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Sizer, Theodore R., dean, Graduate School of Education, Harvard
University, telegram to Chairman Perkins.

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Letter to August W. Steinhilber, dated December 7, 1966-..

Steinhilber, August W., specialist for legislation, HEW, letter

from, dated November 18, 1966--

Steinhilber, August W., specialist for legislation, HEW, letter

from, dated December 22, 1966...

Taylor, Richard D., superintendent, Widefield-Security Schools,

testimony of......

Tunney, Hon. John V., a Representative in Congress from the State
of California, letter to Chairman Perkins, enclosing a statement by
Bruce Miller, superintendent of schools, Riverside Unified School
District__
Whitten, Hon. Jamie L., a Representative in Congress from the State
of Mississippi, letter to Chairman Perkins, dated March 2, 1967---

Whittier, Dr. C. Taylor, superintendent of schools, the School District

of Philadelphia:

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Federal funding needs, School District of Philadelphia, Pa. 1700

Poindexter, Robert L., deputy superintendent, letter to Chairman
Perkins, dated April 10, 1967_ _

Willenberg, Ernest P., president, the Council for Exceptional Children,

NEA, statement of

Wilson, Dr. Donald E., director, Teacher Education, School of Edu-
cation, Temple University, newspaper article entitled "Teacher
Corps Makes Impact in Watts-They Hustle Education”.
Wright, Winnie, librarian, Flemingsburg Elementary School, Flem-
ingsburg Elementary Library, Flemingsburg, Ky., letter to Chair-
man Perkins, dated March 8, 1967.

Younglund, Donald E., assistant director, Federal programs, Wichita

Public Schools, Unified School District No. 259, Wichita, Kans.,

letter to Chairman Perkins, dated January 27, 1967..

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ELEMENTARY AND SECONDARY EDUCATION

AMENDMENTS OF 1967

THURSDAY, MARCH 9, 1967

HOUSE OF REPRESENTATIVES,

COMMITTEE ON EDUCATION AND LABOR,

Washington, D.C.

The committee met at 9:30 a.m., pursuant to recess, in room 2175, Rayburn House Office Building, Hon. Carl D. Perkins (chairman of the committee) presiding.

Present: Representatives Perkins, Green, Dent, Brademas, Ford, Hathaway, Meeds, Quie, Bell, Reid, Erlenborn, Scherle, Dellenback, and Steiger.

Staff members present: Robert E. McCord, senior specialist, H. D. Reed, Jr., general counsel, William D. Gaul, associate general counsel, Benjamin F. Reeves, editor, and Louise M. Dargans, research assistant. Chairman PERKINS. The committee will be in order. We are delighted to welcome this morning a fine Member of this Congress who has been one of our most prominent members in the Committee on Rules and who has done so much in seeing to it that educational legislation, reported by this committee, actually came to a vote on the floor of the House.

It is a great pleasure to welcome our distinguished colleague, the Honorable Richard Bolling, to introduce the Kansas City superintendent of schools.

STATEMENT OF HON. RICHARD BOLLING, A MEMBER OF CONGRESS FROM THE STATE OF MISSOURI

Mr. BOLLING. Thank you, Mr. Chairman. I am very pleased to have the privilege of being with the committee today. As you have said, the field of education has been one of my interests for many years. In fact, I am a teacher.

It is a particular pleasure, because it is my first opportunity to be here since your chairmanship and also because I have the privilege of introducing to the committee the man who is not only the superintendent of schools in Kansas City, but an old and good personal friend of mine.

He has had a remarkable career. He came up through the ranks the hard way. He has survived a great many difficulties in the Kansas City area and survived them with honor, skill, and ability.

It gives me great pleasure to present to the committee Mr. James A. Hazlett, Superintendent of Schools, Kansas City, Mo.

Thank you, sir.

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STATEMENT OF DR. JAMES HAZLETT, SUPERINTENDENT OF SCHOOLS, KANSAS CITY, MO.

Mr. HAZLETT. Mr. Chairman and members of the committee, my name, as Congressman Bolling has indicated, is James A. Hazlett, superintendent of schools, Kansas City, Mo.

I am pleased to have the opportunity to express to the committee our appreciation of the many opportunities which have been availed our district as a result of the passage of the Elementary and Secondary Education Act.

The Kansas City School District has an enrollment of 75,000 pupils from kindergarten through the 12th grade. About one-third of the enrollment, or 25,000, can be described as culturally disadvantaged or economically deprived; 43 percent of the enrollment is Negro.

The availability of funds under title I of the Elementary and Secondary Education Act was immediately recognized as an opportunity to expand and intensify a very modest locally financed program of compensatory education in the amount of $150,000 which is still a part of our title I effort.

When we became the recipients of about $1,800,000 in fiscal 1966 to launch a specialized program to meet the needs of the culturally disadvantaged, we created a division in our school system called urban education and placed an assistant superintendent in charge because we wanted to give an individual sufficient range and status that he could develop specially designed programs that would become an important part of our regular school offerings without any differentiation being a second level program-or that its needs would be met after the regular program.

We proceeded to develop a title I program that would meet the needs of about 15,000 pupils in 21 schools, who could be described as the most seriously disadvantaged. The expenditure of funds was concentrated there.

We emphasized reading and the language arts as being the focal point for most of our efforts. We established workshops, reading specialists working with classroom teachers, reading centers, reading consultants and supervisors, teachers of speech and hearing, and then we set up a curriculum production center for producing learning materials that would be more appropriate to these particular young people.

All of these are receiving attention. We have endeavored to set up programs that would permit the individual teacher to exercise her strengths and to function without the responsibilities of all the jobs in the classroom. We are trying to departmentalize some teaching, use teacher aids, develop team teaching, and we have within the area a pilot program in one school where we are working in counselors, social workers, and psychological workers, while in another school we have a model resource or library center which we hope to extend into the other schools of the area.

Part of the design is to interpret to the area being served exactly what we are doing, to gain the support of parents in the community and to involve them in planning and hold classes for parents. Built in, of course, as required by law, are evaluations procedures to determine the efforts we are making are producing results.

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It is going to take some little time, actually longer than the life of the act, probably, to determine if the special intensified efforts are really improving the achievements levels and the adjustment of the young people being served.

Chairman PERKINS. You are prepared to evaluate at this moment that the special programs offer considerable value, though, to your city?

Mr. HAZLETT. I don't think there is any question but what the recognition on the part of the people being served and the entire city that this attempt to uplift the community through education is considered to be positive and helpful.

Chairman PERKINS. In other words, you can already see present results?

Mr. HAZLET. Yes; in terms of attitudes and response.

We know that in the summer months there is an ordinary learning loss for students and we are attempting to enroll at least 75 percent of eligible students for half-day summer programs.

The success of any such program means that the staff must understand the added emphasis, the new techniques, the sociological problems, and so forth. Therefore, inservice education for principals, teachers, teacher aids, and supportive workers is receiving considerable attention in the first year.

An important consideration we feel is that if the title I effort is to be meaningful over a period of time that we ought to have some knowledge of funding that would permit us to plan in the years ahead, and that allocations should synchronize with our budget planning. We received $1,800,000 in fiscal 1966 to spend now in 6 months; $1,600,000 in 1967 to spend in 12 months.

If we knew for 1968, 1969, and 1970 approximately what the allocations would be and they would be available in time to hire a staff, I am sure we could have a better, more organized, and more efficient program. Within the same area of service and under the same assistant superintendent, we incorporated the Headstart program. We feel it would be better if it were placed under the U.S. Office of Education because it is essentially a preschool educational program, serving the same objectives as title I, and that we could administer it more economically and be more certain of the timing.

Title III has been helpful to us. We have been able, as a local educational agency, to act in behalf of all the schools of Jackson County in which our school system is located in setting up a pilot diagnostic and behavioral enhancement center, serving some 12 to 15 school districts as well as the parochial school system.

For the first time these other districts have had the availability of psychological psychiatric diagnosis services and a center where children--problem children can be taken and carry on their schooling away from the regular school which they ordinarily attend. We have a second grant providing opportunities to plan for the use of a computer in eighth-grade science and mathematics.

Mr. FORD. Might I ask a question at this point, Mr. Chairman? I might have to leave before all of the gentlemen have testified to attend an executive session of another committee.

Chairman PERKINS. Proceed.

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