Certainly the aid received has had a tremendous effect on our local school system, and I am sure this has been true throughout the Nation. In conclusion I wish to express the gratitude of the people I represent to this committee for the work you have already done in behalf of better education and for the privilege of appearing before you.

Thank you for the invitation to appear before the committee and our esteemed chairman from Kentucky. I feel deeply honored that I have been able to present my statements on education.

If the committee has any questions you would like to direct to me I would be glad to answer them to the best of my ability. I would just like to add one aside that is not in my text, that much concern is expressed over the many applications for grants, for studies which range from school dropouts to you name it, much of the studies never reach the proper authorities and by this I mean the legally constituted bodies in the States from the State department of education down to the local districts.

Many of these studies are fine, they are very impressive, but they end up on somebody's shelf collecting dust and as a result nothing ever comes of them.

Chairman PERKINS. We were hoping that through titles III and IV that we could get that expertise and the quality of the educational programs in the classroom within a reasonable period of time and eliminate that idea that all good things stay on the shelf and fail to reach the classroom.

Mr. RISNER. Mr. Chairman, I might add yesterday I talked to Mr. Samuel Alexander, our deputy superintendent of construction, and I have been extensively involved in region 7 of title III. I have served on a number of committees. We are developing an instrument which for many reasons we chose to call an evaluation of school systems in the 18-county area of which I am sure you are familiar.

Chairman PERKINS. Your county is participating in that title III program?

Mr. RISNER. Yes, sir; in fact I have spent many, many hours working with this group. It is a fine group, to be sure, but Mr. Chairman, the thing that most disturbs me is the fact that there is no liaison between this group; namely, the East Kentucky Development Corp. and the State department of education.

Chairman PERKINS. Do you mean no liaison between your title III group and the State department of education?

Mr. RISNER. Yes, sir; that was stated to me yesterday by Mr. Alexander himself.

(Discussion off the record.)

Chairman PERKINS. Let me say to you, Mr. Risner, I think you are doing an outstanding job as county school superintendent of Bath County, Ky. I have been watching you since you became a county school superintendent and I am delighted to receive the evaluation that you have placed on the Elementary and Secondary Education Act and that you have been able to receive remedial instructional materials, library books, audiovisual materials, remedial reading teachers and special guidance counselors, and other special help that you would not otherwise have received.

Undoubtedly the program has some drawbacks but from your evaluation of the program you can see tremendous results in your county, can you?

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Mr. RISNER. Certainly; yes, sir.

Chairman PERKINS. Thank you very much. Thank you very much for your appearance here this morning.

Mr. RISNER. I appreciate the opportunity to be before this body to express my views, sir, and I thank you for your compliment as to my work.

I will assure you that I will continue to try to improve the educational standards for the students in our county.

Chairman PERKINS. Let me state for the record I am delighted that our next witnesses appear here at Congressman Scheuer's request. When Congressman Scheuer became a member of the general subcommittee that had jurisdiction over the ESEA, he was most helpful in arriving at the legislation and his deep interest in all educational activities have come to the attention of this committee on the day since he was assigned to this committee.

I am proud to call upon Congressman Scheuer, who in my judgment is one of the very outstanding Members of the Congress and a Member who has his district at heart on all occasions, to introduce the witnesses.

Congressman Scheuer.

Mr. SCHEUER. Mr. Chairman, I deeply appreciate those words. I was very eager to serve on your subcommittee last year on the Elementary and Secondary Education. During the long month in which I was able to be on the committee, I enjoyed attending the sessions and enjoyed working under your leadership. It was a great and most instructive experience, and I am happy to serve under your leadership now.

I am glad to welcome to this hearing three outstanding people in the field of education; first, Garda W. Bowman, of Bank Street College and second, Mrs. Pam Levin and Mrs. Margaret Benjamin, of the Citizens Committee for Children.

These two institutions are preeminent in New York for their deep concern for disadvantaged children and secondly and just as important for the high sense of professionalism and hardheaded scholarly background as well as practical experience which is the foundation for their work.

Both of these institutions and the individuals here made magnificent contributions to education in New York and I am very happy to welcome them here today.

Dr. Bowman, would you start off and give us a short word about your background and experience in this field and then give us your testimony with the knowledge that your prepared testimony will be made a part of the record.

I assume there is no objection, and you may speak and elaborate as you see fit.

(The document referred to follows:)

TESTIMONY BY GARDA W. BOWMAN, PROGRAM COORDINATOR, SPECIAL PROJECTS, BANK STREET COLLEGE OF EDUCATION

Ladies and Gentlemen: I am most grateful to Chairman Perkins for this opportunity to present some observations regarding the legislative implications of the testimony of President John H. Niemeyer of Bank Street College of Education and his colleagues before this Committee on March 15, 1967.

At that time, President Niemeyer, Dean Gordon Kolpf, and Mrs. Verona Williams, representing Bank Street College of Education, stressed the need for more systematic, coordinated planning and evaluation of the educational enterprise at all levels and in all its facets. They placed particular emphasis upon the critical need for planning for the more effective training and utilization of auxiliary personnel (nonprofessionals) in education.

President Niemeyer stated that auxiliary personnel had revealed a capacity to make a positive contribution to the learning-teaching process in 15 demonstration programs coordinated by Bank Street College of Education for the Office of Economic Opportunity in 1966. The findings of this nation-wide Study indicate that such an outcome is facilitated when the planning includes (1) flexibility and imagination in role development, (2) training of both professionals and nonprofessionals, and (3) institutionalization of this program into the school structure as a New Career, rather than as a temporary expedient.

Speaking as Coordinator of the Bank Street College Study of Auxiliary School Personnel, and after consultation with President Niemeyer and Dean Klopf, I should like to make the following specific recommendations for legislative action which would, we believe, serve to enhance the effectiveness of auxiliary personnel in school systems, and thus have a significant impact upon the educational enterprise in its totality.

1. That there be an Amendment to Title I of the Elementary and Secondary Education Act requiring the submission of a plan for training auxiliary personnel and the professionals with whom they work by all school systems which request funds under this title for the employment of auxiliary personnel.

2. That there be an Amendment to the Higher Education Act for the granting of funds to selected colleges of teacher education to conduct demonstration faculty workshops on the new and more complex role of the teacher as one who orchestrates all available resources (professional and nonprofessional) to meet the learning needs of pupils.

3. That the proposed Amendment of Title V of the Elementary and Secondary Education Act on Comprehensive Educational Planning (which has been presented for the consideration of this Committee) be strengthened by the inclusion of specific reference to the granting of funds for Regional Planning Conferences on the Role Development, Training and Institutionalization of Auxiliary Personnel in American Education-such conferences to include school administrators, teacher educators, teachers, auxiliaries, and parents as well as representatives of professional organizations and community action agencies. These Regional Conferences would be more productive if a "five-year program of continuous grants" were to be established, as suggested in the proposed Amendment to Title V now under consideration by your Committee.

4. That funds be made available for a White House Conference on "New Careers in the Public Service", with sections devoted to the training and utilization of auxiliary personnel in various areas of human service, including education, health, welfare, corrections, safety and law enforcement. In support of these recommendations, I append herewith some specific illustrations of the need for such action, drawn from the findings of the Bank Street College Study of Auxiliary Personnel in Education. In conclusion, ladies and gentlemen, I wish to express my own appreciation and that of my colleagues for your concern regarding the need for comprehensive, systematic and continuing planning and evalution of education.

STATEMENT OF DR. GARDA W. BOWMAN, PROGRAM COORDINATOR, SPECIAL PROJECTS, BANK STREET COLLEGE OF EDUCATION

Mrs. BOWMAN. Thank you, Congressman Scheuer. I am most grateful to Chairman Perkins, to Congressman Scheuer and to the other members of the committee for this opportunity to reinforce and amplify the comments of my colleagues, President John H. Neimeyer and Dean Gordon Klopf who testified before this committee on March 15.

Both colleagues stressed the need for planning and supporting the

proposed amendment to title V to provide for comprehensive planning with emphasis upon the planning for effective utilization of auxiliary personnel. I speak to that point particularly as coordinatory of a nationwide study which Bank Street College is conducting of 15 demonstration training programs for nonprofessionals in school systems throughout the country.

Mr. SCHEUER. Who is the sponsor of that?

Mrs. BOWMAN. The funds are provided by the Office of Economic Opportunity. We have just been refunded for another year and are starting with seven additional projects one of which is in eastern Kentucky, Mr. Perkins. Moorehead University is the local sponsor and will develop preservice and inservice training in four counties. in eastern Kentucky.

I thought you might be interested to know that we are concerned with your area and that we expect to get great results from our analysis of the programs there.

I am not confining my remarks to the written testimony for two reasons: One, I wanted to get a little more quickly to the gist of what I hoped to say to you and, two, because I would like to keep this testimony open since, as I have been sitting here

Chairman PERKINS. Without objection all of your prepared statement will be inserted in the record and you may proceed any way you choose to.

Mrs. BOWMAN. I would like to submit later some substituted material.

Chairman PERKINS. Without objection, you may do so. (The document referred to follows:)

ILLUSTRATIONS OF THE NEED FOR COMPREHENSIVE, SYSTEMATIC AND CONTINUING PLANNING OF EDUCATION AT ALL LEVELS

On March 15, 1967, John H. Niemeyer, President of Bank Street College of Education, stated before the Committee on Education and Labor of the House of Representatives in Washington, D.C. that:

'Preliminary findings from the analysis of 15 demonstration training programs for auxiliary school personnel reveal that such personnel demonstrate a capacity to make a positive contribution to the learning-teaching process, when the following conditions prevail :

"1. When the roles for aides are developed in terms of the particular strengths of each aide and the particular needs of the pupils of particular classrooms, rather than the roles being defined in rigid categories which are supposed to apply to all situations.

2. When intensive and continuing training is provided, both for the nonprofessionals and for the professionals with whom they work.

"3. When the job of the auxiliary personnel is incorporated in the entire school structure as a new and respected career, and not merely as a temporary expedient.

"4. When the school and the school system look upon all members of staff, from the building custodian to the top superintendent, as being part of an educational team which is constantly influencing the lives of the young.” The following material is illustrative of these four points. It is drawn from a Study of Auxiliary Personnel in Education, conducted by Bank Street College of Education for the Office of Economic Opportunity.

1) Role Development: In one state where a demonstration program was conducted, rigid categories were defined by state legislation which were to apply to the utilization of nonprofessionals in all school situations. As a result, nonprofessionals were not allowed to monitor pupils on buses, and the bus drivers had to take their attention from the road to maintain quiet in the bus. In this same program, a third grade student was observed helping his classmates check

the correctness of "yes" and "no" answers to an objective test, using the teacher's answer book. An aide, who was a high school graduate, stood by, not permitted to perform this function.

In another program, where there was more flexibility about role and function, some of the auxiliaries were used as monitors and some were not. In one case, for example, a young Negro man had established such a "buddy-buddy" relationship with the Negro boys in the class to which he had been assigned as an auxiliary that his control of the group was weakened, but this same young man proved to be a tremendous asset to the program when he visited the boys' homes in truancy cases. The teacher, diagnosing both the needs of the pupils and the special contribution this particular auxiliary was then capable of making, developed his role imaginatively and with tangible pupil outcome.

2) Training: In New York City, a pilot training program for auxiliary school personnel has been established in District 3. Mrs. Verona Williams who testified before your Committee on March 15, serves as an auxiliary in that district, and because of her understanding of and involvement in the goals of school provides important linkage between school and community in the area. Mrs. Williams is an unusually fine and intelligent person but she illustrates the kind of schoolcommunity cooperation which is possible and which training may encourage. In another district of the city, where such training is not yet available a supervisor commented thus about the situation:

"There is a tremendous need for in service training of well-motivated aids so that they can profit from 'process of observation and feedback' and so that they will understand the need to improve on the job. The biggest problem with the employment of indigenous auxiliary personnel is that of human relations. The following occur daily and become dynamite in any school:

a. Gossiping to the community

b. Overprotection of the aides' own children

c. Tendency to be harsher than necessary to nonconforming children

d. Tendency to complain about children who have problems

e. Tendency to ignore time schedules and to expect special consideration for their own problems

f. Development of friction between paid school aides and other parents" 3) Institutionalization: In some of the demonstration programs, a firm and honest commitment by the local school system to employ the auxiliaries after successful completion of the training program could not be implemented when budgetary changes required a cut-back in the employment of auxiliaries. This resulted in the ultimate frustration for a few of the trainees who had been motivated to train for jobs which did not exist.

However, when the local school system had incorporated the use of nonprofessionals as an integral part of the school structure, the result was not only stable employment but the opportunity for upward mobility.

For example, in Puerto Rico, where there was strong commitment to this program by the Department of Education, and where the University of Puerto Rico was involved in the planning, not only was every auxiliary-trainee in the Summer Institute employed when the school year began but they are all now enrolled in a work-study program at the University of Puerto Rico, leading to the possibility of promotion and eventually, it is hoped, to achieving professional status. In Detroit, another school system which has incorporated this program as a permanent part of the school structure, a career ladder has been established with five job titles and job descriptions, and appropriate salaries, increments and fringe benefits for each step on the ladder.

President Niemeyer's final comment on the conditions which contribute to the effective utilization of auxiliary personnel was concerned with a broad approach to education-that is, perceiving all staff members, from the building custodian to the top superintendent as being part of the educational team. Such an approach cannot be described in quantitative terms. It reinforces the concept that like life the organization of education includes a variety of roles, adult influences and common experiences-all of which have an impact on the development of children and youth. This concept seemed to permeate the 15 demonstration programs.

Mrs BowwAN I am going to address myself to some legislative action in the field of auxiliary personnel or nonprofessional in education for consideration by this august body. The demonstration of