unless a successor to that member has not been appointed and confirmed by the Senate by that date, in which case that member shall continue to serve until a successor has been appointed and confirmed".

SEC. 3. Section 405 (e) of such Act is amended by adding at the end thereof the following new paragraph:

"(4) The Director may establish and maintain research fellowships in the Institute, with such stipends and allowances, including travel and subsistence expenses, as the Director may deem necessary to procure the assistance of highly qualified research fellows from the United States and abroad.". SEC. 4. Section 405 (h) of such Act is amended by inserting the following new sentence after the first sentence thereof: "There are also authorized to be appropriated for such purpose $80,000,000 for the fiscal year ending June 30, 1976, and for each of the two succeeding fiscal years.".

Mr. BRADEMAS. At the outset of these hearings, the Chair would like to recall for the benefit of the new members of the subcommittee that he and the gentleman from Minnesota, Mr. Quie, the ranking minority member of the full committee, and other members of this subcommittee warmly applauded the initiative which began in 1970 with the President's proposal to create the National Institute of Education.

This subcommittee conducted extensive hearings on the proposed Institute, and members of the subcommittee of both sides of the aisle strongly supported the concept of the National Institute of Education designed to address itself to educational research in this country.

The Chair would also like to observe that one of the reasons, in his view, that the Institute found such strong bipartisan support on this subcommittee and in Congress generally at that time, was an apprehension on the part of the Members of the Congress that the country had not benefited adequately from earlier Federal investments in educational research and that we required, if we were to improve the quality of education in the United States, an effective, visible, and comprehensive educational research effort.

The National Institute of Education was thereafter charged with supporting research in education at all levels-from the earliest years, indeed through life, in both formal and nonformal learning

situations.

The Chair and members of the Education and Labor Committee have followed the developments of the Institute since its creation in 1972. Indeed, this subcommittee conducted oversight hearings on the NIE during the 93d Congress.

The early years of the Institute have been marked with both success and some difficulties which one-I, myself, think-should expect from any new organization. However, I am confident that the Institute will prove itself to be a viable entity in the total Federal educational structure and will be strengthened by some of its early adversities.

We are pleased to have with us this morning two of our distinguished colleagues, Congressman Bob Eckhardt of Texas and Congressman Donald M. Fraser of Minnesota.

We are also pleased to welcome for the first time before this subcommittee, the Assistant Secretary of Health, Education, and Welfare, Virginia Trotter, and the new Director of the National Institute of Education, Harold Hodgkinson.

We should also hear from John Corbally, Chairman of the National Council on Educational Research, and William Trumbull, president of the Educational Testing Service of Princeton, N.J.

We shall first hear from our colleague, Congressman Eckhardt. Mr. Eckhardt, we are pleased to have you with us this morning. Mr. ECKHARDT. Thank you, Mr. Chairman.

STATEMENT OF HON. BOB ECKHARDT, A REPRESENTATIVE IN CONGRESS FROM THE STATE OF TEXAS

Mr. ECKHARDT. Mr. Chairman and members of the committee, I welcome the opportunity to testify before the subcommittee in support of the programs of the Southwest Educational Development Laboratory. Its projects have played an important role in the increasing development of programs that meet the needs of many children in Texas and throughout the Nation.

In 1954, the 83d Congress passed legislation which authorized public funds for a series of educational research, demonstration and survey grants. This act, the Cooperative Research Act, was the Federal Government's first attempt to achieve higher standards in the educational systems of our Nation.

After this initial act, the interest in educational research began to grow. In 1964, an endeavor was made by a number of universities to conduct research on many of the problem areas in American education. These university centers were set up throughout the United States.

The following year, the Elementary and Secondary Education Act. of 1965 provided for even more of these research centers, and was instrumental in enabling educators and researchers to begin a coordination of their educational research.

Under title IV of the ESEA, the U.S. Office of Education initiated a program of research and development centers across the Nation with the primary purpose of bridging the gap between findings of research and their implementation.

These centers were an essential link in the chain of events that transpired between the gathering of specific data and the design of methods to utilize this data in the most efficient manner. Because of these centers, knowledge gained through research could be developed into constructive programs. With the construction of such programs in mind, the National Institute of Education was created by the Education Amendments of 1972.

The National Institute of Education is a separate agency under the Department of Health, Education, and Welfare, which has been assigned the responsibility of leadership in the coordination of research data with innovative methods that best meet the increased needs of American education.

Specifically, the NIE was given the responsibility of attempting to alleviate the problems of and to achieve the objectives of American education, advancing the practice of education as an art, science, and profession; strengthening the scientific and technological foundations of education, and building an effective educational research and development system.

7.Celsea for the is not one to be taken fondly. The Federal Gomsenment as a clear resporaster to prove leadership in the Mind UK and wisport of wiendile ing by into the educational process. This revearer, a indeed necesar Then one considers that although Accedicala ingestment in en ication is the largest in the world, some 15 te cannot read ra, enough emen to fe applications for medicaid $0 200 55% bank loanst or damer's freases.

I am pario..any cofcomed. Mr. Chahman, with the Southwest Veextióza, Development Laboratory, and shall ask that my full statements be put in the record. But I would like to stress that partic

The Southwest Ed cational Development Laboratory, based in A win, Tex. is one of the eigns remaining laboratories that has as its farsson to direct research and development efforts which will meet the podia probleme and needs of intercultural education, especially torre of economicang dieadvantaged Mexican-American, black, and Augio dindret

During this last school year, 1974-75. 18.870 students and 629 teachers throughout 23 school districts in Texas used materials that had been developed by SEDL. Thirty-four per cent of the total number of children and teachers was from the three major metropoitan areas of Texas: Houston, San Antonio, and Dallas.

As well as the SEDL-developed products. 37 products researched and developed by the other NIE labs and centers are in use in over 206 Texas cities. These products are used in all areas of education and inoude the classroom and instruction management program; career Education Staff Development and Community Involvement Guides, developed by the Ohio State University Center for Vocational Education, and the teame games tournament program of the Johns Hopkins University Center for Social Organization of Schools.

The success of the products developed specifically by the Southwest Educational Development Laboratory is indicated by the marketing of a number of products which meet specific learning needs of children as well as by findings which aid agencies and educators in decisionmaking,

In product development, SEDL incorporates a technology to assess the success of a product, modify its unsuccessful components, and insure the educational growth of the child. The results of the technology developed by SEDL have reached approximately 130,000 children across the Nation.

In Texas, several products have been selected by the State for adoption on its textbook list. These products were only selected after careful examination by the Texas State Board of Education for implementation beginning August 1975.

Approximately 5,000 teachers and aides with over 110,000 children will benefit by these products that are the result of an earnest effort on the part of SEDL.

These products include: (1) Bilingual kindergarten. (2) Oral expression (Spanish language development), grades 1 and 2. (3) Bilingual reading (Spanish edition education), grades 1 and 2. (4) Bilingual oral language and reading, grades 1 and 2.

These products will be in use this next fall in Texas in grades 1 and 2. They are only a small part of a large number of SEDL products in use in 20 States of the United States and Guam, too.

SEDL products used in these other areas throughout the United States include all facets of education. These products include:

1. A multimedia social education program that is a Spanish language program for predominantly Spanish speakers.

2. An early childhood educational program which is designed for 3-, 4-, and 5-year-old children. The components of this particular program are for both native English-speaking children and native Spanish-speaking children.

3. A program entitled "Concepts and Language" that is an English language-based developmental program.

4. An informal learning program that utilizes multimedia to increase awareness and appreciation of children's folklore as well as a book and three albums of Mexican folk music and dances. A program of this type is instrumental in furthering pride and mutual understanding of different customs and cultures among children. These children might have very little exposure to customs other than their own without programs such as this.

5. A program that encourages analytical thinking called "Thinking and Reasoning."

6. The development of one of the two bilingual models for Spanishspeaking children in the United States.

SEDL has not limited its efforts to those programs that work directly with children. Their laboratory has also produced products in the course of their descriptive and experimental research which cater to the interests of a range of agencies and educators specifically charged with decisionmaking and with decision implementation.

Four of these programs deal with the problems of the education of children of migrant workers. One of these programs was a 7-month study and program for migrant children in Texas.

The study examined the feasibility of a compressed school year for these children. Other studies that were concerned with migrant students examined their entry and withdrawal patterns as well as the frequencies, time periods, and reasons for these late entry-early withdrawals from school.

A correlation was also examined between travel and work patterns and how migrant students, faced with such erratic patterns, could best be addressed during their secondary years of schooling.

Two projects concerned with gifted children have been instituted by SEDL. One of the projects was conducted in order to determine the cognitive stages of development in children from ages 5 to 9 that

The research and development centers and regulatory education labs were transferred to NIE to achieve these goals. However, since the 1972 creation of this agency, the number of federally funded laboratories has dropped from 30 to 17. This reduction in the number of labs and centers has met with a great deal of concern not only within educational circles but, also, by many members of Congress.

The NIE is under the leadership of a new Director, Mr. Harold L. Hodgkinson. It is under his leadership that your committee, under the highly capable Mr. John Brademas, will be drafting the Institute's reauthorization.

I sincerely hope that this committee will closely examine the concerns of these laboratories and determine the future direction of labs and centers in the NIE structure.

The responsibility of such authorization and establishment of guidelines for the NIE is not one to be taken lightly. The Federal Government has a clear responsibility to provide leadership in the conduct and support of scientific inquiry into the educational process. This research is indeed necessary when one considers that although America's investment in education is the largest in the world, some 18 million adults cannot read well enough even to file applications for medicaid, social security, bank loans, or driver's licenses.

I am particularly concerned, Mr. Chairman, with the Southwest Educational Development Laboratory, and shall ask that my full statement be put in the record. But I would like to stress that particular point.

The Southwest Educational Development Laboratory, based in Austin, Tex. is one of the eight remaining laboratories that has as its mission to direct research and development efforts which will meet the special problems and needs of intercultural education, especially those of economically disadvantaged Mexican-American, black, and Anglo children.

During this last school year, 1974-75, 18,870 students and 629 teachers throughout 28 school districts in Texas used materials that had been developed by SEDL. Thirty-four per cent of the total number of children and teachers was from the three major metropolitan areas of Texas: Houston, San Antonio, and Dallas.

As well as the SEDL-developed products, 37 products researched and developed by the other NIE labs and centers are in use in over 206 Texas cities. These products are used in all areas of education and include the classroom and instruction management program; career Education Staff Development and Community Involvement Guides, developed by the Ohio State University Center for Vocational Education; and the teams-games tournament program of the Johns Hopkins University Center for Social Organization of Schools.

The success of the products developed specifically by the Southwest Educational Development Laboratory is indicated by the marketing of a number of products which meet specific learning needs of children as well as by findings which aid agencies and educators in decisionmaking.

In product development, SEDL incorporates a technology to assess the success of a product, modify its unsuccessful components, and insure the educational growth of the child. The results of the technology developed by SEDL have reached approximately 130,000 children across the Nation.