Senator NELSON. Thank you. Whoever is going to speak next, please identify yourself first. Mr. BLACKLOCK. My name is C. L. Blacklock. It is a pleasure for me to appear before you today on behalf of the Corpus Christi Public Schools, the 22 participating school districts and agencies in the surrounding eight-county area, and, most importantly, our 227 enrollees and the several hundreds of youths who are knocking on our doors in need of manpower services in their quest to remain in school. The Corpus Christi In-School N. Y.C. Project was the first in Texas and was among the first in the Nation. Over the past 5 years it has helped hundreds of area youths to remain in school and gain valuable work experience while helping their families. It has been an important factor in reducing the dropout rate and juvenile crime (especially during summer months). Currently, an enrollee can expect to earn approximately $50 per month during the school year and about $300 during the summer. For the marginally disadvantaged youth, this is enough to allow him to enter the mainstream; for the average disadvantaged it is enough to better himself and get by; for the real hard-core disadvantaged it is enough to hang on by a straw or it is simply "too little too late." The problem, of course, is how do we keep the hard-core youth is in school so that he can maximize on the educational and vocational opportunities available in the junior and senior high schools right in his own community. Why does he drop out? Simply because the negative experiences outweigh the positive experiences he associates with school. He reaches a point where the glamor of military service, marriage, the Job Corps, or the job opening at the corner gas station holds more promise for solving his problems than school. The solution, or a large part of it lies in an 8-hour day, 4 hours in school and 4 hours on the job, supported by extensive counseling and, ideally, individual tutoring. It never ceases to amaze me that this approach was not emphasized long ago. All adult manpower programs find it essential to upgrade the educational level of enrollees. Generally, the longer the individual has been out of school and the fewer years he has had of formal education, the more chronic are his employment problems and the more expensive effective training becomes. Education, then, becomes the imperative. The earlier it is received, the better; the more relevant to the trainee's needs, the better. Paid, half day on-the-job training in combination with academic. and vocational education supported by effective counseling becomes highly relevant to the needs of hard-core youth. The pay gives him a good reason for staying in school. School begins immediately to lose its negative connotations. The course work begins to be seen as necessary for upgrading job performance. The basic elements for this approach already exist in the medium and larger school districts. They are: 1. Part-time vocational education programs (vocational office education, industrial cooperative training, distributive education, and coordinated vocational academic education). STANFORD LIBRARIES 2. In-school Neighborhood Youth Corps program. Advantages of the present part-time vocational program: Student normally works 20-hours per week and earns twice as much as NYC students. Student receives correlated vocational classroom instruction. Student receives two vocational credits for work and one for class thus speeding him toward graduation. Student attends school on a half-day basis and works the other half. The above advantages, ironically, describe the most acute needs of the disadvantaged youth. He needs concentrated instruction along with his work; he needs to work longer hours to help meet his and his family's economic needs; and he needs every additional credit he can get to speed him toward graduation. The irony of it is that the Neighborhood Youth Corps, as presently construed, cannot offer the youth these advantages. The NYC enrollees receive neither correlated classroom instruction nor vocational credit for his work. His work and counseling are added on top of a 6- or 7-hour school day and he is allowed to work only an average of 10 hours per week during school. But even under these limitations, the NYC has demonstrated remarkable holding power. On the other hand, while the part-time vocational programs have essentially what the disadvantaged youth needs, the doors to these programs are closed to him. Upward of 95 percent of the students in these programs obtain the qualifying job in private industry or business, and, although the teacher is to help, the burden of finally landing the job rests squarely on the student. He must be well groomed, nicely dressed, and have enough confidence to impress the potential employer that he is the person for the job. It is not difficult to imagine what happens when a poorly dressed. decidedly disadvantaged Negro or Mexican American youth walks in for the job interview. The public schools are going more and more to paraprofessionals to augment pressing needs. State legislation passed last year means adult teacher aides, library aides, recreational aides, office aids and others will be coming into the school in increasing numbers over the next 5 years. Manpower training programs are sorely needed to insure that adults from low-income families have an opportunity to come into these positions prepared to do a good job in working with children So, gentlemen, this is primarily the thrust that I would like to emphasize to you. I have written down my recommendations on the last page of my report. Thank you. Senator NELSON. Thank you. Would you identify yourself for the record? I have a prepared report. However, I will not go into the introduction of the report. I will get right to the meat of the situation. Senator NELSON. Your statement will be printed in full in the record. (The prepared statement of Mr. Chapa follows:) NEIGHBORHOOD YOUTH CORPS, PREPARED STATEMENT OF JOE T. CHAPA, ASSISTANT DIRECTOR Mr. Chairman and members of the committee, the Neighborhood Youth Corps-Out-of-school, sponsored by the Nueces County Commissioner's Court, had it's beginning in October, 1966. The program was orginally funded for 140 enrollees in seven counties (Nueces, San Patricio, Aransas, Refugio, Calhoun, Victoria, and Kleberg). This figure of enrollment has been cut to 70 enrollees. Enrollees in the Ñ.Y.C. (O/S) must be unemployed, and must come from families with annual incomes below the poverty guide lines. These enrollees must have dropped out of school at least six months prior to enrollment and must be between 16 and 17 years of age; previously this was 16-22 year olds. After taking the enrollee's application, an interview is set up to help the enrollee see himself in a full time job, and to evaluate his potentials, If possible, a job is created for the enrollee to fit his needs, interest, and future job placement. This is done with a realistic approach. One of the main concepts of the program is for the enrollee to receive valuable work experience as trainees for librarians, nurses, secretaries, office clerks, welders, and many other professional positions. These enrollees are placed under professional personnel in non-profit organizations such as cities, counties, state, and federal agencies. The enrollee works 32 hours a week for $1.40 an hour. In addition to their work experience, they are required to attend at least 6 hours of educational classes per week; this is done mostly in night classes. Following these guidelines allows him to be eligible for a two year period of training in the program; some of the enrollees do not require this amount of time to complete their education and training; but many that complete the regular academic courses, need this amount of time. By the time the enrollee completes the training as scheduled for his ability and potential, he, or she, has completed high school, G.E.D., or remedial education plus vocational courses. If the enrollee has not received enough training by the time alloted, or if it is felt further training is needed, arrangements are made through other programs to further enrich their opportunity toward permanent employment. Such programs existing in this area are: M.D.T.A., O.J.T., S.E.R., Migrant, Job Corps, NABS, Vocational Rehab., T.E.C., Del Mar Tech, and others. The following examples are told so that the true story may be heard of the effectual efforts that manpower programs are playing in this area. CASE NO. 1 Lorenzo T. Sanchez.-Is an average build young man, neat, and talks fairly well. He was somewhat quiet, but seemed geniunely interested. He quit jr. high school during the 9th grade to help his parents. His father is a labor and works as the weather permits. His older sister is a cerebral palsey patient thus adding to the family problems. Since leaving school Lorenzo has only worked as a dish washer in a local restaurant. He worked 50 and 60 hrs. per week receiving only $40.00 per week. This to him was a good sum of money for he and his parents knew no difference. Lorenzo was placed with the Nueces County Park, there he received good work experience and training. He showed the potential to develop into a good worker with more maturity and experience. His family moved from the city taking Lorenzo with them. It was unfortuante that he had to leave for this only added to the fragmented kind of experience he apparently had since leaving school. After a period of a year the family was back as before for the pattern had been set by Lorenzo's father. Lorenzo then again came in seeking help for his father couldn't find a job. After explaining to him that if he is again given a chance he must attend G.E.D. classes in order to re-enroll in the program in addition to attending weekly counseling session. Lorenzo thus completed his G.E.D. and received his deploma. He was then placed in W.T.I. (a program under N.Y.C.) He worked for Hobert-Dayton Sales Agency for six months as a Electrical Appliances Helper before being hired full time for $1.75 per. hr. The six month follow up shows that he is still in gainful employment and his hourly wage has moved to $1.85 per hr. Thus in the case of an hard core poverty youth who applyed himself and now he is payint taxes on his wages instead of receiving unemployment wages like his father. CASE NO. 2 Juanita Ortiz.-A very thin enrollee dropped out of school during her senior year. Her parents claimed that they needed her to work in order to help the family. However the only job she could find was as a house maid. Later she worked for a week or two as a clerical asst. Afterward she was unemployed and unable to find a job. Juanita came to this office for help looking for work and a chance to prove to herself that she could adjust and make something of herself. As she explained, she hated her father for taking her out of school. She mention that she had heard of the N.Y.C. program through a friend and she wanted the same chance. On 9-3-68 Juanita was placed with the pre-school program in Portland, Texas as a teacher's Aide. There has been no night school classes for her to attend in her area. Yet she expressed the desire to get ahead. I mention to her that she could enter Del Mar Tech. yet it was found that she had no transportation Therefore an agreement was made with the high school, for she was to attend high school classes late in the afternoon so she could work toward her high school diploma. Mean while it was found that her family continued working on her to quit and find a full time job. It was pointed out to her and after many counseling session, that it is most important for her to complete her high school if she would like to become a future teacher. After 9 months Juanita completed her required subjects and received regular high school diploma. Our next goal was to get her into college. Her father mentioned that he would not let her leave home, and he wanted her to withdraw from the program. Yet she brought out she wanted to go and this meant she would go against her father's wishes. A serious family feud developed and Mr. Ortiz threw his daughter out of the house. She mentioned that she moved in with an uncle. Plans continued toward her goal and arrangements were made with Texas A & I University for her to enter in Sept. of 69. By Sept. she and her father withdrew their indifference and she started on to college with the family's blessing. Yet a permanent placement wasn't her immediate goal she will become a useful example of what can be done if one has the desire for the future. Let us look ahead for this enrollee and continue to give her praise for she is one of many that the N.Y.C. has helped. CASE NO. 3 Elma Lopez.-A small thin very attractive enrollee. (Read attached letter.) After basic interview Elma was placed with Kingsville Naval Base. There she was placed under the direction of the Supply Officer as a Clerical Aide. Toward the first of the summer Elma left her husband and continued on ber job and returned to live with her family. When Texas A & I resumed in Sept. of 6% she was transferred to work under the direction of Dr. Ballard of the Government Dept. Elma entered a local G.E.D. class under the direction of a local C.AA She seemed eager to learn and has expressed a deep interest in starting college at a later date. Meanwhile it was found that she was dating a college professor. In talking her about this she mentioned that not only was she dating him she was plann to marry him. I really didn't believe her so I asked her to repeat what she had just stated. She smiled and mentioned that they planned to get married in Nove ber and she wanted to work only one week before the planned wedding date. As one can see she only completed her G.E.D. and this has opened many new doors toward her future. Mr. CHAPA. What I want to talk to you about is the actual cases pertaining to poverty, to give you examples. Therefore, the names i these cases are true. It is true. It tells it like it is. Lorenzo T. Sanchez is an average built young man, neat, and talk fairly well. He was somewhat quiet, but seemed genuinely interested He quit junior high school during the ninth grade to help his parents His older sister is a cerebral palsy patient thus adding to the family problems. Since leaving school Lorenzo has only worked as a dishwasher in a local restaurant. He worked 50 and 60 hours per week receiving only $40 per week. This to him was a good sum of money for he and his parents knew no difference. Lorenzo was placed with the Nueces County Park, there he received good work experience and training. He showed the potential to develop into a good worker with more maturity and experience. His family moved from the city taking Lorenzo with them. It was unfortunate that he had to leave for this only added to the fragmented kind of experience he apparently had since leaving school. After a period of a year the family was back as before for the pattern had been set by Lorenzo's father. Lorenzo then again came in seeking help for his father couldn't find a job. After explaining to him that if he is again given a chance he must attend G.E.D. classes in order to re-enroll in the program in addition to attending weekly counseling session. Lorenzo thus completed his G.E.D. and received his diploma. He was then placed in W.T.I. (a program under NYC). He worked for Hobert-Dayton Sales Agency for 6 months as an electrical appliances helper before being hired full time for $1.75 per hour. The 6-month followup shows that he is still in gainful employment and his hourly wage has moved to $1.85 per hour. Thus is the case of a hard-core poverty youth who applied himself and now he is paying taxes on his wages instead of receiving unemployment wages like his father. Could he have done this without the efforts of the program? I think not. Case No. 2 is Juanita Ortiz. A very thin enrollee dropped out of school during her senior year. Her parents claimed that they needed her to work in order to help the family. However the only job she could find was as a housemaid. Later she worked for a week or two as a clerical assistant. Afterward she was unemployed and unable to find a job. Juanita came to this office for help looking for work and a chance to prove to herself that she could adjust and make something of herself. As she explained, she hated her father for taking her out of school. She mentioned that she had heard of the N.Y.C. program through a friend and she wanted the same chance. On September 3, 1968, Juanita was placed with the preschool program in Portland, Tex., as a teacher's aide. There has been no night school classes for her to attend in her area. Yet she expressed the desire to get ahead. I mentioned to her that she could enter Del Mar Tech yet it was found that she had no transportation. Therefore an agreement was made with the high school, for she was to attend high school classes late in the afternoon so she could work toward her high school diploma. Meanwhile it was found that her family continued working on her to quit and find a full-time job. It was pointed out to her and after many counseling sessions, that it is most important for her to complete her high school if she would like to become a future teacher. After 9 months Juanita completed her required subjects and received regular high school diploma. Out next goal was to get her into |