Dr. COOKE. Mr. Chairman, I have three or four remarks I would make, if that is acceptable.

Mr. NATCHER. Go right ahead, Dr. Cooke.

COLLEGE GROWTH

Dr. COOKE. One of the items has really been brought to your attention during the testimony of Deputy Mayor Watt, that is the growth record of the college in the last several years. The four charts in the back of the testimony are illustrative of that growth record.

I would appreciate your looking at the chart on graduates, the second of these four charts. You can see the growth in the number of graduates at the college. I mentioned a few minutes ago the low point in 1963, and the high point does not show on this chart, which was prepared before the 1971 graduation at the request of the Budget Office. Since then I would add another line and will prepare a new chart which will show the 259 graduates which will be at the top of the page. Another aspect of growth shows on the first of these charts enrollment growth. At the top of the page is the spring enrollment which had reached 4,474 by this chart. I said 4,488 students earlier and actually it did increase another 14 students since that chart was prepared.

The top line is 1,518. That is actual full-time day enrollment. As you can see, that growth is from a low point of 621 in October 1963. I ask you to look at the last chart also, which shows instructional staff growth. I am especially appreciative of the approval over several years by the committee here, which has made this growth possible.

As you see the staff has grown from 52 in September 1966 to 133 as a result of approval of this committee for staff growth, not only the instructional staff but the administrative staff.

DIRECTION OF INSTITUTION

If I do not overdo it, I simply state the appreciation of the college, the faculty, and the students for the support that the committee has given the Teacher College by the approval of requests over the last 4 years. I would mention one or two other things. There is no plan at the present time by the Board of Higher Education to merge the District of Columbia Teachers College. In fact, we have approval from the board to admit classes in 1971, 1972, and 1973, always contingent, as assistant to the Commissioner Watt said, on the findings of a comprehensive study of higher education, which is a very important instrument, I think, in the city toward determining what are the needs for public higher education.

Even with the growth, and with the improvements to the building made possible by your approval of appropriations, we still have needs in the way of positions and capital outlay, and that is why we come before you today with respect to the request for eight positions and the capital outlay. The approval of the fiscal year 1971 supplemental has helped us to increase library holdings as recommended by Middle States.

Mr. Chairman, that concludes the statement highlighting these charts and saying a word or two about the direction of the college. Mr. NATCHER. Thank you, Dr. Cooke.

Dean Whitehead, it is a pleasure to have you appear before the committee.

Dean WHITEHEAD. Thank you, sir.

Mr. NATCHER. Gentlemen, before we take up the different items, general questions concerning the District of Columbia Teachers College?

DEGREE OFFERED

Mr. McKAY. Is this a 4-year institution?

Dr. COOKE. Yes; it is. Although we do give graduate credit to teachers inservice, it is a 4-year institution granting the bachelor of science degree at the end of a regular 4-year program. We have 2,300 persons earning graduate credits in the college toward higher salary, primarily, in the public schools, self-improvement, and so forth. But it is classified as a 4-year college.

RECERTIFICATION OF TEACHERS

Mr. MCKAY. Do you have a lot of recertification, and I assume from your daytime enrollment versus the total enrollment, that is so? Dr. COOKE. That is right; many teachers come to us for certification to meet teaching license requirements, for self-improvement, and higher salary. We actually operate as many as 30 centers all over the city in Southwest, Southeast, Northwest, Northeast, Washington for teachers to enroll in courses that improve them.

ROLE IN COMMUNITY

Mr. MCKAY. Do you work primarily on teachers?

Dr. COOKE. We work primarily on teachers and other persons in the education professions. However, this past August, September, October, and November, we were training policemen in the Pilot District project, that is, the Third Police District, to aid them in their relationship with the community.

We brought in community people to work with the policemen. So we have trained policemen. We also have trained supervisors in the District of Columbia government. We have had a number of workshops with government supervisors. We still say our primary job is with the education professions. The major resources go toward preparing the people for the education professions. We believe, however, we can provide a substantial increase in services for the District government and public services. We see a broader role there.

Mr. McKAY. I have no further questions at this time.

LOCAL ENROLLMENT

Mr. DAVIS. You have just given us a figure related to the portion of your graduates who go into teaching in the District of Columbia. What part of your full-time and part-time student enrollment comes from the District of Columbia?

Dr. COOKE. Well over 90 percent of our enrollment will be graduates of Washington high schools, teachers in the public schools, workers in the District government. It is well over 90 percent.

We have a substantial number of transfer students. Last year, for example, we had 92 colleges represented in our institution as having transferred their students who numbered 200 to our college, so we draw substantially from other colleges on a transfer basis. When we

look at where those persons originally came from, often they were graduates of Washington high schools, went out to these colleges, and they came back home and to the Teachers College. Often, we believe, because of economic necessity.

Mr. DAVIS. Was the typical student the one who attended a 4-year college or are we getting transfers from community colleges?

Dr. COOKE. We are now getting transfers primarily from the 4-year colleges and the universities. We have received few transfers from community colleges as of the last 2 or 3 years. We believe that community college transfers will increase, however, shortly, and we are looking at it for this fall, September 1971.

TUITION AND FEES

Mr. DAVIS. What would be typical tuition and enrollment fees per semester for a resident student and then for a nonresident student? Dr. COOKE. For a resident student, by law there is no tuition. For a nonresident student by law there is a tuition. It is set at $33.75 per semester hour. A typical year's program of approximately 32 semester hours will therefore be around $1,082. We have 20 this year who are paying the full tuition amount of over $1,000.

On a fee basis every student, resident and nonresident, pays $35 a semester or $70 a year.

Mr. DAVIS. That would cover laboratory fees and things of that type? Dr. COOKE. That is partly right. Laboratory fees are in addition: purchase of supplies and equipment and largely student wages are covered by the fee. Students assist faculty members because we do not have enough clerks. We are asking for three clerks now. We have never had sufficient clerical support. So much of this fee amount is going to the students for their services.

NEW CLASSROOM FACILITIES

Mr. DAVIS. Last year you did get two new classroom facilities? Dr. COOKE. That is right, two demountables with four classrooms. They are not yet in operation because planning has not been completed, but we expect them to be installed and in use by this fall.

We have the space, of course, for them. We are asking for money for air-conditioning those two demountable structures this vear Mr. DAVIS. That is all at this time, Mr. Chairman. Mr. NATCHER. Mr. Scherle?

PLACEMENT OF TEACHERS

Mr. SCHERLE. Dr. Cooke, are you graduating more teachers than are being hired in the District?

Dr. COOKE. We have never turned out more teachers than have been hired in the District until this year. This year we have not yet found the results because the appropriation has not been acted on, but in the past we have never found it a problem of placing our teachers and, as you see our figures, which Congressman Davis alluded to with respect to the actual employment of our graduates, three out of every four, actually 76.6 percent, went into teaching in the District schools.