Population Report," Labor Force Series, 1952, table No. 1, p. 50, and U.S. Department of Labor, Bureau of Labor Statistics; "Report No. 30: Special Labor Forces"; unpublished.

Same as footnote 1.

3 Same as footnote 1.

U.S. Department of Health, Education, and Welfare, Office of Education; "Digest of Educational Statistics," DE Pub. 10024, 1962, table 4, p. 12.

Same as footnote 4.

Over 23 million Americans 18 years of age and older have completed than 8 years of schooling. Included in this figure are some 8 million ad aged 25 and older who have completed less than 5 years of schooling."

Only 43 percent of our adults have completed high school and only 8 perce have completed college.'

Thirty percent of the high school seniors in the 80 to 90 academic percenti of their class and 43 percent of the 70 to 80 percentile fail to enter college."

III. ON INEQUALITY AMONG THE RACES OF EDUCATIONAL OPPORTUNITY
AND ATTAINMENT

Nearly 70 percent of the young white population have graduated from hig school, but only about 40 percent of our nonwhite population have complete high school. To put it another way, 30 percent of the whites and 60 percent the nonwhites are "school dropouts.'

Of our adult population, 25 years and older, 6.2 percent of whites and 2 percent of nonwhites have completed less than 5 years of school (1962).” Almost 12 percent of young white adults (age 25 to 29) have completed colless while only 5.4 percent of this age group in the nonwhite population have dete

So.

11

While 11 percent of the total population is Negro, Negroes make up or 3.5 percent of all professional workers.22

IV. ON THE SOCIAL COSTS OF UNEMPLOYMENT AND LOW EDUCATIONAL ATTAINMENT One of every 10 workers who failed to finish elementary school is unemployed today, as compared to 1 out of 50 college graduates.

13

In March 1962, persons of 18 years and older who had not completed high school made up 46 percent of the total labor force. Such persons, however comprised 64 percent of the unemployed.1⁄4

A 1961 national study of families receiving aid for dependent children (AFDC) payments showed:

15

Sixty-two percent of the jobless AFDC fathers had no education beyond elementary school.

Of those AFDC fathers who were incapacitated, 83 percent had no educa tion beyond elementary school, 42 percent had been in school less than years, and only 6 percent had been graduated from high school.

This study also indicated that of all women in the 20-to-55 age group with less than 5 years of schooling, 1 in 14 was on AFDC. Of all who coLIpleted elementary school, 1 in 34 was receiving such assistance. Of al high school graduates who did not go on to college, 1 in 155 was supported by AFDC. But of all college graduates, only 1 in 1,765 was on AFDC. Almost a fifth of New York mothers on the aid-to-dependent children (ADC) rolls (1957) had not completed the fifth grade and, among families receiving general assistance, half the family heads had completed only 6 years of school

ing, 10

Illinois reported (1960) that a fifth of their ADC mothers had not gone beyond the sixth grade."

• U.S. Department of Commerce, Bureau of the Census; 1960 Report, series 1D. Table No. 173, p. 1-404.

7 Same as footnote 6.

8U.S. Department of Health, Education, and Welfare, Office of Education; Project Talent, Project 226, chart, Mar. 5, 1962.

U.S. Department of Commerce, Bureau of the Census; "Current Population Reports," P. 20, No. 12, tables 2, 3, pp. 8, 9.

Feb. 7. 1963.

10 Same as footnote 9.

11 U.S. Department of Commerce, Bureau of the Census; 1960 Report, series 1D, table 173, p. I-406.

13.S. Department of Commerce, Bureau of the Census; 1960 Report, series 1D, table 158, p. 1-359, table 257, pp. 1-717, I-719.

13.S. Department of Labor, "Manpower Report of the President," March 1963, p. 44. 14 U.S. Department of Labor; Monthly Labor Review, March 1962: "Educational Attain ment of Workers," p. 507.

15 U.S. Department of Health, Education, and Welfare, Welfare Administration, Bureau of Family Services; Press Release, Feb. 20, 1963 (HEW-WG63). (Report to be published) IS. Department of Health, Education, and Welfare. Welfare Administration. Bureau of Family Services; Press Release, Feb. 7, 1963 (HEW-W48) (Report to be published.) 16 U.S. Department of Health, Education, and Welfare. Office of Education; reprint from April 1962, Indicators: "Limited Educational Attainment; Extent and Consequences," p. 5.

In Louisiana (1954), half the ADC mothers and three-fourths of the fathers in the home had received only a fifth-grade education or less.18

Of all persons on Arkansas welfare rolls, 89.4 percent had less than a fourthgrade education.1

Of the unemployed in Louisiana, 72 percent had less than a sixth-grade education; 96 percent of this group had not completed high school."

Commissioner Keppel also provided the Senate Subcommittee on Education with a new State-by-State breakdown of "functional illiteracy"-educational underattainment characterized by failure to complete at least 5 years of schooling:

In the Nation as a whole (1960), 23.5 percent of nonwhite adults 25 years of age or older had completed less than 5 years of school compared with 6.7 percent of white adults. The range in the States was as much as 41.2 percent and as little as 8.1 percent for nonwhites and as much as 13.5 percent and as little as 1.3 percent for whites."1

Senator MORSE. Our time is yours. I want to say to you, Mr. Keppel, that I have presided over educational hearings for the past several

years.

We have always made what I consider to be outstanding records in the formal hearings. This subcommittee is proud of its hearing record. In my judgment, however, we have made a record this year that surpasses in quality and importance the previous record.

If I were back teaching, I would assign for at least a master's thesis, an analysis of this record.

I would like to suggest that there is a good book to be written on this record by some Ph. D. candidate.

I cannot evaluate the record more favorably than the words I have just uttered; and, as I have thumbed through your testimony this morning in the prepared documents that you have filed with the subcommittee, I want to say that they constitute an excellent closing chapter to these hearings.

You may proceed in your own way.

STATEMENT OF FRANCIS KEPPEL, COMMISSIONER OF EDUCATION, DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE; ACCOMPANIED BY DR. PETER MUIRHEAD, ASSISTANT COMMISSIONER OF THE PROGRAM OF LEGISLATIVE PLANNING

Commissioner KEPPEL. Thank you very much, Senator.

I am jealous of the value of the subcommittee's time, and I would like your approval, if I may, sir, to draw your attention to certain particular parts of the testimony. I hope that the subcommittee will be willing to let me try to answer any questions that arise in connection either with these particular parts or the additional material that, I believe, is also available to you.

I am, of course, very grateful for the opportunity to appear before this subcommittee on the National Education Improvement Act of 1963. I also agree most heartily with what you said, Senator, about the record that has been developed. It is a record of first importance,

18 Same as No. 16.

Statement of T. J. McLernon, assistant director of Adult Education Service, National Education Association. before the General Subcommittee on Labor and Select Subcommittee on Education of the Committee on Education and Labor, House of Representatives, 87th Cong., Feb. 14, 1962, p. 83.

20 Same as No. 19.

EDUCATION LEGISLATION-1963

I think, in contemporary American history, and if I were back in position at Harvard, I think I would take up your suggestion the some student be given the job of writing a thesis on it.

It seems to me that the challenges confronting us today are the results of rapid changes that have taken place in our society in the last few decades and even, sir, in the last few months.

The need for more and better education grows increasingly appare with every fresh breakthrough in research and technology, with ever social and economic change, and, as you yourself pointed out, sir, with every new international development.

INTERRELATED PRINCIPLES UNDERLYING S. 580

I am personally convinced that the proposals embodied in S. 580 are directed to meeting educational needs basic to the solution of one in dividual and national problems.

I believe it should be emphasized, sir, that each of the proposals which the subcommittee has studied is related to the other. Each will contribute to a strengthening and expansion of our schools, our colleges, our universities, and other centers of learning, our libraries and laboratories; each will lead to an extension of educational opport tunities to additional numbers of students.

I hope, Senator, that you will permit me to read a few pages in an effort to state what I sense to be the policy that undergirds the pro posals that the subcommittee has been considering these past weeks It seems to me that this policy has to be seen in the setting of our unique educational structure and tradition. Pluralism is a national habit, sir. It is a national habit of mind. In education, it is em bodied in our institutions.

There is consensus that our schools and colleges must be strong enough financially and intellectually to be free from any kind of political or social domination. Though we want them to be respon sive to the requirements and wishes of the clientele they serve, we want above all to be sure that they preserve and foster freedom of thought and speech in faculty and students.

We well know that such pluralism brings variety and, at any given moment, produces differences in goals and standards.

Believing in the free marketplace of ideas, we welcome and en courage differences of opinion and variations in institutional style. As far as I can sense our national mood, there are few who believe that we should give up our decentralized pattern of education. There may be debate on what part the Federal Government should play in education; there is no debate on whether it should direct what is taught to whom and by whom. Such direction we simply do not want and will not permit.

However, the goal of pluralism, however, that I have been discussing, with its related limitation on direction of curriculums or personnel, does not remove responsibility for education from the Fed eral Government. It only sets boundaries within which it must work. In a complex technological society that lives and grows by innovation. education cannot be considered solely as a service to the individual in the cultivation of his talents and his intellect. It is also an area of essential public investment in economic growth and national security.