States to assist them in establishing and maintaining programs of guidance and counseling. By June 30, 1960, all 50 States, the District of Columbia, and 3 Territories were participating in these 2 programs under approved State plans. During the fiscal year 1960, $13.4 million was paid to the States for guidance, counseling. and testing programs. (See table 17.) Also, $32,700 was paid to nonprofit testing agencies under contracts arranged by the U.S. Commissioner to test nonpublic secondary school students in States in which the State educational agency is not authorized by law to make payments to cover the cost of such testing. Guidance and Counseling Educators generally agree that a counselor-pupil ratio of about 1: 300 is desirable in counseling programs for secondary school pupils. In fiscal 1958, however. the national ratio for all high schools was about 1:750; in fiscal 1959 it had decreased to about 1: 680; and by the end of fiscal 1960 the best estimates indicate that the ratio was 1: 610. This improvement was accomplished in the face of rising enrollments during the 2-year period. In 1957-58, the total equivalent of full-time counselors in all U.S. high schools was estimated at 12,000. During fiscal year 1959, the number increased to about 15,000. By June 30, 1960, the States reported a total of 18,700 full-time equivalent counselors and supervisors qualified under State plans. Of these, 14,500 were employed under State approved programs of title V (A). Three States testified to the stimulation of Title V as follows: A New England State.-During 1959-60, the 145 schools with guidance and counseling programs approved under NDEA employed 761 guidance persons. This was 102 more than had been employed in all schools of the State during the previous year. A Southwestern State.-Local programs of guidance have increased in since the advent of Title V (A) from 14 to an even 100 for a total of 86 new programs. A Western State.-"Programs in have shown a significant growth during the past year and the number of counselors working at the local level increased from 39 reported in 1958-59 to 148 in 1959-60. ***” Testing Identification of ability and talent through testing is an essential part of a comprehensive guidance program. In fiscal year 1960, States reported that $19,162,000 ability and aptitude tests were administered to public secondary school students. Of these tests, 6.8 million were given under State-approved title V(A) programs. (See table 18.) An additional 500,000 tests were administered to nonpublic secondary students under title V(A) programs. (See table 19.) Of these 500,000 tests, 100,000 were arranged for by the U.S. Commissioner of Education through contracts in those States where the State educational agency is not authorized by law to pay for testing nonpublic school students, and 400,000 were administered by State educational agencies. States reported that 9.2 million public secondary pupils were tested at least once. (See table 18.) This is 75 percent of all U.S. public secondary school students enrolled during fiscal year 1960. From this it is obvious that the majority of high school students now have testing programs available to assist them in their educational and career planning. * State Supervision One of the notable accomplishments of title V(A) was the increase it brought about in strengthening State-level guidance services. With title V funds, States supplemented their guidance staffs to meet more effectively their responsibilities of helping local schools improve their guidance services. An increase in these services at the State level is shown by this record: by June 30, 1960, the number of personnel with guidance responsibilities reached 156 full-time and 99 part-time supervisors. In fiscal 1959, the State educational agencies were served by 96 full-time and 41 part-time guidance supervisors; before NDEA began, with 69 full-time and 30 part-time. The reports from the States give many instances of progress toward improvng guidance, counseling, and testing on the local levels. State supervisors nd consultants have done the following: Organized many workshops with local school systems to improve counseling services; Made followup studies of high school graduates and dropouts; Developed materials and techniques for interpreting and using test results; Evaluated and approved local guidance programs for participation under State plans; Developed handbooks for use in workshops; Held innumerable conferences with local counselors. The experience of 40 selected secondary schools in a central State participatng in the NDEA program shows that the objectives of title V(A) are being achieved in the guidance programs. In these schools: Fewer students made curricular changes. Individual students were helped to solve specific problems. An increased percentage of students planned to continue their education beyond high school. A greater percentage of the students made plans for their vocational future. The student dropout rate was decreased. The school's relationships with parents and the community improved. Students had better knowledge upon which to make educational and Vocational decisions. PART B. COUNSELING AND GUIDANCE TRAINING INSTITUTES Accomplishments Authorization for fiscal 1960.-$7,250,000. Allocation from appropriation for fiscal 1960.-$5,491,000. No matching required. Purpose. To arrange by contract with institutions of higher education for the operation by them of short-term or regular-session institutes for training to improve the qualifications of personnel engaged in counseling and guidance of students in secondary schools, or teachers in such schools preparing to engage in such counseling and guidance. Provisions.-Funds are provided for the purpose of contracting with institutions of higher education to conduct short-term institutes, and regular-session institutes during the academic year. Secondary school counselors or secondary school teachers preparing to be counselors in secondary schools are eligible to attend the institutes. Public school personnel attending institutes upon application therefor are eligible to receive weekly stipends of $75 and an allowance of $15 a week for each dependent. Private school personnel receive no stipends but are eligible to attend the institutes without charge. The Counseling and Guidance Training Institutes Program continued to help meet the urgent need for counseling and guidance personnel with improved professional qualifications. The 83 short-term institutes conducted in the summer of 1960 and the 20 regular-session institutes being conducted during the academic year 1960-61 enrolled, respectively. 2.746 and 649 secondary school personnel. The enrollees were either high school counselors or teachers preparing to be high school counselors. The training enables the enrollees to work more effectively with academically able high school students and to bring to their counseling tasks improved qualifications for their work. Of the 2,746 enrollees (see table 20) attending the 83 short-term institutes, 2.672 were from public secondary schools and 74 from private secondary schools. The 1960 allotment for the Institutes Program was $5,480,000. Of this amount $3,130.279 supported 83 summer institutes and $2.259,546 supported 20 regularsession institutes. About 63 percent of the cost of the Institutes Program was used to pay stipends and allowances for dependents. Institutes in the summer of 1960 were conducted in 47 States, the District of Columbia and Puerto Rico. Provision was made for counselors from the three States which did not have institutes to attend institutes located in neighboring States. The regular-session institutes were also geographically located so as to 69660 0-61-33 serve counselors and teachers preparing for counseling in specific regions of the country. Applicants, however, could apply to any of the institutes. Table 21 shows that enrollees often crossed State lines in attending institutes. Six of the 20 regular-session institutes were conducted for the full academic year. Four enrolled students for both semesters, and two enrolled one group of students for the first semester and another group for the second semester. The remaining 14 institutes were conducted for less than a full academic year, generally for one semester only. The summer institutes are ordinarily designed to improve the professional qualifications of secondary school personnel who were engaged, before enrollment at an institute, in counseling and guidance work. The regular-session institutes are intended to qualify teachers in secondary schools who are preparing to engage in counseling and guidance for assignment to counseling and guidance responsibilities. The impact of these institutes and of the 50 summer institutes and 7 regularsession institutes conducted in 1959-60 is already being felt. First, the program has focused public attention on the serious shortage of qualified counseling personnel. Over half of the high schools in the Nation are without counseling programs or qualified counselors. Many of those now counseling have had very limited professional training. The implications of this deficiency are now receiving more understanding and appreciation. Second, the growth of the counseling and guidance profession has received new impetus from the program. Institutes are conducted on the campuses of colleges and universities throughout the country and largely by the academic staff of these institutions. At the same time the institutes are organized and the enrollees are recruited through cooperation with secondary school systems and the State departments of education. As a result of this close working relationship, the counseling and guidance profession has been strengthened. Finally, and most important, high school students are already deriving benefits from the program. About 5,221 enrollees at the 1959 summer and regular-session institutes and the 1960 summer institutes are now applying their training in their work with students, particularly the academically able students on whom the program focuses. With the completion of training of the 649 enrollees at the regular-session institutes being conducted during 1960-61 (see table 22), a total of about 5,870 counselors will have received institute training. Assuming each counsels about 300 students in the course of 1961-62, about 1,800,000 students will experience the benefits of this program. TITLE VI. LANGUAGE DEVELOPMENT PART A. CENTERS AND RESEARCH AND STUDIES The efforts being made to strengthen instruction in the uncommonly taught languages are particularly noteworthy because of the vast amount of work that needs to be done in these languages and because of the pressing need in education, Government, business, and industry for people who can speak and understand them. The attention and energies of hundreds of scholars throughout the Nation have been brought to bear on the need for improving methods of language instruction. A great many specialists in fields other than language instruction such as anthropology, psychology, and humanities have also been enlisted. In the case of the studies on improvement of instruction in seldom taught languages, most of the available scholars in the Nation are working on title VI projects. Statistical studies are now in progress which include enrollment trends in elementary and secondary school language classes, certification of requirements for language teachers, and present policies in training language teachers. In addition to the creation and testing of new materials, new ways of using materials in language laboratories are being explored. Title VI, part A, is designed to improve foreign language instruction in the United States by providing for: (1) Language and Area Centers, (2) Modern Foreign Language Fellowships, and (3) Research and Studies. Language and Area Centers As a result of this Federal support, which is matched by the participating intitutions, language instruction has been strengthened in at least three ways: First, institutions with programs in the uncommon languages and related studies ave been able to intensify their language teaching, in some cases to double the mount of class instruction. Second, the expansion of the instruction has had he effect of attracting more students to these language and area studies. Third, he program is helping to bring about a balance at individual institutions beween language and area studies. At many institutions, area studies have in he past been emphasized, but with the help of the Language and Area Program hese institutions are able to give more attention to the study of languages. In academic year 1960-61, 46 Language and Area Centers received Federal support. Nineteen of these had been initially supported in the 1959-60 academic year. The Centers, which are being supported at a total cost of $1,575,000, are located at 30 institutions of higher education in 19 States and the District of Columbia. The Centers were selected on the basis of each institution's potential resources for teaching those modern foreign languages which are needed by Government, business, industry, and education and for which adequate instruction is not now readily available. Forty-four of the 84 languages designated as critical are being supported at the 46 Centers. About 40 percent of the Federal funds are used for related studies. In fiscal 1960 Federal support was given to instruction in languages spoken on four continents: Asia, Africa, Europe, and South America. In academic year 1959-60 East Asian languages received the largest Federal support: $133,575 or 27 percent; followed by the Slavic languages, $86.887 or 17 percent: South Asian, $82.282 or 16 percent; and Near and Middle East, $71,568 or 15 percent. In academic year 1960-61, the major emphasis shifted to the Slavic languages, which received $373,868 or 24 percent of the total; next in order of support were the Near and Middle East languages, $283,418 or 18 percent, followed by Eastern Asian, $263,540, or 17 percent; and South Asian, $263,388, or 17 percent. Languages in these areas are receiving the greater support because the need for them is demonstrably greater. (See table 23.) * About 48 percent of the Federal funds for Language and Area Centers are used in support of new faculty. The remaining funds are for administration of the Centers' use (not purchase and installation) of language laboratories, library acquisions, and employment of pertinent library personnel, grants for staff travel to foreign areas and cost of travel for visiting foreign scholars. All but 4 of the 46 Centers provide training on the graduate level. The four undergraduate centers constitute an experimental program designed to test the effectiveness of the aid program in increasing significantly the number of prospective graduate students with some qualifications in these languages and related studies. The four Centers are at the University of Arizona (Chinese, Japanese, Hindi); State University of Iowa (Chinese); University of Kansas (Chinese); and Portland State College (Arabic). Russian undergraduate studies were not supported because of the recent expansion of Russian instruction throughout higher education. 2. Modern Foreign Language Fellowships The fellowship program is closely associated with the Language and Area Centers Program. It is intended to provide financial assistance at the graduate level in order to increase and speed the flow of trained specialists in the uncommonly taught, or neglected, languages into college and university teaching and into other fields of public service. In fiscal year 1960, 472 fellowships were awarded for study in 31 languages at 33 graduate schools. With the 171 fellowships awarded in fiscal year 1959, a total of 643 graduate fellowships have been awarded in the first 2 years of the program. In order to encourage students to develop fully their language and area competencies and thus speed the process of placing these students where they are needed, fellowship awards may be renewed. Of the 472 fellowships awarded in fiscal 1960, 112 were second-year extensions of 1959 awards. Renewal applicants numbered 127 and 116 of them received awards. Of the 472 fellowships awarded in fiscal 1960, 69 were for the summer only: 213 for the academic year only, and 190 embraced both the summer term and the academic year. Selections of fellows were made from 1,264 applications submitted at 43 institutions. Of the 472 awards, 398 (84 percent) were made to students of the six languages designated by the Commissioner of Education as requiring priority attention: 132 to students of Russian at a cost of $440,000; 64 to students of Chinese, $265,000; 64 to students of Japanese, $253,000; 61 to students of Arabic, $200,000: 36 to students of Portuguese, $120,000; and 41 to students of HindiUrdu, $137,000. The remaining 74 awards (16 percent) were made to students of 25 other languages, including Indonesian, Hebrew, Persian, Bengali, Turkish and Finnish (from 5 to 10 each-see table 27), the costs varying from $11,000 for Persian to $31,300 for Indonesian languages. 3. Research and Studies. Accomplishments The research and studies program for the development of instructional materials and the conduct of surveys is providing essential facts regarding language instruction in the elementary and secondary grades as well as in higher education. The development of tests for language teachers and of instructional materials emphasizing the speaking and understanding aspects of learning languages are two projects which promise to have a very direct influence on language instruction. Part of the instructional materials are already in use on an experimental basis and the tests are in the process of being completed. A comprehensive program for the creation of instructional materials in languages commonly taught and seldom or never taught in this country and for research in these languages has been developed. Some of the instructional materials are already in use on an experimental basis. In fiscal 1960, the Office of Education initiated 95 modern foreign language projects involving research, experimentation, development of specialized instructional materials and studies and surveys. The total cost of the contracts for these projects was $4,039,234. When the $2,415,852, which was contracted for in 20 projects in fiscal 1959, is added to the fiscal 1960 activity, the cost of Research and Studies totals $6,455,086 for the first 2 years of the program. A number of the projects involve advance commitments totaling $1,130,446 for fiscal 1961 and $904,909 for fiscal 1962. Thus, the total commitment for the 115 projects contracted for in fiscal 1959 and 1960 totals $8,490,441. The language research projects fall into three categories of development-commonly taught languages (French, German, Italian, and Spanish), uncommonly taught languages (Arabic, Chinese, Hindustani, Japanese, Portuguese, Russian and 71 other languages), and a combination of both groups, as well as those falling in a miscellaneous category. In each of these three categories, funds have been expended for (a) development of specialized materials, $3,128,152, or 77.4 percent; (b) studies and surveys, $458,675, or 11.4 percent; and (c) methods of instruction, $452,407 or 11.2 percent. (See table 28 for amounts spent on each.) Of particular significance in the Research and Studies Program is the development of much-needed specialized instructional materials for the neglected languages. Nearly 200 such materials for all regions of the world are being developed at a total cost of $3,531,689 of fiscal 1959 and 1960 funds. They include linguistic analyses of various languages, basic courses, readers, reference grammars, dictionaries, manuals, bibliographies, and reports on conferences which were conducted to determine needs and available resources for developing various languages. A breakdown of these materials reveals 23 linguistic analyses, 48 basic courses, 50 readers, 26 reference grammars, 16 dictionaries, 21 manuals, 8 bibliographies, and 6 conference reports. (See table 29.) Their development represents an effort which, without the assistance of this program, would normally have taken several decades. Moreover, when these materials become available |