That Embodies Both the Public and Private Sectors. the Study

DOCUMENT RESUME ED 032 825 HE 001 092 Higher Education in Vermont: Its Resources and Needs.A Report to the Vermont Commissionon Higher Education Facilities. Institute for Educational Development, New York.N.Y. Spons Agency-Vermont Commissionon Higher Education, Rutland. Pub Date Aug 69 Note-108p.; Funded undera Higher Education Comprehensive Facilities Planning Grant.Higher Education Amendments of 1966. Public Law 89-752. EDRS Price MF -$0.50 HC -$5.50 Descriptors -*Comprehensive Programs. Curriculum,EducationalFacilities. Enrollment.*Finar:cial Support. *Higher Education. Interinstitutional Cooperation.*Planning, *State Aid Identifiers *Vermont Although Vermont doesnot have a comprehensive system of highereducation that embodies both the publicand private sectors. the studysummarized inthis report states that the components forsuch a system are there. The Institute for Educational Development undertook 3general activities in this study. First.data were gathered to establisha sound basis for analyzing and projecting theneed for additional facilities andprograms for higher education in Vermont. Secondly. although originally a comprehensive plan forhigher education inthe state was to be developed. this came in the form ofa recommendation for the establishment ofa permanent "Coordinating Council for Post-SecondaryEducation in Vermont" to fulfill thisfunction. Suggestions foritsstructure and function were made. Third. the financial capability of Vermont withspecial reference to the state'said to education was analyzed. This report is asummary and commentary on the data thatwere collected. and a series ofrecommendations.The data. presented extensivelyin tables. include figures on student enrollmentsand projections.course and degree offerings library and physical facilities. andnumber of faculty and staff. (DS) HIGHER EDUCATION IN VERMONT:

ITS RESOURCES AND NEEDS

A Report to the VermontCommission

on Higher EducationFacilities

U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE

PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS Nral STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY.

Institute for Educational Development 52 Vanderbilt Avenue New York, N.Y. 10017

7.&5 ex.e95-a-Mor;z7" ,/ Az /14r (le (Gveihr iryle yyl,yrt GI1 r 66POD/,C T1-7 62- ,rs

VERMONT COMMISSION ON HIGHEREDUCATION FACILITIES 14 Cottage Street, Rutland, Vermont 05701 Telephone: 802/775-4400

Mr. James J. Ritchie, Chairman General Manager, InternationalBusiness Machines Corporation, Essex Junction, Vermont

Mr. Joseph M. O'Neill, ViceChairman Lawyer, Rutland, Vermont

Dr. Richard J. Dundas III President, Castleton State College, Castleton, Vermont

The Very Reverend Gerald E.Dupont* President, St. Michael's College, Winooski, Vermont

Dr. Lyman S. Rowell** President, University of Vermont and State Agricultural College, Burlington, Vermont

Dr. Raymond A. Withey President, Green Mountain College, Poultney, Vermont

Mr. Terry F. Allen, Executive Secretary

* Retiring at end of academic year 1968/69. ** Retiring at end of academic year 1969/70. ii

VERMONT HIGHER EDUCATION COUNCIL, INC.

C. Bader Brouilette, President, Champlain College Gen. Barksdale Hamlett, Vice President, Norwich University Max W. Barrows, Clerk-Treasurer, V.S.A.C.

Board ofDirectors

Norman H. Wilson Center Director, Antioch-Putney Graduate School of Education Donald R. Brown Bennington College Richard J. Dundas, III President, Castleton State College Sister Mary Imelda President, College. of St. Joseph the Provider Alan Walker Goddard College Raymond A. Withey President, Green Mountain College William D. May Dean, Johnson State College Robert E. Long President,Lyndon State College Thomas B. Ragle President,Marlboro College James I. Armstrong President,Middlebury College Sister Mary Christine President,St. Joseph's College Very Rev. Gerald E. Dupont President,St. Michael's College Sister Mary Patrick President,Trinity College Lyman S. Rowell President,University of Vermont William L. Irvine President,Vermont College Pierre V. Kieffer President,Vermont Technical College Eugene C. Winslow President,Windham College

State Commissions and Agencies Consulted

VermontCommission on Higher EducationFacilities VermontHigher Education Council, Inc. Vermoro.Department of Education VermontCouncil of the Arts VermontPlanning Council CentralPlanning Office VermontDevelopment Department VermontDepartment of Social Welfare VermontDepartment of Health VermontDepartment of Taxes New England Board of Higher Education U. S. Office of Education, Department of Health,Education and Welfare Governor's Committee of Children and Youth Legislative Council (Vermont) ,

PREFACE AND ACKNOWLEDGEMENTS

In its proposal of May, 1968, to the U. S.Office of Education for a Higher Education ComprehensiveFacilities Planning Grant, the Vermont Commission on HigherEducation Facilities outlined several activitieswhich it wished to undertake. Upon approval of the grant,the Commission engaged the Institute for Educational Development(IED) to conduct certain of the tasks outlined in the proposal. These tasks involved two general areas. The first area was the collection of data needed to establish a soundbasis for analyzing and projecting the need for additional facilitiesand programs for higher education in the State of Vermont. The second area was the development of a comprehensive planfor higher education and recommendations for its implementation. The third area was an analysis of the financial capability of Vermontwith special reference to the State's aid to education. This report is a summary of and commentary onthe data that were collected, and a series ofrecommendations which IED and its consultants believe should beconsidered by the officials who will be responsible for the implementationof a plan. In recent years there has beendiscussion within the State of Vermont about the need forcomprehensive planning. In August 1968 the Committee to Study Higher Educationof the Legislative Council, of which Senator Stoyan Christowe wasChairman, submitted its report, recommending the establishmentof a Higher Education Planning Council in Vermont.With minor changes the Institute for Educational Development recommends asimilar agency with similar responsibilities to be called aCoordinating Council for Post-Secondary Education in Vermont. Perhaps the major difference between the two recommendations isin the membership of the respec- tive Councils. The Council as recommended by the Legislative Committee includes more members directly fromthe educational establishment. The Council as recommended by IED attempts to be more representativeof the many groups interested in post- secondary education. The recommendations offered in Part II of the report do not, strictly speaking, constitute a comprehensiveplan for post-secondary education in Vermont. In the view of the Commission and of the con- surtants to IED, it did not seem appropriate to develop such a plan now for thefollowing reasons. First, the data in Part I dealing with projected student populations do not appear to warrantthe establishment of a new institution within the next decade. The unique population and geographicalcharacteristics of Vermont require testing the need and demand forpost-secondary education, ,

for determining the types of programs required, and for stimulat- ing the demand for higher education, before it will be possible to plan with any degree of confidence where new institutions should be located and what their roles and scopes should be. Second, since it appears that the establishment of an agency to plan and coordinate post-secondary education is imminent, it did not seem feasible to preempt the responsibility of that agency. The recommendations do, however, outline the areas of concern which will necessarily have to be considered, offer concrete suggestions and guidelines for procedures, and provide a substantial basis for the newly established agency to create its own plan.

The recommendations, undoubtedly, will not satisfy everyone, but they should serve to illuminate choices and guide action. If the State's financial and educational resources are to be efficiently utilized and the needs of its students and economy effectively met, there is no doubt that the creation ofa Council to plan and coordinate post-secondary education in Vermont isa most urgent concern for the Governor and Legislature of Vermont.

IED, as the organization responsible for this study, wishes to acknowledge the cooperation and assistance it has received from the many individuals responsible for and interested in post- secondary education in Vermont, particularly the members of the Commission on Higher Education Facilities, and the presidents and officers of the institutions who provided the data. It is especially appreciative of the work of Dr. Charles E. Adkins,now President of the Council of Independent Colleges and Universities in the State of Pennsylvania, who served as Director of the project, of Mr. Mitchell N. Call of the Office of Institutional Research at the University of Vermont who, as the Resident Director for the study, was responsible for the collection of the data, and of the consultants who assisted IED in preparing this report: Dr. Edward Y. Blewett, President, Westbrook Junior College; Dr. Dana M. Cotton, Director of Placement, Graduate School of Education, Harvard University; Dr. C. Russell deBurlo, Vice President for AdminiStra- tion, Tufts University; Dr. Warren G. Hill, Director, Commission for Higher Education, State of Connecticut; and Dr. David K. Smith, Chairman, Department of Economics, Middlebury College.

Dale E. Bussis Institute for Educational Development August, 1969 TABLE OF CONTENTS

Page

AN'OVERVIEW 1

PART I DATA COLLECTION 5 ENROLLMENT 5 PHYSICAL FACILITIES 17

LIBRARY INFORMATION 31

CURRICULA 43 STUDENT FINANCIAL ASSISTANCE 69

PART II COMPREHENSIVE PLANNING FOR POST-SECONDARY EDUCATION 73 A COORDINATING COUNCIL FOR POST-SECONDARY EDUCATION 74 RANGE OF POST-SECONDARY EDUCATIONAL OPPORTUNITIES 77 THE ROLE OF INDEPENDENT INSTITUTIONS 78

"CONTINUING EDUCATION" 79 FUTURE NEED FOR NEW INSTITUTIONS 81

PART III FINANCIAL CAPABILITY OF THE STATE OF VERMONT 85 -7,77',7",m77'rrt

LIST OF TABLES

Page

1 General Information on Vermont Institutions of Higher Education (September, 1968) 3

2 Faculty, Administrative Personnel, and Supportive Personnel (September, 1968) 4

3 Actual Enrollments in Vermont Institutions (Fall, 1968) 10

4 Actual (1960-68) Enrollments in Vermont Institutions 11

5 Projected (1969-80) Enrollments in Vermont Institutions 12

Actual (1960-68) and Projected (1969-80) Enrollments by Numbers and Percentages of Vermont Public High School Graduates Continuing Education 13

7 Projection Methodology to Predict Number of High School Graduates 14

8 Actual Enrollments by Institutional Category Using Official Institution Figures 15

9 Projected Enrollments by Institutional Category Using Official Institution Projections 16

10 Summary of Space Inventory in Vermont Institutions by Functions - Total Campus (September, 1968) 27

11 Space Inventory - Classrooms 28

12 Space Inventory - Laboratories 29

13 Space Ratios - Ratios of Space to Occupants 30

14 Library Holdings (September, 1968) 35

15 Library Holdings - Visual Aids and Cooperative Activities (September, 1968) 36

16 Library Holdings - Distribution and Acquisition Percentages (September, 1968) 37

17 Library Circulation (September, 1968) 38 vii

39 18 Library Physical FacilitiesAvailable 40 19 Library Financial Data,1966-67 41-42 20 Library - SpecialCollections Curricula Offered in DegreePrograms in Vermont 21 53-60 Four-Year Institutions Associate Degree ProgramsOffered in Vermont 22 61 Institutions 63-64 23 Curricula Unavailable atVermont Institutions

24 New England RegionalStudent Programs--Undergraduate State UniversityCurricula Open on a RegionalBasis 65-66 1969-70

25 Programs Available atUniversity of Vermont for Students from New EnglandUniversities 67

Vermont StudentAssistance CorporationIncentive Grants 26 71 -1967-68

Vermont StudentAssistance CorporationIncentive Grants 27 72 -1968-69 Surpluses 28 Vermont GeneralFund--Revenues, Expenditures, or Deficits,Fiscal Years 1960-71 90 of 29 Comparison State and LocalTax Burden Per $1,000 Personal Income in theFifty States for 1957 and 91-92 1967

30 Per Capita StateExpenditures on Education, 1960, 1966, 1967 and Standing AmongNew England States (All Data in Dollars) 93

31 State of Vermont CashDisbursements by Function for Fiscal Years 1965-68 94

32 General Fund Appropriationsby Function for Fiscal Years 1967-71 (InThousands) 95

33 Higher Education Appropriationsfor Fiscal Years 1960-69 (In Thousands)(No debt service included) 96

34 Total Vermont State DebtIssued Yearly, Fiscal Years 1957-68 97

35 Debt Service Requirements,Fiscal Years 1969-78 (as of debt 6-30-68) 98 Viii

36 Vermont State Bond Issuesfor Education, Fiscal Years 1953-1968 99

37 Anticipated Funds for Higher EducationUnder Fiscal 1969 Tax Structure (InThousands) 100

38 Anticipated General Fund Funds forHigher Education Under Proposed Tax Structure (In Millions) 101

Figure 1. Agencies With Which Coordinating Council Should Cooperate 76 1

AN OVERVIEW

Strictly speaking, the State of Vermont doesnot have a comprehensive system ofhigher education which-embodiesboth the public and independent sectors. The components for such a system, however, arethere. What is lacking is a mechanism by which the various components of post-secondaryeducation can be coordinated into anoperating system. In 1968 there were twenty-oneinstitutions of higher education in Vermont with degree-grantingprivileges from the State Department of Education in Vermont. Five institutions are public,sixteen are independent. They represent a wide range of academictradition, beginning with the University of Vermont, which was established in 1791, up tothe founding of Royalton College in 1965. Within the last twenty-five years significant developments have taken place withinthe State College system. The teacher training institutions at Castleton, Johnson, and Lyndon became State Collegesin 1951, and the Vermont Technical College was establishedin 1957. During that same twenty-five yearperiod, five new private institutions were established: Antioch Putney Graduate School of Education,the College of St. Joseph the Provider, MarlboroCollege, Royalton College, and Windham College. Tables 1 and 2 give a comprehensive summary of the institutions of higher education in Vermont. Table 1 lists the public and independent institutions and alsotheir locus of control, the year they were founded, the nature oftheir student bodies, the regional accrediting agency of theinstitution, the range of tuition and fees, the annual cost of room and board, the availability of National Defense Education Act (NDEA) loans, and residential facilities. Table 2 shows the number of faculty members, administrative personnel, and supportive personnel employed by these institutions. The magnitude of higher education as an economic enterprise within Vermont is evident from the information in Table 2. For over 3,900 full-time staff members and 1,200 part-time staff members who are employed, aconservative estimate would place the expenditures for salaries alone at approximately $30,000,000.

Public Institutions The five public institutions represent a wide range of educational opportunity in terms of the level of degrees and the variety of curricula offered, beginning with the two-year

.l= 2

technical college at Randolphoffering the associate degree, to the three State colleges atCastleton, Johnson, and Lyndon offering the baccalaureate degree, tothe University of Vermont offering the baccalaureate, and graduateand professional degi-ees.

Independent Institutions The independent sector includes sevencoeducational institutions offering the baccalaureatedegree, three women's colleges offering the baccalaureate degree, twowomen's colleges offering an associate degree, twomen's colleges offering the baccalaureate degree, a coeducationalbusiness college offering the associate degree, a graduateschool of education, and a specialized school for internationaltraining. These institutions contribute to the economy of the State,but one of their greatest values is theirpotential contribution to a statewide system of post-secondary education. TABLE 1 GENERAL INFORMATION ON VERMONT INSTITUTIONS OF HIGHER EDUCATION (SEPTEMBER, 1968) Tuition & Fees Institution Control Fbunded Year Student Body Accrediting Agency State In- 1968-69 State Out- BoardAnnual Roam & LoansNDEA Housing1967-68 CastletonUniversity State of VermontCollegeState and Agricultural College State 17911867 CoedCoed NEA 1 $678 368 $1,878 1,118 $ 900870 Yes 2,334 562 VermontLyndonJohnson StateTechnicalState College College College State 195719111828 CoedCoed NEA 396368 1,118 896 900900 NoYes 404354491 Antiodh-PutneyBennington Cbllege GraduateSdhool of Education Private 187819251950 Women Coed NCANEA 2 $3,000 1,1752,750 1,100 890314* NoYes 396446 18 CollegeGoddardChamplain of College St.College Josephthe Provider Private R.C. 19381950 Warren Coed NEA 2,600 600 1,000 900 YesNo 596 48 MiddleburyMarlboroGreen Mountain College College College Private 180019461834 Warren Coed NEA 2,1012,1003,300** 1,0751,050 YesYes 1,185 142704 NorwichSt.Royalton Joseph's University Cbllege College PrivatePrivate R.C. 196518191926 CoedMen NEA -- 1,1001,820 623 600900870 Yes - 1,269 150 33 SchoolSt. Michael's for International 'TrainingCollege Private R.C. 19321904 CoedMen NEA - Varies*** 1,400 850 NoYes 1,065 110 WindhamVermontTrinity College Private R.C. 195118341925 WarrenWbmen Coed NEANEA 2,0501,800 855 1,000 900950 YesYesNo 485330570 ** CoMbined* tuition,Per Quarter fees, roan and board *** Varies with length of program (averages2North 'New$75-$100 EnglandCentral per AssociationAssociationweek including ofof CollegesCollegesroan and &&board) SecondarySecondary Schools.Schools. VOLE 2 FACULTY, ADMINISTRATIVE PERSONNEL, AND SUPPORTIVE PERSONNEL (SEPTEMER, 1968) Adrinistrative Supportive Total Institution Doctorate Degrees Held sicaal Master's Faculty DegreesOther TimeFull- TimePart- * TimeFull- Personnel TimePart- TimeFull- Personnel TimePart- TimeFull- Staffing TimePart - CastletonUniversity State of Vermont College** Stateand Agricultural College*A 236 15 -95 147 41 19 8 497 63 189 8 199 12 24 847 43 245 22 1,543 118 438 32 LyndonJohnson State State College College -14 5 -7 1 2722 35 3937 11- 8 677 -- 382733 - 67 827079 -14 Antioch-PutneyVermont Technical Graduate College TOTAL PUBLIC 270 96 251 14 5621 673 37 216 231 6 988 280 1,890 498 ChamplainBennington College CollegeSchool of Education -16 2 -- 1 2316 2 1427- 2453 4 13 73 1414 1 672 123 - 8 187 15 1 190 46 5 207 28 4 GoddardCollege College of St. Josephthe Provider*** 10 1 - 2 3315 11 4 6910 59 16 21 80 1 41 155 12 1111 MarlboroGreen Mbuntain College College 70 73 -- 471034 13 45 130 4122 10 75 8621 5 20 -2 381111 12 105530 597173 39 552064 RoyaltonNorwichMiddlebury UniversityCollege College . 30 3 - 1 67 8 11 7 94 8 10 4 20 8 -2 169 3 23 283 19 15 6 SchoolSt.St. Michael's Joseph's for International CollegeCollege 28- - 49- - 7 84- 12- -31 -1 134 - 158 - 249 - 171 - VermontTrinity College Training 85 - 1 292814 18 53 432722 1516 4 22 73 -51 7818 4 10 35 143 4338 201425 I Windham College TOTAL INDEPENDENT 190 37 - 5 397 22 130 1 690 59 124 4 258 19 50 1 1,201 49 659175 2,024 127 831180 *Degrees not noted TOTAL ALL INSTITUTIONS **Estimated 460 ***Not confirmed101 648 186 1,363 340 489 56 2,189 939 3,909 1,329 5 oh 1Pt c-T"otj

ENROLLMENT

A prerequisite for long-rangecomprehensive planning for higher education is an analysis of actual and projectedenrollments in order to determine what additionalphysical facilities will be needed to meet the expected increases inthe number of students attending college.Data on the actual number of Vermont and out-of-state high school graduateswho enrolled in Vermont institutions of higher education from 1960-1968,and the projections of the institutions of the enrollments for 1969-1980 have been collected. Table 3 presents a breakdown of enrollments in theFall of 1968 at each institution, and shows a totalenrollment of 18,335 students. There is an extensive higher education enterprise in Vermont indicated by the fact thatapproximately 3% of Vermonters are involved in higher education either as students or staff members. When out-of-state students are included, higher education represents 5% of Vermont's total population of 429,500, as estimated in 1969 by the Vermont Department of Health.

Actual Enrollments -- 1960-1968 An analysis of the actual enrollmei.Ls in Vermont institutions from 1960-1968 shown in Table 4 reveals some interesting patterns of growth. During that eight-year period, the enrollment at all public institutions has nearly doubled.At the University of Vermont, the undergraduate enrollment has increased by 57%, the enrollment for the first professional degree has increased by 23%, and the graduate enrollment has quadrupled. At the three four-year state colleges the enrollment has increased by 86%. The enrollment at the technical college has more than doubled. In the same eight-year period, the enrollment at the private institutions has increased by nearly 75%.

Projected Enrollments -- 1969-1980

When Table 4 (Actual Enrollments -- 1960-1968) and Table 5 (Projected Enrollments) are considered together, it appears that the enrollment at the public institutions will have expanded in the two decades from 1960 to 1980 nearly 72,7,71177,1,Ft41, .771, '477,

three and one-half times, the enrollment at the privateinsti- tutions during that same period will have increasedtwo and three-quarters times, and the total enrollment will have increased nearly three times.

Considering the more rapid growth of public higher education compared with private higher educationacross the nation, it is interesting to observe that theenrollment at the public institutions in Vermont is notprojected to overtake the enrollment at the private institutions byany significant amount in the next decade. The ratio, therefore, of total enrollments between public and independent higher education in Vermont is projectedas stable at the present time. Since the need and ability to expand enrollmentsat the state colleges will depend on unforeseen factors (particularlyfinancial), arbitrary limits on their expansion shouldnot be set.

Projected Demands for Post-Secondary Education

The demand for post-secondary education inVermont can be projected on the basis of the numberof students graduating from high school, the current and past patternsof high school graduates continuing education, the projected increasesin the number and percentage of high school graduatescontinuing education, and the past and projectedpatterns of high school graduates continuing their education at Vermont institutions.

Table 6 shows the Actual (1960-1968)and Projected (1969- 1980) Enrollments by Numbers andPercentages of Vermont High School Graduates continuing education indegree granting and non-degree granting institutions. Degree granting institutions include both four-year and two-year institutions. Non-degree programs in occupational education include suchareas as beauti- cian training, business education,computer training, practical nursing, X-ray and laboratory technology,and special training programs conducted by industry. Table 7 shows the methodology by which the number of high schoolgraduates were projected in Table 6, The projected percentage of high schoolgraduates for 1969-1980 is based on the best estimatefrom IED consultants utilizing the growth pattern inrecent years.

The estimated percentages, however,should not be con- strued as a desirable proportion of highschool graduatescontinuing education, especially whenit is considered that, according to 1963 data, the percentageof Vermont high school graduates entering degree-grantinginstitutions was only 35%, and that only the States of Maine, SouthCarolina, Georgia, and Alabama ranked ator below the percentage of Vermont.-

lAFact Book on Higher Education,First Issue/1969, Enrollment Data, AmericanCouncil on Education,p. 9051. 7

The years 1960-1968 show a marked changeboth in the number of high school graduates and inthe percentage of graduates continuing their education. Between 1960 and 1968 the number of high school graduatesincreased by nearly 43%. In the same period, the percentage ofgraduates continuing education increased 6.7%. The total effect has been to increase the number of high school graduatescontinuing their education by approximately 67%. The increase in number of high schoolgraduates continuing their education has been absorbedmainly by the in-state public institutions, with the number of highschool graduates entering them doubling during that period. During the same period, the number of students enrolling in four-yearin-state independent institutions has remained relativelyconstant, while there has been an increase ofapproximately 55% of students going to out-of-state four-yearinstitutions. On the other hand, high school graduatesenrolling in two-year degree granting institutions haveincreased by more than two and a half times for both in-statepublic and independent institutions, and doubled for out-of-state two-yeardegree granting institutions. At the same time, the number of graduates enrolling in occupational education non-degree programshas tripled.

Changing Patterns of Enrollment at PublicInstitutions The increase in the number of high school graduatesand in the percentage of graduates continuing educationexplains in part the growth of Vermont public institutions ofhigher education during the last decade. But the increase is only partially accounted for by the number of graduates continuing education. For example, in the years 1960-1963, only one out of two students enrolling in four-year institutions enrolledin an in-state publicinstitution. Since 1964, the percentage enrolling in in-state public institutions has been increasing gradually. Table 6 indicates that, based on the projections, approximately 60% of high school graduates entering four-year institutions will enroll in in-state public institutions. Of Vermont high school graduates enrolling at two-year degree granting institutions in 1968, only one out of four enrolled at an in-state public institution, indicating, perhaps, a lack of opportunity for associate degree programs. In the same year, more than 65% of the studentsenrolling in occupational education programs were enrolled atin-state private non-degree granting

institutions. . 8

Meeting the Demand for Higher Education There is no doubt that the four-year in-state public institutions have responded to the projected demand for an increase in the number of students entering higher education within Vermont. As recently as 1964, it was assumed by the State Department of Education that "25% of the Vermont high school graduates will go on to four-year institutions of higher education."1 it was further assumed that of the 25% going on to four-year institutions that 35% (or 9% of all Vermont high school graduates) would enroll at the University of Vermont. Assuming no attrition, the high school graduates of 1965, 1966, 1967, and 1968, would have provided 2,282 Vermonters in the undergraduate college at the University of Vermont in the fall of 1968. In fact, the total undergraduate enrollment of Vermonters at the University was 2,983 (see Table 3), more than 700 over the earlier assumption. In addition, the figure of 25% of high school graduates predicted to go on to four-year institutions of higher education had climbed to nearly 30% by the fall of 1968.

Tables 8 and 9 show the ratio of Vermont students enrolling for the first time to the total actual and projected enrollments by.categories of institutions--public and private four-year institutions, and public and private two-year institutions. It appears that, whereas the pattern of ratios of Vermont high school graduates enrolling to the total number of students enrolled has been established as of 1968, there will be a sizeable increase in the number of Vermont students enrolling in public four-year institutions in the future. Of equal interest to those responsible for planning in higher education is the percentage of in-state students in relation to the total enrollment in the public institutions. On the basis of information in Table 3, the percentage of Vermont students in public institutions (including undergraduate enrollments only) is 67%, in independent institutions 15%, and in all institutions 32.5%. A breakdown of the percentage of Vermont students in each of the public institutions is:

1 Bankus, John T., Dunham, Paul C., Rowell, LymanC., and White, Robert K., Public Higher Educational Facilities inthe State of Vermont, Vermont Resources Research Center,Report 11, p. 11-3. 9

University of Vermont (undergraduates only) 64% Vermonters Castleton State College 73% Vermonters

Johnson State College 75% Vermonters

Lyndon State College 63% Vermonters Vermont Technical College 92% Vermonters

A dual concern increating a comprehensive plan for higher education arises in therelationship of the percentage of in-state students toout-of-state students. First, from the educational point ofview, it is desirable on each ofthe campuses to admitout-of-state students in order tobring together students with differentperspectives and to provide a broadercross-section among the studentbody. Second, from the financial point ofview, capital investment andoperational costs must be taken intoaccount. Decreasing, maintaining, or increasing the percentage ofout-of-state students has to be weighed in terms of the benefitsfor the educational process and the limitationsimposed by financial priorities. TABLE 3 UndergraduateACTUAL Enrollments ENROLLMENTS IN VERMONT INSTITUTIONS (FALL, 1968) Other Enrollments University of Vermont and Institution Arale Vera raters Female mo Tbtal Male Out-o f-Sta Female Tbtal Male FemaleTbtal Tbtal TimePart- Prof. 1st Grad. Unclassified TbtalGrand JohnsonCastleton State State College CollegeState Agricultural College 1,607 248367 1,376 213353 2,983 461720 1,107 111 76 150608 78 1,715 154261 2,714 324478 1,984 291503 4,698 615981 107242 18 231 - 618 - - 5,7891,088 633 VermontLyndon StateTechnical College CollegeTOTAL PUBLIC 2,858 402234 2;068 122. 4 4,926 406356 1,435 106 35 942106 - 2,377 212 35 4,293 437340 3,010 288 4 7,303 441568 400 -33 231 - 618 - - 8,552 441601 BenningtonAntioch-Putney College GraduateSchool of Education - 1 - 15 - 16 - 10 461- 471- - 11 476- -487 - - 41 3 (2) 120 - (3) 490161 CollegeChamplain of St.College Josephthe Provider 222 1 227 37 449 38 -64 103 87 167 87 286 1 124330 616125 103 5 - -- - 130719 MarlboroGreenGoddard Mountain CollegeCollege College - 1224 1635 8 201659 103318 - 686402 55 158686720 115-342 702437 63 178702779 104 - - - - 178702883 RoyaltonNorwichMiddlebury UniversityCollege College -107 40 - 33 -107 73 1,090 855 25 -630 8 1,0901,485 33 1,197 895 -663 8 1,1971,558 - 2 - -1717(1)10 - 1,2141,570 SchoolSt.St. Michael's Joseph's for International CollegeCollege 152 76 - 46 152122 1,030 27 - 34 1,030 61 1,182 103 25 - 80 1,182 183 33 106 11 2 - 233 - - 1,521 185 44 Training 2 3 5 80 67 147 82 70 152 36 . 14 - " 202. WindhamVermontTrinity College College - 40 170 1864 170 5864 517 - 216446265 733446265 -557 234-435 791510435 2415 9 - -- - 815519450 TOTAL INDEPENDENT 677 672 1,349 4,119 1 3,460 I 7,579 4,796 4,132 8,928 417 0 318 120 9,783 (1) Extension Courses TOTAL STATE ENROLLMENT (2) On Vermont Campus3,535 2,740 6,275 5,554 (3) In Motal Program (All Graduate Students) 4,402 9,956 9,089 7,142 16,231 817 231 936 120 18,335 I ACTUAL (1960-68) ENROLLMENTS IN VERMONT INSTITUTIONS TABLE 4 . T University of Vermont and Institution 1960 1961 1962 1963 1964 1965 1966 1967'` ' State AgriculturalPart-timeGradateFirstUndergraduate Professional College . 2,992 154188 87 3,213 174192 93 3,280 113216193 3,468 112251186 3,632 119242183 3,701 190123307 4,043 147405194 4,639 188513203 4,698 242618231 JohnsonCastleton State State College CollegeTbtal . 3,421 187375 3,672 215462 3,802 260525 4,017 307560 4,176 378626 4,321 464747 4,789 496846 5,543 540947 5,789 615981 VermontLyndon StateTechnical College College TOTAL PUBLIC INSTITUTION 4,272 -289 4,626 -279 . 5,039 211241 . 5,386 250252 5,747 262305 6,206 302372 6,917 348438 7,975 508437 8,394 441568 ChamplainBenningtonAntioch Putney College College GraduateSchool of Education 279356 7 360367 12 372373 11 407369 12 523388 10 585382 32 600415 56 615416 17 616490 41 GreenGoddardCollege Mountain College of St. College Josephthe Provider 505155- 66 519188 8720 541213 33 603284 30 620358 59 635533 69 636614 76 683699 94 702779125 NorwichMiddleburyMarlboroRoyalton University College CollegeC011ege 1,297 -958 1,0481,277 - 1,1461,319 - 96 1,1591,343 -206 1,2141,370 128 1,2211,414 240 1,2761,396 167 1,2691,395 178 1,1971,558 i78 33 SchoolSt. Michael'sJoseph's for International CollegeC011egeTraining 253873 309912 991 1,020 1,062 126 65 1,107 186 79 1,120 190 92 1,360 107192 1,415 152183 WindhamVermontTrinity CollegeCollege* TOTAL INDEPENDENT 5,271 179343 . 5,674 180395 6,183 215507369 6,506 171505397 7,083 258505397 . 7,842 392530437 537531446 731521432 791510435 , 8,152 8,709 TOTAL STATE ENROLLMENT 9,543 10,300 11,222 11,892 12,830 14,048 . 15,069 16,684 17,599 9,205 Institution PROJECTED (1969-80) ENRDLIMINTS IN VEROW INSTITITIZONS CastletonUniversity State of Vermnnt CollegeState and Agricultural College 6,3501969 6,8501970 7,3001971 7,7501972 8,2001973 8,6001974 9,0001975 9,4001976 19779,800 10,200 1978 10,600 1979 11,000 1980 - 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 1,000 Johnson State College ' 690 770 845 870 885 895 895 895 895 895 895 895 ,Vermont TechnicalLyndon State College College TOTAL PUBLIC INSTITUTION 9,225 635550 9,945 625700 10,545 660740 11,095 695780 11,640 730825 12,125 760870 12,595 800900 13,030 900835 13,465 (870) 900 13,900 (905) 900 14,335 (940) 900 14,770 (975) 900 BenningtonAntioch-Putney College GraduateSchool of Education 540 42 590 42 600 42 600 42 600 42 600 44 600 44 600 44 600 44 600 46 600 46 600 46 CollegeChamplain of CollegeSt. Josephthe Provider 148625 165625 183625 200625 220625 240625 260625 280625 300625 (320) 625 (340) 625 (360)625 MarlboroGreenGoddard Mountain CollegeCollege College 195704850 205704900 215704950 1,000 225704 1,050 (235) 704 1,100 (245) 704 1,150 (265) 704 1,200 (265) 704 1,250 (275) 704 1,300 (285) 704 1,400 (295)704 1,500 (303) 704 RoyaltonNorwichMiddlebury UniversityCollege College 1,2001,626 80 1,2001,694 100 1,2001,762 150 1,2001,830 200 1,2001,854 400 1,3001,878 1,9021,400 (800) 1,5001,926 (800) 1,5001,950 (800) (1,950)1,500 (1,990)1,500 (2,000) 1,500 (800) SchoolSt. Michael'sJoseph's for International CollegeCollege 1,450 185 1,480 200 1,500 200 1,550 225 1,600 225 1,650 225800 1,700 225 1,750 225 1,805 225 1,870 (800) 225 1,935 (800) 225 2,000 225 VermontTrinity College Training 534452174 602462215 618472280 635482320 658492360 681502410 704512480 727522560 750532660 (770) 542660 (785) 552660 (800) 562660 Windham College TOTAL INDEPENDENT . 9,690 885 10,074 890 10,196 895 10,738 900 10,969 904 11,912 908 12,243 912 12,644 916 . 12,940 920 13,141 (924) 13,385 (928) 13,619 (932) TOTAL STATE*Semiofficial ENROLUIMIT projectionsin parentheses. discussed withAll othersappropriate are projections college official made by are the institution. 18,915 20,019 20,741 21,833 22,609 24,037 24,868 25,674 26,405 27,041 27,720 28,389 ACTUAL (1960-68) AND PROJECTED (1969-80) ENROLLMENTS BY TABLE 6 NUMBERS AND PERCENTAGES Graduates Con-High School OF VERMONT PUBLIC HIGH SCHOOL GRADUATES CONTINUING EDUCATION High School Graduates High School Graduates Graduates tiontinuing in Degree, Educa-Institutions& Non-Degree In-StatePublic High School GraduatesPrivateIn-StateFour Year InstitutionsOut-of- State Enrolled in Tbtal In-State Public TWo-Year InstitutionsPrivateIn-State Enrolled in Out-of- State Tbtal Education Non-DegreeIn-State Programs Enrolled in Occupational Out-of- State Tbtal Year19611960 4,7724,450 No. 2,2362,026 No. 46.945.5 % No. 559526 11.911.6 % 158No.128 2.73.6 % No.519456 10.910.2 % 1,1401,206 No. 25.325.6 No. 9273 1.91.6 % No.141114 3.02.6 % No.116144 2.53.2 % No. 349331 7.4 No.101104 N/A % No.193131 N/A % No. 294235 N/A % 196419631962 5,2614,6164,623 2,7442,2002,164 52.247.746.8 778608332 14.813.211.4 119104141 2.33.0 573538480 10.911.710.4 1,2501,153 27.927.124.9 102 8678 1.91.81.7 235170148 4.53.73.2 194139145 3.73.03.1 394371 8.58.0 260 88 N/A5.5 190143 N/A5.64.2 231591450 11.2 N/A9.7 1965 6,256 3,202 51.2 989 16.0 166 2.7 675 10.8 1,8301,470 29.3 122 2.0 251 4.0 203 3.2 576531 10.1 9.2 296313 5.05.6 292295 4.7 - 605 9.7 196819671966 6,4696,3806,258 3,3963,2923,078 52.251.649.2 1,0531,089 955 16.317.115.0 160138120 2.52.21.9 709690700 11.011.0 1,9221,9271,765 29.830.228.2 188183145 2.92.3 290251264 4.53.94.2 288292271 4.44.64.3 766726680 11.410.811.8 408462291 6.44.67.1 246231216 3.83.63.5 639507708 10.910.0 8.1 197119701969 7,1286,8376,563 3,9063,6923,492 54.854.053.2 1,3841,2951,197 19.418.918.3 181179172 2.6 687645626 9.69.59.5 2,2522,1191,995 31.631.030.4 281266233 3.93.6 290288276 4.14.24.2 284266272 4.03.94.1 855820781 11.912.0 521494466 7.27.17.3 278259250 3.93.8 799753716 11.211.010.9 197419731972 7,5817,6297,106 4,3214,2953,944 57.056.355.5 1,6251,5491,466 21.420.320.6 218192196 2.92.62.7 689757630 9.19.98.9 2,5322,5022,288 33.432.832.2 323310295 4.34.14.2 296302299 4.03.94.2 300314269 3.94.13.7 925923860 12.212.1 561565519 7.47.3 303277305 4.03.9 864870796 11.411.2 197719761975 8,0087,8547,852 4,7414,5954,531 59.258.557.7 1,8391,7681,698 23.022.521.6 239233225 3.02.9 741716744 9.29.19.5 2,8192,7172,670 35.234.634.0 370355340 4.64.54.3 311308305 3.9 304303313 3.83.94.0 985966958 12.312.2 609590581 7.67.5 328322 4.1 -903912937 11.711.6 198019791978 8,6978,5758,385 5,3495,2055,031 61.560.760.0 2,0551,9821,910 23.623.122.8 253249243 2.9 910890849 10.510.410.1 3,2183,1213,002 37.036.435.8 414400385 4.84.74.6 318316314 3.7 355347341 4.04.1 1,0871,0631,040 12.512.4 679661637 7.87.77.6 365360352 4.2 1,0441,021 989 12.011.911.8 PROJECTION METHODOLOGY TO PREDICT NUMBER OF HIGH SCHOOL TABLE 7 GRADUATES Year Age15-19 Group Yr. EnrollmentGrades 8-12 8-12 Enrollment 15-19 Yrs./ Ratio GraduatesSchool High 8-12 Enrollment/ High SchoolGraduates 1960 (1) (2) , (3) ... 1964196319621961 37,60036,40034,65032,90031,717 35,62933,60831,93130,741 97.896.997.1 4,6164,6234,7724,450 13.613.814.914.5 1968196719661965 40,30039,05039,50038,000 39,96138,60637,85336,87336,418 99.297.796.997.0 6,3806,2586,2565,261 16.216.517.014.4 19691970 (42,365)43,165 42,28841,131 (97.0)97.9 6,8376,5636,469 16.216.0 - 1974197319721971 (46,374)(47,560)(44,463)45,530 46,17545,02344,13743,129 (97.0)96.9 7,5817,6297,1067,128 16.116.517.016.9 1978197719761975 (48,577) 47,162 (97.0) 8,0087,8547,852 16.6 19801979 4. 8,6978,5758,385 Methodology(1) 1960 - U. S. Census 19701961-68 & 72 - -Vermont Vermont Health Development Department Estimates Department (3)(2) 1960-68 1960-68 1968-75 - -Projected Vermont Educationby a "Rolling enrollments,Department Attrition" Statistics by gradeof 1969, 1971, 1973, 1974, 1975 Projection- Trend Line Projections 1976-801968-75 - -Projected Projected by as retention a percentagegradeenrollments ofenrollments projected of 8-12 grade TABLE 8 ACTUAL ENROLLMENTS BY INSTITUTIONAL CATEGORY USING OFFICIAL INSTITUTION FIGURES 1960 1961 1962 1963 1964 1965 1966 1967 1968 Public 4 Year InstitutionVermontEnrollment High SchoolGraduates Enrolling 4,272 526 4,626 559 4,818 532 5,136 608 5,485 778 5,904 989 6,602 955 1,0897,279 1,0537,963 Private 4 Year InstitutionEnrollment Ratio 4,13712.31 12.084,388 4,75211.04 4,97911.83 14.185,299 16.755,874 14.466,139 14.966,671 13.227,153. Public 2 Year InstitutionVermont High SchoolGraduates EnrollingRatio 3.82 158 2.92 128 2.96 141 2.09 104 2.35 119 2.83 166 1.95 120 2.07 138 2.23 160 VermontEnrollment High School Graduates EnrollingRatio - - 36.96 211 78 34.40 250 86 38.93 102262 40.39 122302 41.66 145348 41.87 183437 42.63 188441 Private 2 Year InstitutionVermontEnrollment High School 1,127 114 1,274 141 1,420 148 1,515 170 1,774 235 1,936 251 1,957 264 2,011 251 2,013 290 Graduates EnrollingRatio 10.11 11.06 10.42 11.22 I 13.24 12.96 13.94 12.48 14.40 TABLE 9 PROJECTED ENROLLMENTS BY INSTITUTIONAL CATEGORY USING OFFICIAL INSTITUTION 1973 1974 1975 1976 1977 PROJECTIONS 1978 1979 1980 Public 4 Year Institution 1969 1970 1971 1972 10,9.10 12,995 13,395 13,795 VermontProlected High Ehrollment SchoolRatioGraduates Enrolling 13.801,1978,675 13.901,2959,320 14.001,3849,885 10,400 14.101,466 14.201,549 11,365 14.301,625 11,795 14.401,698 12,195 1,76814.50 12,595 14.601,839 14.701,910 14.801,982 14.902,055 Private 4-Year InstitutionVermontProjected High Enrollment School 7,642 7,943 8,049 8,549 8,734 9,677 9,992 10,363 10,636 10,817 11,046 11,265 Public 2-Year Institution RatioGraduates Enrolling 2.25 172 2.25 179 2.25 181 2.25 192 2.25 196 2.25 218 2.25 225 2.25 233 2.25 239 2.25 243 2.25 249 2.25 253 VermontProjected High Enrollment SchoolGraduates Enrolling 550233 266625 281660 295695 310730 323760 340800 355835 370870 905385 400940 975414 Private 2-Year InstitutionProjected EnrollmentRatio 42.502,048 2,13142.50 42.502,147 42.502,189 42.502,212 42.502,235 42.502,258 42.502,281 42.502,304 42.502,324 42.502,339 2,35442.50 Velment:High SchoolRatioGraduates Enrolling 13.50 276 13.50. 288 13.50 290 13.50 296 13.50 299 13.50 302 13.50 305 13.50 308 13.50 311 13.50 314 13.50 316 13.50 318 Figures beyond 1977 are extensions of institutional projections. 17

PHYSICAL FACILITIES

One of the primaryresponsibilities of theVermont Commission on HigherEducation Facilities wasto conduct a survey of thephysical facilities andtheir utilization by function of highereducational institutionsin Vermont. In order to collectinformation which wouldbe consistent among institutions, a manual,entitled Facilities InventoryProcedures for the State ofVermont,41was preparedbased on guidelines developed by the-U. S.Department of Health,Education and Welfare in its publication,Facilities Classificationsand Inventory Procedures forInstitutions and State Agnciesof August, 1967. A copy of themanual was distributed to appropriate officials oneach campus for reference.

Procedures of Data Collection The inventory was made ateach institution fromavailable files and blueprints ofbuildings. In cases where data werenot readily available eitherbecause of the age orrenovation of a building, direct measurements weremade. Upon completion of theinventory at each campus,the data were key-punched ontoElectric Data Processing(EDP) cards and validated bycomputer print-outs. In most cases, a copy of thisprint-out was returned to theinstitution for review and correctionbefore final statisticaltabulations were made. The complete file of EDPcards and copies of theinstitu- tional print-outs are onfile with the Commission. If any institution wishes, it caneasily have the Commission'scard file reproduced to serve as abasis for an internal inventory procedure on its campus.

A computer program,written in IBM's Report Program Generator Language,applicable to an IBM 30/44 systemand probably adaptable to othersystems with a minimum ofrevision, is available from theCommission upon request. The data were keypunched into athree-card type format, as follows: 18

Card 1. - BUILDING DATA CARD

(a) CARD SEQUENCE NUMBER

This number identifies the card being processed and is for EDP purposes only.

(b) INSTITUTIONAL CODING

A two-digit code established by the Commission to identify the institution.

A unique number was assigned to every building, using either a previously established institutional code or one established by the Commission.

(d) BUILDING NAME

The common alphabetic-numericname for the building, abbreviated to ten letters wherenecessary.

(e) LOCATION CODE

A code, established by the U. S. Officeof Education, was used identifying the location of the building in relationship to the main campus of the institution.

(f) INITIAL OCCUPANCY

The initial date ofoccupancy of the building by year; the final two numbers ofyears after 1939, and a code identifying decades previousto 1939.

(g) CONDITION OF BUILDING CODE

The condition of each buildingwas rated by an appropriate institutional official.

(h) DATE OF LAST RENOVATION

If the building has undergonemajor renovation since its acquisition, theyear of this renewal was included to identify better the condition and useful life of the building.

(i ) OWNERSHIP CODE

A code identifying the basison which the building is available foruse by the institution. " ,'

(j) GROSS SQUARE FOOTAGE The total gross square footage of a building was calculated as the sum of the areas ateach floor level included within the principal outside faces of the exterior walls.

(k) NET ASSIGNABLE AREA Provision was made to include the assignable square footage of a building on thebasis of the total assignable square footages for each room. These figures were not entered, but are available from other sources for inclusion by the institution if desires;:.

(1) NUMBER OF FLOORS OR LEVELS

(m) TYPE OF CONSTRUCTION

(n) FALLOUT SHELTER CODE A code indicating whether the building has been included in the National Fallout Shelter Survey.

(o) DEGREE OF GRADUATE PROGRAM An estimate of the total number of undergraduate student hours usage of the building as compared to the graduate student hour usage.

(p) ORIGINAL CAPITAL INVESTMENT When provided by the institution, the cost (to the nearest thousands of dollars) of the building, including additions and capitalized renovations.

(q) ESTIMATED REPLACEMENT COST When provided by the institution, the estimated cost of replacing the structure at today's costs.

(r) AVAILABILITY OF SOURCE OF FUNDS CODE A code indicating whether or not succeeding cards will identify the various sources of funding for the building.

(s) INVENTORY DATE The last two digits of the year in which the inventory was taken, indicating the currentness of the data. 7

(t) OPTIONAL INFORMATION

Twenty-six positions for use by the institution at their option.

Card 2. - SOURCE OF FUNDS CARD

This card was used only for buildings for which information on the Source of Funding for construction [under (r) above] was provided. The codes referred to consist of twenty-four major areas orsources identified by the U. S. Office of Education.

(a) CARD SEQUENCE NUMBER

(b) INSTITUTIONAL CODE

(d) SOURCE OF FUNDS BY CATEGORY

Code number of the source of funds identified by category of the lowest numeric value code number applicable, with the dollar amount (rounded to the nearest one thousand) of the category identified by the code number.

(e) INVENTORY DATE

Card 3. - ROOM INVENTORY CARD

This card was prepared forevery assignable room within the college complex. "Assignable" is broadly definedas space available for all institutional purposes excluding space devoted solely to mechanical (boilers, elevator, toilet and showerrooms, etc.), custodial (janitor closets, etc.), circulation (entryways,vestibules, hallways, stairways, etc.) and construction(crawlspaces, sloping attics, etc, which-are within thebuilding but unusable for any assignablepurpose because of access, height, etc.)

(a) CARD SEQUENCE NUMBER

(b) INSTITUTIONAL CODE

(d) BUILDING NAME 21

(e) LEVEL

This identifies the level or floor on which the room is located.

(f) ROOM NUMBER A unique number to identify the room. Generally the number used was in common usage at the institution, but in some cases had to be assigned after consultation with an appropriate official, and may reflect either the architectural plan number or an arbitrarily assigned number.

(g) SQUARE FOOTAGE The total square footage of the room, measured to the nearest square foot.

(h) STANDARD CLASSIFICATION ASSIGNMENT CODE The U. S. Office of Education "Standard Classifi- cation of Subject Field and Organizational Unit" code that best identifies the assignment or usage of the room under normal academic year usage..

(i) DEPARTMENTAL ASSIGNMENT CODE

A unique three digit code established for each institution identifying the administrative or academic divisions of the institution, and the assignment or usage of the room under normal academic year usage.

(j) TYPE OF ROOM BY CATEGORY CODE

The U. S. Office of Education code identifying the type of room.

(k) ROOM FUNCTION CODE

A code identifying the functional or program categories identified by the Office of Education describing the functional use of the room.

(1) STATIONS

The actual number of stations (seat, work stations, beds, carrels, etc.) for certain specified and applicable types of rooms (classrooms, offices, dormitories, etc.). 22

(m) ASSIGNABLE SPACE Some institutions have existing spaceinventory systems that include space thatwould be defined as "unassignable"in this inventory. This code identified whether or not the space shouldbe included within this survey as"assignable" space.

(n) PROPORTION Some rooms have multi-purposes ormulti-assignments. Provision was made to prorate the squarefootage of such rooms among various areas..

(o) DESCRIPTION Where information was available, andthe data applicable, a general description oridentification of the room was possible in orderto amplify the coding for the room in question. This might include an occupant name, orthe common generic name of the room.

(p) INVENTORY DATE

Updating of Physical Facilities Information Since the entire system is built on a card-for-card system, any changes or updating can behandled by a simple repunching of the appropriate card. The Coordinating Council, if established as recommended, should makearrangements for updating to be done annually, perhapsin conjunction with the filing of the Higher Education General InformationSurvey (HEGIS) reports.

Assignable Square Footage by Functions Table 10 shows a breakdown of total assignable square footage for each campus according tothe following functions:

(1) Number of square feet and the percentage of total square feet allocated to instruction (any activity the primary objective of which is the transmission or dissemination of knowledge to college students on a group or individual basis, including instructional laboratories and that portion of offices occupied by faculty members whose primary responsibility is teaching, and that portion of graduate instruction involving organized classes for which credit is awarded.) 23

(2) Number of square feet and the percentage of total square feet allocated to research (any activity the primary objective of which is the discovery or application of knowledge, including the research activities engaged in by students as a part of their graduate training).

(3) Number of square feet and the percentage of total square feet allocated to public service (any activity the primary objective of which is to make available to the general public the benefits of the instructional and/or research activities of an institution of higher education, including activities of a cultural nature as well as those frequently described as"extension" or "adult and continuing education").

(4) Number of square feet and the percentage of total square feet allocated to libraries(the orderly collection, storage, and retreival of knowledge).

(5) Number of square feet and the percentage of total square feet allocated to general administration and institutional services (any activity the primary objective of which is the orderly planning and operation of the instruction, research, and/or public service functions of an institution for academic affairs, fiscal affairs, personnel student affairs, public relations, development, etc.).

(6) Number of square feet and the percentage of total square feet allocated to auxiliary services (including food facilities open to the student body and/or public at large, health facilities, lounge facilities, merchandising facilities such as bookstores and post offices, recreation facilities such as bookstores and post offices, recreation facilities for use by students, staff and/or the public, and residential facilities including dining areas).

(7) Number of square feet and the percentage of total square feet allocated to non-institutional agencies (public or private agencies not directly related to the regular academic program). 24

(8) Number of square feet and the percentage of total square feet designated as unassigned (inactive space which is available for assignment to one of the above functions, areas which are temporarily out of use because they are under alteration or conversion, andareas in new buildings or additions to existing buildings which were unfinished at the time of the inventory).

Utilization of Facilities

In summarizing space allocated to various functions, certain interesting facts or roles appear. The data in Table 10 may be indicative of the role or roles each institution plays in the total picture of higher education in Vermont. For example, the University of Vermont, with its graduate departments and professional schools, has considerably more space allocated to research than does any other public or independent institution. It also has by far the most space allocated to public service. Vermont Technical College has the most space allocated to instruction. Among the independent institutions, six colleges allocated more than 25% of assignable space to instruction: Marlboro College, Norwich University, Trinity College, St. Joseph's College, Vermont College, and Windham College.

Table 11 shows the number of classrooms and their total square footage along with the total number of stations, the average square footage per station, the ratio of students per station, and a breakdown of number of classrooms by capacityof student stations. This table, therefore, providesan index of "crowdedness" in classrooms, ranging from 7.2square feet per station at Champlain College to 23.7square feet per station at Marlboro College.

In addition, the table mayserve as a guide to the adequacy and efficiency of use of classroomspace. When the number of stations, the number of students, and the numberof hours the classrooms are available for useare considered together, the degree of utilization can be determined. For example, the ratio of students to student stations in the publicinstitutions ranges from 0.70 at Vermont Technical College to 1.46 at Castleton State College. Among the independent institutions there is a spread from a low of 0.09 at RoyaltonCollege to a high of 6.31 at Goddard College, the latter indicatinga very high degrL...i of utilization.

Finally, the number of classrooms andamount of space per classroom should be considered in relation to whatan institution determines as optimal class sizeand how the institution can most effectively utilizeclassrooms in the future. 25

Table 12 provides information for laboratories similar to that provided in Table 11 for classrooms. It is difficult to make any meaningful comparisons from this table because the appropriate square footage per student station is determined in large part by the requirements of the laboratory, the number of students enrolled in laboratory courses, the amount of laboratory space devoted to research projects, and the institution's requirements for laboratory sciences as part of the minimal degree requirements. Table 13 shows the number of buildings and the total amount of assignable square feet per student, based onthe total enrollment (full- and part-time) at each of the institutions. The range is from 179.5 square feet per student at Castleton State College to 408.6 square feet per student at Vermont Technical College. The area of space allocated to instruction at the public institutions ranges from 27.0 square feet per student at Castleton State College to 161.1 square feet per student at Vermont Technical College. In the independent institutions the range of square feet per student based on total assignable space is from 83.0 at Champlain College to 1,127.6 at Royalton College. The range of instructional space per student is from 11.6 at Champlain College to 277.1 at Royalton College, with the average and median square feet per student approximately the same. These figures indicate in part the nature and purpose of the academic programs pursued at each of these institutions. They may also show the efficiency of operation, or they may indicate the need for expanding the enrollment or for providing additional space for instruction. Table 13 also shows the number of offices and the ratio of offices to the number of faculty and administrative staff members including both full-time and part-time positions, at each institution as reported in Table 2. It appears that eight of the twenty-one institutions reporting have an office for each member of the faculty and administration and are prepared for modest increases in office space for such staff members. On the other hand, six institutions do not provide an office for one-quarter of the staff. With the trend toward more independent and individualized instruction, such institutions may have to make provisions for additional space for faculty offices. Table 13 also shows the number of square feet allocated to auxiliary services areas, the number of bedrooms and number of beds provided by the institution, and the ratio of beds to number of students enrolled. 1" -,F217, yr'

The ratio of beds to number ofstudents is indicative of the residential character ofthe institution or of the commuter availabili4Ly of thecommunity in which the institution is located. Furthermore, it indicates whether aninstitution may be overbuilding indormitories in relation to its student enrollment. Inasmuch as such facilities areusually financed through student fees,each institution should exercise due caution when plans are madefor building additional dormitories. At the same time, it would bewise to take into consideration student preferences for livingquarters. This is especially true with regard to a lesseningof the concept of a college oruniversity acting in loco parentis. Colleges would be well advised to considerhow existing dormitory structures might be renovated forother use if the colleges continue to relinquish their in locoparentis function. TABLE 10 Assignable SUMMARY OF SPACE INVENTORY IN VERMaRT INSTITUrlaiS BY FUNCITIMIS - TOTAL CAMPUS (SEPBOMER, 1968) Public Auxiliary Non-insti- on CampusFbotage Square Sq. Ft. Instruction % Sq. Ft. Researdi % Sq. Ft. Service % Sq. Ft. Library % AdministrationSq. Ft. % Sq. Ft. Service % Sq. Ft. tutional . % Sq.Unassigned Ft. CastletonUniversity State of VermontCollegeState and Agricultural College 1,749,245 195,339 323,45829,421 15.018.5 250,568 260 14.5 0.2 66,397 - 0.03.8 14,09695,356 7.25.5 295,925 37,847 19.416.9 109,659652,894 56.137.3 14,686 - 0.00.8 49,961 4,056 2.92.1 LyndonJohnson State State College College 179,699157,875 21,89724,345 12.215.4 -120 68 0.1 -- 0.0 10,059 8,512 4.76.4 14,46216,469 10.4 8.0 72,22293,402 40.259.1 1,581 - 0.90.0 60,90513,532 - 33.9 0.08.6 Antioch-PutneyVermont Technical Graduate CollegeTOTAL PUBLIC ' 2,462,355 180,197 470,160 71,039 19.139.4 251,016 10.2 0.0 66,397 2.70.0 137,300 9,277 5.65.1 389,77225,169 15.814.0 1,002,989 74,812 40.741.5 16,267 0.70.0 128,454 5.2 CharrialainC011egeBennington C011ege School of Education 233,406 59,70610,940 42,823 8,313 604 13.918.3 5.5 -205 0.00.1 - 0.0 12,910 1,050 648 1.85.55.9 24,719 4,7121,124 10.610.3 7.9 151,40744,911 8,564 75.264.978.3 - 0.0 1,342 - 720 0.60.01.2 GreenGoddardCollege Mountain Collegeof St. College Josephthe Provider 281,034187,479 71,554 51,25832,61913,839 18.217.419.4 - 0.0 1,401 - 0.00.8 20,651 7,6162,413 11.0 2.73.4 53,14711,46410,718 18.914.9 6.1 149,990120,999 22,958 53.464.532.1 5,758 465345 0.28.0 18,55815,868 - 22.2 6.60.0 NorwichMiddleburyMarlboro University College College 846,273504,089 70,669 149,561138,427 20,698 17.727.529.3 2,3452,674 515 0.30.50.7 -- 0.0 24,97242;930 7,135 10.1 4.9.5.1 125,046108,946 5,479 24.812.9 7.8 212,457383,456 33,525 42.145.347.4 46,160 3,317 813 5.44.70.2 112,875 - 13.3 0.0 St.Royalton Michael'sJoseph's College CollegeCollege 27,71149,616 11,97173,663 9,702 14.424.235.0 - 0.0 - - 0.0 - 33,354 1,7101,152 6.54.23.2 112,45012,559 716 22.025.4 2.6 240,29316,14122,836 46.147.053.2 11,078 -- 2.20.0 - 40,588, - 540 1.17.90.0 TrinitySchool Collegefor InternationalTraining 102,404511,426 52,317 32,039 9,655 31.318.5 878- 0.90.0 - 0.0 - 5,2713,598 5.16.9 11,563 8,710 11.316.6 52,65328,990 51.455.4 1,008 - 1.9 - - 356 0.7 - WindhamVermont College 184,015165,300 698,682 48,41955,091 20.825.933.3 9,3972,780 - 0.31.50.0 1,401 - 0.00.0 183,876 13,530 4,936 5.57.23.0 548,024 30,46326,208 16.316.315.9 1,659,528 91,28379,065 49.448.847.8 69,484 - 540 2.00.30.0 190,847 -- 0.05.7 1 'ANALTOTAL ALLINDEPENDMIT INSTITUTIONS 5,823,5943,361,239 1X68,842 ,20.1 260,413 4.5 67,798 1.1 321,176 5.5 937,796 16.1 2,662,517 45.7 85,751 1.5319,301 5.5 SPACE INVENTORY - CLASSROOM TABLE 11 Number BootageSquare Tbtal Number ofStations Total BootageSquareStationAverage StationStudentsRatio of per 1-9 10-19 20-39 Capacity 40-64 65-99 100+ CastletonUniversity State of VermontCollegeState and Agricultural College 106 17 12,16669,105 4,751 744 16.414.5 1.461.22 -7 18 - 36 7 31 9 -7 17 LyndonJohnson State State College College 1811 .8,561.8,397 558645 15.313.0 0.981.08 -3 --2 -18 13 47 -1 12- AntiochVermont -Technical Putney Graduate CollegeTOTAL PUBLIC 165 13 109,32911,100 7,327 629 14.917.6 1.170.70 10 20 52 64 - 8- 11 - ChamplainBennington College CollegeSdhool of Education 1411 2 3,1173,979 416 433286 20 13.920.8 7.2 1.661.712.05 -1 251 94- 31 -1 - GoddardCollege Collegeof St. Josephthe Provider 4*9 1,7126,010 372140 16.212.2 6.310.35 -- -1 2 62 - - MiddleburyMarlboroGreen Mountain College College College 431127 24,60815,646 3,791 1,581 160987 15.623.715.9 1.011.110.71 12- 12 47 1112 2 1014 - 1-2 -3 NorwichRoyalton University College 5313 38,931 6,480 2,238 474 13.717.4 0.090.54 - -14 28 46 17 -6 -2 -2- St. Michael'sJoseph's CollegeCollege 45 4 28,412 2,720 1,413 130 20.120.9 1.081.42 4 17 7 ' 13 1 3 TrinitySchool for College InternationalTraining 1514 13,835 3,777 778212 17.8 0.580.95 - 12 - 14 2 - -1 - WindhamCollegeVermont College TOTAL INDEPENDENT 302 1918 180,05112,84213,775 10,937 988725 13.019.016.5 0.720.880.82 9-1 68 -2 104 87 100 7 10 12 11 2- *Because of type of TOTALprogram, ALL most work is informal and tutorial. ntsn1tina4s 467 . 289,380 18,264 15.8 1.00 19 88 156 164 I 18 22 SPACE INVENTORY - LABORATORIES TABLE 12 Number FbotageSquare Total Number ofStations Total FootageSquareStationAverage StationStudentsRatio of per 1-9 10-19 20-39 40-64 65-99 100+ CastletonUniversity State of Vermont CollegeState and Agricultural College 542 17 204,965 8,509 2,925 146301 39.828.370.1 4.343.611.98 425 11 6 55 24 54 46 1-8 -- -_ Jbhnson State College 17 - 5,805 VermontLyndon StateTechnical College CollegeTOTAL PUBLIC 600 1410 245,679 19,992 6,408 3,885 193320 63.262.533.2 2.201.383.11 444 1 67 24 76 84 13 31 - -- BenningtonAntioch-Putney College GraduateSchool of Education 41- 22,930 - 436- 52.6 - 1.12 - 20- 14 - 7- - - - CbllegeChamplain of CollegeSt. Josephthe Provider 3 3,3281,098 8875 14.637.8 1.101.48 - -1 23 -- - -- GreenGoddard Mountain Cbllege College 2335 15,11212,146 126423251* 55.235.748.4 1.411.663.52 1323 7 659 10 13 -1 - - NorwichMiddleburyMarlboro University College College 445720 38,97829,226 6,959 712682 42.654.7 1.712.33 1830 1116 13 8- -21 -2 - St.Royalton Michael'sJoseph's College CollegeCollege 20 45 14,608 3,6002,380 108316 51 46.233.346.7 4.811.71 .65 11 -2 1-3 64 -2 -- -- School for InternationalTraining 16 2 9,4231,311 297 44 29.831.7 4.591.52 -5 4- 42 -3 -- -- WindhamVermontTrinity College 3422 20,31016,741 496475 40.935.2 2.111.641.09 143 10 4 9217 5 1181 7 11 -2 -2 -- TOTAL INDEPENDENT 329 198,150 4,580 43.3 157 24 2 1 - *Estimated TOTAL ALL INSTITUTIONS 929 I 443,829 8,465 I 52.4 2.15 587 157 TABLE 13 Assignable SPACE RATIOS - RATIOS OF SPACE TO OCCUPANTS Offices Auxiliary Service Area . Buildings PerSquare Student Foot Tbtal InstructionalPerSquare Student Foot Minter Administrative Faculty & StaffRatio Sq.Student Ft. Per BedroomsNumber of Number Beds of Studentsto BedsRatio CastletonUniversity Stateof Vermont CollegeState and Agricultural College 214 16 179.5302.2 ' 55.927.0 947 69 1.06 .81 100.8112.8 1,161 279294 2,199 540582 85.353.538.0 JohnsonVermontLyndon State StateTechnical CollegeCollege College 162433 ' 249.4408.6299.0 161.1 36.438.5 316152 1.07 .91.71 169.6120.2147.6 206197 412368 93.461.2 Antioch-Putney GraduateTOTALSchool PUBLIC of Education 303 4 266.8287.9 14.755.0 1,160 3 1.03 .30 117.3208.8 2,137 18 4,101 24 47.958.5 CollegeChamplainBennington of St.College College Joseph 17*48 476.3 83.0 11.687.49 3084 .59.97 309.0 62.5 320181 448404 91.456.2 GreenGoddard Mountain College Collegethe Provider 4431 9 400.3212.3550.4 106.5'36.9 73.0 102 7613 1.071.24 .62 176.6213.7137.0 414285 99 560209700 160.8 63.499.7 NorwichMiddleburyMarlboro University College College 155 4933 415.2543.2397.0 114.0116.3 96.0 186203 23 1.58 .62.95 175.0246.1188.3 620796 95 1,2401,209 156 102.1 77.687.6 St.Royalton Joseph's College College 4719 3 1,127.6 336.2149.8 272.1 48.452.4 200 25 3 1.56 .89.18 158.0519.0 87.2 713 7111 1,17P 131 33 297.7 17.876.9 St. Michael's College . TrinitySchool for College InternationalTraining 20 8 227.6259.0 47.871.2 3537 1.54 .88 117.0143.5 161 86 318229 113.4 70.6 WindhamVermont College TOTAL INDEPENDENT 558 3437 225.8347.8318.5 106.1 72.359.4 1,157 7265 1.03 .87.94 253.2112.0152.3 4,423 299254 7,901 570500 81.870.096.3 *Total of leased roansTOTAL countedALL INSTITUTIONS as one building. 861 319.7 64.2 2,317 1.03 146.2 6,560 12,002 65.9 31

LIBRARIES

In addition to collecting data on the physical facilities of Vermont institutions, supplementary information was collected on libraries. The data were reported by the librarian of each institution, and therefore do not include information on collections held by departments or other divisions of the institution.

Library Holdings Table 14 shows library holdings by institution and total holdings for the public and independent sectors. In addition to the number of titles held by the library, in accordance with the current concept of a library as a multi-media information center, the number of reels of microfilm and other microtexts are included as well as serial titles of periodicals. The data reflect several factors which influence the extensiveness and intensiveness of holdings at each institution. Whether an institution's holdings are adequate, however, has to be assessed in terms of such factors as (1) the history of the library, (2) the breadth or specialization of the curricula offered, (3) the amount of graduate work offered, (4) the commitment of the institution to its library, and (5) the number of titles which have become obsolescent. It is recommended that a future study be made of the adequacy of the libraries utilizing these criteria and the standards promulgated by the American Library Association. The table shows a wide variation in the range of titles held per student. For example, the number of titles per student at Champlain College and at Royalton College varies by 267.4 titles. This situation, undoubtedly, reflects in part the nature of the curriculum and the two-year versus four-year status of the institutions, as well as the size of the student bodies. The students at Champlain College, however, have access to the University of Vermont library as do the students a4- Trinity College and St. Michael's College. Certainly, the number of titles per student is not necessarily an accurate indicator of the adequacy of a library.

If the two extremes of Champlain College and Royalton College are disregarded, however, along with the two specialized institutions, Antioch-Putney Graduate School and the School for International Training, there is still a wide discrepancyamong 32

institutions, ranging from 25.1 titles per student at Castleton State College to 140.4 titles per student at Marlboro College. The median number of titles per student at the independent colleges is 56.4, while the average number of titles per student is 63.4. The median number of titles per student at the public institutions is 37.0, and the average number is 64.8.

Table 15 lists the types of visual aids held by the libraries and the cooperative activities in which they are engaged.

Distribution and Acquisition

The distribution of holdings by discipline areas and the patterns of new acquisitions are also of interest in a discussion of libraries, inasmuch as they indicate in part what the past curricular emphases of the institution have been and whatareas the libraries are seeking to develop or strengthen. Table 16 shows the percentage of distribution of holdings in the left column and the percentage of acquisition in the right column by discipline areas for each institution.

Eight institutions, one public and seven independent, have holdings of 50 percent or more in the humanities. Two institutions, one public and the other a specialized institution, show 50 percent or more holdings in the social sciences. Two institutions, one public and one independent, show 20 percent or more holdings in the physical sciences.As might be expected, the University of Vermont with its medical school and graduate programs, leads all institutions in holdings in the biomedical field. Vermont Technical College leads in percentage of holdings (33 percent) in the technical and engineeringarea, with Norwich University having 14 percent and St. Joseph's College having15 percent of their holdings in that area. A strong emphasis on research may be indicated in the three institutions whose holdings in unclassified and bound periodicalsare 20 percent or more.

As far as acquisitions are concerned, eight institutions are committed to acquiring 50 percent or more of their additional holdings in the humanities, and two institutionsare focusing 50 percent or more of their additional holdings in thesocial sciences. The University of Vermont is expanding its holdings in the biomedical sciences bymore than 25 percent of its acquisitions, and the Vermont Technical College is devoting more than a third of its acquisitions to the fields of technology and engineering. 33

Circulation The number of books circulatedto faculty membersand students is a reliable indicationof the use being madeof a library. Table 17 shows the number ofvolumes circulated in 1968 with estimates of percentageof books circulated to students and staff. This circulation does notnecessarily indicate the scholarly emphasisof an institution. In recent years the patternof library use has changednot only with the introduction of paperbacks, butwith the changing studyhabits of students both withinand out of the library aswell. The rate of circulation perstudent may be indicative,however, of the type of curriculum at aninstitution or of the instructional philosophy which may rangefrom lecture and textbook methods to independent studyrequiring library research.

Physical Facilities Table 18 shows the total numberof square feet assigned by each institution to thelibrary and the percentage of square feet utilized as stackand reading space. The remaining space represents offices andservice or processing areas forthe library. In future studies, thenumber and kinds of stations available within the stack andreading area should be indicated in order to determine notonly whether the space isbeing utilized efficiently, but also tolearn whether sufficient stations are available forspecific kinds of uses, particularly for concentrated andindependent study.

Financial Information Table 19 presents financial dataconcerning the institutional libraries, including information ontotal library expense, acquisition expense,equipment and operating expense, and salaries and wages. Of particular interest is the amount of money spent per studentfor total library and acquisition expenses. The institution reporting the mostdollars per student for both of these categoriesis relatively new and has a small enrollment compared toother institutions. The data may also be viewed from theperspective of four-year institutions, two-yearinstitutions, and specialized or newly developinginstitutions. For example, the average expenditure per student for total library expensefor four-year institutions, both public and independent,is $95.49, whereas the average expenditure per studentat the two-year institutions is $56.02. The.average expenditure per student for thespecialized or newly developing institutions(Antioch-Putney Graduate 34

School, Royalton College,and the School for International Training) is $290.30. The expenditure per student for acquisitions at all four-yearinstitutions is $39.44, at two- year institutionsit is $22.95, and at thespecialized or newly developinginstitutions it is $190.11. These figures show not only the high costof establishing a library,but also the relative differentialin costs for total operations and for acquisitionsbetween four-year and two-yearinstitutions.

Special Collections Table 20 is a listing of speciallibrary collections as reported bythe librarians at each of theinstitutions. These special collections reflectin many cases the strengths and interests of theinstitutions and range from Civil War collections and Vermontiana towide collections in engineering, literature, linguistics, and music. TABLE 14

LIBRARY HOLDINGS (SEPTEMBER, 1968)

Units Number Titles Reels Other Number of Per of Micro- Serial Titles Student Microfilm Texts Titles

University of Vermont and 3,688 State Agricultural College 461,158 79.7 5,307 97,294 264 Castleton State College 27,350 25.1 1,282 - 250 Johnson State College 23,391 37.0 1,200 2,750 1,000 Lyndon State College 30,751 51.2 300 - 350 Vermont Technical College 12,000 27.2 2,000 - 5,552 TOTAL PUBLIC 554,660 64.8 10,089 100,044

Antioch-Putney Graduate School of Education 3,200 19.9 - 417 Bennington College 54,234 110.7 1,604 1,158 108 Champlain College 3,800 5.3 - - College of St. Joseph 64 the Provider 14,265 109.7 - - 417 Goddard College 32,863 37.2 1,441 1,800 Green Mountain College 38,306 54.6 1,152 660 260 Marlboro College 25,000**140.4 1,016 2,245 259 Middlebury College 180,557 115.0 7,761 10,006 1,500 Norwich University 86,796 71.5 2,826 181 500 Royalton College 12,000**272.7 - - 84 St. Joseph's College 6,000** 32.4 - - 65 St. Michael's College 48,042 31.6 329 5,600 618 School for International Training 3,235 16.0 - 120 96 Trinity College 38,472* 85.5 1,101 30 322 Vermont College 18,650 35.9 - - 113 Windham College 47,345 58.1 5,910 - 460 TOTAL INDEPENDENT 612,765 63.4 23,140 21,800 5,283

TOTAL ALL INSTITUTIONS 1,167,415 64.1 33,229 121,844 10,835

**Estimated TABLE 15 LIBRARY HOLDINGS - VISUAL AIDS AND COOPERATIVE ACTIVITIES (SEMMBER, 1968) .,_, -.4 -,4 .ii 44,m g - C o 25 -r4 C Z''r4 ..a 4 -ki - ..--i I-4 g -.-4 ...,.404 - co .4 d (14.91kkw .§ ..4 Y 7,1 u ;--r 1-9 3. co>), H -81 . -1-9 1-42 2 8" A4 42 2 A CastletonUniversity Stateof Vermont CollegeState and Agricultural College Institution X X X X X X X X 4 X X 8 ;4 X h X ti XX X 6 .119 g X X (1) VermontLyndonJohnson StateTechnicalState College College College X XX X X X X X X X X BenningtonAntioch-Putney College GraduateSchool of Education X X X (2) X X (3) GoddardCollegeChamplain ofCollege CollegeSt. Josephthe Provider X X XX X XX XX X X (4)(5) NorwichMiddleburyMarlboroGreen MountainUniversity College College College X X X X X X X X x XxX XX (3)(1) SchoolSt.Royalton Michael'sJoseph's for CollegeInternational CollegeCollege X X X X xX X xX (6) X -X X x.X XX (1)(3) WindhamVerrinntTrinity CollegeCollege Training X X X X XX X X X XX X X X (3) (1) Cooperation with University of Vermont, Middlebury, St. Michael's, the "Flaherty Center," R.D. #1, Brattleboro, Vermont. and Norwich in planning, cooperative purchasing and use of materials. (4)(6)(5)(3)(2) Resource Video-tapeInvolvedCooperativeAll audio-visual Center in (1/2 cooperationlibrary for inch) aids Special services andare programs EducationalavailableEducation. with operated Marlboro, through Games. by Windham, Antioch-Putney (This is a State Department of Education Projectthe Union for Research & Experimentation in Higher and the School for International Training. in cooperation with the College.) Education and the Council of Small Colleges. LIBRARY HOLDINGS - DISTRIBUTION AND ACQUISITION PERCENTAGES (SEPTEMBER, 1968) TABLE 16 University of Vermont and Humanities Sciences Social PhysicalSciences Medical Bio- EngineeringTechnical & Unclassified,. LyndonJohnsonCastleton State State State College College CollegeState Agricultural College 45/3953/5539/30*24/15 41/4231/2150/40*22/14 11/914/23 4/11*3/6 12/28 0/91/15/10* 4/40/02/2* 35/33 3/11/00/2* Antioch-PutneyVermont Technical Graduate CollegeSchool of Education 82/NA19/15 15/NA27/20 20/30 1/NA .5/.5 2/NA 33/34 0/NA .5/.5 0/NA CollegeChamplainBennington of College St.College Josephthe Provider 80/6840/3562/56+ 20/2531/33+ 8/20 30/35 2/26/8+ 0/05/1+8/3 0/02/25/1+ (1)/1+ 0/0 MiddleburyMarlboroGreenGoddard Mountain CollegeCollege College College 35/2870/6034/3863/60 10/1540/2030/2525/25 10/15 6/65/107/10 5/64/70/02/3 2/20/03/5 22/3310/1014/20 1/0 SchoolSt.RoyaltonNorwich Michael'sJoseph's for UniversityCollege International CollegeCollege 41/5442/4858/6330/30 19/2512/540/5033/21 12/15 2/55/02/2 1/93/32/20/0 15/614/10 2/11/1 25/1533/12 0/07/23 WindhamVermontTrinity College College Training 67/6040/NA33/4430/40 23/1316/1838/NA60/50 9/101/13/73/NA 9/NA3/58/120/0 0/02/NA1/13/0 35/30 0/08/NA8/8 38

TABLE 17

LIBRARY CIRCULATION (SEPTEMBER, 1968)

Total Students Staff Others

University of Vermont and State Agricultural College 136,541 78% 12% 10% Castleton State College 12,271 75 23 2 Johnson State College 25,731 93 5 2 Lyndon State College 8,000* 75 23 2 Vermont Technical College 5,691 87 11 2 TOTAL PUBLIC 188,234

1 Antioch - Putney 1.1raduate School GI Education NA 80 20 0

Bennington College 28,809 80 12 8 Champlain College NA NA NA NA College of St. Joseph the Provider 2,005 98 2 0 Goddard College 20,000* 75 15 10

Green Mountain College 23,001 86 9 5 Marlboro College 4,000* 80 17 3

Middlebury College 67,367 60 30 10

Norwich University 24,983 88 10 2 Royalton College 800* 60 30 10

St. Joseph's College 722 90 7 3

St. Michael's College 29,271 79 17 4 School for International Training 9,742 68 29 3

Trinity College 12,960 75 23 2

Vermont College 8,789 95 5 0

Windham College 11,148 85 13 2 TOTAL INDEPENDENT 243,597**

TOTAL ALL INSTITUTIONS 431,831 [

*Estimated for 1967/68.

**Does not include Antioch Putney or Champlain, for which figures were not available. LIBRARY PHYSICAL FACILITIES AVAILABLE

Total Sq. Ft. Sq. Ft. Sq, Ft. Per of Stack % of Assigned Student & Reading Total

University of Vermont and State Agricultural College 95,356 16.5 75,806 79.5 Castleton State College 14,096 13.0 10,121 71.8 Johnson State College 10,059 15.9 8,579 85.3 Lyndon State College 8,512 14.2 6,737 79.1 Vermont Technical College 9,277 21.0 5,459 58.8 TOTAL PUBLIC 137,300 16.0 106,702 77.7

Antioch-Putney Graduate School of Education 648 15.8 648 100.0 Bennington College 12,910 26.3 10,277 79.6 Champlain College 1,050 1.5 1,050 100.0 College of St. Joseph the Provider 2,413 18.6 2,244 93.0 Goddard College 20,651 23.4 11,222 54.3 Green Mbuntain College 7,616 10.8 4,698 61.7 Marlboro College 7,135 40.1 4,486 62.9 Middlebury College 42,930 27.6 35,888 83.6 Norwich University 24,972 20.6 19,357 77.5 Royalton College 1,710 51.8 1,575 92.1 St. Joseph's College 1,152 6.2 924 80.2 St. Michael's College 33,354 21.9 27,689 83.0 School for International Training 3,598 17.8 1,222 34.0 Trinity College 5,271 11.7 3,480 66.0 Vermont College 4,936 9.5 4,053 82.1 Windham College 13,530 16.6 10,208 75.4 TOTAL INDEPENDENT 183,876 19.0 139,021 75.6

TOTAL ALL INSTITUTIONS 321,176 17.6 245,723 76.5 TABLE 19 Library Total LIBRARY FINANCIAL DATA, 1966-67 Dollars Per Acquisition Dollars Per Equipment & Salaries & CastletonUniversity State of VermontCollegeState and Agricultural College E $651,230Xpense 46,527 $112.49Student 42.76 $240,612 Expense 25,832 Student$41.56 23.74 Operating $71,454 425 $339,164Wages 20,270 VermontLyndonJohnson StateTechnicalState College College CollegeTOTAL PUBLIC 881,293 43,85478,466**61,216 103.05130.56 99.4496.71 374,705 29,01551,30627,940 43.8165.7944.1485.37 90,34810,125 1,6186,726 416,186 13,22620,43423,092 ChamplainBenningtonAntioch-Putney CollegeCollege GraduateSchool of Education 13,34471,594**4,500** 146.10109.76 18.56 22,466 2,8123,500 45.8485.37 3.91 2,620 132100 10,40046,508 900 MarlboroGreenGoddardCollege Mountain CollegeCollegeof St. CollegeJosephthe Provider 34,100**49,14451,976 9,328 191.57 70.0158.8671.75 17,13611,976 3,328 119.10 24.4113.5625.60 1,1017,544 - 30,90732,456 6,000 St.NorwichMiddleburyRoyalton Joseph's University CollegeCollege College 182,250 69,750*75,998 8,300* 1,630.69 116.08 44.8762.60 49,50060,29724,20821,200 1,125.00 19.9438.41 8.11 34,300 4,5077,5002,400 300 12,75047,28387,62310,500 TrinitySchoolSt. Michael's Collegefor International CollegeTraining 26,14571,868 9,067 58.1044.8947.25 18,27525,725 1,5631,500 16.9140.61 7.74 4,4701,2045,341 40,802 6,3006,5003,400 WindhamVermont College TOTAL INDEPENDENT 812,753106,270 29,119 . 130.39 84.1056.11 344,578 72,655 8,437 35.6689.1516.26 80,875 8,533 793 384,300 25,08219,889 *Estimated 1968/69.TOTAL ALL INSTITUTIONS "1967/68. $1,694,046 93.00 719,283 39.49 171,223 803,486 41

TABLE 20

LIBRARY - SPECIAL COLLECTIONS

(As listed by Institution'sLibrarian, September 1968)

UNIVERSITY OF VERMONT in printed (1) Vermontiana (WilburCollection) comprehensive collection books, serials, etc. (2) Government documents; U. S.depository collection, good butnot strong for late 19th andearly 20th century. (3) Canadian documents: a partialdepository for recent years. (4) Classics: strong collection (5) Civil War: strong collection (6) Manuscripts of Vermonthistorical figures, writers, etc. (7) Maps: depository for Army MapService and U. S. Geological Survey, strong for U. S.

CASTLETION STATE COLLEGE (1) Vermantiana - 348

JOHNSON STATE COLLEGE (1) Childrens' literature, elementaryand secondary (2) Art - illustrated histories (3) Government documents - selecteddepository (4) Standardized Educational Text (5) Curriculum collection of publicschool texts

LYNDON STATE COLLEGE (1) Basic U. S. and Vermont legalmaterials (2) State and Federal administrative agencydocuments (3) Vermont collection (planned)

VERMONT TECHNICAL COLLEGE (1) Main strength is in curricular areas ofapplied science: electrical, mechanical, electro -mechanical and agriculture

ANTIOCH-PUTNEY GRADUATE SCHOOL OF EDUCATION Uses the resources of Flaherty Center, RFD#1, Brattleboro, Vermont.

COLLEGE OF ST. JOSEPH THE PROVIDER (1) Curriculum Library (about 2,000 volumes) 42

TABLE 20 Continued

GODDARD COLLEGE (1) Race relations, civilrights (about 1,000 titles) (2) Non-western cultures(about 1,000 titles)

GREEN MOUNTAIN (1) Ramsey collection of earlyAmerican stenciling (tin ware,etc.) (2) Special archival collectionpertinent to this area

MARLBORO COLLEGE (1) U. S. History - Civil WarPeriod - 400 volumes (2) Vermont and New EnglandHistory 250 volumes

MIDDLEBURY COLLEGE (1) Abernathy American Literature -10,000 volumes (2) Robert Frost Collection -4,000 volumes (3) Flanders Ballads - 10,000 volumes .

NORWICH UNIVERSITY (1) Latin America (2) Military manuscript collection(beginning)

ROYALTON COLLEGE (1) African Studies (2) Asian Studies (3) International Law and Organizations

ST. JOSEPH'S COLLEGE (1) Bound magazine - first editioncovering Civil War Period to present - usedfor American History Courses

ST. MICHAEL'S COLLEGE (1) Some college archival materials(History) (2) Stoehr manuscript collection(Music)

SCHOOL FOR INTERNATIONAL TRAINING (1) Cross-Cultural Studies (2) Area Studies (e.g. Iran, India,Brazil) (3) Linguistics WINDHAM COLLEGE (1) Phonograph Record Collection of music and spoken word: 2,000 discs (2) Russian Language and Literature Collection: 1,774 volumes (3) U. S. Government Documents Collection since 1965 43

CURRICULA

The curricula offered by aninstitution and the levels at which they are offered areindicative of the institution's role and scope. They also show what academic orcareer-oriented opportunities are available to meet thefuture employment needs of students and whether the system canmeet the social and economic demands of the State.An analysis of the information in Tables 21 through 26, therefore, isuseful for assessing the availability and breadth of educationalopportunity available to Vermont students. It is suggested that in future studies data be collected on the number ofstudents enrolled in, or graduated from, each of the curricular areasin order to determine the actual and changingdemand for these programs. For the purpose of this report,however, the information in Tables 21-26 is summarized to reveal the areasof specialization available and the degree level at whichthey are offered, both at Vermont institutions and throughthe New England Regional Program.

Graduate Programs The University of Vermont The doctoral program at the University of Vermont has been in existence only a little more than a decade. In addition .to a primary focus on the doctoral programin medicine, there is a concentration of programs in thebiological sciences, the physical sciences, and psychology. The only other doctoral program outside of thesciences and medicine is offered in electrical engineering. It is reasonable to expect that there will be pressure to establish additional doctoral study programsin the future both in response to the needs of the State and theintellectual environment for the faculty. In planning for the increased financial requirements needed for new programs, faculty resources, the size of the programs, and library resources (particularly for the arts and social sciences) will have to be carefully determined. The master's degree programs at the University have offerings in agriculture, the biological sciences, business administration, speech pathology, education, basic engineering fields, English, classical languages, modern languages, music, 44

forestry, geography, medical technology,mathematics, philosophy, physical sciences, psychology, and the social sciences. The University offers a master of education degree in elementary and secondary school reading, guidance in the public schools, and personnel work in higher education; master of science degree programs in teaching of mathematics, in teaching a combination of physics and chemistry, and in teaching a combination of botany and zoology. These latter programs provide a service topublic education both within and outside the State of Vermont and are designed particularly to upgrade the quality of scientific knowledge of secondary school teachers. The Uni- versity is planning a similar combination master of science degree in teaching for the social sciences.

In general, the University's graduate program is respond- ing to the needs of the State in offering advanced degrees in education, engineering, business administration, the health and allied health sciences, and agriculture. The program is characterized by a balance between the basic academic disciplines and career-oriented programs. It is recommended that a continuing study be made of the special needs of the State and the Burlington area and that reasonable accommodations be provided through summer and evening courses for students who desire to upgrade their knowledge and skills at the graduate level but are not able to do so on a full-time or day-time schedule.

Independent Institutions The following independent institutions offer master's degree programs in selected areas:

Antioch-Putney School of Education in (1) elementary education,(2) secondary education, (3) combined elementary education,(4) general psychology, and (5) social work and administration.

Bennington College in the fine and applied arts.

Middlebury College in (1) plant physiology, (2) English language and literature, (3) French, (4) Italian,(5) Spanish,(6) philology and literature of the Romance languages, (7) German, (8) philology and literature of the Germanic languages,(9) Russian, and (10) chemistry.

Norwich University in aerospace and aeronautical engineering. 45

Royalton Collegeconducts a summersession for social studies teachersin secondary schools.

St. Michael'sCollege in (1) businesseducation and administration,(2) specialized teaching areas at the secondarylevel, and (3) generaleducation. The School forInternational Living offersadvanced degree work in (1)educational psychology,(2) French, (3) the philology andliterature of the Romance languages,(4) internationalrelations, (5) foreign service programs, and(6) teaching of English as a foreign language. Windham College inRussian through a summerinstitute.

The graduate programs atthe independent institution are characterized by thespecialized purposes of theinstitution such as the Antioch-PutneyGraduate School ofEducation and the School for InternationalLiving, by a history ofspecialization in a particularcurricular area such asthe extensive language program atMiddlebury College, byservice to business and education at St. Michael'sCollege, and by the summerinstitutes The program in the at RoyaltonCollege and at WindhamCollege. fine and applied arts atBennington College is aspecialization of the institution,and the two graduate programsat Middlebury College in plantphysiology and chemistry haveprobably resulted from the specialqualifications of the facultyin these two areas. The independent institutionshave exercised caution in establishing graduate programsand the advanced degree programs they offer have beenlong-established, meet the specialneeds of a geographical area,and are being conducted on anexperi- mental basis in an area ofspecialization. It should be noted, however, that with the exceptionof business and education,the programs extendbeyond the particular careerrequirements of Vermont residents.

Baccalaureate Programs The University of Vermont

As is appropriate to thelong history of the University of Vermont, first as a privateliberal arts institution and its more recent status asthe State university, theUniversity of Vermont has a comprehensiveoffering for majoring in the liberal arts, the basic and appliedsciences, agriculture, the medical and allied health sciences andtechnologies, home economics, forestry, geography, which meetthe economic and technological needs of the State. The Four-Year StateColleges

The primary focus ofthe majors in the curricula atthe four-year State Collegesis a result of the teachereducation function these institutionshave had. Therefore, the majors offered are in alimited number of areas, andthese are further confined to the subject areaswhich are taught in the elementary and secondary schoolssuch as English, art, music,French, Spanish, mathematics, history,and general programs inthe arts and sciences. In addition, oneinstitution offers a major in psychology and two offer majorsin inter-area fields of study. When the State Collegesenlarge their offerings,it is suggested that they give firstpriority to career-orientedcurricula in the areas noted in Table23.

The Four-Year IndependentInstitutions The curricula of the four-yearindependent colleges are characterized by an emphasis onthe traditional academicdisci- plines or liberal arts. Even in the moreexperimental institutions this is true. In those institutionsthere is also a tendency to offer more majorswithin a discipline, thereby permitting students to specializein a specific division ofthe discipline. With the exception of GoddardCollege which has majors in art education, earlychildhood and elementaryeducation, and in special education forthe mentally disturbed, thedeaf, and exceptional children,the emphasis of theindependent institutions in teacher education appearsto be on the secondary level. Only two institutions, TrinityCollege and Vermont College (a two-year institution with aspecial baccalaureate program in medical technology) offer majorsin the health professions. With the exception of teacher educationand the health professions, and business and commerce atfour institutions, andengineering at Norwich University,career-oriented curricula are lackingin the independent institutions.

Associate Degree Programs Table 22 shows the areas in whichassociate degree (two- year) programs are offered by Vermontinstitutions as reported on the HigherEducation General Information Survey(HEGIS) reports. The table illustrates clearlythe emphasis of the institutions. Vermont Technical College isstrongly oriented toward engineering alongwi'h programs in agriculture and dental hygiene, the University ofVermont toward the health services curricula, Castleton StateCollege toward nursing. Health services curricula arealso offered by Green Mountain College and Vermont College. Business and secretarial curricula 47

independent colleges. Champlain are offeredby all the two-year in addition College offers amajor in scientificdata processing, and businessorientation, and GreenMountain to its secretarial of educationand the College includesofferings in the areas arts.

Curricula Unavailableat VermontInstitutions it is perhaps moreimportant to For planning purposes, is to recount consider curriculathat are notavailable than it by Vermontpublic and independentinstitu- the programs offered available, not tions. Table 23 listscurricula which are not of equal importanceto Vermont'sresidents all of which are them stand out as and economy, of course. However, some of be presumed there requiring seriousconsideration and it may would be a demandif programns wereavailable. In general, career-oriented curriculaboth at the bacca- they represent which would laureate and associatedegree levels, and areas directly some of the manpowerneeds of the Stateof Vermont, serve the particularly the needsof the alliedhealth sciences and needs of businessand industry. One technical and vocational is hotel area whichshould be of increasinginterest in Vermont and restaurantmanagement.

Regional Cooperation The lack of specificcurricula within Vermontinstitutions arrangements with theState is somewhat alleviatedby cooperative Universities in the NewEngland region. Table 24 lists the curricula which areavailable to studentsfrom Vermont at other which are New Englanduniversiti'7:. Table 25 lists curricula available to students An other NewEngland states at the University of Vermont. Not included in thetable is the arrangement with fourNew England Statesfor medical education Board of at the Universityof Vermont. While the New England Higher Education shouldcontinue to develop andstrengthen such cooperative enterprises,it is doubtful that allthe needs of Vermont for post-secondaryeducation can be solved inthis manner.

Allied Health Sciences There appears to be adefinite need to developadditional manpower in Vermontin the allied healthsciences. The Executive Director of the Health CareersCouncil of Vermont, Mr. Pelton Goudey, has reportedthat the manpower need for health care in Vermont is in a state ofrapid transition.l

1Memorandum from Mr. Goudey to Mitchel N. Call, June 26, 1969. 48

He gives five reasons forthis condition:

(1) the utilization of health manpoweris changing constantly;

(2) Medicare, Medicaid and otherFederal programs are creatingexpanded needs for health manpower, including physical therapists,occupational therapists, recreational therapists,pharmacists, nurses, medicallaboratory technicians, and rehabilitation and home maintenancespecialists;

(3) automation in coronary care unitsand business offices is creating new health manpowerneeds;

(4) the last two hospital diplomaschools of nursing in Vermont have been absorbed bythe Division of Health Sciences at the University ofVermont, and unless there is a substantial increasein enrollment in the associate degree programthere is likely to be a potentially serious shortageof nurses in Vermont in three years;and

(5) the two schools of practical nursingwhichare State-supported face substantial cutbacks,in funds so their programs will not be able to expand at a time when nursing homes areexpanding their capacities and increasing in numberand hospitals are utilizing more and more practical nurses and nurses aides tohelp fill gaps in the registered nursing staff.

Mr. Goudey also noted that the VermontState Social Welfare Department, and the Department ofPublic Health in its concern for environmentalhealth and control, have expanded needs for social workers, psychiatric socialworkers, and mental health services. In addition, dental hygienists and dental aides are also reported in shortsupply, as are dentists. Although there may be ways of utilizing theexisting health manpower needs moreeffectively, there seems to be no area in the health manpower field where thereis not a need.

Technical-Vocational Education There is no area in which there appears tobe more of a need for expanded post-secondary educationopportunities than in technical-vocational education. This is apparent not only at the associate, baccalaureate, master'sand doctor's degree levels, but also at a post-secondary certificate level. In 49

and skills is a need forupgrading of knowledge addition, there obsolescence non-degree basisin order tocompensate for on a These areessential not and to trainsupervisory personnel. developing theState's industryand only formaintaining and for business, but alsofor providingbroader opportunities employment andadvancement. can be met forengineering technicians Although the need there are at in large partby the VermontTechnical College, which make it difficultto assign themajor least three factors They responsibility to itfor vocational-technicaleducation. are: Vermont Technical College,while it is capable 1. needs for of serving in largepart the State's isolated engineeringtechnicians, is physically from industrial centers; Technical College is 2. The curriculum at Vermont geared to a higherlevel of academicpreparation than isrequired forvocational technicians; resi- 3. Vermont TechnicalCollege is essentially a dential institutionwhich makes itdifficult forstudents to attend on an"earn as you learn" baiis. ly, there are no meanswhereby programs invocational- Final that a technical education are articulatedwith one another so student can movereadily from secondaryschool preparation, to condary certificate invocational education, to an a post-se baccalaureate and associatdegree level, andthence to the graduatedegree levels. In 1968, the VermontTechnical EducationCommittee report,2 conduted a study, commonlyknown as the Sargent whip: showed that there is aneed forvocational-technical training in the State at bothLevel I (engineeringtechnicians haying an associate degree)and Level II(industrial technicians having avocational institutecertificate or its equi- valent). The study projected anannual demand for the years 1968-1973 of approximately720 new technicians, about500 of which would be providedthrough existing educational sources. These resources includedthe Vermont TechnicalCollege, the projected fifteenvocational-technical centers,apprenticeship programs, and"in-plant" service schools.

2Vermont Technical SchoolFeasibility Study, prepared for the Committee forTechnical Education, Frank H. Sargent, Project Director. Montpelier, Vermont, November,1968. 7,f;11,17,

It was further estimated that the annual need for technical college graduates (Level I) beyond those supplied by Vermont Technical College would be approximately 80.3 The study questioned, however, "whether sufficient full-time day student input exists," and stated that it appears essen- tial to provide evening programs for employed students either in the form of extension programs or as a community college. Moreover, much depends on how quickly the two-year vocational institutions which are being planned are initiated and whether they become fully operative. It is estimated that the total need for industrial technicians can he fully met when the fifteen institutes are in operation. The study also states that the main concern is to take steps "to provide an increased number of potential students; and providing off campus extension facilities for those students concentrated in major areas who cannot or will not leave their present employment but desire further education."4

The study also examined the demand for evening courses. Areas in which 132 Vermont companies expressed a desire for evening courses included the following arranged in their order of desirability:5 Drafting Basic electricity Construction and blueprint reading Tool manufacturing Supervision Mathematics Cos estimation Wood technology Printing techniques aintenance Repair of electrical appliances Safety Production and inventory control Metallurgy Basic high school subjects Clerical subjects, bookkeeping Sewing machine operation To alleviate the technical school problem the study suggested six alternative courses of action:

3Ibid.,p. 26.

4Ibid.,p. 35.

5Ibid., p. 38. 51

A Build one or moretechnical colleges

B. Expand present VermontTechnical College facilities immediately

C. Establish extensioncenters operated by Vermont TechnicalCollege

D. Establish technicalcollege extension centers affiliatedwith existing institutions of higher learning

E. Establish a communitycollege

F. Possible combinations of coursesof action above. The course of actionwhich seems most feasibleis to of post- include technician educationwithin the total framework secondary education inVermont, somewhatin the manner of"D" above, by utilizing asfully as possibleexisting institutions of higheL learning. It was pointed outrepeatedly in the Sargent report that high schoolgraduates generally wantto be identified with "advanced"education. Insofar as possible,therefore, the administrative structuresand facilities ofexisting institutions should be utilized inorder to overcomeresistance to continuing education. It is recommendedalso that the fifteen vocational institutes beingplanned at the 13-14 gradelevel have a definite emphasis onbeing post-secondary andthat their programs beincluded in the comprehensiveplans of the Coordinat- ing Council.

Remedial and College PreparatoryCurricula In recent months it hasbeen proposed to the Higher Education Council that aPost-High School Academy beestablished under the sponsorship ofthe Vermont Colleges whichwould serve persons who have thepotential to benefit from furthereducation. The participants would includehigh school dropouts, students who have completed high schoolbut who are not planning to continue their education, studentswho are unqualified tomatricu- late in a higher educationinstitution because of their level of achievement, as well asveterans and persons who haveentered the labor market. It was suggested that theAcademy operate on an academic yearbasis and provide remedial andcollege pre- paratory programs. Vermont colleges would agree toaccept students who had completed the programand upon recommendation of guidance personnel at theAcademy, and would agree to provide 50% of the financial aid necessaryfor the individual to continue his education, with the remaindercoming from other sources, including industry and business. 52

Initially, the Academy would consist of 100 to 150 students, with 60% coming from Vermont and 40% out-of-state. The estimated cost would be from $3,000 to $5,000 per student per year. The idea is commendable and its implementation is urged. Although the concept of the Academy was developed in response to the needs of a certain segment of the population, it is doubtful, however, that the Academy will serve the requirements of a large number of potential students who could not spend an academic year away from their homes because offinancial or personal reasons. 42 442..,,,,

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1 1 lit d a 1 $ o ... En a i g gip, .., R? _8 igaiemillo 1. ,Rgis En R VI 'ef l V7I1 al . A HZ rop,11 F N ce It'l TABLE 21 Continued 2 "-I Curricula B.A. M.A. Ph.D. B.A. B .A . M . A . B.A. B.A. B.A. B.A. B .A . M .A . Physical Sciences, - PSYCHOLOGY General PsychologyA11 Other DM MD M ClinicalRehabilitationSocialCounseling PsychologyPsychologyTraining Psychology Counselor M RELIGION EducationReligious Psychology Educationthe Bible & (19) M SOCIAL SCIENCES TheologyReligion,Liberal Nonsectarian, Arts M AnthropologyAmericanSocial Sciences, Studies,CultureCivilization, General American Americal M InternationalHistoryEtc:IonicsArea Studies,Studies RelationsRegional M M M M M M C M = Major Political ScienceGovernment or S = Specialization M D = Program Being Developed C = Courses Offered (no degree granted) M M TABLE 21 Continued re 0m 0 ca 01O G) G.) G.) >4G.) 0m u)4. 1...... 1 80 m V0 0SA 4i c 4_, c .-1 F V .--I e PL 44 c 44 re .-1 p>0 8 C.) 4.J C CU % 0.,-1I-. 0 M 4.J 84.J 8 TOI E,.4 2 w8 8 (CI 8 .&11g °8 "g t 0 80 0a) F1 Al 2 A ?i .0 in ,$4 .I 80>4.-1KI --1 V -6V 0 .--I .--I 0 4-) 0Li -,-I -I 0 § [ Curricula B.A. M.A. Ph.D. n ,0o 44 8. B.A.irlM (CI B.A.Ili if) B A1-51iiB.A.p Ks B M.A., 4 B.A. M.A. 1.-1 8 8 B.A. B.A., 8r0 B.A.A B.A. M.A. V 8 B.A. M.A. g B.A. M.A. R8 B.A. MA. th) 8 B.A. M.A. 1 ) 4 B.A. B.A. B.A. M.A. 6 i , AgriculturalBasicSociologyFOreign Social Service EconomicsSciences Programs (20) M (20) M M M M M AppliedSocial SocialSciences,WorkNotAdministration & Identified SciencesSocial Fields (21) M M M M M M M M BROAD GENERAL CURRICULAArtsArts,ANDSciences, MISCELLANEOUS& GeneralSciences, General Program General FIELDS Program . M Inter-areaTeaching of StudyForeignProgramFields English ofLanguage as a M M M C M = Major S = Specialization D = Program Being Developed C = Courses Offered (no degree granted) *Behavioral Sciences ASSOCIATE DEGREE PROGRAMS OFFERED TABLE 22 IN VERMONT INSTITUTIONS ofUniversity Vermont State College Castleton TechnicalVermontCollege ChamplainCollege MountainCollegeGreen St. Joseph's College CollegeVermont BELOWORGANIZED THE OCCUPATIONALTECHNICALAssociate OR CURRICULA in SciencesArts M M ORGANIZEDSEMI-PROFESSIONAL OCCUPATIONAL LEVELNan-Science ScienceCURRICULUM orRelated &Engineering Non-Engineering Related (23) M ENGINEERINGSEMI-PROFESSIONALOFFERED AT THERELATED TECHNICAL LEVEL CURRICULAArchitectural OR & Building Tedh. '69 M AllMechanicalElectricalCivilIndustrial Other Tedhnology Engineering Technologyand/or Tedhnology Electronics MM HEALTHSCIENCE SERVICERELATED CURRICULACURRICULAAgricultureDental HygieneRelated CUrricula M (24) M X-RayNursing,Medical Technology or TechnicianDiplana Biological Program Laboratory '69 M M M (25) M NONSCIENCE & NONENGINEER1NGBusinessAllScientific Other &HealthScience DataCommerce ProcessingService Related Curr. Curr. RELATED (22) MMM MMM. M MM AllEducationalFine,Secretarial Other Applied, Nonscienceengineering Graphic or Non-curriculaArts M M = Major 62

FOOTNOTES FOR TABLE21 and TABLE22

Botany and SoilScience (1) UVM - Under

(2) UVM - MedicalMicrobiology

(3) UVM - AnimalPathology Industrial Management (4) UVM Marketing, Finance, Biological Sciences,Other Fields (5) UVM - Under Extension Education (6) UVM - AlsoHome Economics Specialize inAnother Discipline (7) UVM - Must and Education, SpecialEducation, Reading (8) UVM - Personnel Language Arts

(9) UVM Degree inEducation Extension Education (10) UVM Master of Engineering, ManagementEngineering, (11) UVM - Agricultural Bios-MechanicalEngineering Theater,Broadcasting (12) UVM Public Speech, of Area Studies (13) UVM - As a part

(14) UVM - ResidencyProgram Speech and Hearing(#2316) (15) UVM - See in Home Economics (16) UVM - Nodegree options

(17) UVM Dietectics, Internship

(18) UVM Hame Management

(19) UVM - Degreein Education

(20) UVM - UnderAgriculture

(21) UVM - UnderHome Economics Therapy - Beginningin 1969 (22) UVM - Physical Program (23) VTC - Pre-Technical Agribusiness to start Engineering Offered, (24) VTC - Agriculture in 1969/70 Program (25) (MC -Pre-Nursing Transfer

NI- Summer Institute (26) IN) in Secondary Seminar for SocialStudies Teachers (27) ROY - Summer Schools of Languages (28) SIT - Teaching 47,

TABLE 23

CURRICULA UNAVAILABLEAT VERMDNTINSTITUTIONS*

Baccalaureate orHigher Degree Programs: OTHER EDUCATIONALFIELDS AGRICULTURE Rehabilitation Counselor * *Food Science Training Ornamental Horticulture Poultry Husbandry ENGINEERING ARCHITECTURE Architectural Engineering l*Chemical Engineering,Petroleum Architecture Refining Engineering City Planning Engineering Sciences,Physics, BIOLOGICAL SCIENCE Mechanics Environmental Health and Virology Sanitary Engineering Mycology General Engineeringand Non- Parasitology Specialized Curricula Cytology Geological Engineering,Geophysical Embryology Engineering, Mining Geology **Entomology Metallurgical and MaterialsEngineer- Genetics and Experimental ing, Ceramics Engineering,Materials Breeding Science Optometry(Pre-professional Mining Engineering,Mineral Engineer- only) ing, Mining, MineralDressing Petroleum Engineering BUSINESS AND COMMERCE LITERATURES **Hotel and Restaurant FOREIGN LANGUAGES AND Administration Other Slavic Languages Secretarial Sciences HEALTH PROFESSIONS COMPUTER SCIENCE AND Chiropody or Podiatry SYSTEM ANALYSIS Dentistry, COS or DM D only Data Processing Hospital Administration System Analysis ** Occupational Therapy Computer Science & System Optometry, Professionalonly Analysis, Other Fields Osteopathy Pharmacy EDUCATION Physical Therapy, Physiotherapy Health Education (Bachelor plus) Recreation, SeparateCurriculum Public Health Education of the Partially Radiological Technology Sighted (Bachelor plus) Education of the Blind Veterinary Medicine, DVM only Education of Emotionally Clinical Dental Sciences Disturbed (Beyond DDS and IND) Education of the Crippled Clinical Veterinary Medical Trade and Industrial Sciences Education (Vocational).

*Curricula are defined as programs sufficient in scope toallow a student tospecialize or major in the area. **Programs available to Vermontstudents under the "New EnglandRegional Students Program." 64

TABLE 23 Continued

LIBRARY SCIENCE

MILITARY SCIENCE Merchant Marine Naval Science Air Force Science

PHYSICAL SCIENCES Metallurgy Meteorology Pharmaceutical Chemistry Geophysics, Including Seismology Oceanography

RECORDS MANAGEMENT & MEDICAL RECORDS LIBRARIAN

SOCIAL SCIENCES Industrial Relations Public Administration Trade and Industrial Training

Two-Year Programs:

Organized Occupational Curriculum Offered at the Technical or Semi-Professional Level:

ENGINEERING RELATED CURRICULA Aeronautical Technology Chemical Technology

SCIENCE RELATED CURRICULA **Forestry

HEALTH SERVICE CURRICULA Dental Assistant Dental Laboratory Assistant Nursing, Practical

NONSCIENCE AND NONENGINEERING RELATED CURRICULA Home Economics Bible Study or Religious Work Police Technology or Law Enforcement

* * Programs available to Vermont students under the "New England Regional Students Program." s,- ytur5rvirnt

TABLE 24

NEW ENGLAND REGIONALSTUDENT PROGRAMS-- UNDERGRADUATE STATE UNIVERSITYCURRICULA OPEN ON A REGIONAL BASIS1969-1970

OPEN TO STUDENTS FROMVERMONT

Curricula University Agricultural Engineering Maine Art (B.F.A.) Connecticut Massachusetts New Hampshire

Art Education New Hampshire Astronany Massachusetts Chemical Engineering Connecticut Maine Massachusetts Rhode Island

Commercial Fisheries* Rhode Island Comparative Literature Maine Entomology Connecticut Maine Massachusetts

Floriculture* Connecticut Massachusetts

Food Distribution* Massachusetts Food Industry Management* Maine Food Science and Technology Massachusetts Forest Management* Maine Fruit and Vegetable Crops* Connecticut Massachusetts

Hotel Administration New Hampshire Insurance Connecticut Rhode Island

Italian Connecticut Rhode Island

Journalism Maine Massachusetts Rhode Island Laboratory Animal Technician* Massachusetts Landscape ArchiteCture: Environmental Design Massachusetts Landscape Operations* Massachusetts 66

TABLE 24 Continued

Lumber and Building Materials Business Management* Massachusetts Merchandising Moms Furnishings, Textiles, Clothing)* Maine Microbiology Maine Massachusetts Nursery Management* Connecticut Occupational Therapy New Hampshire Pharmacy Rhode Island Physical Education for Women New Hampshire Physical Therapy Connecticut Public Health Massachusetts Public Management Maine Pulp and Paper Program** Maine Pulp and Paper Technology*** Maine Recreational Leadership Training Massachusetts Recreational Service Education Connecticut Restaurant and Hotel Management*** Massachusetts Sanitary Engineering Connecticut Maine Turf, Arboriculture and Park Management* Massachusetts Wildlife Management: Fisheries Biology Massachusetts Wood Technology Massachusetts Wood Utilization* Massachusetts

*An Associate Degree curriculum **A five-year curriculum continuing through one graduate year ***Both Bachelor and Associate Degree curricula are offered 67

Table 25

PROGRAMS AVAILABLE AT UNIVERSITY OF VERM)NT FORSTUDENTS FIOM NEW ENGLAND UNIVERSITIES

Agricultural Education Maine Anthropology New Hampshire Rhode Island

Area Studies: Canada Connecticut Maine Massachusetts New Hampshire Rhode Island Area Studies: Russia and Eastern Maine Massachusetts New Hampshire Classics (Greek and Latin) Maine New Hampshire Rhode Island Dairy Manufacturing Maine New Hampshire Rhode Island Dental Hygiene* Connecticut Maine Massachusetts New Hampshire Foreign Agriculture Maine New Hampshire Rhode Island Laboratory Animal Technology Connecticut Massachusetts New Hampshire Rhode Island Management Engineering Connecticut Maine New Hampshire Medical Technology* Maine Massachusetts** New Hampshire ** Rhode Island** Nursing** Connecticut Maine Massachusetts New Hampshire Rhode Island Religion Connecticut Maine Massachusetts New Hampshire Rhode Island *Associate Degree curriculum **Planned, but subjectto final decision 6S7(69

STUDENT FINANCIAL ASSISTANCE

Each institution of higher education hasits own limited resources for providingstudents with financial assistance through scholarships, loans, grants, andwork-study programs. Financial assistance is also available through programs spon- sored by the Federal government, such asthe Educational Opportunity Grants and the National DefenseEducation Act loans. In addition, the State of Vermont sponsorsSenatorial and Honor Scholarships and the Incentive Grant program. The Incentive Grant program is the most extensiveof the financial assistance programs offered by the State. Funds are available through the Vermont Student AssistanceCorporation which was created by the Vermont Legislature in 1965 toadminis- ter the program. The program has the advantage of permitting the funds to be used by Vermont students at both in-stateand out-of-state institutions. In April of 1969, the statute governing the amount of each grant was liberalized byincreasing the amount of each grant to $1,000 for students offamilies whose combined taxable income is not in excess of $10,000annually. Tables 26 and 27 show how the Incentive Grant funds were expended by the Vermont Student Assistance Corporation for the years 1967-68 and 1968-69. The corporation increased its suppert of Vermont students by 61%, or $340,352 in 1968-69 over 1967-68, benefitting 71%, or 844 more students. In 1967-68, 86.4% of the funds were used at in-state institutions, and in 1968-69,84.3% were so used. A breakdown of the 1968-69 grants shows that 1,108 students attending in-state public institutions (excluding nursing) received $475,494 or 53.1% of the total funds expended; 432 students attending in-state independent institutions (excluding nursing) received $201,350 or 22.5% of the total funds expended; 302 students attending out-of-state institutions received $126,900 or 14.2% of the total funds expended. One hundred fifty-five (155) students received grants for in-state nursing education for a total of $74,489, while 28 students received $13,450 to attend nursing schools out-of-state. When the number of Vermont students benefitting from the program is compared with the number of Vermonters enrolled in public and independent institutions, it is found that of the 4,926 undergraduates enrolled at the public institutions in Vermont in the Fall of 1968 (see Table 3), 22.5% received Incentive Grants; of the 1,349 Vermonters enrolled at Vermont independent institutions, 327 received Incentive Grants; and of the 997 under graduates attending degree-granting institutions out-of-state, 30.3% received Incentive Grants.

Although it is likely that the program does not fully meet the financial needs of all students, particularly the economically deprived, the Legislature of the State of Vermont is to be highly commended for the creation of the program, its level of funding, and its flexibility. VERMONT STUDENT ASSISTANCE INCENTIVE GRANTS - 1967 TABLE 26 CORPORATION -68 Freshmen Upperclass Total Castleton State College No. 5729 $ 12,800. Amount26,200. No. 3363 $ 30,550. Amount19,550. No. 9092 $ 43,350. Amount45,750. _ GreenGoddardCollegeChamplain Mountain Collegeof College St. CollegeJosephthe Provider 13 1,800. 200.500. 1-3 1,200. 500. 14 1,700.2,300. 200. MiddleburyLyndonJohnson StateState College CollegeCollege 1332 72 17,750. 2,900.7,100. 700. 192058 7 10,900.29,700. 8,900.2,900. 263390 9 18,000.11,000.47,450. 3,600. NorwichUniversityTrinitySt. Michael'sJoseph's University College of CollegeCollegeVermont 125 1325 7 12,405.46,050. 5,500.3,700. 190 4829 6 95,930.13,350.21,125. 3,000. 315 137342 141,970.18,850.33,530. 6,700. MedicalOut-of-StateWindhamVermont CenterCollege TechnicalCollege Colleges Hospitals College 6587 1 32,950.27,100. - 500. 6520 -5 31,250.11,100. 2,800. - 152 85 15 64,200.38,200. 2,800. 500. JeanneFannyCastleton AllenMance State -- NursingNursing - NursingX-Ray Technician 1611 25 7,000.5,600.1,000.2,200. 36 -1 17,500. - 200. 5211 26 24,500. 5,600.1,000.2,400. UniversityThompsonMary Fletcher School of Vermont- -Nursing Nursing 19 92 9,550. 581. 25 -5 13,100. - 1444 2 22,650. 581. Out-of-StateVermont College Nursing - Nursing- Nursing 12 1 5,100.3,900. 500. 12 - 6,500.2,000. YVM 24 1 11,600. 5,900. 500. 3. TOTALS 545 $233,586. 646 $322,045. 1,191 $555,631. TABLE 27 VERMDNT STUDENT Freshmen INCENTIVE GRANTS - ASSISTANCE CORPORATION 1968-69 Upperclass Total ChamplainCastleton CollegeState College No. 6176 $ 27,900. Amount39,600 No.120 68 $ 51,950. Amount32,600. No.181144 $ 79,850. Amount72,200. CollegeGoddardGreen of MbuntainCollege St. Joseph Collegethe Provider 65 92 31,810. 1,000.5,400. 600. 110 251 54,950.2,800. 450.500. 175 14 43 86,760. 1,100.1,450.8,200. MiddleburyMarlboroLyndonJohnson State State College College College College 3514 2- 15,159. 5,350 - 400. 5919 72 28,450. 9,000.2,900.1,300. 9433 29 43,609.14,350.1,300.3,300. NorwichTrinitySt. Michael'sJoseph's University College CollegeCollege Vermont 194 142026 10,90010,000.77,5307,300 306 7345 9 121,900.30,450.20,150. 3,800. 500 712393 199,430.11,100.41,350.30,150. WindhamVermontUniversityOut-of-State TechnicalCollege of Colleges College 103147 14 4 42,795.61,550. 1,900.6,150. 155 55 9 23,050.65,350.4,600.4,200. 302158 2313 126,900.10,750.65,845. 6,100. MedicalCastletonFanny CenterAllen State Hospitals - NursingX-Ray Technician - Nursing 19 18 9,889.3,700. 500. -35 2 15,400. - 700. 105919 1 27,700. 4,400.9,889. 500. MaryThompsonJeanneUniversity Mance School of- Nursing- Fletcher - Nursing Vermont Nursing 2824 4 12,300.11,900. 2,800. -34 1 16,500. - 200. 62 48 28,400. 2,800.3,900. Out-of-StateVermont College Nursing - NursingTOTALS- Nursing 892 11 27 $396,783. 1,300.3,700.5,350. 1,143 -17 $499,300. 8,100. - 2,035 28 2 $896,083. 13,450. 1,300. 7.6

POST-SECONDARY COMPREHENSIVEPLANNING FOR EDUCATION INVERMONT

Vermont hasdemonstrated a strongcommitment The State of investments in andits education throughits capital to higher of Vermont, theState Colleges, operating supportof the University Technical College, aswell as throughthe activi- and the Vermont Vermont Student AssistanceCorporation and the ties of the Vermont In addition,the State Educational BuildingsFinancing Agency. for the welfareof its citizensthrough its has shown its concern health sciences. support of a strongprogram inthe medical and they serve only asmall The independentcolleges, although population, nonetheless, segment of Vermont'sin-state student to and reinforceVermont's reputation contribute substantially Many of these with a commitmentto highereducation. as a state reputation for their independent collegesenjoy a national experimental programs. They represent asignifi- academic and prestige of Vermont, cant contributionnot only tothe educational but to its economy aswell. Although a widevariety of opportunityis represented in independent sectors ofhigher education,it would the public and institutions of higher be imprecise to saythat Vermont's education constitute acomprehensive system ofpost-secondary Until recently,perhaps, it has notbeen necessary education. education in asystematic to plan andcoordinate post-secondary way. But that is nolonger true. Among the reasonsfor the need forcomprehensive planning of the Stateitself. First, are theunique characteristics make Vermont's geographyand the distributionof its population locate centers ofpost-secondary educationthat it difficult to students on an the needs anddesires of all Vermont can meet handicapped by alimited economical basis. Second, Vermont is its comparativelylow population base. Third, tax return from limited and have to be care- the State'sfinancial resources are expended. Fourth, the basiccomponents fully and efficiently do not seem to of Vermont's economy aspresently constituted require an extensivedevelopment of manpowerwith higher educa- traditional sense. Fifth, although there tion training in the with are several groupswithin the Statethat are concerned post-secondary and highereducation, there is noexisting structure or mechanismto coordinate thevarious, and sometimes competing interests, torecommend policies, tocollect and disseminate information, orto plan for thefuture. The Institute forEducational Developmentin this part five recommendations asthe groundwork of the report presents education in Vermont. for planning andcoordinating post-secondary 4

the capability ofthe State to meetthe financial A discussion of in Part III. needs of post-secondaryeducation is given

Education A CoordinatingCouncil for Post-Secondary report is thatthere The primaryrecommendation of this Council for Post- be establishedimmediately a Coordinating in Vermont. Such an agency is necessaryto Secondary Education interests provide a mechanismto plan andcoordinate the several of post-secondaryeducation. In general, the and activities of the recommendation parallels veryclosely the recommendation Higher Legislative Councilmade in August1968 to establish a Council and the powersand duties specified Education Planning is in the composi- in that recommendation. The major exception tion of the membershipof the Council. by IED, would be The CoordinatingCouncil, as conceived responsible for thefollowing functions: Legislature on (1) To advise theGovernor and the statewide policies forpost-secondary education in Vermont; post- (2) To identify theshort- and long-range secondary needs ofthe State; within the State (3) To assesseconomic developments and to anticipatethe implications ofsuch developments for post-secondaryeducation in meeting the occupationaland professionalneeds of the State; post- (4) To collect anddisseminate information on secondary educationin the State; educa- (5) To insure coordinationof post-secondary tion programs andfacilities so they willbe maximally available toall Vermont citizens;and the (6) To seek ways inwhich cooperation between public and independentinstitutions of post- secondary education canbe realized for the mutual benefit of theinstitutions and of Vermont citizens.

The Coordinating Councilshould be composed offifteen responsible to him. (15) members, appointedby the Governor and Terms of appointmentshould be for six years,with one-third appointed every two years. Ordinarily, no more than three 75

members should beassociated with aninstitution of higher or post-secondary education, norshould more than threemembers elective office, includingthe legislature. hold public or salary. In addition,it is suggested thatthey serve without the The membership ofthe Council shouldbe relevant to political and educationalinterests of the State,and should collaborative rather than acompetitive attempt at represent a that educational planningand coordination. It is suggested the members be legalresidents of the Stateof Vermont and be areas and popu- chosen with dueconsideration for geographical lation distribution,with considerationgiven to representation The members shouldbe representative of of minority groups. recreation, social industry, agriculture,business and finance, welfare, constructionand materials,secondary education, vocational and technicaleducation, higher education,health services, art andcultural interests. Figure 1 suggests the agencies with which theCouncil would cooperate.

The Council shouldappoint an ExecutiveDirector at a salary commensuratewith the responsibilitiesof the position. responsible for executingthe functions The Director should be by of the Councilin order to carry outthe policies created appropriate the Council. He should initiatestudies that are for the Council inits planning andcoordinating tasks. Support staff for theExecutive Director shouldinclude help. an assistantfor research andsecretarial and clerical Facilities should includeadequate space to carryout the work of the Council. The work of theCoordinating Council wouldconsist in large part of continuingand refining thecontents and-recommendations of this report. If it is to planrealistically and effectively, it will have tobe well-informed. Information of the type included inthis report on enrollmentprojections, inventory of physicalfacilities, libraries, curricula,and financial capability ofthe State are basic to theplanning process. The Coordinating Councilshould also establish an appropriate time annuallyfor the updating ofinformation from each institution. The Council should also serve asthe collection and transmittal agency of theHigher Education General Information Survey (HEGIS) reportsmade annually by eachinstitution to the U. S. Office ofEducation. The Council could also act as aclearinghouse for information on.many other facetsof post-secondary education in the State. Information should be collected andupdated GOVERNOR

[Vermont Higher Educatio New England Board of Facilities Commission Higher Education

Vermont Educational Vermont Planning Building Financing AgencY--- Council

Vermont Educational 'IV Broadcasting Council Vermont Instructional TV Committee COORDINATING Commission on Human Rights COUNCIL Vermont Student Assistance Corporation Vermont Educational Association Governor's Committee Free Public on Children and Youth Library Board

Associated Industries Vermont Council of Vermont of the Arts

STATE AGENCIES AND DEPARTMENTS Legislative Council Central Planning Office Education Administration, Budget & Management Development Employment Security Health Labor & Industry Mental Health Social Welfare Taxes Registration, Licensing & Secretarial Services

FIGURE 1. AGENCIES WITH WHICH COORDINATING COUNCIL SHOULD COOPERATE 77

institutional plans forexpansion; financing; regularly on staff; qualifi- admissions policies;size of administrative of faculties;characteristics of cations and compensation innovations in theeduca- student bodies;curricula offered; affect planning;local, regional,and tion field which may for aid to national trends ineducation; Federal programs education; andcomprehensive planningin other states. As the finalclearinghouse function,the Council articulating agencybetween secondary and should act as the it could post-secondary educationschools. In this capacity advance information necessaryfor plan- receive appropriate from secondary ning curricula andproviding easy transition to post-secondaryeducation. Financially, the Councilshould be fully informedof, in its planningand policy-making and take into account well functions, thefinancial capabilitiesof the State, as as thefinancial positions ofthe member institutions.

Range of Post-SecondaryEducational Opportunity The second recommendationis that Vermont providepost- secondary educationalopportunity for allqualified Vermont of programs students. In order todetermine the diversity needed for the continuingsocial, economic,intellectual, and personal development ofthe citizens of Vermont,special consideration must begiven to: (b) business (1) manpower needsin (a) agriculture, and industry, (c)conservation and recreation, and (d) the professions;

(2) current and potentialeconomic resources available for supportingpost-secondary education;

(3) existing post-secondaryeducation resources and facilities andtheir potential utilization;

(4) population centers withinadequate post-secondary opportunities;

(5) special facilities and programsfor the socially and economicallydisadvantaged. IED and its consultants arecognizant of the fact that Vermont has a relativelywide range of highereducation opportunities through its publicand independentinstitutions, but that 78

higher or post-secondaryeducation by Vermont the demand for states. It high schoolgraduates is lowcompared with other assumed that not as manyqualified youth arecontinuing may be benefit from further their education aswould be able to education. reasons There are,undoubtedly, manysocial and economic comparatively lowaspiration rate ofVermont high for the Among them arethe school students forcontinuing education. obtained by parents,the relative lackof level of education opportunities provided need for advancededucation in the career areas, theamount of disposableincome a in some geographical and the proximityof family can devote tocontinuing education, Nevertheless, the roleof higher educational opportunity. opportunities both education in creatingeconomic and social and for societyis so wellestablished that for an individual taken for the low aspirationrate should notbe ignored or granted. As a corollaryto the aboverecommendation, therefore, that a concertedeffort be made to encourage it is recommended Two immediate high school youth tocontinue theireducation. (1) guidance counsellorsin the high resources areavailable: of higher schools, and (2)recruitment teamsfrom institutions education.

The Role ofIndependent Institutions The thirdrecommendation is thatserious consideration need and desirability aswell as feasibility be given to the institutions as part of of includingindependent post-secondary system of continuingeducation. astatewide, comprehensive that there is a If the CoordinatingCouncil concludes institutions as part of a need for includingthe independent statewide system andthat their inclusionis desirable, it should then: institutions desire to (1) determine whether such become involved,in what manner,and under what conditions; educational pro- (2) develop a plan forthe kind of grams to beoffered by theindependent institutions and providearrangements forfacilities, enrollment, instruction, methods offinancing andadministra- tion; and 79

institu- (3) determine ways inwhich the public tions can offerfacilities and services to the independentinstitutions for the benefit of all Vermontcitizens. Although the four-yearand two-year independentdegree- enroll only 6% to 7% ofVermont's high granting institutions necessarily an expression school graduatesannually, this is not by these institutionsin the need ofVermont's` of disinterest In fact, citizens for continuingeducation beyond highschool. they wish to make a con- several presidentshave indicated that tribution to the Statebeyond economic andcultural benefits educational service and are particularlyinterested in being of to the communitiesof which they are apart. It is suggestedthat the CoordinatingCouncil in determining the need for anddesirability and feasibilityof including the independentinstitutions in a statewide,comprehensive system consideration only to of continuingeducation not limit its degree-granting courses or programs,but that arrangementsbe explored which will bebeneficial for a broad rangeof Vermont citizens in terms of age,interests, and previouseducational preparation. A guiding principlein consideration ofincluding the independent sector in acomprehensive system would beto provide with a balanced system ofeducational opportunity Vermont citizens can at the least costto the State. If cooperative arrangements be worked out, boththe public and independentsectors should duplicate benefit. The public institutionswould not have to programs whichalready exist, and theindependent institutions could be strengthened. Two methods ofproviding financial supportfor institutions providing educationalservice to Vermont residents aredirect grants and contractualarrangements on a perstudent basis. Direct grants might beused when additionalfacilities or equipment are required. Contractual arrangementsmight be used to reimburse the institution for thecost of providing aneducational service, either on a program orcost-per-student basis.

"Continuing Education" The fourth recommendationis that the State of Vermont establish a network of Careerand Personal DevelopmentCenters to meet the continuingeducation needs of its citizens,communi- ties, and industries. '31

A primary purposeof the Career andPersonal Development Centers would be totest, as it were, theactual and potential demand for highereducation. Reference has been madepreviously to the relativelylow aspiration level ofVermont high school students for highereducation. In effect, the Centerswould bring higher education tothe people and, hopefully,would stimulate young people tocontinue their education.

A second purpose ofthe Centers would be toprovide educational opportunities forupgrading in one's career orfor personal development andgrowth. The courses offered atthe Centers, therefore,should be offered on both adegree and non-degree basis, and shouldinclude offerings that are appropriate for the vocationaland professional interestsof an area, and offerings in theliberal and creative arts forthe personal development of individuals. Arrangements could be workedout with local industries andChambers of Commerce onvocational and technical coursesthat are especially required foremployees. Six sites have beenidentified as the most effective locations for the Centers. In designating thesesites, attention was paid to commutingdistances and geographicalbarriers. The locations are: Bennington Burlington (also to serve EssexJunction) Montpelier and Barre Rutland St. Johnsbury Springfield (also to serve Brattleboro, Bellows Falls, Windsor, WhiteRiver Junction)

Although it may be necessary atfirst to locate the Career and Development Centersin a high school, every effortshould be made to create a separateidentity for the Center so thatit achieves a status of beingdefinitely post-secondary. For vocational and technical courses,the facilities of business and industry might beused appropriately. Finally, arrangements for adequate teachingand library resources willhave to be considered. Each center would be underthe direction of an individual appointed by the sponsoringinstitution. The director should be sensitive to the needs of thecommunity and particularly to the career and personaldevelopment needs of potential students. His responsibilities would include liaisonbetween the community and the sponsoring institution,recruitment, and guidance. In order to promote thepost-secondary characteristics of the Career and PersonalDevelopment Centers, it is recommended 81

that each Center besponsored by an establisheddegree-granting institution on therecommendation of theCoordinating Council. In cases whereit is difficult to create acollaborative enterprise, the Universityof Vermont, throughits Extension Division, could be the sponsoringinstitution. It should also bepossible for the Center torecruit faculty members not onlyfrom the sponsoringinstitution but from other institutions aswell and, as appropriate,from business and the professionsand practitioners ofthe arts. In cases where afaculty member is drawnfrom another institution, appropriate arrangementsshould be approved by the administration with regard totime and compensation.

Upon recommendation ofthe Coordinating Council for Post-Secondary Education,the State of Vermontwould contract with the sponsoringinstitution (or, in some cases,institutions) to operate a Careerand Personal DevelopmentCenter. It is the consensusof IED and its consultantsthat the Center concept avoidsthe pitfalls ofestablishing new institutions at a time whenthe need for them is notclearly per- location and ceived. The Centers will alsohelp determine the kind of institutions thatshould be created in thefuture if the demand truly exists. In the meantime,post-secondary education opportunitieswill be provided for a broad cross- section of Vermont citizensand provide services toVermont business and industry.

Future Need for NewInstitutions The fifth recommendationis that no new institutionbe established by the State of Vermontat the present time, butthat the Coordinating Council

(1) continue to examine on an annual basis the need for and desirabilityof establishing new institutions;

(2) determine the requirements of suchinstitutions, if a need appears, as tothe facilities, staff, administrative and financial support;

(3) appraise, on a regular basis,the effectiveness and efficiency ofutilization of present facilities; 82

(4) ascertain the changingdemands for post- secondary education onthe success of the Career and PersonalDevelopment Centers (described on pages 79 to81) in making evident the need for newinstitutions such as community collegesand two-year technical institutes andthe geographical areas inwhich they should belocated.

At a time when thedemand for highereducation is increasing dramatically on anational level and theclimate for establishing new institutionshas been so favorable acrossthe country, it may seemoverly cautious orconservative for the Institute for EducationalDevelopment and its consultantsto make this recommendation. Among the factorsthat led to this conclusion were thefollowing: public (a) There are fewpopulation centers where or independentinstitutions do not existwhich are sufficientlylarge to support acommunity or juniorcollege on a commutingbasis. population (b) There is no clearindication that the base of the State willexpand greatly withinthe next decade.

(c) There is no indication thatthe ability for Vermont industry torecruit professionals from outside the State willdecrease.

(d) There is no reason tobelieve that the current pattern of studentsgoing out-of-state forhigher education will changesignificantly.

(e) Although the number and percentageof high school students continuing theireducation is increasing gradually, the projectedenrollments of the public and independentinstitutions indicate that they will be able to accommodatethe increased number of students.

(f) Even if there were adramatic increase in the number of high school graduatescontinuing their education, there is not unanimous agreementthat the size of the State Colleges shouldbe set arbitrarily at approximately 1,000 studentseach. 83

educationaladvantages to (g) Although there are proportion ofout-of-state having a large University, students at theState Collegesand the have to beconsidered in light these advantages higher education of thedemands for andcosts of in Vermont. commitment and theincreasing costs (h) The present major financial of educationwill continueo be a strain on theState.

es V-185 Phr FINANCIAL CAPABILITY OF THE STATE OFVERMONT'

The financial status of the State of Vermonthas several components: (1) the operating budget surplus or deficitcarried from past years;(2) the prospects for operating budget surpluses or deficits in the future;and (3) the nature and structure of the bonded debt. Since aid to education has always come solely from General Fund revenues and has beenincluded as a General Fund expenditure, only General Fundfinancial information will be considered. While natural growth of the State's revenues would automatically provide more funds forhigher education, if the present apportionment of State funds remains constant, a major questionwould seem to be whether funds in excess of those provided by increased natural growthmight be needed. Vermont's freedom to maneuver with respect tohigher education depends heavily on the financial heritage of the pastand expec- tations for the future. Vermont's financial problems, however, are acute and willprobably remain acute. This fact will influence the ability of the State toundertake changes in its educational system. After several years of surpluses, in theState's General Fund, a modest deficit of roughly $1.5million was realized in Fiscal 1969. A substantially larger deficit, probably atleast $9 million, is expected for Fiscal 1969. Revenues from the present tax structure would have fallen short of theGovernor's proposed expenditures for Fiscal 1970 by $18.7million if there had been no additional taxes. Table 28 shows the actual and anticipated surpluses and deficits in the Vermont General Fund for Fiscal years 1960-1971. Fiscal 1970 should show a small surplus since the Vermont Legislature during the 1969 session passed a tax bill which is expected to produce revenuesexceeding projected expenditures. The Governor signed the tax bill, therefore the projected deficit for Fiscal 1970 of nearly $19 million will not occur. On the other hand, the projected gap between anticipated revenues and requested expenditures for Fiscal1971 is so large that, even with the passage of the new tax bill, the natural growth of revenues, and the trimming of any "fat" in the budget, it will be difficult to balance the budget.

'This discussionwas prepared by Dr. David K. Smith, Chairman of the Department of Economics, Middlebury College. 86

The tax load in Vermont is already very heavy. A recent study of state and local tax burdens throughout the United States conducted by the Tax Foundation, Inc. showed that the state and local taxes paid per $1,000 of personal income in Vermont were eighth highest in the country and that no state east of the Mississippi River except New York has a higher per capita tax burden (Table 29). Note that these data were compiled prior to the passage of the tax program by the 1969 session of the Legislature.

The unusually heavy tax burdens in Vermont, combined with budget pressures, make it unlikely that large increases in spending for higher education will occur.

There is, however, the possibility that reallocation of expenditures may favor increased spending for education. Vermont has always been a heavy spender on education. Table 30 shows that the State spends more per capita on education than any other state in New England by a substantial margin. In addition, Table 31 reveals that spending for education in Vermont has been increasing rapidly, both absolutely and relative to other expense categories. More than half the entire General Fund spending carried out by the State is for education. Table 32 shows General Fund Appropriations by Function for Fiscal Years 1967-1971. Large increases in education expenditures are projected for 1970 and 1971, although the proportion of total spending for education is likely to drop back to approximately 50%. Table 33, State Appropriations for Higher Education for Fiscal Years 1960-1969, shows that appropriations have nearly quadrupled during that time period. Such expenditures have grown from 10.8% of total appropriations in 1960 to 17.0% in 1969.

Political realities, however, appear to make a substantial reallocation of expenditures very difficult. Most of the State's expenditures support programs administered by the various Depart- ment heads within the State Government. Department heads are appointees of the Governor and their programs have his support. There is no Department head for higher education. In fact, there are several competing agencies which have programs relevant to higher education. There are also competing programs within some Departments. Primary and secondary education, in contrast, have an organizational base in the State Government and vigorous spokesmen for their programs. They are in a position to compete more effectively for funds vis-a-vis other Departments whereas higher education is not. Higher education does have strong support from a number of legislators, but a major reallocation of resources which would increase the proportion of General Fund revenues for higher education seems unlikely without an organizational base within the State Government. 87

Another aspect of theState's fiscal condition isits debt status. An important questionis whether its debt position permits the recommendationof increased bonding forhigher education spending. Tables 34 and 35 show twodimensions of the State's debt situation. The General Fund debt plusinterest as of theend of Fiscal 1968 stood atabout $200 per capita, a heavy butnot unreasonablemagnitude. But the General Fund debt increased very rapidlyin Fiscal 1968 and cannot helpbut repeat this performancein Fiscal 1969. There is a large volume of authorized butunissued bonds carried forwardfrom 1968. Also, approximately $21.5million of additional bonding,one-half of which is foreducation, has been requested bythe Governor in response to requestsfor about $105 million byvarious Departments of the State Government. The burden of debt service(Table 35) has been running six to seven percent of GeneralFund revenues for the past several years. It is expected to increase toapproximately 11% under the impact of the newbonding of Fiscal 1968 and1969. Fifteen percent of revenuesis considered to be the"absolute" limit which a state can affordfor debt service. Debt service data shown in Table 35indicate a peak of interest plusprincipal payments in 1970. It is highly probable that newbond issues will shift the peak to a future year. However, the debt service burden is such that the Statewill not return to Fiscal 1969 levels until 1977, even if no newdebt is issued. Table 36 shows past bond issues foreducation in the State. Bonding in support of public schoolsis currently taking about 50% of new General Fundflotations and this pattern is likely to continue. The absence of public school bondingin Fiscal 1966 and 1967 is explained bythe General Fund surplus of those years and of 1965. The surplus was used primarily for the public schools. The data in Table 36 show a pattern of stable bonding support for the Statecolleges since 1965. Bonding for the State university, in contrast,has fluctuated. Additional debt for higher education can onlybe proposed after careful consideration ofits total impact on State fiscal policies and a determination that thetotal credit position of the State will not be jeopardized. The need for caution cannot be overemphasized, given the economic andpolitical attractive- ness of debt versusincreased taxes. The State has not lost its triple-A credit rating evenwith the flood of new bonding. There seems to be real doubt thatcredit ratings are any longer centrally important factors for the typesof investors with which Vermont could be most concerned. 88

Projections of the volume f funds availablefrom the expansion economy are alsoimportant for assessingthe State's fiscal capabilities withregardo highereducation. The application of an anticipated proportion of General Funds revenues spent onhigher education to the totalanticipated revenue figuresshould providean indicationof the volume of funds available. Table 37shows that higher education appropriations (which are vitually identical withexpendi- tures, according toresponsible officials) as a percentof General Fund revenuesfor the past six fiscal yearsaveraged 14.4%. The average for the past three years was15.1%, whereas for Fiscal 1969 the average was 17.0. The use of each percentage figure provides range of possible sums. There is, however, a highprobability that the Fiscal 1969 tax structure wil1 not be continued forFiscal 1970 and thereafter. Instead f the $77.8 million ofGeneral Fund revenues whichthe present tax structure wouldyield in 1970, legislation requested by the Governor, passedby the House, and now in the hands of the Senate,would raise new revenues to bring the anticipated General Fund revenuesfor Fiscal 1970 to more than $96 million. If the present properties ofGeneral Fund revenues forhigher education continueand total revenues increase, expansion of support for highereducation can be expected. On the other hand, the severeinflation the nation is presently experiencing cannot help but dilutethe effectiveness of the additional funds provided, at leastin the short run. Table 38 shows the amounts whichmight be expected for higher education support under the new taxstructure under certain alternative assumptions.

TheUniversity of Vermont and the fourState Colleges have oneadditional source of fundswhich should be recognized. This isthe changing of the "mix" ofin-state and out-of-state is charged from $500 student . Since the out-of-state student to $1,200 more in tuition and feesthan the in-state student (see Table 1), the acceptance of fewerin-state students in preference for outsideapplicants automatically increasesavail- ablefunds, presuming, of course,sufficient applicants from the outside. One hundred less Vermontersat the University would mean $120,000 extrafunds, under present tuition, for example. Obviously, a very hard choiceis being suggested when the need for funds issuch as to result in the denialof education for Vermonters at state-subsidizedinstitutions, but the possibility must be recognized. Even with the increased revenuesfrom the additional taxes voted, it isprobable that the full range offinancial PTP

needs for public higher educationin Vermont cannot be met. The State is being forced to paythe most critical attention to the priorities of variousproposals in view of pressures of needs versus resources;hence, it seems unlikely that Vermont can support majorexpansions of public higher education programs. 90

TABLE 28

VERMONT GENERAL FUND--REVENUES, EXPENDITURES, SURPLUSES OR DEFICITS, FISCAL YEARS 1960-71

Surplus (S) Fiscal (D) Year Revenues Expenditures or Deficit $ 1,253,000 S 1960 $27,925,000 $26,672,000 1,429,000 S 1961 29,336,000 27,907,000 969,000 S 1962 31,481,000 30,512,000 411,000 S 1963 32,884,000 32,473,000 1,945,000 S 1964 37,324,000 35,379,000 4,540,000 S 1965 43,657,000 39,117,000 4,138,000 S 1966 50,267,000 46,129,000 4,797,000 S 1967 58,433,000 53,636,000 1 5,317,000 D 1968 65,322,000 70,639,000 3 11,368,000 D est. 1969 (est.) 70,935,000 82,303,000 2 18,654,000 D est. 1970 (est.) 77,488,000 96,142,000

1971 (est.) 84,845,000 128,600,000

(on request by Dept. heads)

the spending of the 1967 surplus. A true 1. The bulk of the deficit is due to deficit of roughly $1.5 million wasexperienced.

2. Tax legislation recently passed eliminates the deficit and provides a small surplus.

3. Latest State estimates set this figure at $9 million plus.

Source: Prepared from data supplied by Budget and Management Division, Department of Administration, State of Vermont, January, 1969. 91

TABLE 29

COMPARISON STATE AND LOCAL TAX BURDEN PER $1,000 OF PERSONAL INCOME IN THE FIFTY STATES FOR 1957 AND 1967

Per $1,000 Personal Income Percent 1957 1967 Increase New England Region Massachusetts $ 97 $113 17% Connecticut 77 91 19% Vermont 109 120 11% Rhode Island 78 98 26% Maine 92 106 16% New Hampshire 84 93 10%

Middle Atlantic Region New York $ 96 $132 37% Delaware 52 98 87% Maryland 77 103 34% New Jersey 72 93 29% Pennsylvania 80 95 19%

Southeast Region Florida $ 96 $107 11% Louisiana 110 116 6% Virginia 81 93 15% Georgia 88 96 9% North Carolina 85 99 17% West Virginia 79 102 28% Kentucky 79 95 20% Tennessee 86 96 11% Arkansas 88 100 13% South Carolina 91 96 6% Mississippi 109 111 2% Alabama 80 94 17%

Great Lakes Region

Wisconsin $ 98 $120 22% Michigan 84 100 18% Indiana 72 101 41% Illinois 75 85 13% Ohio 70 82 17 %. 92

TABLE 29 Continued

Per $1,000 Personal Income Percent 1957 1967 Increase

Plains State Region Minnesota $104 $123 19% Iowa 107 109 12% Kansas 97 110 13% South Dakota 124 118 -5% Nebraska 88 93 6% North Dakota 123 111 -9% Missouri 71 93 32%

Southwest Region Arizona $ 98 $128 30% New Mexico 100 116 16% Oklahoma 96 106 10% Texas 81 91 12%

Rocky Mountain Region Wyoming $101 $132 31% Colorado 102 120 17% Montana 102 114 12% Idaho 96 121 26% Utah 99 118 19%

Far West Region California $100 $122 22% Hawaii -- 135 -- Nevada 96 112 17% Washington 92 112 22% Oregon 102 109 7% Alaska -- 94 __

U. S. Average $ 87 $106 21%

Source: Tax Foundation, Inc. 93

TABLE 30

EDUCATION, 1960, 1966,1967 PER CAPITA STATEEXPENDITURES ON (ALL DATA IN DOLLARS) AND STANDINGAMONG NEW ENGLANDSTATES

1966 1967 Unit 1960

$ 104.73(1) $ 128.56(1) Vermont $ 45.92(1)

47.10(5) 68.82(4) New Hampshire 27.18(4)

63.14(4) 55.42(6) Connecticut 35.77(2)

37.71(6) 60.12(5) Massachusetts 20.47(5)

75.80(2) 89.52(2) Rhode Island 26.75(5)

65.61(3) 85.22(3) Maine 29.39(3)

65.68 , 81.28 TOTAL NEW ENGLAND 30.91

75.29 107.72 TOTAL U. S. 49.60

Finances, Bureau of Census, Source: State Department of Department of Commerce,1960, 1966, 1967. TABLE 31

STATE OF VERMONT CASH DISBURSEMENTS BY FUNCTION FOR FISCAL YEARS 1965 - 1968 (In Thousands)

1965 1966 1967 1968

General Government $ 3,006 $ 3,437 .$ 4,016 $ 4,545

Protection to Persons and Property 3,057 3,570 3,857 4,044

Conservation of Health and Sanitation 5,722 6,898 6,851 7,459

Development and Conser- vation of Natural Resources 1,733 2,271 2,958 3,196

Airport Development 21 16 22 22

Charities and Institutions 5,537 6,093 7,169 10,404

Education 16,771 20,064 24,195 36,154

Recreation 26 27 31 31

Miscellaneous 180 189 601 253

Debt Service 3,050 3,558 3,931 4,536

Total Cash Disbursements $39,116 $46,129 $53,636 $70,638

% Increase Over Previous Year 10.6% 17.9% 16.3% 31.7%

Source: Budget and Management Division, Department of Administration, State of Vermont GENERAL FUND APPROPRIATIONS BY FUNCTION FOR FISCAL YEARS 1967-1971 (In Thousands) TABLE 32 General Government Activity $ 4,682 1967 $ 5,065 1968 $ 4,901 1969 Requested$ 1970 5,814 Recommended $ 5,282 1970 Reauested $ 1971 5,992 SanitationHealthPersonsProtection and& Property to 7,1354,300 4,3457,919 4,0707,239 10,979 4,187 4,1578,879 11,500 5,226 CharitiesConservationDevelopmentInstitutions & & 8,9813,160 10,786 3,534 12,937 4,214 23,357 5,251 19,526 3,865 27,898 5,453 Education 27,730 40,464 40,762 75 56,854 102 45,098 -- 64,434 104 MiscellaneousTransportationDebt Service 4,1791,286 31 4,537 728 30 5,0492,379 6,625 706 6,664 662 7,599 386 Special Items TOTALS $61,486 $77,409 $80,625 $114,876 $96,134 2,000 $128,594 Source: StateBudget of and Vermont. Management Division, Department of Administration, . HIGHER EDUCATION APPROPRIATIONS FOR FISCAL YEARS 1960-1969 TABLE 33 .0rn Unit 1960 1961 (No debt service included)1962 (In Thousands) 1963 1964 1965 1966 1967 1968 1969 NewMiddlebury England CollegeHigher Education Compact 20.24. 21.24. 10.24. 10.24. 10.24. 11.24. 15.- 15.- -25. 25.- Scholarships:Norwich UniversityNursing 15.90. 15.90. 100. 15. 100. 15. 100. 15. 100. 15. 40. 40. - - Vermont Student AssistanceUniversitySenatorial of VermontMedical -60. -60. 60.10. 60.10. 60.10. 10.80. 90. 8. -90. -90. -90. TeacherTeachers TrainingColleges (StudyCorporation Plan) 496. - 520. - 502. - 517. - - - 125. - 140. - 576. - 938. - VermontVermont State Agriculture Colleges Technologyand Institute - 134. - 135. 47. 141. - 983. - 1,046. - 1,492. - 1,646. - 2,665. - 2,935. - University of VermontDental Hygiene 2,527. - 2,649. - 2,964. 45. 2,943. 45. 3,879. - 4,275. - 4,633. - 5,008. - 6,498. - 7,700. - University of VermontTOTALETV 3,237. - 3,513. - 3,912. - 3,870. 5. 5,681. - -. 5,561. - -. 6,403. - 6,998. 59. 10,264. 410. 12,132. 444. Source: % of General Fund Budget"Appropriations" and Management may Division, properly Departmentbe viewed asof "Expenditures."Administration, State of Vermont. 10.8 11.5 12.8 12.1 14.2 13.9 12.8 We are advised that 12.8 15.6 17.0 97

TABLE 34

TOTAL VERMONT STATE DEBT ISSUED YEARLY, FISCAL YEARS 1957 - 1968

Year General Fund Highway Total Issued

1957 $ 7,632,500 $ 6,000,000 $13,632,500

1958 12,806,282 6,000,000 18,806,282

1959 8,000,000 8,000,000 16,000,000

1960 13,025,000 10,000,000 23,025,000

1961 13,662,000 8,000,000 21,662,000

1962 5,000,000 3,000,000 8,000,000

1963 9,680,377 3,000,000 12,680,377

1964 8,575,000 3,200,000 11,775,000

1965 11,135,000 3,000,000 14,135,000

1966 10,440,000 6,000,000 16,440,000

1967 10,000,000 10,000,000 20,000,000

1968 24,000,000 21,000,000 45,000,000

(25,942,11)0.52 (17,768,000 (43,710,130.521 authorized but authorized but authorized but unissued as yet) unissued as yet) unissued as yet)

Source: Budget and Management Division, Department of Administration, State of Vermont.

1. In February,1969, $20,000,000 of this debt was issued. 98

TABLE 35

DEBT SERVICE REQUIREMENTS, FISCAL YEARS1969-1978 (as of debt 6-30-68)

Fiscal Total for Year General Fund Highway Fund Both Funds

1969 $4,928,187 $5,136,235 $10,064,442

1970 6,085,059 5,340,263 11,425,322

1971 5,833,865 5,221,565 11,055,430

1972 5,826,544 5,102,868 10,929,412

1973 5,567,905 4,984,170 10,552,075

1974 5,428,584 4,860,570 10,289,154

1975 5,249,545 4,732,168 9,981,713

1976 4,962,677 4,614,005 9,576,682

1977 4,837,132 4,490,843 9,327,975

1978 4,711,587 4,372,830 9,084,417

Source:Budget and Management Division, Department of Administration, State of Vermont. 99

TABLE 3 6

VERMONT STATE BOND ISSUES FOR EDUCATION, FISCAL YEARS 1953-1968

Higher Education Public Year UVM State Colleges Schools Total Issued

1953 122,000 $ $ 122,000

1954 1,000,000 1,000,000

1955 3,000,000 3,000,000

1956

1957

1958 1,364,285 3,300,000 4,664,285

1959

1960 1,800,000 1,800,000

1961 2,100,000 2,100,000

1962 2,000,000 2,000,000

1963 4,135,000 465,073 4,600,073

1964 2,000,000 2,000,000

1965 400,000 1,800,000 4,000,000 6,200,000

1966 1,500,000 1,500,000

1967 2,221,000 2,000,000 4,221,000

1968 $1,958,329 (ETV) $4,469,752 $13,968,143 $20,396,224 ($4,000,000 additional authorized but unissued)

Source: Finance Division, Department of Administration, State of Vermont. 7-07,7F77.p.,,

100

TABLE 37

ANTICIPATED FUNDS FOR HIGHEREDUCATION UNDER FISCAL 1969 TAX STRUCTURE (In Thousands)

17.0% Fiscal Anticipated General 14.4% 15.1 %. of Fund Year FUnd Revenuesl of Fund of Fund _ --

$12,067 1969 $ 70,984 $10,222 $10,719 13,236 1970 77,860 11,212 11,757 14,316 1971 84,211 12,126 12,716

1972 91,000 13,104 13,741 15,470

1973 97,789 14,082 14,766 16,624

1974 104,578 15,059 15,791 17,778

1975 111,267 16,037 16,816 18,932

3Anticipated General Fund Revenues for 1969, 1970 and 1971 were provided by Alan J. Charron, RevenueResearch Analyst for the State.Data for the remaining years representthe opinion of the writer as to reasonableesti- mates. These estimates have beendiscussed with Mr. Charron, and he agrees that they may be as reasonable as any atthis time. The tax structure of fiscal 1969 was presumed in revenueestimates. 71177.714,

101

TABLE 3 8

ANTICIPATED GENERAL FUNDFUNDS FOR HIGHEREDUCATION UNDER PROPOSED TAXSTRUCTURE (In Millions)

General Fund 14.4% 15.1% 17.0% Fiscal Funds for of Fund of Fund. of Fund Year Higher Education $14.5 $16.3 1970 $ 96 $13.8 14.8 15.6 17.5 1971* 103 15.8 16.6 18.7 1972 110 16.8 17.7 19.9 1973 117

17.9 18.7 21.1 1974 124

18.9 19.8 I 22.3 1975 131

*Data beyond 1970 estimatedby writer.