trative units. In these situations, in which a qualified counselor serves as a director or supervisor of several schools, each school which she serves must assign a teacher-counselor to work with the director. In this way, many small rural schools have some service from a qualified person.

"The program has progressed as indicated on the chart below:

"Some of the increase indicated above can be attributed to a State allotment of counselors for the first time in 1961, but the greatest boost has come from NDEA, more incentive than money, however.

"The guidance services offered include pupil appraisal, providing guidance information, orientation, counseling, research and evaluation."

HOW THE NORTH CAROLINA POLICY WORKS IN A LOCAL SITUATION AND RESULTS

Jackson High School, Northampton County, N.C., is located in the heart of the largest peanut-growing area in the world. The school serves approximately 73 square miles. The area is uniquely rural for the United States today. Seventy-five percent of its population of 1,750 live on farms and are engaged in farming. Farms range in size from 10 to 1,000 acres, most are in process of mechanization. Local employment opportunity consists of logging, construction, the service industries, merchandising, clerical, other skilled and unskilled work, and in the professional occupations. About 10 percent of the adult population commute to nearby towns to work.

The high school has an enrollment of 102 in grade 9 through 12. The building is about 100 years old but well maintained. Recently voters have approved a countywide bond issue and from funds thus made available, a new high school is being planned which will consolidate pupils from five high schools and Jackson is one of them.

The guidance program there has had a steady increase since 1958 with the advent of NDEA. Many illustrations were given by the students, faculty, and parents of Jackson High School reflecting results of the program. Among them

are:

Use of the cumulative record: A history teacher had a student who was doing poor work. In discussing the case, the student's excellent ITED and IQ scores were interpreted by the teacher-counselor. The cumulative record was then examined and it was found that the boy had good grades in grammar school. The teacher had thought the boy lacked ability but through study of the cumulative record was led to encourage the boy to improve his work.

Self-confidence and motivation upgraded: One boy wished to attend North Carolina State College but doubted both his scholastic and financial ability. During an interview the teacher-counselor was convinced that motivation would make a difference in this boy's achievement. Upon application, the student was accepted and offered a scholarship in a conservation program. He is now supplementing college costs by trapping squirrels for the wild life department and doing adequate schoolwork at North Carolina State College.

Parents disturbed about son's future: Two parents, extremely troubled about their son who had been a poor achiever in high school and who had given trouble in discipline, were at a loss about what post high school plans could be made. Aptitude tests showed unsuspected skills in mechanics and related closely with scores in interest tests. After considerable discussion with the boy, his parents and the teacher-counselor, the decision was reached for the boy to attend a junior college and later transfer to a mechanical trade school. Both student and parents seemed happy about the plan.

A senior girl needed encouragement: This girl had made no plans for post high school training. Lack of funds and average scholastic achievement discour

aged thought of college. However, scores on some of her achievement tests revealed better than average level of attainment. She was encouraged to apply to a nursing school for admission, was accepted and received a scholarship which made it possible for her to accept. Her happiness was immeasurable. Motivating a gifted boy: The records of one student who had exceptionally high records in all schoolwork, especially in math, and who had participated in many outside activities were examined at length by principal and teachercounselor. The student was encouraged to take the national merit exam and was selected a finalist. His family was amply able to send him to college so no request was made for financial help, but he was encouraged to try for the Morehead Scholorship at the University fo North Carolina. He won the coveted award worth $5,000 and is now majoring in math at the University of North Carolina.

GRADUATES CONTINUING EDUCATION INCREASE

After the organized guidance program was launched, the number of graduates continuing their education increased considerably as shown in the following figures:

1 The drop in college-bound students and scholarship won may be attributed to several factors, the country director reports. The class as a whole was not as strong academically and Jackson High School lost the services of its counselor to a neighboring junior high school.

This year (1962-63) one of the elementary teachers who lacks only 6 hours to be qualified for full-time counseling has been released 4 hours a week for high school counseling. She is taking guidance courses at East Carolina College to complete her guidance training and has been a great asset to the program.

The beginning influence of the guidance program were vividly illustrated in stories written by the seniors in the 1960-61 class when the field investigator for this study visited Jackson High School.

Among the 24 seniors, two types fo major problems predominated: (1) Vocational choice and selection of post-high school education or training; and (2) personal problems including family relationships, financial worries, fear, shyness, temper display, physical defects, military obligation or boy-girl-family difficulties.

The guidance office was most frequently mentioned as giving aid, particularly in relation to choosing an occupation and continuing education, although other than the counselor named were included the principal, teachers, parents, friends, a minister, visiting employment or educational institutions, or just "talking with people."

Among important changes in the school during the past 2 years that had strongly influenced them, two-thirds of the students mentioned the guidance program, although sometimes coupled with the new principal, the new school program organization, and teachers becoming more interested in them. Excerpts from senior papers regarding vocational choice and continuing education will show influences of the guidance services in this aspect :

Vocational choice and further education. One girl described her gradual realization of the need for further education in this way:

"When I was a sophomore, I was determined that I didn't want to go to college. Since the guidance department came in, I have talked with our counselor. She has helped me see the importance of a college education. I have thought about it a great deal and talked to a lot of people about it. At last, I have decided that I am going to college. Mathematics is my favorite subject and most of my tests have shown me to be highest in math. From this I have decided to become a math teacher. I don't know how I will finance it, but I am quite sure I will find some way to do it. I think I own my entire

decision to the guidance department of our school. It is the biggest change that has taken place in our school. It is the one that has effected me more anyway. I always try to do the very best that I can. I am sure, however, I might be able to do better if I would only put out a little harder."

Steps in planning his career were carefully outlined by this boy: "Planning for my college education was not easy, and would probably have been impossible to solve by myself. The main help undoubtedly came from the school guidance department. The series of tests in aptitudes were of particular importance to me. By going over these scores with my counselor, and by looking over the various professions in which I was interested, I was able to make my final choice of a profession. Using this as a limitation, I began to search for a college which I could attend. After narrowing them down to two excellent engineering schools, Duke University and North Carolina State College, I visited both campuses. This was a great factor in my choice of colleges. By a combination of all these aids, I was able to make a final choice and even secure a scholarship. I chose to attend Duke University to study mechanical engineering."

CHANGES IN THE SCHOOL

Most of the students mentioned innovation of the guidance program as the important change that had affected them most. They also described the influence of the new principal, more interest on the part of the teachers, increased scholastic expectation from them, and the school program that scheduled all activities at the fourth period. This is what they said:

*

"Our guidance program has helped our school more than any other one thing. It has put a very important purpose into most of the minds of the students. There is a sense of working for something now * *. When I was in my freshman and sophomore years I just let the years slip by without considering what I wanted to do after my graduation * ** Shortly after this our school was blessed with a guidance department * * *. This organization has helped me more than any other single factor in deciding what I was going to do in the future. Through talks with the guidance counselor and reading available material I came to what I think a sound decision. I have always been interested in typing and I decided to attend Chowan College after graduation and major in graphic arts."

"I think the biggest change in our school is that it is generally harder. More emphasis is put on the subjects ***. Another change is that the school and teachers (some) have taken more interest in you. This school for example has the guidance department. It has given me help in selecting the college I want to attend but not my personal problems. I feel this is my own fault because I don't go to the counselor with my problem. Instead I go to a friend sometimes, not even my mother and father ***. I don't know whether or not sometimes I am doing my best because I think of the rest of my family and wonder whether or not I am accomplishing what they did at my age. There is always that one thought in my mind when I try something or do something on my own. After I get out of high school I want to go in training. I hope its the right thing for me but I'm not sure. My mother and sister are both nurses and I hope one of these days I will be one, too."

BASIC INGREDIENTS OF THIS GUIDANCE PROGRAM

First came the stimulus and financial contribution of an act by the U.S. Congress. But activities set in motion in Northampton County by the National Defense Education Act, handsomely portray qualities of persons involvedimagination, initiative, and standards of value. The State director of guidance performed effectively at each step when called upon. The county superintendent of schools visualized the benefits available from the National Defense Education Act for the boys and girls of his county and acted quickly. The county director of guidance grasped the perplexities of her position and indefatigably set a course of action and folowed it. The principal, teacher-counselor, teachers and parents intelligently and diligently assumed their responsibilities. Persons with like characteristics can be found in any rural community, but, they must have a deep conviction that a well-rounded guidance program can help boys and girls immeasurably toward maximum capability. The appreciation of the young people for their guidance program, voiced in stories quoted in this presentation, should abundantly reward any community for the effort.

This account of a particular situation illustrates the sound policy of encouraging the local community to recognize its needs, clarify its objectives, appraise its present program, and seek the financial assistance necessary to help every individual discover and develop his potentialities.

The improvement made in guidance programs through the National Defense Education Act in the North Carolina State Department of Education, in Northhampton County and the Jackson High School can be duplicated throughout nearly all the States that have the imagination and leadership to take full advantage of the opportunity offered by the National Defense Education Act. Mr. PERKINS. Now I will also ask permission that your statement be inserted in the record at this point.

If there is no objection, it will be inserted in the record, and you can commence to summarize your statement that you have before you. (The statement referred to follows:)

STATEMENT OF ARTHUR A. HITCHCOCK, EXECUTIVE DIRECTOR, AMERICAN PERSONNEL AND GUIDANCE ASSOCIATION

Mr. Chairman and members of the committee, I am Arthur A. Hitchcock, executive director of the American Personnel and Guidance Association.

The American Personnel and Guidance Association is a professional organization of some 17,000 members that represents guidance and personnel activities at all educational levels. On behalf of our membership I would like to thank you and the members of the committee for providing this opportunity to testify on the bill presently under consideration.

In accordance with the prior resolutions of our association, we would like to state again our association's position on general aid to education. It has been, for some years, the feeling of our membership that there is a very great need for broad Federal support of the national educational needs. We feel there is great strength in the overall approach to the broad range of educational needs confronted in the National Educational Improvement Act of 1963. Our association has been on record in support of the major aspects of the present bill-aid to academic facilities in higher education, expanded programs of student financial assistance, support for community colleges and technical education, aid to elementary and secondary schools, and expansion of vocational education. Now, we feel that it is important to view systematically the entire structure of our educational needs throughout the Nation. We can ill afford to ignore the students in many localities of our Nation who simply do not have adequate educational opportunities available to them. Because of the brief time available to prepare this testimony, I will principally address my presentation to statements that relate generally to the program with which our association is most concernedthat of counseling and guidance. We will not attempt to comment on the details of the multiple aspects of the bill.

IMPORTANCE OF GUIDANCE APPARENT THROUGHOUT THE BILL

The recurring theme throughout the various titles and sections of this bill and in the President's message emphasizes clearly the need for adequate provisions for counseling and guidance in all the schools in this Nation. One cannot take any single aspect of the bill and not come to realize the great need for adequate personnel and programs of guidance to make them effective. For example, the aspect of the bill that deals with the increased need to work with the school dropout is tremendously affected by the adequacies of the guidance programs. Ample evidence is available for this. One needs only to turn to the highly successful program, "Higher Horizons," in New York City, which started out as a demonstration project in guidance, to realize the startling achievements possible when really effective programs are given an opportunity to succeed. A recent issue of the Research Bulletin of the New York School Board Association covered the complete story. The results, reported in part, are:

"1. In contrast to a previous rate of improvement in reading ability of 0.8 years (or 8 months) per year, the initial project group improved in reading ability at a rate of growth of 1.5 years per year.

"2. One group reversed itself from an average reading retardation of 1.4 years in grade 7 to 3 months above grade level in grade 9. The median student grew 4.3 years in reading ability in 2.6 years.

"3. At George Washington High School, the number of project students who passed all academic subjects was five times greater than among the group sent from the junior high school the year prior to the project's inception.

"6. Three students from the first project group ranked, respectively, first, fourth, and ninth in a senior class of 900 at George Washington High School. Project students from the third and final group ranked, respectively, second, fourth, and ninth in the graduating class.

"7. In comparison with preproject groups in the junior high school, more than twice as many students graduated with academic high school diplomas. Ninety percent of the students who completed the academic course undertook some form of postsecondary education. Similarly, the high school retention rate among students from the junior high school, during the period of the project, rose from 40 to 60 percent."

It is evident that with a good program of guidance, the school not only holds students better, but also the students improve greatly in learning and they go on to much higher levels of education that was the case without a good counseling and guidance program. Similarly, programs for the physically and mentally handicapped child are affected by guidance activities as certainly as the programs for the academically talented.

Guidance has a tremendously stimulating effect on the numbers of students that go on to higher education. A striking example of the effectiveness of guidance programs in this regard can be seen in a project in New Mexico called Operation Future. A specialized group of some 270 students were selected from the 10th, 11th, and 12th grades for special counseling and guidance. Of the 90 students from the first graduating class under this special project, 75 are now in college. (Five have moved away.) The reason this is so remarkable is that these students had no plans whatsoever for higher education before the intensive program of guidance was introduced. Similarly, a small school superintendent in a New England State reports that it had been normal for only 1, 2, or 3 of his graduating class of approximately 60 students to continue their education after graduation. Under National Defense Education Act support, a qualified counselor has been working in the school for 2 years. In June of 1962, the school reported that 24 of the class of 60 graduates were accepted by institutions of higher learning. This kind of an example can be repeated time and time again around the Nation.

Loans or any type of work-study programs in colleges and universities are only going to be of maximum effectiveness if they are taken advantage of by the best qualified and most able students. The expanded loan provisions of H.R. 3000 will brighten the hopes of many students who would not attend college otherwise. Likewise, long-range graduate fellowship programs designed to stimulate our most outstanding college students to pursue advanced graduate work will be successful only if our most capable students are going into undergraduate programs. This is happening in many areas where adequate guidance programs are now functioning.

The same concept of assisting students with educational and vocational planning is as important within the realm of vocational and technical education as it is for those students going on to 4-year programs of study. When we need to utilize all of our potentially skilled manpower resources it is vitally important to assist our capable students in entering the challenging technical and vocational education programs which are mapped out in this bill. The potential employability of young people as a result of this technical or vocational training is greatly enhanced by adequate guidance and counseling.

Finally, as was pointed out in President Kennedy's education message and by his Science Advisory Committee, the Nation badly needs engineers, mathematicians, and physical scientists trained through the doctoral level. Eight thousand additional graduate students in these fields have been recommended for graduate enrollment next fall. To identify the talented young people necessary to meet these needs and to motivate them to seek the highest level of education possible will be a major counseling and guidance undertaking. It will be successful only if adequate provisions are made for counseling from elementary school through college.

EFFECTIVE PROGRAMS OF COUNSELING AND GUIDANCE

Two years ago when Dr. Edward C. Roeber, then president of the American Personnel & Guidance Association, appeared before this committee, he pointed up some of the early yet highly significant results occurring under NDEA in