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Has the AFL-CIO made any comment on that report?

Mr. BIEMILLER. We have made no comment on that report. The report broke as the executive council was in session and we were in the middle of problems. I have no doubt we will take a good look at it before the next meeting of our executive council but at this moment there is no comment on it.

Mr. STEIGER. Thank you, Mr. Chairman.

Chairman PERKINS. Let me thank you, Mr. Biemiller, and all of you gentlemen who accompanied Mr. Biemiller.

Mr. MEGEL. May I ask Mr. Roth's testimony be included in the record?

Chairman PERKINS. Without objection, it is so ordered. (The statement follows:)

TESTIMONY BY HERRICK S. ROTH, VICE PRESIDENT, AMERICAN FEDERATION OF TEACHERS; CHAIRMAN, LEGISLATIVE COMMITTEE, AFT EXECUTIVE COUNCIL; PRESIDENT, COLORADO LABOR COUNCIL, AFL-CIO

Upon the recommendation of AFT Washington Representative, Carl J. Megel, and the request of the Executive Council of the American Federation of Teachers, I have been asked to make this brief statement to your Committee today.

We are pleased that the 89th Congress saw fit to pioneer Federal support of key programs in the fields of elementary and secondary education and to expand, among others, programs in vocational services. These comments are directed specifically to these areas.

With regard to our elementary and secondary education, ESEA has prompted various kinds of program innovations-all meeting minimum standards established by the Office of Education, but few reflecting truly effective schooling for either the culturally and economically disadvantaged youth or the students of socalled majority or middle class schools in predominantly Caucasian attendance

areas.

This is a challenge not to be taken lightly or without adequate explanation. The result might have been and was to be expected. The tendency of school administrators, school communities and their governing boards to respond with less than comprehensive programs grew out of their traditional orientations. The programs that you created and the Congress funded sought very properly, however, to find new educational avenues to reach students who had little to motivate them educationally, either at home or in the average school.

As a result, amendments to the ESEA in 1967 should seek to support fewer band aid type of remedial programs and a greater number of comprehensive, effective programs for total school attendance centers. Our experience in New York City's More Effective Schools Program-which is financed in its extra costs by new ESEA Federal dollars-is the proof of the pudding.

Here, though, we would like to emphasize that this program was achieved by the involvement-the total involvement-of teaching faculties. In our opinion, this could not have been achieved without the positive effect of a sole collective bargaining agent-Local No. 2 of the AFT, New York's United Federation of Teachers. It is significant that your Committee which is considering this testimony is appropriately a committee on "Education and Labor."

In our opinion, we believe you would be wise to include in any new amendments a recognition of the collective bargaining relationship as a desirable ingredient in the process of creating and funding effective schools. We recommend that you establish a priority for funding appropriate programs of school districts where boards of education recognize the sole collective bargaining agency with a teachers' organization. We assure you that Federal funds will be put to much more effective and beneficial use in all areas of the nation.

Examples in our Western areas, including Denver, Kansas City, Tulsa, Houston, Albuquerque, Tucson, Phoenix, Las Vegas, Pocatello, or Cheyenne, just to name some, are typical of cities where recognized teacher involvements would have provided more effective utilization of Federal funding. Since we are dealing with human development-with individual as well as group opportunity and growth-such a priority makes as much or more sense as, for instance, priorities established so wisely for the purchase of publicly generated electrical power for publicly owned electrical utilities in my part of the nation.

Remedial, "patched-on" programs can meet most requirements for spending Federal tax dollars, but the educational advantages of such patch-work appear

minimal and may be based on false economies when compared with total attendance center program funding.

Let us state the case in other terms as described by one of our progressive AFT State Federations, the Missouri Federation of Teachers, MFT, whose President is Fred N. Miller of Kansas City.

MFT calls for a "Federal School Renewal Program." Mr. Miller paints the facts of school "drop-outs"-perhaps better described as "push-outs"-as the cause of "hard core" unemployment.

"Push-outs" are more than the products of ghettos and broken families who live in sub-standard conditions of economic poverty. They are products of transient teachers, overcrowded classes, inadequate teaching facilities, and generally unhealthful school plants and environments. Smaller classes, adequate food, acoustical and lighting comforts, genial and loving adults, more personalized teaching attention-all items of cost and all related to total school programming-must be excited by Federal funding and standards.

As Mr. Miller points out, the hard core unemployed reduce this nation's productivity by $84,000 per person of lost earning power compared with the high school graduate who is employable. An effective school has "holding power"— probably costs $250 a year more per student measured in today's dollars-and is, in our opinion, the requirement that is basic to "Federal Renewal". In a school lifetime, the maximum cost is $3,000 of greater investment which is three and one-half percent of the anticipated minimum loss to the "push-out". What a low cost for an immeasurable investment in human worth!

For a moment now, let me turn to vocational or occupational education. Last year, Federal dollars appropriated by you, the Congress, funded a pilot survey of vocational education in Utah. As one of two staff consultants representing "non professional" interests among thirteen so-called "experts" on the Utah review team, I represented the AFL-CIO. The other "lay" advisor was John Harmon of the U.S. Chamber of Commerce.

The report of that Utah study is available to you in either of two volumesdetailed or summary-from George Peabody College, Division of Field Surveys, of Nashville, Tennessee. We commend its diversified recommendations to you, since vocational education is truly behind the times; likewise, it is costly in its demands.

We simply raise the question: Why not set a priority on Federal funding of work-study, on-the-job, and expanded apprenticeship programs? We believe you will find business and labor ready to meet the challenge and teachers and administrators ready to adjust!

We commend the realistic approach evidenced by the AFL-CIO, even as we make these points of strong emphases:

1. The least your Committee can do at this time is to insist that the full authorizations be appropriated for all titles of ESEA in particular, as well as other Federally supported educational programs.

2. At best, $2,500,000,000 for ESEA titles is hardly enough to justify either educational or economic wisdom in fiscal 1968. Military and defense costs notwithstanding, this nation will be caught short all too soon if it does not move dramatically to finance education at two, three, and four times the present level of Federal support in the next several years. The year 1967-68 should not be one of pause or wavering. The urgency of the need is self-evident and should be met with firm bi-partisan support.

Chairman PERKINS. You may insert any other material which you want inserted in the record. It will be inserted in the record at this point.

Mr. BIEMILLER. I would also like to insert the last policy resolution of the AFL-CIO council in the field of education. Chairman PERKINS. It is so ordered.

(The document referred to and publication entitled "Design for an Effective Schools Program in Urban Centers" follows:)

STATEMENT BY THE AFL-CIO EXECUTIVE COUNCIL ON EDUCATION AND THE FEDERAL GOVERNMENT, FEBRUARY 23, 1967, BAL HARBOUR, FLA.

After nearly a century of stalemate, with strong leadership from the present administration, efforts to bring about federal aid to education have resulted in a series of legislative successes. During the long campaign for federal aid,

75-492 0-67-pt. 2- -35

the AFL-CIO played a major part, building support for the legislation and seeking solution to the various issues which had deadlocked the bills in Congress. The laws which have by now been enacted have contributed significantly to improving educational opportunity and toward achieving the goal of providing quality education for every child, wherever he may live and whatever his family background. From pre-kindergarten programs through graduate schools and adult education programs, the federal government has assumed responsibility for sharing in the costs of education.

Both in terms of the amount of money that it involves and the widespread effect that it has had throughout American education, the most important of the new educational bills has been the Elementary and Secondary Education Act of 1965. This legislation provides federal funds to school districts in proportion to the number of low income children living in each district. These funds must be used to improve the educational opportunity for children from low income families. Beyond that, the school district has wide latitude in its use of the federal funds.

Apart from the fact that it represents the largest financial commitment to education ever undertaken by the federal government, the Elementary and Secondary Education Act is noteworthy for having broken the long standing deadlock over the question of aid to non-public schools. Significant benefits under the act are available to students in non-public schools. The AFL-CIO played a key part in developing a formula by which, without doing violence to the traditional separation between church and state, children in non-public schools could derive maximum benefits from federal aid.

Among other pieces of legislation of particular significance to organized labor has been the Vocational Education Act of 1963, a law which has provided additional funds and new flexibility for vocational education. The law requires vocational educators to relate their programs closely to the realistic needs of the labor market. Trade unionists have played an important part in making this goal a reality at the local, state and national levels.

A third area of major concern in recently enacted education legislation has been higher education. The Higher Education Facilities Act of 1963 provided federal funds for the construction of college classrooms badly needed to accommodate constantly swelling enrollments. As it has been urged to do by the AFC-CIO, Congress earmarked a certain portion of the money for construction of new facilities for two-year community colleges. The result has been to stimulate the development of new community colleges throughout the nation and this in turn has made it more possible for young people from low and moderate income families to afford to go to college.

In 1965 the Higher Education Facilities Act was incorporated into a new bill. the Higher Education Act of 1965, and the authorized expenditure was considerably increased. In addition to the features of the original bill, the Higher Education Act provided a number of financial aids for students, among them increased federal loans under the National Defense Education Act, federal guarantee and subsidies for student loans from approved lending agencies, opportunity scholarship grants for promising low income students, and workstudy programs. Altogether, these student aid programs have enabled thousands of young people to enter college who would not otherwise have been able to do so.

There have been many other significant steps taken. Amendments to the National Defense Education Act have added new subjects to those eligible for federal assistance, among them reading, economics, civics and history. The Impacted Aid program has been amended to increase the funds available to schools in some of the major urban centers. Title IV of the Civil Rights Act of 1964 provides funds to assist school districts with problems related to desegregation. The Economic Opportunity Act made possible federal funding of many new programs including the first Headstart program and adult basic education programs. The Library Services and Construction Act has brought new and improved library service to millions of Americans. A provision in the Federal Communications Act has made federal funds available for the stimulation and growth of educational television. And finally, the "Cold War G.I. Bill," long championed by the AFL-CIO, brings to the veterans of today's armed forces educational benefits similar to those available to veterans of World War II and Korea.

Taken all together, these many federal programs add up to a significant federal commitment to share in the financial responsibility for education at all levels. There nevertheless remain important unfulfilled needs. The two larg

est items in any school budget are for teachers salaries and for school construction. There is little in any of the existing federal programs that provides assistance in meeting either of these needs. The AFL-CIO believes, as it has often said in the past, that the federal government must become a full partner in financing American education. This requires expansion of existing programs and the beginning of new programs which must go far beyond those already enacted.

To meet these unfilled needs, the AFL-CIO supports the following legislative program for education:

1. At the very minimum, the AFL-CIO's program for educational legislation must insist upon full appropriations as authorized under presently existing federal education laws.

2. Present levels of authorization are themselves inadequate to meet the pressing needs. When the time comes to re-enact the Elementary and Secondary Education Act, the Vocational Education Act, the Higher Education Act and other existing federal aid programs, Congress must broaden the scope of these programs and substantially increase the authorized federal expenditures. Provisions should be made for the improvement of teachers' salaries and for improved training of both present and future teachers. Urgently needed is a supplemental appropriation to continue the existence of the National Teacher Corps.

3. Most school districts are burdened with obsolete and overcrowded classrooms. The AFL-CIO reiterates its belief that there is a critical need for federal support for new school construction to replace obsolete classrooms, to relieve overcrowding, and to meet future growth in enrollment. Federal support for school construction could be achieved either through new legislation or through broadening the scope of Public Law 815 which now provides funds for school construction in federally impacted areas.

4. The Vocational Education Act of 1963 provided the funds and the flexibility needed to upgrade vocational education in our schools. The Advisory Committee on Vocational Education, established by the law, is now evaluating the results of the program and when it reports in 1968, Congress should be prepared to make necessary changes in the Act. In the meantime, we support legislation introduced by Congressman Perkins to greatly increase the authorization. We also welcome President Johnson's proposal to fund new and innovative vocational programs for high school students with special needs.

5. The "Cold War G.I. Bill” is one of the impressive educational achievements of the 89th Congress. Provisions for apprenticeship, on-the-job and on-the-farm training, features of the original GI bills, unfortunately were not included. The AFL-CIO is disappointed to note that the President's message to Congress on "America's Servicemen and Veterans," January 31, 1967, ignores the need for these training programs. We urge Congress to approve apprenticeships, on-thejob and on-the-farm training provisions as well as amendments-include the President's message-increasing the allowances available to veterans while they are in school, and permitting those veterans who need to finish high school to do so without sacrificing their future college benefits.

6. The need for educational renewal in the inner cities and the rapid growth of suburban school populations have created the need for special legislation to provide federal assistance in these areas.

7. No young person should be denied education beyond high school because he or she cannot afford it. Present student aid programs are helpful, but they are are far from meeting the need. The tax credit proposals presently before Congress would be expensive without placing the aid where it is most needed. Free public higher education should be the right of every young person. As a concrete step to bring this about we urge a federal program to encourage the development of tuition-free community colleges.

8. The Carnegie Commission on Educational Television has recently presented a report proposing methods of developing the full potential of educational television. The report deserves the careful attention of Congress as a preliminary step to the enactment of appropriate legislation.

9. There is great need for expanding the opportunities for adult education. Many adults, defficient in basic education, are limited in job training possibilities. Other adults find that changing technology requires them to undertake further education and training. The Economic Opportunity Act has provided funds for adult education but more federal support is needed.

10. The AFL-CIO puts special importance on labor extension programs which are now functioning out of several universities. The multiplication and expansion of these programs should be encouraged by federal support.

working in the elementary schools are attached to that division of the school system.

The experience has been very favorable. The teachers have been very happy to have these interns in their situations. They are being used in some of the lowest income schools in the District and are having a very good effect. Incidentally through the training program that involves some of the universities, they have done a great deal to involve the universities and the resources of the universities in our school system.

This has been sort of a spillover effect that has been very helpful. Chairman PERKINS. Does your knowledge of the universities assume the responsibility of doing the training? Have they ever had any pressure on them from the Office of Education or have they ever been interfered with in any way?

Mr. SESSIONS. I am quite sure they have had none.

Chairman PERKINS. Have the Board members in your school system had any suggestions from the Office of Education in the way of interfering with the curriculum or in any other manner?

Mr. SESSIONS. Not at all.

Chairman PERKINS. You tell me that you have about 40 teachers who were recruited by the Office of Education through the National Teachers Corps recruiting system in your District of Columbia school system?

Mr. SESSIONS. That is right.

Chairman PERKINS. Do-just how effective have these teachers been?

Mr. SESSIONS. I can tell you of at least one school in which several of these Teachers Corps interns were working in elementary schools which most people feel was one of the most ineffective schools in the District and today within a year the parents tell me they feel they have one of the best elementary schools in the District of Columbia.

I don't think that is entirely the result of the Teachers Corps but I think they have made a great contribution to the improvement in this particular school which happens to be the Anthony Bowen School.

Chairman PERKINS. I know we have an explosive situation here in the District of Columbia but I have felt for several years if we are ever going to do something about the real problem existing here in the District of Columbia it is through the elementary and secondary educational system. I take it that you feel that the educational system here in District of Columbia has been immensely strengthened as a result of the Teachers Corps.

Am I correct in that statement from your testimony?

Mr. SESSIONS. Yes, I think I should emphasize for the Teacher Corps interns don't go very far in a school system and we have concentrated these in a few.

Chairman PERKINS. Are they working with the people in the disadvantaged areas of the city where the income is the lowest and where the need is the greatest.

Mr. SESSIONS. These are exactly the schools we put them in. I think I should emphasize they don't just teach during the schoolday. They run tutorial programs after school and work with these kids in the evenings. We are having a very real impact in some of these

areas.

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