Approval procedure

State plans are submitted in accordance with the rules and regulations in the Federal Register, volume 30, No. 51, title 45, part 166, promulgated on March 7, 1965. The plan for a State is developed by the State educational agency. It is reviewed for approval by the Office of Education to determine that it meets the requirements of the act (title II-B) and pertinent rules and regulations pursuant thereto for the grant of Federal funds to that State.

Allocation formula by State

Distribution is based on the estimated population aged 19 and over with less than 6 grades of school completed, with a minimum of $50,000 to each of the 50 States and the District of Columbia. Two percent reserved for distirbution to the following territories:

By the delegation authority to the Department of Health, Education, and Welfare, the Director has authorized the responsibility for administration of the reallotment of funds between States when the Commissioner of Education determines all or a part of a State's allotment will not be required for carrying out the provisions of the State plan.

The Commissioner receives from each State a program estimate which justifies a fiscal estimate. At such time as the Commissioner determines that funds from one or more States will not be used and has evidence from the State's program and fiscal estimates that other States can spend additional amounts for the purposes of title II-B of Public Law 88-452, a new State by State allotment sheet is prepared for the amounts available using the same proportions of the total as is binding in the original allotment determination. Those States which cannot use all or a part of their allotment or cannot use additional funds for the purposes of title II-B will not be considered in the reallotment process. Authority to carry over funds

Federal Register, title 45, Public Welfare, part 166-Grants for Adult Basic Education Programs under the Economic Opportunity Act of 1964, section 166.15.

Federal funds allotted to a State during fiscal year 1965 under section 215(a) of the act shall, except to the extent reallotted under section 215(b) of the act and 166.33 herein, remain available until June 30, 1966, for obligation by such State in carrying out its State plan approved under this part.

BRIEF DESCRIPTION OF COLLEGE WORK-STUDY PROGRAM

The purpose of the college work-study program is to stimulate and promote the part-time employment of students in institutions of higher education who are from low-income families and are in need of the earnings from such employment to pursue courses of study at such institutions.

A student is eligible for participation in the college work-study program only if he meets all of the following conditions: (1) is a national of the United States, or is in the United States for other than a temporary purpose and intends to become a permanent resident thereof, or has his principal actual dwelling place, of a continuing or lasting nature as distinguished from temporary, without regard to his intent, in the Trust Territory of the Pacific Islands; (2) is from a low-income family or has no family; (3) is in need of the earnings from such employment in order to pursue a course of study at the institution; (4) is capable, in the opinion of the institution of maintaining good standing in such course of study while employed under this program; (5) has been accepted for enrollment as a full-time student at the institution or, in the case of a student already enrolled in and attending the institution, is in good standing and in fulltime attendance there either as an undergraduate, graduate, or professional student.

The Federal share of the compensation of students employed in any work-study program under an agreement shall not exceed 90 percent of such compensation for work performed during the period ending August 20, 1966, and 75 percent thereafter.

Applications for Federal grants under this program are submitted to the appropriate Regional Representative of the Office of Education, Department of Health, Education, and Welfare. The applications are reviewed in the regional office by the regional representative, a representative of the college work-study program staff from Washington, and a panel of professional educators drawn from institutions of higher education in the region. On the basis of this panel review the regional representative recommends to the central office a funding level for each applicant institution. When the funding level recommended is less than the full amount the institution has requested, the institution is notified by the regional representative and given an opportunity to appeal. The college work-study program staff in Washington then reviews the recommendation of the regional representative and the institution's appeal, if any, and makes the final determination of the funding level.

The amount of any grant to an institution which is not used, or which the institution agrees will not be used, by the end of the period for which the grant was made shall, in the discretion of the Commissioner, either remain available for use by the institution during a subsequent grant period or be returned to the appropriate State allotment and made available for use by other institutions of higher education.

The amount of any State's allotment which has not been granted to an institution at the end of the fiscal year for which appropriated shall be reallotted by the Commissioner in such manner as he determines will best assist in achieving the purposes of the act. Amounts reallotted under this subsection shall be available for making grants until the close of the fiscal year next succeeding the fiscal year for which appropriated.

ADEQUACY OF BUDGET ESTIMATES

Mr. FOGARTY. Yesterday when we finished the day of hearings, this $1.5 million did not look to be nearly as much as ought to be used in, 1966. I remember one program very vividly, the neighborhood youth centers run by the Department of Labor. They are at least $100 million short.

The work experience program in the Department of HEW was at least $50 million short.

The Head Start program could use a lot more money than you are requesting, and the community action programs are way underfunded in this request that you have. This is a very modest request.

I thought this was a tremendous program being launched and here we find you are at least $300 million short before you get started in 1966.

Mr. Denton?

SELECTION OF JOB CORPS ENROLLEES FOR URBAN OR CONSERVATION CENTERS

Mr. DENTON. Just what is the difference between an urban center and a Job Corps, and how do you select men for one and how do you select men for the other?

Mr. SHRIVER. I would like Dr. Singletary to respond in detail to that.

Let me say, in general there are conservation centers in the Job Corps where the work that is done is primarily to conserve the natural resources of the United States. That is the work program. To that work program we add an educational program, basic education. When I say "basic education," we are trying to take boys in the conservation centers, some of whom are illiterate, all of whom have a school competence in arithmetic, reading, and writing less than the eighth grade. We are trying to get them educationally up to the eigth-grade level.

As I said, the work program is conservation work.

Mr. DENTON. How do the urban centers differ from that?

Mr. SHRIVER. They are substantially different in that they prac tically do no conservation work. There are much larger contingents of people in an urban center. They go up to 1,000, 1,500, or 2,000, and they may grow larger in the future, and the conservation center is a small camp, 200 persons. In the urban center there are a whole variety of skills being taught, different skills in different centers.

Mr. SINGLETARY. I think it would be more simple to take into account that the Job Corps runs three kinds of centers.

Mr. DENTON. How do you select a person for a Job Corps and an urban center?

Mr. SINGLETARY. Any one of those three is Job Corps. We are talking about a conservation center, men's urban center, and women's

center.

Mr. DENTON. Let's take the men's urban center and the conservation center. How do you select for one and for the other?

Mr. SINGLETARY. The first requirement for a boy to be able to go to an urban center, where you have a program that in some cases is fairly sophisticated vocational training, is that he has to have an educational capability up to a certain point.

Mr. DENTON. To go to an urban center?

Mr. SINGLETARY. Yes.

The basic screening differential between an urban center and a conservation center is the educational level of the enrollee. Many of the

boys who are coming under this program are really not equipped to go into say Camp Kilmer and go into the vocational training program because, as Mr. Shriver just said, some cannot read at all, and some read at a level where they could not use the materials that are there. That is the biggest single distinction.

However, we are not ready to make a decision like this, but we have given some thought to perhaps having all boys who come into this program go for a specified period of time, say 90 days, into a conservation center just for the work habits that he will develop and in a sense say to them, "You come in and spend 90 or 120 days in this program and perform well and abide by the regulations and the rules and you earn the right to go into a specific focused vocational training program."

Mr. SHRIVER. I wish you would see some of the material, teaching material, they have developed at these Job Corps conservation centers. A kid starts off with the first thing that he has ever had learning to read. These boys are all over 16, remember. You cannot start them off with a book that talks about Jack and Jill went up a hill. They are not interested in that. You have to talk about something they are interested in when they are 17 years old, but it has to be written in a way that can help them to learn to read when they do not read a word, or learn to write when they do not write.

So they have, instead of grades like first, second, or third, they have pamphlets which are graduated according to the level of difficulty. How many levels are there?

Mr. SINGLETARY. It could run from zero to 12.

Mr. SHRIVER. They start off at level one. You can find six or eight little booklets about half again bigger than this one here in level one. They are on subjects like skindiving, space, subjects that would interest a boy at 17 years of age, but they are written for a person who cannot read.

You start off with level one, and then when you have read all six or eight of these pamphlets in level one you move to two, three, and four; you can go at your own speed through that reading.

Mr. SINGLETARY. We have some evidence now, based on something like 8 to 10 months' actual experience where boys in this program have learned to read at about three times the rate they learn in the public schools.

Mr. DENTON. One of the basic differences is, at a conservation center the boys do not have the education they have in the urban centers? Mr. SINGLETARY. Yes.

DIFFERENCE IN TRAINING AND ACTIVITIES AT URBAN CENTERS AND CONSERVATION CENTERS

Mr. DENTON. They do not do conservation work in urban centers, but they take vocational education more or less?

Mr. SINGLETARY Yes. There are several differences between conservation and urban centers. There is a difference in size. One is a small center, the other is large. There is a difference in location. A conservation center is in a national park or forest, Federal land, and the urban center is located on a surplus military facility. The fundamental difference, of course, is the one you are talking about, which is "program."

At the conservation center, the boys' time is divided between basic éducation, this reading program, the mathematics program and conservation work, and at the urban center the boys' time is divided between basic education and vocational training.

PROBLEMS WITH LARGER URBAN CENTERS

Mr. DENTON. You have listed the places where you have had difficulty. Every one was an urban center. The conservation centers seem to have no difficulty, at least they have not gotten in the papers.

Mr. SINGLETARY. First of all, the conservation centers are smaller groups and easier to handle. When you have a problem in a conservation center, if you have a small fist fight, or something like that, it is easier to prevent it from escalating into something larger. The difficulty, I think, in the large urban centers in always the possibility of some minor thing spreading in a large group of people.

Mr. DENTON. Would you not be better off if you had smaller groups in urban centers?

Mr. SINGLETARY. In one way you would. It would run the cost up almost incredibly.

PROBLEMS AT CONSERVATION CENTERS

Mr. SHRIVER. Let me say there have been problems in the conservation centers. When we testified before, especially when I met with the Republican group, they brought up the dropout rate in Winslow. Mr. DENTON. At the urban center?

Mr. SHRIVER. A conservation center. And up at Catoctin. There was a newspaper article about the one at Casper, Wyo. What I am trying to point out is, there is not that clear-cut difference between the urban and the conservation center where you have trouble in one and you do not have any trouble in the other.

ANTIPOVERTY PROGRAM IN RURAL AREAS

Mr. DENTON. How about the rural program? Most of the district I represent is urban, but I do have some rural areas. The people that are poor in the rural areas are just as poor as those in the city. The rural area program has not gotten off the ground in my area.

I understand you put two or three counties together.

When we had the ARA, they worked through the Agriculture Department in the rural areas in that program. It worked out very well.

Purdue University had people in extension courses. There are two in my district now. You have your agricultural agent there and the conservation office and they exert a certain amount of leadership in the community.

I notice you do have Agriculture working with you. I wonder if it would not be better if you utilized them more than you are doing.

Mr. DUNCAN. I noticed an article on the wire where I think Senator Nelson suggested that money be transferred from the Office of Economic Opportunity to the Agriculture Department for further extension of the rural development program.

Mr. DENTON. What portion of the community action funds have been used in rural areas?