Evidence of the improved instruction in mathematics made possible by the teaching tools acquired under title III appeared in many State reports, which mentioned, for example, the introduction of "new" mathematics to give an early understanding of mathematical principles, such as the arithmetical principles used in modern high-speed computing machines and the introduction of advanced mathematics in lower grades. A New England State reported that course offerings had increased; that 90 percent of its secondary schools were either offering or contemplating introducing new topics, approaches, and books; and that 34.8 percent claimed to be making provision for gifted students. In a Southeastern State, 94 percent of 68 principals questioned said that students showed an increased interest in mathematics after the purchase of the appropriate materials, and that the quality of the mathematics programs improved as a result of this program. But perhaps the most eloquent testimony of the improved teaching of mathematics at the high school level was afforded by State reports on the improved scholastic record of college freshmen. One State report attributed to title III help at the high school level an 85-percent drop in the number of college students taking remedial mathematics and a more-than-300-percent increase in the number of freshmen taking advanced mathematics. IMPACT ON MODERN FOREIGN LANGUAGES The number of projects involving funds for modern foreign language facilities reached 9,652 in fiscal 1961 and 9,759 in fiscal 1962, a significant increase over the fiscal 1960 total of 8,201. Minor remodeling affected 519 classrooms in fiscal 1961 and 873 in fiscal 1962. The numerical growth of foreign language laboratories was characterized by one State report as "the most spectacular feat of the National Defense Education Act." The total number of these laboratories in the public schools of the Nation rose from 46 prior to NDEA to more than 5,000 by June 1962. To give some examples, taken from State reports for 1961 and 1962: A Far Western State, which had 1 language laboratory in 1958, 3 years later had laboratories approved for schools in 131 different buildings in 18 districts enrolling 81 percent of the high school students of the State. A Southeastern State, whose public high schools possessed not a single adequately equipped laboratory before NDEA, reported that one-third of its schools were equipped with either full or partial laboratories. A State report from the Plains region recorded that of 245 high schools offering modern foreign languages, more than 50 had laboratories. Hawaii stated: "Without title III it is doubtful that language laboratory facilities could have been made available to any significant extent." Impressive though the gain in the number of language laboratories has been, when this is measured against the number that might be required to provide language facilities to the 26,000 high schools in the country, the need for further growth becomes evident. This need is borne out by many State reports. A New England State, for example, reported that about 50 percent of the public secondary schools were equipped with language laboratory facilities, but considered only about 10 percent of them adequate for all foreign language pupils. Under the foreign languages in elementary schools (FLES) program, the elementary schools continued to experiment with various methods of foreign language instruction in the early grades. This program's increasing momentum was exemplified by reports such as that from a Southeastern State that, by June 1962, 65,000 elementary school pupils were studying one modern foreign language, as compared with 5,000 in 1958-59; or, from a Southwestern State, that more than 100 schools were teaching languages to elementary pupils, and from another that many schools were offering a beignning foreign language in the IMPACT ON COURSES AND ENROLLMENTS There is widespread evidence in State reports for fiscal 1961 and 1962 ! increases in the numbers of pupils studying science, mathematics, and non foreign languages at a rate exceeding the growth rate of school attendan• To cite a few examples: An Eastern State reported that while total e£r . ments in grades 9-12 indicated an increase of 64.3 percent, enrollments in mate increased 75.7 percent, in mathematics 92.4 percent, and in foreign languages (99) percent. A Rocky Mountain State reported foreign language enrollments i, a 40 percent, with mathematics enrollments in advanced subjects up sizhny chemistry and physics enrollments up about 15 to 18 percent –– A PLs 8. * reported that modern foreign language enrollments had more than dou, ed an a years, while a Southeastern State gave the following percentage increas science enrollments as between fiscal 1961 and 1962: physical scenice, Ze biology, 17.8; physics, 318; advanced biology, 241; and advanced chemistry. In Another Southeastern State reported that a survey of 350 schools for the wre period showed an increase of 20.6 percent more students than in the previous year enrolled in mathematics courses above general mathematics. The effect of title III on school programs has been deeper than might appe at first glance. In the words of a State report from the Far West Te efficient selection and use of project equipment requires (a) teacher familarer with the content and laboratory activities of the subject, (b) a well-organad curriculum, and (c) the definition of goals at each grade level.” One ster intendent went so far as to remark that this planning by the teaching staf did more to improve instruction than did the money spent for equipauent “However,” he added, “the dollars were the catalyst to start the entire process. “ A Plains State noted that the equipment and materials had in many cas changed secondary science courses from the textbook variety to full-scale sg nificant laboratory experience for students and that this was true as we. for mathematics and modern foreign languages. A number of reports credited title III with causing an upgrading of course outside the three fields it covered. A Plains State reported: "Perhaps mar important, interest and effort at all levels-National, State, and local has been stimulated in the areas of teacher improvement and curriculum meder a ing." Another report, from a State in the Far West, summarized the situat e in these words: "Title III has stimulated school districts to carefully acoruse their present instructional programs, to identify weaknesses and new needs and to move forward with new programs. ・・・ [It] has had a positive in #igers leading to the improvement of instruction in subject areas not included under the provisions of title III.” LOANS TO NONPROFIT PRIVATE SCHOOLS Authorization: Fiscal 1961: $5,400 000, Fiscal 1962: $8 400 000. Provisions Loan funds are allotted for use by schools in a State in the ratio that the State's enrollment in nonprofit private schools bears to the total of such enp the States. Application for a fan is made to the US. Commissioner of F determines whether the application meets conditions necessary to protect the “hu**. interests of the United States. Leans mature on a date agreed to by the O mais the borrower, bat in all cases the loans must be repaid in full with interest in mid air than 10 years from the date the ban is made Tears bear interest at the rate arrived at by adding one-quarter of 1 percent per azrim to the rate determined by the Secretary of the Treasury as prescribed by the art Twe've percent of each year's appropriation for acquisition of equipment is reserved fit loans to pörproft private schools. A significant portion of the elementary and secondary school population at tends private netprofit schools. Since it is the intent of the National Defens Education Act to increase the quality and quantity of science, mathemat>N and modern foreign language offerings in all the Nation's schools, prove e was made for loans to these sub-ls for the same purposes as grants were authorized under the acquisition provision of title III. In fiscal 1961, the US. Comr ssioner of Education approved 46 loans fr fiscal 1962. The following table shows activities under this program during fiscal 1961 and 1962: The total amount of loans approved as of June 30, 1962, was $2,822,028. One hundred and ninety-four loans totaling $2,451,362 were actually made during this 4-year period. Almost half of this amount, or $1,104,919 was approved during fiscal 1959. During fiscal 1962, the average loan requested was $17,224. Loan repayments continued to be either on or ahead of schedule. Since the program began in 1959, only one loan, representing less than one-half of 1 percent of funds loaned, has remained in default. USE OF LOAN FUNDS In both fiscal years loan applicants stated that funds would be used primarily to offer science or language courses for the first time and to provide for increased enrollments. Loans also enabled schools to meet standards for accreditation and to inaugurate programs for gifted pupils. In fiscal 1961, 81.9 percent of funds requested were for science; in fiscal 1962, 73.9 percent. The percentage requested for modern foreign languages increased from 17.3 in fiscal 1961 to 25.8 in fiscal 1962. The percentage for mathematics dropped from 0.8 in 1961 to 0.3 in 1962. During the first 4 years of the title, private nonprofit schools have borrowed only about 10 percent of the funds available. Private school spokesmen have said that their instructional equipment needs are no less than those of the public schools. The lack of participation they explain by pointing out that private schools can and do raise their funds for instructional equipment through private subscription. They say also that private nonprofit schools prefer to limit their debt obligations to major expenditures such as construction of school buildings. As the program becomes better known, loans may increase. Discussion of aid to private schools in recent months has increased the number of inquiries about the loan program. As of June 1962, however, there were no indications that the schools would borrow greater amounts than in previous years. B. GRANTS TO STATES FOR SUPERVISORY AND RELATED SERVICES AND ADMINISTRATION OF THE STATE PLAN Fiscal 1962: $5 million. Authorization: Fiscal 1961: $5 million. Provisions: The amount reserved for territories and possessions is 2 percent allotted according to their needs. Funds are allotted to each State on the basis of the ratio of its school-age population to the school-age population of all States. No State's allotment may be less than $20,000. An approved State plan must provide a program under which funds paid for supervision and administration will be expended solely for (a) expansion or improvement of supervisory or related services in public elementary and secondary schools in the fields of science, mathe Title III enlarges the States' historic responsibility for educational leadership by making the Federal grants directly to the State education agencies, which administer them in accordance with the provisions of the title. Federal funds are available to States for the administration of State plans, the expan sion of State supervisory services to help local schools strengthen their programs in science, mathematics, and modern foreign languages, and the provision of services related to strengthening instruction, such as library and audiovisual services. The Office of Education paid to 49 States, the District of Columbia, and 3 territories approximately $2.4 million for supervisory and related services and for the administration of State plans during fiscal 1961 and $2.8 million to 52 States and territories in fiscal 1962. (See table 8.) To qualify for these funds, States matched them dollar for dollar. STATE SUPERVISORY SERVICES State supervisory and related services vary among the States, each State considering its resources and needs in establishing priorities and standards for approving projects. Some States, as a part of long-term school improvement efforts, establish project approval priorities favoring larger administrative units; others give priority to a particular subject area. For example, in Delaware almost 50 percent of the funds allocated in 1 year were for projects in modern foreign languages, and in Puerto Rico 94 percent of approved projects were in science. Some States gave priority to elementary or to secondary school projects, depending upon their program emphases. In some cases, States exerted leadership in the area of teacher-qualification standards by requiring specified levels of preparation as a condition of project approval. In carrying out their responsibilities under title III, States continued to add supervisory personnel to their staffs during fiscal 1961 and 1962. The overall increase in the numbers of specialist supervisory personnel in all participating State agencies in the three areas covered by title III was from 33 in 1958 to 221 in 1962. However, five States had no specialist supervisors in any of the three subject areas, and many State staffs were insufficient to provide the con sultative and supervisory services local schools were demanding of them. Rea sons for the continuing shortage were, in some cases, State inability to provide the required matching funds; in others, salary schedules that were too low to compete successfully for qualified personnel. Some States offset this disad vantage by using part-time consultants and advisory groups to meet the pressing needs and demands of the program. Inservice training.-Planning and conducting inservice workshops for science. mathematics, and modern foreign language teachers continued to be the major activity of State supervisory personnel throughout fiscal 1961 and 1962, and many State reports cited examples of these workshops and training programs. For example, 36,000 teachers or administrators attended State-sponsored workshops in 18 States that reported such statistics for fiscal 1961. In one Plains State, 8 curriculum conferences were held involving 450 educators; in another. 230 supervisory visits were made to science classrooms enrolling a total of 7,290 pupils. In a Far Western State no less than 40 districts conducted inservice training for elementary teachers. Two Rocky Mountain States used Stateowned mobile laboratories for demonstrations in science and mathematics. Massachusetts echoed the sentiments of many States in reporting: "Along with the acquisition of materials, equipment, and new facilities, we felt the most effective phase of the title III program was the expansion of the workshop program in all areas of the title." Many States, however, in the various regions PUBLICATIONS Prior to NDEA, few State curriculum guides, study units, or bibliographies existed in the areas of science, mathematics, and modern foreign languages. During the past 4 years, however, with NDEA funds, publication activity has been intensive. A recent U.S. Office of Education bibliography listed 320 NDEAfinanced State publications of this type: 121 in science, 77 in mathematics, and 122 in modern foreign languages. Others have appeared since this bibliography was compiled. In addition, States used title III funds to produce newsletters and bulletins containing information on instructional methods and materials. FIGURE 7.-Title III (Science, Mathematics, and Modern Foreign Language Instruction) Increase in number of State specialists in title III areas of interest: September 1958 to December 1962. |