Ed 343 501 Title Institution Report No Pub Date Note Available from Pub Type Edrs Price Descriptors Identifiers Abstract Documen

DOCUMENT RESUME

ED 343 501 HE 025 367

TITLE Hearing on the Reauthorization of the Higher Education Act of 196b: Titles I, VI, and XI, Hearing before the Subcommittee on Postsecondary Education of the Committee on Education and Labor. House of Representatives, One Hundred Second Congress, First Session. INSTITUTION Congress of the U.S., Washington, DC. House Subcommittee on Postsecondary Education. REPORT NO ISBN-0-16-036930-4 PUB DATE 24 Jul 91 NOTE 247p.; Not available in paper copy due to small/light print. AVAILABLE FROM U.S. Government erinting Office, Superintendent of Documents, Congressional Sales Office, Washington, DC 20402. PUB TYPE Legal/Legislative/Regulatory Materials (090)

EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS Access to Education; Economic Development; *Federal Legis_Lation; Fellowships; Hearings; Higher Education; *International Education; *Nontraditional Students; Part Time Students; Resource Centers; *Second Language Learning; *Student Financial Aid; Urban Education; *Urban Programs; Urban Universities IDENTIFIERS Congress 102nd; *Higher Education Act 1965; Higher Education Act Title I; Higher Education Act Title VI; Higher Education Act Title XI

ABSTRACT This hearing report, one of a series on the reauthorization of the Higher Education Act of 1965,contains testimony concerning Titles I, VI, and XI ofthat Act. Title authorizes a series of programs designed to aid thenontraditional student. Title VI provides funds for fellowships,the establishment of national resource centers, languageresource centers and business and international education programs. Title XIaddresses partnerships for economic development and urban communityservice. This hearing consisted of two panels which included studentsand individuals from universities, national higher education associations,congressional representatives, and community colleges. The witnessesaddressed the following issues: the needs of part-cime andadult students, the internationalization of higher education, foreignlanguage learning, study abroad, cooperative educationprograms, the needs of urban areas and the role that urban universities can play there,and educating the workforce. The prepared statementsof the witnesses as well as supporting documents and supplemental materialsare included. (JB)

*********************************************************************** Reproductions supplied by EDRS are the best thatcan be made from the original document. **********************************$*********************************** HEARING ON THEREAUTHORIZATION OFTHE HIGHER EDUCATIONACT OF 1965: TITLESI, VI, AND XI

HEARING BEFORE THE SUBCOMMITTEE ONPOSTSECONDARY EDUCATION OF THE COMMITTEE ONEDUCATION ANDLABOR HOUSE OFREPRESENTATIVES ONE HUNDRED SECONDCONGRESS FIRST SESSION

HEARING HELD IN V'ASHINGTON,DC, JULY 24, 1991

Serial No. 102-55

Printed for the use of the Committee on Education andLabor

U.S. 01PARTMENT OfEDUCATION (Awe of Educational Researchand Improvement EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC) This document hes beenreproduced as received Irom the person ororganization originAting it tl Minor changes have beenmad. to improve reproduction quality

Points ol view or opinions slatedin this document do not necessarily representofficial OERI Position Or policy BEST COPY AVAii ABLE

U.S. GOVERNMENT PRINTING OFFICE 47-530 v WASHINGTON : 1991

For sale by the U.S. GovernmentPt inting Office Superintendent of Documents, Congressional Sales Office, Washington, DC20402 ISBN 0-16-036930-4 0 COMMITTEE ON EDUCATION AND LABOR WILLIAM D. FORD, Michigan, Chairman JOSEPH M. GAYLV)S, Pennsylvania WILLIAM F. GOODLING, Pennsylvania WILLIAM (BILL) CLAY, Missouri E. THOMAS COLEMAN, Missouri GEORGE MILLER, California THOMAS E. PETRI, Wisconsin AUSTIN J. MURPHY, Pennsylvania MARGE ROUKEMA, New Jersey DALE E. KILDEE, Michigan STEVE GUNDERSON, Wisconsin PAT WLLIAMS, Montana RICHARD K. ARMEY, Texas MATTHEW G. MARTINEZ, California HARRIS W. FAWELL, Illinois MAJOR R. OWENS, New York PAUL B. HENRY, Michigan CHARLES A. HAYES, Illinois CASS BALLENGER, North Carolina CA RL C. PERKINS, Kentucky SUSAN MOLINARI, New York THOMAS C. SAWYER, Ohio BILL BARRETT, Nebraska DONALD M. PAYNE, New Jersey JOHN A. BOEHNER, Ohio NITA M. LOWEY, New Yu. it SCOIT L. KLUG, Wisconsin JOLENE UNSOELD, Washington MICKEY EDWARDS, Oklahoma CRAIG A. WASHINGTON, Texas JOSE E. SERRANO, New York PATSY T. MINK, Hawaii ROBERT A. ANDREWS, New Jersey WILLIAM J. JEFFERSON, Louisiana JOHN F. REED, Rhode Island TIM ROEMER, Indiana JOHN W. OLVER, Massachusetts RON DE LUGO, Virgin Islands JAIME B. FUSTER, Puerto Rico PATRICIA F. RIR:UM, Staff Director ANDREW F. HARTMAN, Minority Staff Director

SUBCOMMI'rrES ON POSTSECCIDARY EDUCATION WILLIAM D. FORD, Michigan, Chairman PAT WILLIAMS, Montana E. THOMAS COLEMAN, Missouri CHARLES A. HAYES, Illinois SUSAN MOLINARI, New York JOSEPH M. GAYDOS, Pennsylvania SCOTT L. KLUG, Wisconsin GEORGE MILLER, California WILLIAM F. GOODLING, Pennsylvania NITA M. LOWEY, New York THOMAS E. PETRI, Wisconsin THOMAS C. SAWYER, Ohio MARGE ROUKEMA, New Jersey DONALD M. PAYNE, Ncw Jersey STEVE GUNDERSON, Wisconsin JOLENE UNSOELD, Washington PAUL B. HENRY, Michigan CRAIG A. WASHINGTON, Texas RICHARD K. ARMEY, Texas JOSE E. SERRANO, New Yurk BILL BARRETT, Nebraska PATSY T. MINK, Hawaii ROBERT A. ANDREWS, New Jersey WILLIAM J. JEFFERSON, Louisiana JOHN F. REED, Rhode Island TIM ROEMER, Indiana DALE KILDEE, Michigan CONTENTS

Page Hearing held in Washington, DC,July 24, 1991 Statement of: 1 Greenwood, Davydd, Director,Mario Einaudi Center forInternational Studies; accompanied by GilbertMerkx, Director, Latin American Studies Center, University ofNew Mexico; and Ann Olsen Schodde, Vice President for Development, Des Moines As-ea CommunityCollege; G. Richard Tucker, President,Center for Applied Linguistics; Richard Brecht, Director, National Council of Organizations of LessCommonly Taught Languages; Barbara Burn,Associate Provost, International grams, University of Massachusetts-Amherst Pro- 8 Richardson, Evelyn, Student BodyPresident, Bronx Community Kenneth Ryder, Chancellor, College, Northeastern University; WilliamMuse, President, University of Akron,accompanied by David Sweet,Dean, College of Urban Affairs, ClevelandState University; Ronald Temple, President, Community Collegeof Philadelphia; Francis T.borkowski, President, University of SouthFIria; and Calvin Stockman, Dean Continuing Education of 84 Prepared statements, letters,supplemental materials, et Borkowski, Francis T., President, cetera: statement of University of South Florida, prepared Brecht, Richard, Director, 134 National Council of Organizationsof Less Com- monly Taught Languages, preparedstatement of Burn, Barbara, Associate Provost, 46 International Programs, Universityof Massachusetts-Amherst, preparedstatement of Goodling, Hon. William F., 57 a Representative in Convess from theState of Pennsylvania, preparedstatement of Greenmod, Davydd, Director,Mario Einaudi Center for 4 Studies, prepared statementof International Interassociation Task Force,report of 11 Merkx, Gilbert, Director, 163 Latin American Studies Center,University of New Mexico, preparedst.itemeat of Muse, William, 1°resident, 21 University of Akron, preparedstatement of 105 Payne, Hon. Donald M.,a Representative in Congress from theState of New Jersey, preparedstatement of 7 Richardson, Evelyn, StudentBody President, Bronx Community prepared statement of College, Ryder, Kenneth, Chancellor, 87 ment of Northeastern University, preparedstate- 95 Sarantos, Sandra Todd, VicePresident, Educational and opment Services, Valencia Community Economic Devel- Schodde, Ann Olsen, Vice College, prepared statement oi 211 President for Development, DesMoines Area Community College, preparedstatement of. Henry A., Vice President and 25 and Educational Credentials, Director, Center for Adult Learning statement of American Council on Education,prepared Stockman, Calvin, Dean of 206 Continuing Education, preparedstatement of 145 Sweet, David, Dean, College ofUrban Affairs, Cleveland State prepared state. -lent of University, Temple, Ronald President, 114 statement of Community College of Philadelphia,prepared Tucker, G. Richard, President, 125 statement of Center for Applied Linguistics,prepared 37 HEARING ON THE REAUTHORIZATIONOF THE HIGHER EDUCATION ACTOF 1965

WEDNESDAY, JULY 24, 1D91

HOUSE OF REPRESENTATIVES, S. -COMMITTEE ON POSTSECONDARYEDUCATION, COMMITTEE ON EDUCATION AND LABOR, Washington, DC. The subcommittee met, pursuantto call, at 9:37 a.m., Room 2175, Rayburn House Office Building, Hon.William D. Ford [Chairman] presiding. Members present: Representatives Ford,Hayes, Sawyer, Serrano, Andrews, Reed, Molinari, Klug,Good ling, Roukema, Gunderson, and Olver. Staff present: Thomas Wolanin,staff director; Diane Stark, legislative associate; Jack Jennings,counsel; Gloria Gray-Watson, administrative assistant; Brent Lampkin,staff assistant; Jo Marie St. Martin, education counsel forthe minority staff; and Rose DiNa- poli, minority professionalstaff member. Chairman FORD. Today,we convene the Postsecondary Education Subcommittee's 39th of 44 hearingson the Reauthorization of the Highvr Education Act. Today'shearing will focus on Titles I, VI, and XI of that Act. Since we are drawing closeto the end of the hearingswe have observed thatwe have only two field hearings left. On Friday of this week, there will bea hearing in South Bend, Indiana. On Sat- urday, there will bea hearing in New Orleans. The hearing in New Orleans will be the follow-uphearing on historically black colleges that started here with theWashington hearing. The other remaining hearingswill be here in Washington. We hope to conclude by the end ofnext week, and begin working bill shortly thereafter. on a Title VI provides funds forfellowships, the establishment ofnational resource centers, languageresource centers, and business and international educationprograms. All programs authorized under this title assist institutionsoi' higher education in providing international education, andTitle VI is a legacy of the National Defense Education Act. Title I of the Higher EducationAct authorizes a series ofpro- grams designed to aid the nontraditionalstudent. Except for the Student Literacy CorpsProgram, none of the Title I received funding. programs has Title XI is partnerships foreconomic development and urban community service. Part A authorizesfunds for urban universities 111

5 2 to work in cooperation withgovernment, labor, business, andin- dustry to conduct activities that promoteeconomic di mlopment. While Title XI has not receivedfunding in the past, the Senate fiscal year 1992 Appropriations Billprovides $10 million for the Part B Urban Community ServiceProgram, which provides funds to urban universities for use inapplying their resources to help solve the problems of the urban area inwhich they are located. I look forward to hearing thetestimony from our witnesses today. Before I recognize the panel, Irecognize the gentlelady from New Jersey. Mrs. ROUKEMA. Mr. Chairman, I have noopening statement, except to acknowledge that thesehave been most extensive and complete hearings. I do not know if you are outto set some kind of a record, but Ithink we probably have. I want to commend you for not onlythe number, but the depth of the hearings that you have had. Wehaven't come to necessarily a complete agreement onhow we are going to address theReau- thorization, but it has not been for wantof trying and for want of having the best possible expertise broughtdirectly before the committee. I thank you for the past hearings andcertainly for this one that we are going to benefitfrom today. Chairman FORD. I thank the gentlelady. Iwould like to observe that this morning I looked at our scoresheet. While nobody was looking, the President actually signed intolaw either eight or nine pieces of legislation from this committee this year. While everybody had their attention on what is yetto be done on this bill and what is yet to be done on some of thelabor legislation that we have reported from the committee, thefact is that we have plodded along and the President has not vetoedanything from this committee this year. He has, indeed, signed themall. We have not had Rose Garden ceremonies withthe signings, but there are, nevertheless, Public Acts now. Mr. Sawyer. Mr. SAWYER. Thank you, Mr. Chairman. I also want to thank you as we draw to theend of this series of hearings. They have been extraordinary. I have everyconfidence that they will be the genesis of consensus aroundthe work that has gone on this Spring. We are going to be discussing three titles thismorning, which are of enormous importance.All of them have been on the books, now, for some time. However,they will be influentip1 in the changing demographic patterns andin the internatior.:zation of just about every aspect of our lives, including how we educatechildren and how we retrain adults. The one that I am particularly interested in thismorning is Title XI. Title XI has been on the books for sometime, but it is clear that whoever wrote Title XI initially was a manof great vision and insight into the needs of the next century. Ireally believe that the needs addressed by Title XI have as much potentialfor beneficial effect as the Moral Act had in this century. Also, I just want to mention th 1 we lookforward to hearing from our witnesses, two of whom are friends andcolleagues from Ohio.

E; 3 Chairman FORD. Without objection, it is agreed to that other members who wish to submit their statementmay do so. Mr. Reed. Mr. REED. Thank you, Mr. Chairman. I just want to join my colleagues here in commendingyou on these series of hearings. I look forward to the testimony of the witnesses on these important aspects of the Higher Education and Re- authorization Bill. Thank you, Mr. Chairman. Chairman FORD. Thank you. Mr. Good ling. Mr. GOODLING. I would ask unanimous consent to havemy statement included in the record. Since we are dealing with nontraditional students, I havesome legislation that I think deals with that issue. I would like to include my statement in the record. Chairman FORD. Without objection, it is agreed to. [The prepared statements of Hon. William F. Good ling andHon. Donald M. Payne follow) 4

The Honorable William F. Goodling Of Pennsylvania July 24, 1991 Hearing Reauthorization of the Higher Education Act

Mr. Chairman, I an pleased that we areholding this hearing today on Title I, Nontraditional Students,Title VI International Education, and Title XI,Partnerships for Economic Development and Urban Community Service.

/ am especially pleased for it willfocus on the problems of non-traditional students. This is why I introduced H.R.2852, the Partnerships for Educational AdvancementAct. This bill will provide incentaves for two-year postsecondaryinstitutions of higher education and four-yearbaccalaureate degree granting institutions to create articulation partnerships betweenthe two year schools and the four yearschools. The bill also creates a scholarship program for students at two-yearinstitutions to continue with their education toward a baccalaureatedegree.

Since we know that more than one-half of allfirst-time first-year students attending postsecondaryinstitutions attend community or juni.or colleges, and because almost one-halfof minority students enrolled in higher education attendtwo-year institutions, these institutions represent a substantial and an important educational resource. The bill is designed to help assist students in bridging the gap between two-yearto four-year institutions, enabling them to reach theirindividual potential, as well as contribute to the larger society.

This Act, which amends Title I of the Higher Education Act, will ensure that academic credits earned at atwo-year institution will be transferable to a four yearbaccalaureate institution. Below is a Section-by-Section description of the bill.

Again, Mr. Chairman, I wish to thank you for holdingthis hearing. 5

Section-by-Section Summary

Section 1. Short Title -- This sectionnames the bill "Partnerships for Educational AdvancementAct of 1991 Soction 2. Articulation Agreements-- This section amends the Higher Education Act of 1965 bycreating a $50 millionprogram for articulation agreements betweenpartnerships of 2-year and 4-year institutions of highereducation. The section includes the findings and purpose of theprograms.

The bill requires the Secretaryof Education to make grants, from amounts appropriated, to States to enable states tomake awards to articulation partnershipsbetween 2-year postsecondary institutions and 4-year postsecondaryinstitutions. The Secretary is required toallocate the funds to the States accordin9 to a formula when amounts appropriated equalor exceed $50 million. The Secretaryis required to make a competitive basis when the amount grants on $50 million. appropriated is less than

Each State desiring to receivea grant under the program submits an application to theSecretary. The application requires (1) the designation of a sole State agencyas the State agency responsible for administeringthe program,(2) a description of how funds will beallocated, (3) certain assurances, and (4) provision foran annual submission of data concerning uses of funds andstudents served.

Each local partnership thatdesires to receivea grant from a State is required to submitan application that includes certain information including earned at the institutions inassurances that academic credit the partnershipare transferable to the other institutionsin the k:artnership, inservice for teachers, and counseling training for six years. srvices for students. Grants are

The State is authorizedto use up to three percent State money for administration. of the The State is required to give priority to grants which(1) encourage teacher education,(2) are participating in "Tech-Prep" education programs, (3) contribute theirown institutional resources, (4)are not subject to a default reduction agreement, and (5) encourage articulationin subject areas of national importanceas determined by the Secretary. States are required to submit Secretary on the operation of annual reports to the the program. The Secretary is required to evaluate theprograms and disseminate information a'aJout the most successful programs and the causes forsuccess.

) 6

Page 2

Section 3. Articulation Scholarships -- This section creates a $30 millinn scholarship program forstudents enrolled at a 2-year institution in order to enablestudents to continue their postsecondary educbtion by pursing abachelor's degree at a 4-year institution. The Secretary is zeguired to conduct a nationalcompetition for selecting scholarlhiu recipients. Scholars ars selected on the basis of superior acliemic ability andleadership potential and priority is give to :*Aentsdemonstrating superior academic ability and financial ueszi. The institution at which the student is enrolled must contribute a twentypercent match of the federal funds.The awards are for the second through fourth year of college and may not exceed$10,000. DONALD M. PAYNE, MEMBEROF CONGRESS

JULY 24, 1991

HEARING ON TITLES If VII XIOF THE HIGHER EDUCATION ACT

OPENING STATEMENT:

HR. CHAIRMAN LErME COMMEND YOU FOR CALLING A HEARING ON THEREAUTHORIZATION OF THE HIGHER EDUCATION ACTAND SPECIFICALLY TITLES IIVI AND XI.

THE NUMBERS OF "NONTRADITIONAL"STUDENTS WHICH INCLUDE, OLDER ANDPART-TIME STUDENTS HAVE INCREASEDDRAMATICALLY. WE MUST ENCOURAGE EDUCATIONALPROGPAMS AND SUPPORT SERVICES FOR THEADULT STUDENT.

ADDITIONALLY, INORDER FOR THE UNITED STATES TO STAYCOMPETITIVE GLOBALLY, WE SHOULD ENCOURAGE INTERNATIONALEDUCATIONAL PROGRAMS.

FINALLY TITLE XIGRANTS ENABLE INSTITUTIONS OF HIGHER EDUCATION, BUSINESS, LOrAL GOVERNMENTAND OTHER ,11GANIZATIONS TO COME TOGETHERTO CONDUCT VARIOUS PROJECTS AND PROGRAMSINCLUDING SHARING RESOURCES ANDPERSONNEL, AND RESEARCHING AND SOLVING LOCALECONOMIC DEVELOPMENT PROGRAMS. UNFORTUNATELY,THIS TITLE RECENTLY HAS NOTRECEIVED ANY FUNDING AND SINCE MANY OFOUR CITIES ARE IN SUCH TERRIBLE ECONOMICSHAPE PERHAPS THE' COULD POSSIBLYBENEFIT FROM THESE PROGRAMS IN THE FUTURE.

I WOULD LIKETO WELCOME THE WITNESSESAND I LOOK FORWARDTO HEARING TESTIMONYON THESE ISSUES. ii 8 The first panel will be Mr. DavyddGreenwood, Director for the Mario Einaudi Center forInternational Studies in Ithaca,New York. He is accompanied by Mr. GilbertMerkx, Director of Latin American Studies Center, University ofNew Mexico, Albuquerque, New Mexico; and Ms. Ann OlsenSchodde, Vice President for De- velopment, Des Moines AreaCommunity, Des Moines, Iowa. We also have on this panel: Mr.G. Richard Tucker, President, Center for Applied Linguistics,Washington, DC.; Mr. Richard Brecht, Director, National Council ofOrganizations of Less Com- monly Taught Languages, Washington,DC.; and Dr. Barbara Burn, Associate Provost, InternationalPrograms, University of Massa- chusetts-Amherst, Amherst, Massachusetts. Without objection, the prepared statementsof the witnesses will be included in the record immediatelyfollowing their oral presen- tation. We will start first with Mr.Greenwood. You may supplement, add to, or summarize your stasementin any way you feel would be most helpful for the record. STATEMENTS OF DAVYDD GREENWOOD,DIRECTOR, MARIO EIN- AUDI CENTER FOR INTERNATIONALSTUDIES; ACCOMPANIED BY GILBERT MERKX, DIRECTOR,LATIN AMERICAN STUDIES CENTER, UNIVERSITY OF NEWMEXICO; AND ANN OLSEN SCHODDE, VICE PRESIDENT FORDEVELOPMENT, DES MOINES AREA COMMUNITY COLLEGE; G.RICHARD TUCKER, PRESI- DENT, CENTER FOR APPLIEDLINGUISTICS; RICHARD BRECHT, DIRECTOR, NATIONAL COUNCIL OFORGANIZATIONS OF LESS COMMONLY TAUGHT LANGUAGES; BARBARABURN, ASSOCIATE PROVOST, INTERNATIONAL PROGRAMS,UNIVERSITY OF MAS- SACHUSETTS-AMHERST Mr. GREENWOOD. On behalf of theInterassociation Task Force on Title VI and 102(bX6) of Fulbright-Hayes,Gill Merkx, Ann Schodde, and I have come to try to answer yourquestions and to add a few points to our writtenrecords of testimony. We would also like to requestsubmission of the Task Force Report into the records of the committeefor your consideration. The coalition that we represent isimportant and unusual in that it represents an agreement amongthe six higher education associations to a common position on TitleVI. This is an unprecedented level of agreement and should suggestsomething about the importance of the current movement inthe internationalization of Amer- ican higher education. Four-year institutions, community colleges,and research universities feel the pinch, if not in the same way,at least to the same degree. One of the principal points 4ehind ourposition is that it is a direct Federal responsibility to intervenein international expertise generation. The conduct of the foreign policy ofthe United States, as well as our economic conductin an increasingly competitive arena necessarily means that there is a Federalresponsibility to seed to the manpower requirements andthe human resource possibilitiesthat

1 2 9 the NT ..iun really needs in orderto be able to deploy itself effectively. At the present time, Title VI isthe only specific piece of legislation that deals directly with expertisegeneration, creation, end maintenance. Therefore, it is the absolutecornerstone of the Feder- al approach, and deserves attentionas such. Another key feature of Title VI isthat it has a very small budget. It has anenormous multiplier effect. It shows thesuccess of the program, and that is positivein the sense that the leveraging that it has achieved has beenvery effective. On the other hand, the down sideof a leveragingprogram is that when the leveraging goes too far, thedecelerator effect can set in. You can see a decline andeven a collapse of the system, which has been effective, if it is pressed too far, It is our contention that, financially,the program is so strapped that it has reached that point. We face a situation of increasingnational need. At thesame time, we have decreasing availabilityof international expertise, partially through theaging of the population of internationalexperts, and simply through the increasein demand. There is a demonstrated utility ofthis expertise to the public. We have included that in the record.We face increased demands from the private sector for the servicesof international education. USAID and other agencies ofthat sort are also after the international expertise that Title VIprovides in a very serious andre- newed way. Primary and secondaryeducation all across the Nation has passed requirements for language,and international competence feels this very urgently.Textbook materials, training for teachers, and possibilities for furthercontinuing education for teachersare all things that Title VIhas to address, but with insufficient sources. re- The increased demands of2 year and 4 year institutions for internationalizationacross the board are clear. Theyare difficult to address withoutmore. What we really need isa comprehensive continuum of learning opportunities that start withbeginning schooling andgo through the end of woi king life, builton a core of international expertise which is sole1 provided by TitleVI. We r that funding is not thepurview of this committee. Nevertheless,we request and seek the support of the committeein the appropriationsprocess because of the natu-e of the mismatch between the Federal budgetand the importerrof this particular set of issues. Our proposals themselves,which are outlined inour report, are adjustments rather than fundamentalrestructuring of the Title VI system. In other words,we agree with its basic approach and tactic. We want to retain theexpertise generation model, butwe try to broaden the sectoral balanceand responsiveness of theprograms to address the needs of thesenew constituencies o. the increased needs of existing constituencies. We also seek a betterarray of linkages between experience-based international education, study abroad,and exchangeprograms. We worked these in throughoutour proposal for Title IV.

13 10 We also requested that 102(bX6)of Fulbright-Hayes bemoved into Title VI in order toachieve better oversight, inorler to achieve annual review, andalso because the program iscurrently administered by the Center forInternational Education in the De- partment of Education. It is necessary to match thelevel of national need with thelevel of support. We haverecommended an authorization capof $130 million. The previous highappropriation for Title VI in 1991dol- lars was in 1967 at $63.5 million.This included only the fourorigi- nal programs under Title VI.They are currently funded at$28.3 million. This is an enormousdecrease. Since then, many new responsibilitieshave been added. There- fore, our authorization caprecommendation brings the original ir programs back totheir 1967 levels, adds theadditional resources needed forthe programs that theCongress has added to Title VI since 1967, and funds themodest set of new activities that we haverecommended as a task force. We are prepared and anxious to answerany questionsthat you have about our recommendationsand anything else that youwould like to know about Title VI from ourperspective. Thank you very much., [The prepared statem6nts ofDavydd Greenwood, Gilbert Merkx, and Ann Olsen Schodde follow:]

4 1 1

TESTIMONY

DAVYDD J. GREENWOOD Director of the Mario Einaudi Center for InternationalStudies, Cornell University, and Chairperson of the Interassociation Task Force on HEA-TitleVI/ Fulbright-Hays (102(b)(6)

BEFORE THE

SUBCOMMITTEE ON POSTSECONDARYEDUCATION COMMITTEE ON EDUCATIONAND LABOR U.S. HOUSE OFREPRESENTATIVES

ON THE

REAUTHORIZATION OF THE TITLE VI, INTERNATIONALHIGHER iDUCATION ACT EDUCATION PROGRAMS

ON BEHALF OF THE

American Association ofCommunity and Junior Colleges American Association of StateColleges and Universities American Councilon EdUcation Association of AmericanUniversities Association of Urban Universities Council of Independent Nati Colleges Association of IndependentColleges and Universities National Assocation of State Universities and Land-GrantColleges

July 24, 1991 12

Introduction Greenwood, Director Mr. Chairman and Members ofthe Subcommittee, I am Davydd J. University a- If the Mario Einaudi Centerfor International Studies at Cornell Task Force on HEA-Title VI/Fulbright-Ha liairman of the hUerassociation of the 028)1(6)). Thank you for providing theopportunity to present to you the wom Act, Title VI, ,interassociation Task Force on thereauthorization of the Higher Education International Education Programs. of the The Interassociation Task Force representssix associations covering most of Community spectrum of US. higher education, asfollows: the American Association American and Junior Colleges, AmericanAssociation of State Colleges and Universities, of American Universities, NationalAssociation of Council on Education, Association State Independent Colleges and Universities,and the National Association of Universities and Land-Grant Colleges.The Task Force consisted of a diverse campus-based group with decades ofexperience with Title VI programs. involved in the Over the history of Title VIreauthorizations, many different groups international competence have come tothe federal creation and ma Itenance of coalitions or government to make their case.This usually has taken the form of small of urgency separate voices arguing for theirparticular programs. However, the sense backdrop of about the United States' declininginternational competence against a challenges is so strong within the highereducation community enormous international position. that it has drawn our differentperspectives into a single consensus the record as an Mr. Chairman, I request that theTask Force's report be submitted into and rationale exhibit to my testimony. Since the reportpresents our recommendations and background in detail, I wish to focus mytestimony on a broader overview of issues to our policy and legislativeapproach.

Federal Ro lefritle VI Background between the nation's Mr. Chairman, we are committedto the partnership that exists higher education system and thefederal government in the area ofinternational other education. It was out of a sense ofnational risis about U.S. ignorance of the National countries and cultures that theCongress originally created Title VI in federal Defense Education Act of 1958. Overthe years, Title VI has remained the in foreign government's ;)rimat y mechanism formeeting the nation's need for expertise generation is languages, area and other internationalstudies. International competence because of the direct relevance ofinternational competence a clear federal responsibility and vitality of the U.S. and expertise to the conduct ofU.S. foreign policy, to the health leadership role of the economy in a globalmarketplace, and increasingly to the world United States on issues of global concern.Informed decisions in these areas must depend on persons who have the depthof knowledge and understandingof other languages and cultures necessary to operateeffectively within those cultures; persons who know how the people of othercultures think and work and who cancompetently 13

assess the political, economic, or social implications of decisions and actions.

Over the years Title VI funds have had a strong multiplier effect. Althoughthey have represented a small percentage of total postsecondary spending forinternational education, they provided important incentives to universitiesto create and support international programs at the graduate and undergraduate levels,at two-year, four-year, and graduate institutions. The Title VI National Resource Centersfor foreign language and area studies, which indude undergraduate and graduatecenters, train most of the nation's foreign language and area experts. Title VI foreign languageand area studies fellowships (FLAS) play a key role in supporting many of the studentsin these centers. Today, graduates of Title VI-supportedprograms staff government agencies, international organizations, research institutes, universitycenters, and increasingly, key international positions in the privatesector.

Most recently, Mr. Chairman, we have seen the Middle EastResource Centers serve the national interest during the Persian Gulf crisis. Arecent survey conducted by the U.S. Department of Education's Center for International Education revealed theimportance of these centers in providing expertise and assistance to loml,state, and federal government agencies, elementary and secondary schools, other colleges and universities, national and international organizations, andto the local, national and international media, from the Ann Arbor News to Le Figaro inParis. One Center reported that at least one of their faculty wason television or radio virtually every day during the crisis, while another reported fulfilling approximately570 media requests. Yet another center wrote, "...the recent conflict forcesus to rethink notions of outreach as there are several non-traditional constituencies desperate for the kind of information we are able to provide." I attach as an appendix a listing of the information media which utilized our Middle East Resource Centers.

The undergraduate programs of Title VI have fundedimpressive projects which infuse an international perspective into the undergraduate experience of all students,by adding an international content to the general education andcore curricula of the disciplines. Many programs have been successful in linking liberalarts and professional studies such as business, teacher education, andengineering, while others have established nea methods of advanced foreign languagelearning in combir 'ion with other disciplines, such as historyor economics. Undergraduate projects not only benefit the students and faculty of the grantee institutions,but through local and regional outreach activities, knowledge is disseminatedto other institutions, especially elementary and secondary schools, and citizens at-large.Often, the undergraduate project represents the first attempt by an institution to drawon the reservoir of talent and interest of its population to internationalize the entireinstitution. The average grant of $40-50,000 is a modest investment which typically hasbeen matched with dollars or in-kind support, and which has servedas a catalyst for further support from faculty and administrators.

Title VI also supports quality programs under thecenters for international business education, business and international education training,language resource centers,

2 14 research and studies, and two yet unfunded provisionsfor intensive summer language institutes and the acquisition of foreign periodical&The Hoc.4e has provided in the FY 1992 Labor, Health and Human Services and EducationAppropriations Bill initial funding for the foreign periodicals section, for which we are verypleased.

We appreciate the consistent support shownby the Congress over the years, especially in face of efforts by several Administrations toeliminate lltle VI. Unfortunately however, over the last two decades the originalfederal sense of clear and strong responsibility for the nation's international expertise hasdiminished. As our report illustrates, funding as expressed in 1991 constantdollars, declined from the late 1960s by nearly 40% for all of Title VT, andby 55% for Title Vi's original programs (graduate and undergraduate language and area centers,foreign language and area study fellowships, research and studies and languageinstitutes). For Fulbright-Hays (102(b)(6)) the decline has been over 50%. Today,funding for these programs in FY 1991 represents a mere .0017 of the total availablefunds for the U.S. Department of Education. We hope that, given the dramatic changesin the world order and their implications for thc United States hem and abroad,funding incteases in the last two years are the beginning of a renewedcommitment by the federal government to help reverse the dangerous declinein our ability to function with know;edge and understanding in the international arena.

New Problems, New Challenges

Title VI funds helped to establish a foundationof research and knowledge that was the nation's primary source of international expertise duringthe Cold War. Today, however, the structures on which U.S. foreign policyhas been based since the beginning of the Cold War have collapsed. The multipolarizationof political and economic power, and the globalization andinterdependency of environmental, health, communications, and other issues, all point to an uncertainand yet undefined new world order, creating challenges far greater thanthose of 1958. The U.S. role in this new world order will be determined in part by ourinternational expertise.

An increase in demand for international competence means aneed for an increase in supply. Various sectors increasingly approach ourforeign language, area, and international studies community for their expertise, such asbusiness and other professions, the military, the international developmentcommunity (USAID has just established a Center for University Cooperation inDevelopment to create partnerships with USAID, U.S. universities, and developingcountries), the information media, the elementary and secondary school system, and other collegesand universities. The kind of expertise and assistance being requested is also of greaterdepth and awareness than ever before. Without a strongly enhancedfederal role in assisting the foreign language, area, and international studies community,the current system can not meet these new demands.

The privaw sector has already articulated its need for theinternationalization of business and other professional education, and for a linking ofprofessional skills with

3 15

foreign language, area and other internationalstudies. For example, asurvey of corporations conducted by the Coalition forthe Advancement of ForeignLanguages and International Studies (CAFLIS) twoyears ago found that 86% of the respondents indicated their firms would place a greater emphasis on internationalcompetence among management and employees in this decade. TheCouncil on Competitiveness n d the American Business Conferencealso have spoken outon the importance of ,egrating international with professionalskills. Some zompanies, suchas AT&T, Xerox, and Motorola, are developing majorin-service international education Private consulting companies programs. are often asked to provide corporate staff withforeign language and international studies expertiseand training. Much of the expertise private sector programs rely upon these comes from the academic foreign language,area and international studies community, most specifically from people trained underTitle VI programs, or faculty members from Title VIprograms, thereby putting increased pressure on a dwindling resource.

We have seen the nation's governors, state boards.of education, and chiefstate school officers speak out irecent years through major reportson the growing need for international education at the elementaryand secondary levels. Many states have responded by maniating language and geography requirements in their primaryand secondary school curricula. Who will providethe education? Who will teach the teachers, if not the programs supportedby Title VI? Again, thereare numerous examples of the graduate andundergraduate foreign language,area and international studies community being called upon to teach the teachers, to develop andevaluate curricula, and to provide seminars andsummer institutes for students and faculty. In one recent case, a group of experts fromour Middle East Centers conducted a Text Evaluation Study of 60 geography, worldhistory and American history texts for their coverage of the Middle East and North Africa. The work was designed to assisttext selection committees and curriculumcoordinators of elementary and secondary in evaluating their texts for schools accuracy and adequacy of coverage of these worldregions.

Colleges and universities across the nationare struggling to build international capacity in the midst of very hard financial times. Strengthening the internationaldimension of undergraduate educa'.on at two- and four-yearinstitutions is pivotal both to the produ-tion of candidates for graduate international specialties and to rpodcitizenship education. Undergraduate international education is also critical for those whowill complete their education withan associate or baccalaureate degree, and whose will require international careers competence to operate effectivel; ina global system. At the graduate level, the need to producemore graduates with international specialties is underscored by the predicted shortfall this decade of international experts,as the declining number of specialists intraining will not be able to replace all the retiring in the 1990s. experts

The depth and variety of internationalcompetence that will be needed by the 21st century can be created only throughnew approaches and learning strategies in international education. Wecan no longer get by with the sporadic, piecemeal approach of the past. We need an interrelated continuum of learning opportunitiesfor 4 16 international competence that begins at theelementary and secondary level and continues throughout adult life, that combinesclassroom work and research with experienced-based learning, and that links foreignlanguage, area and other international studies with other disciplines. TitleW has the pivotal role to play here.

The federal government must demonstrateleadership with a renewed sense of responsibility and vision for addressing thesechallenges. In the past there has been no federal strategic plan for developing international competence,or even set of objectives, outside of the defense and intelligence communities.Today we urge the federal government to work with the higher educationcommunity and the private sector to undertake an international competence needs assessmentand plan, and to provide the funding to support it. The Department of Education'sCenter for International Education could play a role in the study and developmentof such a plan through the Title VI research and studies authority.

Some Modest Solutions

Title VI does not have the funding or capacity tobe all things to all sectors who seek to build international competence. It has done wellwith scarce funding. The expertise generation model that is the core of Title VI hasestablished a solid infrastructure from which we can now build to meet growini,demands.

We have designed a package of legislativeamendments which address the concerns and need^ of all higher education, whichbuild on Title VI's current base, and which will enable Title VI to respond more effectively tothe variety of demands for international capacity building. We also havetaker into consideration the tight budget constraints the Congress faces.

Our amendments suggest strategic changesthroughout the Title VI legislation, rather than a drastic restructuring of the statute. Theywould strengthen existing activities, replace outdated provisions with programs focusing ontodays challenges, and underscore the interconnectedness of the various componentsof the legislation, all within modest authorization levels. I would like tocite three examples.

As we have seen during the Persian GulfCrisis, the nation's 105 national resource centers are being called upon increasinglyfor their expertise and assistance. To further encourage dissemination and outreachactivities, we propose to strengthen Section 602 with a set of optional funding packages the Secretary canmake available to NRCs to work with local, state and federal agencies, indudingelementary and secondary schools; with the media and other organizations; withbusiness and other profession5i schools; and with other institutions of higher educationsuch as two- and four-year colleges. These funding incentives will assist the centerstruly to become our national resources in the languages, areas, andcultures of the world.

Section 604 is revised to better respond to the evolvingchallenges of international capacity building at the undergraduate level. Subsection (a)would be focused on

2 9 1'1

assisting the start-up of new programs in foreign language,area and other international studies, with a 50% matchingrequirement edded to instituticms to strengthen their encourage undergraduate commitment Subsection (b)would support undergraduate programs of demonstrated excellence, also wit?.a 50% matching requirement. Since institutions throughout the nation vary intheir level of sophistication in international education,the new subsection options from which an institution woulS offer a menu of can choose to assist in makinga promising program self-sustaining. The list of activ1ticwe have induded represent international education which need key components of to be more effectivelylinked with each other, such as experience-based learning with thearea studies, foreign language, curricula. Subsection (b) and professional grants would encourage suchlinkages. Unlike the missions of international such as USIA or USAID, Title programs administered by otherfederal agencies, VI has an academicmission to teach U.5 studentsand faculty to compete andcooperate more effectively in to carry out this mission, a global environment. In striving we must not lose sight of theimportance of overseas experience as a key factorin achieving true international amendments fadlitate linkages competence. Seve al ofour with institutions abroad andenhance study and internship opportunitiesoverseas. In addition, we are recommending 102(b)(6) of the Mutual that Section Educational and Cultural ExchangeAct (Fulbright-Hays) be transferred into Title VIas a new Part C (Part C, General redesignated as a Provisions would be new Part I)). This program is administeredby the U.S. Department of Education underan Executive Order as the VI, and is funded by overseas program complementaryto Title the Labor, Health and HumanServices and Education Appropriations Subcommittees.The program is rarely reviewed neglected in the funding and has been sorely process. The proposed transfer wouldenable the same authorizing committees which have oversight of Title VIto have review over its complementary overseasprogram. In the transfer, we also of continued coordination urge that assurance be made with the J.William FulbrightForeign Scholarship Board, the Fulbright Commissions abroad,and the US. Embassies; and that retain its permanent Section 102(b)(6) authorization and separate line in theappropriations process. Citing these examples is not meant to diminish the importanceof our other Title VI recommendations. They form a comprehenaive set of carefully craftedamendments which enabled :ne Task Forceto address the issues identified and in the .:ommunity. We achieve a consensus urge the Subcommittee to consider thepackage as a whole. Finally, I would like to comment on our proposed authorization levels.The total of the authorization levels recommendedfor both Parts A and B is authorization cap for these $130 million. The last programs was $55 million for FY 1987.We have calculated that in constant 1991 dollars,the peak funding level occurred for Title VI's four original in FY 1967 at $63.5 million programs cited earlier. Since FY 1967,numerous new programs and activities have been addedto the title without a concomitant funding. We believe that increase in to bring the title's originalprograms back up to the FY 1967 level of purchasingpower, and to adequately fund both the and the new activities other existing programs we are recommending, $130 millionis a very modest cap. 6

21 18

Conclusion the United States faces unprecedentedand unpredicted changes in At the very time the international expertise is losing world order, our nation'sinfrastructure for generating delay in reversing this trendwill only compound our ground rapidly. Further recommendations are economic, foreign policy, andother international problems. Our Congress to refocus attention onthe urgent federal responsibility designed to encourage nation for our new global to work with the highercommunity in preparing the challenges.

24 19

APPEMIX

TITLE VI MIDDLE EAST NATIONALRESOURCE CENTERS: OUTREACH DURING THE PERSIANOULF CRISIS iverytime you turned on television or read an the Gulf War aocount regarding chances were great that theMiddle East expert being interviewed, or relied upon for background material,that authored a recent OP-ed piece,or perhaps recently addressed of your school-aged children's one classes -- had eitherbeen educated at or was directlyaffiliated with one of National Resource Centers. the Title VI

One salor beneficiary of the expertise available at theCenters was the Nation's inforsationmedia. requests from TV, radio and Centers tilled press newspapers for backgroundmaterial on Kuwait, Iraqi residents toappear on TV, and Arab/Muslim specialists for talk shows. (Partial sedia listingbelow)

iaeffittfonal6 Local) CBS CDC (Canadian) NBC RTI (Italian) CNN Financial News Network DSc Christian Science Monitor Cable Vision ififiStreetJournal New York Times Business Week Chicago Sun Tises Education Hoek Chicago Tribune Chronicle of HigherEducation Washington Post Village Voice Los Angeles Times Jordan Times Liberation (Paris, Nashville Tomes:man FR) Le Figaro ("wig) Excelsior Newspaper(Mexico) Nation U.S.A. Todrd Newsday JerUsaler Report Richmond Times-Dispatch The RAM44111 City Star Th Cincinnati Enquirer Tise migasina Ann Arbor News Dallas Morning News San Diego Union New 'Seven Register Juneau aspire Sydney Harald Boston Globe New York Magasine Le Soir Newspaper(Belgium) ellieEigfiess City News Service Knight Ridder/TribuneNews (Chicago) Reuters Cox Newspapers Copley Neve Service Islamic InforsationService Deuteche Press* Agentur Gannett News Service United PressInternational Center Experts appeareden all radio stations local, national international, includingNational Public Radio, and and Radio Free Europeand major television Voice of Aserica ABC (Nightline, Good shows such as: Morning America,ABC Melling News); (CBS Evening News,Sunday Earning, OS show); NBC (Sunday America Tonight,Morning )lorning News, TodayShow); PBS (MacNeil/Lehrer NewsHour).

23 20

data contained in thisdocument was based on The information centerst sabmitted by thefollowing Middle East

COLUMBIA UNIVERSITY Middle East Center

HARVARD UNIVERSITY Center for MiddleEastern Studies

ONIO STATE UNIVERSITY Middle East StudiesCenter

PRINCETON UNIVERSITY Middle East Center (with NEN YORKUNIVERSITY) mummy OF ARIZONA Middle Raft Center

UNIVERSITY OF CALIFORNIA -BERKELEY Middle East Studies Center UNIVERSITY OF CALIFORNIA -LOS ANGELES Near Eastern Center UNIVERSITY OF CHIcAGO Middle East Center UNIVERSITY or MICHIGAN Center for NearUstern Studies

UNIVERSITY OF PENNSYLVANIA Near East Studies Center

UNIVERSITY OF TEXAS Middle East Studies Center UNIVERSITY OF UTAH Middle East Center

UNIVERSITY OF WASHINGTON Middle East Studies Center

of Education, Excerpted from survey resultsof the U.S. Department Education, ?larch 1991 Center for International

214 21

MU VI REAUTHORIZATION:

A PERSPECI1VE FROM ME FOREIGN AREASTUDIES COMMUNITY

Prepared for Testimony

before the Subcommitteeon Postsecondary Education

of the Comittee on Educationand Labor

of the United States Houseof Representatives

Gilbert W. Merkx

Director Latin American Institute The University of New Mexico

Co-Chair Council of Title VI NationalResource Center Directors (CNRC)

Member Inter-Association Task Forceon Title VI Reauthorization American Councilon Education

Wednesday, July 24, 1991 22

this Rep:esentatives, Ladies andGentlemen, I appreciate Cherman, Distinguished Director of the Latin r. views. My name is GilbertW. Merkx, and I am opportunity to present my and Co-Chair of theCouncil of Title VI American Institute at TheUniversity of New Mexico Inter-Association Directors. I have beenserving as a Member of the National Resource Center Council on Education andother higher Task Force on Title VIReauthorization of the American education associations. fold= Ara Mar. tinEndansuid Souks Act can best beappreciated if the The importance of TitleVI of the Higher Education species that is and area studies programs areconsidered an endangered nation's foreign language language and area studies programsin the hostile environment. Foreign fr--g to survive in a their own institutions asinternational education nation's universities arealmost as marginal in The fragility larger context of education programsin the federal government. programs are in the national importance farbeyond what is of university-based foreigi areastudies gives Title VI a VI in the Federalbudget. with some implied by the size of Title government may viewthe American university Our colleagues in theFederal politicized than the institutionsof government. envy, seeing it as morestable and less internally tend to stay in office probably mistaken. Officials anall branches of government That perception is survival is less than five years.The allocation longer than universityadministrators, whose average difficult than the F'ederalbudget of resources inside theuniversity is not less controversial or administration is lesspublic. The budgetary powerof the central university process, it is simply process encouragedby the relative subject to intense lobbyingby academic departments, a depends upon departments. The loneerm successof the academic department autonomy of the priorities and its resourcesin competition with the tenacity with which itdefends its disciplinary other academic units. especially problematic forforeign area The Darwinian characterof this environment is promotion depend upon the departmentsfor course offerings. The studies programs, which must is likely to run counter tothe disciplinary diectives by the foreigi area center foreign of interdismlinary department. Most departmentsview a concentration of priorities of the academic that environmentalistsview an oil spill, language and area studiestalent M roughly the same way namely, as requiring immediatedispersion. 1122411ann it Bit 52 Eagan' studies unfavorable context faced byforeign language and area Given the general!), ancl Foreign Languageand Areas Studies programs, the NationalResource Centers (NRCs) critiak important role ingenerating (FLAS) Fellowships fundedby Title VI of 1.1EA play a such keertiv:ogram huiding Title VI NRCfunding is used to support .additional internal university languages, foreign area librarymat components as courseoffenngs in the critical rare outreach advisement, dissemination ofresearch, and educational spealcers and colloquia, student studies program to recruitgraduate FLAS fellowships allow the area languages, do to the larger community. determination necessary to master oneor more foreign students with the talent and all this training, take avowif not of reaearch abroad, complete agraduate program, and after income. povertyof modest future and Fulbright-Hays 102(b) (6) programs, It must also be recognizedthat the other Title VI acquisition of centers for research onlanguage acquisition, the such as undergaduate programs, and postdodoral researdi,and foreign periodicals, summerlanguage institutes, dissertation form a all functionally interlinkedwith NRCs and FLAS to international business education, are Dissertation Resezsch Abroad programof mututally supportive whole.For example, the Doctoral which graduate students can Fulbright-Hays 102 (b) (6) is nowthe only remaining program to together have made in some foreign area fields.All these programs apply for dissertation support nation's need for foreignlanguage and area a remarkablecontribution to the meeting our expertise. peer-review award that the competitive natureof the Tile VI NRC It is important to note invidious nature of universities,this status offers process confersnational ranking. Given the 23

internal prestige to the center that could not possibly be achieved by othermeans. The achievement of Title VI NRC status bya foreign language and area center is usually viewed major accomplishment that validates the as a university administration's investment inforeign language and area studies andencourages further hsestments. As a result: Title VI funding exertsan extraordinary multiplier effect. In 1978-79 Schneider estimated that Title VI contributed 9.1% of the cost of center budgets,/ and in 1981the Rand report estimated the figure at 6%, with universitiescontributing 91% of the cost and other only 3%2 There is no sources reason to think eoit the multOlier effect has lessenedsince. A few years ago it was suggested since Title In funding provides leas than 10% of NRC propam support at most campuses, the loss of TideVI funding would be compensated by other funds or at least would not leadto major program cuts.3 This arpiment is about the farmer who tried to reminiscent of the story save money by feeding his horse less and lessevery day. At first the farmer did save money, but eventually the horse died! With respect to Tide VI,a diacontinuatr of Federal funding would have multiplier effect, leading to major disinvestment, a reverse in area studies by universities.The range of leverage estimates already mentionedsuggests that the loss of Title VI support mien additional disinvestment at least result in an ten times 'he size of the Tide VI loss. WithoutTide V1 or a similar Federal program,many foreign language and area centers would nation's remaining foreign langur cease to exist and the and area programs would decline sharplyin quality. The levels of Federal support for NRCs andFLAS fellowships provided by current terribly inadequate and appropriations are may already be approaching such low levels thatthe process of university disinvestment in foreign language andarea studies will begin. It must be recognhieithat Mostato dIffese international knowledge depend instance on the creation of knowledge, in the first and that the use ot foreign languageand area specialists for teaching in applied fields suchas babas and government depends availability of the specialists. The upon the prior compakensive National Resource Centers&alas the foreign language and arta specialistsupon whom tbe entire edifice ot U.S. International Should Title VI timdb.,i; et the NRCs, education rests. FIAS fellowships, and other supportiveTitle VI programs, be disa.anued or reducti belowviable levels, the nation's international would be threatened. competence in all areas

Cfilli1114911

The challengu facing those who believe that the national interest requires foreignlangague and area expertise in the UnitedStates, therefore, ia to protect the remarkable, achievement represented by the Title but fragile, V/ National Resource Centersfor Foreign Language and Area Studies, the FIAS FellowshipProgram, and all the other Title VI undergraduate to the post-graduate level, progams ranging from the this nation well which together form an integrated wholethat has served Today the basic infrastructure offoreign language and area studies eroding at the ver): time the world it U.S. universities is order is being dramatically, andunpredictably, transformed. Another problem is generational. Mostof todays foreign area specialigs entered 1960s and early 1970s as the result the field in the of NDEA Title VI. But the end ofrapid growth for U.S. universities and the decline of fundingfor foreign language and other fields. Today's foreign area studies ledstudents to seek area programs are dominated by older scholarsand are scarce in younger scholars. Remt manpower studiessuggest a major loss of foreign language experts from retirement in the nat tenyears. and area Will America's depreciating foreign language and area expertise be replaced?That depends on two factors: rust, on whether the nation'scolleges and universities continue international education, and second, to invest in on whether future generations of foreign languageand area specialists are trained. Ifwe can assure the availability of this critical can and should proceed to more broadly stock of expertise, we then internationalUe American education andother institutions as well. Theprograms developed under Tith VI have been highly meeting dier goals, at least when successful in sufficient Federal fundingwas provided. Continuation of these programs, with the improvmems recommendedby the Inter-Association Task education community, Force of the higher is essential to the nation's ability tocope with the newly emerging international realities and the challengesthey pose for the United States.

2 - 24

NOTES

Money," in ' 1Ann 1. Schneider, 0NDEA Centers:How They Use Their Federal jind International Studio. Commipn on Foreip Language 16 -174.) (U.S. Government Pruning Office,Washington, D.C., November 1979, pp. Studio: The Role of NDEA 2Lorraine M. McDonnell, et. al., federalSupport for_International Title VI (Santa Monica: TheRand Corpmlion, 1981), p.38. and International Education:The Federal Role," 3Wayne Clifton Riddle, "Foreign Language 1989). (Library of Congress: CongressionalResearch Service, November 20, 25

TESTIMONY OF

ANN OLSEN SCHODDE Vice President, Development Des Moines Area Community Services Collage, Ankeny, Iowa and Member of the Interassociation Task Force on HEA-Title VI/Fulbright-Hays(102(b) (6))

BEFORE THE

SUBCOMMITTEE ON POSTSECONDARYEDUCATION COMMITTEE ON EDOCATION& LABOR

U.S. NOUSE OFREPRESENTATIVES

REAUTHORIZATION OF TITLEVI OF THE HIGHER EDUCATIONACT

On behalf of the American Association of Community and JuniorColleges (AACJC)

JULY 24, 1991 26

INTRODUCTION distinguished committee,I appreciate members of this on Mr. Chairman and present my views tothe House Subcommittee the opportunity to Ny name is Ann Schodde,Vice President for Postsecondary Education. Community College. I served on Development Servicesat Des Moines Area Task Force on HigherEducation Act-Title VI, the Interassociation and on the MutualEducational and CuiLzral (International Programs) (6). Exchange Act, (Fulbright-Hays) Section 102(b) testimony of Chairman Davydd The views expressedhere supplement the has been submitted into Greenwood and the reportof the task force that the record. addressing today is educationin the context of The broad topic we are and or global society. It means education the international economy citizenry of this nationin matters ofinternational for the vast increasingly we cannot separatefrom domestic issues. concerns which issues. I will limit my This subject is largeand encompasses many the crucial and vitalcommitment two-year comments to one topic: education, the results of colleges have toadvancing international over the years and theneed for increased support shown by Congress this commitment. assistance from thefederal government to support review with you some facts Before addressing thetopic, let me briefly about community, junior,and technical colleges.

COMMUNITY, TECHNICAL, ANDJUNIOR COLLEGES the largest single Community, technical, andjunior colleges make up postsecondary educationalsystem, enrolling segment of our nations's freshmen and 43% of thetotal nation's entering college over SO% of the Fifty-one percent of allfirst-time college undergraduate population. technical, and students taking creditclasses enroll at community, In the fall of 1990, 10million individuals were junior colleges. colleges. enrolled in one or moreclasses at over 1,200 two-year provide geographic and financialaccess to highwr Two-year colleges Students persons over the ageof eighteen years. e ducation for all college to earn a include those who willtvansfer to a four-year who require retraining formodified or new baccalaureate degree, those education, those new to to obtain technical mployment, those who want job skills, seek assistance inlearning English and new our shores who learning, and those for whom noother door in those pursuing life-long drop-outs and part-time higher ducation is opensuch as high school foreign students are discoveringour colleges. students. Increasingly, enrolled over 5,500 foreign /n 1990, Niami-Dade Community College institution of students, the largest suchenrollment at any single higher learning in thiscountry. constituency, the two-yearcollege has dedicated In serving its broad skills of teaching. Teaching--not research--is itself to the art and The faculty combine the primary responsibilityof its faculty.

3 27

professors with advanceddegrees in specialized skilled teachers with fields, technically committed to providingextensive practicalexperience, and guidance and support counselors populations. to differentstudent The national voice and leadership of colleges is the American community, technical, Association of Community and junior located here inWashington. and Junior Colleges member institutions, It serves thebroad public interest approxisately 1,150 of its accomplish its mission,the Associationtwo-year colleges.To which articulatesgoals and areas has a Public PolicyAgenda of priority. One of the Association's top fivepriorities is Education. International//ntercultural

TWO-YEAR COLLEGES AND INTERNATIONALEDUCATION Two-year collegesare generally controlled citizens, and work by a board oflocal clortely with thelocal communities particularly foreconomic development. they serve, community collegesprovide local Over 75 percent ofpublic U.S. customized employee business and industries training. During the last with business/educationpartnerships have two decades, these establishment of played a significant international business role in the supported by TitleXV grant monies. centers, often partially During the 1000's communities everywhere international eventsand issues. have felt the impactof scarce resources, Despite the national community colleges recession and challenges for increased have responded todemands and visible in the international education. expan ion of international The resultsare and events in cities and communities, college-related activities foreign students,faculty exchange enrollment of thousandsof development of programs, study abroad international curricula programs and for the domesticcampus. Several nationaltrends are responsible active response for this increased from communitycolleges in the activity and international educationprograms. development of o Increased involvement whine has filtered of the UnitedStates in a global down to its cities economy communities. and towns--tolocal

Community collegeleaders recognize retrain largenumbers of American they cannot trainand first preparingstudents to understandtechnical workerswithout within thatcontext, the types other culturesand, throughout the world. and speed ofchange occurring All segments of business, industry,and agriculture increasingly recognizeit is imperative about internationaleconomic and that they learn international tradeif they expectpolitical deVelopmentsand more competitive in to remainand/or become this interdependentworld.

31 28

the U.S. have found educators throughout In addition knowledge deficitabout the rest of evidence of 4 growing compelling need toaccelerate combined with a These problems are the world, in foreign languages. citizen expertise high school graduatesas particularly evidentamong recent country has become a adults. It appears ourchallenge is real and well as older illiterate. The nation of the globally being called upon tohelp it is huge. Two-year colleges are correct this deficit. enrolled iu growth in the numberof foreign students o A dramatic community college campuses. population in two-yearcolleges (52,442) The foreign student courses rose by12.3% between 1988/89 taking college credit enrollment in four-year (International student and 1989/90. by 4.6% over the sameperiod.) institutions increased 8500, Texas California enrolls over13,000, Florida over York over 3000students from abroad. about 3500 and New enrolled more foreign "Overall, 42 statesand territories last year than in two-year institutions students in their experienced an increaseof Of these, 19 the previous year. Miami-Dade had moreforeign 20% or more." In 1989/90 in the nation. students than any othercollege or university (Zen Doors 1989,1900, p. 55) made a significantimpact The presence ofthese students has students, and staff. At Des Moines Area on faculty, have 165 foreignstudents representing Community Colleo, we By themselves, from 60 studentsin 1984. 35 countries, up students do notautomatically make a howevor, international Their experiences andinsights international. college more colleges develop programsthat remain locked unless our resourcea of theseinternational incorporate the wonderful for the benefit of our students into thegeneral curriculum American students. foreign nations whowant to learm, Increased requests from o ventures with andin some cases adopt our engage in cooperative two-year collegemodel. impressed with the structure, Visiting delegations are community colleges. management, mission,and pragrams of foreign visitorsrecognize the Increasing numbers of to meet the education potential of thiskind of institution in of their owncountries, particularly and training needseducation, literacy andeconomic the areas of a4ult Moines Area CommunityCollege development. For example, Des delegations entertains an average oftwo to three foreign recently funded by theUSIA to help ach month and was Republic. establish a communitycollege in the Russian result in genuineexchange programs These visitations can interest in and for staff and studentsand can further the

32. 29

practical application of foreign languages. They can provide and stuients working andstudying with international faculty teachers( and students both professors, within our country andabroad an invaluable exposure tc different perspectivesand peoples. Just as thay have responded to plant tiosings, adult and the Mote for small literacy needs, business devetopment and high schoc1 4sirop outs, remedial educationfor community, technical, andjunior colleges throughout. thu countryare currently aggressively responding to these trends with education andtraining in international creative, innovative andmeeting local concerns. education that is curricula that include They are developing intercultural educationand foreign languages, and courses that includeknowledge of international business practices. Much of this has been made possible by theTitle VI Undergraduate International Studies andForcign Language Program. two-year colleges includeawards such as: Typical grants to In 1111989 Bunker Hil/ a 15 credit interdisciplinaryCommunity College received$45,000 to develop develop two new self-paced, certificate in internationalstudies; self-taught courses in Spanish; support facultywith 6 interdisciplinary Portuguese and international curriculum;and establish workshops with center at the college. an internationalresource

In FY1990 tts Collegeof Oupage in Illinois develop courses in received $58,000 to import-export partnershipsand identify export opportunities: createcurriculum for a new Tourism and International International Trade and Arabic to its foreign Business program; and language curriculum. introduce Hindi and Valencia Community College to design and implement in Florida will utilizeits $50,000 grant a full-time adjunct faculty program for foreign language development instructors, honors and instructors whoteach international course instructors create a core group of components in theirclasses; Zaar international studiesand foreign language courses forthe new college honors intensive languagecourses in Portuguese; program; introduce student, college and establish a databaseof resources and opportunitiescommunity language andinternational cultural that support instruction replicated at othercolleges. and that can be

Under the Title VI,Part 8 Business and Program: International Education

In FY1989 Williamsport Area Community College work with businessand industries to received $55,000 to activities in a 15 expand internationaleconomic county region of CentralPennsylvania. the award is designatedfor the introduction Part of modules into high of trade education technology occupationprograms and increasing college faculty expertiseand instructional international business. resource materials in

47-530 - 91- 2 30

public and private Charles Stewart MottCommunity College with 15 Michigan received $53,000 to sector organizations in internationalize 20 courses,stablish an individualized consulting service, provideopportunities for international trade graduate faculty to acquiveinternational expertise through coursework and workshops, assessthe curricular and non-credit education, and develop aninteractive training needs in export expertise for on-lino international databaseof local resources and use by the businesscommunity. Area Technical College and25 area public snd In FY1991 Milwaukee this year received $33,600 supportto private sector organizations trade "auguent the efforts of theCollege in providing international development assistance to theMilwaukee business community and to perspective." infuse acadoeic programsin business with a global of New Jersey in partnershipwith Raritan Valley Community College Center for local, state, and federalagencies plans to establish a to assist small andmedium-sized International Business Education Business eyporterst develop a certificateprogram in International develop rountables, seminars, Education, and with its sponsors community. conferences and workshops forstudents and the business to some mxtent on The depth and varietyof these programs depends Just as it takesimagination, sensittvity, and federal assistance. it understanding of exchange programsto create a meaningful progras, Nation-wide, two-year colleges also takes financialassistance. struggle with scarce funds. While these awards have made asignificant difference for communities reality is that the responses arefew, restricted and students, the Community, technical, and juniorcolleges like severely by the budget. of experts other sectors of highereducation have only a limited pool in finding within the existinginfrastructure and aro already strained increased.demands and finances adequat4 meansto meet challenges and for international education.

ACCESS TO FUNDING--TITLE VI ANDCOMMUNITY COLLEGES international education efforts among Finding adequate support for difficult. Most community colleges are two-year institutions has been their relatively new in the developmentof international education on Frequently the lack of experiencein this field has put them campuses. federal grant competition process. at a disadvantage in the of federal support from the Furthermore, Title VI, the major source boanw-by U.S. Department of Educationfor international education has original intentsomewhat oriented to virtue of its mission and has, four-year research institutions. And the Department of Education the legislation so as to favor this in the past, chosen to interpret orientation. Although community college applicationsthat have been submitted to Title V/ in the internationalbusiness and undergraduate program

3 4

1 31

mections have faired relatively wellcompared to the applications submittedby all community total numberof colleges receivinghelp is extremely colleges, thenumber of of cosmmnity small compared to colleges in thecountry. the total number continuing grantsawarded to two-year In FY1991, underTitle VI, new Underg...aduate International colleges numbered12 in the under the Business Studies and Foreign and International Language program and12 only 24 collegesof the 1200 Program. At best this community, technical means that received newmoney from the Department and junior colleges internattonal education. of Education insupport of FY1991. This constitutes3% of all Title For a break outof funds obligated, V/ monies in FY1991, see appendixA. for both FY1990and It has been especially difficult for successful under theFulbright Act community collegesto be International Exchange program. In FY1991 the awarded 18 outof 936 Fulbright Council for two-year colleges; theDepartment of Education awardm to Abroad Programgave one grant to under its Group under its Fulbright a community college Projects Nay. Seminar Abroad out of 39 and colleges out of155. Program awarded of 242 grants to The USIA Teacher eight two-year two-year colleges. Exchange Programawarded 19 out newsletter of AACJC, A recent articlein the Times, provides moredetail and is a appendix of thistestimony (see included in the they say be becoming appendix B). far more active Community colleges, arena, ars a long in the international while way from receiving education federal support. extensive andvery much needed

TITLE VI RECOMMENDATIONS AFFECTING COMMUNITY COLLEGES The changes inTitle VI legislation Interassociaton TaskForce address as recommended bythe concerns. The entire Task important communitycollege the current Force recognizedthe funding legislation thatfavors four-year imbalance in endorsed thesechanges to bring institutions and has opportunities. a more equitable These changesare: access to funding o An amendment tosection 604A initiatives for includes additionalfunding on National ResourceCenters to conduct activities. This will outreach community colleges encourage universitiesto link with and conductjoint programs community collegestudents and faculty, that serve citizens. as well as local o The undergraduatesection of 604B program; one for is revised toadd a two-tier colleges beginningto develop education activitiesend a second international xtensive experience. program open tocolleges with colleges to apply This change because they willncourage. morecomounity are at the samelevel of experiencecompete withcolleges that in international program development.As indicated education are frequently inthe arly stagesearlier, communitycolleges programs.Under the currant of developing legislation they international universities andother institutions must compete with who have 75 to100-year old

6 32

curriculum, international traditions of strongforeign language programs, internationalresearch, and exchange and business This section alsospecifies and international developmentprojects. faculty of institutionallinkages and short-term encourages development critical for two-yearinstitutions in order travel. These programs ar education efforts. to broaden andstrengthen international authorizes summer The summer languageinstitute program o international areas. This change will allow institutes in =el opportunities for universities to providefaculty development instructors to study in avariety of areas in community college which they both want the humanities aswell as business fields and need. Hays 102 The Task Force alsorecommends that the Fulbright o to all persons whose careershave an (b) (6) section be open This means that the GroupProjects international dimension. expanded to Abroad and SeminarsAbroad programs, could be include community collegetechnical faculty.

CoNCLUSION Task Force Report onTitle VI, states that the The International knowledge, and people outcomes of ourrecommendations are programs, 2000, 75% of competence.We hope that by the year with international aggressive, two-year colleges inAmerica will have active, activities; faculty memberswill have frequent international education internships will be opportunfties to travelabroad; international well as humanities degreestudents; and that available for technical as lecturing, and learning every year foreignscholars will be teaching, technical and humanitiesoriented programs on many in a wide variety of community college campuses. article in the Phi Beta Deltajnternational Carlos Fuentes, in an undergraduate curriculua in Review on the subjectof internationalizing California's undergraduate programs,states: about Americans is thatthey know themselves so "The wonderful thing understand others so little." well. The tragedy is they Our nation must developexpertise The task is enormous;it is serious. that enables then to beresponsible, knowledgeable among our students with information and skillsthat enable our citizens of this world economically. nation to effectivelycooperate and compete belief that with your support,Victim ce, and However, it is our and four leadership community colleges aswell as graduate institutions throughout our nationyill be ready to prepare an year colleges We are confident you willsupport internationally aware citizenry. choice. this effort because webelieve there is no other

Thank you.

2 G 33

Appendix A

Title VI, KEA,as Amended (Figures includenew and continuation awards in the givenfiscal year.) fY 1990 ry 1991 Part A:

firadissLif2X1limairstaggatLintunatisanal Total funds Funds to 2-yr.colleges $2,827,848 $531,920 $3,190,500 Total 8 of applications $654,132 2-yr. collegeapplications 125 14 127 Total I of awards 18 55 2-yr. college awards 56 10 12 Part B: nylinn&A.International Total funds Funds to 2-yr. $2,515,000 colleges $2,933,500 $695,152 Total 8 of applications $748,750 2-yr. collegeapplications 86 22 104 Total 8 of awards 24 2-yr. college awards 38 9 43 12 'Total funds expended under TitleVI in FY 1990 $34,658,000 and$40,011,390, and FY1991were above are the respectively. The two activities mostgermane to the programs listed efforts oftwo-year colleges. international for the National Two-year institutions programming Resource Centers are not eligible programs. And the purpose and ForeignLanguage and Area and the Language of the International Studies Resource Centers Research and Studies specialized clientele. programs primarilyattract a more

TOTAL HEA AMOUNT& PERCENTAGE OF FUNDS AWARDEDTO TWO-YEAR FY1990 COLLEGES $1,227,072 4% FY1991 $1,402,882 4%

All figureswere obtained from Summary and Project the "Program Abstracts" issued Description, Statistical Education, Officeof Postsecondary by the U.S.Department of Education, Washington, Education, Center D.C. 20202-5332. for International .1111 The Community,Technical, and Junior College ES

July 2, 1991 The American Association of Community and Junior Colleges Vol. III, No. 14 USIA Fulbright Teacher Exchange Programs are Now Available

lbt Ihnght teacher I Rs Amite Ihtsrem bossy language flunky squared 199041 Fultaight San IMF.. Continuality College, CA Ifs4ollsts1 hy the I ;noted SI14- 1010IntIlon Award Redpkods I 'Asko Colkpe. ( 'A AitpllISIAI pod ales oiuslobeJ be appthalain deadline it Darks 15.1991 lk Ansa I 'olkge. I 'A as oppollylnly Irak ol nolon.nonal 'intently. iwo yew College faculty are under Sen IWilliam Follwight of Astamm Is Maltheors I 'ornmunny I %mete, (7 e %change Apple mt. et. hese *Olt represented on 1 ultenthe anions and AM'll' 19411 es.v.bmsl legukkoa designed "to in Mae Ischia.' College (7 cre4,0 moluslialeneanding Moven the pehplt lefthell In co .041 imunlie ovet wintlef urges menthes so. appay AS kast dues years' 1 klareas 1 Mt mull 'orninunity College, DP. oat yes penod lull lone leeching opines..., glossed for the .4 the (lettal Stales sod Ike people of ollto Monsornery I 1 he propeot h avulahle the following estrange programAll *plums sus basefonoutes " lb. refuel of this kink's* Jowl /thole Ramsey ( 'oarsuntly Colkge, MN CU4ifillitS (15 cotuerbsp be flues la the English Ian opal atm us assual dolnbalson of sank I, 1 el loather 'oonimunity College NY guage. hoM alleast s becItebsie degree, be the tole pops of momolus unemotional %awl M17's Colkge. Per Couatry Participation Dales employed mese appetsnale subject fielded aleekkabeall escbame Swath I 'momently I Wks*. ()11 Menton. July Ile...matt the level of the postma for what tbe applies Velolls Inalakilions sills awards and the Msillaints Technical Colkge, SC Canada Quelx0 Aueuctrieptember June non is made, and have lbe approval of thee adramistralma of the program 11 decerSallsed Tenanl Cosily Josue 041ege. TX Iknenart Mad Mooing June school's adminushahon Applaanls will be The Uoned Stales hdonnalion Aguas y II ISIA). Illegal Community College. WA Vinland 1 arly August lune notified of *au outpost by Ise spas sad the Departamil of Mershon, and peso* iorga lalegb Community l'ollege. PA September July se eapsted 11 mead onestatate programs of suabons stub in Ms Council fur heirubonalIludonts Valley (Waist/Sy College. NY Gennany. August June/July the spoosonng gems re the U.S ot abroad Eiduags (CIES) sad Sa Isms of Imams. tamed INdecmosellh,eachbomelevpogreou Memo* Su week period 111A dunes July or Austral Tbe Depostnwal of liducebois awarded Netherlands I ate July late him Mess ebe 199091 sedum yew, TVS C0111111filly College. MA. 155000 Plidippnea Mad hew March Foe woo lorocomitootoolocl: leadbearbe medal I lodo1956 Palleighl rends totem pist through ell pm) Met ill Afoul program. The South Ainta loamy November Teacher Ithebithes Progeme,11011Morylaad college naps* Ina Se follows@ colleges. ther 31 mope.* wife all low.mor ebutebe 5*50%91660' Summer Avenue, S.W., Roos 141, Wathisyloth D.C. woe The Ethicatioa Deperimese'sPelbnI- Cullum Conansedy College, AL I lanai Ke4 tenAugustriertemberluly 241124. M2/1024361 hays seaman @bead mina sigbe ass el Pisa Cosimelly College. AZ USSR September June Cordiosidoer nen imp Carryout porn pro tool page

;total of 155 .sturidas, arm !stole./ col.aarded 242 piens for the 1990 91 yew sal Nwth Idaho College ID , aim Sesta of tbe eigho ate at Mho., two year college mcipsou were Wen the fol. ( bans Communityolkge II Raman Valley Cooassiony College, NJ loads thatittawas Minus Community t ones K Y Dutton Colkge. GA Sao Diego City College, CA MatMulogan Community liege MI Nunn Stank Comenundy ( 'untie WI. West Hill Commuany College. CA lasso) sae Command y Cul kg e N Y College or I else Comas y. II 'habot Colkgt, CA Maloof Th. lineal l'olltge. I ill IklgaduCousinunily College LA 1 awry lounge. ( 'A I/1W Mvuous Common t West l'A Sostmettens I 'college. ( A C k arm, t 'ommunoly College I ik Nassau Community l'olkge. NY San Joie Cny Colkge ( A 141.111.11d College. TX King River Comentinny College CA ( Lark Colkse WA the USIA Teacher E inhale Plows Urevud Comenuoiy Culkge, VI. Maddoo Alta Technical College. WI (r.t 3 35 Chairman FORD. Mr. Tucker. Mr. TUCKER. Thankyou, Mr. Chairman. I should add that I havea colleague with me, Dr. Richard Thompson, currently AssistantDean of the School of Languages and Linguistics at GeorgetownUniversity. Hewas formerly a career Federal employee in the InternationalEducation Depart- ment, who would be pleased toanswer questions as well, following our testimony. I am pleased to testify todayon behalf of the Center for Applied Linguistics, the Joint NationalCommittee for Languages, and Car- negie Mellon University.Collectively, we represent 44 organizations, concerned with all aspectsof Title IV. We speak on behalf of 250,000members from all 50 states. We speak with one voice in callingyour attention to the need to intensify our national commitmentso that all Americans have an opportunity to develop the highestpossible degree of languagecompe- tence and internationalawareness. Clearly, the national agendaremains unfinished. At present, fewer than one percent ofour primary and secondary school students participate ina foreign language program in which theycan develop reasonable proficiency.Fewer than 12 percent ofour postsecondary students studyany foreign language whatsoever. As a Nation,we are not prepared to communicateeffectively in the languages ofour neighbors, our trading partners,our allies, or our adversaries. Happily, there isone Federal program which does begin to address nationalneeds in this area. That VI. program is Title My objectives todayare twofold. First, the Authorization levels should be increasedto urge that the Authorizationlevels to allow Title VI programs togrow and to address new areas of significant national concern. Second,we should improve the linkage provisions in the current legislation. In my written testimony,I draw attention to fiveareas of significant concern. This morning, Ishall elaborate brieflyon only three: the languageresource centers, the summer languageinstitutes, and the research andstudies program. Existing legislation,as you have pointed out, provides for theestablishment of languageresource centers. Three currently exist. Concern has been raisedabout whether each of thecenters should carry out all of the activities stipulatedin Section 603, or whether individual centers shouldbe encouraged to enhancetheir areas of unique and distinctivestrength. We recommend thatlegislation continue to providefor their establishment. In fact,we recommend that ultimately,a larger network of centers, perhapsa dozen or so across the country, be funded with the provisothat each be asked to providea core of basic services, but alsoto develop an area of uniquespecialization. For example, one mightspecialize in testing and evaluation.An- other might specialize intechnology applied to theimprovement of language teaching, andso on. With respect to thesummer language institutes, Section 605pro- vided for theirestablishment. In previousincarnations, through NDEA and EPDA, theseinstitutions have been shown to bean exceptionally effective mechanismfor assisting individualsto acquire 36 language skills, and toprovide in-service skillsand proficiency training for language teachers. have However, to date, under currentlegislation, these institutes We urge the continuationof these received no funding velatsoever. assistance in re- institutes as presentlydesigned, and we seek your quiring the Department tofund them. Parenthetically, I should also notethat funding of the summer language institutes wouldalso help to alleviate theJapanese and German language teachershortages for the internationalbusiness centers. the research andstudies program. For a I have a remark about community, Section 606 hasprovid- large segment of the language research. This reed the only vehicle forfunding critical applied knowledge about foreign andsecond lan- search has increased our and guage learningand teaching, hassupported the development distribution of teachingmaterials, and has supportedthe development of testing tools. Unfortunately, the amount ofannual support is typically so small, and the national needis so great that werecommend mini- the level of activity. mally a fivefold increase in insure that the We also recommendthat the department ask to three distinct areas: appliedresearch, materialsdevelopment, and test development each receiveat least minimalfunding. That is not the case at present. At present,they compete with oneanother for a small pot ofavailable funding. With respect to my secondmajor point, the needfor outreach and linkages, Section 604,undergraduate educationhelps to lay a foundation. However, this programreally exemplifies the needfor collaboration in developing aneducational pipeline. To date,this is an unmetchallenge. For example, the Office ofBilingual Education providesfunding the primary and middleschool level for demonstration programs at foreign language to help youngstersdevelop English and second or proficiency at an early age.Howuver, there is virtually nomecha- nism whatsoever to encouragethe nurturing or thesustenance of these skills once developed, or topromote appropriatearticulation between those at the early gradesand those at post-secondary levels. Title VI has never paid attentionto its "feeder" system.We recommend that the Center forInternational Educationexplore methods of outreach and articulation as werecalled for in Section 601, Part (b) of the existing legislation. In conclusion, Title VI has atmmendous responsibility.The major problem is that it too small. Minimally,authorization levels should be doubled. lu lily,they should be increasedfivefold. The language resource cen ters,the International BusinessCen- ters, and the SummerLanguage Institutes are new programsthat address pressing needs. Thefirst two should be nurturedand expanded. The third must bemade a departmentalpriority. Major I believe, be premature. changes in the program would, needs to In short, Mr. Chairman,Title VI is not broken. It only be adjusted, fine tuned, and, mostof all, expanded. [The prepared statement of G.Richard Tucker follows:) 37

Testimony Presented to the

Subcommittee on Postsecondary Education

Concerning

Reauthorization of Title W of the HigherEducation Act July 24, 1991

Presented by:

G. Richard Tucker President, Center for Applied Linguistics

Representing:

Center for Applied Linguistics Joint National Committee for Languages/ National Council for Languages andInternational Studies Carnegie Mellon University

CAI, ,INCLINCLIS 1118 22nd Street, NW 300 Eye Street, NW Washington, DC 20037 202.492.9292 Washington, DC 20002 202.5464855 202.659.5641 (Fax) 202.546.7859 (Fax) 38

Higher Education Act: Title VI

of Title VI of the I am pleased to have the opportunitytoday to testify on the reauthorization Applied Linguistics Higher Education Act. This testimony isoffered on behalf of the Cr ater for the J3int National (CAL), a private not-for-profitorganization of which I am President, and Studies Committee for Languages/NationalCouncil for Languages and International assisting people in (INCLINCLIS). CAL is dedicated topromoting the study of language and to communication. achieving their educational, occupational,and social goals through more effective concerned with while JNCLJNCLIS is an umbrellaorganization which represents 44 organizations includes representatives such as the ModernLanguage all aspects of Title VI. JNCLiNCLIS professional Association and the American Council onthe Teaching of Foreign Languages; American membership organizations concerned withindividual foreign languages such as the of Japanese, and Association of Teachers of Spanish andPortuguese, the Association of Teachers education; the the American Association of Teachersof Arabic; representatives of international such as those American Association of Collegiate Schoolsof Business; and language practitioners speak on represented by the American TranslatorsAssociation. Collectively, these organizations JNCL/NCLIS behalf of 250,000 members from all 50 states.The language community through sustain, and indeed and through CAL speaks with one voicein calling your attention to the need to opportunity to study to intensify, our nationalcommitment to ensure that all Ame,4ea,,s have the

and to develop the highest possible degreeof language competence and international awareness. dynamic Title VI of the Higher Education Act is oneof the most forward looking and educational programs ever designed. It survived asthe only remaining section of theNational Act with Defense Education Act, unCl, in 1980, it wasincorporated into the Higher Education President's several important changes resulting fromrecommendations of the Report of the Commission on Foreign Language andInternational Studies (Strength through Wisdom: A

Critique of U.S. Capability, Washington:GPO, 1979). 1985) report, In its fajtical Needs in InternationalEducation (U.S.Department of Education, operated under Title VI the National Advisory Board for TitleVI noted in 1985 that "the programs

of the Higher Education Act play a crucial

43) 39

Title VI Testimony 2

ID e in ensuring the availability of an adequate capacity in thiscountry for foreign language and

international studies. The Board commends theaims, objectives, and accomplishments of these programs, and strongly endorses their continuation."

This Board recommended a number of importantchangee in the law, which were

subsequently incorporated into the education amendments of1986, including the establishment of the new category of Language Resource Centers.

Collectively, and individually, we are pleased withTitle VI as reflected through the

Education Amendments of 1986. As the unix federalprogram which primarily addresses national needs in foreign languages, area, and international studies, Thle VI has had to balancea number of

concerns. We believe it has fulfilled the obligationto satisfy both the specialist and generalist functions of Title VI remarkably well it has met the specialist needs through thenational resource

centers program, the Foreign Languages and Area Studiesfellowship program, and the centers for

international business educationprogram; and the generalist needs through the undergraduate

international studies and foreign languageprogram and the business and international education

program. Other programs, such as the internationalresearch and studies program and the language resource centers program support both functions.

Our primary concern is that authorization levels be increased to allow Title VI to continueto gri,,v and to address new areas ofconcern such as teacher shortages and economic competitiveness. For example, one of the most immediate and pressing concerns facingforeign languages is the lack of teachers in all languages at all levels. Data gathered byJNCL in state surveys for 1988 through 1990 indicate that 35states have severe foreign language teacher shortages. Reports by the National Governors' Associationand the Southern Governors' Association, among others, have made compelling cases for the connection betweenforeign languages and international education andour nat'irws ability to complete economically in and for international markets. Recent events in Eastern Europe and in the European Communityfurther demonstrate our shortcomings andour needs in this arena.

Having made these general remarks, tliereare five areas about which I would like to comment explicitly. Each represents anarea of significant national concern. 40

3 Tale VI Testimony

Loguate Resource Centgrg. Existing legislation provides for theestablishment of

Language Resource Centers which shall serve as "resources to improve thecapacity to teach and learn foreign languages effectively." Currently, three centers arecompleting the first of three scheduled years of operation -- Georgetown University/Center forApplied Linguistics; the

University of Hawaii at Manoa; and San Diego State University.Concern has been raised about whether each of the Centers should carry out all of the activities stipulated inSection 603 (e.g., conduct research on new and improved teaching methods,...develop andpublish new teaching materials, ... develop proficiency testing, etc...) or whether individual centersshould be encouraged to build upon and indeed enhance areas of distinctive strength. It is ourview that all of the activities specified in the legislation need not be addressed by each center and thatindividual centers should be allowed to develop areas of unique strength. We call the attet.tion of the Subcommittee here to the network of centers known as

Multifunctional Resource Centers (MRCs) funded by the Office of Bilingual Education and

Minority Languages Affairs. The MRCs provide assistance to those concerned with improvingthe quality of education for limited English proficient students. Each has been funded to provide a base core of services, information, and assistance to a geographically specifiedconstituency, but each is also requized to develop a substantive area of specialization (e.g.. one is particularly concerned with special education, another with progam administration, etc.).

Thus, we recommend that legislation continue to provide for the establishment of Language

Resource Centers -- and in fact, we would hope that ultimately a larger network of such regional

Centers would be funded across the country rather than the three which presently exist, and that

while the Centers should be asked to provide a core of basic services to their constituencies, some

degree of specialization should also be encouraged (e.g., one might specialize in measurement and

evaluation, another in research related to language attrition or maintenance, another in areas

concemed with technology, another in materials development, etc.). Summer Language Institutts.Section 605 of the legislation provides for the

establishment of Summer Language Institutes. Such Institutes have been demonstrated to be an

exceptionally effective mechanism for assisting individuals to acquire necessary languageskills on 41

TItle VI Testimony 4

the one hand, and to provide in-service skills and pmficiency training for language teacherson the other hand. In the 1960s and 1970s, many ofour very best language teachers received their training at Summer Institutes those funded through the National DefenseEducation Act and later EDPA (Education Professions Development Act). Theseinstitutes have great cumulative impact.

I was personally responsible for longitudinal evaluationsof cohorts of teachers who participated in

one such Institute in 1968 and another in 1970. We carefully questionedparticipating individuals at the beginning and end of their Institute and then followed them up five years later; and were ableto document, conclusively, the exceedingly positive effect ofparticipation in such Institutes on the later career development of the teachers. (SetEattigalanguAgtAnnik, 1970, 4 68-83, and foreign Languatte Annals. 1975, 1, 133-137). Weurge the continuation of these Institutes as they

are presently designed, and we seek your assistance in ntquiring theDepartment to fund them. Research and Studh. For a largesegment of the language community. Section 606

provides the vehicle for funding of critical researchand studies. This has been a key element in

increasing our knowledge base about foreign andsecond language learning and language teaching. Indeed, within the public sector, there exist few other sources of support for scholars wishingto conduct basic and applied research, for those involvedin materials development and distribution particularly in the less commonly taught languagesand for those concerned with developing

criteria for assessment and appropriate testing andevaluation tools. Unfortunately, thearmunt of annual support provided is typically so smart (approximately $2,000,000) and the national needso great that we recommend, minimally, a fivefold increasein the level of activity. We also recommend that the Education Department beencouraged to ensure that specificareas receive a certain minimum level of funding: appliedresearch and needs assessmentsurveys, materials development and dissemination, particularly in the less commonly taught languages, andthe development and dissemination of appropriate testinginstruments.

International Business Centerg. Despitetheir short history, the International Business

Centers (Section 612) which have beenfunded to date appear to be doingan excellent job of addressing issues of international economic competitiveness through cooperativeprograms involving business schools, foreign languages,and PICA studies. Cooperation across these

4 6 42

5 litle VI Testimony disciplines is a relatively new phenomenon and we arestill experimenting and learning, but the need is so great that there is considerablemotivation for success. One evident pmblem appears to be finding enough teachers of German or Japanesefor business purposes. The Summer Language

Institutes 011Ce funded can provide II solution.

Robert Mehrabian, President of Carnegie MellonUniversity, told me recently thatititUtions such as CMI; must provide leadership in ensuringthat their graduates develop foreign language cornpeten e and cross cultural awareness sothat they are able to function as effectively tomorrow in Geneva, Paris, or Tokyo as they alt in Pittsburgh,Cleveland, or Los Angeles. Clearly, there exists an important intersection between theresearch agenda of Section 606 and the dewlopment of appropriate exemplary internationalbusiness programs. Undergraduate Educatign. Finally, Section 604 to improveundergraduate programs is

essential to one of the main purposes of Title VI -- to develophigh level competence by broadening

the base from which to develop international expertiseand produce college graduates who have meanginful knowledge of languages and international issues.Because it provides a foundation.

this section is a key and vital part of the structure of TideVI and should be expanded. This latter program exemplifies what is perhaps one of thc greatestchallenges and potential

opportunities with Title VIthe need for collaboration in developing an educational "pipeline"(as Admiral Inman termed it) that produces both an internationallyliterate citizenry and true

international expertise. Let me provide an example of what I have in mind. TheOffice of Bilingual Education and Minority Languages Affairs provides funding for the development ofdemonstration or exemplary develq-nental bilingual education programs at the primary and middle schoollevel. These model

pnogtams help students develop English languageand secondfforeign language competence at an early age (which is known to be redagogically and developmentally mosteffective), but there is

vinually no federal mechanism to encourage the nurturing or sustenance ofthis language skill once

developed or to promote and provide appropriate articulationbetween those who participate in such

early programs and those who later might wish to develop such skills atiipostsecondary level. 43

Title VI Testimony 6

These developmentsare exciting but program efforts within the Department of Educationremain uncoordinated and somewhat haphazard. Title VI, then, hasnever really paid attention to its "feeder" system. We recommendthat the Center for Internatioal Education explore methodsof outreach and articulation withprograms supporting early language and international educationas is called for in Section 601, Part(b) "...to coordinate the programs of the Federal Governmentin thr, areas of foreign language and internationalstudies and research."

Graduate education and highereducation do not exist in a vacuum, although we oftentreat them as if they do. To develop expertise in or even an appreciationfor languages and international issues, education must beginearly and be continuous. As the federal government beginsto provide a small amount of support for foreign language education, geographyand international education, and as the President and theGovernors address these issues in their goals and objectives,Title VI of the Ffigher EducationAct can build upon this.

In Concluskut. As thepremier federal program concerned with foreignlanguages and international studies, Title VIhas a tremendous responsibility. The current legislation,even if there were no changes at all, is designed to adequately address our nationalneeds. The major problem with Title VI is that it issimply too small. Minimally, authorization levels should bedoubled. Ideally, they should be increasedfivefold. Within the current Title VI, the nationalLanguage Resource Centers, the InternationalBusiness Centers, and the Summer Language Institutesare new programs that address specificand pressing national needs. They should be nurturedand encouraged. The firsttwo programs are off to very impressive starts and the third must be madea Departmental priority. Majorchanges in these programs would, I believe, bepremature at this time. In short, Mr. Chairman,Title VI isn't broken, it only needs to be adjusted, finetuned, and most of all expanded.

4 S 44

Chairman FORD. Mr.Brecht. Mr. BRECHT. Thank you,Mr. Chat. .aan. make one point. Ithink you willhear the I am just going to of what we considerto point consistently. Ithas to do with the role items of Title VI fromits beginning andwhy be one of the central to focus on therole of the NDEA wasfunded and so on. This was commonly taught languages. the critical or less organizations of lesscommonly I represent anational council of which represent theteachers of the languagesof taught languages and the MiddleEast. Asian, Africa, Easternand Central Europe, critical languages ofArabic, Japanese, Chi- These are the so-called Swahili, Slovenian, nese, andRussian, as well asThai, Indonesian, and so on. of Title VI, and thatis why I am here to These are the languages that point, and to tryto urge tell you that again,to try to make that the language focusin general, andthose lan- you to make sure legislation, and areenhanced guages, inparticular, stay in the throughout the legislation. Task Force. Their I support my colleaguesLa the Interassociation recommendations are quitegood, from our pointof view. However, points. let me make just acouple of very specific language insti- My first point concernsthe summer intensive recommendation to add areastudies institutes in tutes. There is a However, it should not the summer. We thinkthat is a good idea. section. A separate sectionshould be added. be put in this same institutes for the lesscommonly This is because these summer They are vital. When taught languageshave never been funded. of students you are tryingto teach 100languages to handfuls around the country, youhave to have somecollective effort. vital to us. Wethink area studies These summer institutes are this section, would be terrific to have summerinstitutes, but not in and not competing withfunding for this. I would like to make concernsthe national A Recond point that centers, in particular. resource centers,and the language resource of idea. Once again, wethink that the language These are a terrific original focus of Con- the Act is not strongenough to maintain the gress in thisregard. through the Ap- We think the lateCongressman Conti's report the report to theHouse on the House propriations Committee and perhaps should Floor of July 25, 1989 is theexcellent language that replace this language inthis section. these centers to be na- It has to do withmaintaining the focus of which, in fact, will enhancethe teaching of tional resource centers, think that is vital. the critical languagesin this country. We third and final point.That is concerning Let me make a general be supported. You the whole legislation.These languages must There are plenty ofstatistics on the avel have heard the statistics.percent of all ofthe students i71 the of perhaps not quite two the lanGuages United States schools anduniversities are studying of 90 percent of thisworld's population. Thisis absurd. reinforce the criticallanguages throughout What we need is to business center. this legislation, even, forinstance, in Part B in the Because, in fact, it is clearthat the futuremarkets of this world

., 4 ;) 45 will include not only Western Europe,but Asia, the Middle East, East and Central Europe, andso on. Let me say, on this Title VI, Iam not going to speak for the importance of these languages. Senator Boran,I think, did an excellent job last week, doing that. Readingthe newspapers is probably good enough, anyhow. Let me say, though, we consider TitleVI to be central toour ex- istence, vitally. Our council is studyingright now the impact of' Federal programs and state initiativesin this area on these languages. We would be happy to share that informationwith you. We really appreciateyour giving the teachers of these languages a chance to say it in their own languages. Spasibo. [Thank you, in Russian.] [The prepared statement of Richard Brechtfollows:] 46

Testimony of the National Council of Organizations

of Lees Commonly Taught Languages

before the SubcommIthre on Poshmcondary Education

at the hsarktg on This 1/1 of the Higher Education Act

July 24, 1991

We we here speaking for the National Council of Organizationsof Less Commonly Taught

Languages, a coalition of the national professional associationsWI+ Ise members teach the

14inguages of Africa, Asia, Central and Eastern Europe, and theMiddle East These languages

Include Arabic, Chinese, Japanese, Russian, the languages generallyacknowledged as critical to our national interest, as well as more than a hundredof the less frequently taught languages such as Thal, Swahili, Turkish, Slovenian, andHebrew. Our purpose here today is to affirm as one of the original goals of Title VI legislation the strengthening of this nation's capacityin these languages, and to urge that thAs original Intent be maintained and enhanced In allsections of the legislation.

The rrember organizations of the National Council are:

African Language Teachers Association (ALTA)

Headquarters, Boston University

American Association for the Teaching of Slavic and East European Languages(AATSEEL)

Headquarters, State University of New York at Albany

American Association of Teachers of Arabic (AATA)

Headquarters, Brigham Young University

American Association of Teachers of Turkish (MIT)

Headquarters. Princeton University

1 47

Tide VI Testimony

American Council of Teachers of Russian (ACTR)

Headquarters, 1619 Massachusetts Avenue, NW, Washington, DC

Association et South Asian Language Educators (ASALE)

Headquarters, Cornell University

Association cf.' Teachers of Japanese (ATJ)

Headquarters, Middlebury College

Chinese Language Tee...,;ars Association (CLTA)

Headquarters, Princeton University

Consortium of Teachers el Southeast Asian Languages (COTSEAL)

Headquarters, Foreign Service Institute

National Association of Professors of Hebrew (NAPH)

Headquarters, University of Wisconsin at Madison

National Association of Self-Instructional Language Programs (NASILP)

Headquarters, Temple University

The membership of our constituent organizations consists ofthe language teachers who

hold positions in the Section 602 language and area centerssupported by Title VI, in the many

other schools, coileges and universities offering these languages,and in the federal government

schools as well. The interests of these individual teacher organizationsas wet, as the overarching

National Council coincide with one of the main purposes of The VI:to enhance instruction in the non-European languages, which the national foreign IguPie system, responding to this nation's overwhelming emphasis on Western Europe cannot fullyserve.

The National Council, with support from the Ford Foundation, isfingaged in developing a collective national strategy for the expansion and improvementof instruction in all these languages, focusing on high-level functional abilities and addressing suchissues as national storoaking and

5 48

Tele VI Testimony planning, curricular and materials development, teacher recruitmentand training, test development. pooling and meximizationl scarce resources for a smaN but widely dispersed number of students

(through summer Institutes and telecommunications), and the relationshipof language instruction to area studies, business, and other professional useal issues that serve the purposes of Tide VI.

Since language learning Is en integral pert of every section of The VI, wehave an interest In what the Subcommittee does In the reauthorization of the legislation as awhole. In regard to the non4anguage portion orals VI, In general, we endorse the recommendationsof the interessociation

Task FORS on HEA Tele VI/Fulbnght-HaYa 1102(b)(6)), particularly asthey relate to maintaining the central focus of the legislation. However, we come before youtoday because we want to speak to

the language portion of The VI, specifically those parts we feel have adirect and significant impact

upon the less commonly taught languages. We do this because weare the teachers of these, the

languages covered by The VI.

It WM hardiy necessary to stress the national need for expertiseIn these languages.

Ramey Senator Boren underscored the critical nature of the Tale VIlanguages for our Intelligence

community and the dangers, revealed In the Gulf War, Inherent In a weaknational capacity to

produce experts with high level linguistic and cultural skies. As superpowerconfrontation lessens

and regional and ethnic conflict and economic competitiVeness pose greaterand greater threats to

world order, the urgency Increases to enhance our national capacity todeal with the languages

which, wheal they we less commonly laugte In the United States, arespoken by most of the

peonies of the world. The dramatic shock of Sputnik made the dangers ofignorance in this regard

evident several decades ago and led to the enactment of Tale VI. Since thattime our national need

has become oven more proasing and, at the same time, more diverse. Whatstarted in Title VI with

a concern with our defense needs and Russian now includes a concernfor our economic

competieveness with Japan and Korea Moreover, we can no longer assume thatcommunications

on vital issues wiN be conducted only In the official languagesof established nation states. We wIII

5 ,3 49

Tide VI Thel Wavy

have to deal with the increasingly Insistent demands of nationaland minority groups around the

wodd to be addressed in their ovm longuages. In countries like the SovietUnion, Angola, Ethiopia,

India, Sd Lanka, Czechoslovakia, %volley's, South Africa, and Iraq,the demands for self-expression

of linguistic minodties are g3lng to dominate ow foreign and economicpolicy agenda for the

decades ahead. Even our forward-looking military strategynow recognizes the urgency of being

able to cope with these often culturaily-based regional =MOMIt 111 with the languages that fuel

these conflicts that Tide VI and the teachers in as memberassociations have to deal. The lar-

sightedness of Congress in addressing these needs through theNational Defense Education Aa.

(NDEA), now HEA Title VI, has gkren us a national resourceunmatched In any other country

throughout the world.In fact, many of the programs in which our members teachrepresent the

only place whore Instruction in these languages Is Owed. Andwithout Title VI there is reason to

believe that much of this national capacity, housed inour university system, simply would not exist Hence we are vitally concerned with what you do here today.

We have a number of very specific recommendations to makeconcerning the current reauthorization which we of direct concern to the alkalior less commonly taught languages and which we believe should be taken kilo consideration throughoutthe legislation.

1. We agree with the recommendations of the InterassociationTask Force on HEA Tgle WFulbright-

Hays (102(b)(6)] that (1) the term 'competency-based languagetraining appearing in Section

602(b)(1)(9) of the Act be replaced with 'an instructionalprogram with stated performance goals for functional foreign language use,* and that (2) the term'proficiency' that appears in several places of

Section 603 should he akered to real 'performance.'At the time when the last version of Title VI was written, the language programs supported under that Act neededa clew incentive to become more accountable for the success of their training by developingagreed upon standards for measuring student language skills, hence the emphasis in thecurrent Act on testing. The pressure

4 50

Tele VI Testimony exerted to enhance accountabeity has had asakeruy effect on teaching programs in the less commonly taught languages. However, the currentwording of Title VI hes tended to promote a single testing approach, proficiency testing, thathas proved to be unsuitable for use in many of these languages, particularly those that are studiedby very few students.NI oreovec in the meantime a number of alternative and moreappropriate testing strategies have been developed which better serve the language programs supportedunder the Act. They are generally referred to by the term 'performance testing against staledgoals." We agree with the recommendation of the

Interassociation Task Force on HEA Title VI/Fulteight-Hays11020)(6)] that any reference to competency based language training or proficiencytesting In the Act be changed to reflect this new phraseology.

2. We note the proposal to broaden Section 605from Its current mverage of summer intensive

language institutes to include area and thematic summer programs.We behave that ths

developmeni of such area-focused &unmet programs hasmerit, bre support for them should be

written into a separate section of Tile VI and not beviewed as competing for funding with the

summer language institutes. Because of thespecial problems of teaching a large number of

languages to a few widely scattered students, summerinstitutes are in many cases the only feasible

and financially manageable way of providing languageInstruction in, for instance, most of the

languages of Southeast Asia, South Asla, Africa, CentralAsia, Eastern Europe, and the non-Russian

minorities of the Soviet Union, all languages of considerableknponance to our strategic k9feSts.

Given the crucial rote of summer language programs,particular!) n a time of contracting unhiersity

financial resources, we urge that the language of Section 605 remain aswritten.

3. We we likewise concen ed with the current textof HEA Section 603 which provkles support for

Language Resource Center. . Wo feel that the existingwording of that section does not serve the

5 51

Title VI lbstimony

national needs as envisioned by Congress. The general attention of Congress In supporting these

centers has been made dear on a number of occasions, most recently during the last session of

the 101st Congrecs when the Apptopriation Committees finally cppropdated funds to support them.

Congressional intent hal been to create a set of flexible Language Resource Centers that

coordk ate and traucend the activities of the 105 individual national resource centers In improving

instruction In the allied languages. We note that before his untimely death Congressman SiMo

Conte introduced both on the floor of the llouse and In the Appropriations Committeereport a

strong statement of the Intent of the Congress In finally appropriating funds for this section ot the

Ad:

The Committee is concerned that the king-term economic and strategic needs of the

United States reqdre a =Or expansion In our national capacity to communicate In

the critical Languages of the woild. This effort calls for a more concentrated effort to

carry out carefully targeted research and development activities and to expand that

capacity to new educational, scientific, and buskAss communities. Therefore, within

the increase provided, the Committee has included 61,000,000 for grants forup to

two foreign language resource centers to identify the national need for critical

language training and to provide programmatic responses to those needs. (101st

Congress, Repott 101-172, July 25, 1989)

We believe that the Congress should reaffirm Its original Intention in introducingSection 603, that is to support national-level language centers that draw upon and serve the languageprograms in the 105 national resource canters. The purpose of these LanguageResource Centers should be the einhancement of our national capacity to teach the critical languages. Theyshould be selected on the basis of their overall strersgth, their demonstrated record of national service, and evidenceot

t) 52

This Vi Testimony theb ability to relate to a wkle variety of centers andorganizations specifically concerned with the critical languar.is.

It appears to us, then, that the more general notionsof the functions of the Language

Resource Centers as expressed in the Conte/NalcherReport accomplish these purposes In a fashion superior to the current wording of Section 603.Accordingly, we recommend that the general language of the Conte/Natcher report as cited abovebe substituted for the current text In

Section 603(a) and that the list of specific activities bedeleted.

4. The final point is less specific. While TheVI is strong in its focus on language in general, we believe that its parts should concentrate on the critical or lesscommonly taught languages. For example, It is in our national interest to have as a goal forTitle VI, Part B: Business and

International Business Programs, the extension of the attentionof business beyond the traditional

Western European focus, foi the markets of the next centurysurely will include Asia, the Mkidie

East, Africa, and Eastern and Central Europe. Here, aswell as elsewhere in The VI, the less

commonly taught languages should be emphasized, if not by meansof direct set-asides, then by

clearly enunciated priority statements.

As part of Its mandate, our National Council is currentlyreviewing the effect of various

specific national Initiatives to enhance the less commonlytaught languages such as those undetway

in the National Endowment for the Humanities (NEH),Fund for the Improvement of Poetsecondaty

Education (APSE), and Fund for the Improvement and Reformof Schools and Teaching (FIRST), as

well as variotis stale initiatives (such as Michigan and Oregon'scurrent attempts to expand and

improve the teaching of Japanese) in order to assess theaggregate Impact on the teaching of the

less commonly taught languages. Since Title VI Is thecenterpiece of legislation for these

languages, we are taking a close kir* at what three decadesof federal support has accomplishJd

5 7 53 rile VI Testimony with this legislation; for example, what languages have been funded, what funding they have received, how many students have been affected, and what kind of programs have been knplemented?

Finally, in dosing on behalf of the teachers in our member organizations let me express gratitude for this oppontmky to express our specific views on this vital piece of legislation. We will be glad to clarify any of these points on questioning, and, if the Committee so desires, will keep it informed of future findings and work of the National Council.

Thank you.

Submitted by:

Dr. Richard Broth: Director National Council of Organizations of Less Commonly Taught Languages

a 54

Chairman FORD. Dr. Burn. Ms. BURN. Mr. Chairman andmembers of the committee, it is a pleasure for me to be here and present sometisstimony. I will only summarize some of the pointsmade in the paper I havesubmitted. First, I am representing not justthe University of Massachu- setts, but also tFNational Association of ForeignStudent Affairs, the Association uf InternationalEducators, with members both international and national in 2,000higher education institutions, and also the Council onInternational Education Exchange, an international as well as nationalorganization, both of which are very active in thefield of internationaleducational exchange, and the IEELG, the Liaison Groupfor International EducationalEx- change, with 24 members in thisfield. I agree with my fellow panelists onthe basic theme I think we are all concernedwith; namely, the need to have amuch more highly educated citizenry oninternational affairs, foreign cultures, international issues, and foreignlanguages, certainly. I am going to try to make the casefor the importance, at last, of some Federal supportfor study abroad by Americanstudents. Davydd Greenwood referred to it inhis testimony. I would like to make a casefor deliberate funding of thisin the Higher Education Act, Title VI. Let megive some of my reasons. First of all, when we look at theprofile of students studying abroad, what do we see? We see itreally is chout one or two percent, at most, of American collegestudents. Second, major studies completed recentlyinvolving five countries have pretty well demonstrated anddocumented that, indeed, a study abroad period for students doesseveral things. One, there is a dramatic increase intheir foreign language proficiency. Another, is a dramatic increasein their knowledge of other countries, specifically the ones wherethere were international issues. Also, very important to this,I think, is the dramaticin- crease in their commitment tohaving a career, which isinterna- tionally involved. I submit, Mr. Chairman andmembers, that we need more young people with that kind of motivation. When we look at the study abroadsituation, what we find is two main characteristics. I think these couldbe changed and should be changed with some Federal suPPort. The one is highly Eurocentric, which meansthat at least 80 percent of our students whostudy abroad are going toWestern Europe. They are not learning thclanguages of the 90 percent of the rest of the world that mycolleague just referred to. They are going to England, France, Rome,Paris, and so on. They are not going to Bangladesh or China. I submit that whereas two-thh ds of therest of the world is made of the non-Western and developingcountries, it is extremely important and it is really rathershocking that only 20 percent of our students do go to places abroad, otherthen Western Europe. Second, I think that we should endeavor tochange the profile of the students themselves. If you willlook at the students studying abroad, you find still a rather elitistprofile. They tend to come from upper middle class families.They tend to be in social sciences

ri I t`Y. 55 and humanities. Theyare not coming from minorities, from the blue collar or the poor segment. As we move to theyear 2000, when a majority of our young people will be not of European background,but Asian, African, and Hispanic, it seemsvery urgent that young people of these backgrounds finally be given the opportunityfor that experience abroad to enhance their international knowledge. We find, also, that the studentswho are going abroad tend not to be in fields where I think it isvital to have more citizens with international knowledge. Students inthe areas of science, business, engineering, law, medicinetheyare not going abroad. The reason for them,as for minorities, is cost. They tend to have a curriculum which is highly articulated, which involvesa se- quence of required courses. If they went abroad, they wouldprob- ably have to spendan extra year towards the degree, and that is added cost. So, cost is at theroot of that as well as the minorities and others not going abroad. I think that if it is important forour students in social science and humanities to learn to speak ina foreign language and to learn how people behave in othercountries, it is certainly particularly important for students whoare intending to have careers in business or management. Several organizations that Iam representing have been articulating the need to have study abroadreach out to under-represented countries and regions and to havestudy abroad reach out to under- represented students, especially minorities.They have also made it quite clear that wecan not expect our colleges and universities to pick up the cost. Mounting a study abroadprogram in a country like India, Co- lumbia, or Bangladesh tendsto require more staffing and funding in order to make it work becauseof the different situation in the developing and non-Western countries. It is important thatour students be able to go to these places and learn about them, but it ismore expensive. Our colleges and universities, I don't think,can be expected to pick up that additional cost. I would say that certainly thereauthorization of the Higher Edu- cation Act can bea turning point with respect to the main points I have made; namely, the diversificationof study abroad in terms of geography, and in terms of who participates. The legislation before the subcommitteecan enable the Depart- ment of Education to playan important role in this; namely, the Global Education OpportunitiesAct, introduced by Senator Dodd and Representative Panetta. Thiswould enable institutions andorganizations to developprograms of study abroad that would meet these needs relating to the under-developed,developing, and non- Western world. 56 In my final point, I would saythat I hope that we can look atthe Reauthorization as making, finally, achange in the Federal pos- ture with respect to studyabroad, namely showing that thisis, indeed, seen as an importantvehicle of international learning,and merits Federal fundingnotsubstantial, but enough, particularly along the lines I have described. I would be happy to answer anyquestions. Thank you, Mr. Chairman. [The prepared statement ofBarbara Burn follows:] 57

TESTIMONY OF J. SARUM B. SURE ASSOCIATE PROVOST FOR INTERNATIONALPROGRAMS UNIVEMEITY OF MAESACEUSETTE AT ARMREST MORE TEE SUBCOMMITTEE OM POSTSECONDARY EDUCATIONOF THE COMMITTEE OM EDUCATION AND LABOR U.S. HOUSE OF REPRESENTATIVES JULY 24, 1991

Mr. Chairman and Members of the Committee,I wish to thank you for the opportunity to testifyon Title VI of the Higher Education Act. The support of the Subcommitteefor international education and exchange programs inrecent years has been

gratifying, and it is a privilege me to appear before you today.

My name is Barbara Burn. I an Associate Provost and

Director of International Programsat the University of Massachusetts at Amherst. Hy long-tima leadership inthe field of international'education andexchanges has been widely

recognized internationallyas well as nationally, as was affirmed

just two weeks ago when theUniversity of Kent in Canterbury,

England, awarded me an honorarydoctorate of Civil Law. I represent this morning not just my university butthree organizations which are among the most active and experiencedin the field of study abroad andexchanges: the Council on

International Educational Exchange(CIEE); NAFSA: Association of International Educators (NAFSA); and the Liaison Groupfor International Educational Exchange.

The Liaison Group is a twenty-fourmember coalition of higher education associations andnational nonprofit 58

Testimony of Dr. Barbara Burn July 24, 1991, Page 2 international exchange organizations. CIEE and NAFSA are among its founding members. Private and non-profit, CIEE is a leader in organizing and supporting educational exchange worldwide at the school, higher education, and professional levels, as well as in formulating policy in this field. Both the Council aud its members are in the forefront of internationalizing euucation in the United

States. I chaired the CUA board of directors from 1983 to 1985. NAFSA, a professional association representing some 6500 individuals and 1800 institutions both in the United States and in 60 fnreign countries, is the largest membership association in

6ne world dedicated to international educationalexchange. NAFSA promotes and supports the highest levels of professional development and performance in foreign student and scholar programs as well as in administering programs for U.S. students

abroad. I was NAFSA president in 1982-83. As noted in a recent major report of a commission chaired by

Dr. A. Thomas Bartlett, the Chancellor of the Oregon Staf.e System

of Higher Education: "Effectiveness in our rapidly changing world requires a citizenry whose knowledge is sufficiently

international in scope to cope with global interdependence."'

Building upon that report, the National Task Force on Undergraduate Education Abroad, which I co-chaired with Dr. Ralph

Smuckler of Michigan State University, comprehensively examined

Advisory Council for International Educational Exchange, Wucating for Global Comnelengt, New York: CIEE, 1988. 59

Testimony of Dr. BarbaraBurn July 24, 1991, Page 3 the need for expanding study abroad for U.S. students. Our Task Force concluded that "In the United Statea . . . there is abundant evidence that our citizens are not wellprepared for the international realities ahead. By any measure, the levelof international knowledge and understanding In :,ur countryis wanting."'

Effective action is required if we are to strengthenthe international knowledge and understanding of the Americanpeople. In this connection I wish to make the case for a majorexpansion and diversification of studyabroad. We need to develop study abroad opportunities in countries and geographicregions 11....me they do not now exist and/or for minority and otherstudents now not adequately served. This will requirea partnership involving institutions of higher education, national nonprcfit educational organizations, and the federal government. Essential to such an initiative are changes in Title VI of the Higher EducationAct which I will discuss today.

The profile of study abroadprograms is currently highly Eurocentric and liberal arts-oriented. Traditionally, study abroad programming has neglected the world outsideof Western Europe and has failed to attractstudents from minority backgrounds or those studying fields other than thesocial sciences and humanities.

With tfti_Tuk, Report of the NationalTask Force on Undergraduate Education Abroad, Washington, D.C.: NAFSA.May 1990, p. 1.

6 ,1 60

Testimony of Dr. Barbara Burn July 24, 1991, Page 4

Whereas two-thirds or moreof 411 study abroad students go countries to Western Europe, thenon-Western and developing population comprise more than two-thirdsof the world in terms of cultural diversity and richness, and area. They offer enormous Kuwait is and increasingly have animpact on the United States. international competence just one example. But just as America's must have a global reach, sotoo should study abroad opportunities for our collegeand university students.

Study abroad still tends tobe elitist in the kinds of and students who participate. They are overwhelmingly from upper They are generally Caucasianand upper middle-classfamilies. professional female; they are typicallynot in the sciences or study abroad few are from blue fields. Among the students who collar families, few from poorfamilies, and few from the As we nation's minorities, especiallyBlacks and Hispanics. approach the first post-Europeancentury in American history, of when a majority of youngAmericans will no longer have parents it is European background butAsian, African, and Hispanic, for urgent that these minorityyouth share the opportunity The chief international learning offeredthrough study abroad. Many of these reason for their lack ofparticipation is cost. is out of the students hold down jobswhile going to school; that

question for studentsstudying abroad.

Cost also deters studentsin such professional fields as

eagineering, public health,business and management from study hence cost abroad which may prolongtime to get their degree and

Wi 61

Testimony of Dr. BarbaraBurn July 24, 1991, Page 5 more. But if it is important fcr students in thehumanities and social sciences to be able to converse with peoplein other countries in thcir languages and to have an understandingof their cultures and ways of behaving, how muchmore so for American students ofbusiness and management! In the last several years both CIEE and NAFSAhave led in articulating the importance of study aborad in"under- represented" countries and regions (non-Western,developing) and for "under-represented" students (minorities,and students in professional fields). Together with manycolleges and universities, they have made clear that only withspecial funding can the situation be changed. Study abroad programs in geographic regions outside of Western Europe typicallyare more costly to mount, not just in the higher costs ofinternational travel but in the cost of the special servicesand staffing commonly needcd to supplement local resources andstaff. If the under-represented students are tc participate in studyabroad, special funding will be required to make theopportunity attractive and feasible. Even though these prioritiesare gaining increasing recognition and modestprogress has been achieved, our colleges and universities can not beexpected to find the funding tomeet these extra costs. The reauthorization of the Higher EducationAct can be a crucial turning point in the expansion anddiversification of study abroad.Currently, there is no federal leadershipor assistance in thiseffort. Section 604 of the HigherEducation

47-530- 91 - 3 62

Testimony of Dr. BarbaraBurn July 24, 1991, Page 6 Education, does Act, which concernsUndergraduate International international not evan mention studyabroad as a component of

education. enable the Legislation is pending beforethe Subcommittee to role in achieving Department of Educationto play an important Opportunities Act, the above goals. The Global Education and introduced this session bySenator Christopher Dodd developed in Representative Leon Panetta,has been carefully education leaders to do two close consultationwith international to federal financialaid things: 1) to allow full access in study abroad programs for eligiblestudents to participate through programs approved bytheir home institutions Act, and 2) to modifications to Title IV ofthe Higher Education Education in provide a small, new rolefor the Department of opportunities assisting institutions todiversify study abroad Title VI. A for our students throughproposed changes in later to colleague of mine will appearbefore the Subcommittee modification to Title IV wouldimprove discuss how the proposed I wish to briefly access to studentfinancial assistance.

discuss the legislation'sTitle VI proposals. Opportunities Act proposes, most The Global Education importantly, that the Departmentof Education administer a educational institutions as well asnonprofit program to assist these associations and organizations(who administer many of to establish and programs foe campuses ona national basis) not maintain study abroad programsin locations where they are

7 63

Testimony of Dr. Barbara Burn July 24, 1991, Page 7

now available and for students whoseneeds are not currently being met. Although it could, and should, besmall in scope, such a dedicated effort is needed. Merely adding study abroadto a list of possible fundable activitiesis not, in my view, sufficient. We need the Department ofEducation to indicate that expansion of study abroad opportunities is a priority. We need focused attention to the issuesinvolved.

In addition to this proposal,the Dodd/Panetta bill would: provide authority for assistanceto integrate study abroad

programs into home institution degreeprograms, improve the

effectiveness of Study abroadprograms through development of model enrichment programs (done with great success withregard to foreign students in the U.S..byUSIA), clarify that Intensive

Summer Foreign Language Institutesmay take place abroad, and allow Center for International Business Education fundsto be used to permit business students to study abroad inareas crucial to the economic well-beingof the United States. I recommend these modest but important changes in TitleVI to the Subcommittee.

Thank you for the opportunityto discuss the role of study abroad in achieving the international education goals whichare so important to the future ofour nation's security and prosperity.

C S 64 Chairman FORD. Thank you very much. Mr. Good ling. Mr. GOODLING. I have just one quick observationand then one question. I saw a former student of mine recently who is ateacher of the Russian language. He indicated to me that he teaches sevenclasses in that high school; which really blew my mind.I was trying to think in my own district, but I could not think of sevensections, totally, of all languages being taught in anyhigh school. I don't know what the answer is. Part of it must have to dowith his per- sonality. I'm not sure. I did want to ask Dr. Burn, yoo indicated thatonly one percent of our students study abroad. Is there anythingother than the financial problems involved that stand in their way? Ms. BURN. I think there are several problems. Oneis that many students do not see that as part of their future. It is not partof the image. We have to work more on that. Second, I think too many professors, perhaps, are not encouraging it, becausethey might think the education is better at home, and nothaving that time away from the hGme institution.Third, it may prolong their study period. In many fields it does, because it is extra timeinstead of integrated wit'a their degree program. I think all of these are manageable deterrents, butthe financial one is probably the major one. Mr. GOODLING. Than& you. Thank you, Mr. Chairman. Chairman FORD. Let me ask the members of the panel a question. In Michigan, we have a school called KalamazooCollege. A part of their program in undergraduate school is 1 yearof study overseas. I suspect most of it takes placein Europe. Have any of you had any experience with where thereis any lasting impact on our inventory of bilingual people as a resultof programs such as that? Ms. BURN. If I could, I will just elabite a little more, especially because Kalamazoo was part of the .On the 5 year, five country I referred to on what, if any, dufl. . once studyabroad makes, Kalamazoo was one of the American institutions involved. Iworked closely with it. We did find a dramatic increase in language. We did a follow-up longitudinal study of impact, 5, 10, 15,and 20 years later. I might say, Mr. Chairman,that Kalamazoo was the most able of the four institutions to catch upwith its alumni. It knows who has been abroad, and it knows who was there 20 years ago. Indeed, many of them were continuing to try to maintain the language skills they had not gained, but improved, and honed when they were abroad in Kalamazoo's programs.Many of them had been in Africa and Asia, as well as Europe. It was a veryim- pressive program. Chairman FORD. Mr. Brecht. Mr. BRECHT. If I could just add a point to that. Wehave very clear data that indicates that no matter what we do at theuniversity level, 4 years of college, say in Chinese, simply will notbring anyone to any level of competence in thatlanguage. It will not happen. 65 If you add 2or 3 years of high schoolon top of that, and it still won't happen. Wehave very concrete regard. data in Russian inthat We do also haveclear indication that if months in you spend at least 4 a country with a goodprogram, you can reacha level of competence thatyou can actually function in that out it, in the languages which language. With- we consider some of the harderlan- guages, it could take Americanstwo or three times than does,say, Spanish. as long to learn In these languages, study abroad is absolutelya vital part of the career. Without it, youare not going to get functional Chairman FORD. Mr.Merkx. competence. Mr. MERKX. Mr.Chairman, from thestandpoint of the national reseerch centers, whichanswers the second part of do we see these studentsin the pipelinethe your question, A standard entry answer is yes. for somebody whobecomes a foreignarea expert is to geta master's degree ina foreign area or field, like Latin Americanor African studies. They then gram. go on to a Ph.D. pro- At the University of New Mexico,we have 75 students inour Masters Program forLatin American studies.I woulrl least four fifths ofthem have studied say that at or in college. abroad, either in high school, We have a largeproportion of students in from Ka Immo College, this. We have hadone in Latin Americanstudies. We have them from a number ofsmall middle-western number of places which private colleges ina have study abroadprograms. The students get interested and thenthey end up inour programs. So, the answer isyes, I think study abroad nicely with later does articulatevery graduate professionalspecialization. Chairmen FORD. Mr.Greenwood. Mr. GREENWOOD. Mr.Chairman, I haveone additional note. T.Ae interest inanother country and essarily an abstract another language isnot nec- thing. A person whobecomes really committed to an area almostalways has somewhere direct contact. in their life historya Study abroador some other kind of internship thing that gets them activitysome- abroad and somethingthat gets them engaged and involved ina particular place builds discipline behindwhat is a curiosity that puts the with it. necessary for them to reallycarry on Almost everybody we have in our community, ifyou ask any of us, I think you will findthat we have always ence somewlaere there. had a pivotal experi- Study abroad is simplythe most accessibleand most organizable kinds of those pivotalexperiences. Ms. SCHODDE. Mr. Chairman, if I could, Iwill makea comment regarding 2year institutions in relationto this topic. We are beginningto see some experiences tions. Myown case in point is the from 2 year institu- College. Des Moines AreaCommunity Let me give you an example of whateven short term study abroad does forstudents in a technical standing culinary field. We havea rather out- arts department. Threeyears ago, we developed 7 66 with the FrenchChefs' Associationof the Loire an exchange offer from theAssociation Valley. In turn, whatthat led to was an in that to develop sixstudent internshipsin French restaurants area of France. prior to that invita- Our students had nolanguage preparation themselves in the technicalfield, the language tion. They prepared instruction before they went of French cuisine,in French language on thatexperience. airplane. The six Of the six students,five had never been on an culinary arts instructor,who spoke French.They went, with a They brought back, of course, spent 21/2 weeks inthose restaurants. and their an experienceof a lifetime, in termsof their motivation interest in the broaderfield of internationalcuisine. that story. I had anopportunity to chat with Here is the end of 28, with several of them, but mostrecently, a young woman, age I asked her whathad been the impact onher of this one daughter. she had everyintention of continuing experience. She said that she could to continue study in French andgoing back as soon as further study. Chairman FORD. Ms. Burn. attention of the commit- Ms. BURN. I wouldjust like to draw the tee, very briefly, to a programin Western Europe,in the European community which I think,perhaps, offers somekind of a model or incentive. needs of Europe in1992, there is aspecial In order to meet the called Erasmus, a very ac- program now inits third or fourth year of curate acronym forexpanded regionalaction fcr the mobility university students. to be sure that 10 per- In any case, by 1992,the plan is to enable in higher educationinstitutions in all ofthe cent of all studentscountries spend at least onesemester, prefer- European community institution in ably an academic year,towards their degree at an another country. able to func- This is to ensure that theyhave future professionals in Western Europe. tion across the boundaries States needs pro- I would submit, Mr.Chairman, that the United just as fessionals who can function acrossinternational boundaries, well. Chairman FORD. A few years ago,this committee wasin the Scandinavian countries. We weretalking about laborissues. We discovered that to be aflight attendant, acabin attendant or a waitress on SAS, youhad to be conversantin Swedish, Danish, Norwegian, German, English,and French. astonishing, and they tookit for granted. We found that quite that they were very How did they find peoplelike this? They said common. It hasbeen understood amongstthe European community that people are expected to morethan monolingual. educaticnal opportunity atall are expected tobe People with any multilingual. able to demonstratein social situationsthat they are Having been in thosesocial situations, Iknow that you can feel That is after 3 years ofcollege French, and some very, inadequate. I do not know that wehave ever been applied Spanish in Mexico. there is any valuein able to convince theAmerican public that that.

71 67 Dr. Brademus, now president of NYU, and I introduced the idea of international education more than 20 year ago becausewe both had graduated from institutions that hadprograms that we thought were a pretty good idea. We have never been able to get the money for them. Mr. Brecht, you mentioned Fulbright-Hayes. We always thought that that was the reason thatwe couldn't get international education funded. Because about the time thatwe were talking this way, the proponents of Fulbright-Hayes had discovered that what they were doing was training foreign employees for Ford Motor Company, General Electric, and others. Fulbright scholars were coming here from Latin America, and they were being grebbed up by American corporations who wanted to expand their business operations in the country of their origin. They were not going back and infecting the population witha love for America, as Fulbright-Hayes was intended. Itwas a State De- partment initiative. The idea was that the ugly American syndromewas such that anybody who was exposed to living in America forany length of time would leave loving us forevermore and infecting everybody else with that love. Then we would havea lot of people who would come here, be infected, and go back, become a part of their government, and make it easier for us to get along. You can see how well we have been doing in the last quartercen- tury in our relations with Central and South Americaas a result of Fulbright-Hayes. However, the anxiety over the fact that American businesses seemed to be the only beneficiaries of the Fulbright-Hayes experience soured the Appropriations Committees on both sides. To this day, we still can not convince them thatwe are not talking about a program to train foreigners to work for American companies. That is a hard hurdle to get overthat Fulbright heritage, if you will. I should say Fulbright-Hayes. When criticizing the bill,make sure Wayne Hayes gets his share of the blame. [Laughter.] Mr. Sawyer. Mr. SAWYER. Thank you very much, Mr. Chairman. I am not sure that I have questions. You have coveredso much this morning in your testimony. Just let me add as an observationas one who took Russian and German in high school and endedup, after spending a summer in an eight hour a day prograth, thinking, dreaming, and making jokes in German, that I never have achieved that level of facility with language before or since. As one who won a state public speaking contest in Russianin high school, I never came anywhere close to that kind of facility, because I learned one in away that is much more natural. I learned the other in thesame way that many of our music programs teach music. They teach a kid how to manipulate the mechanics ofa clarinet, and how to read the musicon the page. One or 2 hours a week, and a little bit of practice after school should be enaugh to teach them how to play a clarinet. Of course, whenyou get to the real world of serious music, it is nowhere close to being adequate.

72 68 I never thought I would useeither of those languages. Icertainly never expected tobe doing what I am doingtoday. Yet, I don't think that there is anythingthat I regret more than theloss of facility that I in' ght have hadin one or both of those languages. It seems to me that when wetalk about the opportunity tobegin early and to sustain thatnurturing and what that languageis really all about, we need tocombine that in some ways, I suppose, with the idea that Ms. Schoddebrought to the idea of French. When we are talking aboutmaking better use of our educational plant, and better use of the timein the course of a year, we are probably not really ping to beable to expand the school year by adding additional weeks ofeight periods a day, 45minutes a period, and that sort of 'hing. What we really could do is to takeadvantage of the needs of language instructionand use those facilities maybeto teach kids how to build birdhouses inFrench, or how to repair anautomobile in German. We could make thoseexperiences enjoyable, completeim- mersion opportunities to learnlanguage in the way in which we learn the language that we arenative in. I look for opportunities tosupport that kind ofprogramming, and the opportunity to sustainfacility, not just into high school or beyond, but into the professionallives of people whose business experience is increasinglyinternational in organization,global in character, and in which we find ourselvesnot advantaged by Eng- lish being the internationallanguage, but a distinct disadvantage, because we are the only ones who arelimited to that. Thank you, Mr. Chairman. Mr.TUCKER.Mr. Chairman, may I comment onthat? Mr.SAWYER.I would be glad to have a comment onthat. Mr.TUCKER.In reacting to the remarks ofMr. Sawyer, I would just like to say that we certainly agree verymuch with your obser- vations about, the need to providecontent-based instruction to involve students in doing things that aremotivating, fun, and that involve them in the actual use ofthe language, rather thanthe study of the language in an abstract way. I should point out that there are some veryinnovative and exciting programs now going on in manyplaces. One that comes immediately to mind is in the State of NorthCarolina, where they are embarking on a statewide approach atthe elementary level, to provide content based instruction. One of the problems is thatstudents go in to participateand move through theseearly exciting programs, developreasonable facility, and then go the secondarylevel and go back to FrenchI again; or, they go to a postsecondary programthat doesn't take advantage of the training that theyhave had. So, one of the things that one would aigueis that there should be some more systematic attemptthan there is at present to take a look at the varied programs and take alook at the exemplary and demonstration programs, and somehowto provide for betterarticu- lation and for a better flow ofstudents through the pipeline to draw upon the resources that arebuilt up at an early level. Mr.MERKX.Mr. Chairman and CongressmanSawyer, I think your experience isall too typical. There are a lotof people in the IJnited States who have becomefluent, at some point in their lives,

7 3 69 in a foreign language, andthen have lost it. At thehigh point of Title VI funding in themid-1960s, now almost 30years ago, there were about 2,500 FLAS fellowships. If you got interested andyou had some language ability, there was a career track for you to becomea foreign area specialist. We are now down to 600or 700 of those fellowships. It isno longer very easy to offersupport to encourage somebodywho has the kinds of talents thatyou had to go into a specialty wherethey can use that language. We are losing that. The generation of the people whosit at this tableweare all in our fifties and sixties. That is what Iam concerned about. It is not only that we getyoung people interested in the rest ofthe world, but we encourage themto go on and dedicate their livesto foreign area expertise and studies, and contributeto the nationalprocess. I am frankly concerned thatwe may lose that if we do not attention to it. pay Mr. SAWYER. Thankyou. I appreciate your being here. Mr. Greenwood. Mr. GREENWOOD. While Iwould not want to distractany attention at all from thelanguage competency issue,one of the things that is implicit in the approachthat we have recommended isthe emphasis on a continuum ofdifferent kinds of opportunitiesfor different kinds of students andneeds. The technical school studentwho gets an internationalizingexpe- rience which has to do withthe way in which theypursue their career and the way they understand theindustry of which theyare a part, may be in a very differentkind of experience froma business school student. This studentneeds a very specific kind ofex- pertise in one particularworld area, as wellas someone who becomes a real foreign language andarea specialist, and a future teacher and contributorto research. We have to besure that we do the latter. We haveto pursue a strategy to makesure that we are covering the needs ofthe former with the expertise thatis there. We have to haveenough of it in order to deploy it ina very broad way across the system. Ms. SCHODDE. I think Iwould like to add justone quick comment to that. Davydd is absolutelycorrect. There is no field of study today that does nothave an international emphasis or piece in it. or component I think if you readsome of our testimony insome of the final paragraphs, you willsee that we all conclude that whatwe are looking at is and whatour testimony from our 2year system alone is simply saying thatby the turn of thecentury, what we should be saying is that 90 percent ofcommunity colleges in thiscountry will have internships abroao1., all of their technical, ities-oriented, fields. as well as human- Also, every faculty memberand department will hare an opportunity forsome sort of travel abroadexposure in terms of faculty development. We will haveforeign scholars teaching,lecturing, and studyingon our campuses to bring againthat international presence back to our own students,particularly for themany others who stillmay never have an opportunity like abroad. that to be 7 0 single entity here. Itdoes not just in- We have to look at every which are critical for our volve total, complete100 percent experts, Nation's survival. mechanic who is We also must belooking at that automotive industry with automobilesthat are being trying to compete in his understand what made everywhere else.If that industry does not doing who are makingautomobiles, and under- other industries are they think, and the waythey work stand their culture, the way to look at that is called internationalcompetitiveness. We have that point as well as theother spectrums. Title VI. But, we arehere to bring the case That is a big task for funding, obviously, is not to you. We want tosimply say that the adequate. well made. Mr. SAWYER. That is a case would probably Mr. Chairman, we haveother members here who like to ask questions. Chairman FORD. Mr.Gunderson. Mr. GUNDERSON. I Will pass mytime. Mr. KING. I Will pass, too. Mr. SAWYER. Boy, was I wrong. Mr. REED. Well, I'll justuphold our side of thetable by asking a few questions. I am intrigued by thediscussion, particularly bythe discussion of foreign language training.Two years ago, as the intensive summer State Senate, I introducedlegisla- a memberof the Rhode Island Rhode Island for in- tion to create a programin the University of tensive summer foreignlanguage training. innovative and novel idea,until I got a I thought that was an legislation from oneof letter about a week afterI submitted the to teach the professors indicatingthat they had one such program it was funded by theFederal Repub- German. To my great chagrin, State of Rhode lic of Germany, not bythe United States or the Island. investing in our I was amazed that foreigncountries would be and sponsoring intensivesummer higher education institutions much as camps forforeign language, and we werenot doing that as we should. I was abit shocked. strong supporter of theidea before As you can see, I am a very of this today's hearing. My question,though, is what is the status intensive summer training,in general? Are wedoing enough and can we do more,relative to other countrieswho are, in fact, doing it for us? I'll just open upthat for comments. Mr. Brecht. earlier is right Mr. BRECHT. Yes, I thinkthe point, as I indicated Short of study abroad, this seemsto be the mostefficient on target. especially in dispersed way for costeffective language instruction, clientele, so to speak. I would say that right now,to give you anexample from Title VIII, where Soviet areastudies have been supported,in that particular program, 3 or 4 years ago,they instituted a summerinsti- tute for the less commonlytaught languages inCentral and East- The program disintegrated. ern Europe. and, gradually, it simplydisintegrat- It worked for the first year to come to it. ed, simply because itis too expensive for students

75 71 The FL ',S fellowships,which should be ly fer high level available for that, especial- graduate students whoare interested in high level skills, simply weren'tthere. So, I think thatis a crucial issue. We can doa lot. We have learneda lot in language instruction over the past 20 years. We can make that an effectiveexperience now, but we can't do it if thestudents don't getthere. So, the first thingis, somehowor another, in these days, work in thesummer in order to make students back to school. If money so that theycan go you don't have financial aidavailable, those institute., are very hard tomaintain. Mr. REED. Mr. Tucker. Mr. TUCKER. Ina former life, Iwas a research professorat a North American University.One of the thingsthat I was interested in was doingcritical evaluations of teachers who participated the gains thatwere made by in some of thesummer institutes under NDDA or under EPDAauspices. We did the kindsof traditional things guage proficiency and looking of looking at theirlan- at the internationalawareness, and so on before they beganthe training, after training, andso on. We also had they completed the an opportunity with severalasso- ciates to follow-upteachers 5 ormore years later, after they participated in thetraining. had What we were able to demonstrate withseveral associates is that the summer institutesreally provided way of enhancing language an extraordinarily effective proficiency, which stayedwith the individuals, and theparticipating teachers ness of other people's in enhancing theiraware- ways of life, and soon. In one particularstudy, we went back a 97 percent sample of the and followedup on about ing in some detail teachers, 5 and 7years later, document- the way in whichthis summer languageinstitute had really affectedtheir career decisions. It had affected what they did with theirlives. It affected whether they continuedto remainas teachers in the Rhode or in the Michigansystem. It affected Island system other po..itions whether they wenton into of responsibility inlanguage education and From our perspective,they are just tremendously so on. The shame of the effective. matter at present isthat summer language stitutes have not beenfunded. in- Mr. REED. Let me broaden thata bit. My conception of thepro- gram not only involvedteaching teachers and but also bringingin businessmen teaching students, with language. and women who needa facility Again, you go back to a state likeRhode Island, where expect it is a little bitoff the beaten you now have Japanese companies track in somerespects. We managers, who are running that are coming inwith Japanese last place these companies. That's,I think, the you would think they wouldbe popping I wonder if partof your concept up, but they are. students and traditional is to involve notjust traditional people who need teachers, but also thenontraditional foreign languagetraining in theseinstitutes? Mr. TUCKER.Absolutely, andparticularly when linkages betweenthe summer language you look at the tional business programs and the interna- center programs, to beable to provide thattraining 72 caseJapanese or what- in the foreignlanguages in your own everfor those who needit, absolutely. would like to add just oneother comment. As Mr. GREENWOOD. I international studies center,which has had the Director of a large and area studiesinstitutes, some summerintensive, both language practical value for it is important to notethat they have very people who need inservice training asadults. Being able to be aprimary and secondaryschool teacher during business to make a decisionto remove an execu- the summer, for a making a commitment to tive for a 2 monthsession, as opposed to removing him for a 2 year courseof study, creates akind of practi- which people can do veryintensive work. cal environment in gets going in Also, not to be underestimatedis the dynamic that just that language getstaught. It is a those situations. It's not basis that get caught group of peopleinteracting on an intensive having a up in thelanguage and culture ofthe area. They end up total kind of experience. It has also, from myperspective, turned out tobe 9.xtraordinarily involved. It restimulatesthem, refocuses their good for the faculty subject matter, attention and their senseof the newness of the the which during the courseof the regularacademic year and grind is actually harder tomaintain. It is a concept that hasproved its worth. Itreally deserves support. Mr. REED. Yes, sir, Mr.Merkx. example of a Mr. MERKX. Mr. Reed, let megive you a practical critical language in thisregard of how we needto have summer institutes. American Indian lan- I am speaking of Kechua.It is a South guage. It mightsound esoteric. speak it, but I Mr. REED. Actually, I wasin Bolivia and I do not have heard it spoken. know what languageswill be important. Mr. MERKX. We do not this year, or Kechua We do not knowwhether we will need Iraqi next year, but as you are nowaware, havingbeen in Bolivia, we have a major guerillainsurrection in Peru.The operational language for thatguerilla war is Kechua. We have major productionof narcotics in theKechua speaking insurrection of the narcoticPtrafficking and cocaine areas. The Ecuador, and growing are spreading intoother areas like Bolivia, even south into partsof Uruguay and Chili. Now, we have taught Kechuaat the Universityof New Mexico two, or three students ayear that for 24 years. We only have one, there we are teachingthat. We would not beoffering Kechua if national resource center forlanguage and areastudies, were not a to offer that. This and we have to subsidizethe linguistics program is because the studentbodies do not pay for afaculty salary. and Texas teaches Kechua.We are all in Cornell teaches Kechua We, the same sAuation,because of the smallnumber of students. essentially, offer tutorials. Once a year in thesummertime, we get all theKechua students together in one place.We did that at Cornell. in the United States together as much We all pool our few HASfellowships and scrape

77' money as we can. We gota critical mass of students togetherat Cornell to learn Mia andKechua one summer. That is whatwe really have to do. We haveto do the same thing with Slovakor the languages of the SovietUnion. If we don't do that, we are not usingour resources very efficiently, never teach the languages at all. or we will Mr. REED. Mr. Sawyerindicated that Dr. Burn to a previous question. wanted to respond Dr. Burn, wouldyou like to make a response? BURN. Actually, Iwas going to follow-upon a comment that the Chairman made,if I may be permitted,with respect to Ful- bright-Hayes. He mentionedstudents coming to thiscountry and learning to like thecountry and the culture, matter. or love it, for that I merely want to point out the imbalance in theopportunity for Americans to learn andlove other countries. We foreign students in the have some 380,000 United States becomingacquainted withus, how we do things, andperfecting their Englishskills. We have onlyone fourth or one fifth the number icans studying in of young Amer- other countries, learningto like them and toun- derstand them. I thinkthat this imbalance is Thank you. a source of concern. Mr. REED. Thankyou, Doctor. I have one other generalquestion. Just to set the recordstraight about from ence, I was not involved in the my Bolivian experi- activities you discussed,Mr. Merkx. Mr. MERKX. Youwere not an entrepreneur. Mr. REED. Iwas not an entrepreneur, driving the Andes. a BMW through I was a West Point cadet who was goingdown there onan exchange with theirmilitary academy. My greatly improved by facility with Spanishwas being there. It has sincedissipated. This is just so you understand why Iwas in Bolivia. My final questionis one more, I think, cism. of introspectionor criti- I go back to whenI was a youngperson. My mother and father urged me to studyforeign languages, becauseat that time and in their view, havinggrown up in the 1930s, language to go you had to have a foreign on to get a graduate degree.That has been basically eliminated. Havingsuccessfully negotiateda couple of graduate degrees, I know that foreignlanguage isno longer a gate. Institutionally, hashigher educationunderm whatyou are trying to do by takingaway some of the critical 'weds degree in foreign languages? to get a Mr. BRECHT. I thinkthat it is true tosay that the higher education establishmentreflects this society, from it. I think in and is not much different the past number ofdecades, there has beenan erosion since the 1960sin the emphasison education. I think that hasturned around and is maybe last 6 turning around in these years. I think we havea long way to go. Part ofour emphasis in the languagecommunity is to try to convince cational establishment the edu- people in language that the traditional roadin just educating and literature isnot the onlyway to do this. 74 If we branch out and we spreadourselves to professionalschools and to the social sciences,and even the natural sciences,in fact, that is the way to start buildingthis base again. Whether language will be neededfor the Ph.D.s, as theyshould be, I think our concern right nowis to get the broader based, higher educational undergraduateexperience more involved inlanguage and, in myview, less involved with thelanguage departments and more involvedwith the language schools. There has been progress. Yourdiagnosis is correct, but I think there has been some change in thelast few years. Mr. REED. I would just, inclosing, urge you to continuethose efforts. Whatever we do, I think,in this Reauthorizationbill may be not as significant as what youwill do internally inreprioritizing the importance of foreign languagein higher education. Thank you, Mr. Chairman. Chairman FORD. Mr. Andrews. Mr. ANDREWS. Thank you, Mr.Chairman. I thank Mr. Reedfor clarifying his Bolivian activitiesfor us also. I thank the members of thepanel, and I would like to ask youto respond to a general concernabout the connection betweeninter- national commerce and internetionaleducation. It seems to me that we havesomething of a tension that we should try to first articulate and thenresolve in the context of this Reauthorization. This is what I think ofthat tension. The international business community has asolid and vested interest in promoting international education. Wehave heard several comments to that effect this morning,both from the members of thecommittee and from the par el. Clearly, there is an inseparable linkbetween international competitiveness and a high quality internationaleducation in Ameri- can institutions ofhigher education. On the other hand, I think wehave to be sensitive that wedo not let commercial priorities drivecurricular priorities. We do not want to be in a situationwhere only that internationaleducation which is immediately profitable orimmediately lucrative for the commercial commun:ty is reflected in thecurriculum. I suppose that there are very fewAmerican companies who would be interested in helping tosubsidize the cost of the studyof some fairly exotic thirdworld culture. If we permit thefunding for the program to be driven by thatkind of concern, I think that we are making anegregious mistake. On the other hand, if we fail tosystematically think about the potential for expanding internationaleducation by linking up the business communities with the institutions,I think we are missing the boat as well. I would ask the members of thepanel to address, briefly,how they think, in this Reauthorization wemight resolve that tension and maximize or optimize the possibilitiesfor business involvement in funding international education. Mr. Greenwood. Mr. GREENWOOD. Mr. Andrews, youhit on a very important point. On our InterassociationTask Force, we had representation from the international business center group.In fashioning our ar- 75 rangement, we have tried to fashiona reasonable linkage between the types of interests it represented. There is a sense in which the interests conflict. Youpointed that out quite clearly. There is anothersense in which they are fundamentally and ultimately complimentary. That is,the international business community needsaccess to the same kind of foreign language in area of expertise that everyone else needsaccess to. To that extent, there isa similar degree of interest in providing that kind of support. One of the things that confounds the relationship, inmy personal opinion, is that in previous structuringsof Title VI, the way in which the iLternational business dimension ofthe Title was developed was by subtractingresources from the foreign language and area studies portions of the Title. That created a structured competition and anotherkind of competitiveness inside the community thatwas not particularly productive. One of the things thatwe have gotten past, at this point, and through our discussionand time have beennational discussions going on for yearsis thatwe have gotten past that sort of superfi- cial conflict, created by theway resources were allocated, into a more fundamental sense of the unity ofour interests. It is quite true that torun these programs off of purely pragmat- ic notions about business interestsis not only not a good idea, but over the long run, it will not work, because businesses' focus ofat- tention moves around the globe quite rapidly.The building and maintenance of internationalcompetence resources is a much longer term kind of proposition. What one really has to do is addressthis by having the resources available, but also havingstructures of deployment that make those resources available, anda format that is suitable for businuss to use, but suitable for science and technologyeducation, and community colleges touse and so on. You hav3 to maintainit, strengthen it, and createa structure of interaction that is more positive. My personal opinion, and I thinkthis is just a repetition of the initial point, is that thesense of competitiveness between these two goals is something thatcan be dealt with by structuring the interaction properly. Thank you. Ms. SCHODDE. I would liketo just quickly pick up on yourcon- cern. You are right on target. I speaking from thestructure of community colleges fora moment, those institutions,as you well know, are directly responsible for local communities and theirneeds in education and training. In the area of Title VI andhow that dynamic can operate and does rather well, I would referyou to page 4 of the testimony that the American Association of CommunityJunior Colleges has submitted to you. They have listed four, I think,very excellent examples of the way in which Title VI, Part B, Business and InternationalEduca- tion, is functioningnow to enable those local institutions to respond to direct, local business needs.

Su 76 The important dynamicthat goes on there is that over75 percent of the 1,200 communitycolleges today are already,and have doing economic developmentwork with been for some 15 years, in, their local business community.When the Title VI money came it was very quicklyrecognized that they could tiein very nicely with that funding. Mr. ANDREWS. I think thatwhat is challenging andinteresting about that is that it ties in toMr. Sawyer's point aboutteaching in context and giving students awork experience that surroundsthe language teaching, and it's a wayto do that. I have read the testimonyand that reminded me whatTom had said. MS. SCHODDE. My response onthat is that the structurethere and the way in which theTitle is written does not needfixing. It needs more funding. Mr. ANDREWS. Okay, great. Mr. MERKX. CongressmanAndrews, I have just one point. I think that the relationshipbetween business and internaticaal education is exactly an analogousrelationship between defense or intelligence in international education. Business wants some things from usthat we can give them. We have gotten business funding in ourcenter for a dual degree program betweenLatin American studies andMBAs with our management school. It has been verysuccessful. What we find is that businesses onlywant to give money te support that program. Theydon't want to give money tosupport the library or the language program orthe students who become specialists who will be the futureprofessors. The same thing is true, Ithink, and the analogy holds with respect to the intelligencecommunity or the defensecommunity. They need international expeetise,but if we let their needsdrive the program, we may not theninvest in the basic research,training, and language acquisitionsthat are necessary for awell-round- ed foreign area balance in thiscountry. I think we need the linkages,and we can serve thosecommuni- ties. We need, at the same time, tomake the basic investmentin the infrastructure. The only programin the Federal Government that does that is Title VI. Mr. ANDREWS. I appreciate that. Yes, sir. Mr. BRECHT. I would like to justmake a very brief point onthat. That is, the legislation itselfreflects that tension. What we are concerned about consistently is thatPart A essentially funds the general centers which look out forthe long range and maintainingthe long range programs and thelanguages in the areas of theworld that are not directly concerned withbusiness now. Part B concerns business. Thisis the way it should bc.But as long as funding puts those two partsin competition, then the tension becomes problematic. As long as funding for Part Ais adequate, funding forPart B is wonderful. When Part B starts takingfrom Part A, when business starts taking from the generalcenters, even if that isperceived to be the case, then we have aproblems.

81 77 Mr. ANDREWS. Perhapswhat we can do, rather versus Part B, is to find than pit Part A lars into Part B and freemore creative ways to drawcorporate dol- those up so that PartA fundingcan be expanded and meet bothgoals at thesame time. Thank you very much. Thank you, Mr. Chairman. Chairman FORD. Mr. Serrano. Mr. SERRANO. Gracias.Mr. Chairman. I want to do this right. [Statement in Spanish.] In your opinion, what is it about the Americansociety thatre- fuses to use itsresources for strengthening ourselves future and utilizingthe many languages and our country? that are spoken in this Why is it that Julio Iglesias sings in ninelanguages and, inmy opinion, andI knowthere are argumentsin this society about thisthe greatestpop singer of all times, Frank in one? Sinatra, only sings [Laughter.] Mr. MERKX. [Statementin Spanish.] I think that theanswer to that is very much tried immigrant history of the up with the language in this United States. We donot have an official country, which I think isvery healthy. English is the language ofuse, but it is not in the Constitution. I, myself, came here from Venezuela.When I came here,my par- er ts wanted me to learnEnglish. I think thatwas a very common reaction ofmany immigrants to the whether they country, that everybody, were of Swedish, Norwegian,German, or Spanish origin, hada commitment to becoming cause of that, to downgrade Americans. They tended,be- brought with them. their linguistic heritagethat they I thinkmany of us lost a lot in thatprocess. I think that haschanged. I think thatone of the developments in the United Statesin the last half ofthe 20th century is ethnicity isseen as a virtue, and not now that as a liability. Languagecom- petence in other languagesthan English isseen as positive. I think that isbecoming somethingthat is helping now, particularly in Spanish, us. We are beginning to get studentswho speak good Spanish,whose parents sometimesonly had a marginal The students havea sense of ethnic pride and use. time, andare anxious to become fluent. are using it all the changing. So, I think that valueis Mr. GREENWOOD. I, as an anthropologist--[Statement in Spanish.] Mr. SERRANO. Becareful know the erything weare saying. Chairman understandsev- [Laughter.] Mr. GREENWOOD. I have a theory aboutthe question thatyou have asked. It'sa very complex question,but then we are academ- ics here, too,so we are supposed to have There is a theories. sense in which the ethnicdiversity inside of the United States is alwaysa threatening issue in thesense that the history of our discussionsabout it have mostly or about complicated issues been about conflict bilities. of distributions ofrights and responsi- 78 That issue cats across, it seemsto me, and itdoesn't stay in place as a domestic setof problems when westart talking about international awareness andappreciation of culturaldifferences. One of the things thatfascinates me in lookingat the higher difficulty we have inmaking a connection education scene is the education, even between multicultural educationand international though both of them useskills that could betranslated into one other. side and then over to the interesting right now isthat One of the trends that seems very ethnic background in the among our studentsof mixed and recent United States, who haveeither grown up inthe United States or come at a relatively youngageand we see this atCornell very clearly, and I think it is trueat other institutionsthey arebegin- doorsteps of our areastudies programs and ning to show up on the perspective on the cul- the language programs,attempting to get a tures from which they come. and resources from theinternation- They are insisting on service they are not get- al programs about thatquestion of identity, which context of their ordinaryeducation as ting satisfaction on in the problem for us, they have been growing up.That pressure creates a obviously. that there is graduallybeginning to At the same time, it suggests inside the be some kind of reproachbetween the ethnic diversity curiosity about thecountries from United States and cultural that dy- which all the immigrants have come.If we can ever make namic work in a positivedirection, we would getpowerful allies in both directions for theinternational education process. Mr. SERRANO. Yes, Ms. Burn. Ms. BURN. I might justremark on what has beenhappening on study abroad that I think relatesto this. It follows up onwhat Davyyd Greenwood said. We fir d more and morestudents of a minoritybackground, recent immigrant or childr ?itof Vietnam Veterans, orchildren of Korean War Veterans, wanting to goto maybe France orKorea. In Massachusetts, we have studentswanting to go to CapeVerde to follow-up and learn what theiroriginal culture was like. I think this is a veryhealthy and excitingdevelopment that is going to expand if thesestudents can find the waysto afford the opportunity abroad. Mr. SERRANO. I thank youfor your comments, allthree of you. It has always fascinated me aswell as troubled me, inthis country the fact that we seemto be turned off bylangtiages other than English. It's not that we aredoing a great job ofspeaking English, but we are turned off bysuggestions that we shouldbe involved with other languages. I am one who would encourageeveryone, includingmyself, to learn to speak 20 languages. It would seem to me thatjust for our safety, for ourpolitics, and for our foreign relationsthat it makes sense not tocontinue to carry this attitude.As we look towards the nextcentury, we should look south of Texas andunderstand that the days ofsending am- bassadors who do not speakSpanish to Latin Americansshould be over.

'4) 79 I mention that particularlanguage because that than any other, is available language, more on the streets of this country. Itis not something thatyou have to import to California, or Pennsylvania. Spanish is spoken Texas, New York, I have just all across this coztntry. one final comment that reallytroubles me about this society. In New York City,you may find districts,areas, or neighborhoods thatare 95 percent white. Whenyou get to the minority community, which New YorkCity is becomingevery day, the mix- ture of the Spanish and theEnglish language ison the street. Now, the youngsters willtrade music secrets,dance styles, and share the New YorkHispanic and the New culture, for instance. Yet, York African American in New York African American childrengrowing up never pick up Spanish. Youcan count on one hand how many live in theProjects with Spanish up Spanish. folks as neighbors pick The message hasalways been, if to the other part of the you pick it up, you are givingin society, and they willbecome stronger. I was a school paraprofessional.I remember that. Meanwhile, in the next haps opening few years, there will beall these jobsper- up for new immigrants. Theones that will not apply are African Americans, becausethey do not speak need applicants whocan speak Spanish. Spanish. They Unfortunately, themessage has always been, don'tlearn it. If you do, you are giving itto them. Youare making them stronger. Ifere isa perfect opportunity fora group of people to naturally become bilingual,just on the street, on the street. or as bilingual as one can get I learned to speak English on the street. Idon't remember learning it in schoolat all. I spoke Spanish,and then I learned English frommy friends on the street. to speak It just troubles me. During the 1960sand I'llend with this, Mr. ChairmanI rememberduring theera of the Spaghetti Westerns, all your Italianactors dubbed their did, with part in English. All ofthem an exception of twoor three. All the Americanactors had someone, in manycases, with a high pitched voice Italian. So, ifyou want to hear Charles dubbing their squeaky voice, it Bronson witha high It has madewas ridiculous if they madea lot of money. a point. They couldcome here and dub themselves, and we couldnot dub in any other I haven't language. seen much progress at all. Iwould just hope that could turn aroundand say, this is we try, and we should a resource we have in thiscoun- use it to the advantage of thefull society. Chairman FORD. Mr.Tucker, do you havea comment? Mr. TUCKER. Mr.Serrano, from the that you made earlier, standpoint of the remarks one of the most exciting thingsthat the language education communityfinds, particularly levels, isa phenomenon called developmentalat the early school programs. or two-way bilingual So, for example, inthe State of New York, very exciting innovative there are a numberof have 50 percent programs in which, for example,you will Hispanic and 50percent Anglo youngsterstogeth- er in the same class. Theywill, by using cooperative niques, each be addingthe other language learning tech- well as providing to their knowledge,as support for eleir homelanguage. s 80 the end of grade 6 or so,is really a bilin- The product of this, by and with en- gual student, withenhanced cognitive capability hanced subject mattermastery. One of the difficulties towhich I alluded earlier,is the fact that there really is a lack ofcoordination among programs atthe primary level, thesecondary level, and thetertiary level. beginning to see a change nowat the younger So, I think we are backgrounds are nurtur- level where students ofdiverse language ing that language, butadding English to theirvocabulary. English students are also addinganother language to theirvocabulary. One of the points that wewould make is thatsomewhere, one would hope, within theEducation Department, as wasoriginally called for in Title VI, thelast time around,there should be some mechanism to ensurelinkage. This is so that the righthand knows what theleft hand is doing that we can draw uponthe resources that to ensure articulation so them to wither or to we develop at anearly age, and not just cause suffer attrition. Mr. BRECHT. Could I justadd one other point? there is bilingual educationand then That is, in our profession, fields which, for there is foreign languageeducation. There is are another, don't really talk,substantively. They are, some reason or represented to- in the Joint NationalCommittee for Languages, gether there. We need a plan to takeforeign language, andwith bilingual education, do something together.In fact, whereas you aredealing with bilingual education, as youpoint out, that is animmense resource for Angloswho want to learn alanguage. We haven't ex- ploited that at all. that. It's complex, butI think you A number of us are looking at communi- are exactlyright. We need a plan thatwill bring those ties together. I thinkthat is a very necessarypart of our agenda. Chairman FORD. Does anyone elsehave any comments? for their testimony. Imight observe I want to thank the panel this commit- that I remember readingwhen John Kennedy was on tee about 43 years ago,he started complainingabout meeting people hi our foreign service ashe traveled as a Memberof Con- speak the language of the countrythey were serv- gress, who didn't House to try ing in. He carried that concernwith him to the White to make changes. that it is probablethat more Forty-three years later, I submit representing us in than half the time, theprofessional Americans Europe, and to a ver ylimited extent in foreign countries outside of they are Latin America, can't speakthe language of the country in. They can only be communicatedwith by people in thecountry they are representing ifthey are linguisticallycapable of communi- cating in English. thought that it was onlythe political There was a time when I language of the appointees in foreign servicewho did*-1 speak the country. I learned laterthat that isn't true. Wequite regularly transfer people around as careeremployees into countrieswhere they do not speek the language. 81 I have actuallyencountered people who one European culture to were transferred from an Asiatic culture, so late in theircareer that they said it wasn'tworthwhile for them to so they weren't going to bother. learn the language, This left some question in my mind abouthow useful they to us, and whetherthey might be doing were They were certainly more damage than good. contributing to the uglyAmerican image that was popularly discussed earlierafter World War II. We don'tseem to be making any to denigrate the progress at all. I don'tsay this programs you have talked for. Iam sure that they will be reau+horized,and I am sure that propriations. we will send letters to Ap- I am sure we won't get very much untilyou hear more of what we heard when the Chairmanof the Intelligence other body said that Committee in the it was one of thegreat disadvantages inintel- ligence. We discoveredit with the MiddleEast war, because couldn't even talkto our allies. we Ever since I read thatarticle, I have been residual damage and how wondering how much many wounded young Americansthere are going to be around thiscountry, because half a million "experts" we suddenly created a on the Middle East by sendingthem there. We send them thereunder circumstances ble for them to where it was impossi- learn a thing aboutthe diddle East. Mostof them went and came back,and still don't knowthat they have fought and put their lifeon the line for dictatorships, cies. and not democra- We use the words"fighting for democracy" This would in patriotic speeches. come as a big shock to peoplewho got 15 prison for wearinga T-shirt with somebody's years in their head cut off picture on it, or had because the husbanddenounces the wife for adul- tery. All of thisoccurring within weeks They have absolutely after we came back home. and are. We didn't no concept of what those countrieswere make any change. Wewere there and except for the smoke that iscoming from the fires, back into place. everything just sort of fell There are a half million listened to people out there who willspeak and be as experts on the MiddleEast, because theywent to a war in the Middle East.There was no fraternization no opportunity for themto learn any and there was We discovered that more than they knew before. our military was woefullyinadequate. We probably couldhave done better if America some place, we had sent them to Latin because we did haveSpanish speaking military. We hadno Arabic speaking military ably won't 10 We still don't and prob- years from now when thenext group of people worried aboutReauthorization. are Somehow, only the going to be able Chairman of the IntelligenceCommittee is to shock the people ofthis country into the that we may be tryingto learn a language idea the fenceone day when it is too late. from the other side of We camevery close to learning to speak in my generation, German in this country, and also inmy parents' generation. Maybe been tco long sincewe have been facing it has With the European a real threat. parents that Icame from, I am a firstgeneration American. Iwas the first one inmy family born here. I

F f; 82 in at grew up on theWest Side of Detroit.i learned bad words languages, because myplaymates' mothers felt least a half a dozen Polish, that if they swore atthem in German,Italian, Hungarian, and all the Slavic dialectsthat the rest of uswouldn't understand. Well, the kids taught uswhen their motherwasn't swearing at them. speaking family, As I grew up, I thoughtI came from an English because my mother andfather came fromScotland. It was only after I spent a year in theservice and came homethat I discovered foreign accent. I didn'tknow that. that my father had a what my grand- I wondered why theother kids kept asking me mother was saying when she wasshouting. She got prettyGaelic when she got excited. None of them retainedthe language. I do nothave a childhood friend who, like me, wasamongst the first bornin this country, of where the language that wasspoken by the people in a household swear in that parents was not English,who can do anything except have a langiage.ey are not atall literate in thelanguage. They may conversational acque intancewith it that would getthem to and groceries, but that is it. from a job, and buy the generation of firstgeneration The idea was beaten into my step of the Americans that you weregoing to be judged at every way in this country onhow well you speakEnglish. You were told that you would getabsolutely nothing backfrom society if you spoke one of those foreignlanguages. That was madeclear. it will be, of my generationis that we That mythology or fact, if has are stuck in atime warp. Nobody realizeshow small the world changing. gotten and how quickly we are California a couple We had a Secretary ofEducation who went to of years ago to lectureStanford Universitybecause they were trying to change programsout there to reflectthe fact that the majority of students in thatwhole state were no longerfrom Europe. If my children or grandchild werein California schoolstoday, they would be part of the newminority. We are not ready to acceptsomething like that, so wewill go on exist. We won't respondto the fact that and pretend it doesn't the street. there are a lot of peoplelearning a form of Spanish on That makes them bilingual. that bilingual We have people all overthis country who think that is education in our schools isEnglish and Spanish, because their experience with it. Every time we tell a group ofpeople here that the Detroitpublic in its bilingual program,they look school system has 62 languages languages in bilin- at us in disbelief.There can't be more than two gual education. But, there areactually 62. There shouldbe, by law, 72, but they can't find anybodyto teach the otherle. I just made a mistakeby saying 62. Thatincludes eight Arabic dialects. I am alwayscorrected by saying eightAi able languages. They insist that it isdialects, not languages.They insist on one Arabic language, eventhough they can't talk toeach other any better than Northern Chinese cantalk to Southern Chinese. Our public schools in thiscountry are actuallydealing with that phenomena on a daily basis.They are being criticizedby everybody

t17 83 in the world for not doinga job with this great population that have. we We knew that whenschool started last Fall.Thirteen percent of the students who wentto school for the firsttime on the first day were immigrants who spokea language other than English. are not children of immigrants, they These language other than English. were ir migrants who spokea Not for a long time have we had that kind of impact hittingour public schools. There isstill no sense of a multilingual society. urgency coming out about So, I applaud you forkeeping the candle ing brightly. I hope flickering, if not burn- you will just keep at it, becausesome day something will happento wake the country lonely as itseems to be right now. up. It won't be as Thank you very much foryour help. This committee, you know, is really becoming theall American committee. We have TomSawyer sittingup here in the top level. This yearwe acquired Jefferson and Washington [Laughter.] on the front row. Chairman FORD. Tom Sawyer. Mr. SAWYER. Mr. Hayes,do you have like to add at this point? any comments you would Mr. HAYES. I haveno comments. Mr. SAWYER. Thankyou very much. We thank the panel on behalf of entire subcommittee fora thoughtful and probingcontributior this morning. Let me welcome our second panel to deal with TitlesI and XI. That panel will becomprised this morning of son, Student Body President, Ms. Evelyn Richard- Bronx Community College;Mr. Ken- neth Ryder, Chancellor,Northeastern University, chusetts; Dr. William Boston, Massa- Muse, President, TheUniversity of Akron, accompanied by Dr. DavidSweet, Dean of the Collegeof Urban Af- fairs, Cleveland StateUniversity; Dr. RonaldTemple, President, Community College ofPhiladelphia; Francis University of South Borkowski, President, Florida; and Dr. CalvinStockman, Dean of Continuing Education,Illinois State University. Welcome. Forpurposes of introduction, letme turn to our colleague from New York,Mr. Serrano, to introduce on this second panel. our first witness Mr. SERRANO. Thankyou, Mr. Chairman. I would like to welcome Ms. EvelynRichardson from the Bronx Community College whois with, us today.Bronx Community Col- lege is probably thebest example, anywhere,that I could find of school that deals withthe nontraditional a I spoke at the student. commencement exercise atBronx Community, and I was told that theaverage age of the people graduating me was 31. That is certainly in frunt of of having not the direct dream thatwe all have our child finish high school andimmediately go 4 to school and graduate4 years later. years They also deal witha community which is the sional District in the poorest Congres- Nation. Yet, they haveaccomplishments on a daily basis, and theyreally tackle the jobwell. Ms. Richardsonis a fine representative of the want to welcome her, and student body. I have her please helpby insisting toev-

88 84 home that you did see mehere and that is the reason eryone back want me to go to on any why I can't go to allthose meetings they given day. Thank you. Mr. SAWYER. Thank you,Mr. Serrano. Ms. Richardson. BODY PRESI- STATEMENTS OF EVELYNRICHARDSON, STUDENT CHAN- DENT, BRONX COMMUNITYCOLLEGE, KENNETH RYDER, UNIVERSITY; WILLIAM MUSE,PRESI- CELLOR, NORTHEASTERN BY DAVID DENT, THE UNIVERSITYOF AKRON, ACCOMPANIED COLLEGE OF URBANAFFAIRS, CLEVE- SWEET, DEAN OF THE COM- LAND STATE UNIVERSITY;RONALD TEMPLE, PRESIDENT, PHILADELPHIA; FRANCIST.BOR- MUNITY COLLEGE OF FLORIDA; AND KOWSKI, PRESIDENT,UNIVERSITY OF SOUTH EDUCATION CALVIN STOCKMAN,DEAN OF CONTINUING MS. RICHARDSON. Thank you. members of the com- I would like to thankthe Chairman and the mittee for the opportunityto testify on Title Iof the Higher Educa- tion Act. I would alsolike to particularlythank Congressman Ser- nontraditional students. rano for hisadvocacy on behalf of old and a single My name is EvelynRichardson. I am 34 years I have completed mysecond year at parent of a 12-year-old son. of the Stu- 13ronx Community College,where I am the President dent Body. I am testifying today as abeneficiary of the studentaid programs and onbehalf of the United StatesStudent Association. First of all, it wouldhave been impossiblefor me to begin my the benefit of Federalfinancial aid pro- college education without school, I found it extremely grams. Eventhough I completed high mostly as a house- difficult to secure regularemployment. I worked homes. hold helper in other peoples' make ends meet for my sonand Even so, it was very difficult to always on me. WithNew York State's high costof living, we are the brink of beinghomeless. Two years ago, I realizedthe only way I couldget a steady income was to get myGED and obtain a collegeeducation. Fortu- nately, I lived near BronxCommunity College andwhen I went there to inquire aboutadmissions, I was informedabout financial aid. Armed with a Pell Grant, and aNew York State TuitionAssist- ant Program Grant,I enrolled at the BronxCommunity College, where for the first year, I took afull course load of remedialeduca- tion courses and still workedpart-time. Let me tell you, it isincredibly difficult to jugglefull-time school, homework, part-time work, andfull-time motherhood. I amalways tired, and at times, it isoverwhelming. taking out a large studentloan until I had I deliberately avoided Bronx no other choice.After my first year, the co:ts of attending increased dramatically and mymonthly rent went upby nearly $100. I was forced to supplement myPell and TAP grants,and part-time job with a $2,000Stafford Loan. Even withall this student aid, my financial situationis always touch and go. 85 Low income students, thevery ones who have the greatest need for financial aid, are often forcedto take out loans that theyare the least able torepay even after graduation. Even witha market- able skill, such as nuclear medicine,which I am studying, with New York State's recession, I andmany like myself, worry about the availability of suitable jobs aftergraduation and, therefore,our ability to start repaying loansat that time. The maximum Pell Grant shouldbe raised so that low-income students will not have to takeout large loans to finance their attempt to make a better life for themselvesand their children. I am a nontraditional student,but increasingly, Iam becoming not the exception, but the rule. About60 percent of the students enrolled in the City Universityof New York systemare part-time students. Most CUNY studentsare independent and nearlya fourth of them support children.Two-thirds of the students must work. Across the country, part-timestudents are the fastest growing sector in higher education and43 percent of undergraduatesare age 25 and older. The average student isnot an 18-year-old depend- ent, right out of high school. USSA endorses the recommendationsfor Title I submitted by the American Councilon Education on behalf of the higher education community. The communityproposes the creation of a single title incorporating both Title I andTitle XI. This new title would continuethe Part A Program and Planning Grants for institutions toserve the needs of the nontraditional students. These grants could be usedfor a variety of purposes, including: one, the structuring of academicprograms to meet the needs and schedules of adult learners,parents and underrepresentedgroup; and two, the provision ofinformation availableon continuing higher programs and services,financial aid, and counseling and vising services. ad- These programsare vital for nontraditional students. Thelarge numbers of working studentsseeking higher educationaloppt rtuni- ties requires that dasses beavailable in the morning and evening. Likewise, USSA hopes thatyou will incorporate into Title IVa requirement that institutionswith large numbers of eveilingstu- dents be required to providefinancial aid counseling services during evening hours. Also, USSA stronglysupports information-dissemination efforts targeting potential adult students.A massive publicity campaign should be undertaken by theFederal Government and institutions to advertise the financial aidavailable. Such a campaign wouldensure that youth as well as adultsare aware that financial assistance is available cational opportunities. for postsecondary edu- I would not have knownabout financial aid had it not been my counselor. for Two other barriers stand inthe way of' matraditional students seeking a higher education.As a full-time student, Iam eligible for Pell Grants and StafforuLoans, but the large number ofless-than- half-time students in the CUNYsystem are not.

9 86 serious students These students aremostly women and are They trying to jugglework, school, andfamily responsibilities. penalized for circumstancesthat leave them no should not be Why shouldless-than-half-time chcice but to go toschool part-time. make college areality? students be deniedthis assistance that can the Committee'spast efforts inauthoriz- In addition, we support IV, "Special ChildCare ing the never-fundedSubpart 8 of Title College Students." Services for Disadvantaged quality child care is as For many students,the lack of accessible, fortunate that my significant a barrier asfinancial need. I am son, but manywho cannot affordchild friends can look after my We urge you toreauthorize care choose toforego college instead. this importantprovision. only way we can ensurethe access ofnontradi- In summary, the opportunities is through tional students topostsecondary education Programs. the full funding ofTitle IV StudentFinancial Assistance their higher educ,tion budgets andinsti- With 30 states slashing ill-afford any morecutbacks tutions imposing tuitionhikes, we can Adequate fundingof the student aid in the student aid programs. priority during thisRe- programs shouldbe Congress' paramount authorization. We com- I thank you onceagain for theopportunity to testify. vision in authorizingthese programsfor mend this committee's ir ore neces- nontraditional students in1986. Today, they are even sary. adult learner, we areundercutting our Na- If we do not serve the take on the economic tion's efforts to produce awork force that can the decades to come. challenges facing us in any questionsthat I thank you again.I will be happy to answer you mighthave. follows:] [The prepared statementof Evelyn Richardson

9 1 87

'Organizing and Advocating for ttudents Acrossthe Country'

United States Student Association / 1012 14th St.. N.W. Suite 207 /Washington. D.C. 20005 / (202) 347-USSA

July 24, 1991

Statement by the

United States StudentAssociation on

Reauthorization of the Higher Title I Postsecondary Education Act: ProgrEls for NontraditionalStudents

before the Subcommitteeon Postsecondary Education Presented by:

Evelyn Richardson Student Body President Bronx Community College Bronx, New York 88

chairperson and the Membersof the I would like to thank tne I of the Higher Committee for tne opportunityto testify on Title I would like to particularlythank Congressman Education Act. students. My Serrano for nis aavocacy onbenalf of nontraditional I am 34 years old and asingle parent name is Evelyn Richardson. year at Bronx of a twelve year-old son. I have completed my second I am the president of thestudent body. I Community College, where aid programs am testifying today as abeneficiary of tne swdent (USSA). and on behalf of tne UnitedStates Student Association impossible for me to begin my Forst of all, it would nave been aid college education without thebenefit of federal financial Even though I completed highschool, I found It programs. I mostly worked extremely difficult to secureregular employment. other peoples' homes. But even so,it was as a household helper in With New York difficult to make ends meetfor my son and me. state's high cost of living, we arealways on the brink of being homeless. that the only way I c( old geton Two years ago I realized college steady economic footing was toget my 6EU and obtain a Fortunately I lived near BronxCommunity College and education. about admissions, I wasinformed about when I went there to inqulre New York state financial aid. So armed witn a Pell Grant and Tuition Assistance Program (TAP)grant,I enrolled at Bronx Community College, where for tnefirst year,I took a full courses and still workedpart- courseload of remedial education to juggle full- Let me tell you;it is incredibly difficult time. motherhood! I time school, homework,part-time work, and full-time am always tired and attimes it is overwhelming. loan until I I deliberately avoided takingout a large student But after my first year,the costs of had no other choice. went uP attending Bronx increaseddramatically and my monthly rent I was forced to supplementmy Pell and TAP grants, by nearly $1Uu: Even with all this and part-time job with a $2,uuuStafford Loan. student aid, my financialsituation is always touch and go. ones who have tna greatestneed Low-income students, the very they are for financial ail, are oftenforcea to take out loans that after graduation. Even with a the least able to repay even medicine which I am studying - marhetable shill - such as nuclear worry about with New.York state's recession,i and many like myself suitable jobs after graduationand tnerefore tne availability of Tne maximum Poll Our ability to start repayingloans at that time. low-income students will nothave to Grant should be raised so that better llfe take out large loans tofinance tneir attempt to make a for themselves and their children. but increasingly I ambecoming I am a nontraditional student, enrolled not the exception but therule. About bU% of the students New York (cUNY) system arepart-time in the City university of fourth Most CuNY students areindependent and nearly a students. work. Across support children. Two-thirds of the students must 4

3 89

the country, part-time students are tne fastest growing sectorin higher education and 43% ofundergraduates are age zb and olaer. It's time to once and for all dispel the myth of theaverage student as a lu year-old dependentright out of high school. USSA endorses the recommendations for litle I submitted bythe American Council or Educationon behalf of the higher education community. The community proposesthe creation of a single title incorporating both Title I and TitleXI. This new title would continue the Part A Program and Planning Grants forinstitutions to serve the needs of nontraditionalstudents.

These grants could be usedfor a variety of purposes, Including:

* The structuring of academic programs to meetthe needs and schedules of aault learners,parents and underrepresented groups;

* Tne provision of informationon available continuing higher programs and services, financialaid, and counseling and advising services.

These programs are vital for large numbers of working nontraditional students. The students seeking educationalopportunities requires that classes De availablein the morning and evening. Likewise, USSA hopes that you will Incorporate into TitleIV a requirement that institutionswith large numbers of evening students be required to providefinancial ma counseling during evening hours. services

Also, USSA strongly supports information-disseminationefforts targeting potential adultstudents. A massive publicity should be undertaken by campaign the federal governmant andinstitutions to advertise the financial aidavailable. ensure that youth as well Such a campaign would as adults are aware thatfinancial assistance is available forpostsecondary educational opportunities. I would not have not been for my counselor. known about financial aid had it

Two other barriers stand in tne way of nontraditionalstudents seeking a nigher education. As a full-time student, for Pell urants and staffora I am eligible Loans, but the large numbers ofless- than-halt-time studentsin the cuNr system are are mostly women and are not. Tnese stucientS scnool ana family serious students trying to jugglework, responsibilities. Tney should not be penalized for circumstances tnatleave them no choice but part-time, why should less-than-half-time to go to school students be denied this assistance that can makecollege a reality?

In aaoition, wesupport the committee's past authorizing the never-funded efforts in Care Services for Subpart 8 of Title IV, 'Special Child Disadvantaged College Students. students, the lack of For many accessible, quality childcare is as so significant a barrier as financial neea. I am furtunate that my friends can look after my son; Out manywho cannot afford child care choose to foregocollege instead, we urge you to reauthorize this important provision. In summary, tho only way we can ensurethe access of nontraditional students to postsecondaryopportunities is through the full funding of Title IV tudent l,inancial Assistance programs. with JU states slashing their highereaucation budgets and institutions imposing tuition hikes, we canill-afford any more cutbacks in the student aid programs. Adequate funding of the student aid programs should beCongress' paramount priority during this Reauthorization. Thank you once again for tnis opportunityto testify. We commend this Committee's vision in authorizingthese programs for nontraditional students in 19db. Today they are even more are necessary. If we do not serve the adult learner, we undercutting our Nation's efforts to produce aworkforce that can take on the economic challengesfacing us in the decades to come. Thank you and I am happy to answer anyquestions you might have. 91 Mr. SAWYER. Thankyou very much, Ms. Richardson. You mention full-time school,homework, part-time work, full- time motherhood, and winningelection and servingas Student Body President. Ms. RICHARDSON. Thankyou. Mr. SAWYER. Those ofus in this business don't write off that sort of thing. Dr. Ryder. Mr. RYDER. Thankyou, Mr. Chairman and members of the subcommittee. I am currently servingas Chancellor of Northeastern University. I have tosay that Icome here today, in part, because I servedas the former President of theAssociation of Urban Universities and became totally committed theconcept of the Urban Grant Act, Title XI. Today, we come to support H.R.2351 that the Chairman has submitted. It is a tremendousimprovement, I believe,on what has formerly beenon the books. The fundamental concept of TitleXI has not really changed since it was originally proposed.The core idea is a simpleone. Urban universities and collegeshave an obligation to the cites in which they are firmly rooted,ping even beyond the primary obligation to provide educationto the people of the city. In addition to educatingthose people, the urban institutions should be ready to provideresearch and services to the city, the government, and other componeatgroups which make up the community on issues which the cityand those groups feel priority. are of high Northeastern University isa rather significant institution. It claims and is probably listedas being the largest enrollment ofany private university in thecountry. We claim that, in part, because we do have 30,000 part-time adult of our mix. nontraditional studentsas part We are very proud ofour education accomplishments. Weare especially proud, too, of the thingswe do with the City of Boston. The University was establishedback in 1898 by the Boston YMCAto provide educational opportunitiesfor low income people in the city who could not afford to attendthe traditional colleges. It began with eveningclasses, scheduled for working people. Then in 1989, dayprograms were begun which used thecoopera- tive education planso the students could work to finance their education and afford higher education. The university still providesextensive cooperative educationop- portunity formany Boston residents. All together, about 1,300stu- dents each year receivesome $18 milinn in scholarship aid, in addition to the income whichthey earn through their cooperative work. We provide free tuition forcertain component groups in the city, including 200 residents ofthe Housing Authority, where thepublic housing residents havevery low income. The university reinforcesthe educationalprograms of the Boston schools in a whole variety ofways. every summer, the campus is jumping with all sorts ofyounger people, sixth graders through twelfth graders. Young studentscome from the local neighborhoods 92 to take special courses on campus which give remedir education assistance, and also introduce students to professional fields. We provide enhancement programs for the public school teachers in mathematics and similar programs. This year, we have just completed a fascinating program with the administrators, management, accounting faculty members, and education leaders on our campus. We conducted a 5 month study of the Boston Public School System, at the request of the Boston School Committee. This document that was produced over that extended period was finally made public only 2 days ago. An extensive review of the Boston schools now would suggest a number of ways in which our faculty suggest things could be improved and made more efficient. On the bottom line, they would suggest that there is some $20 million of savings possible by eliminating some of the duplication in programs that need to be modified. I turned over a copy of this report to the Chairman earlier today. I hope those who are interested could look at it. It is a kind of role model of what a university can do to assist a specific community in solving some of the problems. Title XI would allow considerable expansion of this kind of activity that Northeastern has initiated. In fact, we have a commitment to the city which is highlighted in qome pamphlets that I have distributed to members of the committee. I have additional copies for anyone here who would like them. They are the highlights of some of the things the university does in a very positive way to try to be a good neighbor and to help all of the community. I have just a few scattered suggestions of things that our faculty do in the matter of controlling chemical toxicants. We have a Toxicology Program, which works with the city to determine the level of chemical toxicants in various neighborhoods of the city. Our faculty members in the College of Business have a small business institute where they work with about 30 young small businessmen each year, trying to improve and strengthen entrepreneurial programs, and strengthen the economy of the city. In the area of police, our College of Criminal Justice provides special civil rights training to a variety of the police, and trains all of the minority members of the Boston Police Force, whoare ready to take examinations for promotion. This gives them an intensive background, so that their success rate is immeasurably improved. In other areas, we have a Center for Applied Social Research that has worked with the Mayor's Office and the Anti-Crime Coun- cil to develop a monitoring system to determine the probability of domestic violence in certain houneholds. In order to bring it all together, we do havean organization that we call the Community Service Faculty Collaborative, which allows faculty members who have an interest in public servif:ein the city to respond to neighborhood needs and city agency requests when special expertise is required. Members of this faculty group have worked with the City on problems above the third Harvard Tunnel, some of the problems of civil engineering, related to the depressed Centrai Artery, and a variety of other special areas of community need.

9 7 93 We sincerely believeas a group, Mr. Sawyer,that your bill makes significantimprovements in thestructure of the existing law. Certainly, it isa bill that should be supported You suggest in very broadly. your bill that the nonacademicpart of '.he partnership should not beonly local government,but could be other communitygroups, nonprofit organizations,and others. This, I think, is a very greatimprovement. AUU broader participation. strongly supports this Your bill suggests that there be participationof community colleges, where possibleand appropriate. Wewould, as .a university association, recommendthat the bill might be the academic side expanded to permit of the partnershipto be any institutionor group of institutions of highereducation, 2year or 4 year. This is becausewe believe that there butions that urban are very important contri- community collegescan make, which are fully capable of providing thecity with important We do not believe services. that universities, 4year institutions orcom- munity colleges shouldhave any specialstatus carved out. We lieve that it shouldbe broadly be- com munity. open to all of the highereducation We urge that also, to the extent that itis possible, and if it seems wise to the committee,that you consider the outreach functions combining all of of highereducationthings that mightbe included in Title I, TitleXI, and Title V(b). All of theserepresent an outreach and and the colleges impact of the universities on the community. It mightbe politically desirable to have them all ina single Title. Whether theyare combined or not, there Title I is no question thatthe program should be enacted,either as part ofan outreach super Title, or asa Title of its own. We that as wellas the Title XI funding. certainly would support In 1976, this committeesaid, "American cannot sayand forthe most part it ispostsecondary education place of businessat our convenience, not sayingcome toour decide to admit during our hours, andif we you, you can learn whatwe think you ought to know." That is oldfashioned education, We are really for sure. saying, in effect,today, "What doyou need in the way of intellectual wares?How can needs of the community?" we respond to the changing We hope that the passage of this legislationon the outreach programs will, in fact, makeall of this a reality. question can be We believe that that answered most positivelyby the report of thiscom- mittee on the renewalor the refreshment of this fiat for highereducation. particular legisla- We believe, too,in the process as we support Title I andthe needs of the part-timeadult student. Support Mrs. Mink's bill foraid to the part-time should be given to critically needed student, which certainlyis financial assistance,which allows the that has beunconsidered so essential. mobility

47-530 - 91- 4 94 In any event, after some long period ofbipartisan leadership, Mr. Chairman, we are certain that this committeewill, once again, make its role in history. We urge support forthe legislation which has been discussed and supported here today. Thank you very u-uch. [rle prepared statement of Kenneth Ryderfollows:]

9 d 95

TESTIMONY

DR. KENNETH RYDER

CHANCELLOR

NORTHEASTERN UNIVERSITY

on behalf of

ASSOCIATION OF URBAN UNIVERSITIES AMERICAN COUNCIL ON EDUCATION AMERICAN ASSOCIATION OF COMMUNITYAND JUNIOR COLLEGES AMERICAN ASSOCIATION OF STATECOLLEGES AND UNIVEhSMES ASSOCIATION OF AMERICAN urnmumus ASSOCIATION OF CATHOLIC COLLEGESAND UNIVERSMES ASSOCIATION OF COMMUNITY COLLEGETRUSTEES COUNCIL OF INDEPENDENT COLLEGES NATIONAL ASSOCIATION OF INDEPENDENTCOLLEGES AND UNIVERSITIES NATIONAL ASSOCIATION OF COLLEGEAND UNIVERSITY BUSINESS OFFICERS NATIONAL ASSOCIATION FOR EQUALOtIPORTUNITY IN HIGHER EDUCATION NATIONAL UNIVERSITY CONTINUINGEDUCATION ASSOCIATION

before the

SUBCOMMITTEE ON POSTSECONDARYEDUCATION

COMMITTEE ON EDUCATION AND LABOR

UNITED STATES HOUSE OF REPRESENTATIVES

HON. WILLIAM D. FORD, CHAIIMAN

WASHINGTON, D.C.

JULY 24, 1991

1 e 96

Subcommittee, I amKenneth Ryder, Mr. Chain.. an,Members of the Association of Urban University, and a formerPresident of the Chancellor of Northeastern appear have had the honorof being invited to Universities. This is notthe first time I had the pleasureof working Subcommitteeand it is notthe first time I have before your legislation of importanceto highereducation. with you, Mr.Chairman, r of HR 2351, abill introduced Today 1 am appearingin general support to update and of the Subcommittee.HR 2351 a drafted by Mr. Sawyersi member Education ActtheUrban Grant Program. reauthorize Title XIof the Higher XI has not changedsince you The fundamentalconcept of Title 1980. The 1978 and presided overits enactment in originally proposed it,Mr. Chairman, in and universities simple one. We believethe urban collers core idea ofthis Title remains s beyond the which they are firmlyrooted, going even have an obligationto the cities in In addition to education to thepeople of the city. primary obligationof providing an ought to be ready toprovide research and educating those people,the urban institution make it a the other componentgroups which services to the city,its government, and priority. those other groupsbelieve is of high communityon issueswhich the city and FIE enrollmentof any Northeastern Universityhas the largest are proud of oureducational accomplishments-- independent .Iniversityin th t. nation, and we things curriculum. But we areproud. too, of the based largely on aCooperative education

we do with andfor Boston.

101 97

The University wit.; established in 1898 by theBoston '5. MCA to provide

educational opportunity for low income people inthe city who cou.d not afford to attend die

local private universities. Therewere no public universities in Boston at that time. Evening

classes were scheduled for working people,and, in 1909, day programswere begun using the

Cooperative Education system so that studentscould work and earn money to finance their education.

Northeastern still provides extensive cooperativeeducation opportunity for many Boston residents. About 1300 Boston students each year receivesome 818 million

in scholarship aid from the University. Inaddition, free tuition is providedto 200 residents

of public housing and to 10 city employeestaking graduate courses.

The University reinforces the educationalprograms of Boston's public

schools in a variety of ways. Eachsummer several hundred young people from the sixth through the twelfth grade are offered specialcourses on campus to get remedial education in areas of academic weakness and to provide an introduction to professionalfields. Enhancement programs for public school teachers are offered in mathematics andscience.

Throughout the year about 100 studentsare offered specialized remedial reading instruction at the University's Reading Clinic. Thisyear accounting and management faculty members have conducted an extensive audit of theBoston Public School System at therequest of the

School Cmnmittee with the hope that substantialimprovement can be made in the operation of the system. I would think that Northeastern's involvement with the localschools might well come within the terms of Title XI-B,as proposed in Mr. Sawyer's bill.

3 98

Title XI would allow a substantialexpansion of what Northeastern has already initiated in service toBoston, such as the following: CanintsdasiAcal. Ingeania. The University'sToxicology program works with the city to determineleveb of chemical toxicants inneighborhoods.

Small Business Institute. Representativesof the College of Business management work with about thirty smallbusinessmen each year to help identify and meet

problems. Police Programs. In addition to providingCivil Rights Training and examinations, special trainIng of minority policeofficers who are preparing for promotional with the Mayor's the University, through its Centerfor Applied Social research, has worked

AntiCrime Council to develop a monitoring systemfor households at risk for domestic

violence. Sammunitc-SSIAcrailralLralikliglit This UniversitY agency need coordinates the involvement of facultywhen city agencies . neighborhood groups of a third harbor expert advice. Projects involvingfaculty have included the construction

tunnel, a depressed central artery andthe Southwest Corridor Project.

We believe that Mr. Sawyer's bill, whileremaining faithful to the vision significant which this Subcommittee brought toit a dozen years ago, does make

improvements in the structure of existing law,and enhances the chances for its funding, even

in these fiscally constrained timei.

4 99

Where the original Title XI calledtor partnerships sokly between universities and the governments of the cities in which they lived, Mr. Sawyer'sbill suggests that the non-academic part of the partnership could be not onlya local government, but also, or alternatively, a private non-profit entity within the communityanindustry, labor union, the Chamber of C.ommerce, the local school district, to givesome examples. AUU strongly endorses this aspect of Mr. Sawyer's bill, and from Northeastern'sown experience, I can personally attest that it is an idea which can work and can richly rewardthe city, the privatz sector and the institutionsalike.

Mr. Sawyer's bill permits the participation of community colleges"where possible and appropriate" in the partnerships it envisages. AUU ishappy that the bill does this much, but we would suggest that it move just a little bit furtherin that same direction. Specifically, we would recommend that the bill be amended to permitthe academic side of the partnership to be any institution or group of institutions of highereducationtwo-year or four-year. A very similar bill introduced in the Senate, S. 1336, by Senator MarkHatfield, does go the full distance for the community colleges, andwe applaud it.

We believe that there are important urban community collegesand community college systems which are fully capable of providing cities withthe important services the title envisages andthat neither universities, nor four-year institutions,nor community colleges should have any special status carved out for themin the legislation. The selection ofan application for funding by the Secretary of kklucation should beon a basis of peer review, without restriction to any single sector or limited numberof institutions. Title XI is not a formula grant, Mr. Chairman, and it shouldnot become one.

4 100

I will mention one further amendment ourinstitutions would the recommend to the Sawyer M. We wouldstrongly urge the Subcommittee to kgislate in community manner recommended to theSubcommittee on April 8th by the higher education usociatons of State as a wholeby the AmericanCouncil on Education, the several institutions, the private and independent sector,the community colleges and the urban institutionsall of whom signed on to the proposalthat the Outreach functions of higher education should be brought together in one Title,consisting of several separate programs and including Title XI, Tide I, dealing withContinuing Education, and Title V-B, the School-

College, University Partnership Program.

Mr. Sawyer's bill contains Title XI and TitleV-B, and in an ideal world, we

would hope that it would also contain, withdistinct authorization levels and applications

procedures, a renewed and strengthened TitleI.

We would strongly urge upon you that a TitleI be enacted, whether as part

of an Outreach Supertitle, or as a Tide ofits own, is a matter on which we would defer to

the Subcommittee's sense of what is appropriate.Substantively, AUU concurs in the Title

I recommendations of the National UniversityContinuing Education Association, and the

rest of the higher education community asset forth in the Apnl 8th committeedocument,

and on which you will receive testimony latertoday.

The urban colleges and universities, Mr.Chairman, are proud of their

rok in the forefront of those institutionsserving the New Majority of college studentsthe

older, more mature, more esperiencedstudentsoften student-parents or student-workers,

and often part-time students. Much hasbeen said throughout these hearings, about the

1 101

need for the reauthorization legislation to deal with their needs. AUU,with the rest of the higher education community, would urge you to use Title 1as the vehicle for doing just that.

Chairman Ford often quotes froma Committee Report fiktd by this Committee some fifteenyears agoa report which as he keeps pointing out, openedup many of the issues that ha e pe,meated the higher educationdebate since. His quotation is usually one that points to t".1u anging nature of the collegestudent. Let me quote another passage from that Committee reportwhich, belicve, underscores the thread that ties Title 1 and Mr. Sawyer'sTitle XI and bills by Mrs. Mink and other members to help part-time and other"non-traditional" student together. This Committee said, in 1976, "American postsecondaryeducation cannot say--and for the mostpart it is not saying 'come to our place of businessat our convenience, during our hours and if we decide to admityou, you can learn what we think you ought to know.' On the contrary, many are saying, in effect,'What do you need in the way of intellectual wares? And howcan we fill that need?" This is the question higher education hopes to pose, andasks your help in answering, in an Outreach Title or Titles, in Title IV, in the wholepanoply of programs under the Higher EducationAct.

We believe that Title XI helps answer that question,as do Titles 1 and V-B. Your Subcommittee, Mr. Chairm,an, has a thirty-year-oldrecord of bipartisan leadership in comingup with answers to that question. 1991 will not changethat tradition.

1 r 102

Mr. SAWYER. Thank youvery much,Mr. Ryder. moment, and indulgethe same privilege Let me pause for just a to introduce the nexttwo that Mr. Serranotook a few minutes ago witnesses. Sweet are people who arereally, in my expe- Bill Muse and Dave have always thoughtthat rience, the anomaly inthis profession. I that to recognize thatwith many of the people it was probably wise ongoing basis, we maywork to- we encounterand work with on an are simply ac- gether as friends but,in fact, in many cases we quaintances and colleagues,and we work togetherwell. real denials of thatgeneral rule. I have These two gentlemen are Mayor, and he as worked with Bill Musein another lifeI as President of the universitythat has become thecentral economic in a community of250,000. engine of growth and progress somewhere between 7,500 The school, when Iattended it, was Today, it is approaching31,000. Its character is and 8,000 students. industry that defines our comas internationaland as global as the munity. of the As a new Mayor,the collaborationwith the whole range of Akron was whatfueled my transition faculty of the University insight that made thattransi- in the developmentof depth of issue tion successful. partnership in the growth Bill Muse was notthere yet, but his between the universityand the city has de- and the collaboration history of the univer- fined a new era in ourcommunity and in the sity. who taught me howto go aboutdoing Dave Sweet is the one occasions. Dave is that. I worked for DaveSweet on a number of of EnvironmntalProtection in the Stateof the former Director- Commissioner in which capac- Ohio, and a formerPublic Utilities ity I worked for him. College of UrbanAffairs, he has keptalive Today, as Dean of the Urban University Pro- the effort that is beingmade under Ohio's Title XI, in gram. It's adirect outgrowth, achild of the existing anticipation of the fundingof that. this authorization, in This That funding hao remainedhopeful for these many years. give it real life. If theexample that DaveSweet yr we hope to the University of and Bill Muse at ClevelandState University and the contribution isgenuinely as unlimited Akron are any example, the last centu- as what wehave recognized fromthe Morrill Act in ry. Bill Muse With that, I am going to stoptalking and welcome Dr. to our committee. introduction and par- Mr. MUSE. Thank you,Mr. Sawyer for that ticularly for the opportunityto testify beforethis committee. I am mildly interested inthe Reauthorizationof the Higher Edu. particularly interested in programsthat would cation Act, and am provide for a strengthen school and collegecounseling that would centralized financial aidinformation networkthat would expand early intervention programs. particularly on Title I want to focus myattention this ,norning applaud RepresentativeSawyer for the int-oduc- XI. I want to first piece of legisLion. tion of H.R. 2531, that Ifeel is a very visionary

1 7 103 It would allowus to undertakean urban land grant initiative, paralleling similarinitiatives age urban educational institutionsacross our Nation. It wouldencour- to form partnerships,and to use their knowledge andresources for the solution problems. of very severe urban Most importantly, it would providefunding of $40million per year to carry out that particularinitiative. Mr Sawyer, I feel that your bill is right ontarget. It is extremely appropriate for the timesthat faceour Nation today. Increasingly, our most crime, and drug devastating problemspoverty,illiteracy, abuseare concentratedin our major urban ters. Clearly, universitieslocated in these urban cen- best position to help centers are in the society and to helpthe leadership of communities deal with theproblems. those We don't haveadequateresources to do the job doing. When landgrant institutions we are capable of two percent of Americans were created in the mid-1980s, lived in ru, il,agricultural 80 percent ofour population lives in urban areas. Today, Despite this dramatic areas. shift, demographically,the Federal Gov- ernment still gives majoremphasis and major grant institutionsserving these rural funding to land Based on the U.S. areas. support for agriculturalDepartment of Agriculturefigures, Federal experiment stationsand the cooperative extension service atland grant universities 1980 to 1990. Thishas increased to almost doubled from million ayear. a current level of nearly $600 Though extensionagents serve both ruraland urban many states the researchthat historically areas, in sion efforts focuses has supported theexten- on agricultural issues,and is done primarily through colleges ofagriculture. The land grantmodel has been rural, agricultural enormously effective inserving a constituency. We, inthe urban universities, lieve that Federalsupport would assist be- grant model for us in emulating the land an urban constituency, andrecommend to you move forwardon Title XI to provide you that I am also encouraged funding for this initiative. S. 1336, because by Senator MarkHatfield's proposed bill, I think that parallels,very closely, what Repre- sentative Sawyer hasintroduced. I wouldurge a joint initiative to provide the supportfor this legislation tive. and funding for thisinitia- I feel that it is so important to providefunding for the urban tiative as indicationof Congress' ini- this problem and recognition of theimportance of of the ability ofurban-based institutions significant contributionsto the solution of to make At urban institutions, these problems. that exist in we are acutely aware ofthe deficiencies our communities: frompoor academic skills to equate informationand guidance fbr inad- career choices educational students and parentsabout nancial assistance. opportunities, and theavailability of fi- We have alsoseen that exceptional results dents' needsare acknowledged and can occur when stu- vention addressed throughearly inter- programs. I want to simplysite one example ly significantsuccess story in Akron, of a national- cellence Program,or STEP. Ohiothe Strive TowardEx-

1n31 104 This r ,gram was funded entirely byprivate fundsa $3 million gift from the Firestone Trust Fund.It provides academic, social, and cultural activities for economicallydisadvantaged, but aca- demically talented, youngsters in the AkronPublic School System. Now in its fourth year, this program has a nearperfect retention rate. Parental involvementalso has been extremely encouraging. We have seen parents who, as a requltof the participation of their children in STEP, have entered job training programsto get off public assistance, earned their GEDs,and even a few have started working towards their own college degrees. We feel that the investments that theUniversity of Akron and Firestone have made are being multiplied manytimes over. The experiences offered by STEP aredramatically enhancing future prospects for youngsters and theirfamilies. The only discouraging thing to us isthat the program can only serve a small number ofstudents from the Akron FublicSchool System. Without Federal assistance for programsof this sort, the advantages could be dramatically multiplied. In conclusion, I want to thank thecommittee for its efforts to obtain the input from those of us aroundthe country. I want to commend you and, particularly,Representative Sawyer, for you7 leadership in dealing with these issues of primeimportance to our Nation. Thank you. [The prepared statement of William Musefollowsd

1 105

STATEMENT

TO THE

SUBCOMMITTEE ONPOSTSECONDARY EDUCATIOS

COMMITTEE ON EDUCATIONAND LABOR

UNITED STATES HOUSE OFREPRESENTATIVES

July 24, 1991

WILLIAM V. MUSE PRESIDENT THE UNIVERSITY orAMON

1 to 106

William V. Muse July 24, 1991

The University of Akron. I an William V.Muse, President of today to colleotopinions and Thank you forholding this hearing reach of postsecondary ideas for improvingand extending the willingness to listen andto education. We appreciate your that will promote enlist your colleaguesin crafting legislation

these goal's.

and formidable task Clearly, Congressfaces a very critical The Nigher EducationAct of 1965 in the reauthorizationprocess. America's highereducation was historic andeoeentoUs in making the World. Yet, there system the best andmost accessible in discourage access by a continue to be barrierswhich exclude or sinoritise, the siseable portion ot ourpopulation, particularly and the academicallyunderprepared. economically disadvantaged

for its commitment First, I would liketo applaud Congress government's rightfulleadership role to preservingthe federal bills pending in Congress in education. I as delighted to see strengthening of ochooland college counseling, which advocate network, creation oi a centralisedfinancial aid inforsation and a visionary newbill expansion of earlyintervention programs Sawyer whiOh wouldcreate an 'turban sponsored by Representative

land grant*initiative.

1 1 1 107

Title X1 Testimony Willies V. Muse July 24, 1991

Rep. Sawyer's bill is right on target torthese tises.

..:ressingly, our nation's most devastatingprobless--among them

poverty, illiteracy, crime, and drugsbuse--are concentrated in urban centers. Clearly, universities located inurban areas are in the best position to help socittydeal with these compelling

problems. But we don't have adequateresources to do the job

that vs are capable of doing. When land grant institutions were

created in the mid-1800S, SO% of Americanslived in rural,

agricultural at.as. Today, SO% live in urban areas. Despite this dramatic shift, the federalgovernment still gives major

emphasis and funding to land grantinstitutions serving an agricultural agenda.

Based on U.S. Department of Agriculturalfigures, federal sur,port tor agricultural experiment stationsand the cooperative

extension service at land grant universitiesalmost doubled 1980 to 1990, increasing to a current levelof nearly 5600M.

Though extension agents serve both ruraland urban areas,

in many states the rssearch thathistorically has supported the

extension efforts focuses on agriculturalissues and is done

primarily through colleges of agriculture. The land grant model

has been enormously effective in servinga rural, agricultural

constituency. We in the urban universities believethat federal support would assist us in emulating theland grant model for an urban constituency and recommendyoU move forward on Title XI to provide this funding opportunity. 108

A6,164.111 4.4 west:may William V. Muse July 24, 1991

I am encouraged by SenatorNatfieldes proposal (S. 1336) to provide $10M in funding for Title XIsnd urge support of that measure.

At urban institutions, we areacutely aware of the

daficioncies out there: from poor basic acadsmicskills to

inadequate information and guidancefor students and parents

about career choices,educational opportunities, and the

availability of financial assistance. Wo have also seen that xceptional results can occur whenstudents' needs aro

acknowledged and addressed.I would like to cite anationally significant success story in Akron--theStrive Toward Excellence

Program, or STEP for short.

Funded by a $3M gift from theFirestone Trust Fund, STEP

provides academic, social and culturalactivitiss for

economically disadvantaged butacademically talented youngsters Now in it fourth in the Akron Public Schools ar4their parents.

year, STEP has a nearly perfectretention rate. Parental involvament also has boon extremelyencouraging. Ws have seen

parents who, as a result oftheir participation in STEP, have

ntorod job training programs togot off public assistance,

earned their CEOs, and oven afew who have started working toward

their own college degree.

-3-

1 1 3 109

Title XI ?maims, William V. Muss July 24, 1991

We feel that the investsentsof the University and

Firestone are being multipliedmany times over, and the experiences offered by STEP are dramatically enhancingfuture prospects tor these youngsters and their families. The only discouraging thing to us is that the programdue tofunding limitations- -can only serve a asall number of students,all from the Akron Public Schools.

Certainly, one of the NigherEducation Actos most important and influential contributionshas been in the area of student financial aid. Federal assistance is absolutelyvital to college students today. At Akron, for example,nearly 404 of our 00,000 students receive some form of federal student aid. 2 Mould like to reinforce the recoamendations presented earlier this monthto your subcommittee in the unitedfront by 12 major educational associations, including the American Council on Education,the American AssoOiation of State Colleges and Universitiesand the National Association of Independent Colleges andUniversities.

Their recommendations for the Poll Grant programsires

1.MAingais_u_iggsualsghe t sttftx_MLL.sng_lisigssistis A relianceo borrowing;

24 'sg_gagzg_gjAMLt,&ytgjigr,gterorkn poor And'moderate income families) and.

-4-

114. BEST COPYAVAURE 110

Title XI Testimony Williaa V. Muse July 24, 1991

3. 12-111re, audepts bv_rsolaoino tn. currentcogplex formula with

euLiAL.....Aag_AspittplawhiLletable The education

associations have proposed a single formula ofs $2,750

(living expanses) 4. 25% of tuition (With a maximum of

$1,750) the expected family contributiOn. This

formula would inorease awards to all low income Ve11

recipients; expand eligibility to families with incomes

up to $44,000; provide a mors realistiO living

allowance; and increase the tuition sensitivity of

awards.

I also would encourage you and your colleagues to Oonsider

increasing foderal support for cooperative education (under Title

vIII). Co-op programs help students develop critical work skills and xperionoe along with classroom learning; enable them to earn

money to help Fey tor college; and importantly, provide business

and industry with a steady stream of young talent.

Last year in ohio along, 11,555 students held co-op

assignmetts at some 4,990 employers. It is stiastad that these

students earnad more than $7621 in wages, for an average of

$6,594. To give you some sense of how important these earnings ars, a year of tuition and general fees at Akron was about $2,400

last year.

-5- 111

Title XI Testimony William V. Muse July 26, 1991

Nationally, it has been estimated thatco-op students pay more

than $167M in federal taxes and social securityon their

earnings, yielding a net gain to thegovernment of 16 times its

investaent through Title vIII. Clearly, cooperative education

produces wide ranging benefits fora relatively small investment.

In conclusion, I want to thank the committeefor your efforts to obtain our input and to commendyou for your

leadership in dealing with these issuesof prime importance to our nation.

eft The Univoroity of Akron 91RM:state atv: 7.22.91

.6. 112

Mr. SAWYER. Thank you very much. Dr. Sweet. Mr. SwEer. Congressman Sawyer, it is apleasure to be here to represent not only the College of UrbanAffairs of Cleveland State University, but in my role as Chair ofOhio's Urban University Program. It was you who stated at the beginning of thissession a compli- ment to Chairman Ford for his vision inproposing Title XI, back in 1979. In that Act, it states that there exists on ourNation's urban campuses, an underutilizedreservoir of skills, talents, and knowledge of the Nation's urban universities and callsfor applying these in a systematic and sustained manner to make asignificant contribution towards the solution of urban problems. Title XI's language acknowledges that thesegoals were "hin- dered by the limited funds available to sustain theircommitment," and authorized $15 million for fiscal year 1981and increasing to $55 million for fiscal year 1985. Those of us in Ohio who were involved insupporting that initiative at that time believe in that language. Wealso believe that Ohio rarely gets out in front of any initiative ofthis type. Fortu- nately, we were able to put together a proposal that,in essence, was taken to the StateLegislature. It involved a collaboration of the eligible stateassisted institutions that ultimately would qualify for the fundsthat were called for in Title XI. That includes eight publicly assisted stateurban institutions, in seven metropolitan areas. The proposal led to the funding of what is nowreferred to as Ohio's urban university program. As indicated in mytestimony, it started with a $1 million biannual appropriationaline item similar to the way in which our state funds theagriculture experiment station and extension service. It has grown over the past six biennia, or 12 years, to atotal now of over $6 million, that is distributed amongst thoseeight participating institutions in a coordinated fashion, seeking toachieve the objectives that were called for in the Title XI authorization. I guess what lessons we have learned are containedin a summary booklet, which I have submitted to thecommittee. Contained in there is the decade of progress of the activities that theseeight institutions engage in linking to their various urban areas. While I could extol the links that you are well awareofthe urban studies center at the University of Akron, with thework that they have done, and our urban centerI willallow that to be summarized in the booklet. I would like to point to two specific issues that, in essence,illustrate why it is so important that the Congress moveforward, not only on this authorization initiative that you have putforth, but the important next step of appropriation. The way in which a state-assisted financog occursfor our primary mission of teaching is through anFrE-generated formula. At least, that is our experience in Ohio, and I think it is true across many of the states. For an institution to engage in outreach, and the kindsof things that Title XI calls for, in essence, a President ischallenged to Ji 7 113 divert money from the teaching budget to these applied researchor extension activities. A century ago, the Congress, in its wisdom, learned thatthat probably was not the best model. Thiswas done in a series of acts over a 52 year period, beginning with the Morrill Act, followed by the Hatch Act, and then the Smith-Leaver Act. You put in place a model that is worldrenown. I think what we are asking for is a similar model in our urban institutions. This is because what that model allows for is the separate funding ofap- plied research and separate funding of theextension, or the outreach for service functions. So, the Congress now,as Dr. Muse has pointed out, fluids that model for the experiment stations and the extensioncomponent to the tune of over $600 million. The important thing that this constituency has doneto their credit in the land grant institutions is the leverage. So,in the extension example, there is over $1.2 billion dollars,as a result of the Federal, state, and local funding that is involved inthis outreach function. As I was telling Dr. Muse, in the largest county inOhio, Cuya- hoga County, what occurs is the funding forextension draws upon the state, the Federal, andover $250,000 from Cuyahoga County. This flows to the College of Agricultureat Ohio State in Columbia, for the extension function. So, I think that the first issue is thatit is a very powerful model that should be replicated, andcan be replicated if Title XI is authorized and appropriated. The second thing is that it builds those essential links,whether it be links to housingor into infrastructure or urban education. Those are three thatwe are particularly pi.oud of that our network has developed. It is a classic illustration of bringingtogether these resource the urban institutions and their reservoirof skills and talentsad- dressing the issues thatyou struggled with as a Mayor, and that as your successor continues to struggle with, at least havinga resource at the University of Akron. The Mayor in Cleveland hasa sim; ir situation. So, we are both pleased foryour perseverance in coming forward with H.R. 2531. We stand readyto suppJrt not only this, but moving into the next stage,once that is successful and is an appropriation. I appreciate the opportunityto quickly summarize that decade's worth of experience. [The prepared statement of David C. Sweetfollows:] 114

STATEMENT

TO THE

SUBCOMMITTEE ON POSTSECONDARY EDUCATION

COMMITTEE ON EDUCATION AND LABOR

UNITED STATES HOUSE OF REPRESENTATIVES

DAVID C. SWEET

DEAN, MAXINE GOODMAN LEVIN COLLEGE OF URBAN AFFAIRS

CLEVELAND STATE UNIVERSITY

AND

CHAIR, OHIO URBAN UNIVERSITY PROGRAM

July 24, 1991 115

I am David C. Sweet, Dean of the Maxine Goodman Levin College of

Urban Affairs, Cleveland State University, and Chair of the Ohio Urban University Program. I appreciate the opportunity to appear before

this hearing today to offersupport and recommendationsfor the reauthorization of the Higher Education Act of 1965.

In particular, I would like to commend Representative Sawyer for

introduction of H.R.2531 as an amendment to Title XI "to encourage urban educational institutions to form partnerships to use their

knowledge and resources for the solution of severe urban problems."

Dr. William Muse's testimony has provided background on the shift

in population over the past century from rural to urban, the critical

problems our urban areas are facing, and the lack of funding available

to support urban research and eXtension efforts at our universities. I would like to focus on three models for funding pCelic university

research/extension activities in the State of Ohio and demonstrate how

federal funding through H.R.2531 could enhance the Urban University Model.

In the first model--long the traditional one for funding state

universities--public funding supports the teaching component of the university and is usually based on the number of students enrolled. Funds must be diverted from teaching to support the research and service missions of the university or reliance is placedon external grants and contracts. Emphasis is placed onthe education of utudentsasseparate from their environment and thereis little identification with the community.

1 2 116

The second funding example, the Land Grant Model, dates to the mid-nineteenth century and the passage of the Morrill Act by the U.S. Congress, Which endowed states with eleven million acres of pub'ic land to be sold to fund the establishment of a whole new system of higher education--land grantuniversities. This new system was intended to Kdemocratize" education by expanding both the audience and the knowledge base, and served to complement a national expansionist agrarian policy. In 1867, with the passage of the Hatch Act by the U.S. Congress, the purpose and function of the land grant university was broadened even further to include a specific research function. The Hatch Actinitially appropriated $15,000to every state for agricultural experiment stations, and by 1990 provided $225 million for such research. (See Table 1 attached.)

In 1914,the notion that a public, research university should have a make function became national policy when the U.S. Congress passed the Smith-Lever Act which made the Cooperative Extension Service a formal educational arm of the U.S. Department of Agriculture and forged a federal, state, and local government partnership linking the land grant universities' agricultural research to the people.

Federal-level attempts to build on the Morrill Act reforms and provide a federal purpose and fundingforurban universities and urban extension efforts were initiated in Congress in the late 1970s.

The result was Title XI, the Urban GrantUniversity Program, established as partof the 1980 reauthorization ofthe Higher

Education Actof 1965. In anticipation of the pending federal legislation (which had funding authorized beginning FY1981, but never

121 117

appm:viated), Cleveland State Universitysuccessfully proposed to the Ohio General Assembly theestablishment ofthe Urban University Program (UUP), the example for the third fundingmodel I wish to describe.

The UUP Model emulates the Land GrantModel but is different in

several aspects, in addition to itsurban, rather than rural, focus. One v. r difference is funding.The Ohio UUP Modelis supported through a line item appropriationas part of the higher education budget. Initially funded at $1 million for the1980-81 biennium, UUP

has generated a strong commitment fromstate and local leaders and has

received continued support fromthe state legislature. Funding has

been increased to slightly over $6 millionfor the 1992-93 biennium. The 1990 fiscal year state fundingfor UUP research and technical assistance for the urban populationtotaled $3.6 million, compared

to research and cooperative extensionfor the rural population which received $35.3 million in state funding.

A seconddifference is that the state UUP funding supports teaching, urban research, outreach activitiesand data base development at seven additional stateurban universities, unlike the

Land Grant Model which is centered ata single institution in Ohio.

The UUP program, administered throughthe Levin College of Urban

Affairs at Cleveland State, supportsthe College and its Urban Center. In a decade, the eight institutions have carried out a widerange of activities in such program areasas housing, neighborhood development, economic development, publicmanagement,and urban design and have leveraged external funding to doso. Through the involvement of

1212 118

4 faculty in this work, students are having learningexperiences that link them to real problems and real solutions.

The generic word "research" obscures theimportance of a large body of information thathas beencollected, analyzed, and disseminated throughout the state, providingcitizens,legislators, corporations, and organizations with appropriatebackground for making the policy decisions that affect the lives,livelihoods, and fortunes of several million Ohioans.

Ohio's "Title Xf-tiee" Urban University Program is the only one ih the nation with a line-item appropriationfor a state-wide program. We are quite willing to forego thedistinction of being the "only one" because we are fully convinced that theTitle XI funding which would assist Ohio and the other 49 states inreplicating the program wouid enab]e oururban universities to better serve their constituencles. With the passage of three acts over a period of 52 years,the

U.S. Congress put in place a series ofhigher education initiatives which made our land grant universities a major force in building our nation's strong agricultural economy.Today we have an even more extensive system of public universities that can be involved--and are

in fact, already involved,in enhancing the quality of life in our urban areas. We need, however, federal internst and federalfunding to pull together these diverse activities. I urge ttereauthorization

of Title XI of the Higher Education Act of1965. An infusion of federal money can serve as a catalytic force, proving thatthere is a high national value on urban living and a strong federalcommitment

to involving our universities in addressing critical urbanissues. 119

Attachments:

1. Funding of Research/ExtensionLctivities at Public Universities in Ohio (FY 1990). June 19, 1991.

2. Table 1. Distribution of Agriculture R&D and Extension Funds By Source, 1980 and 1990.

3. Ohio Urban University Program: Workingfor Ohio's Future.

In_FIRST DECADE, 1991.

dcs/mk:lw

7/91

1 4 Funding of Research/ExtensionActivities at Public Universitiesin Ohio (FY 1990)

1 4 . . . 1 deka INN &Ow Lad 411m

The iltaditional Model The Land Grant University Aploultural/Rural Model The Urban Unlverally Model

The Tndltional Model The Land Grant University 1990 Funding (in millions of dollars) AgrinalhtralfRural Model The Urban ' ashy Model 1990 Funding (in millions of dollars) 1990 Funding (in millions of dollats) Ceventlior Agnahural Funk's: Scone Thal Funding Sou ra Ettertsial Unice Rework Total Fade») r main: Sew nx Total $0.0 Faded State 0.0 $10911867) $12119141 $18.6 State Federel IHX. 2531 pending) $O 1 Local 134119151 211110921 353 f)d) Lceal state117191 3.6 lad U 1411 Local Ateb.q0T4440:111411111a, 44umibusso*;1 4..; '''*0', . -, Aaaretaliatit. $313 MIV1' '''$214 Tow isot tactual aaa-na at ran donara $W .,f. * otrittiii?r' - :. TOTAL ; 13.6 I /j Pomo la %racial. rthr nr tae elan ;siding was lalttand, BEST COPY AVAILABLE June 19, 1991 121

Table 1 Distribution of Agriculture R80 andExtension Funds By Source, 1980 and 1990..

North Central Region National

Funding 1980 1990 Percent 1980 1990 Percent Sources $ millions $ millionschange 8090 $ $ millions change 8090

Cooperative Extension Service

Federal $ $65.3 $96.4 48% $221.8 *328.7 48% X of National (29%) (29%)

State $ $81.1 $149.2 84% $300.5 $612.2 104% X of National (27X) (24%)

County $ $46.5 $84.4 82% $130.1 $246.5 89% X of National (36%) (34X)

Nonlax $ $ 7.0 $ma 198% $ 16.1 $ 52.9 229% % of National (43%) (40%)

Grand Total $199.9 $350.9 76% $668.4 $1,240.3 66% % of National (30%) (28X)

Agricultural Experiment Stations

Federal $ $49.3 $117.3 138% $175.7 $ 255.0 45% X of National (28X) (46%)

Source:U.S. Department of Agriculture, 1980 and 1990.

127 122 Mr. SAWYCII. Thank you very much. Dr. Temple. Mr. TEMPLE. Mr. Chairman, the community colleges are very pleased to be a part of your hearing on the Higher Education Act reforms that relate to Titles I and XI. While I am a member of the Board of the American Association of Community and Junior Colleges, I am also immediate past Chair of the AACJC Commission on Urban Community Colleges and a member of the Joint Commission on Federal Relations of AACJC, and the Association of Community College Trustees. In addition, my testimony speaks for all of these groups. The As- sociation of Urban Universities has also asked to be associated with this testimony. As I look at the history of the Higher Education Act, I find its central thrust to lie in helping higher education turn out more bachelor's degrees. Certainly that is a worthy goal for a democratic society. Yet, going back, Mr. Chairman, to your very first hearing on the Reauthorization, itis perfectly clear that the grave challenges facing our country call for a Higher Education Act with a broader purpose and a larger vision. As economists like Anthony Carnevale and Carol Francis, among others, remind us, these challenges will not be solved by science and technology alone. Answers will hinge more upon human resource development than upon capital formation. Essential to our competitive edge will Ix? a world-class work forceonly 30 percent of which, economists again, say, necessarily will have bachelor's or higher degrees. It must, of course, include also a world-class profession of classroom teachers. For the 70 percent of the work force who won't require bachelors or higher degrees, periodic training beyond the secondary level, to build and upgrade job skills, and to keep older workers productive longer, has become a national imperative. Like college itself, it forms an integral part of the American Dream. This national need falls heavily on community colleges, even as it helps to drive the growth and popularity of our programs. Yet, it is a need that the existing Higher Education Act barely touches. Clearly, there should be a national strategy to addresses it. If it is not addressed in the Higher Education Act, then where do we address it? In our view, the opening title of the Act should set the policy thrust that addresses it, in order to underscore the urgent responsibility that higher education must bear for meeting and leading responses to this need. Fortunately, such strategy and responsibility is targeted in several bills before you. The Joint Commission on Federal Relationhas recommended that both AACJC and ACCT actively support the Good ling Bill, H.R. 2852. It targeth specifically two of the most pressing problems: the pipeline or transfer bottleneck, and the indefensible gaps that plague articulation between 2 year and 4 year colleges in almost every state. They are roadblocks to both a world-class work force and a world-class teaching profession. Because community colleges serve the majority of Americans who start college, and the still larger majorities of women, single

128 123

parents, arti minorities whoare freshmen and sophomores, thepo- tential of our colleges for solvingthe teacher shortages, in terms of both talent and ethnic balance,are virtually limitless. University schools of educationshould be doing farmore than they are at preseitto tap this wellspring. Theincentives in the Good ling bill shuuldspur them to do so. As a show of .:!ouperationwith the governors and thePresident, as well as a boost to the teaching professionin particular, thecommittee might consider keyingthe transfer scholarship in. ling bill to the five disciplines the Good- cited in their joint NationalGoals. Those are English, math,science, history, and geography. AACJC and ACCT also applaudtwo Title XI bills, the Hatfield bill, S. 1336, and, Mr.Chairman, your bill, Sawyerbill, H.R. 2531, though we havea clear reservation about H.R. 2531. H.R. 2531 offers a good program, but it casts communitycolleges in a secondary role. Becausethe community college systemsserve the largest enrollments ofboth working adults andeconomically disadvantaged in most of thelarger cities, the communitycolleges must be full partners inprograms that deal with training and munity and economic development. com- The Hatfield bill, S. 1336,puts strong emphasison community colleges, urban universities,local government, andemployers working together as fullpartners. In my own case, Mr.Chairman, I would like touse the initiatives in the Hatfield andSawyer bills to helpus with customized projects in partnershipwith city government medium sized employers. and small and The concerns and lessonsabout renewing thecore cities are concerns that I draw from my experiencegrowing up in Chicagoboth as President of the CommunityCollege of Philadelphia, tion of over 40,000 students, an institu- and earlier as President ofthe community college system inDetroitcenters on neig'aborhoods. There are sweepingsolutions to thegrave problems that plague the cities. The city isa mosaic of neighborhoods, each distinctivein its network of leadershipand communication. Programs that addressthe problems will only workif such networks have a centralrole in formulating theprojects and are a visible and active partnerin implementing them. Theymust share accountability for theirsuccess. Most certainly, Mr.Chairman, we endorse andsupport H.R. 1048 and S. 463, that wouldadd an Assistant Secretaryfor Community Colleges to the Departmentof Education. While more Americansseeking technicalcareers and periodic skills trainingare served by the communitycolleges than by any other pcstsecondarysystem, our colleges have changed in Education often been short- lack of professionalsDepartment programs by theDepartment's seasoned in communitycollege work. Very little has ever beendone by the Department While we appreciate, to rectify this gap. Mr. Chairman, the de:icatelines of responsibility that separate theEducation Departmentand the Labor De- partment, the national interestshould require that the Education Department bear primaryresponsibility to st.i hat this retwork is used to the fullest advantagein the competitiveness policy.

123 124 An Assistant Secretary forCommunity Colleges ought to fill a formidable role in leading suchinitiatives, and promoting inter- agency cooperation. Paradoxical though it may seem,the importance of the institutional assistance provided byTitles I, HI, and IX is magnifiedby the success of Title IV programs,particularly Pell Grants. The growth of community college programscontinue to be driven by demand, with much of it focused onwork force needs. Pe 11 Grants have more than fulfilled their promiseof access, but the part of the Pell Grant that goes for tuition neveramounts to more than a small down payment on program costs. With state and local budget problemsincreasing, the pressure on colleges to cut services, Titles I, HI, andXI will have still greater significance in building meaningful access.Global competition increasingly requires that access be synonymouswith program quality. Consistent with everything we havesaid so far, Mr. Chairman, we urge the committeeand Congress to keepitss-than-half-time students eligible for student aid, and to pressthe Budget and Ap- propriations Committee to fund theirparticipation in the Title IV programs. The pressing changes in demographics,technology, and the workplace make the development of theirjob skills absolutely vital to our economic future. In conclusion, Mr. Chairman, weappreciate the very difficult choices you face in these stringent times.Our overriding concern is the Nation's critical need for aworld-class work force. You have heard strong testimony to that effecttoday. Without such a work force, neither theFederal Government nor the states will have a revenue base overtime to solve the budget deficits, the infrastructure gap, and the graveproblems of crime and drugs. We believe that higher educationbears o large and central responsibility for achieving this goal. The Act youwrite in this Reau- thorization, which we think ought to be a cornerstoneof a nptional strategy to reach this goal, will help usto face the responsibility, as well as to carry it out. Thank you again for this opportunity toshare our thinking. [The prepared statement of RonaldTemple follows:]

1 125

American Association of Community andJunior Colleges Commission on Urban CommunityColleges, AACJC Joint Commission on Federal Relations,AACJC/ACCT

Represented by:

Dr. Ronald J. Temple, President Community College of Philadelphia July 24, 1991

Testimony Before The Subcommitteeon Postsecondary Education Washington, D.C.

Mr. Chairman, the communitycolleges are very pleased to be a part of your hearingon the Higher Education Act reforms that relate to Titles I and XI. WhileI am a member of the Board of the American Association of Community and Junior Colleges,I am also immediate past Chair of the AACJC Commission on Urban Community Colleges anda member of the Joint Commission on Federal Relations, AACJC and the Association of CommunityCollege Trustees. My testimony speaks for all of these groups. The Association ofUrban Universities has also asked to be associated with thistestimony.

We recognize that the federal funds that eventually flowfrof.1 the Higher Education Reauthorization Act will remain largely concentrated in studentassistance, yet we believe the initiatives that reauthorize and remold Titles I and XI will be justas important as the Title VI programs in expressing the direction and purpose of federal support for highereducation. As I look at the history of the Higher Education Act, I find itscentral thrust to lie in helping higher education turn out more bachelors degrees. Certainlythat is a worthy goal for a democratic society. Yet, going back, Mr. Chairman,to your first hearing on the reauthorization, it is perfectly clear that the grave challenges facingour country call for a Higher

1 3 1

47-530 91 5 126

Dr. Ronald J. Temple Community College of Philadelphia - 2 -

Education Act with a broader purpose, alarger vision. others, remind us, As economists like AnthonyCaxnevale and Carol Francis, among Answ.rs will hinge more these challenges will not besolved by science and technology alone. formation. Essential to our competitive upon human resourcedevelopment than upon capital which, economists again say, edge will be a world-classworkforce -- only 30 percent of include also a world-class necessarily will have bachelors orhigher degrees. It must, of course,

profession of classroom teachers. higher degrees, For the 70 percent of theworkforce who won't require bachelors or keep older periodic training beyond the secondarylevel, to build and upgrade job skins, :Ind to it forms an workers productive longer, has become anational imperative. Like college itself,

integral part of the American Dream. drive the This national need falls heavily oncommunity colleges, even as it helps to Education Act growth and popularity of our programs.Yet it is a deed that the existing Higher

barely touches. Higher Clearly, there should be a national strategyto address it. And, if not in the policy thrust Rincation Act, then where? In our view, theopening title of the Act should set the

education must bcar that addresses it, in order to underscorethe urgent responsibility that higher responsibility is for meeting and leading responses tothis need. Fortunately, such strategy and

targeted in several bills before you. AACJC and The Joint Commission on FederalRelations has recommended that both of the most ACCT actively support the GoodlingBill, H.R. 2852. It targets specifically two

I 7 2, 127

Dr. Ronald J. Temple Community College of Philadelphia - 3 -

pressing problems -- the pipeline, or transfer bottleneck, and the indefensiblegaps that plague

articulation between two-year and four-year programs in almostevery State. They are roadblocks

to both a world-class workforce and a world-class teaching profession.Because community

colleges serve the majority of Americans who start college, andthe still larger majorities of

women, single parents, and minorities who are freshmen and sophomores, the potentialof our

colieges for solving the teacher shortages, in terms of both talentand ethnic balance, are

virtually limitless.University schools of education should be doing farmore than they are at

present to tap this wellspring. The incentives in the Good ling bill shouldspur them to do so.

As a show of cooperation with the governors and the President,as well as a boost to the

teaching profession in particular, the Committee might considerkeying the transfer scholarship

in the Good ling bill to the five disciplines cited in theirjoint National Goals -- English, math, science, history and geography.

AACJC and ACCT also applaud two Title XI bills, the Hatfieldbill, S. 1336, and the

Sawyer bill, H.R. 2531, though we have a clear reservationabout the latter. H.R. 2531 offers a good program, but it casts community colleges in a secondary role.Because the community college systems serves the largest enrollments of bothworking adults and economically disadvantaged in most of the larger cities, the communitycolleges must be full partners in programs that deal with training and community and et ,omic development.The Hatfield bill,

S. 1336, puts strong emphasis on community colleges,urban universities, local government and employers working together as full partners.

1 Q3 128

Dr. Ronald J. Temple Community College of Philadelphia - 4 -

As you think about national strategies for human resourcedevelopment, I want to share with you some of the ideas and concerns of my colleagues inthe Commission on Urban

Community Colleges.

In the City Colleges of Chicago, the nation's second largestcommunity college system,

Chancellor Brady puts strong emphasis on the need for technology transfer amongemployers, universities and community college programs, in order to make responses tospecific urban problems as timely and technically advanced as possible. A profile of hernetworking initiative, called the Productive Chicago Project, accompanies this testimony.

Dr. Raymond C. Bowen, President of LaGuardia Community Collegeof the City

University of New York, echoes our concern over the pipeline. He points out, 'access tohigher education for minorities is highly concentrated in our urban community colleges.*He adds,

*The challenge for institations of higher education is to bring a significantly wider spectrumof

students into the graduate and professional schools to exemplify thediversity of the emerging

workforce.* He thinks the challenge is summed up best by Harvard scholar Robert B.Reich,

who avers that America must make a vast investment, at least $2 trillionin the 1990's, tO

prepare the workforce for the next century.

President Ruth Shaw of Central Piedmont community College is leading the Charlotte

Workforce Preparedness Initiative, which involves local government, technology,business, and

the University of North Carolina-Charlotte, and focuses on adult andworkplace literacy. She

sees an urgent need for the kind of °urbanextension" help that the Hatfield and Sawyer bill 129

Dr. Ronald I. Temple Community College of Philadelphia - 5 -

would provide.

President Ernest Martinez of Cerritos CommunityCollege, Norwalk, California, is enlisting his business community in the effortto establish an Institute For 'Economic

Developmentin southeast Los Angeles County. His collegeis in the forefront of contract

training with employers and other cooperativeendeavors with business andgovernment. The Institute would develop an integrated strategicplan for educational support of regional

development. Again, the assistance from TitleI and XI could be pivotal to suchan effort.

In my own case, Mr. Chairman, I would liketo use the initiatives in the Hatfield and

Sawyer bills to help neighborhoods withcustomized projects, in partnerships with city government and small and medium-sized employers.

The concerns and lessons about renewing the core cities that I draw frommy experence both as President of the Community College of Philadelphia and earlieras President of the community college system in Detroit, center on neighborhoods. There are no sweepingsolutions to the grave problems that plague the cities. The city is a mosaic of neighborhoods,each distinctive in its network of leadership and communication. Programs that addressthe problems will work only if such networks have a central role in formulating the projects, andare a visible and active partner in implementing th mi. They must share accountability for theirsuccess.

Most certainly, Mr. Chairman, we endorseand support the bills, H.R. 1048 and S. 463, that would add an Assistant Secretary for Community Colleges to the Department ofEducation.

While more Americans seeking technicalcareers and periodic skills training are served by community colleges than by any other postsecondary system, our colleges haveoften been 130

Dr. Ronald I. Temple Community College of Philadelphia - 6 - shortchanged in Education Department programs by the Department'slack of staff professionals

seasoned in community college work.Very little has ever been done by the Department to

rectify this gap.Fortune magazine's recent special issue on competitiveness,Thc ficai

Ammican Coma - What We &ad, makes this Point,

The bricks and mortar are largely in place for a superb nationalvocational-training network. Almost unnoticed, America's community collegeswhich enroll roughly five million people -- have been transforming themselves intotraining academies. Says William H. Kohlberg, president of the National Alliance ofBusiness:*They mostly offer technical training, they're very entrepreneurial, andthey work closely with business.° In North Carolina alone, 58 community colleges provideinstruction each year to more than 10% of the population, anever-increasing number of whom enroll to upgrade their work sldlls.

While we appreciate, Mr. Chairman, the delicate lines of responsibility that separatethe

Education Department and the Labor Department, the nationalinterest should require that the

Education Department bear primary responsibility to see thatthis network is used to fullest

advantage in competitiveness policy. An Assistant Secretary for CommunityColleges ought to

fill a formidable role in leading such initiatives, and promotinginter-agency cooperation.

Paradoxical though it might seem, the importance of the institutional assistanceprovided

by Titles I, III and XI is magnified by the success of ". ale IV programs,particularly Pell Grants.

The growth of community college proglams continues to bedriven by demand, much of it

focused on workforce needs. Pell Grants have more than fulfilledtheir promise of access, but

the part of Pell Grants that goes for tuitioll never amounts to more than asmall down payment

on program costs. With state and local budgetproblems increasing the pressure on colleges to

cut sen ices, Titles I, III and XI have still greatersignificance in building meaningful access.

Global competition increasingly requires that access be synonymouswith program quality.

1 7 131

Dr. Ronald I. Temple Community College of Philadelphia - 7 -

Consistent with everything we have said so far, Mr. Chairman, we urge the Committee and Congress to keep less-than-half-time students eligible for student aid and to press the Budget and Appropriations Committees to fund their participation in Tile IV programs. The pressing changes in demographics, technology, and the workplace make the development of their job skills absolutely vital to our economic future.

In conclusion, Mr. Chairman, we appreciate the very difficult choices you face in these stringent times. Our overriding concern is the nation's critical need for a world-class workforce.

Without such a workforce, neither the federal government nor the States wih lave a revenue base over time to solve the budgct deficits, the infrastructure gap, and the grave problems of crime and drugs.

We believe that higher education bears a large and central responsibility for achieving this goal. The act you write in this reauthorization, which we think ought to be a cornerstone of a national strategy to reach this goal, will help us to face the responsibility, as well as to carry it out. Thank you again for this opportunity to share our thinking. 132

Mr. SAWYER. Thank you verymuch, Dr. Temple, for yourtesti- mony and for yourthoughtful suggestions in regard to,particularly, Title XI. Let me welcome anotherOhioan on loan to Florida, thePresi- dent of the University of SouthFlorida, Francis T. Borkowski. Mr. BORKOWSKI. Thank you, Mr.Chairman. I am pleased to have the opportunityto testify in front of this committee. Let me just share with you for a moment.The institution that I represent is only 30 years old, yetit numbers among its students, 33,000 students, located on five campuses.Eighty-eight nations of the world are represented inthe student body. Most importantly, of the 15 countiesfrom which most of the students come, those 15 counties in termsof populations now exceed 25 individual states. So, it is clearthat the University of South Florida must direct much of itsattention to urban issues. The University of South Floridais one example of the many urban state universities in thisNation which are doing a great deal for urban students and thecommunity. We are stretching our resources to educate many oftomorrow's work force and many of tomorrow's leaders. We are also stretchingthese resources to provide a wide array of service, research,and outreach activities that respond directly to the needs and conditionsof the urban communities of which we are a part. I would like to comment on a few issuesin the Reauthorization of Title XI, which are of particularinterest to the University of South Florida and other urban state universitieswhich comprise the division of urban affairs of theNational Association of State Universities and Land Grant Colleges. SpeciffirIly, we strongly support the reenactmentof the urban grant university, urban communityservice program, as a separate title of the Higher Education Act. We support,therefore, the Title XI Reauthorization Proposal, H.R. 2531,introduced recently by you, Mr. Chairman. It is ourhope that this bill will becomethe basis for inclusion of the Title in theReauthorized Act. The Urban Grant University Act waspatterned originally after the Land Grant University Moral Acts,which authorized the designation of institutions as land grants, colleges, oruniversities. We strongly support the inclusion of languagein a reenacted Title XI, which would authorize the designation asurban grant colleges and universitiesthose institutions eligible to compete forproject funds under the Title. Such a designation would signal to theNation's urban communities the availability and importance of thesecolleges and universities as resources for the improvement andstrengthening of urban life. Urban issues are national issues. Thefuture of this Nation, and its domestic and international security are,in great part, tied directly to the fate of the cities in metropolitan areas,which are the Nation's major population centers. State and local governments always willhave a critical role to play in urban policy. However, urban problems areincreasingly national in scope and effect. The importance ofFederal support, specifically for urban state universities, which arefrequently dealing 133 with the crux of profound national social issues, should bea major priority of Congress. When one takes a look at the increased number of cocaine babies, the health care costs of senior citizens, and illiteracy,even those these are directed by institutions and have community and state support, they are growing, fundamentally, to be major national problems. You know that many of our cities are mired in poverty, drugs, jobless and the homeless, and racism. As great andas exciting as they can be, our cities are, for too many ofour fellow citizens, pris- ons of despair. They are also places with their own solutions. Almostevery major urban area in this Nation has, as itscore, a cost-effective organization that studies these problems and proposes solutions. That brings culture, recreation, and professionals into the city. That empowers the future of our emerging work force. It enriches the lives of our retiring work force. It provides medicalcare, job training, and youth services. It prepares teachers, and nurtures small businesses. The publicly assisted, urban universities of our landare doing all of this and more. We have not waited for the Federalsupport promised by the Urban Grant University Act. Instead,we have moved forward in a partnership with local governments and the private sector. Mr. Chairman and members of the committee, the escalating needs and de-escalating resources of these recessionary timescause us now to ask the Federal Government to join our partnership to finally fund its own problem, to bea part of the solution for our cities, our students, and our futureas a Nation. I would refer you to the full text ofmy remarks for information about the extra costs of operatinga university in an urban area, the special financial and academic needs ofour place-bound students, the substantial civic and social services that urban universities provide for their cities. The evidence from the university that I represent, is that these are critical programs, and pressing circumstances, indeed. We submit that these realities cross local and state boundaries, and that they belong on the national agenda. Thank you for the opportunity to present this testimony. [The prepared statement of Francis T. Borkowski follows:] 134

Statement of Francis T. Borkowski, President, University of South Florida on the reauthorization of the Higher Education Act of 1965, beforethe Education and LaborCommittee, Subcommitteeon Postsecondary Education, United States House of Representatives, Washington, D.C., July 24, 1991.

Mk. Chairman, I am Francis Borkowski,President of the University of SouthFlorida. I very much appreciate the opportunity to submit testimony on behalf of the reauthorization of the Higher Education Act of 1965. In particular, I am testifying in support of the reauthorization of Title XI of the Act, the Urban Community Service title which was originally called the Urban Grant University Act. Urban state universities throughout the country are facing a crisis with potentially profound consequences.Diminishing state resources and increasing demands for services have forcedurban state universities to take actions that are seriously impairingr the quality of instruction and decreasing access to academic programs. Urban state universities undertake to fulfill their historic roles of teaching, research, and service amidst major urban problems that have grown dramatically during the preceding decade and appearto be growing exponentially as we proceed through the 90s into the 21st Century. Some of these problem issues include increasing unemployment, higher levels of crime and violence, strained race relations, deterioration of housing, and diminishing access to health care. Urban state universities dray the vast majority of their students from the cities and metropolitan areas in which they are located; indeed, they have an obligation toprovide the highest levels and quality of education to the urbancitizens they primarily serve; how4ver, they are being challenged as possibly no other time in their history. Moreover, as state and federal resources have diminished for technical training, appliedresearch, and human service support, urban state universities are being asked to provide badly needed expertise and services at little clst, and at times, for no cost at all. Urban issues aro national issues; the future of this nation and its domestic and international security is tied directly to the fate of the cities and metropolitan areas - -the nation's major population centers. State and local governments always will have a critical role to play in urban policy, but urbanprobleas are increasingly national in scope and effect. The importance of federal support - -specifically for urban state universities which are Frequently dealing with the crux of profoundnational social issues--should be a major priority of Congress. As originally conceived in 1980, the Urban GrantUniversity Act would create an instructional, reaearch and service programin American's cities that would parallel the work our nation's landgrant universities have done fc American's agricultural and rural areas. That original vision for Title XI is even more compelling in 1991, when the initial census reports show that 3 of 135

every 4 of our citizens live in urban and metropolitanareas. It is especially unfortunate, therefore, thatTitle XI has neverteen funded, despite the support of this Committeeand its chairman, Congressman Ford.

In order for you to coma toa full understanding of the dilemma urban state universities face,let as provide you first with a fev facts about the institutionI represent. Tne University of South Florida enrolls studentsfrom every state in the nation and 88 nations of the world, but primarilyserves a 15 county area with a population exceeding 3.5million; that's larger than the population of 25 different states. With tailplanes in five urban areas, Taupe Sarasota, St. Petersburg, Lakelandand Fort Myers, which is the fastest growing metropolitanarea in the nation, our enrollment currently exceeds 33,000 students. That makes USF the 32nd largest university in the nation. Incidentally, our senior citizen enrollment ranks numberone in the nation.

As an institution that is just over30 years old, we are committed to serving the education needsof this country's fourth largest, and one of its most raciallyand culturally diverse, states. In serving these needs we offer 99 undergraduateprograms, 88 masters programs, 2 specialist degrees,21 doctoral degrees and the M.D. in medicine. In addition, we provide a broad variety of services to the community which I willelaborate on in a few moments.

Urban state universities such asmy own have continued to pursue their responsibilities to urban areasstudents despite the absence of funding for Title XI. I must emphasize, however, the great difficulties faced by these universitiesin meeting the expectations that they will serve theirurban areas by providing not only academic programs but also byconducting urban-focused researth and applying that research to the communitiesthey serve. For the record, I would note that urban stateuniversities face extraordinary expenses in fulfilling theirteaching missions but are rarely funded adequately to meet these specialcosts. As a result, the financial margin availablefor research and service within urban university budgets is minimaland diminishing.

The diversity and non-traditionalnature of America's urban universities, and the geographical settingof most urban campuses, create special challenges that are rarelyrecognized by state governaents for funding purposes. Let's take enrollment for example. At the University of South Florida theaverage age of our students is 28 and the average householdincome of students is under $23,000. Approximately 50% arepart-tine students. Approximately 20% are married and 70%are employed.More students than ever before are takingcourses for non-credit.USF, like most urban universities, is now brokering specificcourses to special groups, such as executives, pare-professionals, giftedchildren, handicapped, and senior citizens,among others. Urban universities

141 136 are more than ivory towers and arenot solely the domain,. of America's youth. These statistics underscore the need for additionalservices, such as special programs for disadvantagedstudents. This costs USF over half a million dollars annually toprovide. There are additional demands to provide staff and extended hours forstudent services such as financialaid,counseling, registration and admissions. In the Office of Admissions, for example, thedemands of an urban population create an expectationfor diverse, nondegree offerings, and the Admissions staffspend a significant portion of their time counseling prospective non-degreestudents. Spacial admissions counseling is provided fornontraditional-age students, many of whom have to meet individuallywith an admissions counselor. On-site admissions counseling isprovided for the Urban League, the YMCA, and migrant worker programs.On-site counseling is also provided in business and industrysettings, as well as with corporations relocating to the Tampa Bay area. The demand for these services outstrips many times ourability to meet it. Finally, the nature of the urban applicant poolcreates substantial pressure for fee waivers, aconsiderable cost to the University. At the same time, urban stateuniversities usually have a traditional-aged student population living on campus. The co- curricular needs of these students mustcontinue to be met with a full cosplment of facilities and programsthat a traditional resident college provides. A/so on the cost side of the equation is the factthat a large number of people from the conaunity slakeextensive use of the facilities on urban campuses. As taxpayers, they should have access to these facilities; butmaintenance and operating costs are very high when these facilities areused intensively from early morning until late in the evening. A good example of this is the university library. An urban state university serves as themajor information resource for its area. Community colleges and small private institutions use the library's resourcesto supplement schools their awn. Individual students fros the area's secondary as well as those attendinTprivate colleges benefit from the industry, library'scollectionand services. Business and particularly those that are not large enough tosupport an in-housa information service, rely heavily on themdiversity library for inforsation relating, not just to product development,but also tc demographic and marketing data.Through consortia, the university library provides a supplemental service to manysmaller libraries. Providing these services requires a sizable,knowledgeable staff, and sophisticated equipment. That takes substantial dollars.

In addition, I would note the cost ofsubsidiary services such urban as parkingandsecurity, whicharehigherfor most universitiesthanfor thoseinstitutions inmore isolated, traditional settings.

142 137

ktthesametime, urbanstate universities disadvantage in terms of state are ata based on a revenue support, which is typically funding methodology stronglybiased towards the traditional 13-22 year old full-time student. All'students need a wide range of services,but, sany state funding on full-time student equivalencies formulas are based and part-time students do not generate sufficient funds tocover the institution's cost of . providing them services.This is so, even though of part-time students the requirements for these support services oftenequal, and ometimes even exceed, thoseof full-time students. needs that are unique to In addition, part-time students suchas childcare and family counseling, forexample - are not available levelas at tb same the "traditional"servicesprovided students. forfu.1-time

Theya funding disparities existent, of multiple are often further exacerbated by the campuses, which serve to dilute furtherthe institution's ability to provideadequate support services because of the necessity of duplicationof services.

At USF, which has fivecampuses, our funding for student services ranks last in the State University System interms of state support per student. I am pleased to say, however, Florida that the Board of Regents has recognised the inapplicability of traditional substantial higher education funding formulasto the urban universities inFlorida. Thus, the State University SystemBuardof Regentsandthe Florida legislature implemented a new funding methodology have to fund support servicesmors equitably, in much thesame way this Coagress did in establishing the Urban Grant University Act.I am convinced that the fundingof Title XI,although not funded as yet,would cause a similar positive impact on allprograms of the urban universities. Urban state universities are struggling with thepressures already placed upon our tuitionschedules. In order to continuo serving the needs of increasing numbers of minorities,women, and others of limited economicmeans, we must be very careful to match any tuition increases with increases priceout in financial aid or we will of our urban universities some very constituencies. important In my own case in Florida,we are fortunate in having a tuition schedule which is below the nationalaverage. Unfortunately, state fiscalpressures are requiring double-digit increases for the coming year. Title XI funding would assisturban state universities in continuingto provide higher education opportunities for studentsof all ages, color, backgrounds. race, and ethnic I wish to assure you, Mr.Chairman, and members of the Committee, that urban state universities such asmy own have not sat idly by while waiting forthe Urban Grant University become fully operative. program to The University of South Floridahas moved

1 3 138 ahead strongly in many areas ofurban research, service and limited teaching. This has been done, at times, with our own university funds, at other times, inpartnership with the support of state and local government, as well asthrough the use of federal grants provided through competitive programsthat do not necessarily have an urban focus. Let me review a few of the ways inwhich the University of South Florida fulfills itscommitment to its communities. Our Institute on Black Life sponsorsactivities to make toA University more accessible to theAfrican-American community. These activities include: television presentations, cultural enrichment forums, an annual Conference onthe African-American Family, and other activities.The Institute recently completed a city and county-funded survey entitled"Comparative Study on Blacks, Whites and Hispanics in the TampaMetropolitan Area." Another recent community survey wasthe "YMCA Central City Community Needs Assessment." The Institute also works with the Southeast Regional Center for Drug FreeSchools and Communities, the Boys A Girls Clubs of Tampa Bay, andLinks, Inc. USF's Center for Urban TransportationResearch has become a leader in finding innovative solutions totransportation problems The Center's pro4atcts focus on masstransit, high in Florida. demand speed rail, transportation Linance, transportation management, transportation safety,training, and public policy, Mass among others. Its clients include the U.S. Urban TransportationAdministration, the Florida Legislature theFlorida Rail Transportation Commission, the Florida High Speed Transportation Commission, Lufthansa Airlines,and the city of Orlando, among others.

The Center for Economic and ManagementResearch is currently working in cooperation with the Centerfor Urban Transportation Research on an economic impact model usedto evaluate the benefits of a high speed transit line betweenMiami and Taapa. The Florida Centtr for Urban Design andResearch has the unique mission of applying architectural andurban design values and methods to the improvement ofurban environments and related development processes.The Florida Center concentrates onpublic and service-oriented projects and assignments. Research consultation have included a mix of architectural,urban design, and strategic planning activitiesaddressed to varied issues of downtown and neighborhood revitalization, water-front redevelopment, and affordable housing design anddelivery systems for local government agencies.

Various research projects in multidisciplinary fields contribute knowledge to the community onsanitation, solid waste, wastewater, groundwater quality, sewersystems, sinkhole research. 5 139

USF's Small Business Development center provides free management and technical assistance to current and prospective small business owners.It has assisted more than 30,000 individual clients through more than 1,400 educational programs and isthe largest center in the State.

At the University of South Florida, providing educational opportunities to the cossunity, not just ourawn students, is a major thrust of numerous centers and institutes. The Teacher Education Center, affiliated with USF's College of Educationand funded through the State Department of Education, providesin- service training workshops for teachers to update certification. College Reach-Out offers pre-college classeson the US? Tampa Campus to disadvantaged minority high school students. Project Thrust, a University-wide program, provides tutorialservices, study akill classes, extended classes, specialsummer programs, advising and counseling. Project Upward Bound is a college preparatory program for economically disadvantagedminority students;student attending this program go on to successful college careers. The Center for Economic Education works witharea chambers of commerce and business economic education councils. The Center conducts courses and workshops and develops and provides curricula to area school districts to promote economic literacy.

The Center for Excellence in Mathematics, Science, Computers, and Technology delivers programs and activities designed to improve the level of achievement of K-12 students in these fields. It provides college preparation through the Center's Mathematics Lecture Series. The Science Mentor program provides direct help to students preparing projects for the annual Florida Science and Engineering Fair. The Center for Mathematical Services offers summer programs for gifted and high-achieving secondary school students from Hillsborough and surrounding counties. It also offers a lecture program on Nathematics in Today's World wherein faculty and local business people address secondary schoolclasses about the importance of mathematics in business, industry,and the professions. The YES, WE CARE! program provides role models, particularly minority role models, in the fields of engineeringand mathematics for high school students.

Forthe pastsix years usr hasconducteda six-week, residential Migrant Summer Institute for students witha socio- economic disadvantage. Ninety-eight percent of Hillsborough County's migrant students who have participated in the program have graduated from Ugh school. This summer's class totaled 150 migrant students.

Through the center for the Study Qi ku7sical Education and Sport for the Disabled, the I'M SPECIAL network provides videotape and print instructional materials to enhance the quality of programs of physical education for handicapped students through the

6 140

preparation of teachers. The I'M SPECIAL videos produced at USF are used nationwide in university courses,public and private school system in-service teacher-training workshops, and educational television broadcasts.

The Tampa Bay Craniofacial Center at USF houses a ttansdisciplinary team of university and community health care specialists who treatchildren and adultswho havesevere congenital or acquired head and facial deformities.

"Making City Government More Accessible to Private Contractors" is anexample ofprojects beingconductedby University faculty to increase local governmentinteractions.The UST' Center for Public Affairs,an off-shoot of the Florida Institute of Government, conducts surveys and consultswith local governments. The Institute also provides consultation to local governments. The Institute of Government also provides such services as catalogs and directories of cityordinances, making government more accessible to the people.

In the critical area of Health Sciences thephysicians of the College of Medicine provided the community$22 million in uncompensated care last year.This was in addition to the nearly $30 million in charity care provided by Tampa GeneralHospital, one of the largest hospitals affiliated with ourCollege of Medicine. The University does not operate its ownteaching hospital, rather through special arrangements, utilizes seven majorhospitals in the Tampa Bay region for educational purposes.Each of these hospitals accounts for significant programs caring for the poorof the community. USF's Department of Pediatrics, through 19 state programs,is providing more than $2 million in cars to poor children. Other University programs that impact the comilunity directlyinclude the participation since 1988 by USF's Florida Mental Health Institute in a network of universities in the southeast dedicatedto training and informing a full range or primary health careprofessionals about the handling and treatment of personsinfected with HIV virus. In the last three years, the University's mentalhealth unit has sponsored 216 training sessions for nearly12,000 health care workers at sites across the state.

For the last tLree years, the USF Suncoast GerontologyCenter has served as a national resource center forAlzheimer's disease. The goal is to teach health care professionals in thestates how to develop Alzheimer's programs. USF's Gerontology Center, in 1985, was instrumental in laying out thebasis for the Florida law that established the state Alzheimer's program. The community profits from [WI. five-year-oldMoffitt Cancer Center and Research Institute in a variety of ways, fromlow-coast mammography examinations to a growing, research-basedbona marrow

7 141

transplantation program. Community outreachprograms include the use of a bus that dispensescancer risk information throughout state. The hospital recently the inaugurated a free telephoneservice, staffed by nurses, to provideanswers to questions about cancer.

In the ii-va of non-creditcourses, USF's Lifelong Learning, offers approximately 100 courses each semester on such topicsas personal development, the arts, writing, language andcommunication skills, test preparation,environment, computers, public health, dancing, sports relations, and astronomy, etc. These courses are offered to the communityas a service of the university.

The Division of Lifelong Learningalso administers the USF Senior Citizen waiver fortuition-free courses available Floridians in the community. to senior

The University o2 South Florida isbut one example of the many urban state universities in thisnation which are doinga great deal for our urban students and communities. We are stretchingour resources to educate tomorrow's workforceand tomorrow's leaders. We are also stretching theseresources to provide a wide array of service, research and outreachactivities that respond directlyto the needs and conditions ofthe urban communities of which a part. we are

Before I 4101110 my testimony, I wishto comment on a few issues in the reautbarization of Title to the Uniiersity XI which are of particular interest ofSouth Floridaandother urbanstate universities btich comprise theDivision of Urban Affairs of the National Association of stateUniversities and Land-Grant Colleges (NASULGC). Specifically:

*We strongly support thereenactment of the Urban Grant University/Urban Community Serviceprogram as a separate title of the Higher Education Act.We support, therefore, the Title XI reauthorization proposal, H.R.2531, introduced recently by a member of the Committee, CongressmanSawyer, and it is our hope that this bill will become thebasis for inclusion of the title in the reauthorizedAct.

*The Urban Grant University Actwas patterned originally after the land-grant university,or Morrill, acts, which authorized the designation of institutionsas land-grant colleges or universities.We strongly support the inclusionof language in a reenacted Title XI which wouldauthorize the designation as urban-grant colleges and universitiesthose institutions eligible to compete for projectfunds under the title.Such a designation would signal to thenation's urban comaunities the availability and importance ofthese universities collegesand as resources for the improvement and strengthening of urban life.

BE$I COY AVAILAILE 142

Finally, we realize there are manyimportant funding needs for higher education that comebefore this subcommittee, and many important funding needs for the restof society that you consider in your other responsibilitieswithin the Congress. But I really believe thatthis legislation, authorized a effectively addresses a fuller range decade ago but never funded, of our country's domesticchallenges than does any other single act. You know that our cities aremired in poverty and drugs, the racism and illiteracy. As great and jobless and the homeless, fellow exciting as they can be, ourcities are, for too many of our citizens, prism:, of despair. Almost But they are also placeswith workable solutions. in this nation has at its cora acost- every major urban area studies effective organization, the urbanstate university, which these problems and proposessolutions; which brings caltura and professionals into the city; which recreation and middle class the empowers the future of ouremerging workforce and enriches which provides medical care and lives of our retiring workforce; and job training and youthservices; which prepares teachers nurtures small businesses. this The urban state universitiesof our land are doing all of federal support promised by and more. We have not waited for the act and instead have movedforward in the Urban Grant University But we partnership with local governmentsand the private sector. and the escalating needs andde-escalating are not doing enough to aaA the resources of theserecessionary times cause us now federal government to join ourpartnership, to finally fund the solution for our program it established,to be a part of the cities, our students, our future.

Thank you for the opportunity topresent his testimony.

FTB/ejp

9 143

Mr. SAWYER. Thankyou very much for joiningus today. Our final witnesson this panel is Dr. Calvin Stockman. Mr. STOCKMAN. Mr.Chairman and distinguishedsubcommittee members, I am most pleasedto join you andmy colleagues at the table today to discuss theReauthorization of Titles I and Higher Education Act of 1965. XI of the I am Dean of theCollege of ContinuingEducation and Public Service at Illinois StateUniversity. It isa 4 year public institution, with full-time enrollments totalling more than 22,000students. By comparison, the College ofContinuing Education andPublic Serv- ice serves 50,000 studentseach year, and offers 800 part-time students, living and programs to nois. working in northern andcentral Illi- I also come before you this morning as the currentPresident of the National UniversityContinuing Education sociation represents Association. The As- some 400 accredited, degree-grantingcolleges and universitiesacross the Nation, institutionsthat are dedicated to providing credit andnoncredit, degree andnondegree continuing education programs andservices to millions of ondary education students. part-time postsec- Mr. Chairman, about11/2 years ago, the highereducation community began discussingReauthorization issues. Theproduct of those deliberations is beforeyou today, submitted on April 8 bythe American Councilon Education on behalf of the community. higher education NUCEA's proposalrecommends authorizing $25million for fiscal year 1993, and such sums thereafterto provide direct grants to colleges and universitiesfor continuing higher These funds would education activities. allow these institutionsprovide important grantmonies that would to address the expandingeducational needs of part-time students.This funding wouldrepresent Federal recognition of the importanceof continuing highereducation to ensure American competitivenessin the globaleconomy. Five years ago, thisHouse supportedan extensive rewrite of Title I of the HigherEducation Act. I do members of this subcommittee not need to remind the that title through conference.of how difficult itwas to advance Yet, we won that battleduring Reauthorization, you here believed in its importance. because many of Title I, which made suchgood sense in 1965, is evenmore timely today. Thereasons for placing Title I at the beginningof the Higher Education valid now as then. Act are just as Title I represents a tremendous opportunity forCongress to respond to today's highereducationrealities. The catch-phrase during the last reauthorizationwas "removing barriers" for those adults in need. Today'semphasis is on providing opportunities. lifelong learning President Bush recentlydrew attention to thisimperative in "America 2000," in whichhe expresp- "a Nation of students." his desire to make America Title I ca._ help makelifelong learning become a reality formany Americans. Mr. Chairman, there are many myths surroundingpart-time students in America. Perhapsthe most frustrating for the front lines is the those of uson false perception thatthese studentsare rela- 144 tively affluent, and canafford to pay forpostsecondary studies outof-pocket. students work full-time,support fami- The vast majority of these and are strug- lies of their own, areunemployed or underemployed, gling to achieve a measureof economic securityin a rapidly changing labor market. students are As you have heard thismorning, many part-time single-heads-of-households, with enormouseconomic and parental responsibilities. For theseindividuals, continuinghigher education of barriers in order toacquire the educa- helps overcome a number and to be a part tion and training necessaryto remain productive of a competitive workforce. Mr. Chairman, timesreally have changed.Most Americans real- longer count on working onejob or pursuing a ize that they can no they need to single career during theirworking lives. Workers find knowledge to gain good jobs. acquire new skills and new I ask each of Mr. Chairman andmembers of the subcommittee, you to take ahard look at the proposalbefore you this morning to ensure thatpart-time students are and to let us work with you I can think of no other not left out duringthis Reauthorization. willing to work to student population sodeserving of support, so improve their lives and tocontribute their talent toAmerica's future. to be here with youthis morning. I I appreciate the opportunity have. If I would be pleased to answer anyquestions that you may am unable to, Iwill be happy to give themto the record. [The prepared statement ofCalvin Stockman followsq 145

Zabargoed Until 9:30 a.m. 23/1X_Zim_all

STATEMENT OF CALVIN L. STOCKMAN

DEAN, COLLEGE OF CONTINUING EDUCATION AND PUBLIC SERVICE

ILLINOIS STATE UNIVERSITY

BEFORE

THE SUBCOMMITTEE ON POSTSECONDARY EDUCATION

UNITED STATES HOUSE Op REPRESENTATIVES

THE REAUTHORIZATION OF THE HTGHER aDUCATION ACT OF 1965

JU1Y 24, 1991 2175 RAYBURN LOUSE OFFICE BUILDING WASHL'GTON, D.C. 146

distinguished Chairman Ford, Mr. Coleman, and Subcommittee members, I am mostpleased to join you and my colleagues at the today to discuss thereauthorization of Titles I and XI of theHigher Education Act of 1965.

My name is Calvin L.Stockman, and I am dean of the PublicService at College of Continuing Education and public Illinois StateUniversity. IllinoisState is a four-year institution withfull-time enrollments totalling more than 22,000 annually. By comparison,the College of werves 50,000 Continuing Education and Public Service students each year,and offers 800 programs topart-time

students living and working innorthern and central Illinois.

I also come before youthis morning as the current president of the National UniversityContinuing Education

Association (NUCEA). The Association represents some400 accredited, degree-granting collegesand universities across

the nation,institutions that are dedicated toproviding

credit and noncredit, degree and nondegree continuing education programs and services tomillions of part-time

postsecondary education students.

Mr Chairman, about a year and ahalf ago,the higher

education community began discussingreauthorization issues. The product of thosedeliberations is before you today,

1 141

submitted on April 8th by the American Councilon Education on behalf of the higher education community. The proposal to recast Titles I rad XI into a single new titlereflects the thinking and support of the two organizations withhistorical ties to those titles -- the National UniversityContinuing Education Association and the Association of Urban Universities.

NUCEA'a recommendations pertain to the continuing higher education components and seek toaddress the following realities:

An increasing number of states and highereducation institutions are usingtelecommunications technologies to serve part-timestudents off campus, in at work; the home, and

Continuing higher educationis becoming increasingly crucial to the development of human capitalresources, competitiveness, and workforceeducation;

Barriers continue to exist for postsecondary aduits seeking education because higher education aid programs remain targeted to the shrinking "traditional" studentpopulation; and

No other federal legislationacknowledges or promotes the significance ofcontinuinghighereducation at degree-granting colleges anduniversities.

NUCEA's proposal recommends authorizinga modest $25 million for Fiscal Year 1993, and "such sums"thereafter, to providedirectgrantsto collegesand universities for continuing higher education activities. These funds would provide importantgrant monies that would allowthese institutions to address the expanding educationalneeds of

2 148

represent federal part-time students. This funding would higher education recognition of theimportance of continuing competitiveness in theglobal economy. to ensure American

during the last Title I was rewrittenand refocused However the reauthorization of theHigher Education Act. nor did the Congress Administration never requested, portions of appropriate, funds tosupport the direct grant grants authorized bythis title Title I. Yet the direct programs providinga clear and remaintheonlyfederal educationally concise mandate to servedisplaced workers, the and working disadvantaged, both ruraland urban residents, in order to adapt to Americans trying toacquire new skills

a rapidlychanging global economy.

of how Title I could Let me providejust a few examples in serving the assist the nation'scolleges and universities part-time students: continuing highereducation needs of

a federal grant could help First, a three-year universities to develop a consortium of four-year teacher-trainingprogramthat statewide, in-service, skills in the would upgrade mathand science teaching elementary and secondaryschools. college three-year grantto a community Second, a unemployment located in an areasuffering from high to help laid-off orunderemployed could support programs for new workers to acquire newskills and qualify careers.

r t 149

Third, a three-year federal grant could enablean urban university to reach out to expandin minority populations, whichare seriously under--epresented traditional higher education in means for many more programs, and provide the individualsto gain accessto American economic andpolitical life.

Finally, a three-yearfederal grant rould enable college a small to develop or expand distance programs, thereby education providing credit and degree opportunities to residentsof small rural communities.

Five years ago this House supported an extensiverewrite of Title I of the Higher Education Act. I do not need to remind the members of this Subcommittee ofhow difficult it was to advance that title through conference. Yet we won that battle during reauthorization becausemany of you here today believed in its importance. Title I, which madesuch good sense in 1965, is even more timelytoday. And the reasons for placing Title I at the beginningof the Higher Education Act are justas valid now as then.

Title I represents a tremendous opportunityfor Congress torespondto today's higher education realities. The catch-phrase during the last reauthorizationwas "removing barriers" for those adults in' need of postsecondary education. Today's emphasis is on providing lifelong learning opportunities. President Bush recently drew attention to this imperative in America 2JK9t,in which he expresses his desire to make America "a nation ofstudents."

4 150

become a reality Title I can help makelifelong learning to

for many Americans.

show that America's Mt. Chairman,the numbers clearly vastly different colleges anduniversities are serving a ago, when population today than wasthe case26years Educution Act of 1965. this body first passedthe Higher what once was termed Almost half oftoday's students are six million part-time "nontraditional." In fact, more than institutions this past students enrolled indegree-granting percent over autumn, and that was anincrease of more than 4 of all master's degree the year bsfore. Two-thirds the number of candidates are nowpart-time students, and part-time basis increases women pursuingmaster's degree on a

every year.

Times reported that 83 A vecent articlein The New York education students are percent of thid nation'shigher they live off-campus in commuting students -- meaning

)1r the institution. residences neither owned noroperated while "part-time The same article goes onto observe that students students greatly outnumbertraditional residential institutions continue to in the United Statestoday, many marginal to operate as thoughnontraditional students were

the educationalenterprise."

" 151

Mr. Chairman, there are many "myths" surrounding part-time students inAmerica. Perhaps the most frustrating for those of us on the "frontlines" is the falseperception that these students are relatively affluent andcan afford to pay for postsecondary studiesout-of-pocket. The vast majority of these students work full-time, supportfamilies of their own, are unemployed or underemployed,andare struggling to achieve a measUre of economic securityin a rapidly changing labor market. Many part-time studentsare single-heads-of-households with enormous economic and parental responsibilities. For these individuals,continuing higher education helps overcome a number of barriersin order to acquire the education and trainingnecessary to remain productive and a part of a competitive Americanworkforce.

It is obvious to me and to my colleagaeson campuses across the nation, Mr. Chairman and Subcommitteemembers, that part-time students have not yet "arrived" inthe view of many in Congress. I believe the recentaction by this House and the Senate Appropriations Committee to prevent less-than-half-time studentsfrom receiving PellGrants is unconscionable. We are not talking simplyabout cutting budgets -- we are eliminating many of the neediest andmost deserving students from qualifying for federalassistance. In an era of increasing competition abroad,this nation cannot afford to ignore so many working Americanswho are

6 152

themselves through willing to make thesacrifice to improve continuing higher education.

commend Mrs. Mink for On that note, I wish to Pell Grants for introducing H.R. 2331,which would reinstate and the many membersof this less-than-half-time students, that legislation. Subcommittee who haveagreed to cosponsor higher education when I I speak for allof us in continuing legislation and hopethat it is say that wesupport this will emerge incorporated in thereauthorization bill that

shortly from thisSubcommittee.

changed. Mont Americans Mr. Chairman,times really have one job or realize that they can nolonger count on working lives. Workers pursuing a single careerduring their working knowledge to find they need toacquire new skills and new society of dual-income gain good jobs. We are becoming a households. Many Americans households,and single-headed For them, simply cannot afford toattend college full-time. part-time study is not anoption, but a reality.

difficult. Many I realize thateconomic times are problems, in part states are experiencingsevere budget responsibilities to provide from having toabsorb increased maintaining a services to theircitizens. For these states, implies greater access to flexible workforce --which

IrJ 153

continuing higher education--iscritical to regaining

prosperity. The federal deficit is forcing toughdecisions not only in thio room but alsoelsewhere on Capitol Hill and

across the nation. We in higher education are sensitiveto the demands being placed on federalcoffers and the urgent

need to trim back programs thatare deemed unnecessary. But denying funds to part-time studentsconstitutes a serious

threat to this nation's economicfuture, because the majority

of tomorrow's workers are already intoday's workforce.

Mr. Chairman and members of the Subcommittee,I ask each of you to take a hard lookat the proposal before

you this morning and to let us work withyou to ensure that

. part-time students are not left out during this

reauthorization. I can think of no other studentpopulation so deserving of support, so willing to workto improve their

'lives and to contribute their talentsto America's future.

I appreciate the opportunity tobe here with you this

morning. I would be pleased toanswer any questions you may

have, and if I am unable toanswer them this morning, I would

be happy to respond in writingfor the record.

Thank you very much.

8 154 thank you to all of you, onbehalf of the Mr. SAWYER. Let me say contributions that you entire subcommittee,for the thoughtful have all made. I particularly want tothank everyone forthe kind comments Title XI. I particularlywant to say thank that were made about have made about ways you for thethoughtful suggestions that you in which it might beimproved. Let me also thank youfor the comments aboutthe importance of sound counseling early in achild's education. The abilityto know there is er.nrrnously importantin young what truly is available out their ca- people making appropriatecoursework choices early on reers, so theydon't preclude options that mayhave been available to them only a few yearslater, had they made moreappropriate choices. With that let me turntoeverybody keeps calling me"Mr. Chairman." Do you have anyidea how scary that iswhen he is sitting right here? [Laughter.] to Chairman Ford. Mr. SAWYER. Let me return for Chairman FORD. Well, Mr.Chairman, I want to thank you taking over and managingthis very diverse panel ofcontradictory statements here. Title XI Some of these people werehere agitating when we wrote 10 years ago. Hopefully, the little gleam oflight that came from theSenate and by the time they comeback next side will turn into a fire, expected it to time, it will actually be fundedand be doing what we do. I hope you don't tell very manypeople that you arealready doing these things withoutFederal money. Becauseif you do, the and say that is proof ofthe fact administration will jump on that it withthat if we preach long enough,you'll just go ahead and do out any money fromVVashington. That's the newmethodology for aid to education. I thank the panel for theircooperatiun and for thework you put in to prepare for this hearing. somewhat difficult. Thelast time it Title I, Mr. Stockman, was side of the ended up being a compromisebetween a member on this aisle and a member on thatside of the aisle, with a greatdeal of emphasis on the problems ofrural America. This madeit possible for us to keep it alive in theconference with the Senate. This time, we are not going tothe conference withthe Senate with one party in charge on oneside of the table, andanother party in charge on theother side of the table. Allthe scoundrels at this conference will be ourscoundrels. We don'tanticipate problems with either Title XI or Icoming at us from theSenate side. As a matter of fact, Mr.Jeffords is sitting over there.He was a very strong supporterof it when we did theReauthorization last time. I am sure that we cancount on him to keep peace onour behalf. Thank you very much. Mr. Olver, do you have anycomments or questionsfor the panel, before we dismiss them?

1 ti -3 155

Mr. OLVER. Mr. Chairman,I hesitate to get involvedhere, because I have a feelingyou were just about ready to let hook. them off the Chairman FORD. Well,that is what I had in them off tooeasy. mind, but don't let Mr. OLVER. Mr.Chairman, I want to thankyou very much for bring this panel together.This has been tion. very interesting informa- In fact, I, just comingfrom the other sectorof state government and state finances in thevery recent past, didn't realizethere was a Title XI, because it hasn't beenfunded. So, thesecomments raise a whole series of openings. If Imay, I would like to justgo off from where youwere, not saying too much about been funded. how these things have I would like to askDr. Borkowski have a Center for Urban a question. I notice in hereyou Transportation that doesa number of things for the State ofFlorida. How is that funded? College of Engineering, Do you havea or is there a Civil EngineeringDepart- ment? I don'tsee that specifically in whatyou are talking about. Mr. BORKOWSKI.Congressman Over, thatis not in the College of Engineering. It isa specific center for urban funding is multiple. It transportation. The is fromsome Federal dollars,some state dollars, some foundationdollars, and private tion of resources. support. It's a combina- The transportationproblems in Florida creasing. There is are profound, and not de- a net increase of 900 additionalpeople who move into this state daily.Actually, the but then 1,100 gross number is 2,100 or 2,000, or 1,200 leave. Therefore, roughly900 people into the stateevery day, permanently. Consequently, move tation problemsare very severe. the transpor- I would add, if I may, to the Chairman'scomment about the gentle admonishment,and appropriately ing the kinds of things so, about not underscor- It is virtually that we are doing. impossible to not allocateresources and direct some of them towardssome of these major profound issues. bottom line is, however, The we need to do more. We needto do longitudinal studies. We needto take a long-term lookat what effect nu- trition and wellnessprograms are going to have costs of senior citizens. on health care With AIDS,we need to deal witha work force that is dealing with people whohave AIDS. We ly with the people can get a handle and work direct- who are so infected,but we need to takea look at what implications theseare going to be on those who contact with individuals have direct who have this dreadeddisease. Consequently, that iswhere I think the national to be addressed. Because problems need of the location, it isincumbent upon direct someresources towards these critical us to when we problems. However, are looking at the long-termbenefits to the Nationas a whole, I think this shouldbe on a nationalagenda. Mr. OLVER. Soyou are finding, then, for thisCenter for Urban Transportation Research,sources of Federal monies from other cations, inone place or another, to do what lo- direct part of TitleXI? might otherwise bea Mr. BORKOWSKI. Yes,sir. 156 Chancellor Ryder, youmentioned in your comments Mr.OLVER. tell me where thefunding for a smallbusiness institute. Could you What are some of its that comes from, andhow does it function? major accomplishments? Basically, it is supportedby the university. Itis an Mr.RYDER. in the managementfield. It extension of the academic program others with serves as abase for assistinggraduate students and specific problems thatneed to be resolved. graduate students'cooperation, they With the faculty and the While there is occasional- are able towork with the entrepreneurs. the majority of the ly some money madeavailable from industry, funding comes directlyfrom the university.It is a service and, at the same time, isintegrated with theacademic instruction program. Federal funds or directgrants Mr.OLVER.Is that supported by from any for the small businessinstitute in any kind of a way source? Not as far as I know atthis date. Mr.RYDER. university funds becauseof Mr.OLVER.So you have committed the importance of doingit. Mr.RYDER.Correct. businessmen Mr.OLVER.You speak of havingdealt with 30 small each yearin what kindof a way? Basically, it is an attemptto take a management Mr.RYDER. that have beenstarted that analysis of small business programs need may have theneed for different systemsof direction, or may market surveys. particular business is,there is an at- Whatever the state of the in tempt to reinforce thestrengths and to pointout possible flaws draw an effect uponthe expertise of organization or structure to attempts to es- the business faculty to givesupport to the ongoing tablish new business. Is this done on a one-on-ohebasis? Mr.OLVER. one-on-one basis. Mr.RYDER.Yes, basically, it is done on a Mr.OLVER. SOit is not an association ofbusinesses? Mr.RYDER.No. assistance, very Mr.OLVER. Isee. Basically,it is, then, technical much like the cooperativeextension has workedin agricultural problems in the past. Mr.RYDER.Yes, it is very much the same. Mr.OLVER.Totally with your ownresources? Yes, that is correct. Mr.RYDER. more questionof Dr. Mr.OLVER.Mr. Chairman, may I ask one Temple? FORD.Go ahead. Chairman representing here the community Mr.OISE&You are the person like to use Title college area. You haveindicatad that you would XI. What kinds of thingswould be most effectivefor you in the use development or communitydevelopment? of Title XI in economic in our large cities is TEMPLE.One of the things that we see Mr. to dealing withthe problems of that there is no single approachparticular neighborhood, youwill urban America. If you go into a physi- see that there isthe brick and mortarproblem. That is the 157 cal side of it. You willsee the social, the educational, and the cultural side of it. One of the exciting things about Title XIis that it talks about and particularly with the Sawyerbill and the Hatfield billthe partnership. It's a combination ofresources. I believe our education institutions in our urban school districtsare not going to solve, for example, the problems of urban Americaalone. However, working together with the various state agencies,local agencies, business, and industries, I think thatwe have a chance to solve some problems. So, what I would like to do interms of Philadelphiaand earlier we were beginning to do some things in Detroit when Iwas there is just to go into a particular neighborhoodas a model and pull together the multitude ofresources that you need to deal with the education that relates to the social, cultural,and environmental, as well as the physical side of theneighborhood. I think that Title XI, particularlywith those two additional bills, provides that kind of combinationor partnership that, I think, makes our chances ofsuccess much greater. Mr. OLVER. Thankyou, Mr. Chairman. Chairman FORD. Mr. Serrano. Mr. SERRANO. Thankyou, Mr. Chairman. First of all, I would like toapologize, Mr. Chairman, toyou and to the panel for disappearing for awhile.As you know, the Justice Department has thrown outNew York City's districting plan, claiming that itwas unfair to the Hispanics. Everybody wanted to find out how I am going to solvethat problem, so I apologize. It kind of leads into thequestion that I wanted to ask Ms. Rich- ardson. That is, when I firstarrived in New York from Puerto Rico, my community arrivedto face many difficulties. One of the difficulties we did not facewas lack of American citizenship. That I had since birth. Now, I notice that in New YorkCity, as you know, in the last few years, more andmore folks from the Caribbean and from Latin America are coming in. WhenI was a child, most of the people coming in to attenda school, if you will, were coming inmy age. Whereas, now wesee a lot of folks coming in as adults and then going into Bronxor going into the CUNY system. Do you see changes in thesystems to accommodate these students fast enough? Whatare some of the unique problems thatyou see, other than the obvious thatwe should be dealing with when we deal with the nontraditional scudent. To me, the nontraditional studentis not just the age situation, it is also the fact that there isnew immigration in so many parts of the country thatare dealing with people who are coming from situations where, a yearago, they were running away froma person in a uniform. Now they are enrolling in school andtrying to figure out how to deal with theone in uniform at the door who is simply a security guard. had that incident wh2resomeone told me that they couldn't enter school because they couldn't dealwith uniforms. I couldn't understand that. Thatwas because in El Salvador, the uniform meant something totally different.

1 3 47-530 - 91- 6 158 I know the question runs around,but if you can just tell me what you think these folks are facingand what we should be looking at in trying to service them and to allowthem to be part of the CUNY society, if you will. Mi. RICHARDSON. I think one of ourmain problems is getting into the school and system and moving onthe language problem. The system somehow does not addresstheit is very difficult, because this is something we are working on in ourcolleges now. You find that a lot of students coming in fromother countries are spending two semesters doing English 01and English 02, and they can't get out. This is very, very frustrating. It isbecause of the way we think that the professors really find itdifficult to understand how we think in that side of the world. There are noprofessors who are willing to sit down and really tackle theproblem. I think this is one of the problems that mygovernment is going to be lookingat. There are certain aids, depending onwhether or not you are a citizen, that you are entitled to. That isanother big problem. Mr. SERRANO. So adjustment is aproblem. That's an obvious problem. Are you aware of any programs or anyeffort instituted by CUNY to deal with this new large numberof people coming into the system, who did not grow up in NewYork City? Let's say it that way rather than to call them anythingelsejust people who did not, from the time they were inkindergarten, were told that eventually there was a school system, a highereducation system that they could go to in New York. Do you know of any programs or anythingthat CUNY is doing that is affecting your school to deal with thesestudents? Ms. RICHARDSON. Not that I am aware of. I am not awareof any program that address this particularsituation at all. Mr. SERRANO. I thank you for your honestyand the comments. I have always felt that we are confused. On onehand, we say a student with certain legality, if you will, in asociety, who comes from another country can enter our school. Thenwhen they enter the school, we also tell them they are not entitledto the full benefits of that education. There are certain aids they saythat are not available. So, we always question why do you allow someoneinto school and then tell them that they are not allowed tohave the same aid as someone else? I can see if you are saying to a person thatthey are an undocu- mented alien and, therefore, don't evenapply to the school. You may agree or disagree withthat, but there is a thought that follows. But when you say, you are here, and you arelegally here, and you can come in; however, you can't share inall the programs or all the activities, well,then, that, somehow, is not preparing people for the future. That's what I think we have todo. Thank you, Mr. Chairman. Ms. RICHARDSON. I think you are very correct,because there are a lot of programs, especiallyin the Bronx Community College, which is a very, very special college. For example, we have a special program,the REAP program, no matter how good a student you are, as aforeign studentwell, 159 living in the United States, undocumentedifyou are a foreign student having a 4.0, thisprogram helps you to get in the science field. We are stressing thatmore colored students get into science. These programs are done at the BronxCommunity College. If you are qualified, andyou don't fall in a certain bracket,you would not get a chance to reallyget into that kind of a system. I think, such as you're talking about, Ithink this is one of the short- falls. Mr. SERRANO. Thankyou. Chairman FORD. Mr. Sawyer. Mr. SAWYER. Thankyou very much, Mr. Chairman. I really have only one question. I heard, very clearly, whata number of you said about community colleges and the relative relationshipwith 4 year institutions. Let me just say that in structuringthe bill as we originally did, it was with the expectation that there tends to bea stronger research function at 4 year institutionsthan there tends to be at community colleges, but the case thatyou make is a sound one andone that we want to consider very carefully. There is another implicationin all of this, and that is thatwe have put a clear preference in TitleXI for applications thatare the product of consortia. Quite clearly,there is a rationale behind that, in order to avoid competitionfor funds within thesame geographic area or where there is an opportunity for eration. cros.i-disciplinary coop- Yet, the truth of the matter is,each of you representsa different kind of area,withdifferentconcentrationsof institutional strengths. Are there particularconcerns that we ought to take into account, as we look at wildly diversegeographic areas of thecountry with different densities ofeducational opportunities, in making that preference for consortia? There may besome places where it just not possible to putto- gether a consortium, amiwe risk making Iroposals noncompetitive by their nature in what we'vetried to dr -1 positive sense. Do any of you haveany comments abt hat? Do you see it asa problem or not reallya concern to be worried about? Mr. TEMPLE. Mr. Chairman,I would justor Mr. Sawyer, I would just emphasizea point that I-- Mr. SAWYER. Be real carefulabout it. Don't callme "Mr. Chair- man," when he is sittingthere. Mr. TEMPLE. Mr. Chairman,Mr. Sawyer. [Laughter.] Mr. TEMPLE. I would justemphasize a point that I made earlier. When you look at the problemsthat we are facing in urban Amer- ica, they reallyare complex. Mr. SAWYER. Yes. Mr. TEMPLE. One of theconcerns that I have had andmany of my colleagues have hadover time is that we tend to take a single approach, we are going touse education to make a difference,or we are going to build more prisonsto get the criminals off the street, or we are going to provisiemore social service. What does not happen inmany of our cities is these variousre- sources coming together to combine,at the same time, a targeted group within our communities. Each ofus is doing our own thing.

) 160 That is one of the things thatI like about these bills.It really talks about partnership. Now, in terms of your bill,I think you 1,card me veryclearlyI saw younoddingthat I am concernedthat community colleges have grown up and they are verysophisticated. We do a numberof things. As you talked aboutresearchwell, our focus issomething else, but what we do is equallyimportant. So, I think that the strengthof what you propose is thepartner- ship that is calling equal partners.That's what I want to see,equal partners coming together,combining resources to focus on aproblem. You really don't see toomuch of that. We have some examplesaround the country where ithappens, apd where it happens Ithink you can see results. Ihave examples in Philadelphiawhere we're taking, at theCommunity College of Philadelphia, in cooperation withthe City and also with theState Department of Welfare, again,combining resources, we'retaking stude; ts whose families havebeen on welfare formulti-generations; that is, they have been onwelfare, their mothers havebeen on welfare,and their mothers' mothers havebeen on welfare. We are taking those studentsand working with themin a concentrated way. We have, at thispoint, about an 85 13ercent success rate of students who havecompleted the program. AnC the average salary of those :rdividuals comingout now is $26,000.This ic from families who have been onwelfare for many generations. So, I think what I am saying,again, is that if you combine resources, with equalpartners bringing theirstrengths together, then I think we can make a bigdifference in our cities. Mr. Olver, I think, commented afew minutes ago or raisedthe question about resources, about manyof the institutions who are apparently doing something. We areall doing something.The question is, are we doing something at alevel that is going tomake a difference overall? I don't think that we aregaining on the problem atthis point. I think there needs to be a nationalpriority to make some realin- roads to the problem. We are goingto continue to do what we can do as individual institutions,because that is part of ourmission. But there really needs to be anational sense of priority interms of bringing resources to make some ofthese things happen in amuch more significant way: Mr. SAWYER. Dr. Muse. Mr. MUSE. Mr. Sawyer, I did notread into H.R. 2531 anyattempt to assign to any particulartype of institution asecond-class status. I felt, on the contrary, that iturged and provided themechanism for partnerships to be developed,not only amonginstitutions of higher education, but between thoseinstitutions and other organizations in the community to addressthe problems that were most important for that community. In any partnership, thebalance of power is going to be aproduct of what each institution brings tothe table in terms oftheir resources and theirwillingness to commit those resourcesto address the problem that exists. I would urge there not be a lotof time expended on trying tosort out the first-class, second-classnature, because I thinkthe importance is that it has to be apartnership. The problems are so enor- 161 mous, there is no way thatan institution of higher education, alone, can addressthem. It has to seek The 4 year institutions partners. have to have partnershipswith the 2year institutions, because theybring to the table differentresources and different specialtiesto addresa the problem. to establish partnerships Those institutions have with the schoolsystems, with the county and city governments,with private organizations, is willing to bring and anyone who resources and contribute thoseresources towards the solution of theproblems. Mr. SAWYER. Dr. Sweet. Mr. SWEET. I would like and the incentive to reinforce the point ofthe partnership funding that the Congresscould provide in addressing the issuesthat Dr. Temple has years and 2 years together to mentioned of bringing 4 tan area, rather than address issues in thesame metropoli- support. competing, independently,for this kind of I would also suggestthat this is why Ohio, if the authorization a statewide consortium were to go forward, hasseven potentially eligible metropolitanareas and a group of institutions metropolitanareas. within those Well, you takean example like housing, housing the things thatwe need is to get the states policy. One of ing arena. The cities more active in the hous- has some are addressing it; the FederalGovernment programs; the state has reallybeen the missing link. It is only becausewe have a statewide consortia of research that housing policy we are able to bring to bear,during this recent legislative session, sufficientinput from the universities, university, but the eight not a single legislature that universities, addressing theissues in the we are able to bring forwardthe product ofour research. That, I think,contributed to thepassage of a constitutional amendment inour state, as you are So, I think that aware. it is the consortiawithin a metropolitanarea and within themetropolitan areas ofa state that are importantly called for inyour proposed authorizationbill. Mr. BORKOWSKI. Mr.Sawyer, if Imay, and also to Mr. Serrano's points earlier,one of the high growthareas is, of course, Miami, and the influx,now, of Cuban immigrants is a number of programs that substantial. Thereare have been put intoplace by Superin- tendent Fernandezto take care of and into the schoolsystems. to try to move this influx To underscore what is more than simplymy colleagues have said, whatis needednow job entry skills,because whatwe have are people coming in andmoving others out of are gaining the job entry skills the work force. They displacing otiiers. and moving into thework force and The problem issimply being exacerbatedas the unemployment increases. What isrequired is this partnership the elementary to move right from schools through highereducation to develop higher professional skills andhigher technical skillsthat can indeed make us, as a Nation, morecompetitive in the global So, it is more than marketplace. simply job entry skills;it is movinga rapidly inclusive populationthat is coming intothe high urban and, in partnership,working either through settings other kinds of model schoolsor some mechanisms that I thinkcan be developed through 162 then move the workforce into some researchand partnerships, to haul, be more a higherlevel so that we canindeed, down the long competitive. Mr. SAWYER. Thank youall very much. Thank you, Mr. Chairman. Chairman FORD. Thank you. panel for your testimonyand responses. I want to thank the tomorrow, when wewill The committee willstand in recess until have hearing number40. [Whereupon, at 12:45 p.m.,the sub6ommittee wasadjourned.] [Additional materialsubmitted for the recordfollows.]

1 CS 163

RECOMMENDATIONS ON THE REAUTHORIZATION OF THE HIGHER EDUCATION ACTOF 1965, AS AMENDED FOR TITLE VI, INTERNATIONAL EDUCATIONPROGRAMS AND FULBRIGHDRAYS (102(b)(6))

REPORT OF ME INTERASSOCIATION TASK FORCE ON HEA-T1TLE VI) FULBR1CHT-HAYS (102(b)(6))

American Association of Community and JuniorColleges American Association of State Colleges ani Univetsities American Council on Education Association of American Universities National Association of Independent Colleges andUniversities National Association of State Universities and Land-GrantColleges

May 1991 164

RECOMMENDATIONS ON THE REAUTHORIZATION OF THE HIGHER EDUCATIONACT OF 1965, AS AMFNDED FOR TITLE VI, INTERNATIONALEDUCATION PROGRAMS AND FULBRIGHT-HAYS(102(b)(6))

May 1991

7 0 165

RECOMMENDATIONS ON THE REAUTHORIZATION OF THE HIGHER EDUCATION ACT FOR TITLE VI, INTERNATIONAL EDUCATIONAND FULBRIGHT-HAYS (102(b)(6))

ExscurivESUMMARY

Overview

In January 1991 the Interassociation Task Force on HEA-Title VI/Fulbright-Hays (102(b)(6)) was formed to follow-up on a process begun lastyear by the National Association of State Universities and Land-Grant Colleges (NASULGC) to reviewTitle VI for its reauthorization by the 102nd U.S. Congress. The Task Force consisted of campus representatives from six higher education associations, and was supplemented by the participation of the associations' governmental relations and international education staff. A detailed set of legislative amendments were developed forboth HEA-Title VI and Fulbright-Hays (102(b)(6)).

The Task Force reaffirms support for these programs as vital to the national interest, and underscores the important Federal role in international education. Thisrole stems from the direct relevance of international competence to the conduct of U.S. foreign policy, and the health and vitality of the U.S. economy in a global marketplace.The amendments recommended address from a higher education perspective the growing call for international capacity building in the U.S. in response tooverseas challenges. The Task Force deplores the stagnating funding levels for theseprograms since the early 1970s, but is optimistic that the small increases for FY 1990 and FY1991 began an upward trend. It is hoped that the challenges the U.S. faces inan increasingly complex international scene will move the U.S. Congress and the Administrationto place a higher priority on strengthening the nation's international expertise.

HEA-Title VI/Fulbright-Hays (102(b)(6)) Programs and History

The international education programs of HEA-Title Vl/Fulbright-Hays(102(b)(6)) have been the primary response of the federal government to meeting the nation's need for international expertise. Title VI programs were originally introducedas part of the National Defense Education Act of 1958, enacted at the high point of the ColdWar. Federal investment in this program reached a peak in the late 1960s, resulting ina successful partnership between the government and United States highereducation. Title VI funds played a key systemic role, inducing universities tocreate and support high-quality graduate training and research programs that producedwell-trained specialists whose expertise spanned the globe. These foreignarea experts who graduated from Tale VI centers staffed government agencies, international organizations, and university centers; produced research that setnew standards of quality and coverage; and trained a second generation of internationalexperts to

1 71 166 continue the ettort. The strategicuseof Title VI funds established a foundation of knowledge and experfise that was the primary source of the United States' international competence during the Cold War period.

In order to expand and enhance the nation's capadty in international studies and foreign languages, Title VI also was authorized over time to support cost effective programs at the undergraduate level; a foreign periodicals program; summer language institutes; and business and international education programs and centers. Other activities were added over the years through regulations or the U.S. Department of EducatLn's grant proposal priorities.

Several dosely related overseas programs are supported under Fulbright-Hays (102(b)(6)), such as group projects abroad, research seminars abroad, faculty research abroad, and doctoral dissertation research abroad. This program was first authorized in 1964 under the Mutual Educational and Cultural Exchanges Act (Fulbright-Hays), and unlike the other Fulbright-Hays programs, is administered under an Executive Order by the U.S. Department of Education as an overseas program complementary to Title VI.

During the 1970s and 1980s, the federal investment in Title W and Fulbright-Hays (102(b)(6)) programs steadily eroded through inflation, the devaluation of the dollar, and inadequate funding. Compared to the purchasing power available to these programs in the iate 1960s, current funding levels are down37%for Title VI and 51% for Fulbright-Hays (102(b)(6)). Indeed, in FY 1991, funding for HEA-Title VI and Fulbright-Hays UO2(b)(6)) combined represented a mere .0017 of the total available funds for the U.S. Department of Education.

Major Legislative Proposals For HEA-Title VI

The national resource center program should be enhanced with a set of optional funding packages the Secretary can make available to encourage outreach and dissemination activities in addition to the centers' core mission.

The undei graduate area and language centers section should be amended to emphasize the need for greater diversity in programs.

The nationai language resource center section should be amended to ensure that the cc lters are national in scope and few in number, with a more concentrated focus of limited resources.

The unfunded second-tier fellowship (FLAS) program for advanced doctoral students should be amended to shift the administration to the national resource centers which administer the first-tier.

The undergraduate section 604 should be revised to better address growing undergraduate demands for internationalization: subsection (a) should be turned 167

into a "seed" funding program, and the unfunded subsection (b) should be replaced with a well-defined program to help stabilize programs of demonstrated excellence.

A new subsection should be added to the summer language ;nstitutes program, authorizing summer institutes for foreign area and other international studies, or combinations of fields.

The research and studies section should be updated and revised to reflect emerging challenges in international education.

The periodicals programs should be amended to allow the collection of research materials that may exist only in manuscript or other form.

The equitable distribution of funds section should be amended to enhance funding for undergraduate programs.

The national resource center, undergraduate, and two business programs should be amended to authorize linkages with overseas institutions of higher education and other organizations.

Language should be added to the general provisions to ensure that new activities or programs are funded with only new appropriations above the FY 1992 level.

The authorizafion levels for Title VI programs should be increased to total $130 million for FY 1992 and such sums as may be necessary thereafter.

Legislative Proposals for Fulbright-Hays (102(b)(6))

0 ks a parallel activity to the Title VI reauthorization, it is recomn tended that Fulbright-Hays (102(b)(6)) be transferred from the Mutual Educational and Cultural Exchange Act to a new Part C of Title VI.

Eligibility should be extended to persons whose careers will have an international dimension.

New language should be added to promote advanced research overseas by consortia of institutions of higher education.

Other Recommendations

The Congress is asked to request a study of the Center for International Education's staffing needs, and if deemed necessary, to provide the appropriate increases in administrative funds for hiring additional staff. 168

TABLE OF CONTENTS

PREFACE

MEMBERS OF THE INTERASSOCIATION TASK FORCE

I. INTRODUCTION

IL SUMMARY OF RECOMMENDATIONS

LEGISLATIVE AMENDMENTS

IV. APPENDICES

A Thu VI APPROPRIATIONS, FY 1959 - FY 1991

B.TITLEVIAPPROPRIATION COREPARIsoN, FY1967AND FY 1991

C. TITLEVIAUTHORIZAlloN, FY 1939 - FY 1967

D. FuLARIGHT-RAY5 APPROPRIATIONS,FY 1964 - FY 1991 169

PREFACE

The original programs that now form part of Title VI of the Higher Education Actwere created in 1958 out of a sense of national crisis about our ignorance of other countries and cultures. Over the years, this sense of urgency diminished. The United States failed repeatedly to read clear signs about the internationalization of the economic order and the shifting balances of power worldwide. As a result, the federal investment in thecreation and maintenance of vital international competence has dwindled to levels thatseriously weaken our national ability to understand and adjust to the emerging internationalorder.

Over the history of the reauthorizations of Title VI, many differentgroups involved in the creation and maintenance of international competence have come to the federal government to make their case. This usually has taken the form of small coalitions or separate voices arguing for their particular programs.

The following document is the result of a very different kind ofprocess. It began when the new Division of International Affairs of the National Association of State Colleges and Land-Grant Universities sponsored a workshop on the reauthorization of Title VI in early 1990. From this effort and nine months of deliberations, emergeda NASULGC policy paper. At that point, the American Council on F.ducation coordinated the creation ofan interassociation task force to build on and broaden the effort. The task force involved campus-based representatives of six higher education associations inan attempt to develop a common set of positions on the reauthorization of Title VI, and on Section 102(b)(6) of the Mutual Educational and Cultural Exchange Act (Fulbright-Hays).

The process involved finding a common ground among the foreign language andarea studies community, the land-grant universities, the state colleges anduniversities, the independent colleges and universities, the community and junior colleges, and the historically Black institutions of higher education. Throughopen and frank discussions, a set of quite substantive recommendations were developed and agreed upon.

In the following document, both detailed positions and general rationalesare presented. The funding authorization proposals are realistic and modest, ifwe consider the scope of the challenges the United States faces. The proposed redesigns of the legislationare based on the accumulated knowledge the participants have from decades of experience with Title VI and Fulbright-Hays (102(b)(8)).

With a renewed sense of urgency about the United States' international competence,we offer this document in hopes that the U.S. Congress and the Administration will showtheir readiness to reverse the dangc rous decline in our ability to operate with knowledgeand understanding in the international arena.

Davydd J. Greenwood Chair, In terassociation Task Force on HEA-Title VI/Fulbright-Hays (102(b)(6)) Director, Mario Einaudi Center for International Studies, Cornell University

1 75

BESTCtirY 170

INTERASSOCIATION TASK FORCE ON HEA-TITLE VI/FULBRIGHT-HAYS(102(bH6))

Members of the Task Force

M. Francis Abraham Gilbert Merlot Director, International Studies Director, Latin American Studies Center Grambling State University University of New Mexico

William R. Folks, Jr. Ann Moore Director, Center for International Business Program Director University of South Carolina Great lakes Colleges Association

Davydd Greenwood (CHAIR) Ann Olsen Schodde Director, Mario Einaudi Center for Vice President for Development College International Studies Des Moines Area Community Cornell University

Harold Josephson Alfred Stepan Director, Center for International Studies Dean, School of International University of North Carolina at Charlotte Public Affairs Columbia University

Burkart Holzner Consultant/Staff: Director, University Center for Miriam A. Kazan lian International Studies Consultant, International Education and University of Pittsburgh Government Relations Washington, D.C. David lha Provost, Kauai Community College University of Hawaii Community CollegeSystem

Associations Represented of State American Association of Community andJunior Colleges, American Association American Colleges and Universities, AmericanCouncil on Education, Association of Universities, National Association of IndependentColleges and Universities, and the National Association of State Universitiesand Land-Grant Colleges

, 1 70 171

I. INTRODUCTION

As the United States approaches the end of the 20th century, it finds itselfpart of an increasingly complex international scene. The nation facesnew challenges and new opportunities: the restructuring of Europe following the collapse ofcommunism and Soviet dominance; the need to enhance US. competitiveness in worldmarkets; the rise of new regional trading blocks, such asa unified European economic community in 1992; threats to peace from mid-level militarypowers, resulting in regional aggressions such as the Falklands War and the Iraqi invasions of Iran andKuwait; the enormous political and economic transformations occurring inour own Southern Hemisphere, Asia, and Africa; environmental problems of globalscope that require international solutions; the approach of major transformations in worldsources and supplies of energy; increasing contrasts between the wealth of industrial and newly industrializing countries, and increasing famine and poverty in other societies.

In less than two decades, such international challenges havetaken on extraordinary salience for the United States. Twenty years ago most of the world'slargest banks were American; today only two U.S. banks rank amoig the top twenty. In the same period the share of the U.S. gross national product resuldng from internationaltrade has tripled. In less than a decade foreign capital flows anda negative trade balance have transformed the U.S. from the largest creditor nation in the worldto the largest debtor nation in history.

Most of the international security responsibilities of the United States remain in placeat great cost. Even as the military threat posed by the Cold War recedes, regional instabilities underscore the need for international peace-keepingmechanisms. The relatively predictable world order that emerged following U.S. andSoviet victories in World War Il has become uncertain. New approaches to economic a.,cl environmental cooperation, conflict resolution, and national security are required ina world rnarked by the increasing dispersion of economic and militarypower.

A healthy new element in the national equation is the rise of demandto internationalize U.S. institutions as a means of adding to the capabilities of boththe private and the public sectors. The growing call for international capacity-buildingin response to overseas challenges will increase the demand for specialists in foreign language,area studies and other international fields, and further exacerbate the predictedshortfall in their production. Many in the public and private sectors have calledfor measures to internationalize undergraduate education arioss all levels of postsecondaryinstitutions as a means to create a more informed citizenry; to add international dimensionsto graduate training in professional fields with overseas applications, suchas business, law, medicine, and engineering; and to utilize well-trained foreignarea speciall3t3 in government, academia, and business.

The international education programs of HEA-Title VI have been theprimary response of the federal government to meeting the nation's need forinternational expertise. Title

1 '7 7 172

VI programs were originally introduced as part of the National Defense Education Act of 1958, enacted at the high point of the Cold War. Federal investment in this program reached a high point in the late 1960s, resulting in a highly successful partnership between the government and United States higher education. Title VI funds played a key systemic tole, inducing universities to create and support high-quality graduate training and research programs that produced well-trained specialists whose expertise spanned the globe. These foreign area experts who graduated from Title VI centers staffed government agencies, international organizatilns, and university centers; produced research that set new standards of quality aild coverage; and trained a second generation of international experts to continue the effort. The strategic use of Title VI funds established a foundation of knowledge and expertise that was the primary source of the United States' international competence during the Cold War period.

In order to expand and enhance the nation's capacity in international studies and foreign languages, Title VI also was authorized over time to support cost effective programs at the undergraduate level; a foreign periodicals program; summer language institutes; and business and international education programs and centers. Several closely related overseas programs are supported under Fulbright-Hays (102(b)(6)), such as group pro)ects abroad, research seminars abroad, faculty research abroad, and doctoral dissertation research abroad.

During the 1970s and 1980s, however, the federal investment in Title VI and Fulbright-Hays (102(b)(6)) programs steadily eroded through inflation. This decline was paralleled by a drop in foundatioe support. The inadequate national investment was underscored as a problem even earlier than the 1979 report of the President's Commission on Foreign Language and International Studies, which stated:

We are profoundly alarmed by what we have found: a serious deterioration in this country's language and research capacity, at a time when an increasingly 'hazardous international miiftazy, political, and economic environment I. making unprecedented demands on America's resources, intellectual capAcity, and public sensitivity.'" Given this diminished national investment, the general shortfall in the national production of Ph.D.s that is predicted tc emerge during the decade will be even more intense for international education fields, which require extra foreign language and area preparationPI The number of foreign language and area specialists in training has declined to the point that the nation will be unable to replatx all the experts retiring in the 1990s.

The recommendations of the ACE Task Force that follow are designed to encourage a Congressional reauthorization of HEA-Title VI that will better focus the federal role in postsecondary international education. The outcomes of these recommendations are programs, knowledge, and people with internatic Al competence. Title VI is a program targeted to strengthen the Unites States' base of sledge about foreign languages and areas, and other aspects of international studies, while providing cost-effective incentives to disseminate such knowledge across a broad spectrum of institutions.

2 173

II. SUMMARY OFRECOMMENDATIONS

SUMMARY OF RECOMMENDAllONSFOR HEA-TITLE VIAND FULBRIGHT-HAYS (102(b)(6))

The following summary outlines the recommendations of the Task Forceon amendments to Title VI of the Higher Education Act and Section 102(13)(6) of the Mutual Educational and Cultural Exchange Act, and other related issues. The detailed legislative language recommended is outlined in the following section of thisreport.

Strengthening of Purpose Statement

The purpose statement to Title VI, Part A is amended in Section 601(,) to reinforce the key mission of Part A to develop a pool of international experts to meet national needs.

Emphasis on Diversity in Undergraduate Area and Language Centers

The need for greater diversity is emphasized in the undergraduatecenters and programs of Section 602(aX1)(B). As an increasing number of institutions seek to internationalize their curricula, student bodies and faculties, excellence in international programs will come in greater variety. This is to be welcomed and encouraged. The U.S. needs a national network of diverse programs at two-year, four-year, private, state, historically-black, and other institutions of higher learning toserve as models and resources for our more than 3,000 higher education instiWtions. It is also recommended that committee report language be included to elpress these views.

National Resource Centers Linkages with Institutions Abroad

r, list of national res time center activities in Section 602(a)(2) is amendedto include the establishment of linkages with overseas institutions which tie into the educational scope and objectives of Title VI. Formalized in ikage agreements facilitate long-terni opportunities for research and experiencebased learning in another country, suchas internships, study abroad, and curriculum and faculty development, all essential ingredients for developing foreign language, area, and other internationalcompetence.

It should be noted that while resources are provided for university linkages with overseas universities under certain USIA and USAID programs, these resourcesare limited in amount and scope, with objectives that relate to the federal agency'smission. The intention here is not to duplicate such programs, but to enable theDepartment of Education and the Title VI redpients to establish linkages which specificallytie into the educational scope and objectives of the Title VI mission. This is consistent with the purposes of Part A, as stated hi Section 601(b).

1 79 174

Dissemination and Outreach Grants for the National ResourceCenters

With only modest funding levels Title VI hascreated a small but competent system of centers producing specialized faculty,international research, and a corps of international experts. An additional grant program isauthorized by adding a new paragraph (4) to Section 602(a) to encourageand enable the centers to engage in interactive linkage and outreach activities with abroad spectrum of professional schools, public and private agencies andinstitutions in the U.S. seeking to internationalize, or in need of international expertise.

For example, international competence in manyprofessional fields is becoming more and more interdisciplinary in nature. TheTask Force believes the time is at hand to infuse this expertise into professional and technicalfields in which it has often been absent in the past; in a parallel fashion, anunderstanding of the international dimension evolving in the professional fields should beinfused into foreign language, area and international studies. The new language is intended toenable the Seaetary to encourage thia interactive linkagethrough grants to the national resource centers for the development of cooperative programs with professionalschools and colleges.

The need for public outreach is also increasing asthe international scene becomes more complex and unpredictable. The recent crisis inthe Persian Gulf this year stimulated a surge in outreach activity by theMiddle East Centers. A U.S. Department of Education survey revealed the large extent towhich these centers were called upon to provide background information, language assistance, and otherexpertise to federal, state, and local government agencies, private organizations,and all sectors of the media.

The Task Force views these linkage and outreachfunctions as an incr:asingly important role for the centers; it is a role which is in thenational interest, and for which additional funding will be needed to carry out effectively.

Revision of Requirement for Fellowship Recipients

The requirement that Foreign Language andArea Studies (FLAS, fellowship redpients be engaged in a program of "competency-basedlanguage training" in Section 602(b)(I)(B) is revised to "an instructional programwith stated performance goals for functional foreign language use." While the Task Force isin agreement with Congressional intent of curreat law to ensure that FLASredpients are engaged in a language program aimed at developing competency,the Secretary's reference in regulations to "established national standards" isproblematic for the less commonly taught languages (LCTLs). "Established nationalstandards" limits the LCTLs to evaluation measures which exist for a handful oflanguages; theqe measures are still undergoing revision and are as yet inadequate for manyLCTLs. fkme of the difficulties include:

1 175

1) Many of the guidelines and instrumenb 7 do not take into account certain cultural and linguistk cspabilities an Lai. speaker must have, attributes that are very different from Western values and the commonly taught languages (e.g., French, Spanish, German);

2)Instructional materials (basic texts, a target reference grammar, and dictionary)to the advanced level do not exist for many of the LCTIA;

3) The numbers of sludenb involved in many of the LCILs are too small to rendera national test statistically valid; and

4)Since the time it takes to master these languages is usually much longer than the commonly taught languages, this difference must be taken into account in any nationally applied metric.

Developed in concert with several national language associations, this technical amendment is designed to allow more flodbility for the LCTLs to develop innovative approaches to their curriculum, based on performance goals appropriate to the demands of each language and culture, and unrestricted by a set of national standards as yet inappropriate to the language. It is also recommended that committee report language be included to express these views.

Revision of Second-Tier FLAS Program

The unfunded second-tier FLA.c program in Section 602(b)(2) is replaced withone less administratively complex. There has been much controversy over spendingscarce FLAS funding on an administrative mechanism for a national competition thatwould be costly and potentially problematic. Since the need for fellowship assistance for advanced doctoral students is widely accepted, the concept of a second-tier FLASis continued, but the administration is shifted to the the nationalresource centers which currently administer the first-tier FLAS and are more knowledgeable about their students and their needs.

Focus of Language Resource Centers

Section 603(a), Language Resource Centers, is amended to provide that the centers be national in scope and limited in number, with a broad array of activities required for each one. In light of the national language teaching crisis, this section and the modest funds available should be better focused. Language pedagogy isone of the few international studies fields where a selected few centers can create and disseminate materials of use throughout the nation and the world. National centers shouldserve as the locations where advanced research on language pedagogy, the development of desperately needed materials, and the training of scholars from throughoutthe country take place. It is also recommended that committee report language be includedto .4-trress these views.

1 81 176

Technical Amendment to the Language Resource Comters

Throughout the language resource center Section 603(a), the term"proficiency" is replaced with "performance." The use of the term "proficiency"in the statute has become problematic because of its common association with aparticular national proficiency testing strategy. As noted in the above amendmentto FLAS, the application of current national standards to many less commonlytaught languages is as yet inappropriate. While the proposed substitution does notchange Congressional intent, it does open up opportunities for the developmentof innovative approaches to the training of teachers and the testing of students appropriate tothe unique cultural and linguistic attributes of many less commonly taught languages.

Redirection of Section 604(a) Undergraduate Programs

Section 604(a) undergraduate programs is redirected toprovide "seed" funding for the creation of new programs or curricula in area studies,foreign languages, and other international fields. A 50% matching is required to encourageundergraduate institutions to demonstrate a commitment to internationalization.These revisions to Sec. 604(a) are proposed to conform to a new subsection(b) recommended below.

Linkages Among Different Postsecondary Institutions/DegreePrograms

Paragraph (6) of the list of activities for undergraduate programsin Sec 604(a) is modified to provide more flexibility for linking international programsamong different types of postsecondary institutions and/ordifferent levels of degree programs. The current language of paragraph (6) limits theintegration of undergraduate education with only terminal Masters Degree programs. The newlanguage would broaden this authority. For example, in linking activities betweeninstitutions, two-year colleges could tap the faculty expertise or library resources of four-yearinstitutions. Linking different degree programs could involve better al ticulationbetween courses and requirements in the associate and baccalaureate degrees, orbetween baccalaureate and masters degrees.

Undergraduate Programs of Demonstrated Excellence

The unfunded Sec. 604(b) undergraduate programs isreplaced with a new program which addresses the immediate challenges ofinternationalization at the undergraduate level. Congress designed the current subsection (b) to encourage anincrease in language enrollments; this is no longer necessary as lecent surveyscompleted by the Modern Language Association show an 8.5% increase inundergraduate language enrollments between 19801986. The 1986 survey revealed thatfor the first time in fourteen years, the total number of undergraduateenrollments exceeded one million.13i

1q2 177

This amendment addresses three strategic objectives:

1)Preparing students for whom the undergraduate degree is the terminal degree to meet the challenges of operating within an inacesingly globalitcd sysiern;

2)Expanding the pool of competent undergradualies (rom which to develop post-graduate foreign language, area studies, and other international eicpertise; and

3)Strengthening undergraduate institutional capacity for developing quality undergraduate and eventually graduate level international programs where appropriate.

While the modest funding levels of Title VI cannot possibly address the needs of all U.S. undergraduate institutions, a strengthened Sec. 604 can provide start-up incentives through subsection (a) programs, and capacity-building grants to stablize programs of demonstrated excellence, through subsection (b) programs. The proposal includes a list of activities believed to be essential for effective international programs. Since institutions throughout the nation vary in their level of progress and sophistication in these activities, this padcage should be offered as a menu of options from which an institution can choose to further strengthen and stabilize a program which has otherwise demonstrated excellence.

Included in the list of activities it. study abroad. Educational experiences abroad are a significant factor in developing international expertise, but they have been limited for the most part to Western Europe and to the humanities. They have not attracted students in the sciences or pre-professional programs, and thcre has been minimal participation by low-income and minorities. It is intended that this new authority encourage the development of study and internship programs in the developing world and in new disciplines, and for a broader range of students.

Definition of Non-Federal Coat Sharing

A new subsection (d) is added to Section 604, derming the non-federal share of the cost of programs required in subsections (a) and (b) as proposed for revision. The non-federal share may be either in cash or in-kind assistance, and may consist of institutional and non-institutional funds, including state and private sector contributions.

Summer Institutes for Foreign Area and Other International Studies

A new subsection is added to the Section 605 intensive summer language institutes program to authorize summer institutes for foreign area and other international studies. Secfion 605.was enacted by Congress in the last reauthorization, but regrettably has never been funded. There are several underlying reasons summer institutes can play a pivotal role in international training:

1 S3 178

1) Summer is a good tinv to organize a mass of students studying less commonlytaught languages. Such students still tend to be few in numbers, so that a summer institute cartenable a gathering from institutions throughout the nation;

2) Summer institutes provide large blocks of time for language immersion training, aneffective language training technique difficult fora student to undertake when involved in a full-time degree Program; 3) Summer as a break between &Wank years is a good opportunity for overseasinstitutes, thus facilitating language immersion programs; and

4)Extending the authority for institutes to area and international studies, or combinations thereof (including languages) is a good way to disseminate the research and knowledge developed at centers supported by Title VI to people of other institutions without such centers.In addition, these institutes will enable an intensive focus on interdisciplinary faculty training andthe development of stale of the art interdisciplinary and other curriculum materials that improve the production of international expertise.

Revision and Update of Research and Studies

Section 606, Research; Studies; Annual Report, is rewritten to reflectemerging challenges in foreign language, area studies, and other internationalfields. Growth and evolution in international education has occurred in recent years,but much needs to be accomplished, including an expansion in research and dissemination. Thisshould be a higher priority for the U.S. Department of Education, in keeping with thefederal role to promote education research and dissemination. The listof possible research studies is revised to include activities viewed as critical to the further developmentof foreign language, area studies, and other international fields. In addition,because this function is so important, the word "announce" is inserted in subsection(b) to encourage the Secretary to be fully proactive in making the results of research projectsknown and available to the education community. It isalso recommended that committee report language be included to express these views.

Technical Amendment to Periodicals Program

Section 607 authorizing the collection of periodicals published outsidethe U.S. is amended to allow the collection of timely research materials that may existonly in manuscript or other form, and which would be vital to a world areacollection. This is especially important in relation to developing nations, and less commonlytaught areas of the world.

Authorization of Appropriations for Periodicals and Other Research Materials Published Outside the United States

Tilt, separate authorization of appropriations cap for the periodicals andother research materials programs in Section 607(a) is increased from $1 million to $8.5 million forFY

1 .; 179

1992 and such sums as may be necessary thereafter. This section addresses a critical component of the Title VI mission to secure access to foreign research and information at a time of unprecedented change in the international order. Rising inflation and dollar devaluation has resulted in rapidly increasing publications costs. Concomitantly, many libraries are facing local budget crises. If funded, this program can play a pivotal role in ensuring both the survival of our national resource collections from around the world, and the ability to keep these collections current.

Distribution of Funds to Undergraduate Programs

Paragraph (a) of Section 609, the equitable distribution of funds, is amended to encourage the Seaetary to enhance funding for the undergraduate programs in Section 604. While dirrent Title VI funding is much too low to address the needs of over 3,000 U.S. undergraduate institutions, a greater proportion of new funds should be committed gradually to Section 604 in order to eventually reach a proportion of 20% of total funding for Part A. Section 604 is currently at about 10% of total Part A funds. This is important from the standpoint of building a base upon which graduate and post-graduate foreign language, area, and other international expertise may develop. It is also critical for those students whose careers will have an international dimension, such as in the technical and professional fields.

Authorization of Appropriations for Part A, International and Foreign Language Studies

The authorization of appropriations cap for Part A programs (other than Section 607, Periodicals) in Section 610 is increased from $49 million to $102 million for FY 1992, and such sums as may be necessary thereafter.

During the last two decades, the federal investment in Title VI has steadily eroded through inflation and inadequate funding. Appendices A, B and C illustrate the inflationary toll on both appropriation and authorization levels for Title VI since its first funding in FY 1959. Appendix A shows that the high point in funding as expressed in constant 1991 dollars occurred in FY 1967: $63.5 million. By comparison, the FY 1991 level of $40 million represents a 37% decrease in purchasing power. Indeed, this FY 1991 level for Title VL combined with the appropriation for Fulbright-Hays (102(b)(6)), represents a mere .0017 of the total available funds for the U.S. Department 1)f Education.

However, when analyzing the Title VI funding history, it is important to keep in mind that up until the early 1970s, Title VI programs included only the graduate and undergraduate language and area centers, FLAS, research and studies, ai language institutes. As Appendix B illustrates, a comparison of FY 1991 funding fur only these comparable programs with the FY 1967 funding level as expressed in constant 1991 dollars, reveals a 55% reduction in purchasing power.

S 180

Since its original enactment in 1958 under the National Defense Education Act (NDEA), several valuable new programs and activities have been added through statutory language and the U.S. Department of Education's grant proposal priorities. However, concomitant addition of funding did not follow, thus compounding the inflationary attrition of resources.

Appendix D illustrates that Title VI's highest statutory authorization cap, as expressed in constant 1991 dollars, was $204 million in FY 1974. By comparison, the last statutory authorization cap was in FY 1987, at $55 million. The time is at hand to reverse the inadequate level of support for Title W, and to provide authorization levels which, if funded, would restore the purchasing power of the original programs' early years, and provide the amounts needed to meet the requirements of valuable additional programs and activities.

A $102 million authorization level for Part A would allow:

1) An increase in the average grant award for the existing 105 national resource centers, so as to restore the purchasing power and capacity of the late 1960s and to enable the centers to adequately meet the additional demand in services outlined in these amendments for dissemination, outreach, and linkages overseas. The FY 1991 average grant of $135,000 is 41% below the program's peak FY 1967 average grant of approximately $230,000 to 106 centers, as expressedin constant 1991 dollars.

2) A restoration of FI.AS grants from their FY 1991 estimated number of 994 to their FY 1967 peak level of 2300, plus an increase in stipends to the Title IX stipend level of $10,000;

3)Funding of the second-tier FLAS program as proposed for amendment by this report;

4) A greater federal investment in enhancing the international capacity of two- and four-year undergraduate institutions through an increase in funding for Section 604, as proposed for amendment by this report; and

5)Funding of an expanded intensive summer institute program, and increased funding for the national language resource centers and an improved research program.

Technical Amendment to Centers for International Business Education

The list of programs and activities required of the centers for international business education in Section 612(c)(1)(C) is amended to ensure that intensive laiisliage programs are viewed as only one of a number of effective methods these centers can use to meet the foreign language needs of business.

Linkages with Overwas Institutions Authorized Under Part B, Business and International Education Programs

Section 612(c)(2) of the Centers for International Businefs Education, and Section 613(b) of the Business and International Education Programs are amended to allow the

10 181

establishment of linkages with overseas institutions whichtie into du., educational kope and objectives of Title VI. This authority is consistentwith the purposes of Part B, as stated in Section 611(b). Formalized linkageagreements facilitate long-term opportunitits for research and experience-based learning ioanother country, such as internships, study abroad, and curriculum and faculty development.These are essential ingredients for developing foreign language,area, and other international competence.

Authorization of Appropriations for the Centers forInternational Business Education

The authorization of appropriationscap for the business centers is increased from $7.5 million to $12 million for FY 1992, and such sumsas may be necessary thereafter. The program is underfunded relative to the wide variety of activities thestatute requires the existing sixteen centers to undertake. A $12 million authorizationlevel envision., adequate funding of existing centers to effectively fulfill thismandate, and an additional five to seven centers which would truly providea network of national and regional resources for improving the competitive economicposition uf the U.S.

Authorization of Appropriations for the InternationalBusiness Education and Training Programs

The authorization of appropriationscap for the laternational business education programs in Section 614(b) is increased from $5 million to $7.5 millionfor FY 1992, and such sums as may be necessary thereafter. Opento two- and four-year institutions as well as university business programs, this section offersan important mechanism by which business schools can developnew initiatives in response to the increasingly competitive global business environment. Given the rising demandon campuses for active participation of business schools in new internationalventures, such as interdisciplinary programs, and the inaeasing needs ofbusiness for innovative program and course offerings, a higher authorization level would allowan increase in the average size of the grants and in the number of institutionswhich could be funded.

Preservation of Pre-1992 Programs

A new Section 623 is added to Part C, General Provisions, intendedto ensure that the Secretary does not fund new activities orprograms at the expense of existing activities or programs. The nvdest funding history of Title VI and the inadequatesupport now provided to existing programs have been noted above.At the same time, we have recommended numerous additional activities andprograms which we believe are necessary compon..nts to meeting the nation's growing need for internationalexpertise, and to promoting the internationalization of the widespectrum of U.S. institutions of higher education. It is our intention that thesenew activities and programs be funded through new appropriations above the FY 1992 level.

1 87

?EST CiPY AVAILABLE 182

Transfer of Fulbright-Hays (102(b) (6)) to Title VI

The current Part C, General Provisions, is redesignated as Part D, and a newPart C is added to include Section 102(b)(6) of the Mutual Educational and CulturalExchange Act (Fulbright-Hays). This program is administered by the U.S.Department of Education under an Executive Order as the overseas programcomplementary to Title VI. Activities include doctoral dissertation research abroad, facultyresearch abroad, group projects abroad, and special bilateral projects.

Appendix D illustrates that funding for this program as expressed in constant1991 dollars has declined by over 50% since its high point in FY 1967. The program continues to diminish, and many well-qualified projects are turned downfor lack of funds. Approximately 85 doctoral researchers are sent abroad today, whereas inthe program's early years, 125-150 were sent. The FY 1991 appropriation enabledfunding of only 40-50% of the program's total fundable applicant poo1.14)

Although this program is administered by the US. Department of Education and funded by the House and Senate Subcommittees on Labor, Health and HumanServices and Education Appropriations, it falls under the oversight jurisdiction ofthe House Foreign Affairs and Senate Foreign Relations Committees. Though Title VI is reauthorized every five years, Section 102(b)(6) has a permanent authorizationand therefore is rarely, if ever, reviewed.The Task Force believes the time has come for this program to be transferred out of the Mutual Educationaland Cultural Exchange Act and included as a new part of Title VI of the Higher Education Act.This will enable the same authorizing committees which have oversightof Title VI to have review over its complementary overseas programs. It is especially important at a timeof growth and evolution in international education that the two programs not only beadministered together, but reviewed together as well.

In the transfer, the Task Force urges that provision be made to ensure acontinued and improved coordination between the U.S. Department of Education and theJ. William Fulbright Foreign Scholarship Board, the Fulbright Commissions abroad, andthe U.S. Embassies. In addition, we intend that this transfer not be viewed by theCongressional Budget and Appropriations Committees and/or the Office of Managementand Budget as a consoli.lation inviting a reduction infunding. It is our intention as well that Section 102(b)(6) should cc ttinue to have a permanent authorization andbe treated as a separate but complementary overseas program, with a continued separateline in the budget and appropriations process.

Amendments to Fulbright-Hays (102(b)(6))

In addition to the transfer of this section to Title VI, two amendments aremade to the existing statutory language:

12 1E3

1) The current language is unduly restricted to "teachers and prctpective teachers." Adding the language "or other persons who have demonstrable need foran international dimension in their education" would open up funding opportunities for faculty and students who are not necessarily planning a career in education, but whose careers necessarily include an international dimension. This will enable the overseas program to conform to the current international needs of disciplines other than education, and to the changes proposed for Title VI.

2) New language is added to promote advanced researchoverseas by consortia of higher education institutions. Rising inflation in the less commonly taughtareas of the world and the constant erosion of the dollar have resulted in escalating costs for conducting these programs overseas. The new language is intended to enable consortia of institutions of higher education to maximize the resources that a combined undertaking in this regard would generate, in ways which could also be utilized by other US. institutions of higher education.

Eligibility of American Postsecondary Education Institutions Abroad

The Task Force believes that the existing Title VI and Fulbright-Hays (102(b)(6))statutes do not exdude from eligibility for funding overseas postsecondary education institutions chartered and accredited by recognized U.S. agencies and organizations. However, it is also believed that the main objective of these programs is to train U.S. students and faculty in the languages and cultures of other nations. Given the modest funding levels currently available for Title VI and Fulbright-Hays (102(b)(6))programs, coupled with the growing demand for support from postsecondary education institutions based in the U.S., it is recommended that any participation of American postsecondary institutions abroad contribute directly to the main objective of the international training of U.S. students and faculty. For example, these institutionscan contribute to this objective by providing programs, seminars, and summer institutes that immerse U.S. students in the nation's culture and languages. Their participation should occur in the form of a consortium arrangement with postsecondary institutions based in the US. The Task Force recomnwn4 that committee report languageexpress these views as the intent of Congress on this matter.

Center for International Education Staffing

Implementation of the recommendations of this Task Force will require additional staff time at the U.S. Department of Education's Center for International Education (CIE), which is already understaffed. The Task Force recommends that the House andSenate Appropriations Committees direct that a review and study be undertaken of the CIE's staffmg requirements, and that if deemed necessary, the appropriate increases in administrative funds for hiring additional staff be allocated.

13 184

ENDNOTES

(11 5trenish ThroughWisdont A Critique of U. S. Capability. A Report to the President from the President's Commission on Foreign LAnguage and International Studies(Washington, D.C.: U. S. Government Printing Office, November, 1979), p. 1. 12) ThePh.D. Shortage: The Federal Role. (Washington, D. C.: The Association of American Universities, January LI, 19903 131 Richard I. Brod, "Foreign Language Enrollments in US. Institutions of Higher Education - Fail 1986," ADFL Bubetin. Vol. 19. No, 2 (New York: January 1988), p. 39. r41 Data obtained from the Center for International Education, U.S. Department of Education, March 1991.

I III. LEGISLATIVE AMENDMENTS

TITLE VI IIEA REAUTHORIZATION ACT VI-1

CURRENT LAW SUGGESTED AMENDMENT OR SUISTITUTE RATIONALEIEXPLANATION

Sw SW lel The Comma Rads that Subsection (b) of sake 601 is amended by inserting so developThe tide's tarpons strentent is amended so tailors dve key III the wellbeing tithe United States, U. scommy and long- a pool of international evens to meet national needs.' abetmission of Title VI and iu link to national needs. range marry, is demobst en the educated' and training of Americans ist tatansational eml foreign 1:-Pell Audio' and 'acquisition and fluency,". on a atocag ressareh base I. dissa arse& WI knowka of ether countries aad I. communi- Subsection (s)(1)(B) of section 602 is wended by inserting 'sThe need fog paw diversity is empitsaued Us ihe undespadure cate in ether is semetial to the ioe of mutual underplot/tag asd cespeesties among ea asid diverse netitork or after 'and operating'. COWS lled twosome under this section. As an inciessieg number (3) pesesnI mg future vowelless of Americana mud be at of institutions seek to internationalize doer curricula, student forded the oppeetualty to develop to the fullest Meet possible bodies and bookies, menace in imemstional pepsins will their intellectual capacities I. all areas of Itaewledge. come in pester moiety. The U.S. needs s146011111 Miteof bill ie the purpose ef this pad to amid in the development of knowledge. tateradlimal dudy, neourcee and trained Pocono', to diverse pogroms at two-yew fow-yeer, private, stimulate the altalemest fore* league scquieltien and Gum. historically-bleck. and other Marini= of higher Iteming to verve cy, and to coordinate the programa of the Federal Government In m models end resources for ow mote ran 3.000 higher education the mem of foreign language and international Mudd' and ni- nonunion.II Is are recommended Oat (*meanie emrch report Isegusge be Included le xpress them views.

Subsection (sX2) of eection 602 is amended by inserting dieConsireat with the imposes sewed in Sec. 601(1), re lir of al Any ouch grant may be used to pay all or pert of the cosi or natiomf norm care activities is mitadrd to include re establishing or operating a tenger or program, including the c at or following after 'to teach or to cooduct restock': 'the cost of (*tulip, Neff, and student travel in foreign areas. Ire, ef caw establishing and snallusining hikers wi6 overseas illaill160/18 establishment of linkages with overeat ismitedem which tie into re educational scope and objectives of Mk VI. Forsulized tries, the wet of leeching and research materials, t cost of Mr. higher education and other °imitations thr may warbler to dr riculum planning and development, the cost of bringing visiting educational objectives of this motion for the purpose ofIrene agreements Wiliam long-lenn opprImides for research scholars end faculty to the center to leach er to conduct research, end espedence-bseed kerning in mar wormy, ark m end the cod of training end improvement of the doff, for the pur. contributing to the teething sad rematch of the center oe wee of and subject to such conditions m the Secretary finds nese. imenwhips, *sly abroad, md curries/am end furry development. tor, (of, coming out the objectives alibis action. ProVelm.". These am Mseatil rpedients for developing foreign lame, arm sod oder 6sentational competence 'Orer organizations' MIA deity mime to the educational mission of Sec. 602, such m educationel msociatione, or 10vCritglallelorgeiesaleas.

1 9 2 TITLE VI REA REAUTHORIZATION ACT VI.2 CURRENT LAW SUGGESTED AMENDMENT OR SUBSTITUTE RATIONALE/EXPLANATION

Subsection (a) of section 602 is amended by adding doe followingThe Scenery is nudiorited to sage additional grants to the cadent new paragraph at the end shoed: Negate it interactive Ballade rid outreach sedvides widi a broad spoclains od professional schools, public mid privme agencies od (4)1U Secretary may make additional gores to centersinstitutions in the U.S. seeking to insetrationslise, or in need a( designated M paragraph (I XA) for any one or auntlinstionimenational eapeuline. Dimeminding their iimentationd eapenise of the following purposes: is becoming an increasingly important role for she amen, which is in the notional interest and which will nequise additional funding to tarry out effectively. ' (A) Programs of IMkage or avouch between foreign language, area studies. and other international fields and professional schoob and colleges.

"(B) Programs of linkage Of outreach with two- and four. yew colleges and univenitica.

"(C) Programs of linkage or outreach with departments or agencies of state and federai governments.

"(D) Programs of linkage or outreach with the n ews media, business, professional, or trade associations'. TITLE VI HEA REAUTHORIZATION ACT V 1-3

CURRENT LAW SUOGESTIO AMMNOMINT OR SLIISTITUTI RATIONALE/EXPLANATION

MNIKAI 111. "*:rotary is onthonsed to wk. grants la Mollts. Ibis is a teclankal $111011111111 with Milan a pieta. wit tions of Itighor smatters or amenstions of such Institutions los Stile:Won (00) of soda 602 lo soroded by swills ool the purpose of paying lewd' to inevidosla entler oirameg obirsgropb (II) and inmiling is lies &id is follow* ses of Mims "osopeoney&sed loppois Inking' kw irsining In any mem or program approved by the fttiery miler des kr conoroaly Os* trepes (LCILi While ws are la ihis port. "(11) Wood recipiats skill be lodivIdoals wbo seeapresoest wii tftepoolid-Iowa ef eurrort low to bows dm NU Stipend recipieree shall Mt individnah who aro engaged In a FLA!: recipients we sopped 1a Roper propam aimed es program elf oemprisneyAssad hemp training, or In a program copied I. se kreireetiosal piano widt wed Wee/4m ammetormy4lood language training, Ka 00111Wrtallos polemics go& for bootionsi fareip loosu tos esdieloingoargeOsay. Seastry's aims I dre medicos so "serablised soloed (5es.637.5(l), 34 CFR PIO with area Melee, international Audios. or the IMenatimal s. in a program developer's NA perfammes pals. la game. p.cl.cii professional studies program. 657 hholsis LCTLe so solostico estasorse for a ismird of wrablosrion with area oodles. loiernadoost swim orOs, lea *Web we Wit awlegolog noising sad whir* are not the insernarloaal aspens of a Acrissiosal siodlesyet a vise for nosy LCILs. Sono( is dinghies loci& Ixorath." I) ht y guidelines aed losiroothis do no ike boo mouth mein cikitil md Nnisistic eisbilisiss an LCIL speaker offs have, atribores &a so very different boo Mien values sod doe ecaostooly wroth ligisec 2) Isonalond waled* (bosk hos. a sops aeons grawith id &theory) toissl. anced level do nor exist for tiny WILE 3) For rawly LC1Ls. dte numbers of swims milled ere k,oN so Nada a Naomi rest statistkally veil* and 4) A miosolly sidled metric *old take ino wawa is longer hie is Woe so maga esr LC/L. To Issisiadvs dopes imolai developed la costes with several salami instrage associsios, will Mow mare flexibility for Lefts to develop imovative approsies hiekcwvlcslsim. tied on peefonawroe gods opropiere to the dews& cads Wiese sad Ware. sad toresoicied byu set of assical swards as yo ineppropriase to she longtime. It is else nosnoseaded obi comfort* repos tipsy I. Ineloded is express obese vlewc

1 95 196 TITLE VI HEA REAUTHORIZATION ACT V1-4 CIJRRENT LAW SUGGESTED AMENDMENT OR SUBSTITUTE RATIONALE/EXPLANATION

1211M The Secretary is also authorised to award, on the basie of Sul:action (b) of section 602 is amended by striking out paragraph national competition, atipenda to students beginning their third The inhaled second-Oa FLAS Foram is cum* law is athiccd year of fraduate training (2) and inserting in lieu thereof Re following: with one teas administratively compka. There has Wei much lib Stipend recipients shall be selected bynationally recognised company oveteapadisg ante FLAS funding on an panel of scholar, on the bawl. of exceptional performance lc- a na . administrative mechanism for a national competition that would to tionally referenced last, if aveilabl,.- in the specialty language and (2XA) The Secretary is also authorized to make giants to evidence of substantial multidisciplinary area training institutions of highcr education or combinations of suchcostly ;PI theaually probkmark. Sitce the seed for felbwship lei S' 'Tends may Ilurid for up to a maximum 4 years contin- institutions for the purpose of paying stipends to studentsastittanct fa advatosd doctoral budents is widely seethed. the lent on periodic dm initiation or a high level of language prof3 begin:mg with their third year of graduate training in anyconcept of si mond. tier HAS is continued. out the administaation tiency is shiftetho dm Animate already in place, the national resource Stipends may be used for continuation of 'Audios at the center or program approved by Re Secretary Wet this lulion where the recipient le currently enrolled and for the conduct Pvt. motels. The centers currently administer the fiest.tier PUS and of resew' and ivanced language study abroad me more knowledrable about their modems end their needs. The fiscal year 'trigger' for this subsection is updated to FY 91. ' (B) Stipend recipients shall be individuals engaged in completing advanced degree requirements in foreign language, fereign area studies, of other international

(C) Stipends shall be for the purpose of completing degree requirements, such as the me-dissenation level studies, preparauon for dissension research imluding the study of less commonly taught languages, dissertation research abroad, and dissertation writing.

"(D) Stipends may be held for up to a maximum of four years contingent on satisfactory progress towards completion of the degree program'. 1 n Subsection (1IX3) of section 6412 is amended by strikingout IJ ¶) 7 '198i* and inserting in lieu thereof "1991'. TITLE VI IIEA PEAUTIIORIZATION ACT V 1-5 CUSSPAT LAW SUGGIESTBO AMENDMINT SUIISTITUTP. RATIONALFAXPLANATION

LANOVA01 MOW, COMM Subsectioa (a) of maim 603 is amended by The Wow moose miser axiom I ameaded sepoelde dist Os Ser 03. lel The Secretery is mitherined to snake mote to sad maws he national is scope sad lithiled is Itariete, with a broad OWN tols cemtrodo with institutions ef higher odenst, sv conshi- (I) striking out "venting Immo whams censors" andmay of activities requited for each one. Is light of she @Woof notions ef such inelibetiena fer the pews, ef etsmeithooltill. sad sponUrg Immo troWsig MOWS. which inserting in lieu thereof "operating s small somber ofhapage leaching crisisMs medics ord the modest funds *ell serve es nemerm I. Wpm* the toposity I. teach mod Mom nationtl language mown sad training omen': mailable alma he Mao focused. Lowe pedagogy is me of Ore few imenetional mass fields Mere a Mated few amen am foreignmy include leagues. effectively. Activities carried soot by much mime (2) striking ono "may Melanie' and inserting ia lieucask md dissemanie mmerials of 160thsougliont the whin md thereof "shall Sirius's'. and the *odd. Netball:enters inceld serve m the lorliom ahem advomed mama on horse pollgogy. the developmem of Itthe names so rassenes en new sad improved temeung &woody seeded msiesila mid Om bathing el Molars km method* Misled*, Use um of advanced *dim*** technology; thromitout the conniry late place. It I. stee neemmesded (2) the development ef new evflecting Use that essomiltire report baggage espress these views. um *such raw&offective leach elsolegiam (3) sinking OW .pcoliciency testing' each place it appearsIn the imingege ICSOWCC CCMICS KCVOS 6C lam' proficiency' is 131 II* development mil ef9lkottoo and inserting in lieu thereof "perfomtance testing'. prowls* W an sidecollemol setting forPolktalleja= me * a and replaced with "performance.' The use ed the tom "prormicacy" in comparable measerement ef shill *vote in all Isasiswo the usame hss become problematic became of iu common 141 the Isain ef beadeses In the Wautha sad Inter- association with a particuisr national proficieney testing *Men. protetien of piillcts.cy tells. Use we of effective Waking As noted ia our amendment to Sec. 602(b)0 NM, the application **tuns., end Ilse me* new triehnehilem of IN the madiestien of imtnettienal molerials is the lese com- cunest national standards to many less commonly tau& monly toughs language% and languages is as pel impropriety. While the proposed substitution OS the widnepreod dimminetim of march malt* temck. does sot choose Congressional intent it does open up ing eneleriele. and improved pedagogic* stratellim to Wiwi opponunkies for the development of innovative approaches in the within the protsoccoolary idealise community. training of teachers amd the testing of students ammoime to the moque cultural md linguistic aittibutes of many less commonly

Sec GOO lei The Secretary is gostiverised I. make vssla le insti- Subseoion (a) of leCilen 604 is amended by- r.;:aagendmeni would Witco Sec. 604(a) programs lo pawl& tutione el higher educelloo, es membinetiom el sahItiticon. I. 'soar funding for the creation of new programs in isionstionil mei them in piennimg, carrying out a =lei ( I ) sinking out "suengthen rad" alto "carrying out audio aid foreign haguages m the undergraduste level. A 50% mrengthen and improve sr le iretruction ix in a *Mies ond fweign language..rents mode under this sectlen easy progron to% matching is remind to eormage instimions to demortsmate a be tor pa** and w.tiviliso which are en integral put of such e commiunent to internationalisation. These revisions to oscura*. such w (2)insert the following new sentence after the firstsubsection (a) we proposed to conforn to s new subsection (b) ill slimming for the demlernemt end esponeion of under- recommended below. graduate program' in international studies; sentence thereof: 'These grants shall be awarded to 1211/whine. ressorch, curriculum development, and ether re- institutions seeking to Wed *bailie* creme new worms or cunicula 131 training of faculty member* in foreign countries: in area studies. foreign languages, md other inernational III esper4on of foreign language course* rods.% lid pogroms under which Ionise leeches, end whole* moy vial institutions ss visiting faculty; ICI programa desired la integrste undergraduate education (3) striking out 'maybe fnt protects'and insert in lieu with teirninel Mestere Degree programs having an inWtnation. thciern -may he used topay up to 50 percent of the cost al emphasis; and of prorcis"; and 17iOw development ofan International dimension in pre- service and inuervice teacher training

9d 200 TITIE VI HEA REAUTHORIZATION ACT V1.6

CURRENT LAW SUGGESTS() AMISNDMIINT OR SUBSTITUTI RATIONALVERMANATION

(4) WWI wo pap* (6) ead Imeerlsg be Roo thereof rowedmai world modify mew tow 0 povide awe We know* ftsW61* fw WA* Worowlowi wows Imola diftweit INN of ladowcwary sod Maws WAY of abut 16) ioserweiorl abadon pogrom iselpsd 0proolsow Par oweeple, be WA64 aikido boweso earierekow. develop or Wawa Magee beftwo tow milIwwwor am wo 0&;c00 ego*. te lowlver iwilodow LINN effewei Awee proems an kedge low tow yaw lowisodow of akeelicw. cc ankohike Immo came isweberorie Al Ws modem ad 6walwiers end pest-loocelmoir lowileamie (Rpm or Memo Newleirore awl mown *yew pogromissiordoes; =C.

20.2 TITLE VI HEA REAUTHORIZATION ACT VI-T CURRENT LAW SUOGISTED AMINDMINT OR SUBSTITUTI RATIONALIVIXELANATION

Section 604 is weeded by suiting ow subsection (b) andThe inigniltd ohm*. (b) is ROW with s sew pope Math inswing I hes thereof the following nklnues ihe immedlds &gape of imavadondimlionthe bull The Reerelory I. eke gollierieedis soak. drugs I. intake. undivesnMeis Inst Owns desiped the eaumm submthan (b) Nese et Mew odocelleo whim *folksiest.re approved wider ItiX I) The Sammy le also sediodaed so easke pun leto unowsp a balm be Impege erallmenes; *Ws so low eobsolto, NI kr the motor of providingassietioce I. model pro institedons of higher education an combiamiese of eachsecassty as pecan Illfityyt melted by the Modem lamp insaimions foe sereagthesing revues of dessorstreed meats°,Meocimies dow UR imusseadoestnimes loop &L.-1=y1.:Vichvei...444:.1.$714Ft:=T11::: earollmests between 11016. DM INA, subeanim oho oohing so applimgeoI. be atea macs. Runge lemmeges, md alba istemetiond M otch Raw I. ouch hook and cogoirdlig oder to mute Ink sttiomaiolos oftiosomes sad pm* Them termalles sod seegreonrs as Ow Secretary sock lo goy require. gams *all alums the openly-both/lag red disseminatiosTLU unendmem Wham Me Inn* ObjeCOVCC PloPoldol 121/11 A. lodge.* el higher etkoalios shallgal be eligible Ise Oda& for whom the usthergmlithe demos M ir drool wider this oulloodion for e flood imaldepse year velem functions el miming programs. Orem made was Ms sableetiosto meet the delimits doming MOM as int wirey UI the goo of Ike member of Modest@enrolled al such Oa& may be media pay op to SO paean of the can of pojecm end lotion is twatinell pedowirodery Isoguagecome en October &Wised spleen; 2) limmiag the pool Momenta III Wel IWO year woods 6 permitof the telal musket of activities which we as lateral part of such s pcen. mrb setheepullmen bum Mich to develop pothemesem Wigs @loam's welled M suck laelltutieg; awd towage, man mdse. md mkt imesodioad espenime awl 3) WI smelt loatitolleo roodreo dot each saberbug Mildest hive teechiag, noun*, curvictima &venetian, ouccerrolly CIP114144441 al MIA 2yews of ucesIsey Wool for. Stneuthealog endemadame lemitudomi openly lor developiag eip leoguage inelnotioo sr reptiree Cheteach gradual* d and other related activities: "Win New& lomie wog owe** polemic level imentelimeth deo@ have forma S retg of puteetoodiwycredit la e fon*, pupas when opmoplie. eesuuslr,$5d muivolem oempotonco lao *(B) usengthesing undergreduste majors and oth Ott Ow purple of webpaturop ?ninon direedy related to the genetatios ofWhile modest fatithog levels°, Title VI cumot possibly Wows tANO, the nest numhot of the seals of ad U.S. wtheepadtme iamiutions. s airespluned otuilmis eeL Hod in an instimitim shellIse emeidend I. be olual inierrogonal expertise; to the sum M to the sweet al Within dormcondi to *Menu Sm OM can povide Ong Meantime dim* subsectios (s) enroliod m tie lamitation. *ad (11) IOW11Wielf pm: time 141110 pogroms, mid cepscitytheilthag penes Somber enognms of modidol student. who en @grilled IC) developing sew foreign leaguage at the koUtiltiow for eo our comma,demossinted excellence, thee* mbsection (b) papists. The emit workload which le al WM hagthe full-Use acodonic work- especially is those lutgunges enviously ws load, m delsonlood by Ike lottilutionI. accooleoce with stonier& moped becludesa lies of activities believed so be mmadal for prescribed by the flectvgary taaght at the institutions, sad Wean lag theeffective intematiotul Forma Sims Malinedeas eferoupout the 131 As a cooditieg kw ilu award ofsoy grant under Ude odium thlalily of calls* Wells WIMP Pollnow swim vary in dock level of mopes aid sophiedestion in these goo the flecottoty may establish criteriaIi, evelwallog propene rioted with food. toiler WM subsection activities, this peter should be tamed us mum Memnon repot which eyeholes the pregame aod require en ensue' ID) mewing Wm and Machin reiceiratal from which an isstisition ma choose to (with, implun aid such progrome end protkierwy of students in subilize s program which les otherwise tkinonented excellence. '(s) establishing liekages overuse with instilelioasofhighereducationand opitiemions dug comsibnie to the oducatiosal objectives of this stheection

IF) developing programs desiped to integrue ociecsional and technical edmation with ova studies,foreign18141111M andother inienuniorol fields; 4 TITLE VI HEA REAUTHORIZATION ACT VII-11

CURRENT LAW SUGGESTED AMENDMENT OR SUBSTITUTE RATIONALE/EXPLANATION

"(0) disseminating curricular materials and program designstooiliereducational institutions;

'(H) integrating on-campus undergraduate curriculum with study abroad and esckuge Intruns:

'0) 6-veloping study and internship abroadEduesiostal mahout drool am a Mgnifsam factor kr programs in locations in which such study&coloringvonssional expertise, bus they have tzen Brined for opponunities are not otherwise available orthe most pan to Westefn Woo and to dm humanities. They study atuoml opportunities which serve studentshave not moaned students I. the sciences or prelidessional for which such oppontinities are not otherwisepogroms, and there hm bees minimal pnicipMion by lowincome available: mid and minorities. This soaks in detigned to mange the development of study and intentship minas in the developing "(1) training faculty ond staff in area studies,world and in new disciplines, and for a broader range of studenU. foreign languages, and other iniernational folds

(2) As a condition for the award of any grant under this subseclio, the Secretary may establish criieria for evaluating programs and require en arm& ieport which mitoses the Forms and performance disorients in such rooms.'

lc) The Secretary may also make grants to public Section 604 is emended by adding the following new subsection atThis amendment defines the non.Federsi share of the con of and private the end theme nonprofit agencies and organisations, including professionaland programs required in subsections (a) and (b) as proposed, allowing scholarly assuciations, whenever the Secretarydetermine. such cash Of in.kind assisUnce, Ind institutional and non.institutional grants will make en eepecially significant contribution funds. the objective of this section to attaining "(d) non-Fedetal Are of the cost of progrems fmnded under this section may b e provided either in cash o r in -kind assistance. Sig h assistance may be composed 0( institutional and nonmituutional funds, including stale and private contributions'. 2 ( " TITLE VI HEA REAUTHORIZATION ACT VI., CURRENT LAW SUGORSTIM At4INDMINT Olt SUBSTITUTIL RATIONALRMXPLANATION

The aiding kw sectios 603 is aesesded by strains outThe anadmeen adds raw Macao Isis swam laguess 1-mervee. imastas pop= so audiorise maw intioass for tore* was INTENNIS SUMMON IANGUAIIS INSTITUTER tad cote latrensiond aria lbws sos wad sairlying Ssr 446 WI) The Seerethry issethwised to rage r.sIa I. is- Satire 605mended by adding as folloning raw eskation amar rearar alias an play epiecud eas etitutiese of higher aluesties, ci combisetiose U. cod awed: akar I) Swag le II good Wm So apnias die low swim fog the purpose of establishing sad of arch lemmas isstitstee. earductingEWE'S SINNINST of Ilwehme Wei* kos moo* la* Wiper Ihrafead Trekilig mitherissd by this die Wow 2) Swam Milan plaids hop Mae of Pas kt through smiles shell ha provided (eX 1) The Secretary is authorised to make gnats W leslitutioss of higher edocation. or combiations of eachlop* hirmstelost SWIM& seas:Wee expeps Nibs ! Ai iselltstes derilipwl I. nowt the needskw intewrive law Waal. 1ff Seals ke a adeseto Weak ram Inaba la a Vole trakviog by adveserd foreign Inagua. erugeork limitations. for the purpose of casaba*g end condieliagMaim dopy poem 3) Paw a a bah beam sneak Suasive wawa Witholes providieg usislag I. aro Oldies or riZti pod opporbrity kw overseas insiates. thee Waft 1101 WARW.. Asthmad to provide prefassiessi &vehement other istersetiosel lISa, os is say combinetim of we* Wadies, end isimialaive tongue's leetrudiss through preservies endis. imaersion pavans. 4) Ewa* is mama la emirs fee Wimps Mechem or other istomational fields. ad %nip lenassa lassinties sea sod ober iftenutiond alias is ICI iffireituise that esoldme the pwpeow ef skapmeirephe goal vs, ID sod 1St IA1 dinatinas as Name end bowls* developed a Ties VI 1:11(insMa wade osier this wiles wry be seed ler (2) Trait* authorized by Ps abaction shall beagars to peas sloths, inaltalowa without salt caters. Is iAl Walsh. Ualuliig Is Isiteseint MU&I lbs oolisold povided *NO- addition. Joss Maw will Niels ea latadve focus on ersowsk sad political IWciw inerdiseplasey away wain end the dadopased of War of ill Waisted is seglsetsd isagungss sod is en innedialplimey ad other wakeless straitis del tO Wipes& for studeate hatity Ittestileg the hulltula (A) inninnes deaped to provide prolasiosel Godwin/ by this settle& development for cam at plata coals andintptove ac rasa°, of internakstal eapathe. III Iselitutes supported osier this sorties wey mei&holm, Wanly masa bon as e fell.thme or parStime bests I. stopplewest lostnutheNot fully writable Is anon erppertsil seder masa NI 61(ireste mods under Ode oldies shah be awardedes the Isle (e) institutes designed to sal faulty in if rec11111.6flalliesele wade pew review panels caspood broadly rewountellw prof prolasionsl and technical schools. =Ikea Old askew so sply asp Isapros, area sada. Ofother intentaional howls* to their rupsethe professing, or Whiled fielhe end

"(C) issIllstes helped to provide /taiga lesper. area Media or other latersational bawled's or skills to government personnel or titivatesector polessioush {evolved I. istentaiall

2n 7 203 1 TITLE VI HEA REMNIIORIZATION ACT

CURRENT LAW SUGGESTILD AMENDMINT OR SURSTITUTI RATIONALE/EXPLANATION

INNIAIICO; STUMP; ANNUAL MOOT SW:oaks (a) of actin 60S is statitead to wad as follows: Us swatch wetios is telVTillta wink' astarsi as champs Si 81Ic SOS hi) th &MUMway. directly or through vents fweip low**, ales aiwilaa, Ind adsi iNcenstiOnel Odds wanes. nodal march ad studies which contribute I. get la. 606. (a) Ile Swam way, Rattly or bough011514aid armholes is purpose of this port Roth rarah ea studies way Was bat wircatios hos owned is are not Salad le gnaw or commis, cods:* nsearchd seam which cosirihsiemos yam hce mach soda to ha accosnplials4 laded* as III studies and errors le Manske Ike ma for Wawa to dot pwposts of Mit ystt. Such rewash mtd studies may each*capaisioa is rassiech stildiswalstios. This *aid be higher or isspraed inetructien I. laden FlairemiZ:f: end I. but we sot Wiwi to- piorily Pot the U.S. Peomiscat of Edwzmioa. Is kw* with Ow ethic (kids needed le provide fall el the FORM cok to poems altwatios womb siti diresummica The pieces la whkh such lamps aro canasealy used. 121 research en snore elletike owthedsoggvi4hig lank. tit of poseible rematch midis. is wised io include activities tion end evalseting cowateasey la such lawmen end viewad al critical to the What devdopmmilolicrclp lasysge. other Gelds; 41 the application et macaw, lona ad slander& wrens e h areas of Foreign lengtiye hietructia aid clamant eon and it) the development md publication of specialised materials for me in providing aoch lastruclisa and evaluatesor For use in training individuals I. provide each nielaction and *vela. Hon. The Secretary shall paste end publish an anal report hating the booha and ratan* 'aka'!" produced with sosinence under this title.

21;) 2(,) TITLE VI HEA REAUTHORIZATION ACT

CUNIENT LAW S000E31110 AMENDMINT Off SUI5TITUT11 MATIONALINXPLANATION

(1) Mediu and surreys la &Moan needs krwas win, rod akar losoadand Ida In Mask Imam Mowed ce improved itseiruction E RomigNs WIN la la b.palanl, is wad Vosooe' lsd hi leaguage. seep Meals, er Mbar hismslienthW oad= (b) as ocaulosa Om Secroary so ba lolly par*. eis fields. including Me demand fee WOON okias is mob al somek pa** Wove sad avaibbis Wow meth sad oder threadisme micislielssilosalko crowirolty.II le do sacamissoilell Oka in gamma, ethicallem. sod Me rivals melonmaul*, mad Wimp norm Mew Wort

(2) media and surveys to was the WWII= of perform of programs simporsed seder Mis tide by govramensal, sdecedonal, and pdvale moor mph:shoes wid cies Media massing the meow and effectiveness of programs so Wall*

(3) cooperaiive studies of the effectiveness of susiegies to provide internedoeslcapetiiiiiies at institutiom of higher education;

(4) reseerch on more effective methods of providing insthictiort and achieving competoscy hi foreign Megusgec

(5) the development and publicaiimi of specialized omeeials for ass in foreign logusge, area studies, sad ohm insemehmel fields, or for ironing foreign Issmusge, area, and other iniesemional specialists; and

'(6) the application of performance leas end siandards across all areas of foreign language instruction and classroom toe.

Subsection (b) of section 606 is amended by striking out 'prepare and publish' and inserting in lieu thereof 'pupae, publish. and

The heading for section 607 is amended by inserung 'And Olier 211 Research Maietials" dor 'Periodicals' 212 TITLE VI IIEA REAUTHORIZATION ACT VI-12 CURRENT LAW SUGGESTED AMENDMENT OR SUBSTITUTE RATIONALVEXPLANATION POIOSICALS PUMAS= OMNI INS VIIMIP STAMP Samoa 607 is weeded by Mserbas 'oil oder research asateeisis" SOC. WI. di la Maio to the meant arath. wised I. be appropri- Iles periodicals room is aritended b slow dm colleakie if ated by seethe MO, there are Whethed le be appreprieled sber -pesiodicab` eel; place is wows. &My monk ineemials Net may lulu only is mow* or 11.0111/Pe far fiscal year NEL odd each eras se may be mber kam. and *NA would be viel lo a world ina collodion ler the 4 sairoserliag Racal mere I. provide deldente be tT:= N.h especially imponail II rebuke lo devil**, nation, bid onion evigacrielts meme le. periodicals pablished outside cvlionly WON was die Sorb. the UMW' ill Enna the eament appeepristed ander @Ardis* lid for 611y Subseciloa (a) of &abort 607 is ameaded by suillas sisiborissikm cep for Ibe peeiodieds mud ober mood Adel year, the firdetary shall make greed Is lowldwilera or owl higher Meatiest or psidlc er moonlit grivele Wary inelitedene '$I .000,000 foe fiscal year 1917' and inseniq ia Bee thereofmeanie Fromm is lamer& Mb maim oddness, a abed or comertie ems* WMAleas for iii. Felletrirgi Widow 111.300,000 for final year ion component of ibe Titie VI mission inseews scam so loreip Ill amok* periodicals published anode the United States numb ned ialonamiona time of mpecedenied drip In die which ere eel aegelealy hell ity Americus acedeseie Wades imersaticoal older. Rine, Mallon sad dam devalimnea Ins sad which ere of wiltelarly or rederch inteartand: (2) le maialein mood bibliographic leferatellee en periodi- resallai is rapidly knobs ptiblicatioas coo. Conanniantly. cals thee ameind Iii seerhinirdeiloble Iwo sad to dor each away lambs we facing WA Web crime. If boded. Ws inferomlien WM eat et mon of the widely available bib*. perm can play a pivotal role in Waft bodi Me eurvidi graphic dela aw our anion mown collections born mound die world. md die to proems each periedieeln end ability so keep diem collections mem 141 to wake such periodicals available to researched end scholars Section 609 is arnended by.. The equitable &Maio@ of funds alnico is weeded Io Noway the Swam so calumet buidias foe be eaderradusse programs in UWUfTAPIA IMIPTRIOUTION Or PUNOS (Dimling lir after On &silken/a for subsection ONSec. 604. Wink nowt Tide vi folding is muck too low io Sac. Mil Secretory shall male etoollence the criterion Sal ninon do awns of all U.S. andeegraImes inniarions, a pats for aelectios of grants overdid under whoa 02 "monks of new hods Would be candidad to Sec. M. N. is AI To lite extent predicable and canelelent with the criterion al Isparta from die standpoint oh Wines a ben sens wlikk acelleace, she Secretary *hall award pante under Ode Pert Whir (2) skiing the folleiving sew Fe/graph at the ead thereof: than section ND in midi ramrod as will achieve an equitable dia (2) me Secretary shill abo award pans Nada Ms pen wd pral.grahille belga Wray, Irak sad race Whitton al funds throughout the Nation. in such mama as io easure that a. approprime potion of fordsimensationli expenise may develop. Is is alao critical foe lease Nadeau whom careers will love an intematimildimeasica. suds ere used to suppon anderpskrie education'. as in tie mambal end professional Odds. 2 4 TITLE VI HEA REAUTHORIZATION ACT VI.13 CURRENT LAW SUGGESTED AMENDMENT OR SUESTITUTI RATIONALE/EXPLANATION

Stabil 610 is wended Ity rain or *S4O00.000 forfinalThu raerlemni harms dis anthwirron ap for Fri A year nor lad Waning in Nen thereof 1102,01:0,000 kr fiscalpopsies oder rin Sec. 607 program Owing re re1 too year 199r. decadm tho Mord lovelorn In Thlt VI isolly sided 661116 Whim sod rarosee Wig. TM FY MI Wag level of MOmau.NN%k1.latp10wue1*sMs 1966e as apart in mow 1901 do Former% OrIng ihis =sr powwow and sainnis wore adied dm. swim or IMO Deporme of Eduesnais gear mord piwiMn However. canonises. addleinwi frrig didnot follow, dmr conwendleg des ilinlarty anion a(wawa* Ibizralmss of an imermingly comers and Intenkottaken rote cal for renews111111116011 Old invenniene In strainiening ow miloWs imonaticesi cangeseset

A $102 anehoriadon lavel for Pm A ewer allow: I) An reran in 64 avenge poi sward fmining serval Ma= wakes (lia U. S. Demmer of Maros whom re awaber at awn will be roused In FY 91 hos 91 to 103),to ea to rem On pre6shr4 gowned comely of re Ire 11160a and erfy 1970a. and to wars On omen ao Wersalelyrem the errand drawl in senior MINI in ler aneermeats for diseeriewiem orreach, ligages ovum I) A renorrion CI FLAS games kr reie FY 1991 estiumed sombea ofItOOmi reir FT 1967 pea kvel of 2300, phrese rause rs mimed le the Tide IX odpent1 In* 3) Firing of re swon041in FLAS worm as imposed for amminni: 4)A perm Mend Imam, I ansicIng re imetremional opacity oftwo- and fam year redelivering inniendons Ann* at roastI. faring far Sec. 604. ies Fowled for smodrem and 3) Redingof an expanded roman simmer Worepogrom, md Mimed Imam' for re national Imgrage wawa caws andan immured lescoch Ingram. lei *main of 'mimic prosfsens. including, butnot Itiottod to. Subsection (c)())C of section 612 is amended by intensive humus", peoramo, ovoiloble to memberu of the stsibingThis is a technical amendment intended soensure dim intensive busing. community sod othof pfolbosionole me do- mimed to develop of "including. but not limited So: and inserting "such is;is beulanguage programs are viewed as only one of a number of their Internationsl okIllo, swore. Osseo( effective new oml ospertim: ranked: business centers can use lo meet the Foreign language needs el business. 21 218 TITLE VI MA REAUTIIORIZATiON ACT VI.14 CURRENT LAW SUGGESTED AMENDMENT OR SUBSTITUTE RATIONALIIIXPLAI4ATION

AI she emoblielweewl 01 ~ma lii Watch= (c)(2)of wake 612 is solookel by Coraltheir with Ms /spew of Soc. 611(b), Me his el warlike 'wm. awl bosky seed= ewe thou). ice the Caws of beemiloid Balm Undo' Is ethowded ow thow le weernetionsa thelye no Feder. al both preeldsd osier Ible odium my 1,a bp poem= (1) *Rimy the "ser al end of seteengseph (A); Wawa is aloblithimai of Waves with ~see besibeicas Of Illtlowode be eay is.5I who U oeysold be uthEbsU hthe ea othoufiesei asps use objthavet of Tisk VI. of we Usosail. mem% aim (2) soh* ow U. Filch ea she sad of sobpereariph (II)PoswelioN1 Wks. opessowee BMWs loispless opporwrike .311=4ihgU ethhellee pii b, the sod Mien* U hew knot "; NW; sod lor mew* eqthimostheesd lune", woke watt web se losweilys, may sbresth sal winks Ind hooky devekeseeft These so esthelii Ithisodiems far devokcleg (3) Whim the folIowiii setv soteeregioph M the eel be* MIEsogs. am mil other Iniethasosalcompesoce. Maur knot ogethelththe moth cludy Wise so oho **alias! mleeke of *Is sake, nth le psvomomtheil orsothathlows. Bede cousicks, or '(C) SM. sablithethe of Nthayes twinem other Owes seelot eMayslowL isisthotkes of higbis odscodoe sad NW otgasizehoes Usi ecoorthose so the esbacetheel *chins of the swim'.

Subsection (b) of mew 613 4 wooded by.. Callow with tho poppies ot Soc. 611(b) th. his of whisks woks ihe Welke* odocidoo sod nava (worms Is weeded so (1) sinking osi 'meihe ead ofprogisph (9); Wok the esieblishmast of liekesca with oversees bwithifoas Med de Iwo the etheedooel scope sod objectives of Me VI. (2) ask* ow the paled se the led of peavey* (10) md leseciim 4 hes thereof '; oar; sod Sce rake* for &Backe (c)(2)sectioo 612 stem

(3) &Ws the Mewls oew parch Mis eel knot

(11) the establidsmeal of Wisps oversees with iesii1oIloos of higher alocatioe sod 21,C) otganizasione thes coebibeie so the othscadowel objectives el ibis whose. 2 1

4,. Whet", dit t iARLE TITLE VI HEA REAUTHORIZATIONACT VI-IS CURRENT LAW SUGGESTED AMENDMENT OR SUISTITUTE RATIONALE/EXPLANATION Sebeectios (a) of section 614 is waded by striding salThis anntenem increew ne Wholicalion Doi kw ihe 13.006000 for Glad year 1911 an' ad insestleg in Gwen hes timedkt Imemolami Loam Edwin begins;FY 312,000,000 foe fiscal year 1992 aed such ow a may beallows soh esno fond side low 'weeding Readyews. The mom Inksisaded ohne se the the wide adSIyCIaCthItICS Oa woe mynas dooming oboesteensinenise. A $IT WNW andonatice On wines Awlsfoneling al an* tear: So elkedvely MON Ns anon sedan Whim& five lo oven owes which wends* on*a swan al wind nd colon 'cocotte km lops* Ihe competitive ecotone wine of MN U.S.

Subsection (b) of section 614 is wendedby striking oatThis smendoem Wow dis wharizadon 13(60.000 for fiscal yew 19or end Wong cap lo St, ono, in lies thereoffoe FY 1993 lona iniarmoni Wits*edatelion ad saining 17.500,000 for fiscal yea 1992', papaw. Opie oo nd know ineliodommo weR as sinivenely Wiwi pogrom this sodas offersas daposlani medimion by which balsam Woolsam done. nor balicives in anew lone isameingly conspeddreglebd Whom cartoons. Given ihe Wag demonft noon' for olive potidgetion Gibson= schools in sew !mondaniwine, mch es imadiolgiinoy propock asil she incressiesat.de of WWI for isommive pepsi ad cane Minim,s highat oidsorisesion hal scull a1hw m lows I diename sir of die pants all 61 mambo of inedollons whicheon be Win Pam C of tide VI ie amended by aiding the following new sectionThis monneel maw dol 6e Seassay at the end dank domodumil sew winks et propos al die mew of saintsminim or =The wadeet foam Wan of Tide VI tad ne ?RESER VATION OF PRE.1992 PROGRAMS Nippon now povided so Wong popsies hese km noel ans. N ihe saw INC we hamotommen6M miwase 'Sec. 623. Nawithstandieg my other peovislasof law,nabbed olivine ad Form whichwe tense ere nano amendmenu lo this Ode esiabliehles newperlad or anodiseconsments lo meeting 6e Wool growing iced forimemental enecise, ma les promoting the latemetionelismin caning programs mend pinionto the Higbee Edwin's Act die wide wow of U.S. Omissions of highs' Wenn. N Amendments of 1991 shall am be faded isfiscal year 1992, or I. ow the nee svcceeding focal yew, sakes an nation iho Oen sew activities adprograms it Nodes! Waugh wit Canon enactsnew asonotiation above die FY 1992 level. approonioes fas wows soder titio tide enactedpen o sock Act at a kvel no less then the level of fundingin effect foe sock mess isting programs fat focal yew 1992.', 21 22 0 TITLE VI HEA REAUTHORIZATION ACT VI-16

CURRENT LAW SUGGESTED AMENDMENT OR SUBSTITUTE RATIONALE/EXPLANATION

2. Mutual Educallonel end Cultural Eschsnge Act end Ile latvd Tide VI is amended by nickel the followieg new pvl sher pot B A new pun D is added lo Tide VI Io include Sm. 102 (bX6) of the Materials and tedesigming pert C as pan 0 thereof: Maui Educadonal end Colima Whew Act (FelbrIghhIlays). This propane la dodo/Wed by the U.S. Deponmeat of Education 'PART C FULBRIOHT.HAYS EDUCKHONAL AND under an F-sectiiive Order as die mean pogrom compleareory CUMIRAL EXCHANGES so Tisk VI. Activities include donors' dissestalloa mead abroad, facuky march abroad, stoup pmjects shod, aul mead 'Sec. 616. (s) lk President is embodied to provide for bilateral projecu. promoting modem foreign Immune raining md wee mulles in United States schools. colleges, and risks:thee by noon* Althorgh this engrain is admittimeted by the Denman of visits and study ilk forego countries by teschen sad peomective Educed= md funded by the Hoose and Same Subcommiums on teachers or ogee person who ham demonsirable aced foe an Lebce/IIHSEEducatioa Afirdpristior, it fans mike the oveesight inientadonal (Smoke in their educatiost is such schools, Jurisdiction of the House kedge Alfas asd Same Foreign colleges, end usivelsities foe the purpose of improving iheir ill Relmioith COMMitins. Though Title VI is remsthorthed every five in languages and their knowledge of the Ware of the people of years, this Foram hess penseneat andioriniion and, therefore, is those countries, and by rowels( visits by teachers from those randy, Weyer, reviewed. countries io the United Sures for the purpose of psnicipaints la foreign language Walling aid ace etudies in United Stases schools,A ranks of this program Imo Tide VI will enable the some colleges, and univennies, and pmmoting &Named reser* authorising commiliam which have oversighi of Tide VI to have exchmges, aml ares studies overseas by consortia of institudons ofreview over iis compiemenimy oveneas ptomains. It is especially higher educatioe. Impoctint M a time of glow* and evolution In intornsiimal eduathn that ihe Iwo progrems not Gab be adminisiered logethee, "(0) The activities carried out wader this past shall be but reviewed licher as well. coordinsieri with the jurisdiction aral activiiies of the 1. William Fulbright Foreign Scholarship Booed, the FolbrigM Commission.In trawler, a provision *add be Marled to emote cositheed and the U.S. embsisies, ond my other foreign educaiiond oe adunl rammed amdinstion between the Depertemeni of Faralics and exchange salvias carried out under the Mutual Educaiional and the i William Felbregth Foreige Schoinkip Board, the Pidtrighe Cultural Exchange Act Commissions ad the U.S. Embroils ethos& Furthermore, ihe Mogrms should continue to hsve spermanest atahorizetkm and be 161 promoting modern foreign language training and area (c) Any personrel. liabilides, consuls, reel property, Iresied se a secure but complementary oversees pogrom with studies In United Stake mho*, coikges, and universities by penonal pnmeny, wets, end records, employed, held, or wed separate line in the budget and eppupistions masses. supporting visits and study in foreign countries by knitters primarily th comectiat withs function carried out punnet so and prospective teachers in such schools, colleges, and universi . maks 102(1X6) of the Mutual Erkemional and Cohn' Exchmge ties for the purpose of Improving their skill In languages end Act not located at the Deponmem of EducsUon on die date of their knowledge of the culture of the people of those countries. enmtment of the Higher Education Act Amendment, 1. and by financing visits by teachers from those canaries to the United States for the purpose of participating ill foreign Inn shin be truisfened to the Sectetasy. Any personnel su a alerted twigs training and area Mucha In United States schools. col shall be transferred without reduction in clasSification or hies, and universitiek compensation for one rot Mier transfer. TITLE VI HEA REAUTHORIZATIONACT VI-17 CURRENT LAW SUGGESTED ALIIIINDMENT 011 SUISTITUTS RATIONALE/EXPLANATION

(d) AN lows and ncsktions eh* is "Mos102(bX6) of die Metal Notation ulCsiSwaIEaays kr. imolai ai rah laws niel minden see appoprio andnot iscomenine wish the poises* of an Ode, roman ia fall forceand effect and apply Ode respect to this plit, AN refenems thyober lethal low to sectioa 102(bX6) of ihe Morel EtkaationslsmdCullwal Einem Act *all be dewed to rim to diepet

(e) Amy fends mooned so coy out lotion 102(bE6) of Mon Education sol Colon EscleaceAct for fecal year 1991 Am an act wooded or obligatedosi de Me of macaw a( the Higher Edteadon Act Ariewhitesn of 1991shnl be paid io the Seamy within 10 days ol the dew. TheSnowy shell be responsible far all obliptiarts Owed oder soh sich dee section atter

Section 102 (b) of the Mutual Educsionel rid°shoal Exchanp Act is amended by striking out pwsgraph (6) addilion in the yanks dr Sec. 102(9E6) isio Tide VI, two *coot mendneste are made to the ens* sown Ismer:

(One 66.2teatlandkode in Sec. 101(bX6) is ;Maly noicied to leach.r. end propecive imbue The new noncewoold opcs ap fades apposesides far kooky od stionsts Omwe not mem* *Mc a cam is Mona, bet Meecareers neeesswily kende N heemationi disseation. This willamble the moue vacant to callow to the ones isternadomlPods of thecipthes oho dun etheation, aidto ihe changes pmemsed for Tide VI,

(2) New home is added so promote advanced meth moos by commis al higher ohmic. Mitudoss. Rises eallailou in the lea coomily min areas of de worldaid de comei5 crania of she &ix haw seined in mein*cons for casdiong these popme onion This mew Wpmis Winn to enable canon* of imitutions of kashacameo to manna the rooms do a contest eidestekingia this tegard would geom, in ways which could also beWised by ether U.S. 2°3 institution al higher Mute. BUT r: 77 MIZE 21 4 APPENDIX C TITLE VI AUTHORIZATION, FY 59 - FY 87 (In Thousands)

$220,C00

$200,000

3190,000

$160,000

$140,000

$120,000

$100,030

$40,00U

$40,000

$40,030

$20,000

$o FY FY FY FY FY FY FY FY FY FYFY FY FY FY FYFY FYFY FY FYFY FY FY FY FY FYFY FY FY 59 40 9142 93 94 95 MI07 NIOA 70 71 72 7374757671IS 79SO S1 S2 II54SS 5687 ECvrrerll Dollars Constant 1991 Dollars

MILS: Although the Title VI authorization has Increased over time In current dollars, it has failedto keep up with inflation. The last statutory authorization cap for Title VI of $55 million in FY 87 Is nearly 75% below the peak cap of $204 million In FY 74,as expressed in constant 1991 dollars. This has occurred despite increased number.; of programs and activities added to the Title VIprogram since Its inception.

MAUS: American Council on Education, Office of Legislative Analysis, based on data from the Statistical Abstract of the United Stales, Ihueau of the Census, U.S. Department of Commerce, 1990c U.S. Department of Education appropriations documentation; and theHigher Education Act of 1965, as amended. APPENDIX D FULBRIGHT-HAYS APPROPRIATIONS, FY 64- FY 91 (in Thousands)

.th . A - - -A- -A' 14000

- its - 41- -It - $2,000 A, IIIIIIIIIIIIIIIIIII411144 FY FY FY FY FY FY FY FY ry FY FY FY FY 1,V rY FY errrlfFY FY ?V FY FY IV FY Fr FY FY 646566 67 611 61 711 71 73 73 74 7576 77 7979NI01 OS9364656667 9699 OP91 to Coma* Dollars * Cowling 1141 Malan

NOYES! Fulbright-Hays 1020016) has a permanent authorisation and theMatute seb no limits on the amount which may be appropriated. Although In current dollars the Fulbright-Hays 1076/161 appropthtion has increased slightly over a 27 year period, It has failed lo keepup with Inflation. When expressed in constant 1191 dollars, It becomes clear that the IN 91 appropriation of $5655 million la 51% t$6.2 milked belowthe purchasing powes the program had at its peak funding level of $12.061million In FY 67.

SOURCES: American Coundl on Education, Office of Legislative Analysis, basedon data from the Statistical Abstract of the United Stales, 277 Bureau of the Census, U.S. Department of Commerce, 1990 U.S. Departmentof Education appropriations documentation; and the Mutual Educational and Cultural Exchange Act of 1961, as amended. 228 APPENDIX A TITLE VI APPROPRIATIONS, FY 59 - FY 91 (In Thousands)

$70,000

$40,000

$30,000

$40,000

SAM

$20,000 45-{t .a P--A. .ti-te 110,000 . `ts-

evrererertrenevevreevrtrererertrertrenneyrtrtrerveveveynrerereIf 64 61626364 6664 6744 6.74 7172 7374 70 76 77 7$71SI 11 $3 6364 CI 64 17 64filfNI91 *Current Milan, Constant 19911 Dollars

NOM: Mthough In current dollars the current Title VI appropriation has increased modestlyover a thirty year period, It has failed to keep up with inflation. When expmsed in constant 1991 dollars, It becomes clear that the FY 91 appropriationof $40 million is 37% (923 million) below 2 31,) the purchasing power of the peak level of Title VI in FY 67 ($63.3 million). This has occurred despite increasednumbers of programs drawing on Tide VI funds, and an increased need foe international expertise to meet global challenges.

SOURCES: American Council on Education, Office of Legislative Analysis, based on data from the StatisticalAbstract of the United Stales, Bureau of the Census, U.S. Department of Commerce, 1990; U.S. 'hpartment of Education appropriationsdocumentation; and the Higher Education Act of 196$, as amended. APPENDIX B TITLE VI APPROPRIATION COMPARISON FY 67 AND FY 91 Constant 1991 Dollars-- (1n Thousands) $70,000 $63,5n

WAN wad.

**Goo

mon $40,012

Lwow $29,137

moos

FY 67 IV ft

MI nth V1 repo' funded in FY Cs1111 ?onion of FY 91 Title VI All Title ill provama funded In FY 91: Lampage & Area Centers approprIMIon which covers National Rmeurce Center. Fellowships programs funded in FY 67 Fellowship. Research & Studin Remarch & Studies Language Institvin Longues. !weeny Centers Undergraduate International Studies & Foreign Languages Centers for International fullness Education Dullness & International Educadon

INDUS: The FY 91 appropriation of $40 million is 37% below the peak level of Title VI in FY 67, as expressed in constant 1991dollars. However, when comparing funding for only the IICIElEal Title VI programs, the FY 91 level of $28 million Is 55% below the FY 67 level.

EILLILMS: American Council on Education, Office of Legislative Analysis, based on data from the Statistical Abstract of the United States, Ilureau of the Census, U.S. Department of Commerce, 1990; US. Department of Education appropriations documentation; and the Higher 211 Education Act of 1,65, to amended. 22 206

POR HEARING RECCGD, TITLE I CC THE HIGHER EDUCATICW ACT

House of Representatives Edmatica and Labor Committee Postsecondary Education Subcommittee July 24, 1991

By Henry& Spille Vice President arel Director The Center for Adidt Learning and Educational Credentials American Cbuncil on Education Washington, D.C.

The American COuncil on Education (ACE) strongly supcorts provisions incorporated in proposed amentisents to Title I of the Higher Education Act

(University (kutreach, Comminity Service and Continuing Education).We fully endorse Part A (urban Cammanity Service) of Title I.However, the focus of this testimony is on Part S (Partnerships for Continuing Higher Education)as subsdtted by ACE on behalf of the higher education community on April 8, 1991.

We believy this provision to be imaginative and exciting in its implications for the national welfare.

ACE is the major association representing American colleges and universities.

The Center icr Adult Learning and Educational Credentials within ACE hasa mission that focuses on the rapidly increasing ntsbers of adults whoare seeking learning opportunities in American higher education.A primary goal of Our current effort is to assist American institutions of higher education in making adult learning intrinsic, rather than tahgential, to their missions.

Adidts will soon be the new majority in higher education. More than half of all college students will be older than 25 by 1992 and about 20 percent will beover

35. Undoubtedly the basic facts about the increasing rate of participation by

22 3 207

adults in higher education are well known to you. Perhaps less well known are the facts about the impressive performance of adult students in higher education settings.

As mature persons with employment and family responsibilities, adults do not undertake higher education studies casually. Their goals generally are quite focused and clear. Their motivation, at its roots, is that of becoming more productive members of the workforce and society. They wish to do this efficiently and with all possible speed while continuing to fulfill their family and job responsibilities. This aspiration bodes well for the nation in a decade when the majority of all new jobs will require at least some education beyond high school.

Adeinistrators and faculty at colleges and universities are increasingly aware of this promising -- though often short-changed -- group of students. Adult students frequently earn better grades than students of traditional college-going age -- not because they are more intelligent but because they are more mature. faculty members at a variety of institutions report adults have an edge in such areas as giving priority to study over social life, completion of assignments, performance going beyond assignments, self-reliance, class participation, responsiveness to academic advice, class attentiveness, and participation.

It is hardly surprising that adult students tend to require less financial aid per course taken or degree completed than less seasoned persons. Nor is it surprising that adults tend to repay loans for education more quickly.

2? 4 208

Unfortunately, highly motivated adults frequently experience frustration because many institutions of higher education are ill prepared to meet their needs which

are often quite different from those of younger people. eor example, classes may not be held at times or places accessible to adults with job or family

responsibilities. Entry procedures may not allow adults to document and receive

credit for college-level learning (not experience) already acquired under non-collegiate sponsorship. Curricular offerings may not speak to adult goals and aspirations. In short, although the composition of their student bodies has changed, the institutions themselves too often have not.

The proposed Title I, in our view, would be a promising step in the right direction. It would greatly facilitate the efforts already being made by ACE and other organizations in encouraging colleges and universities to better serve the lifelong education needs of adults. Given demographic realities (75 percent of the workforce in the year 2000 is already in the labor market), it would make a direct contribution to the national effort to arrest the decline of our nation's standing in the world economy. It would also provide adult learners throughout our nation with evidence that their government acknowledges their struggles, encourages them in returning to learning, and has not forgotten them in establishing national education policy.

As an association of higher education institutions, we are especially supportive of the Title I emphasis upon partnerships between higher education and business and labor organizations, community-based organizations, and public agencies to provide opportunities for continuing education.Such partnershipe make higher education more accessible to adults, make more efficient use of learning resources, and enhance the chances for success in individual educational 209

ventures. It is truly an enlightened policy that recognizes the widevariety of organizations involved in providing educational opportunities foradults with career and family responsibilities and facilitates their unitedefforts in the direction of cooperation.

The proposed legislation also recognizes that learningbeneficial for itividuals and the nation is not limited to thatoffered in programs of study leading to degrees. Noncredit or non-degree and certificate continuing higher education programs are also recognized in the bill.This is an extremely

important and cost-effectiveprovision. Very often, individuals don'tneed degrees, but they do need courses and programs that enablethem to acquire the skills and knowledgerequired to become employable, remain employed, or to qualify for advancement.Avast number of AMericans ranging from service and production-line workers to professionals who need to remaincurrent in the jobs or qualify for relicensure, certification, or registrationare the users of such programs.

The United ltates gets top value for every dollarspent on highly motivated citizens who engage in systematic college-levelstudy. As just one example, consider the case of Admiral William J. C7owe, formerChairman of the Joint Chiefs of Staff.When interviewed after his retirement he reportedthat one of the most significant events of his life was his three-year enrollmentas an what student in Princeton University where he acquired a PhD. Admiral Crowe noted that his academic program (which was not nurrowly professional) had made him more flexible,more ready to question, more able to negotiate and make bureaucracy work-- all outcomes that were crwial to his later careersuccess.

2 6 210

individuals. It is All of us are the beneficiariesof this sort of learning by that will good news for America whenever anadUlt is enabled to acquire learning the job. It is good news forAmerica help him or her improve performance on It is good whenever an adult is helped to make asuccessful career transition. news for America whenever anadUlt can pursue educational aspirations technology. We believe it would be very efficiently via innovative uses of their cost-effective for the federal governmentto make a greater investment in

educational efforts.

challenges now facing the United Statesmake The economic, social, and cultural and it essential that the nation's citizensapply themselves more intelligently development of an work more product4vely.To make this possible requires

excellent system of education and trainingthat will facilitate lifelong learning in synchronization with learning -- not just learning during youth or nation rigid academic structures and timetables. How else can America become "a

of students"?

Education Act We believe that the proposedamonximents for Title I of the Higher

would encourage needed development of asystem concept of learning and

credentialing that would be characterizedby formal working, cooperative and relationships among the various providersof postsecondary-level education

training. We therefore urge you to takepositive action to pass this wise and

far-sighted legislation.

227 211

Testimony

The Reauthorization of the Higher Education Act

Sandra Todd Sarantos Vice President Educational & Economic Development Services Valencia Community College Orlando, Florida

Liaison from Valencia Community College to the Colegio Universitario de Alajuela Alajuela, Costa Rica

presented to the

Subcommittee on Postsecondary Education Committee on Education and Labor United States House of Representatives

July 31, 1991

2 7 S 212

I am pleased to present testimony to the subcommittee about Title VI of the Higher Education Act, and particularly to support the use of these funds to continue to strengthen the international studies and foreign language programs in the nation's community colleges.

My testimony is presented on behalf of ValP,ncia Community College, a public, associate-degree granting institution in Orlando, Florida, that serves over 52,000 students per year. Aiso, my testimony represents the perspective that I have gained as the haison between Valencia Community College and the Colegio Unive;sitatio de Alajuela in Costa Rica, as a part of the Florida- Costa Rica Institute, known as FLORICA.

Community colleges are the critical "main valve" in the educational pipeline about which the Congress is justifiably concerned. Community colleges serve over six million students nationally, and in 1988, provided opportunity to 46% of the minority students enrolled in postsecondary education. Over half of all first-time freshmen are enrolled in community, junior and technical colleges, and our average student is 28 years old.

Community colleges form the nation's largest system of higher education and formal workforce training. It will be in community college classrooms that America will win the battle to produce the college-educated minds needed by our nation to addressour domestic challengesandtoprosperinthe international arena.

Title VI funds are instrumental in helping community colleges to meet the challenge of providing an international dimension to the education of America's workforce. A review of the growth of international education at my institution, and the impact of four Title VI grants that we have received, provides an example of the impact of these funds.

Valencia has a solid base of fourteen years of activity in international education. In response to the increasing international

2 r. 213

climate in Central Florida and the State of Florida,Valencia in 1977, developed a five-year plan for international/intercultural education at the institution. This plan servedas the inaial step in the creation of a comprehensive International EducationProgram for the college.

The plan included the creation ofa full-time, college-wide faculty level position to coordinate the InternationalEducatior Program. The coordinator began to work towardimplementation of recommendations inthe areas of international student admissionsandprogramming,facultyexchange,faculty development, internationalizing the curriculum,study abroad, community involvement, andcourses in English as a Second Language.

Through implementation of this long-range plan,significant growth occurred. The collegevi 11 enrollment ofinternational students has increased from twenty students representingten nations to 280 students representing 60 nations.These students benefit the college community,serve as educational resources in the classroom, participate in community activitiesand prepare exhibits on international themes.

In 1978, the college began a faculty andstudent exchange program with three community colleges in Western Canada. The Foreign Language Department offerssummer study in Valencia, Spain, while the Humanities Department offersstudy in Europe and Mexico. Students, faculty and staffmay find materials about overseas study, work and travel in centerson both the East and West Campuses.

Growing interest in overseas opportunitiesresulted in the creation of a 40% release time faculty positionin the fall of 1980 to coordinate study abroad and exchanges. In1982, the college j'ained the College Consortium for InternationalStudies (CCIS) through which increased opportunitiesabroad have become available. Faculty members have participated intwenty overseas faculty development seminars with thecosts shared by the faculty members involved and the college. Faculty continueto be apprised of opportunities for international study,travel and professional development through the Office of InternationalEducation.

2 4 ti 214

English as a Second Language (ESL) courses are offered at thecollege fornon-native speakers of English including international students, immigrants, refugees, and citizens for whom English is a second language. The college began in 1982 to plan for an Associate in Science Degree in International Business. Two Title VI grants from the U. S. Department of Education provided for the development of five core courses for the International Business degree.

Having witnessed the completion of the major objectives of the Plan developed in 1977, the administration appointed a steering committee for international/intercultural education in 1984. The committee involved 52 faculty, administrators, career service personnel and community members in the task of preparing a new long-range plan for international/ interculturaleducation.

From the plan evolved the development of international modules for the general education program in order to ensure the exposure of all students to internationalperspectives, the creation of an international option in the Horticulture A. S. degree program, and the creation of a cross cultural course for teacher recertification, for which partial support was received from the U. S. Department of Education.Through Valencia's Open Campus, several noncredit international business development programs were developed and offered for the general public as well as specific business groups. All of these obje 'lives were met as of July 1989.

Earl Backman in the 1984 book which he edited, Approaches to International Education, notes that internationalization models vary appropriately from campus to camous, and that the key to success is finding an appropriate match between theinstitution's mission and the international activities. He finds ten activities that areattheheart of theinternationalizationprocess:1) Internationalizing the curriculum, 2) Critical mass of faculty in international activities, 3) Foreign students, 4) Student exchanges, 5) Study abroad, 6) Faculty exchanges, 7) Faculty development, 8) English as a Second Language, 9) Campus-based international activities, and 10) Community outreach.

241 215

Valencia has used Title VI funds to enable the collegeto move futher along the continuum of internationalization:

- Since 1987, two Title VI grants have supported curriculum developmentandenhancementsthatensurethat international dimensions are an integral part of the general education and the honors program curricula.

- During the 1987-90 period, Title VI funds enabled 19 faculty representing 13 disciplines to develop 31 modules that infuse international dimensions into the existing curriculum. An international horticulture optionwas developed and is now offered in the Associate Degreeprogram in horticulture, and Portuguese language courses have been developed andwere offered for the first time in January 1991.

- A grant-funded faculty development program for foreign language and humanities faculty is creatinga sense of collegiality among adjunct and full-time facultythat will supportfuturecourseandinstructionalmaterials development.

- The Title VI grant-funded activities supported the college as well in developing its capacity toserve as the co-coordinating institution for the Florida- Costa Rica Institute.

In 1986-87, Valennia entered into the Florida- Costa Rica institute (FLORICA) agreement with Florida State Universityand placed the FLORICA activities at thecenter of its plans to continue to build internationalprograms at the college in the 1990s. Acting on behalf of all 28 Florida communitycolleges, Valencia is engaged in promoting:

- student/faculty exchange,

- cooperative research and technical assistance activities,

- cuittiral exchange and,

- enhnnced language training and skills.

24 .2 216

FLORICA works in concert with the four public universities of Costa Rica and other educational and governmental agencies. The FLORICA effort is providing a vital link between Florida and Costa Pa, and promotes closer ties between the academic and business communities which share a mutual interest in Costa Rica. The FLORICA effort indicates the depth of Valencia's commitment to internationalization, and reveals the college's understanding of the central role that such a collaborative project can play in internationalizing the college. Sixteen Valencia faculty and staff and two Board members have visited Costa Rica as part of the FLORICA effort. In addition to working to coordinate the more than 40 projects carried out under the FLORICA umbrella, Valencia has specific responsibility to assist in developing the capacity of the Colegio Universitario (C.UN.A.) to implement a comprehensive commuuity college that:

-will have a measurable impact on the number of trained workers available to industry and the ability of industry to re-train workers as technology advances, and

-will provide services that foster community development, meeting vocational and avocational needs.

Valencia and C.UN.A. have worked since 1988 in needs assessment and planning for the development of a community college. Five major areas of need have been identified and will be addressed:facilities planning, information systems, academic programs, social action programs, and student services. By training C.UN.A. staff and faculty on-site and in Florida, we will develop the capacity of the C.UN.A. staff and faculty to function effectively in these areas that are key to the success of the community college.

The period of the 1970's and early 80's was a period of great expansion of higher education in Costa Rica. The Council of Rectors of Costa Rican Universities (CONAF E), the organization in Costa Rica which signed the FLORICA Agreement, was created in 1974 as the coordinating body for the four public universities. CONARE has developed a plan for higher education for the

2,1t) 217 period 1991-95 that addresses the importance of improving academic excellence in the public universities and assumes that coordination among them will be a major instrument to attain that goal. The government is involved in promoting technological and scientific development and adjusting the state structures to a new strategy for Costa Rica's development for the nineties; the universities are to be increasingly responsive to the needs of Costa Rican society.

The Colegio Uni ;ersitario de Alajuela (C.UN.A.) is under the authority of the Minister of Education. In a recent meeting with FLORICA representatives, the Minister of Education expressed a real interest in the colegios universitarios (community colleges) of Costa Rica being able to better meet the needs of their respective communities and to educate more Costa Ricans to meet the technological needs of the country. In order to attain a broader and sustained growth and enhance institutional development, the C.UN.A. is redefining its mission as follows: to meet the human resources needs in scientific/technical areas not being met by the university system; to address training needs to improve performance in public institutions and private enterprise and to respond to problems of the region.

To comply with this mission, the C.UN.A. must develop furtheritsarticulationand coordinationwitheducational institutions, businesses and industries in Costa Rica as well as to strengthen its relationship with institutions in other nations, such as Valencia Community College. Two years ago the C.UN.A. appointed its Director of Research as its coordinator for the C.UN.A.-Valencia Project. The administration and faculty of the C.UN.A. have been totally supportive of the C.UN.A.-Valencia linkage.

Costa Rica is undergoing a transformation process in the political, economic and SOCial areas. Its economy has been adjusted to work under more competitive conditions and its political system isbecoming more democratic. Educational institutions are changing in order to respond to the social needs.

2 1 ,4 218

The Costa Rican Ministry of Education has selected the Colegio Universitario de Alajuela to serve its region by infusing the U.S. community college concept of education. The community college model can work well to provide the trained workers needed to build business and industry that can compete locally as well as internationally. Also, the community college model providesa method of fostering local community development via vocational and avocational courses.

Valencia Community College, ideally suited and linked importantly with FLORICA, has begun to develop theseprograms with C.UN.A.The community college is a new approach to transfer knowledge and technology developed in the institutions of higher education for improving the welfare of underservedareas of the country.

As the Congress considers the reauthorization of the Higher Education Act, Valencia urges consideration of two changes. Our request for these changes is rooted in the international experiences that are detailed above.

First, Valencia requests that funding be continued at least at current levels, and that paragraph (a) of Section 609 of the Act be amended to encourage the Secretary to enhance funding for the undergraduate programs in order to eventually reacha proportion of 20% of total funding for Part A. Section 604 is currentlyat about 10% of total Part A funds, and this is much too lowto address the needs of over 3,000 U. S. undergraduate institutions.

This change is important from the standpoint of buildinga base upon which graduate and post-graduate foreign language, area and other international expertise may develop.It is also critical for those students whose careers will havean international dimension, such as in the technical and professional fields. The authorization of appropriations cap for Part Aprograms in Section 610 should be increased from $49 million to $102 million for FY 1992. Valencia's experience in integrating international dimensions

8 219

to the college exemplifies that type of positive change that PartA funds can bring to undergraduate education.

Second, Valencia requests that paragraph (6) ofthe list of activities for undergraduateprograms in Section 604(a) be _nodified to providemore flexibility for linking international programs among different types of postsecondary institutions, including institutions in other nations, and/or differentlevels of degree programs. The current language of paragraph (6)limits the interaction of undergraduate education with onlyterminal Master's degree programs.

The new language should broaden the authority,for example, to enable community collegesto tap the resources of four-year institutions and to utilize experienceswith foreign institutions as a part of the strategyto internationalize their campuses. The use of a linkage with a foreign institutionto strengthen the program of a U. S. institution issupported in the literature and in current practice, withthe Valencia- C.UN.A. program detailed above as just one example.

Valencia Community College urges that thesetwo changes be made to Title VI, andexpresses its appreciation to the Congress for making funds available through TitleVI that have enabled the college to create and maintain exemplaryinternational education and foreign languageprograms.

Thank you for this opportunity to shareour experiences and to comment on the importance of federal funding forinternational studies and foreign languagesprograms.

9 ?It;

47-530 (224) ISBN 0-16-036930-4

I 11 I 1

9780160 369308111 247 U.S. Dept. of Education

Office of Educational Research and Improvement (OFF11)

.IC Date Filmed August 7, 1992