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X«roN University Microfilms300 North Z r tb R g HAnn Arbor, Michigan 46106

II74-13,727

WARD, Jesse Lee, I I I , 1936- 11 IE UTILIZATION BY IM4ACULATA COLLEGE OF WASHINGTON, D. C . , OF FEDERAL - FUNDING OPPORTUNITIES FOR PRIVATE, TWO-YEAR, DENOMINATIONAL COLLEGES.

The American University, Etl.D,, 1973 Education, general

University Microfilms, A \ERO \Com pany, Ann Arbor Michigan

(c) 1974

J E S S E LEE WARD, III

ALL RIGHTS RESERVED

THE UTILIZATION BY IMNACULATA COLLEGE OF WASHINGTON, D, C.O F T E D E B A l-P W H M llf i O P F O E T i m i f l E S FO R P R IV A T E , 'JV C -Y E A R ,------------------------r o a r o T n m a ’i o w E 1 e o i m E g ------------------------- ----------------------

Tie art

D ate

by

J e s s e L. Ward, I I I

S u b m i t t e d t o th e

F a c u l ty o f th e C o l l e g e of1 A r t s and S c ie n c e s

o f The American U n i v e r s i t y

i n P a r t i a l F u l f i l l m e n t o f

th e R e q u irem en ts f o r th e Degree

o f

D o c to r o f E d u c a t io n

in

E d u c a t io n

S i g n a t u r e s o f Committ

C h a i m a m j ^ f r j L A \ A 'M L l L

of th e \ Cct & r r ege kx*-.. i -----^

, jS, &

1973

The American U n i v e r s i t y W ash ing ton , D. C*

THE AMERICAN UNIVERSITY LIBRARY>)7/i

ACKNOWLEDGMENTS

The a u t h o r i s i n d e b t e d to many p e r s o n s whose su p p o r t ,

e n c o u ra g e m e n t , and p r o f e s s i o n a l g u id a n c e a r e acknowledged

w i th t h e d e e p e s t g r a t i t u d e . A lthough t h e r e s p o n s i b i l i t y f o r

t h e m a t e r i a l c o n t a i n e d i n t h i s s tu d y i s m ine , w i t h o u t the

a d v i c e and c o o p e r a t i o n o f f e l l o w d o c t o r a l c a n d i d a t e s , t e a c h e r s ,

and t h e members o f my D i s s e r t a t i o n C om m it tee , t h i s s tu d y

c o u l d n o t h a v e b e e n c o m p l e t e d .

A p a r t i c u l a r d e b t o f g r a t i t u d e i s owed to Dr. Bernard

A. H o d inko , c h a i rm a n o f t h e D i s s e r t a t i o n Com m ittee , f o r h i s

a s s i s t a n c e an d p r o f e s s i o n a l g u id a n c e from t h e i n i t i a l p la n n in g

s t a g e s o f t h e s tu d y t o i t s c o m p l e t i o n . Dr. Chalmer A. G ro ss ,

Dr. S t e r l i n g D„ W h i t l e y , and S i s t e r M arian Brady , S . P . , were

i n v a l u a b l e t o t h i s a u t h o r w i th t h e i r p e n e t r a t i n g and i n s i g h t

f u l c o n s t r u c t i v e c r i t i c i s m s o f t h e m a n u s c r i p t , which enhanced

t h e e f f o r t s o f t h e a u t h o r *

The c o l l e c t i o n o f t h e d a t a was made p o s s i b l e th rough

t h e a s s i s t a n c e and c o o p e r a t i o n o f key a d m i n i s t r a t o r s i n the

U n i t e d S t a t e s O f f i c e o f E d u c a t i o n a s w e l l a s c e r t a i n s t a f f

p e r s o n n e l an d co m m it te e c h a i rm e n o f t h e U n i t e d S t a t e s House

o f R e p r e s e n t a t i v e s and U n i t e d S t a t e s S e n a t e co m m it tee s and

s u b c o m m i t t e e s d e a l i n g w i th e d u c a t i o n . S e v e r a l n a t i o n a l

e d u c a t i o n a s s o c i a t i o n s p r o v i d e d m a t e r i a l f o r t h e s tu d y ,

i i

i i i

e s p e c i a l l y t h e American A s s o c i a t i o n o f Community and J u n i o r

C o l le g e s and th e N a t io n a l C a t h o l i c E d u ca t io n A s s o c ia t io n *

A v e ry s p e c i a l d e b t o f g r a t i t u d e must be acknowledged

to t h e p r e s i d e n t , s t a f f , f a c u l t y , s t u d e n t s , and alumnae o f

Immaculata C o l le g e o f W ash ing ton , D .C . , f o r t h e i r c o o p e r a t i o n

and encouragement which made t h i s s tudy p o s s i b l e . A s p e c i a l

deb t o f g r a t i t u d e i s owed t o S i s t e r M arian Brady, S , P « ,

p r e s i d e n t o f Immaculate C o l l e g e , f o r h e r many h o u r s o f t im e

and c o u n s e l sp e n t on b e h a l f o f t h e a u t h o r and t h e study*

F i n a l l y , w hi le t h e r e a r e many p e o p le to whom I am

in d e b te d , t h e d e e p e s t l e v e l o f d e b t i s owed to my w i f e ,

C a ro ly n , and t o our c h i l d r e n , K ark Lee, Kimberly Lynn, and

E l i z a b e t h C a r r in g to n f o r t h e i r l o v e , p a t i e n c e , u n d e r s t a n d i n g ,

and u n f a i l i n g su p p o r t d u r in g t h e p e r i o d o f t h i s s tu d y .

TABLE OF CONTENTS

Page

ACKNOWLEDGMENTS............................................................................................. i i

LIST OF T A B L E S ...................................................................................................v i i i

C h a p t e r

I . THE PROBLEM AND ITS SETTING............................................ 1

I n t r o d u c t i o n ......................................................................... 1

S ta te m e n t o f t h e Problem ............................................. 2

The e u b p r o b l e m e ............................................................... 2

The D e l i m i t a t i o n s » . . . 3

D e l i m i t a t i o n 1 ........................* .................................. 3

D e l i m i t a t i o n 2 .............................................................. 4

D e l i m i t a t i o n 3 .............................................................. 4

D e l i m i t a t i o n 4 ................... * ....................................... 4

D e l i m i t a t i o n 5 ............................................................... 4

D e l i m i t a t i o n 6 ............................................................... 5

D e l i m i t a t i o n 7 ............................................................... 5

D e l i m i t a t i o n 6 . * * * .............................................. !?

D e l i m i t a t i o n 9 ............................................................... 5

D e f i n i t i o n s o f Terms Used ............................................. 5

P r i v a t e , t w o - y e a r c o l l e g e ........................................ 5

F u n d in g o p p o r t u n i t i e s ................................................. 6

i v

C h a p te r Page

F e d e r a l l e g i s l a t i o n .................................................... 6

O f f i c i a l r e c o r d s ........................................................ 6

Formula fu n d s .................................................................. 7

D i s c r e t i o n a r y funds .................................................... 7

P r o j e c t fu n d s . . . . . . . . 7

S t a t e - p l a n fu n d s ........................................................ 7

F i n a n c i a l d i f f i c u l t y ............................................... 8

E n ro l lm e n t o p p o r t u n i t i e s ...................... * * . . 8

P h i l o s o p h i c a l p o s i t i o n , ...................................... 8

The A ssumptions ................................................................... 8

The f i r s t a s su m p t io n ............................................ * 8

The second a s s u m p t i o n ...................................... . . 8

The R esea rc h M e t h o d o l o g y .................................... * - 9

Sources o f t h e D a t a ...................................................* * 9

P r im ary d a t a ................................................................. 9

Secondary d a t a ............................................................. 10

The Im p o r tan ce o f t h e S t u d y ....................................... 10

Summary and O r g a n i s a t i o n o f t h e Remaindero f t h e S t u d y .................................................................. 12

I I . REVIEW OF RELATED LITERATURE...................................... 14

Development o f Church-Sponsored C o l le g e s . . 14

L i t e r a t u r e R e l a t i n g to F i n a n c i a l Aid toP r i v a t e H ig h e r E d u c a t io n ...................................... 20

L i t e r a t u r e R e l a t i n g to C h u rc h -S ta te -S c h o o lS e p a r a t io n . . . . . ............................................... 24

v i

C hapter Page

Summary . . . . . . . . . . . . . . 32

I I I . THE PRESENTATION AND INTERPRETATION OF THED A T A ............................................................................................. 34

The F i n d i n g s R e la t e d to t h e S u b p ro b le m s . . . 3^

Subproblem 1 . . . . . . . . . . . . . . . 3A

Subproble tns 2 , 3 t and 4 ............................................. 38

IV , SUMMARY , CONCLUSIONS, IMPLICATIONS, ANDRECOMMENDATIONS FOR FURTHER STUDY.......................... 70

Summary . . . . . 70

The p u rp o s e o f t h e s t u d y ........................................ 70

The su b p ro b lem s in th e s t u d y ............................... 70

The m ethodology ............................ 71

Summary o f t h e f i n d i n g s . . . . . . . . . . 71

C o n c l u s i o n s .............................................................................. 76

I m p l i c a t i o n s . . . . . . . 77

Recommendations f o r F u r t h e r S tu d y . . . . . . 78

BIBLIOGRAPHY.....................................................* ....................................... 81

A P P E N D IC E S ...................................................................................................... S?

A. C o l l e g e D e s c r i p t i o n , H i s t o r y , L o c a t i o n ,F a c i l i t i e s , A c c r e d i t a t i o n , and M em bersh ips . . 89

B. C o l l e g e O r g a n i s a t i o n a l C h a r t ........................................ .. * 93

C. C o l l e g e Committees and P r e s i d e n t ' s C o u n c i l . . . 95

D. C o l l e g e D i v i s i o n s o f I n s t r u c t i o n .................................. 98

E . C o l l e g e F a c u l t y —Academic Freedom . . . 100

v i i

Chapter Page

P . U n i te d S t a t e s O f f i c e o f E d u c a t i o n C o l l e g eE l i g i b i l i t y C h e c k l i s t ........................................................... 102

G. L e t t e r from S i s t e r M arian Brady t o Congressm anJames 0. O ' H a r a ......................................................................... 104

H. L e t t e r from Congressman James G. O 'H a ra t oS i s t e r Marian Brady— Im m acu la te C o l l e g e . . . . 107

I . F a c t S h ee t— G u aran teed Loans f o r S t u d e n t s . . . . 109

J , An Example o f an I n s t i t u t i o n a l A p p l i c a t i o n toP a r t i c i p a t e i n F e d e r a l - S t u d e n t - F i n a n c i a l - A i d P r o g r a m s ....................................................................................... 112

K. C h u rch -R e la ted C o l l e g e s and U n i v e r s i t i e s i n t h eUnited S t a t e s ............................................................... 154

LIST OF TABLES

Table

I - C o l leg e Work-Study Program G r a n t s t o Immaculata C o l leg e o f W a s h in g to n B .C . , 1966^1973 . • - -

I I . F e d e r a l Funds Awarded to Im m ac u la te College ofW ashington , D .C . , f o r t h e P e r i o d 1960-1973 . *

Page

61

6?

v i i i

CHAPTER I

THE PROBLEM AND ITS SETTING

INTRODUCTION

T hroughou t h i s d o c t o r a l p rog ram the a u t h o r ' s

i n t e r e s t s have c e n t e r e d a r o u n d t h e development o f t h e tw o -

y e a r community j u n i o r c o l l e g e and t h e impact o f such a n

e d u c a t i o n a l i n s t i t u t i o n on e x i s t i n g programs in h i g h e r

e d u c a t io n * T h is i n t e r e s t l e d t h e r e s e a r c h e r to e x t e n d h i s

r e s e a r c h and s tu d y beyond t h e c r e a t i o n and growth o f a tw o -

y e a r , s t a t e - s u p p o r t e d s y s t e m o f h i g h e r e d u c a t i o n , i n t o t h e

r e a s o n s f o r t h e d e c l i n e and d e m is e o f c e r t a i n t w o - y e a r

c o l l e g e s — p a r t i c u l a r l y t h e d e c l i n e and demise o f p r i v a t e ,

t w o - y e a r , d e n o m i n a t i o n a l , w om en 's c o l l e g e s . ^ The c h a l l e n g e

o f f i n d i n g p o s s i b l e a v e n u e s o f a i d f o r the p r i v a t e , t w o - y e a r

c o l l e g e , t o be e x a c t , f u n d i n g t h r o u g h e x i s t i n g F e d e r a l l e g i s

l a t i o n , was a m a jo r f a c t o r i n i n i t i a t i n g t h i s s t u d y .

Because a s u b s t a n t i a l segm ent o f h i s d o c t o r a l s t u d i e s

a t The American U n i v e r s i t y i n v o l v e d a f i e l d e x p e r i e n c e a t

Im m acu la ta C o l le g e i n W a s h in g to n , D .C . , the w r i t e r was

^Rev, F ra n k H, B re d e w eg , The Independen t C a t h o l i c C o l le g e (W ash in g to n , D .C . : N a t i o n a l d a t h o l i c E d u c a t i o n A s s o c i a t i o n , 1 9 7 2 ) , p p . *t-8.

1

d i r e c t l y exposed to t h e p rob lem s o f one p r i v a t e , t w o - y e a r

i n s t i t u t i o n . I n b r i e f , i t seemed t h a t t h i s i n s t i t u t i o n ' e

most p r e s s i n g n e e d s i n 1972 were s h o r t a g e s o f s t u d e n t s and

d o l l a r s , dilemmas common to many p r i v a t e , t w o - y e a rp

i n s t i t u t i o n s . T h i s w r i t e r was m ost im p re s s e d w i th t h e

d e d i c a t i o n o f t h e s t a f f and a d m i n i s t r a t i o n o f Im m acu la ta

Co l lege and t h e q u a l i t y o f i t s i n s t r u c t i o n a l p rog ram . Hence ,

th e i n t e r e s t i n and d e s i r e to h e l p t h e i n s t i t u t i o n l e d t o

th e id e a o f t h i s s tu d y .

STATEMENT OF THE PROBLEM

The p u r p o s e o f t h i s s tu d y was t o d e t e r m in e t h e e x t e n t

to which Im m acula ta C o l le g e o f W a sh in g to n , E . C . , was c u r

r e n t l y (1973) u t i l i z i n g fu n d in g o p p o r t u n i t i e s p r o v i d e d by

F e d e r a l l e g i s l a t i o n p e r t a i n i n g s p e c i f i c a l l y t o H ig h e r Educa

t i o n e x i s t i n g i n 1972, and to i n t e r p r e t t h e f i n d i n g s i n t e rm s

o f s u g g e s t io n s f o r i n c r e a s i n g i t s e n r o l l m e n t o p p o r t u n i t i e s

and fund ing o p p o r t u n i t i e s w i t h i n t h e c o n s t r a i n t s o f i t s

p h i l o s o p h i c a l p o s i t i o n .

The Subproblems

There were f o u r subprob lem s i n v e s t i g a t e d i n t h i s

s tu d y .

S i s t e r M arian Brady, p r e s i d e n t , Im m ac u la ta C o l l e g e o f Washington, D .C . , a p e r s o n a l i n t e r v i e w , November, 1972*

Subproblem 1 . The f i r s t subproblem was t o i d e n t i f y

t h e p h i l o s o p h i c a l p o s i t i o n o f Im m acu la ta C o l l e g e .

Subproblem 2 . The seco n d subproblem was t o d e te rm in e

a p p r o p r i a t e f u n d in g o p p o r t u n i t i e s u n d e r F e d e r a l l e g i s l a t i o n

e x i s t i n g i n 1972 f o r a p r i v a t e , tw o - y e a r , d e n o m in a t io n a l

c o l l e g e .

Subproblem 3 . The t h i r d subproblem was t o d e te rm in e

th e e x t e n t to which Imm acula ta C o l le g e was c u r r e n t l y (1973)

u t i l i z i n g th e F e d e r a l - f u n d i n g o p p o r t u n i t i e s d e te rm in e d i n

Subproblem 2 .

Subproblem 4 . The f o u r t h subproblem was to i n t e r p r e t

t h e f i n d i n g s i n Subproblem 3 f o r i n c r e a s i n g t h e e n r o l l m e n t

o p p o r t u n i t i e s and fu n d in g o p p o r t u n i t i e s o f Im m acula ta C o l l e g e ,

THE DELIMITATIONS

The f o l lo w in g d e l i m i t a t i o n s were p u t on t h i 3

d i s s e r t a t i o n :

D e l i m i t a t i o n 1

Funding o p p o r t u n i t i e s were l i m i t e d to t h o s e p r o v id e d

u n d e r laws p e r t a i n i n g to H ig h e r E d u c a t io n , p a s s e d by th e

Congress of t h e U n i ted S t a t e s from 1900 th ro u g h December 31,

1972-


D ata on th e u t i l i z a t i o n o f F e d e r a l f u n d i n g by

I m m a c u la t a C o l le g e o f W a sh in g to n , D .C . , were l i m i t e d t o t h o s e

w h ich w ere o b ta in e d from th e p r e s i d e n t o f th e C o l l e g e and

f rom t h e o f f i c i a l r e c o r d s o f I m m a c u la t a C o l l e g e f rom I960

t h r o u g h 1972 .

D e l i m i t a t i o n ^

The d e t e r m in a t io n o f t h e p h i l o s o p h i c a l p o s i t i o n o f

Im m a c u la t a C o l leg e was l i m i t e d to c o n s i d e r a t i o n o f s t a t e d

p o l i c i e s c o n c e r n in g i t s i n s t i t u t i o n a l g o a l s , o b j e c t i v e s , and

p h i l o s o p h y , a s e n u n c ia t e d by t h e p r e s i d e n t o f t h e C o l l e g e

and s e t f o r t h i n the s e c t i o n o f t h e Im m acu la ta C o l l e g e*

C a t a l o g p e r t a i n i n g to i d e a l s a n d p u r p o s e s .

D e l i m i t a t i o n 4-

S u g g e s t i o n s f o r u t i l i z a t i o n o f F e d e r a l - f u n d i n g

o p p o r t u n i t i e s were l i m i t e d t o t h o s e t h a t co u ld be r e a l i s t i

c a l l y im plem en ted by Im m acu la ta C o l l e g e , w i t h i n t h e co n

s t r a i n t s o f i t s p h i l o s o p h i c a l p o s i t i o n , a s v iew ed by th e

Board o f T r u s t e e s o f Im m acu la ta C o l l e g e .


No F e d e r a l - f u n d i n g p ro g ra m was c o n s i d e r e d which

r e q u i r e d c o o p e r a t i v e p a r t i c i p a t i o n w i t h s t a t e e d u c a t i o n a l

s c h o o l s y s te m s o r schoo l b o a r d s .

^Im m acu la ta C o l leg e o f W a sh in g to n C a t a l o g 1970-197? CW ashington , D .C . i Immacula ta C o l l e g e , 1 9 7 0 pp. 1 2 - 1 4 .

5


No F e d e r a l - f u n d i n g program was c o n s i d e r e d where th e

i n s t i t u t i o n was r e q u e s t e d t o c o n t r i b u t e funds t o th e program*


No F e d e r a l - f u n d i n g program was c o n s i d e r e d which

r e q u i r e d e x t e n s i v e r e s e a r c h - o r i e n t e d f a c i l i t i e s , c o u r s e s , o r

p e r s o n n e l .


No F e d e r a l - f u n d i n g program was c o n s i d e r e d which

r e q u i r e d the a d d i t i o n o f s t a f f , f a c u l t y , o r p h y s i c a l

f a c i l i t i e s .


No F e d e r a l - f u n d i n g program was c o n s i d e r e d where th e

o b j e c t i v e o f t h e p rogram was t o s e rv e o t h e r t h a n s t u d e n t s ,

s t a f f , o r f a c u l t y s t u d y i n g o r p a r t i c i p a t i n g i n p rogram s a t

t h e c o l l e g e l e v e l .

DEFINITIONS OF TERMS USED

P r i v a t e . Two-Year C o l l e g e

For t h e p u rp o s e o f t h i s s tudy t h e te rm p r i v a t e , two-

y e a r c o l l e g e was d e f i n e d aa an i n s t i t u t i o n o f h i g h e r l e a r n i n g

which p r o v id e s e d u c a t i o n a l programs beyond t h e h i g h - a c h o o l

l e v e l , a p p l i c a b l e t o t r a n s f e r i n t o p rogram s o f s tudy a t f o u r -

y e a r c o l l e g e s o r u n i v e r s i t i e s , a s w e l l a s v a r i e d p rogram s o f

£la t e r m i n a l n a t u r e , l e a d i n g to an a s s o c i a t e d e g r e e . F u r t h e r ,

i t r e f e r s to an i n s t i t u t i o n which was n o t su p p o r te d by p u b l i c

f u n d s n o r p a r t o f a s t a t e system o f h i g h e r e d u c a t i o n .

F u n d in g O p p o r t u n i t i e s

F o r t h e p u rp o se o f t h i s 3 tudy t h e te rm fund ing

o p p o r t u n i t i e s was d e f i n e d as avenues to a c q u i r e revenue madeq

a v a i l a b l e th ro u g h F e d e r a l l e g i s l a t i o n and a p p r o p r i a t i o n .

F e d e r a l L e g i s l a t i o n

F o r t h e p u rp o se o f t h i s s tu d y t h e te rm F e d e ra l l e g i s

l a t i o n was d e f in e d a s t h a t body o f laws p e r t a i n i n g to h ig h e r

e d u c a t i o n p a s s e d by t h e Congress o f t h e U n i ted S t a t e s from

1900 th ro u g h 1972.

O f f i c i a l Records

F o r t h e p u rp o se o f t h i s s tu d y t h e te rm o f f i c i a l

r e c o r d s was d e f in e d as th o se a c c o u n ts t h a t were r e t a i n e d in

t h e p r i v a t e f i l e s o f th o se p e r s o n s , i n s t i t u t i o n s , o r g a n iz a

t i o n s , and a g e n c i e s s t u d i e d in t h i s r e s e a r c h .

^ C h a r l e s R. Munroe, P r o f i l e o f t h e Community C o l lege ( S a n F r a n c i s c o , C a l i f o r n i a : Jo s s e y - B a s s , I n c . , 19^2; , pp. 2 ?* 5 .

^AASCU— O f f i c e o f Urban P rog ram s , A Guide to F e d e r a l Funds f o r Urban Programs a t C o l le g e s and U n i v e r s i t i e s (.Washi n g t o n , D . C . : American A s s o c i a t i o n 0 / S t a t e C o l l e g e s a n d U n i v e r s i t i e s , 1971)-

?

Form ula F unds

F o r t h e pu rpose o f t h i s study t h e term fo rm u la funds

was d e f i n e d a s t h o s e m onies wherein t h e law s p e c i f i c a l l y

s t a t e d t h e method by which a i d was to b e a l l o t t e d .*

D i s c r e t i o n a r y Funds

F o r t h e p u rp o se o f t h i s study t h e term d i s c r e t i o n a r y

fu n d s was d e f i n e d a s a p e r c e n t a g e of c e r t a i n d e s ig n a t e d

amounts o f money which were a u th o r iz e d f o r spending th rough

t h e U n i t e d S t a t e s O f f i c e o f Education , by the com m iss ioner ,

a s s i s t a n t s e c r e t a r y , o r s e c r e t a r y of t h e Department o f H e a l th ,

E d u c a t i o n , and W e l fa re .

P r o j e c t F unds

F o r t h e pu rpose o f t h i s study t h e term p r o j e c t funds

was d e f i n e d a s t h o s e monies u sed a t th e d i s c r e t i o n o f th e

U n i te d S t a t e s co m m iss io n e r o f ed u ca t io n f o r s p e c i f i c p r o j e c t s

and t h r o u g h a p p l i c a t i o n , by in d iv i d u a l i n s t i t u t i o n s o f h ig h e r

e d u c a t i o n .

S t a t e - F l a n Funds

F o r t h e p u rp o se o f t h i s study t h e term s t a t e - p l a n

fu n d s was d e f i n e d a s t h o s e monies r eq u e s ted by any o f th e

f i f t y s t a t e b o a r d s o f e d u c a t i o n and t h e United S t a t e s com

m i s s i o n e r o f e d u c a t i o n , s e t t i n g fo r th t h e i r p la n f o r u t i l i z a

t i o n o f a r e q u e s t e d a l l o t m e n t .

F i n a n c i a l D i f f i c u l t ?

F o r t b e p u rp o s e o f t h i s s tu d y th e te rm f i n a n c i a l

d i f f i c u l t y was d e f i n e d a s t h e c u r r e n t monetary c o n d i t i o n o f

an i n s t i t u t i o n when i t was o p e r a t i n g a t a l e v e l o f q u a l i t y

below i t s c a p a b i l i t y o r below t h e l e v e l r e q u i r e d t o f u l f i l l

i t s e d u c a t i o n a l o b j e c t i v e s and a c c r e d i t a t i o n s t a n d a r d .

E n ro l lm e n t O p p o r t u n i t i e s

F o r t h e p u rp o s e o f t h i s s tu d y th e t e r n e n r o l lm e n t

o p p o r t u n i t i e s was d e f i n e d as t h e p o s s i b i l i t i e s o f t h e

i n c r e a s e d s i z e o f t h e s t u d e n t body a s a r e s u l t o f t h e u t i l i

z a t i o n o f c e r t a i n F e d e r a l - f u n d i n g p rogram s.

P h i l o s o p h i c a l P o s i t i o n

F o r t h e p u rp o s e o f t h i s s tu d y t h e term p h i l o s o p h i c a l

p o s i t i o n was d e f i n e d a s th e i n t e n d e d p u rpose o f t h e i n s t i t u

t i o n th ro u g h i t s s t a t e d p o l i c i e s c o n c e rn in g i n s t i t u t i o n a l

g o a l s , o b j e c t i v e s , a s s u m p t i o n s , and b e l i e f s ,

THE ASSUMPTIONS

The F i r s t A ssum pt ion

The f i r s t a s s u m p t io n was t h a t t h e d a t a p r o v id e d by

the p r e s i d e n t o f Im m acula ta C o l l e g e were com plete i n d e s c r i b

in g th e C o l l e g e ' s u t i l i z a t i o n o f F e d e r a l - f u n d i n g o p p o r t u n i t i e s

The Second A ssum ption

The se co n d a s su m p t io n was t h a t tb e r e s e a r c h e r 1 s

i d e n t i f i c a t i o n o f F e d e r a l l e g i s l a t i o n f o r t b e y e a r s 1900

9

th rough 1972 p r o v id e d a r e l i a b l e d e p i c t i o n of th e fu n d in g

o p p o r t u n i t i e s open to Imm acula ta C o l lege in 1973.

THE RESEARCH METHODOLOGY

The r e s e a r c h methodology u t i l i z e d to so lv e the

problem o f t h i s s tu d y i s t h a t o f documentary a n a l y s i s , "a

method . . . u s e d to o b t a i n p e r t i n e n t d a t a th rough th e

i n v e s t i g a t i o n o f e x i s t i n g r e c o r d s . T'^ T y p ic a l ly , t h i s method

o f e d u c a t i o n a l r e s e a r c h in v o lv e s the g a t h e r in g o f d a t a

d e s c r i b i n g e x i s t i n g p r a c t i c e s , p r o c e s s e s , and c o n d i t i o n s from

a d m i n i s t r a t i v e r e c o r d s , fo rm s , and r e p o r t s ; and budge t and

f i n a n c i a l r e c o r d s . A d d i t i o n a l l y , i t sometimes i n c lu d e s

a n a l y s i s o f p u b l i c laws and j u d i c i a l d e c i s i o n s which a r e

i te m iz ed and c l a s s i f i e d a s each r e l a t e s to th e problem.

SOURCES OR'THE DATA

Data o f two t y p e s , p r im a ry and secondary , were u s e d

to f u r n i s h i n f o r m a t i o n f o r t h i s study*

Primary Data

P r im ary d a t a f o r t h i s s tu d y were the laws p e r t a i n i n g

to h ig h e r e d u c a t i o n p a s s e d by t h e House of R e p r e s e n t a t i v e s

and th e S e n a te o f th e U n i ted S t a t e s , and in e f f e c t a s o f

^Deobold B, Van P a le n , U nders tand ing E d u ca t io n R e s e a rc h ; An I n t r o d u c t i o n (Hew York; McGraw-Hill book Company, I n c , , 1961J , p p . 192-197 .

10

December 31, 1972* A d d i t i o n a l l y , through th e c o o p e ra t io n of

t h e p r e s i d e n t o f Im m acu la ta C o l le g e o f Washington, D .C . t h e r

p r i v a t e f i l e a and p e r s o n a l i n s t i t u t i o n a l co rrespondence were

made a v a i l a b l e t o t h i s r e s e a r c h e r * These d a t a a long w ith

p e r s o n a l i n t e r v i e w s w i th t h e p r e s i d e n t o f Immaculata Col lege

s e r v e d t o p r o v i d e t h e i n f o r m a t i o n n e c e s s a ry to fo rm u la te

s u g g e s t i o n s f o r i n s t i t u t i o n a l u t i l i z a t i o n o f F ed e ra l funds .

S e c o n d a ry D a ta

S e c o n d a ry d a t a f o r t h i s s tu d y were su p p l ied by th o se

b o o k s , p a m p h l e t s , p e r i o d i c a l s , j o u r n a l s , and p o l i c y s t a t e

m en ts a u t h o r e d by p r i v a t e c i t i z e n s , and th o se n a t i o n a l l y

r e c o g n i z e d a s s o c i a t i o n s and o r g a n i z a t i o n s o r i e n t e d around

h i g h e r e d u c a t i o n . A d d i t i o n a l l y , p e r s o n a l in te rv ie w s in

r e f e r e n c e t o F e d e r a l H ig h e r E d u c a t io n Laws w ith the c h i e f

a d m i n i s t r a t o r s and key s t a f f p e r s o n n e l o f th o se a s s o c i a t i o n s

and o r g a n i z a t i o n s b a s e d i n t h e Washington, D .C . , M e t ro p o l i t a n

Area added t o t h e body o f t h e secondary d a t a .

THE IMPORTANCE OF THE STUDY

T h ro u g h o u t t h e U n i t e d S t a t e s , p r i v a t e , tw o -y ea r

c o l l e g e s h a v e p r o v id e d a m e a n in g f u l e d u c a t io n a l a l t e r n a t i v e

t o t h e l a r g e , s t a t e - u n i v e r s i t y , and c o l l e g e programs i n h ig h e r

e d u c a t i o n . They r e p r e s e n t e d an a l t e r n a t i v e f o r many s tu d e n t s

who d e s i r e d t o c o n t i n u e s tu d y beyond t h e i r h ig h - s c h o o l y e a r s ,

b u t i n a n a tm o sp h e re t h a t was l e s s h u r r i e d , more in f o rm a l ly

11

s t r u c t u r e d * and more p e r s o n a l t h a n t y p i c a l l y was fo u n d i n t h e

f o u r - y e a r i n s t i t u t i o n o f h i g h e r e d u c a t i o n . I n o u r f a s t - p a c e d

and com plex s o c i e t y many s t u d e n t s who so u g h t a c o l l e g e e d u c a

t i o n d i d n o t want t o compete i n i t i a l l y * a t l e a s t * w i t h t h e

l a r g e mass o f s t u d e n t s m a t r i c u l a t i n g i n many u n i v e r s i t i e s and7

f o u r - y e a r c o l l e g e s . Hence* a c a s e c o u l d have b e e n made xn

1973 f o r p r e s e r v i n g t h e p r i v a t e , t w o - y e a r c o l l e g e t o p r o v i d e

t h i s v e r y m e a n i n g f u l a l t e r n a t i v e .

The f i n a n c i a l p l i g h t o f t h e p r i v a t e , t w o - y e a r c o l l e g e

had r e a c h e d such p r o p o r t i o n s t h a t t h e i r number h a d b e e nQ

d e c r e a s i n g w i t h ea c h new s c h o o l y e a r . I n a r e c e n t s t u d y

c o n d u c te d by t h e N a t i o n a l C a t h o l i c E d u c a t i o n A s s o c i a t i o n , t h i s

d e c l i n e was f u r t h e r docum ented t h r o u g h s t a t i s t i c a l d a t a t h a t

showed i n c r e a s e s i n p u b l i c h i g h e r e d u c a t i o n t h r o u g h o u t t h e

n a t i o n b u t a d e c r e a s e i n t h e p e r c e n t a g e o f new e n r o l l m e n t s i n

p r i v a t e c o l l e g e s . ^ One c o n c l u s i o n seemed u n a v o i d a b l e i n 1973«

W i th o u t some k in d o f im m e d ia te f i n a n c i a l r e l i e f o r a s s i s t a n c e *

many p r i v a t e * t w o - y e a r c o l l e g e s w ould n o t have b e e n a b l e to

h o ld b a c k t h e c o n s e q u e n c e s o f l o n g - t e r m , d e f i c i t o p e r a t i o n .

Most c e r t a i n l y , t h e y would n o t h av e b e e n a b l e t o p l a y t h e

m e a n i n g f u l r o l e t h e y have so l o n g f u l f i l l e d .

^ T e r r y 0*Banion and A l i c e T h u r s t o n , S t u d e n t D e v e lo p ment P ro g ram s i n t h e Community J u n i o r C o l lg f ig (Englew ood C l i f f s , New J e r s e y : P r e n t i c e - H a l l * i n c . , 1 9 / 2 ) , p p . 2 - 3 4 .

^ R o b e r t H assen g e r* The S h ap e o f C a t h o l i c H i g h e r E d u c a t i o n ( C h i c a g o , I l l i n o i s : U n i v e r s i t y o f C h icago P r e s s * 1 9 6 7 ) , pp . 2 9 3 -5 0 0 .

% le v . Bredeweg, l o c . c i t .

T h is s tudy h a s a t t e m p te d to p o i n t o u t p r o m is in g

o p p o r t u n i t i e s l o r Imm acula ta C o l l e g e o f W ash ing ton , D .C . , to

i n c r e a s e i t s revenue and e n r o l l m e n t th ro u g h u t i l i z a t i o n o f

F e d e r a l f u n d s . The body o f F e d e r a l law p e r t a i n i n g to funds

f o r h ig h e r e d u c a t io n was l e n g t h y and complex, and r e q u i r e d

m e t ic u lo u s s c r u t i n y to d e te rm in e t h e s p e c i f i c o p p o r t u n i t i e s

f o r th e a c q u i s i t i o n o f F e d e r a l f u n d s . To d a t e , i t has been

a lm ost im p o s s ib le f o r th e s t a f f and a d m i n i s t r a t i o n o f

Immaculata C o l lege to conduct a r e v ie w o f F e d e r a l l e g i s l a t i o n

in s u f f i c i e n t depth to i d e n t i f y more t h a n t h e m a jo r and

obv ious F e d e r a l - f u n d i n g o p p o r t u n i t i e s . Thus, Immaculata

C o l leg e ex tended i t s f u l l a s s i s t a n c e t o t h i s r e s e a r c h e r in

th e hope t h a t t h i s s tudy would p r o v i d e in f o r m a t i o n and

recommendations t h a t would l e a d to s t e p s t h a t c o u ld be taken

to i n c r e a s e revenue and e n r o l lm e n t a t t h e C o l l e g e .

SUMMARY AND ORGANIZATION OF THE REMAINDEROF THE STUDY

C h ap te r I i n t r o d u c e s t h e p rob lem and s e t s f o r t h th e

b o u n d a r i e s and g u i d e l i n e s by which t h e s tu d y was r e g u l a t e d .

C h ap te r I I g iv e s a rev iew o f t h e p e r t i n e n t l i t e r a t u r e t h a t i s

r e l a t e d to th e problem. The f i n d i n g s a r e p r e s e n t e d and

d i s c u s s e d in Chap te r I I I , and a summary, c o n c l u s i o n s , im p l i c a

t i o n s , and recommendations f o r f u r t h e r r e s e a r c h a r e in c lu d ed

i n Chap te r IV , The B i b l io g r a p h y c o n t a i n s a l i s t o f l i t e r a r y

m a t e r i a l s u sed in th e s tu d y , and t h e Appendixes c o n t a i n

m a t e r i a l i n r e f e r e n c e t o Im m a c u la t a C o l l e g e o f W ashington ,

D .C . , c o r r e s p o n d e n c e b e tw e e n Im m a c u la t a C o l l e g e and t h e

F e d e r a l Government, and a l i s t i n g o f c h u r c h - r e l a t e d c o l l e g e s

and u n i v e r s i t i e s i n t h e U n i te d S t a t e s .

CHAPTER XI

REVIEW OF RELATED LITERATURE

f o r th e p u rp o se s o f t h i s s tu d y , th e r e v ie w o f t h e

l i t e r a t u r e was d iv id e d i n t o f o u r p a r t s , a s f o l l o w s : ( 1 )

development of c h u r c h - s p o n s o r e d c o l l e g e s i n t h e U n i t e d

S t a t e s ; (2 ) F e d e ra l Government a i d to e d u c a t i o n ; ( 5 ) ch u rc h -

s t a t e - s c h o o l s e p a r a t i o n ; and ( 4 ) t h e r o l e o f t h e p r i v a t e ,

c h u r c h - r e l a t e d c o l l e g e i n A m er ican h i g h e r e d u c a t i o n , A3

s e p a r a te as they may have a p p e a r e d , each seemed t o a c t a s an

i n f lu e n c e on the o th e r i n r e g a r d t o f u n d in g f o r p r i v a t e

h i g h e r e d u c a t io n . As t h i s r e v i e w sough t to i n d i c a t e , t h e r e

was l i t e r a t u r e a v a i l a b l e i n e a c h o f th e t o p i c a l a r e a s , which

r e l a t e d to th e b road c o n c e p t s i n q u e s t i o n , b u t t h e r e were

few s t u d i e s which d e a l t s p e c i f i c a l l y with d i r e c t F e d e r a l a id

to p r i v a t e h ig h e r e d u c a t i o n , as d eve loped th ro u g h a p r i v a t e

i n s t i t u t i o n a l s tu d y , a s was t h e i n t e n t o f t h i s r e s e a r c h .

Development o f C hurch -S ponso red C o l l e g e s

As t h i s a u th o r s o u g h t t o o r g a n iz e t h e o u t l i n e which

was to guide h i s rev iew o f t h e l i t e r a t u r e p e r t a i n i n g to th e

s tu d y , i t seemed a p p r o p r i a t e t o b e g i n by r e v ie w in g t h e back

ground o f c h u rc h -sp o n so re d h i g h e r e d u c a t io n i n t h e U n i t e d

14

15

S t a t e s , with p a r t i c u l a r emphasis on t h o s e i n f l u e n c e s and

e v e n t s which a f f e c t e d i t s p h i l o s o p h i e s and p u rp o s e s and a l s o

se rved to shape t h e s e i n s t i t u t i o n s o f h i g h e r l e a rn in g *

C o l le g e s and u n i v e r s i t i e s a s s o c i a t e d w i th ch u rc h e s

seem to he s i m i l a r in few r e s p e c t s ( s e e Appendix K). Seem

i n g l y , they have a l i b e r a l a r t s co re w i t h i n a r e l i g i o u s

dimension and th ey a r e p r i v a t e l y c o n t r o l l e d and, in t h e m a in ,

p r i v a t e l y s u p p o r te d .

In t h e i r o b s e r v a t i o n s c o n c e rn in g H arv a rd U n i v e r s i t y ,

Brubacher and Rudy w ro te t h a t H arvard was founded in 1656

p r i m a r i l y f o r e d u c a t i o n in th e m i n i s t r y , y e t th e c u r r i c u lu m

was conce ived and modeled on t h e E u ropean , l i b e r a l t r a d i t i o n

in educa t ion* I t was a l s o in te n d e d f o r l e a d e r s in f i e l d s

o t h e r than r e l ig io n . '* '

Brubacher and Rudy f u r t h e r r e l a t e d t h a t in t h e 154

y e a r s fo l lo w in g t h e e s t a b l i s h m e n t o f H a r v a r d , e i g h t o t h e r

c o l l e g e s were o r g a n iz e d in th e U n i ted S t a t e s — W ill iam and

Mary, Y ale , P r i n c e t o n , P e n n s y lv a n ia , W ash ing ton and Lee ,

Columbia, R u t g e r s , and Dartmouth. Each o f t h e s e was s t r o n g l y

r e l i g i o u s in p u rp o se and c u r r i c u lu m , a l t h o u g h n o t a l l o f them

were church s p o n s o re d . The c u r r i c u l a were u n i fo rm ly s i m i l a r

and in c lu d ed Greek and L a t i n lan g u ag es and l i t e r a t u r e ,2

p h i lo s o p h y , r e l i g i o n , m a th em a t ic s , and some s c i e n c e .

^John S. B ru b ach e r and W i l l i s Rudy, H igher E d u c a t io n in T r a n s i t i o n . An American H is to r y : 1656-1956 *New York? Harper and B r o t h e r s , p . 6*

^I b i d . , p , 14.

H en d e rso n r e l a t e d t h a t t h i s p e r i o d o f d ev e lo p m en t and

i t s e d u c a t i o n a l p h i l o s o p h y were b e s t e x p r e s s e d i n a p a r a g r a p h

t a k e n from t h e O r d i n a n c e o f 1787* which c r e a t e d t h e N o r th w e s t

t e r r i t o r y and w hich was o f t e n qu o ted i n j u s t i f i c a t i o n o f

h i g h e r e d u c a t i o n i n A m er ic a .

R e l i g i o n , m o r a l i t y , and knowledge b e i n g n e c e s s a r y t o good g o v e rn m e n t and t h e h a p p i n e s s o f m ankind , s c h o o l s a n d , t h e means o f e d u c a t i o n s h a l l f o r e v e r be e n c o u r a g e d . *

The f i r s t Roman C a t h o l i c i n s t i t u t i o n o f h i g h e r l e a r n

i n g i n t h e U n i t e d S t a t e s was Georgetown U n i v e r s i t y , founded

i n 1?59- Mount S t , M a r y ' s C o l l e g e was fo u n d ed i n 1808 and S t .

L o u i s U n i v e r s i t y i n 1 5 1 8 . The f i r s t Roman C a t h o l i c i n s t i t u

t i o n o f h i g h e r e d u c a t i o n f o r women, N o t r e Dame o f M ary la n d ,

was fo u n d ed in 1896 , and Im m acu la te C o l l e g e o f W ash ing ton ,

D . C . , was fo u n d ed i n 1905 by t h e S i s t e r s o f P r o v id e n c e o f

S a i n t M a ry - o f - th e -W o o d s , I n d i a n a ( s e e A ppendix A).

Of im p o r t a n c e t o t h i s s tu d y was t h e d e c i s i o n o f th e

U n i t e d S t a t e s Supreme C o u r t i n th e D ar tm ou th C o l l e g e c a s e o f

1519 t h r o u g h which t h e C o u r t gave a s s u r a n c e to p r i v a t e i n s t i

t u t i o n s , t h a t t h e y would be a s s u r e d f reed o m from s t a t e

i n f l u e n c e a n d / o r i n t e r f e r e n c e . T h i s c a s e was t h e f o r e r u n n e r

^Algo D. H e n d e r s o n , P o l i c i e s and P r a c t i c e s i n H ig h e r E d u c a t i o n (New Y ork : H a r p e r and B r o t h e r s , I960,) , p* 55 .

E d w a r d J . Power* A H i s t o r y o f C a t h o l i c H ig h e r Educat i o n i n t h e U n i t e d S t a t e s ( .Milwaukee, W is c o n s in : B ruce P u b l i s h i n g Company* 1 9 5 8 ) , p p . 2 3 -4 8 .

^Manning M. P a t t i l l o , J r . * and Donald M. M ack en z ie , C h u rc h -S p o n s o re d H i g h e r E d u c a t i o n i n t h e U n i t e d S t a t e s (Washi n g t o n , D .C . : A m er ican C o u n c i l on E d u c a t i o n , 1 9 6 6 J , p . 5.

17

o f o t h e r l a t e r c o u r t t e s t s c o n c e rn in g t h e s e p a r a t i o n s o f

c h u r c h , s t a t e , and s c h o o l .

From 16J6 to th e t ime o f th e C i v i l War t h e c u r r i c u l a

i n American c o l l e g e s changed very l i t t l e . N e a r t h e end o f

t h e e i g h t e e n t h c e n tu ry , a c c o rd in g to B u t t s and Cremin, th e

main b e l i e f s and v a lu e s o f th e e a r l y c o l o n i a l p e r i o d were

b e i n g q u e s t io n e d . The p h i l o s o p h i e s o f t h e e n l ig h t e n m e n t and

t h e p r o p o n e n t s o f th e s c i e n t i f i c app roach to knowledge were

a t t a c k i n g th e d e d u c t iv e methods o f c l a s s i c a l p h i l o s o p h y and

p l a c i n g an a lm ost un b ea rab le s t r a i n on t h e c u r r i c u l u m in th e

t r a d i t i o n a l , l i b e r a l a r t s c o l l e g e , &

I n d u s t r i a l i z a t i o n was sweeping a c r o s s America i n th e

1 8 0 0 ' s , and th e p assag e o f th e M o r r i l l Act o f 1862, by

C o n g re s s , p ro v id ed f o r c o l l e g e s o f a g r i c u l t u r e and m e ch an ic a l

a r t s i n v a r io u s s t a t e s . The p r a c t i c a l b r a n c h e s o f knowledge

were g iv e n impetus and a s th e s c h o l a r E z ra C o r n e l l s a i d , "I

would found an i n s t i t u t i o n in which any p e r s o n can f i n dn

i n s t r u c t i o n in any s t u d y . 1' I t i s d o u b t f u l t h a t th e p r i v a t e ,

l i b e r a l a r t s c o l l e g e s could have g iv en a s g r e a t an im pe tus to

t h e new i n d u s t r i a l movement i n America a f t e r t h e C i v i l War,

a s was to be p rov ided by th e many new, l a n d - g r a n t c o l l e g e s .

Freeman B u t t s and Laurence A, C rem in , A H i s to r y o f E d u c a t io n i n American C u l tu r e (New York: H o l t . R i n e h a r t a5 T V in f l5 o n 7 1953) ■ p p . ^3 -557"

^R ichard H o f s t a d t e r and C. DeWitt Hardy, The Development and Scope o f H igher E duca t ion i n t h e U n i t e d S t a t e s (New York: Columbia U n iv e r s i t y P r e s s , 1952J, p . 57.

18

D u r in g t h e p e r i o d b e tw e e n t h e end o f t h e C i v i l War

and World War I , many h u n d re d s o f c o l l e g e s s p r u n g u p t h r o u g h

o u t t h e U n i te d S t a t e s , w i t h a s u b s t a n t i a l p o r t i o n o f t h e s e

e s t a b l i s h e d u n d e r r e l i g i o u s a u s p i c e s by th e P r e s b y t e r i a n s ,

L u t h e r a n s , M e t h o d i s t s , B a p t i s t s , and Roman C a t h o l i c s .

B ru b a c h e r and Rudy r e l a t e d t h a t t h i s e x p a n s io n was t h e r e s u l t

o f t h e c h u r c h e s 1 r e a c t i o n to t h e r i s i n g f e a r o f s e c u l a r i s m

and t h e a m b i t i o n s o f f r o n t i e r t o w n s . The r e s u l t , t h e y w r o t e ,

was a c h u r c h - s p o n s o r e d c o l l e g e and u n i v e r s i t y e x p a n s io n

w i t h o u t l o c a l o r n a t i o n a l p l a n n i n g , and w i t h o u t t h e c h u r c h e s

r e c o g n i z i n g t h e i r r e s p o n s i b i l i t y t o p r o v i d e c o n t i n u i n gQ

f i n a n c i a l s u p p o r t t o t h e new i n s t i t u t i o n s .

N ear t h e end o f World War 1 , t h i s r a p i d e x p a n s io n o f

c h u r c h - s p o n s o r e d c o l l e g e s and u n i v e r s i t i e s had come t o an

en d .

I n r e f e r e n c e to p r i v a t e , t w o - y e a r c o l l e g e s , MacKay

w r o t e t h a t t h e r e was one tw o - y e a r c o l l e g e i n 1820 and an

a d d i t i o n a l two d e v e lo p e d i n t h e 1 8 4 0 ' s . Bredeweg, w r i t i n g

f o r th e N a t i o n a l C a t h o l i c E d u c a t i o n A s s o c i a t i o n , r e l a t e d

t h a t t h e r e were two C a t h o l i c j u n i o r c o l l e g e s opened b e tw een

1769 and 1900; an a d d i t i o n a l e l e v e n opened b e tw e en 1900 and

QB ru b a c h e r and Rudy, o p . c i t . , p . 71 .

C. MacKay, The P r i v a t e C o l l a g e S tu d y (W as h in g to n ,D . C . : American A s s o c i a t i o n o f Community suid J u n i o r C o l l e g e s ,1968), p. 10.

19

1950; and on a d d i t i o n a l t h i r t y d ev e lo p ed between 1950 and

1970. T w e n ty - f iv e o f t h e s e C a t h o l i c , tw o -y e a r c o l l e g e s ,

Bredeweg r e l a t e d , were f o r women o n l y . ^

D uring th e decade o f th e 1 9 6 0 r s , e n ro l lm e n t in

p r i v a t e c o l l e g e s wae d e c l i n i n g w h i le e n r o l lm e n t i n p u b l i c

c o l l e g e s was i n c r e a s i n g , ^ While e n r o l l m e n t i n p u b l i c , two-

y e a r c o l l e g e s i n c r e a s e d from 750 ,000 i n 1961 to 1 ,900 ,000 in

1968, and t h e number o f p u b l i c , t w o - y e a r c o l l e g e s i n c r e a s e d

from 405 t o 708 , d u r in g t h e same p e r i o d (1961-1968) en ro l lm e n t

a t p r i v a t e , t w o - y e a r c o l l e g e s rem ained a t abou t 145,000 in12a p p ro x im a te ly 260 i n s t i t u t i o n s .

F i n a l l y , d a t a r e l e a s e d by t h e F e d e r a l O ff ic e o f

E d u c a t io n showed t h a t from 1946 th ro u g h 1966, p u b l i c i n s t i t u

t i o n s ou tg rew p r i v a t e i n s t i t u t i o n s i n t h e number o f s t u d e n t s .

These f i g u r e s showed t h a t in 19&5 t h e r e were 5 ,967 ,411

s t u d e n t s in 2 ,258 tw o- and f o u r - y e a r i n s t i t u t i o n s ; 3 ,999 ,940

in p u b l i c and 1 ,9 6 7 ,4 7 1 i n p r i v a t e i n s t i t u t i o n s . The e n r o l l

ment in 788 c h u r c h - r e l a t e d i n s t i t u t i o n s was 1 ,0 3 2 ,3 1 2 , 17.3

p e r c e n t o f t h e t o t a l , ^ O f f i c i a l s i n th e United S t a t e s O f f ic e

■^Hev. F ra n k H. Bredeweg, The In d ep en d e n t C a th o l i c C o l leg e (W ash in g to n , D .C .: N a t i o n a l C a t h o l i c E duca t ion A s s o c i a t i o n , 19 7 2 ) , pp. 4 - 7 ,

1 I I b i d .12MacKay, o p . c i t . . p. 11.

^ A . M, Wood, Opening ( F a l l ) E n ro l lm e n t in H igher E d u c a t i o n . 1965 . U n i te d S t a t e s O f f i c e o£ E d u ca t io n C i r c u l a r tfo. 796 (W ash in g to n , D .C.: U n i ted S t a t e s Department o f H e a l th , E d u c a t io n , and W e l f a r e , 1966) .

20

o f E d u ca t io n e s t i m a t e d t h a t a s o f t h e school y e a r 1972-1973,

the p e r c e n ta g e o f s t u d e n t s e n r o l l e d i n p r i v a t e c o l l e g e s and

u n i v e r s i t i e s would have d e c r e a s e d to l e a s th a n 10 p e r c e n t ,

i n c lu d in g l e s s th a n 2 p e r c e n t i n p r i v a t e , tw o-year c o l l e g e s .

L i t e r a t u r e R e l a t i n g t o F i n a n c i a l Aid to P r i v a t e H ig h e r E d u c a t io n

As th e i n v e s t i g a t i o n o f t h e l i t e r a t u r e r e l a t e d t o

t h i s t o p i c a l a r e a was b e i n g d e v e lo p e d , i t seemed to become

i n c r e a s i n g l y c l e a r t h a t one o f t h e most s e r io u s p rob lem s

c o n f ro n t in g p r i v a t e , t w o - y e a r h i g h e r educa t ion in th e U n i te d

S t a t e s d u r in g the p e r i o d 1950-1972 was the s e r i o u s f i n a n c i a l

c o n d i t i o n o f many p r i v a t e , t w o - y e a r c o l l e g e s . P e rh ap s the

most f r e q u e n t l y d eb a te d i s s u e was t h e fo l low ing : where a r e

the needed fu n d s coming from? In t h i s r e g a rd , the 1970

r e p o r t of th e Academy o f P o l i t i c a l Science i n d i c a t e d t h a t th e

coat o f o p e r a t i n g th e 2 ,5 0 0 c o l l e g e s and u n i v e r s i t i e s i n the

U nited S t a t e s i n 1969-1970 r a n t o 15 .8 b i l l i o n d o l l a r s .

The p e rc e n ta g e o f s u p p o r t f rom s t a t e and F ed e ra l f u n d in g15t o t a l e d 62 p e r c e n t . T hus , th e Academy p r o j e c t e d t h a t w ith

th e t r e n d o f s t a t e s tow ard a l l o t t i n g more funds to t h e

development o f l o w - c o s t h i g h e r e d u c a t io n f o r i t s c i t i z e n s ,

^ P e r s o n a l i n t e r v i e w , Dr. P au l M ess ie r , U n i ted S t a t e s O f f ic e of E d u c a t io n , W ash ing ton , D .C . , January 8 , 1972.

^^Robert H, Connery , The C orpo ra t ion and th e Campus, P roceed ings o f t h e Academy o f P o l i t i c a l Sc ience (,Hew f o r t : Columbia U n iv e r s i t y P r e s s , 1 9 7 0 ) , p p . 9^-108,

21

the d e c l i n e i n e n r o l lm e n t and t h e r i s e i n t u i t i o n i n p r i v a t e

c o l l e g e s and u n i v e r s i t i e s would c o n t i n u e .

f o r F e d e r a l f u n d s i n c r e a s e d . With eve ry p a s s i n g y e a r , t h e

United S t a t e s Congress and t h e P r e s i d e n t o f t h e U n i t e d S t a t e s

had s o u g h t to deve lop new a l l o t m e n t s o f f u n d s f o r t h e most

n e c e s s a r y p rogram s. The P r e s i d e n t ' s Commission on S ch o o l

F in an ce recommended t h a t b o th F e d e r a l and s t a t e governm en ts

e x p lo r e t h e u s e o f F e d e r a l - R e v e n u e - S h a r i n g Funds i n t h e

s u p p o r t o f b o th p u b l i c and p r i v a t e c o l l e g e s and u n i v e r s i t i e s .16

I f each s t a t e l e g i s l a t u r e s h o u ld be p e r s u a d e d t o d i s b u r s e

some o f t h e s e funds to p r i v a t e , tw o - y e a r c o l l e g e s , th e r e s u l t s

might n o t be imm edia te , b u t t h e lo n g - t e r m p r o s p e c t s would be

the p r o b a b l e r e v i t a l i s a t i o n o f p r i v a t e h i g h e r e d u c a t i o n .

Government has p ro v id e d a i d t o p r i v a t e , tw o- and f o u r - y e a r

c o l l e g e s and u n i v e r s i t i e s th ro u g h many p rogram s* Two o f t h e

major s o u r c e s o f f u n d in g have been d i r e c t a i d t o s t u d e n t s and

F e d e r a l r e s e a r c h g r a n t s . I n r e g a r d t o t h e f o r m e r , K ee ton and

H i l b e r r y conc luded t h a t r a t h e r th a n s p r e a d F e d e r a l fu n d s

t h i n l y a c r o s s a l l h i g h e r e d u c a t i o n , t h e gov ern m e n t sh o u ld

give t h e g r e a t bu lk o f e d u c a t i o n a l funds d i r e c t l y to t h e

s t u d e n t s on a need b a s i s , so a s to h e lp t h o s e who ca n n o t

F in an ce h a t e s Government P r i n t i n gO f f i c e , 1970) .

Each y e a r (19& 0-1972) , t h e number o f p ro g ra m s v y in g

Up to t h e p r e s e n t ( F e b r u a r y , 19 7 5 ) , t h e F e d e r a l

K enort 01 t n e ^ r e s id e n t ; Commission on Schoo l

22

17a f f o r d to h e l p t h e m s e l v e s . r Contra ry t o t h i s p h i lo s o p h y i s

th e p o s i t i o n o f F r e n k e l , who w ro te t h a t th e s i n g l e most

im p o r ta n t u s e o f F e d e r a l fu n d s hy h ig h e r e d u c a t io n i s th ro u g h

r e s e a r c h g r a n t s . F r e n k e l i n d i c a t e d t h a t c o l l e g e s and

u n i v e r s i t i e s shou ld be e n c o u ra g ed , th ro u g h l a r g e r e s e a r c h18g r a n t s , to do more r e s e a r c h f o r mankind. Some p r i v a t e ,

two- and f o u r - y e a r c o l l e g e s and u n i v e r s i t i e s have co n d u c ted

in d e p en d en t r e s e a r c h s t u d i e s f o r which th e y were u n ab le t o

o b t a i n F e d e r a l fu n d s . I n t h i s r e g a rd , D an ie re conc luded t h a t

so long a s the F e d e r a l Government has b e n e f i t e d from th e

c o l l e c t i v e e f f o r t s and r e s e a r c h o f h i g h e r e d u c a t io n , i t sh o u ld19c o n t r i b u t e to t h e su p p o r t o f th e s e sys tem s and programs*

Thus, J e n c k s and Riesman wrote t h a t i t o f t e n seems

t h a t th e on ly way f o r some p r i v a t e , c h u r c h - r e l a t e d c o l l e g e s

to s ta y i n b u s i n e s s i s t o c u t back d r a s t i c a l l y on ex p en ses

such as p a y in g f a c u l t y l e s s , working them h a r d e r , and p r o v i d edin g l e s s in f r i n g e b e n e f i t s * ' In t h i s c o n t e x t , B arne t w ro te

^ M o r r i s Keeton and Conrad H i l b e r r y , S t r u g g l e and Prom ise ; A F u tu re f o r C o l l e g e s (New f o r k ; McGraw-Hill Book Company, I n c . , 1^69 ) , pp*

"I QC h a r l e s F re n k e l ( e d . ) , I s s u e s in U n iv e r s i t y E d u c a t io n

(New York; H arp e r and B r o t h e r s , 1 9 5 9 ) i PP* 149-175.

^ A n d r e D a n ie re , H ig h e r E d u c a t io n i n t h e American Economy ( C l i n t o n , M a s s a c h u s e t t s : Random House, 1964), pp* 124-13 2 .

^ C h r i s t o p h e r J e n c k s and David Riesman, The Academic R e v o lu t io n (New York: Doubleday and Company, I n c . , 1968)» p p . 270-279.

23

t h a t p r i v a t e , two- and f o u r - y e a r c o l l e g e s and u n i v e r s i t i e s

must co n t in u e to r e ly on non-governm ent so u rce s f o r th e21g r e a t e s t p o r t i o n of t h e i r an n u a l o p e r a t i n g fu n d s .

In t h i s co n tex t , McCluskey w ro te t h a t one o f the

m a jo r p rob lem s concerning fu n d in g o f p r i v a t e h i g h e r educa t ion

in g e n e r a l , and C a tho l ic h i g h e r e d u c a t io n in p a r t i c u l a r , i s

t h a t t h e r e seems to be l i t t l e o r no unan im ity o f o p in io n on

th e b e s t method of approach ing t h e q u e s t io n o f u t i l i z a t i o n o f

F e d e r a l fu n d s . H i l l r e l a t e d t h a t t h e r e seemed to be a

g e n e r a l consensus among p r i v a t e c o l l e g e a d m i n i s t r a t o r s t h a t

F e d e r a l funds meant Federa l c o n t r o l a n d /o r i n t e r f e r e n c e ,

n e i t h e r o f which was a c c e p ta b l e to them.

In any d isc u ss io n c o n c e r n in g c o l l e g e s , s t u d e n t s , and

c o s t s , th e op in io n of the p a r e n t must be weighed h e a v i l y .

In t h e f i n a l a n a l y s i s , h i s t a x e s and d i r e c t f i n a n c i a l suppor t

c o n s t i t u t e major p o r t io n s o f rev en u e u t i l i z e d by h ig h e r

e d u c a t i o n . In t h i s con tex t and w i th p a r t i c u l a r r e g a r d to

C a th o l i c h ig h e r educa t ion , F i c h t e r w ro te t h a t p a r e n t s wanted

th e m a j o r i t y o f the f i n a n c i a l s u p p o r t to come from th e family

P 1J e s s e R. B a rne t , P r i v a t e l y Supported J u n i o r Colleges (W ashington , D.C.: American A s s o c i a t i o n o f Community J u n io r C o l l e g e s , 1963) , pp. 4—12.

2% e i l G. ficCluskey, C a t h o l i c E duca t ion Faces I t s F u t u r e (New York: Doubleday arid Company, I n c * , 1 9 6 6 1 , pp. 16-'ZT*

^ A l f r e d T. H i l l , The Small C o l lege Meets th e C ha l lenge (New York: McGraw-Hill Book Company, I n c . , 1959),pp. 127- 130 .

f i r s t , t h e n the s t a t e , and l a s t o f a l l from t h e F e d e r a l 24Government . As a p ro p o n e n t o f p u b l i c h i g h e r e d u c a t i o n ,

T hayer p ro p o sed t h a t no p u b l i c a i d be g iv en t o any p r i v a t e2bs c h o o l o f any k in d . F i n a l l y , a rev iew o f t h e S p e c i a l

A n a ly s e s o f the Budget f o r ±960-1975 , r e v e a l e d t h a t budge t

r e q u e s t s f o r d i r e c t f i n a n c i a l a i d to p r i v a t e h i g h e r e d u c a t i o n

were c u r r e n t l y ( 1975) a t t h e lo w e s t l e v e l s o f any t im e d u r in g

t h i s e n t i r e per iod* Thus, i t ap p e a red e v i d e n t t h a t p r i v a t e ,

tw o - y e a r c o l l e g e s should e x p e c t reduced f i n a n c i a l a i d from

t h e U n i te d S t a t e s Government th rough 1976 and t h e n e x t26p r e s i d e n t i a l e l e c t i o n .

L i t e r a t u r e R e l a t i n g to C h u r c h - S t a t e - Sctio0.1 . S e p a r a t i o n

P r i v a t e c i t i z e n s , e d u c a t o r s , and p o l i t i c i a n s have

c o n t i n u a l l y deba ted the q u e s t i o n o f t h e e x t e n t to which th e

c o n te m p o ra ry church , s t a t e , and schoo l might r e a s o n a b l y be

e x p e c t e d to p a r t i c i p a t e i n t b o d e c i s i o n making w i r h i n each

s y s t e m . I n our complex s o c i e t y , the c i t i z e n , t h e e d u c a t o r ,

and th e p o l i t i c i a n a l l i n t e r a c t w i th each o t h e r th r o u g h th e

24 - Joseph H. F i c h t e r , Pa r o c h i a l S c h o o l : A Soc i o l o g i c a l S tudy (Hew York: Doubleday and Company, I n c . , F)£A ) , pp. 585-So*?;

r ^V, T* Thayer, ' 'P u b l i c Aid to R e l i g i o u s E d u c a t i o n / ' S choo l and S o c i e t y , LXXXIX, No. 2192 (May 6 , 1 9 6 1 ) , 2 26 -250 .

■n/*" S p e c i a l A n a ly ses ; Budget o f the U n i te d S t a t e s

Government f o r T ea rs 19^0-1972 (Washington , D»C. : TTovemment P r in t in — 6Y? i c e , 1 ^ - 1 9 7 1 ) .

25

growing commonality o f i n t e r e s t among th e c h u rc h , s c h o o l ,

and s t a t e i n r e g a r d to l o c a l and n a t i o n a l p o l i c i e s . The

e x t e n t to which each shou ld rem ain s e p a r a t e from th e o t h e r

i s a m a t t e r o f g r e a t d eb a te th r o u g h o u t much of America.

B la n sh a rd w ro te t h a t s in c e 1940 t h e U n i te d S t a t e s Supreme

C our t h a s overwhelmingly s u p p o r te d th e d o c t r i n e o f s e p a r a t i o n

o f church and s t a t e , i n p a r t i c u l a r r e f e r e n c e to r e l i g i o n and27s c h o o ls and r e l i g i o n in s c h o o l s .

Even, as B lanshard r e l a t e d , w i th Supreme Court

d e c i s i o n s a s s u p p o r t iv e ev id en c e o f t h e c u r r e n t s t a t u s o f

t h i s d o c t r i n e o f s e p a r a t i o n , c l a r i f i c a t i o n s o f some s p e c i f i c

i s s u e s were u n r e s o lv e d . Brickman q u e s t i o n e d w h e th e r c h u r c h -

s t a t e s e p a r a t i o n i s a p p l i c a b l e to h i g h e r e d u c a t i o n o r o n ly t o

e le m e n ta ry and secondary e d u c a t i o n , and to a l l r e l i g i o n o r28on ly to th e n o n - s e c t a r i a n and n o n - d e n o m in a t io n a l v a r i e t y .

I n t h i s r e g a r d , L ineburg conc luded t h a t t h e e x t e n t to which

c o l l e g e s and u n i v e r s i t i e s c o n t in u e to a c c e p t F e d e r a l r e s e a r c h

g r a n t s , v o i c e s t h e s e r i o u s i s s u e o f w h e th e r t h e i n s t i t u t i o n

can c o n t in u e to s e rv e knowledge o r w i l l b e g i n to s e rv e th e29F e d e r a l Government. J

^ P a u l B lan sh a rd , R e l i g i o n and th e School (B o s to n , M a s s a c h u s e t t s : Beacon P r e s s , pp .

^ W i l l i a m W. Brickman, "Church , S t a t e , and School i n C o n t ro v e r s y , " School and S o c i e t y , LXXZIX (May 6 , 1961) , 221- 2 2 2 .

^ W i l l i a m P. L in eb u rg , C o l l e g e s a t th e C r o s s r o a d s (New York: H. W. Wilson Company, 1 9 6 6 ) , p p . 6 5 -7 0 .

26

By t h e end o f 1972, t h i r t y - o n e o f t h e f i f t y s t a t e s

had funded one or more programs o f a i d to p r i v a t e c o l l e g e s .

Although t h i s study d e a l t only w i th d i r e c t F e d e r a l a i d t o

p r i v a t e h i g h e r e d u c a t io n , t h e a c t i o n s o f t h e s t a t e s c o n c e rn

i n g a i d t o t h e systems o f p r i v a t e h ig h e re e d u c a t i o n were

i m p o r t a n t t o t h i s s tu d y , f o r i t p ro v id ed an i n s i g h t i n t o th e

c h a n g in g a t t i t u d e o f c i t i z e n s in r e g a r d t o t h e m a in ten an ce

o f an a l t e r n a t i v e t o p u b l i c h ig h e r e d u c a t i o n . Hunt s u g g e s te d

t h a t s i n c e schoo ls se rve b o th pu rposes o f t h e s t a t e and of

t h e c h u rc h , th r e e s o l u t i o n s seemed obvious: t h e s t a t e sh o u ld

s u p p o r t a l l i n s t r u c t i o n because pu rposes o f t h e s t a t e were

f u l f i l l e d ; th e church should su p p o r t a l l i n s t r u c t i o n b e c au se

p u r p o s e s o f the church were f u l f i l l e d ; o r th e s u p p o r t shou ld

b e d i v i d e d , w ith t h e s t a t e su p p o r t in g th e c o s t s o f g e n e r a l

e d u c a t i o n , and the church s u p p o r t in g the c o s t s o f r e l i g i o u s

i n s t r u c t i o n . ^ However, Beggs and McQuigg c o n c u r re d t h a t the

s t a t e had a l e g i t i m a t e f u n c t i o n i n the e d u c a t i o n o f i t s

c h i l d r e n ; b u t the s t a t e d id not have a l e g i t i m a t e f u n c t i o n in

s u p p o r t i n g th e promotion o f r e l i g i o n . T h e r e f o r e , t h e s t a t e

was n o t e n t i t l e d to give sp o n so r sh ip to an i n s t i t u t i o n which

^ C a r o l Shulman. S t a t e Aid to P r i v a t e H igher E d u c a t io n (W ash in g to n , B.C.: ERIC C lea r in g h o u se on H ig h e r E d u c a t io n , 1 9 7 2 ) , pp. 1 -40 .

^ R o l f e L a n ie r Hunt, "R e l ig io n and P u b l i c E d u c a t i o n , " S choo l and S o c i e t y . L3CQCIX, No. 2192 (Hay 6 , 1961) , 250-235 .

27

72i s r e l i g i o u s l y o r i e n t e d .

T hus , a v e ry i m p o r t a n t q u e s t io n has b e e n r a i s e d

c o n c e r n in g th e r a t i o n a l e f o r c o n t i n u i n g to d e v e lo p two

sy s tem s o f h i g h e r e d u c a t i o n : t h e one p u b l i c , t h e o t h e r

p r i v a t e . I s t h e r e a s o l u t i o n t h a t w i l l e a se t h e f i n a n c i a l

c r i s i s f a c i n g a l l o f h i g h e r e d u c a t io n ? Funke w ro te t h a t

even though our s o c i e t y a l l o w s e x t e n s i v e , p e r s o n a l f re ed o m ,

i t was f o l l y to b e l i e v e t h a t t h e q u e s t io n o f c h u r c h - s t a t e -

s c h o o l s e p a r a t i o n w i l l one day cease to be a m a t t e r o f

d e b a t e . J Odegard w ro te t h a t chu rch , s t a t e , and sch o o l

must rem ain s e p a r a t e , b u t th e church shou ld n o t r e f r a i n from

v o i c i n g i t s c o n c e rn on n a t i o n a l i s s u e s , even a t th e r i s k o f

l o s i n g s u p p o r t i n i t s a t t e m p t t o ge t funds from p u b l i c and34-goverrunen ta l s o u r c e s .

What t h e n a r e t h e p r o b a b le f u t u r e r o l e s o f government

and ch u rch i n r e l a t i o n t o t h e d o c t r i n e o f s e p a r a t i o n ? D rinan

advanced t h e t h e o r y t h a t t h e s t a t e must , i n u l t i m a t e i s s u e s ,

b e t h e a r b i t e r o f th e humanly t r u e and good, b u t i t must n o t

^ D a v i d W. Beggs and R. Bruce IlcQuigg, American S c h o o ls and C hurches : P a r t n e r s i n C o n f l i c t (B lo o m in g to n , I n d i a n a : I n d i a n a t J n i v e r s i t y P r e s s , l9&5), PP* 175-191 .

^^Harold H. P u n k s , " C o n s t i t u t i o n a l and L ega l A sp e c ts o f t h e C h u r c h - S t a t e - S c h o o l P ro b le m s , 11 School and S o c i e t y . LXTQCIX, No. 2192 (Hay 6 , 1 9 6 1 ) , 2 2 2 - 2 2 ^

^ P e t e r H. Odegard , R e l i g i o n and P o l i t i c s (New York: Oceana P u b l i c a t i o n s , i 9 6 0 ) , p p . B l-9o .

20

be t h e f o u n t a i n o f t r u t h * H o p e f u l l y , s o l u t i o n s t o t h e

f i n a n c i a l c r i s i s f a c i n g p r i v a t e h i g h e r e d u c a t i o n w i l l be

found , and a s Fusey s u g g e s t e d , th ro u g h c o o p e ra t io n be tw een

p r i v a t e and p u b l i c e d u c a t i o n , s t a t e and F e d e r a l governm ents

can e s t a b l i s h sound e d u c a t i o n a l p o l i c i e s w i th a minimum w aste

m d u p l i c a t i o n o f e f f o r t s *

F i n a l l y , t o th o s e c i t i z e n s who bemoan th e l o s s o f

r e l i g i o u s a c t i v i t y i n t h e p u b l i c s c h o o l s , Freund s u g g e s te d

t h a t i f a s c h o o l t e a c h e s h o n e s t y , c o o p e r a t i v e n e s s , t r u t h f u l

n e s s , and o t h e r v i r t u e s o f a c i v i l i z e d s o c i e t y , t h e n why add

th e r e l i g i o u s i s s u e to i t s many d i f f i c u l t i e s ; and f o r th o s e

who wish a r e l i g i o u s l y - o r i e n t e d e d u c a t i o n a l e x p e r i e n c e f o r

t h e i r c h i l d r e n , F reund i n f e r r e d t h a t they work to promote

the c o n t in u e d s t r e n g t h e n i n g o f p r i v a t e e d u c a t i o n a l

i n s t i t u t i o n s . r

l i t e r a t u r e R e l a t i n g to t h e Role o f t h e Church-Rela iec i C o l l e g e in American H igher E d u c a t io n

The f u t u r e r o l e o f t h e c h u r c h - r e l a t e d c o l l e g e i s

u n c l e a r to many e d u c a t o r s , b u t t h e r e a r e some i n d i c a t i o n s

^ R o b e r t F . D r in a n , The R ig h t to be E duca ted (Washi n g to n , D .C*: Corpus Books, 19661, p p . 1- 2 ?*

^ N a t h a n M. Pusey , The Age o f th e S c h o la r (Cam bridge , M a s s a c h u s e t t s : B e ln ap P r e s s , 19631, P* 124.

^ P a u l A. F reund , R e l i g i o n and th e P u b l i c S c h o o l s (Cambridge, M a s s a c h u s e t t s : H arv a rd U n i v e r s i t y P r e s s , 1961?)» pp. 27 -54 .

t h a t c e r t a i n changes in p h i l o s o p h y and a d m i n i s t r a t i o n w i l l

have t o be made in o r d e r t o a t t r a c t a s tu d e n t p o p u la t i o n

l a r g e enough to p r o v id e t h e m a jo r p o r t i o n o f th e f i n a n c i a l

n e e d s o f t h e p r i v a t e i n s t i t u t i o n . In r e f e r e n c e p a r t i c u l a r l y

to t h e C a t h o l i c c o l l e g e , McC.lusky sugges ted t h a t th e C a th o l i c

c o l l e g e must n o t s e e k to com pete w i th such i n s t i t u t i o n s as

H a r v a r d U n i v e r s i t y and t h e U n i v e r s i t y o f C a l i f o r n i a a t

B e r k e l e y h u t s t r i v e to p r o v i d e an a l t e r n a t i v e to the Harvard

model o f e x c e l l e n c e . ^ ® I n c o n c u r r i n g w i th McClusky,

F a t t i l l o and MacKenzie w r o t e t h a t the ch u rch -sp o n so red

c o l l e g e must n o t a t t e m p t t o copy p u b l i c c o l l e g e s ; they must

d e v e l o p a c o m b in a t io n o f commitment and freedom to show t h a t

th e p r i v a t e c o l l e g e s can s e r v e s o c i e t y . '

I n t h e i r a t t e m p t t o p r o v id e a m eaningful a l t e r n a t i v e

to p u b l i c h i g h e r e d u c a t i o n , c h u r c h - r e l a t e d c o l l e g e s must

d e v e lo p i n n o v a t i v e a d m i n i s t r a t i v e and c u r r i c u l a r p o l i c i e s .

Greel .ey and H a ssen g e r r e l a t e d t h a t in 1967 the *,tate of

C a t h o l i c h i g h e r e d u c a t i o n th r o u g h o u t th e United S t a t e s i s in

n e e d o f change to t h e e x t e n t t h a t i f in n o v a t io n i s not f o r t h

coming s o o n , th e sys tem w i l l c e a s e to be a v i a b l e a l t e r n a t i v e

^®McClusky, l o c . c i t .

^ M a n n in g M. P a t t i l l o and Donald N. MacKenzie, C h u rc h -S p o n s o re d H igher E duca t ion , t n th e United S t a t e s (W a s h in g to n , D .C.: A m erican C o u n c i l on E d u c a t io n , 1 9 6 b ) , p p . 1 9 8 -2 1 4 .

50

40 4-1to p u b l i c h i g h e r e d u c a t i o n * ’ Thus, t h e C a t h o l i c C o l lege

a d m i n i s t r a t o r , a c c o r d i n g t o S t a n f o r d , must become aware o f

t h e n e c e s s i t y f o r change and i n n o v a t i o n i n t h e a d m i n i s t r a t i o n42o f t h e c h u r c h - r e l a t e d i n s t i t u t i o n .

The C a rd in a l S p e l lm an Committee on E d u c a t io n Research

t h e o r i s e d t h a t C a t h o l i c s c h o o l i n g c o u ld be s t r e n g t h e n e d and

r e d e v e lo p e d th ro u g h t h e c o n s o l i d a t i o n o f c u r r i c u l a and

a d m i n i s t r a t i o n and th r o u g h t h e e s t a b l i s h m e n t o f n a t i o n a l

s t a n d a r d s and o b j e c t i v e s a s s e t f o r t h by a r e g i o n a l o r

n a t i o n a l g o v e rn in g body . The Commission f u r t h e r i n f e r r e d

t h a t a t t h e p r e s e n t t i m e , most C a t h o l i c s c h o o l s and c o l l e g e s

a c t in d e p e n d e n t ly o f one a n o t h e r , and seek few o p p o r t u n i t i e s

f o r d e v e lo p in g a common s o l u t i o n to common p ro b le m s . This

in d e p en d en c e might be f i n e f o r an e n t i r e s y s t e m , b u t could

h a r d l y be o f h e lp to an i n d i v i d u a l s c h o o l , a s i t competed

w i th a more h ig h ly o r g a n i z e d , p u b l i c s c h o o l sy s tem .

^ A n d re w M. G r e e l e y , The Changing C a t h o l i c College ( C h ic a g o , I l l i n o i s : Aldene Pub1i s h i n g Company, 1967) , ppV 2 0 1 -2 1 4 .

^ R o b e r t H a s s e n g e r , The Shape o f C a t h o l i c Higher E d u c a t io n (C h icago , I l l i n o i s : U n i v e r s i t y o f Chicago P re s s , 1 ^ 6 7 ) 7 PP- 2 9 5 - 5 5 4 .

^ E d w a r d V. S t a n f o r d , A Guide to C a t h o l i c College A d m i n i s t r a t i o n ( W e s t m i n i s t e r , M aryland: Neuman P r e s s , 1965),b p : " 5 W 5 .----------

^ T h e C a r d i n a l S p e l lm an Committee on E d u ca t io n R e s e a rc h (The A rch d io ce se o f New f o r k , 1970, from th e f i l e s o f t h e Committee on E d u c a t i o n o f th e U n i t e d S t a t e s House o f R e p r e s e n t a t i v e s ) , Room R-2252, U n i t e d S t a t e s House o f R e p r e s e n t a t i v e s , W ash in g to n , D.C*

51

Throughout th e U n i te d S t a t e s , i n d i v i d u a l s who a r e

i n t e r e s t e d i n t h e c o n t i n u a t i o n o f o u r sys tem o f p r i v a t e

h i g h e r e d u c a t i o n i n g e n e r a l , and th e c h u r c h - r e l a t e d c o l l e g e

i n p a r t i c u l a r , a r e q u e s t i o n i n g w hethe r o r n o t th e ch u rch -

r e l a t e d c o l l e g e c o u ld rem ain a genu ine i n s t i t u t i o n of h ig h e r

l e a r n i n g . I n t h i s r e g a r d , McGrath advanced th e f o l lo w in g

th e o ry :

A c h u r c h - r e l a t e d c o l l e g e could rem ain a genuine i n s t i t u t i o n o f h ig h e r l e a r n i n g b u t n o t on ly t o l e r a t in g , b u t by e n c o u ra g in g t h e u n r e s t r a i n e d p u r s u i t o f t r u t h , a c r i t i c a l p r e s e n t a t i o n o f c o n f l i c t i n g p h i l o s o p h i e s , and a s t e a d y growth i n independence o f judgement i n r e l i g i o u s a s w el l a s e a r t h l y m a t t e r s . ^ -

I n t h i s same c o n t e x t , F i c h t e r w ro te t h a t p r i v a t e i n s t i t u t i o n s

o f h ig h e r l e a r n i n g should be c o n t in u e d so f a m i l i e s could

choose w he the r o r n o t they w ish to r e t a i n t h e i r r e l i g i o u s4-5e d u c a t i o n a l h e r i t a g e ; in c o n c u r r e n c e , Ditman, Hong, and

CJuanbeck r e l a t e d t h a t i t i s im p o r t a n t t h a t t h e C h r i s t i a n ,

l i b e r a l a r t s c o l l e g e c o n t in u e to work a g a i n s t th e s e c u l a r i z a

t i o n of l i f e . F u r t h e r , th e y co n c lu d ed t h a t the c h u r c h - r e l a t e d

c o l l e g e should c o n t in u e to p rom ote l e a r n i n g w i th in the con-

t e x t of a C h r i s t i a n o u t lo o k on l i f e .

^ E a r l J , McGrath, "The S p e c i a l M iss io n o f th e Church- R e la t e d C o l l e g e , " School and S o c i e t y . XCI, No, 222b (A p r i l 6 , 1965) , W 3-444 .

^ J o s e p h h . F i c h t e r , P a r o c h i a l S ch o o l : A S o c i o l o g i c a l Study (South Bend, I n d ia n a : U n i v e r s i t y o f N o tre Dame P r e s s , 1*7557, pp. 7 8 -8 1 .

^ H a r o l d H, Ditman, Howard V. Hong, and Warren A. Quanbeck, C h r i s t i a n F a i t h and t h e L i b e r a l A r t s (M inneapo l is , M innesota : Auggberg P u b l i s h i n g House, l ^ & J ) , pp. 5-52 .

32

I t may w e l l b e t h a t a s A s t i n and Lee agreed* th e

s a l v a t i o n o f t h e c h u r c h - r e l a t e d c o l l e g e r e s t s i n t h e b e l i e f

t h a t t h e r e w i l l a lw a y s b e a n eed f o r t h e v a l u e s o f sm a l lness

an d o f f r e e d o m from s t a t e c o n t r o l o r i n t e r f e r e n c e i n th etin

p ro m o t io n o f e d u c a t i o n a l o r l e a r n i n g s i t u a t i o n s .

I s t h e r e j u s t i f i c a t i o n f o r t h e c o n t i n u a t i o n o f a

sy s tem o f c h u r c h - r e l a t e d h i g h e r e d u c a t i o n in contemporary

America7 The m a j o r i t y o f t h e r e s e a r c h in v o lv e d in t h i s study

i n d i c a t e d t h a t such a s y s te m s h o u ld be c o n t in u e d . However,

t h e r e a r e t h o s e i n d i v i d u a l s who b e l i e v e t h a t t h e p e r p e t u a t io n

o f a c o s t l y * m a n p o w e r - d r a in in g , s y s te m o f h i g h e r e d u c a t io n ,

i s n o t t h e modern m i s s i o n o f t h e c h u r c h . P e rh a p s Ryan b e s t

summed up t h i s d i s s e n t i n g p o i n t o f v iew , aB she r e l a t e d , t h a t

t h e p r i m a r y m i s s i o n o f t h e C a t h o l i c Church i s to w i t n e s s to

C h r i s t , o n e v e r y l e v e l and i n e v e ry a s p e c t o f o u r s o c i e t y ,

and t h e c o n t i n u a n c e o r e x t e n s i o n o f t h e C a t h o l i c schoo l4-8s y s t e m i s a n o b s t a c l e t o t h e p u r s u i t o f t h i s m i s s i o n .

SUHMAHY

The r e v ie w o f t h e l i t e r a t u r e f o r t h i s s tu d y re v e a le d

t h a t t h e p r i v a t e , c h u r c h - r e l a t e d , f o u r - y e a r c o l l e g e was a

^ A l e x W. A s t i n and C a l v i n B, T. Lee, The I n v i s i b l e C o l l e g e s , s p o n s o r e d by t h e C a r n e g ie Commission on H igher E d u c a t i o n (New York: M cGraw-Hil l Book Company, I n c . , 1972), p p . 9 3 - 1 1 2 .

^^H ary P e r k i n s Nyan, Are P a r o c h i a l S ch o o ls th e Answer? (New York: H o l t , R i n e h a r t and W in s to n , 1^63) , pp. 17b-17E>-

33

dominant f a c t o r i n t h e dev e lo p m en t o f h i g h e r e d u c a t i o n i n t h e

U n i te d S t a t e s , f rom th e f o u n d in g o f H arvard C o l le g e i n 1636

up th rough 1948, when e n r o l l m e n t i n p u b l i c c o l l e g e s and

u n i v e r s i t i e s o u t g a i n e d e n r o l l m e n t in p r i v a t e c o l l e g e s and

u n i v e r s i t i e s f o r t h e f i r s t t i m e . I t a p p e a r e d t h a t th ro u g h o u t

t h i s same p e r io d (1636-1948) t h e p r i v a t e , tw o - y e a r , c h u rc h -

r e l a t e d c o l l e g e , a l th o u g h i t was th e f o r e r u n n e r o f th e p u b l i c ,

tw o -y ea r c o l l e g e , n e v e r had t h e g r e a t e f f e c t upon American

h i g h e r e d u c a t io n a s d id th e p r i v a t e , f o u r - y e a r i n s t i t u t i o n o f

h i g h e r Learn ing .

A d d i t i o n a l l y , th e l i t e r a t u r e s e a r c h r e v e a l e d t h a t t h e

most s e r i o u s p rob lem c o n f r o n t i n g p r i v a t e , tw o -y e a r e d u c a t io n

in t h e United S t a t e s , d u r in g t h e p e r io d 1960-1972 , was t h e

s e r i o u s f i n a n c i a l c o n d i t i o n o f many p r i v a t e , tw o -y e a r

c o l l e g e s . F u r t h e r , d i r e c t f i n a n c i a l a i d to p r i v a t e h i g h e r

e d u c a t io n was d e c r e a s e d each y e a r from 1968 t o t h e p r e s e n t

( 1 9 7 3 ) . Such a i d had f o rm e r ly been w id e ly u t i l i s e d by many

p r i v a t e c o l l e g e s .

The l i t e r a t u r e s e a r c h d i d no t r e v e a l any answ ers in

r e g a r d to the r a t i o n a l e f o r c o n t i n u i n g t o d eve lop b o th p u b l i c

and p r i v a t e sy s tem s o f h i g h e r e d u c a t i o n . F i n a l l y , th e

l i t e r a t u r e s e a r c h r e v e a l e d t h a t th e f u t u r e r o l e o f p r i v a t e

h i g h e r e d u c a t io n m ust be i n t h e deve lopm ent o f an a l t e r n a t i v e

to p u b l i c e d u c a t i o n , no t a d u p l i c a t e sy s tem i n te rm s o f

o r g a n i z a t i o n o r c u r r i c u l a r and cou rse c o n t e n t .

CHAPTER I I I

THE PRESENTATION AND INTERPRETATION OF THE DATA

T h is s tudy was u n d e r t a k e n to d e te rm in e t h e e x t e n t to

which Im m acula ta C o l leg e o f W ashington, D.C. , was c u r r e n t l y

(1973) u t i l i z i n g fu n d in g o p p o r t u n i t i e s p r o v id e d by F e d e r a l

l e g i s l a t i o n e x i s t i n g in 1 9 7 2 , and to i n t e r p r e t th e f i n d i n g s

in terms o f s u g g e s t io n s f o r i n c r e a s i n g e n r o l lm e n t and revenue ,

w i th in t h e c o n s t r a i n t s o f i t s p h i l o s o p h i c a l p o s i t i o n . In the

development o f th e s tu d y , f o u r aubproblems were f o r m u l a t e d .

T h is c h a p t e r f o l l o w s th e sequence o f t h o s e subproblem o.

THE FINDINGS RELATED TO THE SUBPROBLEMS

Subproblem 1

The f i r s t subproblem was to i d e n t i f y th e p h i l o s o p h i c a l

p o s i t i o n o f Immacula ta C o l l e g e .

The p h i l o s o p h i c a l p o s i t i o n o f Im m acula ta C o l l e g e . To

d e te rm in e t h e p h i l o s o p h i c a l p o s i t i o n o f Im m acula ta C o l l e g e ,

th e a u t h o r t a l k e d i n f o r m a l l y with s t u d e n t s and a lum nae , and in

p e r s o n a l c o n f e r e n c e s , w i th th e p r e s i d e n t , and w ith f a c u l t y

and a d m i n i s t r a t o r s o f th e C o l le g e . The s u b s t a n c e o f t h e s e

c o n v e r s a t i o n s , in r e g a r d t o th e p h i l o s o p h i c a l p o s i t i o n o f

35

I m m a c u la t a C o l l e g e , was t h a t nowhere was t h e p o s i t i o n more

c l e a r l y e n u n c i a t e d t h a n i n t h e Im m ac u la ta C o l l e g e C a ta l o g as

f o l l o w s :

Im m a c u la ta C o l l e g e , a s an i n s t i t u t i o n o f h i g h e r e d u c a t i o n , i s p r i m a r i l y c o n c e r n e d w i th t h e i n t e l l e c t u a l e n r i c h m e n t o f i t s s t u d e n t s . As a C h r i s t i a n i n s t i t u t i o n , Im m a c u la t a r e c o g n i z e s an o b l i g a t i o n to s h a r e t h e r i c h e s o f t h e J u d e o - G h r i s t i a n h e r i t a g e and t o e n c o u r a g e a p p r e c i a t i o n o f t r u t h and g o o d n es s cont a i n e d i n o t h e r c u l t u r e s and e t h i c s . As a c o l l e g e f o r women, Im m a c u la ta e n c o u r a g e s each s t u d e n t t o c h e r i s h and t o d e v e lo p h e r p e r s o n a l g i f t s o f i n t e l l e c t and human f reed o m a n d , a t t h e same t i m e , to p r e p a r e h e r s e l f f o r t h e new c h a l l e n g e s and o p p o r - t u n i t i e s women a r e f a c i n g i n o u r c o n te m p o ra ry w o r ld .

F u r t h e r , i n s u p p o r t o f t h e m a in t e n a n c e and d e v e lo p

ment o f t h e p h i l o s o p h i c a l p o s i t i o n o f t h e C o l l e g e , th e

C o l l e g e had e n u n c i a t e d a l i s t o f i n s t i t u t i o n a l a im s and g o a l s .

The a im s , a s s e t f o r t h i n t h e Im m acu la ta C o l l e g e C a t a l o g , a r e

t h e t h r e e l i s t e d be low :

1 . To t h e s t u d e n t who p l a n s t o c o n t i n u e h e r f o r m a l e d u c a t i o n a t a n o t h e r i n s t i t u t i o n , t h e c o l l e g e o f f e r s o p p o r t u n i t y f o r i n s t r u c t i o n and d i r e c t e d s t u d y , c o u n s e l i n g , and a p rog ram o f c o - c u r r i c u l a r a c t i v i t i e s * These a r e a im ed a t h e l p i n g t h e s t u d e n t t o a c q u i r e o r d e v e lo p t h e c o n c e p t s , t h e s k i l l s , and t h e m o t i v a t i o n n eeded f o r f u r t h e r s t u d y . ^

2 . The s t u d e n t who d o e s n o t p l a n t o c o n t i n u e h e r f o rm a l e d u c a t i o n im m e d ia te ly a f t e r g r a d u a t i o n i s e n c o u ra g e d t o c o n s i d e r h e r s t a y a t Im m acu la ta n o t a s t h e t e r m i n u s o f h e r e d u c a t i o n b u t a s an i m p o r t a n t p h a s e i n a l i f e - l o n g p r o c e s s * However,t h e C o l l e g e b e l i e v e s t h a t a p rogram o f s tu d y n o t immedia t e l y d i r e c t e d tow ard f u r t h e r s tu d y c a n h av e i n t r i n s i c v a l u e s . Such a tw o - y e a r p rogram s h o u ld be f o r t h e

^ I m m a c u la t a C o l l e g e o f W ash ing ton C a t a l o g 1970-1972 ( W a s h in g to n , B . C . : Im m acu la ta C o l l e g e , 1 9 7 0 ) , p . l 2 .

2 I b i d .

36

s t u d e n t a u n i f i e d and e n r i c h i n g e x p e r i e n c e and sh o u ld h e l p t h e young p e r so n , n o t im m ed ia te ly com m itted t o s tu d y o r f ix e d employment, a t t a i n a r e c o g n i z a b l e d e g ree o f s e l f - r e a l i z a t i o n , ^

3 - To meet th e n e e d s o f t h o s e s t u d e n t s who p l a nto seek employment a f t e r two y e a r s o f c o l l e g e , Immacu-l a t a s t r u c t u r e s th e e d u c a t i o n a l program t o o f f e r th e s t u d e n t maximum e d u c a t i o n a l e n r ic h m e n t c o m p a t ib le w i th such t r a i n i n g i n s e c r e t a r i a l s k i l l s a s w i l l e n a b le h e r t o e a r n a l i v i n g and to make some c o n t r i b u t i o n to th es o c i e t y i n which she f i n d s h e r s e l f . ^

The f o u r i n s t i t u t i o n a l g o a l s which s u p p o r t e d t h e

p h i l o s o p h i c a l p o s i t i o n were a s f o l l o w s :

The a d m i n i s t r a t o r s and f a c u l t y o f Im m acu la ta C o l l e g e hope t h a t every g r a d u a t e w i l l have a t t a i n e d :( 1 ) some knowledge o f t h e w orld abou t h e r , a b e t t e r u n d e r s t a n d i n g o f h e r s e l f and h e r r e l a t i o n s t o o t h e r s , and a r e s p e c t f o r t h i n g s and p e r s o n s ; (2 ) a w i l l i n g n e s s to make c e r t a i n i n t e l l e c t u a l commitments ab o u t t r u t h , about h e r own n a t u r e a s a p e r s o n and a s a woman, and about h e r r e l a t i o n s h i p w i th o t h e r p e r s o n s and w i th God; (3 ) a b e g i n n in g , a t l e a s t , o f s k i l l i n exam in ing q u e s t io n s , a n a l y s i n g p ro b le m s , and i n p r o p o s i n g and e v a lu a t i n g answ ers and s o l u t i o n s ; and (4) a c e r t a i n Joy in r e c o g n i z i n g b e a u ty i n n a t u r e and i n man’ s c r e a t i o n , and a d e s i r e t o use w e l l h e r c r e a t i v ea b i l i t i e s , 2

The p r e s i d e n t , a s t h e l e a d i n g a d m i n i s t r a t i v e o f f i c e r

o f t h e C o l l e g e , i n i t i a t e d a d m i n i s t r a t i v e a c t i o n s which , when

im plem ented , served to su p p o r t t h e c o n t i n u a t i o n o f th e

p h i l o s o p h i c a l p o s i t i o n o f t h e C o l le g e , The f o l l o w i n g a d m in i s

t r a t i v e a c t i o n s were d e te rm in ed by th e C o l l e g e p r e s i d e n t , t o

be i n d i c a t i v e o f h e r p o l i c y o f s u p p o r t f o r t h e p h i l o s o p h i c a l

^I b i f l . . pp, 12-13-

"* Ib id , , p . lf t.

^ I b i d . , p- 13

37

p o s i t i o n o f Immaculata : ( 1 ) s u p p o r t of c u r r i c u l a r change and

in n o v a t io n in r e g a r d to p r o v i d i n g e d u c a t i o n a l r e l e v a n c y to

each s tu d e n t ; ( 2 ) encouragem ent and d i r e c t i o n o f r e c r u i t m e n t

p o l i c i e s i n r e g a rd to type o f s t u d e n t sought by t h e C o l le g e ;

(3 ) development o f h i r i n g g u i d e l i n e s (Appendix E) which p r e

c lude th e ac c e p ta n c e o f f a c u l t y t h a t cou ld n o t s u p p o r t th e

p h i l o s o p h i c a l p o s i t i o n o f t h e C o l l e g e ; and ( 4 ) t h e d e te rm in a

t i o n o f g u i d e l i n e s f o r e x t r a c u r r i c u l a r a c t i v i t i e s t h a t a r e i n

keep ing with th e p h i l o s o p h i c a l p o s i t i o n o f t h e C o l l e g e ,^5

A d d i t i o n a l l y , in k e e p in g w i th th e p h i lo s o p h y o f th e

j u n i o r c o l l e g e , Immaculata o f f e r e d the e n t e r i n g s t u d e n t a

v a r i e t y of programs p lanned t o meet i n d i v i d u a l n e e d s . Every

s t u d e n t , no m a t t e r what h e r c h o ic e o f program (Appendix D),

was r e q u i r e d to i n c lu d e th e f o l l o w i n g s u b j e c t s i n h e r two-

y e a r program: Theology and B i b l i c a l H i s to r y — s i x h o u rs o f

c r e d i t ; P h i losophy and E t h i c s — s i x hours of c r e d i t ; E n g l i s h

Language and L i t e r a t u r e — tw elve h o u rs of c r e d i t ; F in e A r t s —7

t h r e e h o u rs o f c r e d i t ; and Speech— two hours o f c r e d i t .

F i n a l l y , t h e p o l i c y o f Immaculata C o l l e g e in r e g a r d

to F e d e r a l a i d , a s d e te rm in ed by t h e Board o f T r u s t e e s ,

implemented by th e P r e s i d e n t ’ s C o u n c i l (Appendix B and C) and

a d m in is t e r e d by t h e C o l leg e p r e s i d e n t , had d e t e r m in e d c u r

r e n t l y (1972-1973) t h a t no F e d e r a l - f u n d i n g p rogram which m ight

S i s t e r Harian Brady, p r e s id e n t , Immaculata C o lleg eof Washington, D.C*, a personal in te rv ie w , A p r il 4 , 1973*

^Immaculata C ollege C a ta lo g , op. c i t . , p . 31.

33

compromise t h e p h i lo s o p h y , a im s , o r g o a l s o f t h e i n s t i t u t i o n ,

o r r e q u i r e t h e a d d i t i o n o f new b u i l d i n g s , s u b s t a n t i a l match

in g fu n d s o r a c ce p ta n c e o f u n q u a l i f i e d s t u d e n t s , would beg

a c c e p t a b l e t o th e C o l l e g e .

Subproblems 2. 3. and 4

The second subproblem wag to d e te rm in e a p p r o p r i a t e

fu n d in g o p p o r t u n i t i e s u n d e r F e d e r a l l e g i s l a t i o n e x i s t i n g in

1972 f o r a p r i v a t e , tw o - y e a r , d e n o m in a t io n a l c o l l e g e .

The t h i r d subproblem was to d e te rm in e t h e e x t e n t to

which Im m acula ta C o l leg e was c u r r e n t l y (1975) u t i l i z i n g th e

F e d e r a l - f u n d i n g o p p o r t u n i t i e s d e te rm in e d in subproblem two.

The f o u r t h subproblem was to i n t e r p r e t t h e f i n d i n g s

i n subprob lem t h r e e f o r i n c r e a s i n g th e e n r o l lm e n t o p p o r t u n i

t i e s and f u n d in g o p p o r t u n i t i e s o f Imm acula ta C o l l e g e .

The c o m p i la t io n o f t h o s e F e d e r a l - f u n d i n g o p p o r t u n i

t i e s e x i s t i n g in 1972, a p p r o p r i a t e f o r u t i l i s a t i o n by a

p r i v a t e , d e n o m in a t io n a l , t w o - y e a r c o l l e g e , e n t a i l e d th e

i n v e s t i g a t i o n of every F e d e r a l E d u c a t io n Law p e r t a i n i n g to

h ig h e r e d u c a t i o n w r i t t e n s i n c e 1900 and in e x i s t e n c e in 1972.

The w r i t e r ' s rev iew and s c r u t i n y o f t h e s e laws r e v e a l e d t h a t

they seemed to f a l l i n t o f o u r g e n e r a l c l a s s i f i c a t i o n s ; (1)

s t u d e n t - f i n a n c i a l a i d , ( 2 ) c u r r i c u lu m -d e v e lo p m e n t a i d , (3)

i n s t r u c t i o n a l - m a t e r i a l o r t e a c h i n g a i d , and (4 ) d i r e c t ,

aS i s t e r Marian Brady, p er so n a l in te r v ie w , A pril 24-,

1973-

59

i n s t i t u t i o n a l a i d . Thus, f o r th e p u rp o ses o f t h i s s t u d y , t h e

f i n d i n g s r e l a t e d to subproblem s two, t h r e e , and f o u r a r e

p r e s e n t e d and d i s c u s s e d a c c o rd in g to th e f o u r g e n e r a l

c l a s s i f i c a t i o n s .

I d e n t i f i c a t i o n and i n t e r p r e t a t i o n o f F e d e r a l - f u n d i n g

o p p o r t u n i t i e s r e l a t i n g t o s t u d e n t - f i n a n c i a l a i d . A n a l y s i s o f

the F e d e r a l - a i d program s which p rov ided f i n a n c i a l a i d

d i r e c t l y to th e s t u d e n t i n 1972-1975 r e v e a le d t h a t t h e

F e d e r a l Government was p u r s u in g a p o l i c y which would s e rv e to

encourage the needy , t h e c u l t u r a l l y d i s a d v a n ta g e d , and th e

e t h n i c - m in o r i t y s t u d e n t to con t inue h i s s c h o o l in g th ro u g h

high s c h o o l w ith t h e p ro m ise o f a v a i l a b l e funds f o r h i g h e r

e d u c a t i o n expenses .

G ran t Program

S p e c i f i c a l l y , t h e E d u ca t io n a l O ppor tun i ty G ran t

Program p ro v id ed t h e a fo rem en t io n ed ty p e o f s t u d e n t a i d .

E d u c a t io n a l O p p o r tu n i ty Grant Frogram. T h is p rogram , a d m i n i s t e r e d by tne U n i ted S t a t e s O f f i c e o f E d u c a t io n , a l l o c a t e d funds to s tu d e n t s f o r payment o f schoo l c o s t s , a n n u a l l y , f o r each o f f o u r y e a r s o f u n d e rg ra d u a te s t u d y . The g r a n t s , in te n d ed f o r needy s t u d e n t s , p ro v id e d from #200 up to #1 ,0 0 0 f o r e a c h o f f o u r y e a r s o f c o l l e g e s tu d y . The g r a n t s had to b e matched by t h e p a r t i c i p a t i n g c o l l e g e th rough HDEA l o a n s , employment u n d e r the C o l lege WorA-Study q Program , o r d i r e c t a i d from th e c o l l e g e i t s e l f .

^Economic O p p o r tu n i ty Act o f 1964. a s amended (P.L. 8 9 -3 2 9 ) . (The summary o f t h i s Act i s s i n g l e - s p a c e d t o c a l l t h e a t t e n t i o n o f t h e r e a d e r t o i t s im p o r ta n c e . )

40

To "be e l i g i b l e f o r t h i s a i d , s t u d e n t s b a d t o show

t h a t th e y were u n a b le t o a f f o r d t o c o n t i n u e t h e i r c o l l e g e

e d u c a t i o n w i th o u t f i n a n c i a l a i d , Im m acu la ta C o l l e g e , c u r

r e n t l y ( 197 3 ) , had n o t d e t e r m in e d w h e th e r o r n o t i t had any

e l i g i b l e a p p l i c a n t s f o r t h i s p ro g ra m . F u r t h e r , t h e C o l le g e

d id n o t h av e s u f f i c i e n t fu n d s n o r s t a f f to p a r t i c i p a t e

e f f e c t i v e l y i n such a p rog ram .

Loan Program

F u r t h e r e v i d e n c e o f t h e c u r r e n t (1973) em p h as is upon

f i n a n c i a l a i d t o c o l l e g e s t u d e n t s was t h e F e d e r a l G u a ra n te e d

S tu d en t Loan Program (A ppend ix I ) , which was i n t e n d e d f o r

u t i l i z a t i o n by needy s t u d e n t s .

G u aran teed S t u d e n t Loan P ro g ra m . T h i s p rog ram , adm in iB te red n ay t h e Xlnited S t a t e s O f f i c e o f Educat i o n , a u t h o r i z e d l o a n s from p r i v a t e l e n d e r s ( s u c h a s c r e d i t u n i o n s , b a n k s , and s a v i n g s and l o a n a s s o c i a t i o n s ) to u n d e r g r a d u a t e s t u d e n t s whose a d j u s t e d g r o s s f a m i l y income was l e s s t h a n # 1 3 ,0 0 0 a n n u a l l y , D e fe n n e n t o f th e rep ay m en t o f t h e s e lo a n s c o u ld he g r a n t e d i f th e b o r r o w e r was a t t e n d in g an e l i g i b l e i n s t i t u t i o n a s a f u l l - t i m e s t u d e n t .

D i s c u s s i o n s w i th l e n d i n g o f f i c e r s a t t h r e e b a n k in g

i n s t i t u t i o n s i n W a sh in g to n , D ,C . , t h e l o c a l e o f t h e s tu d y

T i t l e IV o f t h e H ig h e r E d u c a t i o n Act o f 1965 (P .L . 6 9 - 3 2 9 ) , a s amended by t h e Emergency I n s u r e d S tu d e n t Loan Act o f 1969 ( P .L . 9 1 - 9 1 3 ) . ( T h i s i s n o t a d i r e c t q u o t a t i o n , b u t t h i s summary o f t h e Act d e s e r v e s a t t e n t i o n . )

41

i n s t i t u t i o n , r e v e a l e d t h a t many banks were no l o n g e r p a r t i c i

p a t i n g i n t h i s ty p e o f e d u c a t i o n a l l o a n . One o f t h e lo an

o f f i c e r s , i n t e r v i e w e d f o r t h i s s tu d y , i n d i c a t e d t h a t the

l e n d i n g i n s t i t u t i o n s had d e te rm in ed t h a t th e u se o f hank

funds f o r lo a n s o t h e r th an t h o s e f o r e d u c a t i o n a l u s e , was

more ad v an tag e o u s to th e i n s t i t u t i o n , a l lo w in g f o r more r a p i d

t u r n o v e r o f funds and a more m a rk e ta b le i n t e r e s t r a t e . ^

The e x p e r i e n c e o f Immaculata C o l le g e w ith t h i s t y p e o f loan

had been t h a t w i th l o c a l l e n d i n g i n s t i t u t i o n s d i s c o u r a g i n g

t h i s Loan Program, t h e C o l lag e began ( I9 6 0 ) t o h e lp s t u d e n t s

a c q u i r e d i r e c t F e d e r a l a i d f o r e d u c a t i o n l o a n s . Thus, in

r e f e r e n c e to t h e G u aran te ed S tu d e n t Loan Program , c o l l e g e

o f f i c i a l s and t h e a u t h o r o f t h i s s tu d y saw no i n d i c a t i o n o f

improvement o r new p rom ise i n t h i s a r e a f o r t h e f u t u r e .

N a t i o n a l Program

The N a t i o n a l Defense S t u d e n t Loan Program d id p r o v id e

more f i n a n c i a l a i d th a n th e two p r e v i o u s l y m en t ioned program s;

t h e r e f o r e , t h i s program was h i g h l y sough t a f t e r by many

s t u d e n t s .

N a t i o n a l D efense S tu d e n t Loan Program. T h i s program, a d m i n i s t e r e d by t h e U n i t e d S t a t e s O f f i c e o f E d u c a t io n , was a fo rm u la g r a n t which advanced e l i g i b l e i n s t i t u t i o n s up to $ 1 ,0 0 0 a n n u a l ly f o r an u n d e r g r a d u a te s t u d e n t and up t o a t o t a l o f $5 ,0 0 0 p e r s t u d e n t f o r f o u r y e a r s o f u n d e r g r a d u a te s t u d y .T h is program encouraged s t u d e n t s to e n t e r t h e

]' 1Hr. S . Savage , A s s i s t a n t Vice P r e s i d e n t , F i r s t V i r g i n i a Bank, F a l l s Church, V i r g i n i a , p e r s o n a l i n t e r v i e w , A p r i l 3, 1975,

42

t e a c h i n g f i e l d by a l l o w i n g f o r p a r t i a l o r f u l l - l o a n c a n c e l l a t i o n f o r new t e a c h e r s . T b i s l o a n was sough t by many s tu d e n t s b e c a u s e t h e r e p a y m e n t p e r i o d cou ld b e g i n up to n in e m o n th s a f t e r g r a d u a t i o n and ex tend o v e r a t e n - y e a r p e r i o d a t J p e r c e n t a n n u a l i n t e r e s t r a t e . A d d i t i o n a l l y , i f t h e g r a d u a t i n g s tu d e n t e n t e r e d the Armed F o r c e s , V i s t a , o r P eace Corps, no i n t e r e s t o r payment was c h a rg e d f o r up t o t h r e e y e a r s . 12

An ex am in a t io n o f t h e i n s t i t u t i o n a l expense i n

a d m i n i s t e r i n g t h i s p r o g r a m r e v e a l e d t h a t each p a r t i c i p a t i n g

i n s t i t u t i o n had to m a i n t a i n , a t a l l t i m e s , an on-hand d e p o s i t

eq u a l t o a t l e a s t o n e - n i n t h o f t h e t o t a l amount r e c e i v e d f rom

th e U n i te d S t a t e s G o v e rn m en t , F u r t h e r , t h e U n i ted S t a t e s

O f f i c e o f Educat ion s t i p u l a t e d t h a t i n t h e d i sb u r se m e n t o f

t h e s e fu n d s , the g r e a t e s t p r i o r i t y m u s t he g iven to needy

s t u d e n t s . From i960 t h r o u g h 19&^, Im m a c u la t a Col lege d i d p a r

t i c i p a t e i n t h i s p r o g ra m , t h r o u g h w hich s e v e n Immaculata s t u

d e n t s r e c e i v e d f i n a n c i a l a i d . I n r e s p e c t t o th e c u r r e n t (1975)

u t i l i z a t i o n o f t h i s p r o g r a m by s t u d e n t s a t Immaculate C o l l e g e ,

t h e C o l le g e has s t a t e d t h a t i t c o u ld n o t su p p ly c o n t r i b u t o r y15fu n d s t o t h i s type o f p r o g ra m o r t h e s t a f f t o a d m i n i s t e r i t .

I n p a r t i c u l a r r e f e r e n c e to p r i v a t e , tw o -y ea r c o l l e g e s ,

i t sh o u ld be noted t h a t i f t h e q u a n t i t y o f s t u d e n t -

f i n a n c i a l a id b u d g e ted b y t h e E x e c u t i v e b r a n c h o f th e U n i t e d

S t a t e s Government and f u n d e d by t h e U n i t e d S t a t e s C ongress

■^National D e f e n s e E d u c a t io n A c t o f 195S, T i t l e I I , a s amended by (P .L . 8 5 - 8 6 4 ) . ( T h i s a g a i n i s a summary o f t h e Act and no t a d i r e c t q u o t a t i o n . )

■^Sister Marian Brady, p e r s o n a l in te r v ie w , A p r il 1 7 ,1973*

^3

was a n i n d i c a t i o n o f t h e em phasis w i t h i n t h e F e d e r a l Govern

ment c o n c e r n in g th e p ro m o t io n o f h i g h e r e d u c a t i o n f o r needy

c i t i z e n s , i t was th e n c o n c lu d ed t h a t F e d e r a l a u t h o r i t i e s were

in d e e d p u r s u i n g a p o l i c y o f d i r e c t a i d t o e l i g i b l e s t u d e n t s14i n l i e u o f d i r e c t i n s t i t u t i o n a l a i d . I t shou ld b e n o te d

t h a t t h e s e s t u d e n t - l o a n program s ( t h e E d u c a t i o n a l O p p o r t u n i t y

G ran t and th e N a t io n a l D i r e c t S tu d e n t - L o a n Program) p l a c e d a

b u rd e n on t h e i n s t i t u t i o n s i n s o f a r a s t h e y r e q u i r e d a p e r

c e n ta g e o f m a tch ing fu n d s by th e i n s t i t u t i o n *


o p p o r t u n i t i e s r e l a t i n g t o c u r r ic u lu m -f le v e lo p m e n t a i d . Along

w ith t h e F e d e r a l G ov ern m en t 's i n t e r e s t i n f i n a n c i a l a i d to

c o l l e g e s t u d e n t s , e d u c a t i o n s p e c i a l i s t s w i t h i n th e F e d e r a l

Government, u n d e r th e p r e s e n t (1973) E x e c u t iv e Branch o f t h e

F e d e r a l Government, were working w i th i n s t i t u t i o n s o f h i g h e r

e d u c a t i o n i n s e ek in g to e f f e c t i n n o v a t i v e changes and d e v e lo p

ments i n c o l i e g e - c u r r i c u l u m p l a n n i n g t h r o u g h th e s e v e r a l

f u n d in g p rogram s which fo l low *

C o o p e ra t iv e P rogram

Through t h e C o o p e ra t iv e H ig h e r E d u c a t io n Program

t h a t f i n a n c e d s p e c i a l p r o j e c t s th ro u g h c u r r i c u l a r i n n o v a t i o n ,

t h e F e d e r a l Government was s e e k in g t o d e v e lo p model p rogram s

Rev. Frank H, Bredeweg, The Independent C a th o l icC o lle g e (Washington, D .C .; The N a tio n a l C a th o lic E du cationA s s o c ia t io n , 1972), p. 4 9 .

44

i n c o l l e g e s , which would s e rv e t o b e t t e r u t i l i z e i n n e r - c i t y

manpower by d e v e lo p in g t h e i r s k i l l s th ro u g h a l t e r n a t i n g

p e r i o d s o f academic s tu d y w ith p e r i o d s o f o f f -cam p u s s t u d y .

C o o p e ra t iv e H igher E d u c a t i o n Program. T h is p ro g ram , a d m in i s t e r e d by t h e U n i t e d S t a t e s O f f i c e o f E d u c a t io n , was f in a n c e d i n i t i a l l y in 1970 to p r o v i d e su p p o r t t o c o l l e g e p ro g ram s which a l low ed s t u d e n t s to a c c e p t p a r t - t i m e j o b s o f f campus} e n a b l i n g th e s t u d e n t s to e n r i c h t h e i r e d u c a t i o n a l , l e a r n i n g e x p e r i e n c e and p r o v i d e f i n a n c i a l su p p o r t f o r t h e i r c o l l e g e ex p e n se s . The i n s t i t u t i o n could n o t u se th e s e fu n d s (up to $7 5 ,0 0 0 p e r y e a r , p e r i n s t i t u t i o n ) to compensate t h e s t u d e n t f o r employment. R a t h e r , each i n s t i t u t i o n c o u ld r e q u e s t f u n d s f o r c u r r i c u l a r p l a n n i n g , e x p a n s io n , o p e r a t i o n , e s t a b l i s h m e n t , and e v a l u a t i o n o f c o o p e r a t i v e educat i o n a l a c t i v i t i e s .

T h is type o f program so u g h t t o a i d i n t h e development

o f a c u r r i c u lu m t h a t was r e s p o n s i v e t o t h e needs o f b o th t h e

s t u d e n t and i n n e r - c i t y em ployer , w h i l e a l s o p r o v i d i n g oppor

t u n i t i e s f o r i n s t i t u t i o n a l i n n o v a t i o n i n c u r r i c u lu m p l a n n in g ,

o r g a n i z a t i o n , and im p le m e n ta t io n . T h i s program c o u ld be

u t i l i z e d by Immacula te C o l leg e i f i t had s u f f i c i e n t s t a f f to

a d m i n i s t e r and implement t h i s p ro g ra m . The program could

e n a b le Immaculata t o use i t s i n n e r - c i t y l o c a t i o n a s an

a d v a n ta g e i n d ev e lo p in g i n c r e a s e s i n i t s e n r o l lm e n t .

C a re e r Program

A f u r t h e r i n d i c a t i o n o f t h e i n t e r e s t o f t h e F e d e r a l

Government i n d e v e lo p in g i n n e r - c i t y manpower r e s o u r c e s th rough

^ F a r t D, T i t l e I o f t h e H ig h e r E d u ca t io n Amendments o f 1968 ( P . l . 9 0 -5 7 5 ) - (T h is summary i s n o t a d i r e c t q u o ta t i o n , b u t s i n g l e - s p a c i n g i s u se d t o draw t h e a t t e n t i o n o f t h e r e a d e r , )

45

h i g h e r e d u c a t i o n was th e Career O p p o r t u n i t i e a P rog ram which

was e s t a b l i s h e d to develop c a r e e r j o b programs f o r p e r so n n e l

t o work i n i n n e r - c i t y schools*

C a re e r O p p o r tu n i t i e s P rogram * Thie p ro g ra m , a d m i n i s t e r e d by t b e U n i t e d S t a t e s O ff ice o f E d u c a t io n , p r o v i d e d fu n d s f o r i n s t i t u t i o n s o f h ighe r l e a r n i n g f o r t h e t r a i n i n g o f low-income p e r s o n s whose c a r e e r g o a l s were to e n t e r the f i e l d o f e d u c a t io n , p r e f e r a b l y i n t h e i n n e r - c i t y . Emphasis was p laced on c u r r i c u lu m i n n o v a t i o n which allowed f o r o n - o f f campus, w ork - s t u d y p rogram s. Each t r a i n e e i n i t i a l l y s e r v e d a s a s c h o o l a u x i l i a r y a id e ; then p r o g r e s s e d in t im e to more r e s p o n s i b l e p o s i t io n s i n t h e schoo l . 16

T h i s program d id not a n t i c i p a t e th a t s t u d e n t s would

t a k e p a r t i n c o l l e g e - l e v e l , academic cou rses ; r a t h e r , the

em p h as is was on t h e development o f work s k i l l s w h ich could

be u t i l i z e d by t h e classroom t e a c h e r o r school a d m i n i s t r a t o r

a s an a d j u n c t to t h e i r da i ly r e s p o n s i b i l i t i e s . Immaculata

C o l l e g e d id n o t ap p ly f o r a id u n d e r t h i s program b e c a u se i t

was n o t C1972-1975) t h e in t e n t o f Immaculata to b e g i n se rv ing

p e r s o n s i n n o n - c o l l e g e - l e v e l c o u r s e s o f s tudy.

F e d e r a l Government on improving i n t e r n a t i o n a l r e l a t i o n s ,

h i g h e r e d u c a t i o n was provided f u n d in g through t h e Under

g r a d u a t e I n t e r n a t i o n a l S tudies P rogram to p ro v id e l e a d e r s h ip

Developm a i n , the summary i s s in g les p a c e d t o a l e r t t h e r e a d e r to i t e im p o r ta n ce . )

I n t e r n a t i o n a l Program

A d d i t i o n a l l y , in r e sp e c t t o t h e emphasis by th e

E duca t ion P r o f e s s i o n s

i n d e v e l o p i n g i n t e r n a t i o n a l u n d e r s t a n d i n g th rough e d u c a t i o n a l

s t u d i e s .

U n d e r g ra d u a te I n t e r n a t i o n a l S t u d i e s P rog ram .T h i s p ro g ra m , a d m i n i s t e r e d by t h e f i n i t e d T k t a t e s O f f i c e o f E d u c a t i o n t was e s t a b l i s h e d to encou rage i n s t i t u t i o n s o f h i g h e r l e a r n i n g t o o r g a n i s e u n d e r g r a d u a t e program s i n i n t e r n a t i o n a l s t u d i e s f o r t h e p r o m o t i o n o f i n t e r n a t i o n a l g o o d w i l l , and th e d ev e lo p m e n t o f b r o a d e r p a r t i c i p a t i o n by c o l l e g e s t u d e n t s i n d i s c u s s i o n s r e g a r d in g c o m p a ra t iv e , n a t i o n a l , s o c i a l , econom ic , and g o vernm en ta l p o l i c i e s . -*-7

I n a f a s t - p a c e d and complex w o r l d , th e need f o r good

w i l l and u n d e r s t a n d i n g among a l l mankind was one o f t h e f o r e

most i s s u e s c o n f r o n t i n g a l l n a t i o n s . American i n s t i t u t i o n s

o f h i g h e r l e a r n i n g were encou raged , th ro u g h th e s u p p o r t o f

th e F e d e r a l Government, t o p r e s e n t i n open forum t h e i s s u e s

and p e r s o n a l i t i e s c o n c e rn e d i n i n t e r n a t i o n a l r e l a t i o n s ,

th u s p r o m o t i n g h i g h e r l e a r n i n g and i n t e r n a t i o n a l u n d e r s t a n d i n g

Im m ac u la ta C o l l e g e s h o u ld have e x p lo re d t h e f e a s i b i l i t y o f

i n i t i a t i n g b ro a d c o u r s e o f f e r i n g s i n t h i s c u r r i c u l u m , due to

th e r e p r e s e n t a t i o n o f f o r e i g n s t u d e n t s (3 7 p e r c e n t o f t h e

s t u d e n t b o d y ) a t t h e C o l l e g e , and th e a v a i l a b i l i t y o f m a t e r i a l

and l e c t u r e r s , a s m igh t b e drawn from f o r e i g n e m b a s s i e s

l o c a t e d i n W ash ing ton , D.C. Im m acula ta C o l leg e had n o t

a p p l i e d f o r a i d th ro u g h t h i s program b e c a u s e o f t h e l a c k o f

s t a f f n e c e s s a r y to a d m i n i s t e r and implement such a p ro g ra m .

^ I n te r n a t io n a l Education Act o f 1966, T i t l e I , S e c .102(a ) ( F .L . 8 9 -6 9 8 ) . (T h is summary i s not a d ir e c t quotat io n , b ut i t d ese rv es s p e c i a l , s in g le - s p a c e d t r e a tm e n t .)

^7

A r t s Program

A d d i t i o n a l F e d e r a l Government em phasis on. c u r r i c u l a r

i n n o v a t i o n in t h e C o l le g e s e t t i n g was deve loped by t h e

N a t i o n a l F o u n d a t io n on t h e Arts and H u m an i t ie s , th ro u g h th e

N a t i o n a l Endowment f o r t h e A r t s , Program f o r t h e A r t s .

Program f o r t h e A r t s . T h is program, a d m i n i s t e r e d by t h e " a t i o n a l ^ o u n d a f c T o n on th e A r t s and H u m an i t ie s was e s t a b l i s h e d t o award g r a n t s f o r p r o j e c t s which en c o u rag ed i n d i v i d u a l a r t i s t e , s c h o l a r s , and i n s t i t u t i o n s , w i th i n n o v a t i v e programs i n such a r e a s a s t h e t h e a t e r , v i s u a l a r t s , m usic , p u b l i c m edia , l i t e r a t u r e , dance d e s i g n , and a r c h i t e c t u r e , to p r o v id e l e a d e r s h i p i n t h e u n d e r s t a n d i n g and development o f th e a r t s and h u m a n i t i e s .^ ®

I n t h e p a s t ( p r i o r to 1 9 7 5 ) i th e N a t io n a l Endowment

f o r t h e A r t s had p r e f e r r e d to award g r a n t s to i n d i v i d u a l

p e r f o r m e r s and a r t i s t s , b u t t h i s has been changed to i n c l u d e

i n s t i t u t i o n s o f h i g h e r l e a r n i n g which were o f f e r e d t h e

o p p o r t u n i t y to subm it p r o p o s a l s f o r s p e c i f i c p r o j e c t s i n

c u r r i c u l u m p la n n i n g f o r t h a a r t s and h u m a n i t i e s . Thus,

Im m acula te C o l l e g e would be e l i g i b l e and shou ld p a r t i c i p a t e

i n th e program i f t h e y would choose to p l a c e new em phas is on

t h e i r f i n e a r t s c u r r i c u l u m , which c u r r e n t l y ( 1975 ) m ig h t n o t

be s u f f i c i e n t l y i n n o v a t i v e to p as s s e l e c t i o n by a c o u n c i l o f

p ro m in en t i n d i v i d u a l s who a id e d th e F e d e r a l Government i n the

s e l e c t i o n p r o c e s s . With a l a r g e c o n t in g e n t o f f o r e i g n

N a t i o n a l A r t s and C u l t u r a l Development Act ( P .L . 88- 597) and N a t i o n a l F o u n d a t io n on th e A r ts and H um ani t ie s Act o f 1965, a s amended ( F .L . 8 9 -2 0 9 ) . (T h i s p a ra g ra p h i s n o t a d i r e c t q u o t a t i o n , b u t i t d e s e r v e s s p e c i a l a t t e n t i o n by s i n g l e s p a c i n g i t . )

48

s t u d e n t s , i t was p o s s i b l e t h a t a cou rse in I n t e r n a t i o n a l Art

U n d e r s t a n d i n g would have had s u f f i c i e n t m e r i t to q u a l i f y f o r

s e l e c t i o n by t h e N a t i o n a l Endowment f o r the A rte .

I d e n t i f i c a t i o n and i n t e r p r e t a t i o n of F e d e r a l - f u n d in g

o p p o r t u n i t i e s r e l a t i n g to i n s t r u c t i o n a l m a t e r i a l s and th e

im provem ent o f i n s t r u c t i o n . The need f o r b e t t e r t e a c h i n g in

t h e p r o f e s s i o n o f e d u c a t i o n h a s been a p e r e n n ia l c o n c e rn

among e d u c a t o r s * a d m i n i s t r a t o r s , s t u d e n t s , and p a r e n t s . The

F e d e r a l Government had s o u g h t to e s t a b l i s h funding oppor

t u n i t i e s f o r t h e improvement o f t e a c h in g and i n s t r u c t i o n a l

m a t e r i a l s t h r o u g h th e f o l l o w i n g seven programs f o r which

p r i v a t e , t w o - y e a r , d e n o m in a t io n a l c o l l e g e s were e l i g i b l e .

P e r s o n n e l Program

One o f t h e b e s t i n - s e r v i c e and p r e - s e r v i c e t e a c h e r -

t r a i n i n g p ro g ram s was t h e H ig h e r E d u ca t io n P e r so n n e l Develop

ment P ro g ram ,

H ig h e r E d u c a t io n P e r s o n n e l Development F rogram .T h i s p ro g ra m , a d m i n i s t e r e d by the United S t a t e s O f f i c e o f E d u c a t i o n , was e s t a b l i s h e d to promote i n - s e r v i c e and p r e - s e r v i c e e d u c a t io n o f i n d i v i d u a l s i n v o l v e d i n t e a c h i n g o r a d m i n i s t r a t i o n in tw o -y e a r i n s t i t u t i o n s o f h i g h e r e d u c a t i o n . Grants in c lu d e a i d f o r i n s t i t u t e s , f e l l o w s h i p s , and s h o r t - t e r m t r a i n i n g p r o j e c t s . 19

^ P a r t V o f t h e H ig h e r E duca t ion Act of 1965 (P .L , 89- 3 2 9 ) , T i t l e Vf S ec . E o f t h e E duca t ion P ro fe s s io n s Development Act o f 1967 ( P .L , 9 0 - 3 5 ) - (T h i s summary i s no t a d i r e c t q u o t a t i o n , )

49

T h i s program would be e s p e c i a l l y u s e f u l t o a p r i v a t e ,

tw o-year i n s t i t u t i o n o f h i g h e r l e a r n i n g such ae Im m acu la ta

C o l lege whose s t a f f and b u d g e t was n o t s u f f i c i e n t to a l l o w

f o r th e deve lopm ent and im p le m e n ta t io n o f ongoing p rogram s i n

i n s t i t u t i o n a l improvement t h r o u g h t e a c h e r - a d m i n i s t r a t o r

e d u c a t io n . Programs such a s t h i s c o u ld s e r v e p r i v a t e c o l l e g e s

such as Im m acu la ta to a t t r a c t new f a c u l t y and upgrade c u r r e n t

( 1973) f a c u l t y - t e a c h i n g t e c h n i q u e s , b o th o f which would

promote t h e C o l le g e th r o u g h t h e c o n t i n u a l improvement o f

f a c u l t y com petence . W i th o u t such f i n a n c i a l a i d , a s c o u ld be

p rov ided t h r o u g h t h i s Development P rogram , t h i s ty p e o f t e a c h e r

improvement m igh t n o t be p o s s i b l e a t Im m acula ta o r i n many

p r i v a t e , t w o - y e a r c o l l e g e s . T h i s a u t h o r recommended t h a t

Immaculata C o l l e g e g iv e s e r i o u s c o n s i d e r a t i o n to t h i s

program. However, Im m acu la ta C o l le g e had n o t a p p l i e d f o r

a id u n d e r t h i s program, b e c a u s e o f i n s u f f i c i e n t s t a f f t o

a d m in i s t e r and implement t h e program.

S c ie n c e E d u c a t io n Program

T h i s s p e c i a l p rog ram p ro v id e d f o r t h e u p g ra d in g o f

i n s t r u c t i o n i n s c ie n c e e d u c a t i o n .

S p e c i a l P r o j e c t s i n U n d e rg ra d u a te S c ie n ce E d u c a t i o n T h is p ro g ra m , a d m i n i s t e r e d by th e r t a t i o n a l S c ie n c e F o u n d a t i o n , was e s t a b l i s h e d to p r o v id e g r a n t s f o r d ev e lo p m en t and e x p e r im e n ta l p r o j e c t s i n u n d e r g r a d u a t e e d u c a t i o n a l i n s t r u c t i o n .Such p r o j e c t s bad t o r e p r e s e n t p r o m i s i n g i n n o v a t io n s o r t o t a l l y new a p p r o a c h e s t o t h e i n s t r u c t i o n o f

50

u n d e r g r a d u a t e c o l l e g e s t u d e n t s , engaged i n s c i e n c ee d u c a t i o n . 20

S in ce i 9 6 0 , t h i s p rogram h as been a v a i l a b l e to two-

y e a r c o l l e g e s , where p r i o r t o t h a t t im e , o n ly f o u r - y e a r

i n s t i t u t i o n s o f h i g h e r l e a r n i n g were e l i g i b l e f o r th e s e

fu n d s . A d d i t i o n a l l y , any i n s t i t u t i o n o f h i g h e r l e a r n i n g

t h a t does a p p ly f o r a i d u n d e r t h i s program, must dem o n s t ra te

t h a t i t h a s a h i g h l y i n n o v a t i v e p r o j e c t and s u f f i c i e n t l y

q u a l i f i e d s c i e n t i f i c p e r s o n n e l whose e x p e r t i s e would g e n e r a l l y

a s s u r e t h a t t h e p r o j e c t , once fu n d ed , would be p r o f e s s i o n a l l y

developed and implem ented . Im m acu la ta C o l le g e h a s an

e x c e l l e n t s c i e n c e program b u t d i d n o t a p p e a r to have th e

e x t e n s iv e s c i e n t i f i c f a c i l i t i e s , equ ipm en t , and i n s t r u c t i o n a l

s t a f f to have a p p l i e d f o r c o n s i d e r a t i o n u n d e r t h i s h ig h ly

c o m p e t i t iv e program*

H u m a n i t i e s Program

T h is program was e s t a b l i s h e d to p r o v i d e a i d f o r t h e

improvement o f i n s t r u c t i o n i n t h e h u m a n i t i e s .

P ro m o t io n o f t h e H u m a n i t i e s - - E d u c a t i o n . T h is program, a d m i n i s t e r e d by t h e N a t i o n a l F o u n d a t io n on the A r t s and H u m an i t ie s , was e s t a b l i s h e d t o h e l p i n s t i t u t i o n s o f h i g h e r l e a r n i n g make more e f f e c t i v e use o f t h e i r r e s o u r c e s and improve t h e i r i n s t r u c t i o n in th e h u m a n i t i e s . Aid c o u ld be used t o deve lop t e a c h in g m a t e r i a l s , p rom ote e d u c a t i o n a l u se o f l i b r a r i e s , h o ld c o n f e r e n c e s o r i n s t i t u t e s to improve

“ N a t i o n a l S c ien ce F o u n d a t io n Act o f 1950 ( F . l . 81- 507) , as amended, (T h is summary i s n o t a d i r e c t q u o t a t i o n . )

51

t e a c h i n g o f t h e h u m a n i t i e s and t o p l a n , c a r r y o u t , and e v a l u a t e c u r r i c u l a r re fo rm * Funds f o r t h i s p rog ram were a l l o t e d on a c o s t - s h a r i n g b a s i s , which was 1 0 -5 0 p e r c e n t . 2 !

The c o s t - s h a r i n g r e q u i r e m e n t w r i t t e n i n t o t h i s program

would p r o h i b i t many p r i v a t e , t w o - y e a r c o l l e g e s from p a r t i c i

p a t i n g i n t h e p ro g ram a l t h o u g h i t p r o v id e d an e x c e l l e n t

o p p o r t u n i t y f o r t h e p r i v a t e c o l l e g e t o u p g rad e i t s hum anit ies

d i v i s i o n . Im m a c u la ta G o l l e g e d i d n o t c o n s i d e r t h i s program

b e c a u s e o f t h e m a tc h in g r e q u i r e m e n t , and f u r t h e r , Immaculata

had d e t e r m in e d t h a t i t s h u m a n i t i e s d i v i s i o n was s u f f i c i e n t l y

s t r o n g , so t h a t c u r r e n t l y ( 1 9 7 2 -1 9 7 5 ) f u r t h e r development o f

t h e d i v i s i o n was n o t c o n t e m p l a t e d .

B a s ic E d u c a t i o n Program

T h i s p rog ram was e s t a b l i s h e d t o a i d p e r s o n s with

e d u c a t i o n a l d e f i c i e n c i e s .

A d u l t B a s i c E d u c a t i o n S p e c i a l P r o j e c t s and D e m o n s t r a t i o n s T h i s p r o g r a m , a d m i n i s t e r e d by th e U n i t e d S t a t e s O f f i c e o f E d u c a t i o n , was e s t a b l i s h e d t o s u p p o r t exem pla ry and i n n o v a t i v e p r o j e c t s to d e v e lo p a d u l t b a s i c e d u c a t i o n program s th ro u g h e x p e r i m e n t a t i o n w i t h new t e a c h i n g t e c h n i q u e s , m e th o d s , p ro g ra m s , and new a d m i n i s t r a t i v e ana o p e r a t i o n a l s y s t e m s . The U n i t e d S t a t e s O f f i c e o f E d u c a t i o n em p h as ized t h a t s p e c i a l p r i o r i t y be g iven t o p r o j e c t s which a i d e d p e r s o n s w i th e d u c a t i o n a l d e f i c i e n c i e s . 22

21n a t i o n a l F o u n d a t io n on t h e A r t s and Hum ani t ies Act o f 1962 , as amended ( P .L . 9 9 - 2 0 9 )* ( T h i s summary i s no t a d i r e c t q u o t a t i o n . )

^ A d u l t E d u c a t i o n A ct o f 1966 ( P .L . 8 9 - 7 5 0 ) , a s amended by t h e E le m e n ta ry and S ec o n d a ry E d u c a t io n Amendments o f 1969 ( P .L . 9 1 - 2 5 0 ) . (The summaiy h e r e i s s i n g l e - s p a c e d to em p h as iz e i t s i m p o r t a n c e . )

52

Although t h e F e d e r a l Government bad p l a c e d s t r o n g

emphasis on s e r v i n g t h e a d u l t l e a r n e r up th r o u g h h ig h s c h o o l ,

funds cou ld he o b t a i n e d f o r p o s t - h i g h - s c h o o l i n s t r u c t i o n i n

t e r m i n a l , e n r i c h m e n t , and v o c a t i o n a l l y - o r i e n t e d c o u r s e s .

Immaculata C o l leg e m ig h t s t i l l have c o n s i d e r e d t h e i n c l u s i o n

o f a d u l t e d u c a t io n c o u r s e s th ro u g h an e v e n i n g - s t u d i e s d i v i s i o n

o r week e n d - c o m m u n i t y - i n t e r e s t p ro g ram . However, t h e p r e s e n t

(1975) i n t e n t o f t h e C o l l e g e was n o t t o i n i t i a t e new d i v i s i o n s

o r programs o f s tu d y f o r p e r s o n s o t h e r t h a n i n d i v i d u a l s

p u r s u in g c o l l e g e - l e v e l s t u d i e s a t t h e C o l l e g e .

Three equ ipm en t p ro g ra m s . To a i d t h e c l a s s ro o m

t e a c h e r i n h i g h e r e d u c a t i o n , t h e F e d e r a l Government e s t a b

l i s h e d programs th r o u g h which tw o - y e a r c o l l e g e s cou ld seek to

o b t a i n funds f o r t h e p u r c h a s e o f i n s t r u c t i o n a l equ ipm ent .

The t h r e e f o l lo w in g p rogram s o f f e r e d i n s t r u c t i o n a l equipment

a id f o r use by p r i v a t e , tw o - y e a r c o l l e g e s .

I n s t r u c t i o n a l Program

The f i r s t o f t h e t h r e e i n s t r u c t i o n a l equipm ent a i d

programs was th e f o l l o w i n g o n e .

I n s t r u c t i o n a l S c i e n t i f i c Equipm ent P ro g ra m .T h is program, a d m i n i s t e r e d by t h e N a t i o n a l S c ien ce F o u n d a t io n , p r o v i d e d 50 p e r c e n t m a tc h in g g r a n t s f o r t h e p u r c h a s e o f equipm ent which c o u ld b e demons t r a t e d to s i g n i f i c a n t l y p rom ote t h e improvem ent o f i n s t r u c t i o n i n s c i e n c e . I t h a s t o be shown t h a t th e equipment was f o r a s p e c i f i c u n i t o f s tu d y and r a t i o n a l e g iv e n i n s u p p o r t o f t h e n e c e s s i t y f o r th e equipment. Equipm ent c o u ld b e r e q u e s t e d f o r

55

i n s t r u c t i o n i n th e m e d ic a l , p h y s i c a l , n a t u r a l , m a r in e , e n v i ro n m e n ta l , s o c i a l , and e n g i n e e r i n g s c i e n c e s , and t h e p h i lo s o p h y and h i s t o r y o f s c i e n c e . Two-year c o l l e g e s were l i m i t e d to up to 5100 ,000 each i n a s i n g l e y e a r . *

Immaculata C o l leg e d id n o t c o n s i d e r t h i s p rogram

because o f t h e 5 0 - p e r c e n t - m a tc h i n g r e q u i r e m e n t , which would,

c u r r e n t l y (1972-75) e l i m i n a t e t h e program from c o n s i d e r a t i o n

by many p r i v a t e c o l l e g e s f o r t h e s i m i l a r r e a s o n , and b e c a u se

they d id n o t need a d d i t i o n a l s c i e n c e eq u ip m en t . However, i t

should be no ted t h a t th e b r e a d t h o f t h i s program, which

in c lu d ed most o f t h e s c i e n c e s found a t many p r i v a t e , tw o -y ea r

c o l l e g e s , made t h e program an a t t r a c t i v e s o l u t i o n to t h e c o s t

o f p u r c h a s in g i n s t r u c t i o n a l equipment i f t h e 5 0 - p e r c e n t -

m atch ing r e q u i r e m e n t were n o t a f a c t o r .

U n d e rg ra d u a te I n s t r u c t i o n

The second o f th e t h r e e i n s t r u c t i o n a l equipment

programs, a p p r o p r i a t e f o r u t i l i z a t i o n by a p r i v a t e , tw o -y e a r

c o l l e g e , was th e f o l l o w i n g o n e .

Equipment f o r U n d e rg ra d u a te I n s t r u c t i o n . T h i s program, a d m i n i s t e r e d by t h e U n i te d S t a t e s O f f i c e o f E d u c a t io n , was e s t a b l i s h e d to p r o v id e fu n d s f o r t h e p u rc h a s e o f new equipment t o improve u n d e r g r a d u a t e i n s t r u c t i o n in s p e c i f i e d d i s c i p l i n e s . E l i g i b l e d i s c i p l i n e s i n c lu d e d m a th e m a t ic s , h i s t o r y , geog raphy , s c i e n c e , f o r e i g n l a n g u a g e , governm ent , E n g l i s h , o t h e r h u m a n i t i e s , e d u c a t i o n , and t h e a r t s . The program emphasized t h a t th e funds may be u se d f o r a u d i o v i s u a l m a t e r i a l s , a u d i o v i s u a l c e n t e r s , p r i n t e d o r p u b l i s h e d m a t e r i a l s ( e x c l u d in g t e x t b o o k s ) , l a b o r a t o r y equipm ent

“ N a t io n a l S c ien ce Foundation Act o f 1950 (F .L . 81-507), as amended. (T h is summary i s not a d ir e c t q u o ta t io n .)

54

and m in o r r e m o d e l i n g o f s p a c e . H a t c h i n g fu n d s a r e r e q u i r e d on a 5 0 - p e r c e n t - F e d e r a l , 5 0 - p e r c e n t - l o c a l b a s i s . 24-

I n t h i s e q u i p m e n t - p u r c h a s e - f u n d i n g p rogram t h e

em p h as is i s on p u r c h a s i n g eq u ip m en t t o a i d i n s t r u c t i o n i n

a l l o f t h e d i s c i p l i n e s u s u a l l y fo u n d i n a tw o - y e a r c o l l e g e

c u r r i c u l u m . I n 1966-1967? Im m a c u la ta C o l l e g e r e c e i v e d

F e d e r a l a i d ( s e e T a b le I , on p a g e 61) u n d e r t h i s p rogram f o r

t h e p u r c h a s e o f l a n g u a g e - l a b o r a t o r y and c l a s s r o o m - t e l e v i s i o n

e q u ip m e n t . However, a g a i n , t h e c u r r e n t ( 1 9 7 5 ) i n t e n t o f

I m m a c u la t a C o l l e g e was n o t t o sp en d a s i g n i f i c a n t amount f o r

e q u ip m e n t ; t h u s , t h e y were n o t i n t e r e s t e d i n a g a i n p u r s u i n g

a p p l i c a t i o n f o r t h e p ro g ra m .

E qu ipm en t Program

The t h i r d , and f i n a l , i n s t r u c t i o n a l equ ipm en t program

was t h e f o l l o w i n g one*

G r a n t s f o r A c a u l a i t i o n o f E q u ip m e n t . T h is program^ a d m i n i s t e r e d by t h e U n i te d S t a t e s O f f i c e o f E d u c a t i o n , was e s t a b l i s h e d to s t r e n g t h e n i n s t r u c t i o n i n c i v i c s , h i s t o r y , g e o g ra p h y , r e a d i n g s c i e n c e , e c o n o m ic s , m odern f o r e i g n l a n g u a g e s , E n g l i s h , i n d u s t r i a l a r t s , t h e a r t s , and h u m a n i t i e s . Funds a r e m a t c h i n g and c o u l d h e u t i l i s e d n o t o n ly f o r t h e im provem ent o f i n s t r u c t i o n , b u t f o r t h e a c q u i s i t i o n o f l a b o r a t o r y e q u ip m e n t , p r i n t e d and p u b l i s h e d m a te r i a l ( o t h e r t h a n t e x t b o o k s ) and f o r m in o r r e m o d e l in g

^ T i t l e V I , P a r t A, H i g h e r E d u c a t i o n Act o f 1965 (P .L * 8 9 - 5 2 9 )? a s amended by T i t l e I I , P a r t E . o f t h e H igher E d u c a t i o n Amendments o f 196B ( P , L . 9 0 - 5 7 5 ) . ( T h i s summary i s n o t a d i r e c t q u o t a t i o n . )

55

a s might be n e c e s s a r y to h an d le t h e new equ ipm en t .25

T h is program, a l o n g w ith t h e Equipment f o r Under

g r a d u a t e I n s t r u c t i o n Program and t h e I n s t r u c t i o n a l S c i e n t i f i c

Equ ipm en t Program p r o v id e d o p p o r t u n i t i e s f o r t h e p r i v a t e ,

t w o - y e a r c o l l e g e to i n c r e a s e th e q u a l i t y and q u a n t i t y o f i t s

i n s t r u c t i o n and c la s s ro o m f a c i l i t i e s w i th o u t t h e e x p e n d i tu r e

o f l a r g e amounts of e a rn e d c a p i t a l . A d d i t i o n a l l y , each o f

t h e s e programs e n ab led t h e r e c i p i e n t i n s t i t u t i o n t o choose

any c u r r i c u l a r a r e a which i t chose t o s t r e n g t h e n , w i th o u t a

F e d e r a l requirem ent t h a t F e d e r a l f u n d s would have to be

s p r e a d over a l l t h o s e d i s c i p l i n e s , em phas ised i n t h i s F e d e r a l

p ro g ra m . In p a r t i c u l a r r e f e r e n c e t o Im m acula ta C o l l e g e , t h e

C o l l e g e d id not app ly f o r a id t h r o u g h t h i s p rog ram b ecause

t h e y d id no t need a d d i t i o n a l eq u ip m e n t a t t h e p r e s e n t (1972-

1975) t im e .


o p p o r t u n i t i e s r e l a t i n g t o d i r e c t , i n s t i t u t i o n a l a i d . An

a n a l y s i s o f the c o s t s in v o lv e d i n t h e a d m i n i s t r a t i o n and

im p le m e n ta t io n of c o l l e g e - l e v e l a c a d e m ic , a d m i n i s t r a t i v e ,

and s t u d e n t - s e r v i c e programs a t Im m acu la ta C o l l e g e , as

^ N a t i o n a l Defense E d u c a t io n Act o f 1953 , T i t l e I I I ( P . L . 8 5 -8 6 4 ) , as amended, and t h e N a t i o n a l F o u n d a t io n on t h e A r t s and Humanities Act o f 1965 ( F - L . 8 9 -2 0 9 ) . (T h i s summary i s n o t a d i r e c t q u o t a t i o n , b u t i t i s s i n g l e - s p a c e d to d e n o te i t s im p o r ta n c e . )

56

d e r i v e d from o f f i c i a l r e c o r d s o f t h e C o l l e g e and t h r o u g h

p e r s o n a l c o n f e r e n c e s w i th t h e C o l l e g e p r e s i d e n t , r e v e a l e d

t h a t f i n a n c i a l a i d f rom s o u r c e s o t h e r t h a n s t u d e n t t u i t i o n

was i m p e r a t i v e i f t h e C o l l e g e were t o c o n t i n u e to o f f e r t h e

l e v e l o f academ ic and e x t r a c u r r i c u l a r p r o g ra m s which were

n e c e s s a r y t o t h e r e c r u i t m e n t o f p o t e n t i a l s t u d e n t s . T h u s ,

t h e f o l l o w i n g s i x p ro g ra m s were o f s p e c i a l i n t e r e s t t o t h e

C o l l e g e b e c a u s e t h e y o f f e r e d d i r e c t F e d e r a l a i d t o t h e

C o l l e g e . Em phas is among t h e p ro g ra m s r a n g e d from F e d e r a l

a i d f o r t h e s t r e n g t h e n i n g o f a c a d e m ic , a d m i n i s t r a t i v e , and

s t u d e n t - g e r v i c e p r o g ra m s , t o i n t e r e s t - r e d u c t i o n g u a r a n t e e s

on l o a n s , t o t h e p ro m o t io n o f c o l l e g e w o r k - s t u d y p ro g ra m s

and l i b r a r y m a t e r i a l s , and f a c i l i t i e s im p ro v em en t . I n e a c h

p ro g ram , th e r e c i p i e n t i n s t i t u t i o n r e c e i v e d t h e b e n e f i t s o f

t h e p rogram d i r e c t l y , which would e n a b l e t h e i n s t i t u t i o n to

p l a n and b u d g e t a c c o r d i n g t o i n s t i t u t i o n a l n e e d s , g o a l s , and

o b j e c t i v e s .

I n s t i t u t i o n s P rogram

The f i r s t o f t h e s i x p ro g ra m s p r o v i d i n g d i r e c t

f i n a n c i a l a i d t o i n s t i t u t i o n s o f h i g h e r e d u c a t i o n was t h e

f o l l o w i n g one .

S t r e n g t h e n i n g D e v e lo p in g I n s t i t u t i o n s P ro g ram .T h i s p rogram , a d m i n i s t e r e d oy t h e U n i t e d S t a t e s O f f i c e o f E d u c a t i o n , was e s t a b l i s h e d t o a i d c o l l e g e s

S i s t e r Marian Brady, p e r s o n a l in t e r v ie w , A p r il 5*1975.

57

in s t r e n g t h e n i n g t h e i r a c a d e m ic T a d m i n i s t r a t i v e , and s t u d e n t - s e r v i c e s p rogram s- I n s t i t u t i o n s c o u ld r e c e iv e fu n d s f o r n a t i o n a l t e a c h i n g f e l l o w s h i p s , p r o f e s s o r s e m e r i t i , and c o o p e r a t i v e a r r a n g e m e n ts . C o o p e ra t iv e a r r a n g e m e n t s c o u ld be d e v e lo p e d between t h e r e c i p i e n t i n s t i t u t i o n and b e t t e r - e s t a b l i s h e d i n s t i t u t i o n s to s h a re r e s o u r c e s - N a t i o n a l t e a c h i n g f e l l o w s h i p s were awarded to o u t s t a n d i n g g r a d u a t e s tu d e n t s and to Ju n io r f a c u l t y members o f f o u r - y e a r c o l l e g e s and u n i v e r s i t i e s t o t e a c h a t d e v e lo p in g i n s t i t u t i o n s - P r o f e s s o r - e m e r i t i s u p p o r t was f o r p r o f e s s o r s r e t i r e d from e s t a b l i s h e d i n s t i t u t i o n s o f h i g h e r l e a r n i n g t o „ t e a c h and conduct r e s e a r c h a t t h e r e c i p i e n t c o l l e g e . '

Each o f t h e s u b - a r e a s w i t h i n t h i s program ( c o o p e ra t iv e

a r r a n g e m e n t s , p r o f e s s o r e m e r i t i and n a t i o n a l t e a c h i n g fe l lo w

s h i p s ) o f f e r e d Immaculata C o l l e g e and o t h e r p r i v a t e , two-year

c o l l e g e s an o p p o r t u n i t y to u p g ra d e t h e i r academic s t a n d a rd s

th ro u g h t h e u t i l i z a t i o n o f manpower and f a c i l i t i e s which they

m igh t o t h e r w i s e have been u n a b l e to ac h iev e - S t r e n g th e n in g

th e r e c i p i e n t i n s t i t u t i o n th ro u g h t h i s fu n d in g o p p o r tu n i ty

sh o u ld s e rv e to make t h e i n s t i t u t i o n more c o m p e t i t i v e with

l a r g e r p u b l i c i n s t i t u t i o n s whose academ ic , a d m i n i s t r a t i v e ,

and s t u d e n t s e r v i c e s a r e c o n t i n u a l l y upgraded th ro u g h con

t i n u i n g p u b l i c , t a x s u p p o r t .

From 1966 th ro u g h 1968, Immaculata C o l le g e r ece iv ed

a i d u n d e r t h i s program f o r t h e a d d i t i o n of two f a c u l t y

members (1 9 6 6 -1 9 6 7 ) , a c o o p e r a t i v e a r rangem ent w i th th r e e

o t h e r C a t h o l i c women's c o l l e g e s i n th e Washington, D .C . , a rea

^ S t r e n g t h e n i n g D e v e lo p in g I n s t i t u t i o n s A ct o f 1965, T i t l e I I I , Sec- 501. ( a ; ( P .L . 8 9 - 5 2 9 ) , as amended by (P.L. 89- 7 5 2 ) , a s amended by ( P .L , 9 0 -5 7 5 )* (T h is summary i s no t a d i r e c t q u o t a t i o n in e n t i r e t y . )

58

(1967-1968) and th e a d d i t i o n o f one new i n s t r u c t o r and th e

ren ew a l o f two i n s t r u c t o r s (1967-1968) , However, f rom 1971

t o t h e p r e s e n t , t h e y have n o t a p p l i e d f o r t h i s a i d b e c a u s e

t h e y were n o t em ploying a d d i t i o n a l f a c u l t y .

I n t e r e s t S u b s i d i z a t i o n Program

The second program, which p r o v i d e s d i r e c t f i n a n c i a l

a i d to i n s t i t u t i o n s o f h i g h e r e d u c a t io n , was th e f o l l o w i n g

on e .

H igher E d u c a t io n Academic F a c i l i t i e s C o n s t r u c t i o n I n t e r e s t S u b s i d i z a t i o n Program. T h is program, a d m i n i s t e r e d by t h e U n i te d S t a t e s O ff ic e o f E d u c a t io n , was e s t a b l i s h e d t o p ro v id e annua l i n t e r e s t g r a n t s to i n s t i t u t i o n s o f h ig h e r l e a r n i n g so a s to r educe t h e c o s t o f b o r ro w in g from p r i v a t e s o u r c e s f o r t h e co n s t r u c t i o n , improvement, and r e h a b i l i t a t i o n o f academ ic f a c i l i t i e s . The g r a n t s would reduce t o 5 p e r c e n t t h e c o s t o f b o r ro w in g from l e n d in g i n s t i t u t i o n s . Ho fu n d s were g r a n t e d f o r a s s i s t a n c e with gymnasiums, s c h o o l s , o r d e p a r tm e n ts o f d i v i n i t y o r f a c i l i t i e s f o r t h e a l l i e d h e a l t h p r o f e s s i o n s . Hot l e s s than 15 p e r c e n t o f t h e c o s t o f deve lopm ent would have to come from n o n - P e d e r a l so u rce s .

The c o s t s in v o lv ed i n the m a in tenance and improvement

o f an i n s t i t u t i o n ' s p h y s i c a l p l a n t can ab s o rb d o l l a r s which

o th e rw is e m igh t be a l l o c a t e d to programs which may i n c r e a s e

t h e i n s t i t u t i o n s income o r improve i t s image. Funds r e c e i v e d

f rom t h i s p rogram would a l lo w the i n s t i t u t i o n to a p p l y s e l f -

g e n e r a t e d c a p i t a l f o r academic n ee d s . F ig u r e s r e l e a s e d by

h i g h e r E d u c a t io n Act o f 1965, T i t l e I I I , S e c . 505(a) ( P .L . 8 8 -2 0 4 ), a s amended by (F .L . 9 0 -5 7 5 ) - (T h is summary i s n o t a d i r e c t q u o t a t i o n i n i t s e n t i r e t y . )

59

t h e N a t io n a l C a th o l i c E d u ca t io n A s s o c i a t i o n f o r 1968-1970,

i n d i c a t e d t h a t m a in te n an ce (1 1 .5 p e r c e n t ) ranked j u s t b e h in d

i n s t r u c t i o n (4 6 .7 p e r c e n t ) and a d m i n i s t r a t i o n ( 2 0 .5 p e r c e n t )

i n r e g a rd to e d u c a t i o n a l and g e n e r a l expenses f o r p r i v a t e

i n s t i t u t i o n s o f h ig h e r l e a r n i n g . J Thus, t h i s o u t s i d e ,

f i n a n c i a l h e l p would be u s e f u l to many p r i v a t e c o l l e g e s .

C u r r e n t ly (1 9 7 5 ) , Immacula ta C o l leg e was n o t i n t e r e s t e d i n

c o n s t r u c t i n g , im prov ing , o r r e h a b i l i t a t i n g i t s academic

f a c i l i t i e s ; t h u s , no e f f o r t was made i n r e f e r e n c e to a p p l i c a

t i o n f o r a i d through t h i s program.

C o l leg e Work-Study Program

The t h i r d program p r o v id in g f o r d i r e c t f i n a n c i a l a i d

to i n s t i t u t i o n s o f h i g h e r l e a r n i n g was th e f o l lo w in g one.

H ig h e r E d u c a t io n C o l lege Work-Study Program.This program, a d m in i s t e r e d oy t h e U n i ted S t a t e s O f f i c e o f E d u c a t io n , was e s t a b l i s h e d to s t i m u l a t e and promote th e p a r t - t i m e employment o f s t u d e n t s , in p a r t i c u l a r , th o se from low-income f a m i l i e s , who a r e i n need o f f i n a n c i a l a id i n o r d e r to c o n t in u e i n c o u r s e s o f s tu d y a t th e e l i g i b l e i n s t i t u t i o n . I n d i v i d u a l s had to be e n r o l l e d a s f u l l - t i m e u n d e r g r a d u a te s t u d e n t s o r a c c e p te d f o r f u l l - t i m e en ro l lm en t* The g r a n t s cou ld pay 80 p e r c e n t o f t h e wages o f e l i g i b l e s t u d e n t s i n e l i g i b l e j o b s , which could be e i t h e r f o r th e i n s t i t u t i o n i t s e l f o r i n work in the p u b l i c i n t e r e s t f o r any p u b l i c o r p r i v a t e n o n p r o f i t o r g a n i z a t i o n . A d d i t i o n a l l y , the g r a n t s could be used to pay up to 5 p e r c e n t o f t h e e a rn in g s o f the s t u d e n t s under t h e p ro g ra m j ln l i e u o f reimbursement f o r a d m i n i s t r a t i v e e x p e n s e s . 50

Bredeweg, op. c i t . . p . 19*

5^Higher E d u ca t io n Act o f 1965 , T i t l e IV ( P .L . 8 9 - 529) , as amended by th e H igher E d u c a t io n Amendments o f 1966 (P .L . 8 9 -5 2 9 ) . (T h is summary m e r i t e d s i n g l e - s p a c i n g a l th o u g h i t was n o t a d i r e c t q u o t a t i o n in i t s e n t i r e t y . )

60

The r e c i p i e n t i n s t i t u t i o n i s r e s p o n s i b l e f o r t h e

d a i l y o p e r a t i o n o f t h e p rogram , i n c l u d i n g j o b d ev e lo p m en t ,

s e l e c t i o n , p l a c e m e n t , s t u d e n t s u p e r v i s i o n , payment o f

s t u d e n t s , p r e p a r a t i o n o f r e p o r t s and m a in te n an ce o f r e c o r d s ,

which would t a k e a good d e a l o f a d m i n i s t r a t i v e manpower h o u r s

to o v e r s e e and c o u ld p o s s i b l y be a d e t e r e n t t o a p r o s p e c t i v e

a p p l i c a n t i n s t i t u t i o n . T h is was th e o n ly F e d e r a l program

u n d e r which Im m acula ta had fo rm e r ly r e c e i v e d F e d e r a l a i d

and was s t i l l c u r r e n t l y (1975) r e c e i v i n g F e d e r a l a i d ( s e e

T a b le s I and I I ) . Im m acula ta was i n t e r e s t e d i n c o n t i n u i n g

t h i s a i d b e c au se th e y had deve loped an e x p e r t i s e in a d m in i s

t e r i n g th e program (A ppendixes G and H) and would n o t have to

expend much n ee d ed manpower h o u r s i n t h e a p p l i c a t i o n , a d m in i s

t r a t i o n , and im p le m e n ta t io n o f th e program*

I t s h o u ld be n o t e d , t h a t th e p r o c e s s o f a p p l y in g f o r

F e d e r a l a i d i s l o n g and l a b o r i o u s (Appendix J ) , t a k i n g a

g r e a t d e a l o f t im e i n r e s e a r c h and w r i t i n g i n o r d e r to f i n d a

s u i t a b l e program and th e n a p p ly f o r i t . I t o f t e n t a k e s from

one t o o n e - a n d - a - h a l f y e a r s from th e i n i t i a l a p p l i c a t i o n

th ro u g h to t h e r e c e i p t o f f u n d s . Th is t im e p e r i o d would n o t

be i n c l u s i v e o f t h e t im e s p e n t i n r e s e a r c h i n o r d e r t o s e l e c t

a p rogram a p p r o p r i a t e to t h e needs o f t h e i n s t i t u t i o n , and

w i t h i n th e c o n s t r a i n t s o f i t s p h i lo s o p h y and p h y s i c a l

f a c i l i t i e s . A l l o f which must be i n co m p l ia n ce w i th t h e

e l i g i b i l i t y r e q u i r e m e n t s (Appendix F) s e t f o r t h i n t h e law.

61

TABLE I

COLLEGE WORK-STUDY PROGRAM GRANTS TO IMMACULATA COLLEGE OF WASHINGTON* D.C. ,

1966-1973

School Year Amount o f Grant

1966-1967 ft 7 ,669

1967-1968 ft 6 ,1 5 4

1968-1969 ft 5,584

1969-1970 ft 4 ,9 6 5

1970-1971 ft 6 ,0 7 4

1971-1972 4 7 ,859

1972-1973 ft 3,983

Source^ O f f i c i a l r e c o r d s o f Im m acula ta Col lege , Washington, D.C.

62

T hus , w i th a s m a l l , a l r e a d y o v e r - e x t e n d e d a d m i n i s t r a t i v e

s t a f f , and an o v e r - s t r a i n e d b u d g e t , Im m a c u la ta C o l l e g e d i d

n o t i n t e n d to p u r s u e , w i th one e x c e p t i o n , any new F e d e r a l -

f u n d in g o p p o r t u n i t i e s t h a t would s u r e l y r e q u i r e t h e e x p e n d i

t u r e o f manpower a n d / o r money beyond t h e c u r r e n t ( 1 9 7 5 )

c a p a b i l i t i e s o f t h e i n s t i t u t i o n . ^ The one e x c e p t i o n seemed

t o be th e H igher E d u c a t io n C o l l e g e W ork-Study P ro g ram , f rom

which t h e C o l le g e had r e c e iv e d F e d e r a l a i d s i n c e 1966 . T h e i r

e x p e r i e n c e i n a p p l y i n g f o r and a d m i n i s t e r i n g t h i s p ro g ra m bad

l e d to t h a t d e c i s i o n . F i n a l l y , w i t h t h e c o s t o f s t u d y f o r

one y e a r a t t h e C o l le g e c u r r e n t l y ( 1 9 7 5 ) s e t a t # 2 , 8 0 0 ^

( i n c l u d i n g o n ly t u i t i o n , room, and b o a r d ) , t h e a v a i l a b i l i t y

t o a s t u d e n t o f a Job income th r o u g h t h e C o l l e g e c o u l d b e an

added inducement to a f a m i l y ' s f i n a n c i a l d e c i s i o n r e g a r d i n g

c o l l e g e e n t r y i n g e n e r a l , and e n t r y i n t o Im m acu la ta i n

p a r t i c u l a r .

Upward Bound P rog ram

The f o u r t h program p r o v i d i n g d i r e c t f i n a n c i a l a i d to

i n s t i t u t i o n s o f h i g h e r l e a r n i n g wag t h e f o l l o w i n g one*

Upward Bmind Program. T h i s p ro g ra m , a d m i n i s t e r e d by th e U n i te d S t a t e s O f / i c e o f E d u c a t i o n , was e s t a b l i s h e d t o g e n e r a t e t h e s k i l l s and m o t i v a t i o n n e c e s s a r y

^ S i s t e r M arian Brady, P r e s i d e n t o f Im m a c u la ta C o l l e g e , p e r s o n a l i n t e r v i e w , A p r i l 2 6 , 1975.

^ I m m a c u la t a C o l leg e C a t a l o g , o n . c i t . , p p . 7 0 - 7 1 .

63

f o r s u c c e s s in h i g h e r e d u c a t i o n among c o l l e g e - a g e p e r s o n s from low -incom e f a m i l i e s and in a d e q u a te s e co n d a ry schoo l p r e p a r a t i o n . Up t o $1 ,400 p e r s c h o o l y e a r , p e r e l i g i b l e s tu d e n t^ i s p ro v id e d u n d e r th e program. Each i n s t i t u t i o n o f h i g h e r l e a r n i n g , p a r t i c i p a t i n g in th e p ro g ra m , had t o p r o v i d e f o r s t u d e n t r e c r u i t m e n t , c o u n s e l i n g , and g u id a n c e , and r e m e d i a l s u b j e c t - m a t t e r i n s t r u c t i o n .Form erly ( p r i o r t o 1972) t h e r e was a 20 p e r c e n t m a tch in g r e q u i r e m e n t , which h a s b e e n changed t o p e r m i t t h e i n s t i t u t i o n to p r o v id e i n k i n d , f a i r l y e v a l u a t e d , i n c l u d i n g b u t n o t l i m i t e d t o p l a n t , equ ipm en t , o r s e r v i c e s , t o be u s e d i n l i e u o f c a s h . >3

In keep ing w i th t h e a p p a re n t i n t e n t o f t h e F e d e r a l

Government to i n c r e a s e f u n d in g f o r t h o s e programs t h a t a i d

c o l l e g e - l e v e l s t u d e n t s from low-income f a m i l i e s , t h e Upward

Bound Program has b e e n w id e ly used by u rb a n and r u r a l i n s t i t u -34t i o n s o f h i g h e r l e a r n i n g . ^ S in ce t h e program em p h as izes p r e -

c o l l e g e and rem ed ia l c o u r s e s o f s t u d y , some p r i v a t e , tw o -y e a r

c o l l e g e s may no t have c o n s i d e r e d a p p l i c a t i o n f o r f u n d i n g u n d e r

t h i s program. However, t h e p o s s i b i l i t y o f d e v e lo p in g a

s t u d e n t body o f c o l l e g e - l e v e l s t u d e n t s from such p ro g ra m s

m ight w e l l have been t h e a t t r a c t i o n t o t h o s e c o l l e g e s

p a r t i c i p a t i n g . Im m acu la ta C o l leg e d i d n o t c o n s i d e r t h i s

program due to th e p r o g ra m ’ s em phasis on r e m e d i a l - e d u c a t i o n -

o r i e n t e d s t u d e n t s , which was n o t i n k e e p i n g w ith t h e c u r r e n t

(1975) c u r r i c u l a r p o l i c i e s o f t h e C o l l e g e .

^ T i t l e IV o f t h e H ig h e r E d u c a t i o n Act o f 1965 (P .L . 8 9 - 5 2 9 ) f a s amended by ( P .L . 9 0 -5 7 5 ) . (T h i s summary l a n o t a d i r e c t q u o t a t i o n in i t s e n t i r e t y . )

^ H r * Jack O r c u t t , U n i ted S t a t e s O f f i c e o f E d u c a t io n , D i v i s i o n o f C o l lege S u p p o r t , p e r s o n a l i n t e r v i e w , March 18, 1973-

Search Program

The f i f t h program p r o v i d i n g f o r d i r e c t f i n a n c i a l a id

t o i n s t i t u t i o n s o f h ig h e r e d u c a t i o n was th e f o l l o w i n g one.

T a l e n t Search Program. T h i s program, a d m in i s t e r e d by_t h e U ni ted S t a t e s O f f i c e o f E d u c a t io n , was e s t a b l i s h e d to i d e n t i f y y o u th s o f d em o n s t ra ted e d u c a t i o n a l a p t i t u d e , w ith c u l t u r a l and f i n a n c i a l n e e d , and encourage them to e n t e r p o s t - s e c o n d a r y e d u c a t i o n a l i n s t i t u t i o n s * G ra n t s o f up t o #100,000 p e r y e a r , p e r i n s t i t u t i o n , were t o be u s e d f o r t h e s e e l i g i b l e s t u d e n t s through p r o j e c t s o f s tu d y which a c t i v e l y sought c o o p e ra t io n from community p u b l i c and p r i v a t e i n s t i t u t i o n s and o r g a n i z a t i o n s * F u r t h e r , p r o j e c t s had to in c lu d e p r o v i s i o n f o r a p p r o p r i a t e co u n s e l in g * t u t o r i n g , and h e a l t h a s s i s t a n c e , 55

I f s t a t e - s u p p o r t e d , two- and f o u r - y e a r i n s t i t u t i o n s

o f h i g h e r e d u c a t io n should c o n t i n u e to i n c r e a s e i n s i z e ,

number, and geog raph ic l o c a t i o n , and c o n t in u e t o o f f e r low-

c o s t h i g h e r e d u c a t io n , i t would seem t h a t th e p r i v a t e , two-

y e a r c o l l e g e , i n th o se a r e a s w i th h ig h c o n c e n t r a t i o n s of low-

income f a m i l i e s , might w e l l e x p l o r e t h e f e a s i b i l i t y o f

d e v e l o p i n g a program o f s tudy which would p r o v id e p r e - c o l l e g e

and c o l l e g e - l e v e l , rem edia l s t u d i e s f o r e l i g i b l e s t u d e n t s .

The s m a l l , p r i v a t e , tw o-year c o l l e g e seemed i d e a l l y s u i t e d to

t h i s ty p e o f s e r v i c e , due t o t h e o f t e n s m a l l e r p u p i l - t e a c h e r

r a t i o t h a n i s o f t e n the case i n l a r g e , s t a t e c o l l e g e s ,

Im m acu la ta C o l leg e might w e l l have e x p lo re d t h i s p o s s i b l e

avenue o f i n c r e a s i n g i t s e n r o l l m e n t and revenue th ro u g h the

^ H i g h e r E duca t ion Act o f 1965, T i t l e IV-A (F .L . 89- 3 2 9 ) , a s amended, a s r e w r i t t e n by t h e H igher E d u c a t io n Amendm ents o f 1968 (F*L, 90 -575) . ( T h i s summary i e n o t a d i r e c t q u o t a t i o n . )

65

r e c r u i t m e n t o f young women from t h e i n n e r c i t y i n W ash in g to n ,

B . C . , b u t c u r r e n t l y (1 9 7 5 ) , t h e C o l l e g e was n o t p u r s u i n g t h i s

s o u r c e o f f u n d in g b e c a u s e they d i d n o t have s u f f i c i e n t s t a f f

t o a d m i n i s t e r th e p rog ram .

l i b r a r y P rogram

The s i x t h , and f i n a l , p rog ram p r o v i d i n g d i r e c t

f i n a n c i a l a i d to i n s t i t u t i o n s o f h i g h e r l e a r n i n g was t h e

f o l l o w i n g one.

C o l le g e L i b r a i ^ R esources P rogram . T h i s p rog ram , a d m i n i s t e r e d by t h e U n i ted S t a t e s O f f i c e o f E d u c a t i o n , was e s t a b l i s h e d t o a s s i s t i n s t i t u t i o n s o f h i g h e r l e a r n i n g i n t h e a c q u i s i t i o n o f l i b r a r y m a t e r i a l s and t h e e s t a b l i s h m e n t o f J o i n t - u a e f a c i l i t i e s , Funds c o u l d be u sed f o r a u d i o v i s u a l m a t e r i a l s , c a t a l o g i n g m a t e r i a l s , b o o k s , documents, p e r i o d i c a l s , p h onograph r e c o r d s , and m a g n e t i c t a p e s . No funds c o u l d be u t i l i z e d f o r s a l a r i e s o r w ages , s u p p l i e s and eq u ip m en t , n o r t h e a c q u i s i t i o n , c o n s t r u c t i o n , e x p a n s io n o r im provement o f b u i l d i n g s o r s i t e a c q u i s i t i o n . T h e re were t b r e e t y p e s o f g r a n t s u n d e r t h i s p rogram . A b a s i c g r a n t w i th a 50 - p e r c e n t - m a t c h i n g r e q u i r e m e n t , a s u p p l e m e n ta l g r a n t w i th no m a tch ing r e q u i r e m e n t , and a s p e c i a l p u rp o se g r a n t w ith a o n e - t h i r d m a tc h in g r e q u i r e m e n t , 56

T h is p rogram p r o v i d e s a i d f o r one o f t h e m ost n eed ed

f a c i l i t i e s a t any i n s t i t u t i o n o f h i g h e r l e a r n i n g , t h e l i b r a r y .

W i th o u t an ad eq u a te l i b r a r y , an i n s t i t u t i o n m os t l i k e l y would

n o t b e f u l l y a c c r e d i t e d by one o f t h e n a t i o n a l a c c r e d i t i n g

a s s o c i a t i o n s . As i t i s th e p u rp o se o f most p r i v a t e , t w o - y e a r

c o l l e g e s t o o f f e r p ro g ra m s o f s tu d y a c c e p t a b l e a s t r a n s f e r

^ H i g h e r E d u c a t i o n Act o f 1965* T i t l e I I I , P a r t A. S ec . 201 (P .L . 89 -329)» a s amended by (P ,L , 9 0 - 5 7 5 ) . ( T h i s summary i s no t a d i r e c t q u o t a t i o n i n i t s e n t i r e t y , )

66

c r e d i t s i n t o f o u r - y e a r c o l l e g e s and u n i v e r s i t i e s , t h e l a c k o f

a c c r e d i t a t i o n would s e r i o u s l y endanger t h e i r r e c r u i t m e n t o f

s t u d e n t s . From 1966 th ro u g h 1971, Im m acu la te C o l l e g e was a

r e c i p i e n t o f a i d u n d e r t h i s program ( s e e T ab le I I ) . However,

t h e F e d e r a l bu d g e t p r o p o s a l f o r 1972-1974- c1Jt back t h e s e

fu n d s t o t h e p h a s e - o u t p o i n t i n p a r t , so a s to i n c r e a s e

e d u c a t i o n fu n d s f o r d i r e c t a i d to s t u d e n t s . C u r r e n t l y (1973) ,

Immacula te C o l le g e h a s an ad eq u a te l i b r a r y s t a f f and f a c i l i

t i e s , y e t w i th t h e c o n s t a n t need to up g rad e l i b r a r y f a c i l i t i e s

and i n c r e a s e th e m a t e r i a l s on hand, i n c r e a s e d l i b r a r y a i d w i l l

have t o be so u g h t by th e C o l l e g e .

A rev iew o f F e d e r a l funds awarded to Im m acula te

C o l le g e o f W ashington . D . C . . f o r t h e p e r i o d 1960-1973 . A

rev ie w o f T ab le I I i n d i c a t e s t h a t p r i o r t o I960 Immaculata

C o l le g e had no e x p e r i e n c e w i th F e d e r a l - f u n d i n g p ro g ra m s .

However, o s T ab le I I i n d i c a t e s , from I960 th ro u g h t h e schoo l

y e a r 1972-1973 , t h e C o l leg e had p a r t i c i p a t e d i n s i x F e d e r a l -

g r a n t p rogram s w i th a r e s u l t i n g income o f $103 ,839 t o th e

C o l l e g e .

As o f A p r i l 1, 1973, th e C o l le g e was p a r t i c i p a t i n g

on ly i n t h e C o l le g e t fo rk -S tudy Program w i th income from t h a t

program o f $ 3 ,383 f o r th e p e r i o d J u ly 31, 1972 th ro u g h

June 30, 1973 ( s e e Appendix J , page 1 3 2 ) .

A n a l y s i s o f th e d a t a c o n ta in e d i n T ab le I I , p e r t a i n

in g t o t h e u t i l i z a t i o n o f F e d e r a l f u n d in g by Im m acu la ta

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C o l l e g e , i n d i c a t e d t h a t t h e d e c l i n e in t h e C o l l e g e s p a r t i c i

p a t i o n in F e d e r a l - a i d p ro g ra m s began in 1968 and c o n t in u e d

th ro u g h t h e c u r r e n t (1972-1973) schoo l y e a r . T h is d e c l i n e

seemed t o c o i n c i d e w i th t h e F e d e r a l Government’ s d e -em p h as is

on d i r e c t F e d e r a l a i d t o i n s t i t u t i o n s o f h i g h e r e d u c a t i o n

d u r i n g t h e same p e r io d * A d d i t i o n a l l y , s i n c e 1968, th e e n r o l l

ment a t Im m acu la ta h a s d e c l i n e d b r i n g i n g ab o u t a r e d u c t i o n i n

s t a f f , f a c u l t y , and fu n d s a t t h e C o l le g e , when more o f each

would be needed t o a d m i n i s t e r a i d p r o g r a m s . ^ F i n a l l y ,

a n a l y s i s o f t h e H ig h e r E d u c a t io n Laws f o r t h e y e a r s 1968-1973

r e v e a l e d a d e c l i n e i n t h e a p p r o p r i a t i o n o f funds f o r p rogram s

fo rm e r ly u t i l i z e d by t h e C o l l e g e - ^

Thus, i t seemed t h a t an a n a l y s i s o f Table I I p r o v i d e s

i n s i g h t i n t o t h e h i s t o r y , p ro g ra m s , d o l l a r s , and d e c l i n e o f

F e d e r a l - f u n d i n g o p p o r t u n i t i e s a t Immaculata C o l le g e o f

W ash ing ton , D.C.

^ S i s t e r M arian Brady , P r e s i d e n t o f Immaculata C o l l e g e , p e r s o n a l i n t e r v i e w , A p r i l 2 6 , 1973.

^ C o m p i l a t i o n o f H ig h e r E d u ca t io n Laws 1960-1973»U n i te d S t a t e s Government P r i n t i n g O f f i c e , W ashington , B .C . , 1939-1972.

CHAPTER IV

SUMMARY, CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS FOR FURTHER STUDY

SUMMARY

The P u r p o s e o f t h e S tu d y

The p u rp o se o f t h i s s tudy was t o determine th e e x t e n t

t o which Im m acu la ta C o l l e g e o f W ashington, B .C . , was c u r r e n t l y

(1975) u t i l i z i n g f u n d i n g o p p o r t u n i t i e s p ro v id e d by F e d e r a l

l e g i s l a t i o n e x i s t i n g i n 1972 and to i n t e r p r e t the f i n d i n g s i n

t e rm s o f s u g g e s t i o n s f o r i n c r e a s i n g i t s en ro l lm en t oppor

t u n i t i e s and fu n d in g o p p o r t u n i t i e s w i t h i n th e c o n s t r a i n t s o f

i t s p h i l o s o p h i c a l commitment *

The Subprob le ros i n t h e S tu d y

The suhp roh lem s i n t h i s s tudy were th e fo l low ing :

1- The f i r s t subprob lem was t o i d e n t i f y the p h i l o

s o p h i c a l p o s i t i o n o f Im m a c u la ta C o l leg e -

2,. The second subproblem was t o determine appro

p r i a t e f u n d i n g o p p o r t u n i t i e s under F e d e r a l l e g i s l a t i o n

e x i s t i n g i n 1972 f o r Im m ac u la ta C o l l e g e , a p r i v a t e , tw o - y e a r ,

d e n o m i n a t i o n a l c o l l e g e .

5* The t h i r d subprob lem was t o determ ine the e x t e n t

t o which Im m a c u la ta C o l l e g e was c u r r e n t l y (1975) u t i l i z i n g

70

71

t h e F e d e r a l - f u n d i n g o p p o r t u n i t i e s d e te rm in e d i n subprob lem

tw o .

4 . The f o u r t h subproblem was to i n t e r p r e t t h e f i n d

i n g s i n subproblem t h r e e f o r i n c r e a s i n g th e e n r o l lm e n t

o p p o r t u n i t i e s and fu n d in g o p p o r t u n i t i e s o f Im m acu la ta C o l le g e .

The Methodology

The method o f r e s e a r c h u sed i n t h i s s tu d y was docu

m en ta ry a n a l y s i s . The p r im a ry d a t a c o n s i s t e d o f l a w s , p e r

t a i n i n g to h i g h e r e d u c a t i o n , p a s s e d by th e U n i te d S t a t e s

C ongress from 1900-1972, a s w e l l ae i n t e r v i e w d a t a and

o f f i c i a l r e c o r d s o b t a in e d from th e p r e s i d e n t o f Im m acu la ta

C o l l e g e , A l l F e d e r a l laws which p r o v id e d fu n d in g o p p o r t u n i

t i e s to p r i v a t e , tw o -y e a r , d e n o m in a t io n a l c o l l e g e s were

a s s i m i l a t e d , t h e n p la c e d i n t o f o u r g e n e r a l c l a s s i f i c a t i o n s :

s t u d e n t - f i n a n c i a l a i d , c u r r ic u lu m -d e v e lo p m e n t a i d , t e a c h i n g -

development a i d , and i n s t i t u t i o n a l a i d . Then, each program

was d i s c u s s e d be tw een th e a u t h o r and t h e Im m acula ta C o l leg e

p r e s i d e n t , in r e f e r e n c e t o i t s u t i l i z a t i o n by Im m acu la ta

C o l l e g e o f W ashington , B.C.

Summary o f t h e F in d in g s

The summary o f t h e f i n d i n g s i s s t a t e d in. r e f e r e n c e to

t h r e e o f th e f o u r subprob lem s d eve loped to s t r u c t u r e th e s tu d y

and i s based on t h e a n a l y s i s o f d a t a p e r t i n e n t t o t h e s e

subproblema* The f o u r t h subproblem i s summarized a s p a r t o f

t h e c o n c lu s io n s o f t h i s c h a p t e r .

72

Subproblem 1 . The f i r s t subprob lem was to i d e n t i f y

t h e p h i l o s o p h i c a l p o s i t i o n o f Im m acu la ta C o l l e g e .

The p h i l o s o p h i c a l p o s i t i o n o f Im m acu la ta C o l leg e , a s

s e t f o r t h i n th e Im m acula ta C o l l e g e C a t a l o g , 1 implemented

th rough g o a l s and aims e s t a b l i s h e d by th e P r e s i d e n t ' s Counc i l

(Appendixes B and C) and s u p p o r t e d th ro u g h a d m i n i s t r a t i v e

a c t i o n s em ana t ing from t h e O f f i c e o f t h e C o l l e g e P r e s i d e n t ,

i s a s f o l l o w s : Im m acula ta C o l l e g e , a s a C h r i s t i a n i n s t i t u t i o n

o f h i g h e r e d u c a t io n f o r women, o f f e r i n g a tw o - y e a r program,

i s p r i m a r i l y concerned w i th t h e i n t e l l e c t u a l en r ichm en t o f

i t s s t u d e n t s th ro u g h t h e encouragem ent o f an a p p r e c i a t i o n o f

th e t r u t h and goodness i n o t h e r c u l t u r e s and e t h i c s , and th e

p r e p a r a t i o n o f t h e s t u d e n t s f o r t h e c h a l l e n g e s and o p p o r t u n i

t i e s f a c i n g women in con tem pora ry s o c i e t y , a s deve loped

th ro u g h t h e p r e s e n t c u r r i c u l u m , e x t r a c u r r i c u l a r a c t i v i t i e s ,

and p h y s i c a l f a c i l i t i e s .

Subproblem 2 . A n a l y s i s o f F e d e r a l l e g i s l a t i o n e x i s t

in g i n 1972, p r o v i d i n g F e d e r a l - f u n d i n g o p p o r t u n i t i e s f o r

i n s t i t u t i o n s o f h i g h e r e d u c a t i o n , d i s c l o s e d tw en ty programs

a s p o s s i b i l i t i e s f o r u t i l i z a t i o n by Im m acu la ta C o l le g e , a

p r i v a t e , tw o -y e a r , d e n o m in a t io n a l c o l l e g e .

The twenty programs were a s f o l l o w s : (1 ) E d u c a t io n a l

O p p o r tu n i ty G ran ts Program— p r o v i d e s from 8200 t o 81,000 f o r

^Immaculata C o l le g e o f Washington C a t a l o g 1970-1972 ( W ashington , B .C . , 1 W ) , pp . 13-1^7

ea c h e x c e p t i o n a l l y needy u n d e r g r a d u a t e s t u d e n t f o r each of

f o u r y e a r s o f c o l l e g e s tu d y ; ( 2 ) G u a r a n te e d S tu d e n t Loans

P ro g ra m — g u a r a n t e e s l o a n s to s t u d e n t s w i th a d j u s t e d fam ily

in co m es o f l e s s t h a n 815 ,000 f ro m e l i g i b l e p r i v a t e l e n d e r s

( s u c h a s c r e d i t u n i o n s and b a n k s ) ; ( 5 ) N a t i o n a l Defense S tu

d e n t Loan P ro g ram p r o v i d e s l o a n s up t o 8 1 ,0 0 0 each y e a r o r a

t o t a l o f 8 5 ,0 0 0 f o r needy u n d e r g r a d u a t e s t u d e n t s ; (4)

C o o p e r a t i v e H i g h e r E d u c a t io n P ro g ram — d e v e lo p s programs which

o f f e r s t u d e n t s an o p p o r t u n i t y t o a l t e r n a t e p e r i o d s o f academic

s tu d y w i th p e r i o d s o f o f f - c a m p u s employment; ( 5 ) C a ree r

O p p o r t u n i t i e s P rog ram — a i d s i n t h e d eve lopm en t o f work s k i l l s

f o r p e r s o n s i n t e r e s t e d in c a r e e r s w i t h i n s c h o o l s s e rv in g low-

income a r e a s ; ( 6 ) U n d e rg ra d u a te P ro g ram s i n I n t e r n a t i o n a l

E d u c a t i o n — a s s i s t s i n s t i t u t i o n s o f h i g h e r e d u c a t i o n i n p l a n

n i n g , d e v e l o p i n g , and im p le m e n t in g c o m p re h en s iv e programs f o r

u n d e r g r a d u a t e s i n i n t e r n a t i o n a l s t u d i e s ; ( 7 ) Program f a r th e

A r t s — p r o v i d e s g r a n t s f o r t h e d ev e lo p m e n t o f i n n o v a t iv e

p ro g ra m s i n d e s i g n , d an c e , a r t e d u c a t i o n , l i t e r a t u r e , music,

t h e a t e r , and v i s u a l a r t s ; ( 8 ) H i g h e r E d u c a t io n P e r so n n e l

D evelopm ent P ro g ram — p r o v i d e s f o r t h e p r e - s e r v i c e o r i n -

s e r v i c e t r a i n i n g o f i n d i v i d u a l s i n v o l v e d i n t e a c h i n g , a d m in is

t r a t i v e , o r s u p p o r t i v e p o s i t i o n s w i t h i n t w o - y e a r and f o u r -

y e a r c o l l e g e s ; ( 9 ) S p e c i a l P r o j e c t s i n U n d e rg ra d u a te S c ien ce

E d u c a t i o n — p r o v i d e s g r a n t s f o r e x p e r i m e n t a l and development

p r o j e c t s i n u n d e r g r a d u a t e e d u c a t i o n ; (1 0 ) P rom otion o f th e

74

H u m an i t ie s -E d u ca t io n Program— h e l p s e d u c a t i o n a l i n s t i t u t i o n s

improve t h e i r i n s t r u c t i o n and e f f e c t i v e use o f r e s o u r c e s in

th e h u m a n i t ie s ; (1 1 ) A dult B a s i c E d u c a t io n S p e c i a l P r o j e c t s

and D em ons tra t ions Program— p ro m o te s a com prehens ive and

c o o r d in a te d approach to the p r o b le m s o f p e r s o n s w i th educa

t i o n a l d e f i c i e n c i e s ; (12) I n s t r u c t i o n a l S c i e n t i f i c Equipment

Program—a i d s i n t h e p u rch ase o f equipm ent t h a t w i l l improve

s c ie n c e i n s t r u c t i o n a t t h e u n d e r g r a d u a t e l e v e l o f s tu d y ; (1?)

Equipment f o r U n d erg rad u a te I n s t r u c t i o n Program— a i d s u n d e r

g ra d u a te i n s t r u c t i o n i n s p e c i f i e d d i s c i p l i n e s ( s u c h as

s c i e n c e , m a them at ic s , f o r e i g n l a n g u a g e s , h i s t o r y , geog raphy ,

government, E n g l i s h , o t h e r h u m a n i t i e s and t h e a r t s o r

e d u c a t i o n ) ; (14) G ra n t s f o r A c q u i s i t i o n o f Equipm ent Program

— a i d s i n s t r u c t i o n i n s c i e n c e , m a th e m a t i c s , modern f o r e i g n

la n g u ag e s , h i s t o r y c i v i c s , g e o g ra p h y , E n g l i s h , r e a d i n g ,

economics, i n d u s t r i a l a r t s , and t h e a r t s and h u m a n i t i e s ; (15 )

S t re n g th e n in g D eve lop ing I n s t i t u t i o n s Program— a i d s c o l l e g e s

in s t r e n g t h e n in g t h e i r acad em ic , a d m i n i s t r a t i v e , and s t u d e n t -

s e r v i c e s programs; (16) H ig h e r E d u c a t io n Academic F a c i l i t i e s

C o n s t ru c t io n I n t e r e s t S u b s i d i z a t i o n Program— r e d u c e s t h e

i n t e r e s t r a t e c o s t t o i n s t i t u t i o n s o f h ig h e r e d u c a t i o n when

borrow ing from p r i v a t e s o u r c e s f o r t h e c o n s t r u c t i o n , r e h a b i l i

t a t i o n o r improvement o f academ ic f a c i l i t i e s ; (17 ) H ig h e r

E d u ca t io n C o l lege Work-Study P rog ram — a s s i s t s p ro g ram s t h a t

s t i m u l a t e and promote th e p a r t - t i m e employment o f s t u d e n t s ;

75

(18) Upward Bound P rogram —p r o v i d e s programs f o r d i s a d

van taged y o u th s which m igh t m o t iv a te them tow ard s u c c e s s i n

p o s t - h i g h - s c h o o l 3 tu d y ; (19) T a l e n t s e a r c h P ro g ra m - -e n c o u ra g e s

you ths w i th dem o n s t ra te d e d u c a t i o n a l a p t i t u d e b u t f i n a n c i a l l y

in need , t o e n t e r p o s t - s e c o n d a r y t r a i n i n g ; and (20) C o l le g e

L ib r a ry Resources Program— a s s i s t s i n s t i t u t i o n s o f h i g h e r

l e a r a i n g i n the a c q u i s i t i o n o f l i b r a r y m a t e r i a l s and th e

e s t a b l i s h m e n t of j o i n t - u s e l i b r a r y f a c i l i t i e s .

Subnroblem 5 . Review o f t h e d a t a c o n c e r n in g th e

e x t e n t to which Im m acula ta C o l lege o f W ash ing ton , D .C . , was

c u r r e n t l y (1973) u t i l i s i n g twenty F e d e r a l - f u n d i n g o p p o r t u n i

t i e s f o r which i t was e l i g i b l e a s d e te rm in e d i n subproblem

two, r e v e a l e d th a t t h e C o l leg e was o b t a i n i n g F e d e r a l funds

through o n ly one, t h e C o l leg e Work-Study Program u n d e r

T i t l e IV, S u b sec t io n C, o f the H ig h e r E d u c a t io n Act o f 1965

(a s amended) which p r o v id e d f o r o n - and o f f - c a m p u s employ

ment f o r s t u d e n t s w i th economic n e e d .

I n t h i s r e g a r d C o l leg e o f f i c i a l s a t t r i b u t e d l a c k o f

s u f f i c i e n t s t a f f , s ’t a f f e x p e r t i s e , and m a tch in g fu n d s o f t e n

n e c e s s a ry to p a r t i c i p a t e in F e d e r a l g r a n t p ro g ram s , a lo n g w ith

the complex, l e n g th y , and e x h a u s t i v e p r o c e d u r e s in v o lv e d i n

the a p p l i c a t i o n p r o c e s s , as f a c t o r s p r e c l u d i n g a more

a g g r e s s iv e approach to w ard the s e c u r i n g o f F e d e r a l g r a n t s *

The a u t h o r would a g re e w ith t h e i r a s se s s m e n t o f th e m a t t e r .

76

CONCLUSIONS

On th e b a s i s o f th e f i n d i n g s o f t h i s s tu d y , th e

f o l l o w i n g c o n c l u s i o n s seem w a r ra n te d :

1, C o n s i d e r i n g t h e f i n d i n g t h a t Immaculata Co l lege

i s c u r r e n t l y (1972-1973) u t i l i z i n g one o f tw enty F e d e r a l

f u n d in g o p p o r t u n i t i e s a v a i l a b l e to t h e C o l l e g e , i t i s con

c lu d ed t h a t th e C o l le g e h a s n o t d e v e lo p ed a dependency on

government revenue f o r i n s t i t u t i o n a l deve lopm ent .

2 . Seven F e d e r a l g r a n t p rograms were found to be

a p p r o p r i a t e f o r imm edia te u se by th e C o l l e g e . I t i s t h e r e

f o r e concluded t h a t each o f t h e s e be c a r e f u l l y s c r u t i n i z e d

by C o l le g e o f f i c i a l s f o r p o s s i b l e im p le m e n ta t io n . S p e c i f i

c a l l y , t h e most p r o m is in g program which seemed to be t h e

U nderg radua te Program i n I n t e r n a t i o n a l E d u c a t io n .

5. I n o r d e r f o r Im m acula ta C o l le g e t o pu rsue the

a p p l i c a t i o n f o r F e d e r a l g r a n t s so a s to p o s s i b l y i n c r e a s e

e n ro l lm e n t and rev en u e a t t h e C o l l e g e , i t i s concluded t h a t

t h i s would n e c e s s i t a t e t h e d e s i g n a t i o n o f a p e r s o n o r

p e r s o n s who would d e v o te f u l l - t i m e s y s t e m a t i c a t t e n t i o n to

s e c u r i n g F e d e r a l fu n d s ,

4 . A lthough t h e p h i l o s o p h i c a l p o s i t i o n o f

Immaculata C o l le g e doea r u l e o u t t h e u t i l i z a t i o n o f s e v e r a l

F e d e r a l g r a n t p rog ram s , i t i ^ n o t a n e g a t i n g f a c t o r f o r a t

l e a s t seven o f tw en ty F e d e r a l g r a n t programs found to be

a p p r o p r i a t e f o r use by p r i v a t e , tw o - y e a r , i n s t i t u t i o n s .

77

I t i s t h e r e f o r e concluded t h a t Immaculata C o l l e g e cou ld

use F e d e r a l f u n d in g to a g r e a t e r e x t e n t and y e t r em a in t h e

ty p e o f i n s t i t u t i o n i t p u r p o r t s to be .

IHFLICATIONS

The f o l lo w in g i tem s a r e b ased upon t h e r e s u l t s o f

t h e s tudy which im pl ied t h a t t h e C o l leg e c o n s i d e r t h e

f o l lo w in g :

1* Apply f o r funds from th e I n t e r n a t i o n a l E d u c a t io n

Program t o d eve lop the C o l l e g e ' s I n t e r n a t i o n a l S t u d i e s

D i v i s i o n , u s i n g the l a r g e number o f f o r e i g n s t u d e n t s

c u r r e n t l y (1973) e n r o l l e d a t t h e C o l leg e a s r e s o u r c e

i n f o r m a t i o n .

2 . Apply f o r funds from th e S t r e n g t h e n i n g Develop

in g I n s t i t u t i o n s Program, t o ( a ) deve lop c o o p e r a t i v e

a r r a n g e m e n ts w i th a r e a , f o u r - y e a r i n s t i t u t i o n s o f h i g h e r

l e a r n i n g , and (b ) gain new f a c u l t y th rough t h e N a t i o n a l

Teaching F e l lo w s h i p and P r o f e s s o r E m e r i t i s e c t i o n s o f th e

program.

3* Apply f o r funds from t h e G ra n ts f o r A c q u i s i t i o n

o f Equipment Program so a s to c o n t in u e to u p g ra d e th e

q u a l i t y o f c la ss room i n s t r u c t i o n th rough t h e u t i l i z a t i o n

o f new c l a s s r o o m i n s t r u c t i o n a l a i d s .

76

4 . C o n s id e r d e v e lo p in g an a d u l t o r c o n t i n u i n g

e d u c a t io n e v e n in g - g tu d i e a p ro g ram f o r t h e t r a i n i n g o f

i n n e r - c i t y manpower r e s o u r c e s and a d u l t b a s i c e d u c a t i o n ,

th ro u g h F e d e r a l - a i d g r a n t s e s t a b l i s h e d f o r t h a t p u r p o s e .

RECOMMENDATIONS FOR FURTHER STUDY

The f o l lo w in g reco m m en d a tio n s a r e o f f e r e d by th e

w r i t e r f o r f u t u r e s tu d y r e l a t e d to th e p ro b lem o f t h i s

r e s e a r c h :

1 . A s tu d y sh o u ld be u n d e r t a k e n f o r t h e p u rp o s e

o f a s s i s t i n g o f f i c i a l s o f p r i v a t e , f o u r - y e a r c o l l e g e s in

d e v e lo p in g p o s s i b l e d i r e c t , F e d e r a l - f u n d i n g o p p o r t u n i t i e s .

2 . A s tu d y s h o u ld be u n d e r ta k e n w hich would

u p d a te and s e t f o r t h p r a c t i c a l p r o c e d u r e s f o r fu n d

r a i s i n g and c o l l e g e d ev e lo p m e n t by p r i v a t e c o l l e g e s in

l i g h t o f c u r r e n t (1 9 7 3 ) f i s c a l c o n d i t i o n s among g o v e rn m e n t ,

p u b l i c , and p r i v a t e f i n a n c i a l s o u r c e s .

3. A s tu d y sh o u ld be u n d e r ta k e n w hich w ould s e t

f o r t h t h e m a jo r p ro b lem s c o n f r o n t i n g th e p r i v a t e , denom ina

t i o n a l c o l l e g e f o r p o s s i b l e r e f e r e n c e by F e d e r a l a u t h o r i t i e s

c o n c e rn e d w i th F e d e r a l f u n d in g t o p r i v a t e i n s t i t u t i o n s o f

h ig h e r l e a r n i n g .

79

4 . A s tu d y sh o u ld b e u n d e r ta k e n which w ould

d e te rm in e t h e p ro b a b le im p a c t on p u b l i c , h ig h e r e d u c a t i o n

in t h e U n i t e d S t a t e s , o f t h e c e s s a t i o n o f p r i v a t e , h i g h e r

e d u c a t io n i n t h e U n ite d S t a t e s .

I

BIBLIOGRAPHY

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K ee ton , M o rr is , and Conrad H i lb e r r y . S t r u g g le and P rom ise ;A F u tu re f o r C o l le g e s . New York: Mc&raw-Hill Book Company, i n c . , I9b9-

L in e b u rg , W illiam P. C o l le g e s a t t h e C ro s s ro a d s . New York: H. W* W ilson Company, I 9 6 6 .

McClusky, N e i l G. C a th o l ic E d u ca tio n i n Am erica, a pocu- m entary H is to ry , New York: T ea ch e rs C o l le g e , ColumEia U n iv e r s i ty

Monroe, C h a r le s R, P r o f i l e o f th e Communi t y C o l l e g e . San F ra n c i s c o , C a l i f o r n i a : J o s s e y -B a s s , I n c . , 19727

O 'B an io n , T e r ry , and A lic e T h u rs to n . S tu d e n t Development Program s in th e Community J u n io r C o l le g e . 'New Je rse y :Prentiee-YTal 1 I n c ” 1TCJ---------------------

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G degard, P e t e r H. R e l ig io n and P o l i t i c s . New York: Oceana F u b l i c a t i o n s , 19&i.

P a t i l l o , Maiming M ., and Donald M. M ackenzie, Cburch-Sponaorsd H igher E d u ca tio n i n th e U n ited S t a l e s t Washi n g to n , U .C . : American Council on E d u c a tio n , 1966.

Power, Edward J . A H is to ry o f C a th o l ic H lgber E d u ca tio n in th e U n ite d S t a t e s . Milwaukee. W isconsin: Bruce p u b l i s h in g Company, 1956.

P u sey , N athan M. The Age o f th e S c h o la r . Cambridge, M a ssa c h u s e t ts : B elnap P re s s , 19^3.

R eudolph, F r e d e r ic k . The American C o llege and U n i v e r s i t y .New York: Random House, 19b2*

Ryan, Mary P e r k in s . Are P a ro c h ia l Schools th e Answer? New York: H o l t , R in e h a r t and V in eto n , 196^.

Shulman, C a ro l . S t a t e Aid to P r i v a t e H igher E d u c a t io n .W ashington, D.ti*; ERIC C learinghouse on h ig h e r E d u c a t io n , 1972.

S ta n f o r d , Edward V. A Guide to C a th o l ic C o l le g e A d m in is tra t i o n . W e s tm in is te r , Maryland: Newman P r e s s , 19&5*

Van D alen , Deobold B. U nderstand ing E d u ca tio n R e se a rc h : An I n t r o d u c t i o n . New York: rtcGraw-Hill Book Company, I n c . ,T 9 B 5 : ----------------

B, PERIODICALS

B rickm an, W illiam W. "Church, S t a t e , and S choo l in C o n tro v e rs y ." School and S o c ie ty , LXXXIX, No. 2192 (May 6 , 1961), 521=552.

D av is , L o u is R . , and J . V. D avis. "F ed e ra l Aid to S ch o o ls i n F e d e r a l ly A ffe c te d A reas ," School and S o c ie ty . XC,No. 2218 (December 15, 19&2), 445-^44.

H unt, R o lfe L a n ie r . "R e lig io n and P u b lic E d u c a t io n ," School and S o c i e ty . LXZHX, No* 2192 (May 6, 1 9 6 1 ) , 2JQ -2W .

McGrath, E a r l J . "The S p ec ia l M iss ion o f t h e C hu rch -R e la ted C o l le g e ." School and S o c ie ty . XCI, No* 2225 ( A p r i l 6 , 1965), 165^155:

84

P u n k e , H a ro ld H, riC o n s t i t u t i o n a l and L e g a l A s p e c ts o f th e C h u r c h - S t a t e - S c h o o l P r o b l e m s .11 S ch o o l and S o c ie ty * T.XXXTX, No. 2192 (May 6 , 1 9 6 1 ) , 2 2 2 -2 2 S ,

T h a y e r , V. T . " P u b l i c Aid to R e l i g i o u s E d u c a t i o n . 11 S ch o o l and S o c i e t y . LXXXIX, No. 2192 CMay 6 , 1 9 6 1 ) , 2 2 6 -2 5 0 ,

C. GOVERNMENT PUBLICATIONS

An A c t , P u b l i c Law 9 2 -3 1 9 . 92nd C o n g re s s , S . 6 59 - W ashingt o n : G overnm ent P r i n t i n g O f f i c e , Ju n e 2 5 , 1972 .

E d u c a t i o n a l Amendments o f 1972- C o n fe re n c e R e p o r t , No. 9 2 - 799* W a sh in g to n : Governm ent P r i n t i n g O f f i c e , n a y 2 2 ,1 9 7 2 .

M o r to r a n a , S . V . , and D. G ra n t M o r r i s o n , P a t t e r n s o fO r g a n i z a t i o n and S u p p o r t s i n P u b l i c Tw o-Y ear tJo lT e g e s . W a s h in g to n , t ) . C . : U n i te d S t a t e s O f f i c e o f E d u c a t io n ,1999 .

. C r i t e r i a f o r t h e E s t a b l i s h m e n t o f Tw o-Y earC o l l e g e a . b u l l e t i n No. 2 . W a sh in g to n , J J .C ,; U n i te d S b a t e s o f f i c e o f E d u c a t io n , 1961 ,

R e p o r t o f t h e P r e s i d e n t 1 a C ithtH a ^ i o n on S c h o o l F i n a n c e . W a s h in g to n : Governm ent P r i n t i n g O f f i c e , 1970 .

S p e c i a l A n a ly s e s : B udget o f th e U n i te d S t a t e s G overnm ent f o r y e a r s 1 9 7 2 -1 9 7 4 , W a sh in g to n ; G overnm ent P r i n t i n g O f f i c e , 19717 -----

The C a r d i n a l S p e llm a n C om m ittee on E d u c a t i o n a l R e s e a r c h .The A rc h d io c e s e o f New Y ork , 1 9 7 0 . Prom t h e f i l e s o f t h e C o m m ittee on E d u c a t io n o f t h e u n i t e d S t a t e s House o f R e p r e s e n t a t i v e s , Room R -2252 , U n i te d S t a t e s House o f R e p r e s e n t a t i v e s , W a sh in g to n , D.C.

U .S . D e p a r tm e n t o f H e a l th E d u c a t io n and W e l f a r e , O f f i c e o f E d u c a t i o n . C a ta lo g o f F e d e r a l E d u c a t i o n a l A s s i s t a n c e P r o g r a m s . Hfew P u b l i c a t i o n fro. {,OEj 7 2 - 1 ^ 3 . W a s h in g to n : G overnm en t P r i n t i n g O f f i c e , 1972 .

__________. HEW C a t a l o g o f A s s i s t a n c e . HEW P u b l i c a t i o n No.TOSJ 7 5 - 4 4 . W a sh in g to n ; Governm ent P r i n t i n g O f f i c e , 1964 .

85

U .S . D ep a rtm en t o f H e a l th , E d u c a t io n and W e lfa re . O ffice o f E d u c a t io n . O f f i c e o f th e A s s i s t a n t S e c r e t a r y f o r L e g i s l a t i o n . High l i g h t s o f t h e E d u ca tio n a l Amendments o f 1 9 7 2 . W ash ing ton : Government P r in t in g O f f i c e , June , 1972.

O f f i c e o f th e S e c r e t a r y . Higher E d u c a t io n Guide-T in e s . Exec* O rder 11 2A6* Washington: Government P rin T in g O f f i c e , 1972.

__________. The E ig h t to L e a rn . Washington: GovernmentP r in t in g O f f i c e , 197T,

U .S . House o f R e p r e s e n t a t i v e s . Committee on E d u c a t io n andL a b o r . C o m p ila t io n o f F e d e r a l Education Law s. Washingto n : Government P r i n t i n g O f f i c e , October, 1971 .

. Com m ittee on Labor and P u b lic W e lfa re , UnitedS t a t e s S e n a t e . C o m p ila t io n o f Higher E d u c a t io n Laws. 1972. W ash in g to n : Government P r i n t i n g o f f i c e , November, l975.

U .S . O f f i c e o f Management and B udget. C a ta lo g o f F edera l D om estic A s s i s t a n c e . W ashington; Government- P r in t i n gm ' f i c e , 1 :9 7 2 : --------------

Wood, A. M, O pening ( F a l l ) E n ro l lm e n t in H ig h e r E d u c a t io n , 1 9 6 5 . U n ite d S ta te s O ff ic e o f Education C i r c u l a r No.795 . W ash in g to n , D .C .: U n ite d S ta te s D epartm ent of H e a l th , E d u c a t io n and W e lfa re , 1 9 6 6 ) .

E. OTHER SOURCES

AAJ3U - O f f i c e o f Urban P rogram s. A Guide to F e d e r a l Funds f o r U rban P rogram s a t C o l le g e s and U n i v e r s i t i e s * Washi n g t o n , B .C . : American A s s o c ia t i o n of Sstate C o lleg e s and U n i v e r s i t i e s , 1971-

A m erican A s s o c i a t i o n o f J u n i o r C o l le g e s . P r i v a t e l y Supported J u n i o r C o l le g e s . . * A P la c e and Purpose i n H igher ~ E d u c a t i o n . W ash ing ton , B .C .: American A s s o c ia t i o n of Community and J u n i o r C o l le g e s , 19&5*

E. PERSONAL INTERVIEWS

B ra d y , S i s t e r M a ria n , P r e s i d e n t , Immaculata C o l le g e of W ash in g to n , D.C.

86

Bredeweg, Rev, F ran k H . . A s s i s t a n t D i r e c to r * N a t io n a l C a th o l i c E d u c a t io n A s s o c i a t i o n .

Hardeman, J o s e p h , D i r e c to r* J u n i o r C o l le g e E l i g i b i l i t y D iv i s io n , U n i te d S t a t e s O f f i c e o f E d u c a t io n .

H ea th , K a t h e r i n e , U n ite d S t a t e s O f f i c e o f E d u c a t io n .

M e s s ie r , P a u l , D iv i s i o n o f Budget and R e se a rc h , U n i te d S t a t e s O f f i c e o f E d u c a t io n .

O r c u t t , J a c k , U n i te d S t a t e s O f f i c e o f E d u c a t io n , D i v i s i o n o f C o l le g e S u p p o r t .

Savage , S . , A s s i s t a n t V ice P r e s i d e n t , F i r s t V i r g i n i a Bank, F a l l s C hurch , V i r g i n i a .

S trom berg , K i r k , Government R e l a t i o n s D iv i s io n , A m erican A s s o c i a t i o n o f Community and J u n i o r C o l le g e s .

W i t t e r , D ick , N a t i o n a l C o u n c i l o f In d e p e n d e n t J u n i o r C o l le g e s , Am erican A s s o c ia t i o n o f Community and J u n io r C o l l e g e s ,

APPENDICES

87

t

APPENDIX A

C o l le g e D e s c r i p t i o n , H i s t o r y , L o c a t io n , F a c i l i t i e s , A c c r e d i t a t i o n , a n d Memberships

68

39

COLLEGE DESCRIPTION

Im m aculata C o l le g e o f W ash ing ton i s a f u l l a c c r e d i t e d c o l l e g e f o r women o f f e r i n g th e f i r s t two y e a r s i n l i b e r a l a r t s a s w e ll a s o p p o r tu n i ty f o r t r a i n i n g i n s e c r e t a r i a l s k i l l s . Two-year p ro g ra m s , i n c l u d i n g a p p r o p r i a t e c o u r s e s and s a t i s f a c t o r y academ ic a c h ie v e m e n t , e n t i t l e s t u d e n t s t o t r a n s f e r to th e u p p e r d i v i s i o n o f s e n i o r c o l l e g e s , u n i v e r s i t i e s , o r p r o f e s s i o n a l s c h o o ls . G ra d u a te s o f t h e s e program s r e c e iv e th e A s s o c ia te in A r ts d e g re e .

HISTORY

Im m acu la ta C o l le g e o f W ash ing ton i s u n d e r th e d i r e c t i o n o f th e S i s t e r s o f P ro v id e n c e , whose K o th e rh o u se i s a t S a in t M a ry -o f- th e-Woo da , I n d i a n a . S in ce th e o p e n in g o f th e West to p io n e e r s e t t l e m e n t , t h i s group o f women h a s been engaged in th e e d u c a t io n o f Am erican y o u th .

Im m acula ta C o l le g e o f W ash ing ton r e p r e s e n t s a d e v e lo p - o f th e o r i g i n a l Im m acu la ta S em in a ry , founded i n 1905 a s a secondary s c h o o l . E a r ly in t h e h i s t o r y o f th e S em inary , p a r e n t s and g r a d u a t e s began a s k in g f o r i n s t r u c t i o n beyond th e h igh sch o o l l e v e l . I n th e y e a r s betw een 1910 and 1920 th e c u r r ic u lu m was g r a d u a l l y b ro u g h t i n t o l i n e w i th t h e r e q u i r e ments o f th e f i r s t and second y e a r s o f th e s t a n d a r d f o u r - y e a r c o l l e g e . G ra d u a l ly th e p rogram o f i n s t r u c t i o n was expanded to in c lu d e c o u r s e s in k e e p in g w ith th e c o n c e p t o f th e American j u n i o r o r community c o l l e g e . I n 1957 t h e C o l le g e was approved by th e Middle S t a t e s A s s o c ia t i o n o f C o l le g e s and Secondary S c h o o ls .

In 1955 an e x p a n s io n program was begun to meet th e n e e d s c r e a te d by in c r e a s e d e n r o l lm e n t s . T h is p rogram in c lu d e d th r e e new b u i l d i n g s o c c u p ie d f o r th e f i r s t t im e in S ep tem ber, 1956,

LOCATION

Im m acula ta i s l o c a t e d i n th e n o r th w e s t r e s i d e n t i a l a r e a o f W ashington , w ith ea sy a c c e s s to th e c u l t u r a l and h i s t o r i c a l c e n t e r s o f th e n a t i o n ' s c a p i t a l .

S tu d e n ts have o p p o r t u n i t i e s t o supp lem en t t h e i r academic program by v i s i t s t o W a s h in g to n 's famous g a l l e r i e s o f a r t , by s i g h t s e e i n g i n th e a r e a s o f t h e monuments o f

90

W ashington, L in c o ln , and J e f f e r s o n , by v i s i t s t o t h e c e n t e r o f governm ent— th e Supreme C o u r t , t h e Houses o f C o n g re s s , t h e F e d e ra l B ureau o f I n v e s t i g a t i o n , t h e Bureau o f E n g ra v in g ; by t r i p e to h i s t o r i c a l s p o t s such a s Mount V ernon, A r l in g to n Cemetery, and t h e homes o f G enera l R o b e rt E, Lee and o f Thomas J e f f e r s o n ,

The p ro x im i ty to Im m aculata o f many c o l l e g e s and u n i v e r s i t i e s i n th e W ashington a r e a o f f e r s o p p o r t u n i t i e s f o r m eeting o t h e r s tu d e n t s o f v a r ie d i n t e r e s t s and b ack g ro u n d s , i n bo th academ ic and s o c i a l s i t u a t i o n s .

ACCREDITATION AND MEMBERSHIPS

Im m acu la ta C o lle g e o f W ash ing ton i s a c c r e d i t e d by M iddle S t a t e s A s s o c ia t io n o f C o l le g e s and S econdary S c h o o ls , i s l i c e n s e d by The Board o f H igher E d u c a t io n o f t h e D i s t r i c t o f Columbia t o g r a n t th e A s s o c ia te i n A r t s d e g re e , and i s approved by th e A t to rn e y G enera l o f th e U n i te d S t a t e s f o r t h e e d u c a t io n o f f o r e ig n s t u d e n t s and v e t e r a n s o f m i l i t a r y s e r v i c e .

The C o l le g e h o ld s membership i n th e f o l lo w in g o r g a n iz a t i o n s : A m erican A s s o c ia t i o n o f J u n i o r C o l le g e s ; American C o llege P u b l i c R e la t io n s A s s o c ia t i o n : American C o u n c i l on E d u ca tio n ; C o l le g e E n tra n c e ExaminatLon Board; N a t io n a l C a th o l ic E d u c a t io n a l A s s o c ia t io n ; and N a t io n a l Commission on A c c r e d i t in g .

91

BUILDINGS AND EQUIPMENT

The campus o f Im m aculate o c c u p ie s a p p ro x im a te ly e i g h t a c r e s o f l a u d . Academic and a d m i n i s t r a t i v e f a c i l i t i e s a r e h o u se d in f o u r main b u i l d i n g s .

Im m acu la te i s a f o u r - f l o o r s to n e s t r u c t u r e f a c i n g W isc o n s in Avenue (U .S . Highway 2 4 0 ) . On th e m ain f l o o r a r e th e o f f i c e s o f th e C o m p tro l le r , t h e T r e a s u r e r , t h e D i r e c t o r o f C o l le g e and Alumnae R e l a t i o n s , th e S u p e r in te n d e n t o f B u i ld in g s and G rounds, and th e M usic D epartm ent.

The C hapel o f th e Im m acula te C oncep tion i s th e c e n t e r o f t h e r e l i g i o u s l i f e o f th e s t u d e n t s . Here s t u d e n t s have o p p o r tu n i ty to p a r t i c i p a t e i n d a i l y Mass and i n o t h e r r e l i g io u s o b s e rv a n c e e .

M arian H a l l , one o f th e new est a d d i t i o n s to Immacul a t e , i s a f o u r - s t o r y s to n e and b r i c k b u i l d i n g h o u s in g t h e o f f i c e s o f th e P r e s i d e n t , th e Dean, th e D i r e c t o r o f S tu d e n tP e r s o n n e l , and th e R e g is t r a r * Here a l s o a re a r e c e p t i o n room,one f a c u l t y and two s tu d e n t lo u n g e s , and s i x o f th e c la s s ro o m s . The t h r e e u p p e r f l o o r s p r o v id e r e s id e n c e f o r a p p ro x im a te ly one h u n d red and f o r t y s t u d e n t s i n f o r t y - e i g h t bedroom s,

R eg ina H a l l , b u i l t i n 19551 i s & c o m b in a t io n a u d i to r iu m -gymnasium. A s t a g e , f u l ly - e q u ip p e d w ith modem l i g h t i n g andsound c o n d i t io n e d , i s used f o r p l a y s , l e c t u r e s , and m u s ic a l c o n c e r t s . F a c i l i t i e s f o r p h y s i c a l e d u c a t io n i n c lu d e show ers , l o c k e r s , o f f i c e s f o r i n s t r u c t o r s , c o u r t s f o r b a s k e t b a l l , and v o l l e y b a l l , and s h u f f l e b o a r d .

L o r e t t a H a l l c o n t a in s th e L ib r a r y , t h e a r t s t u d i o , two c la s s ro o m s and l a b o r a t o r y each f o r b io lo g y and c h e m is t ry , and t h e two rooms i n th e s e c r e t a r i a l d ep a r tm en t. The d in in g room and th e c a f e t e r i a a r e l o c a t e d on th e main f l o o r o f th e H a l l .

The L i t t l e T h e a t re i s u se d f o r c l a s s a s s e m b l ie s and m e e t in g s , a s a l a b o r a t o r y by th e dep a rtm en ts o f m usic and o f s p e e c h , and f o r p l a y s p roduced by th e Im m aculate C h i l d r e n 's T h e a t r e .

THE LIBRARY

The L i b r a r y , an e s s e n t i a l e lem ent i n th e e d u c a t io n a l p rogram o f th e C o l le g e , in c lu d e s g e n e ra l r e a d in g rooms w ith open s t a c k s , p e r i o d i c a l rooms, and th e l i b r a r i a n ' s o f f i c e and work a r e a .

L ib r a r y s e r v i c e s and r e s o u r c e s a r e p la n n e d to su p p o r t and supp lem en t th e c u r r ic u lu m . R e fe re n ce s e r v i c e i s a v a i l a b l e and t h e s t a f f m a in ta in s c lo s e c o r r e l a t i o n w ith i n s t r u c t o r s .

APPENDIX B

College O r g a n iz a t io n a l C h a r t

92

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APPENDIX C

C o l le g e Committees and P r e s i d e n t ' s C o u n c il

94

( 95

COMMITTEES OF THE COLLEGE

C om m ittee o r g a n i z a t i o n s e r v e s to f a c i l i t a t e and c o o rd in a te t h e work o f th e a d m i n i s t r a t i o n ,

A c lo s e - w o r k in g r e l a t i o n s h i p betw een t h e f a c u l t y and th e a d m i n i s t r a t i o n , which i s n e c e s s a r y in t h e s h a p in g and e x e c u t io n o f p o l i c i e s o f a d m i n i s t r a t i o n and i n s t r u c t i o n , i s a p rim ary aim o f com m ittee o r g a n i z a t i o n .

C om m ittee work p r o v i d e s t h e o p p o r tu n i ty f o r th e C o llege s t a f f t o sh a re t h e i r t a l e n t s and i d e a s f o r th e improvement o f t h e C o l le g e an d f o r t h e i r own p e r s o n a l en r ic h m en t.

S ta n d in g Commit t e e s

The P r e s i d e n t s C o u n c i l 3

The m a jo r a d m i n i s t r a t i v e o f f i c e r s o f t h e C o l le g e form t h i s e x e c u t i v e and a d v i s o r y body c o n ce rn ed w ith th e board p o l i c i e s and p ro b lem s w i t h i n t h e C o l le g e , The C o u n c i l? ro v id e s i n f o r m a t i o n and a d v i c e n e c e s s a r y to t h e P r e s i d e n t

o r th e p r o p e r c o o r d i n a t i o n o f a l l d i v i s i o n s .

The P r e s i d e n t ' s C o u n c i l i s composed o f t h e P re s id e n t o f t h e C o l le g e a s C h a irm a n , th e Dean o f th e C o l le g e , t h e C o m p t ro l l e r , t h e D i r e c t o r o f S tu d e n t P e r s o n n e l , t h e R e g i s t r a r , t h e D i r e c t o r o f C o l le g e and Alumnae R e l a t i o n s , th e L i b r a r i a n , th e C h a p la in , one f a c u l t y member, and two s tu d e n ts .

The C o u n c i l a c t s a s an e x e c u t iv e com m ittee f o r t h e C o lleg e w ith t h e t a s k o f d e a l i n g w ith g e n e r a l p o l i c i e s and problem s and p ro m o tin g th e g e n e r a l i n t e r e s t s o f t h e C o l l e g e , The C ounc il h a s th e f o l l o w i n g r e s p o n s i b i l i t i e s :

a . a d v i s e s th e P r e s i d e n t and recommends p o l i c i e s and p r o c e d u r e s a f f e c t i n g t h e

aA d m i n i s t r a t i o n - F a o u l t v Handbook: Im m acu la ta C o l l e g e , Immaculate C o l l e g e , W a sh in g to n , D ,C . , 1972*

96

g e n e r a l w e l f a r e o f t h e C o l l e g e , i n c lu d in g m a t t e r s to he p r e s e n t e d to t h e Board o f T r u s t e e s .

b , a c t s a s a c l e a r i n g house f o r p r o p o s a l s from a l l o t h e r co m m ittees and d i v i s i o n s .

c . a s s i s t s i n c o o r d i n a t i n g th e v a r i o u s a c t i v i t i e s o f th e C o l le g e .

I

APPENDIX D

C o lleg e D iv i s io n s o f I n s t r u c t i o n

97

93

DIVISIONS OF INSTRUCTION

F o r p u rp o se s of o r g a n i z a t i o n th e a r e a s o f i n s t r u c t i o n

w i th in th e C o lle g e a r e grouped i n t o th e f o l lo w in g D iv is io n s

o f I n s t r u c t i o n :

Philosophy and T heology

Language, L i t e r a t u r e , and Com m unications

N a tu ra l S c ie n ces and M athem atics

F in e Arts

H is to ry and S o c i a l S tu d ie s

E lem entary E d u c a t io n

S e c r e t a r i a l S t u d i e s

APPENDIX E

C o lleg e F a c u l t y — Academic Freedom

99

100

THE FACULTY®

Academic Freedom

A f a c u l t y member i s e n t i t l e d t o freedom o f r e s e a r c h and p u b l i c a t i o n , and o f c la ss ro o m d i s c u s s i o n . However, he i s n o t f r e e t o d i s s e m in a te d o c t r i n e s and v iew s t h a t a r e s u b v e r s i v e t o t h e b a s i c p r i n c i p l e s o f American p o l i t i c a l f reed o m and governm en t, o r o f th e aim s and p u r p o s e s o f th e C o l le g e a s a C a th o l i c i n s t i t u t i o n com m itted t o t h e i n c u l c a t i o n o f C h r i s t i a n f a i t h and m o r a l i t y .

W hile t h e f a c u l t y member i s e n t i t l e d to freedom o f t e a c h i n g and c la s s ro o m d i s c u s s io n w i th in th e l i m i t a t i o n s i n d i c a t e d , he sh o u ld be m in d fu l t h a t h i s s p e c i a l p o s i t i o n i n t h e community im poses s p e c i a l o b l i g a t i o n s . He shou ld remember t h a t th e p u b l i c may Judge h i s p r o f e s s i o n and h i s i n s t i t u t i o n by h i s p u b l i c u t t e r a n c e . Hence, he sh o u ld a t a l l t im e s be a c c u r a t e to th e b e a t o f h i s know ledge; he s h o u ld e x e r c i s e p r o p e r r e s t r a i n t : he sh o u ld show r e s p e c t f o r t h e o p in io n s o f o t h e r s ; and i n p u b l i c u t t e r a n c e s he sh o u ld i n d i c a t e , when a p p r o p r i a t e , t h a t he i s n o t a sp o k esman f o r t h e C o l le g e .

Im m acula ta C o lleg e o f W ash ing ton , D .C . , MF a c u l ty M anua l"(W ash ing ton , D .C .: Im m aculata C o l le g e , 1 9 7 2 ) , (M im eographed .;

APPENDIX F

U n i te d S t a t e s O f f i c e o f E duca tion C o lleg e E l i g i b i l i t y C h e c k l i s t

101

102

INSTITUTION:

YES ELIGIBILITY INFORMATION SURVEY HHKKP-JUNIOR COLLEGES ft TNSTS- NO REMARES

1 , Admits High S ch o o l g r a d s ( o r e q u i v a l e n t ) o n ly

2 . L e g a l ly a u t h o r i z e d by S t a t e f o r p o s ts e c o n d a ry program

3. B a c h e lo r ’ s d e g r e e / o r

2 - y e a r program a c c e p t* to w ard

o r 2 - y e a r a s s o c , d e g re e

o r 2 - y e a r v o c a t i o n a i / o c c u p .

o r 1 - y e a r g a i n f u l employment

4 , P u b l i c / o r

n o n - p r o f i t

o r p r o p r i e t a r y

5 , A c c r e d i t a t i o n

o r p r e - a c c r e d i t a t i o n

o r 3 - I n s t . c e r t i f i c a t i o n

6 . C i v i l R ig h ts co m p lia n c e

7- S e c t a r i a n

r e g u l a r c l a s s e s b eg an

e n ro l lm e n t :

TYPEELIG. DATE ELIG. FOR

APPENDIX G

l e t t e r from S i s t e r M arian Brady to Congressman * James G. O’Hara

105

IMMACULATA COLLEGE OF WASHINGTON* ■ 0 0 N U H A S K A A V B K U r M. W .. W A SH IH ST O M . 6 . C. tO O IC (■€<■) 10<+

w n « ar m i N i H n n March 1$, 1973

The Honorable James G* O'HaraC ongress o f th e U nited S ta te sChairman, S p e c ia l Subcommittee on Education2241 House O ff ic e B u ild in gW ashington, D. C* 20515

Dear Congressman o ’ Haras

T his l e t t e r I s to ask your support o f the continuation o f and In c rea se in ap p rop ria tion s fo r th e C o llege Work-Study Program. This Program a id s 16% o f our stu d en ts a t the p resen t tim e. Without the con tin u ation o f th is a s s is ta n c e th e se s tu d en ts and fu tu re students in th e ir economic s itu a tio n w ill n o t be ab le to pursue th e ir c o l le g e education at Immaculata C ollege o f Washington. Our C o lleg e has had to r e s t r i c t th e number o f stu d en ts i t can aid becausei

1) Our CWSP award has decreased from $7859 in 1972 to $3158 In 1973t w h ile s tu d e n ts ' needs have in cr ea se d .

2) The CWSP program req u ires payment o f the esta b lish ed minimum wage r a te o f th e area i f th is r a te exceeds th e minimum required by the program.The minimum wage in th e D is t r ic t o f Columbia far exceeds the minimum wage req u ired by the program. T u ition has in creased ; consequently , ind iv idual students must earn more to m eet t h is c o s t , but CWSP funds have been reduced. Therefore, CWSP funds cannot aid as many s tu d en ts as form erly.

We th ink the CWSP program should continue for the follow ing reasons

1) Many o f our s tu d en ts aided by th is program are graduates of p u b lic h igh sch o o ls o f W ashington, D. C. Their c o l le g e needs can b est be met in th e f i r s t two years in a sm all p r iv a te c o l le g e such as ours.

2) CWSP has made p o s s ib le an in c re a se in the number o f minority group s tu d en ts a tten d in g our C o llege* We seek a d iv e r s if ie d student body, which CWSP makes p o s s ib le .

3) Records o f our graduates who were aided by CWSP show that th e ir c o l l e g e ex p er ien ces a t Immaculata C o lleg e o f Washington have brought them academic and p r o fe ss io n a l s u c c e s s . To c i t e some examples»

a) A 1968 graduate o f Eastern High School (p . C.) enrolled in our C o llege and graduated with an A. A. degree in 1970. She tra n sfer re d to Maryland U n iv ers ity and graduated with a B# A. d egree In 1972. She i s now a c e r t i f i e d teacher o f English in the p u b lic sch ool system o f the D is t r ic t o f Columbia.

IMMACULATA COLLEGE OF WASHINGTONI I U H I I t U H A A V t t o u r M. W . W A B H tH O TO N . O C. 1 0 0 1 4 ( l O D l l t - O M O 105

March 19 i 1973

2 - The Honorable James G. O’Hara

b) A 1966 graduate o f Spingam High School (D . c . ) enr o lle d a t Immaculata and graduated w ith an a* A. degree in 196ft. She tran sferred to S a in t Mary-of-the-W oods c o lle g e and graduated with a B. A. degree in 1970. Now she i s pursuing graduate work.

There a re many more examples l ik e th e se . The CWSP i s n ecessary to a s s i s t these s tu d e n ts . I f th is support i s not continued and in creased , 16% o f our stu d en t body w ill n o t be able to attend our C o lle g e . Consequently, we request that you support continued and in creased appropriation fo r t h is program.

I f you have any q u estio n s concerning our p a r tic ip a tio n in the C ollege Work-3tudy program, p lease do not h e s ita te to c a l l me- I f you would lik e to v i s i t our campus to see th is program in o p era tio n , I w i l l be most happy to welcome you at any tim e.

S in c e r e ly ,

,A<P.S is te r Marian Brady, S . P. P resident

94B/a

I

APPENDIX H

L e t t e r from Congressman Jam es G. O 'H ara t o S i s t e r M arianB rad j—Im m acu la ta C o l le g e

106

107

• l f 4 W t

CONGRESS OF THE UNITED STATES HOUSE OF REPRESENTATIVESCOMMITTEE ON EDUCATION AND LABOR SPECIAL SUBCOMMITTEE ON EDUCATION

W C A N N O N M O W 1 I O f F IC C l* UH-D IN t»

tntHiHtw, D.C. mu

HlXI'l t n u H w i , i « r l ,

hLI M i . i Km t , M - t . » p, Pf4PMlrMH

to rc h 2B, 1971

S U ta t M arion Brady, ft.P,P r i i i i t n tX anacuitta co lle g e o f V ajhlncton h300 McbraM ;a Avenue, N.W.V nhlncton* D, C, 30016

Dear G l t t e r K arisn i

THsjlH you fo r your l e t t e r o f March 19* As you hnwi, th e C ollege W ork-study p rocran vac not only continued by th e Education A-nenincnts o f 1972, h u t a f lo o r o f $2 33 B i l l io n van p lace d under I t s funding as a co n d itio n fo r the ca rry in fl o u t O f t h e B i i i c O pportunity Grant p ro ^ran .

1 su pport the c o n tin u a tio n o f v o rh -ttu d y , b o th onl t a » " r t hecauie th e la v mandate* it*

Very t ru ly yp“'

JAMES □* O'HARA CttaJrwm

APPENDIX I

F a c t S h e e t— G uaran teed Loans f o r S tu d e n t s

*

108

I 109

FACT SHEET

GUARANTEED LOANS FOR STUDENTS

T h is lo a n program i s d e s ig n e d t o make i t p o s s i b l e f o r s t u d e n t s to b o rro w from p r i v a t e l e n d e r s t o h e l p p ay f o r th e c o s t o f e d u c a t io n and t r a i n i n g a t u n i v e r s i t i e s * c o l l e g e s , and v o c a t i o n a l s c h o o ls w i th t h e F e d e r a l G overnm ent p a y in g p a r t o f t h e i n t e r e s t f o r q u a l i f i e d s tu d e n t s *

Terms and C o n d i t io n s o f G u a ra n te e d L oansA maximum o f # 1 ,5 0 0 p e r ac ad em ic y e a r may b e a p p l i e d f o r u n d e r m ost S t a t e p rog ram s i f th e e d u c a t i o n a l c o s t s r e q u i r e b o r ro w in g to t h i s e x t e n t .

F o r a s tu d e n t whose a d j u s t e d f a m i l y income i s I obb th a n # 1 5 ,0 0 0 a y e a r , th e F e d e r a l Government w i l l pay t o th e l e n d e r t h e t o t a l i n t e r e s t due (up t o 7 p e r c e n t ) on t h e u n p a id p r i n c i p a l b a l a n c e o f h i s lo a n w h ile t h e s tu d e n t i s i n s c h o o l . D u rin g t h e r e p a y ment p e r i o d , th e s t u d e n t w i l l be r e s p o n s i b l e f o r p a y in g t o t a l i n t e r e s t c h a rg e s . L oans may b e p r e p a i d a t any t im e w i th o u t p e n a l t y .

The g u a ra n te e agency may c o l l e c t i n ad v an ce an in s u r a n c e premium o f up t o one h a l f o f one p e r c e n t each y e a r o f t h e t o t a l lo a n amount o u t s t a n d in g * The l e n d e r may c o l l e c t th e premium from th e b o r ro w e r o r d e d u c t i t f rom t h e p r o c e e d s o f th e lo a n .

The repaym ent p e r i o d w i l l u s u a l l y b e g i n from n in e to tw e lv e m onths a f t e r th e s t u d e n t c e a s e s o r c o m p le te s h i s s t u d i e s * Repayment w i l l n o rm a l ly b e made i n i n s t a l l m e n t s o v e r a p e r i o d o f from f i v e to t e n y e a r s . The s t u d e n t w i l l b e r e q u i r e d t o pay a minimum o f #360 p e r y e a r o n a l l t h e g u a r a n t e e d l o a n s he h a s r e c e iv e d d u r in g h i s s c h o o l y e a r s .

Repayment may be d e f e r r e d w h i le t h e b o r ro w e r i s a member o f th e Armed F o rc e s a f u l l - t i m e v o l u n t e e r i n t h e P e a c e C orps o r VISTA, o r f o r any p e r i o d d u r in g w hich he i s p u r s u in g a f u l l t im e c o u rse o f s tu d y a t an e l i g i b l e s c h o o l . The b o r ro w e r i s en c o u ra g ed to make a t l e a s t p a r t i a l p ay m en ts d u r in g such p e r i o d s o f d e fe rm e n t i n o r d e r t o r e d u c e t h e p r i n c i p a l amount o f t h e lo a n . Payment o f i n t e r e s t by t h e F e d e r a l Government on b e h a l f o f e l i g i b l e s t u d e n t s w i l l c o n t i n u e d u r in g t h i s t im e*

110

E l i g i b l e S tu d e n t B orrow ers

Any s tu d e n t may a p p ly who h a s b e e n a c c e p te d f o r e n ro l lm e n t in an e l i g i b l e s c h o o l o r who i s a l r e a d y in a t t e n d a n c e and i n good s t a n d in g , and who i s a c i t i z e n o r n a t i o n a l o f th e U n ite d S t a t e s o r i s i n t h e U n ited S t a t e s f o r o t h e r th a n a tem pora ry p u rp o s e . I n many S t a t e s , h a l f - t i m e s t u d e n t s a re e l i g i b l e , b u t some r e q u i r e f u l l - t i m e a t t e n d a n c e .

E l i g i b l e L en d e rs

Banks, s a v in g s and lo a n a s s o c i a t i o n s , c r e d i t u n io n s , p e n s io n fu n d s , in s u r a n c e com panies and s i m i l a r i n s t i t u t i o n s s u b j e c t to s u p e r v i s io n by t h e S t a t e o r F e d e r a l Government a r e e l i g i b l e to become l e n d e r s u n d e r t h i s p ro g ram . E l i g i b l e s c h o o ls may a l s o q u a l i f y as l e n d e r s . S tu d e n t s d e s i r i n g lo a n a s s i s t a n c e sh o u ld c o n ta c t t h e i r own l o c a l l e n d in g i n s t i t u t i o n s f i r s t .I t i s im p o r ta n t t o remember t h a t lo a n s a r e approved o r d en ied a t th e d i s c r e t i o n o f th e l e n d e r .

E l i g i b l e S c h o o ls

H ost c o l l e g e s , u n i v e r s i t i e s , and s c h o o ls o f n u r s in g and many v o c a t io n a l ana t e c h n i c a l s c h o o ls a r e e l i g i b l e . G e n e ra l ly , any p u b l i c o r p r i v a t e e d u c a t io n a l i n s t i t u t i o n l o c a t e d in tb a U n ite d S t a t e s o r e lse w h e re t h a t o f f e r s a t l e a s t a o n e -y e a r program o f s tu d y l e a d in g to a d e g re e o r employment i n a r e c o g n iz e d o c c u p a t io n i s e l i g i b l e . F u r t h e r in f o rm a t io n r e g a r d in g th e e l i g i b i l i t y s t a t u s o f a p a r t i c u l a r sc h o o l may be o b ta in e d from t h e O f f ic e o f E d u c a t io n o r from th e agency a d m in i s t e r in g t h e program i n a p a r t i c u l a r S t a t e .

I n O p e ra t io n

A p p l i c a t i o n s f o r g u a ra n te e d s t u d e n t lo a n s may be o b ta in e d from l e n d e r s , s c h o o ls , o r S ta t e o r p r i v a t e n o n p r o f i t g u a ra n te e a g e n c ie s . The s c h o o l must c o m p le te a p o r t i o n o f t h i s a p p l i c a t i o n v e r i f y i n g th e s t u d e n t ' s e n r o l lm e n t o r a c c e p ta n c e and , in a d d i t i o n , c e r t i f y i n g h i s c o s t s and academ ic s t a n d in g . The s tu d e n t c o m p le te s th e a p p l i c a t i o n form and p r e s e n t s i t to a p a r t i c i p a t i n g bank o r o th e r e l i g i b l e l e n d e r .

I f th e l e n d e r a g r e e s to make th e lo a n , he f i r s t s e c u r e s th e a p p ro v a l o f th e g u a r a n te e a g e n c y . A s t a t e o r p r i v a t e nonp r o f i t agency " g u a ra n te e s " th e lo a n s to th e l e n d e r i n many S t a t e s — t h a t i a , th e agency p r o t e c t s th e l e n d e r a g a i n s t l o s s from d e f a u l t . I n o t h e r S t a t e e , th e F e d e r a l Government in s u r e s th e lo a n s . I f t h e b o rro w er d i e s o r becomes p e rm a n en tly d i s a b l e d , h i s lo a n w i l l be c a n c e l l e d .

APPENDIX J

An E xam ple o f an I n s t i t u t i o n a l . A p p l i c a t i o n t o P a r t i c i p a t e in F e d e r a l - S t u d e n t - F i n a n c i a l -

A id P rogram a

111

112DEPARTMENT OF HEALTH, EDUCATION. AND W ELFA RE

OFFICE OF THE ASSISTANT SECRETARY FOR EDUCATION WASHINGTON. D,C, 2 0 2 0 2

February 1» 1973

Dear Co l l e a g u e :

The P r e s i d e n t ' s budget For t h e F i s c a l Year 1974 was p r e s e n t e d t o Congres s t h i s week, t o g e t h e r wi t h a r e v i s e d r e g u l a r b u d g e t f o r e d u c a t i o n f o r t h e F i s c a l Year 1973, wh i c h e n d s June 30 . ( Ed u c a t i o n has a l r e a d y r e c e i v e d a s u p p l e m e n t a l a p p r o p r i a t i o n f o r FY 7 3 . )

Th i s l e t t e r e x p l a i n s t he major e d u c a t i o n a l p o l i c i e s and p r i o r i t i e s r e f l e c t e d In the P r e s i d e n t ' s r e c o mme n d a t i o n s as t h e y r e l a t e to HEW’ s Educat i on D i v i s i o n . The D i v i s i o n c o m p r i s e s t he O f f i c e of E d u c a t i o n , the N a t i o n a l I n s t i t u t e o f E d u c a t i o n , and t he Fund f o r t h e improvement o f P o s t a e c o n d a r y E d u c a t i o n .

The P r e s i d e n t ' s pr i mary o b j e c t i v e s of I n c r e a s i n g empl oyment and h a l t i n g I n f l a t i o n , w i t h o u t r e s o r t i n g t o t a x i n c r e a s e s , u n d e r l i e the b u d g e t a r y recommendat i ons a f f e c t i n g a l l F e d e r a l a g e n c i e s . These c o n t r o l l i n g c o n d i t i o n s ha v e t r a n s c e n d e d o t h e r p o l i c y c o n s i d e r a t i o n s In t h e r e c e n t l y c o n c l u d e d b u d g e t b u i l d i n g p e r i o d .

For e d u c a t i o n , t he budget s u s t a i n s our h i g h e s t p r i o r i t i e s v h l l e c u t t i n g r e l a t i v e l y m a r g i n a l programs and maki ng way f o r new A d m i n i s t r a t i o n I n i t i a t i v e s t o r e s t r u c t u r e and r e f o r m t h e F e d e r a l r o l e i n e d u c a t i o n .

The budget o f t he O f f i c e of E d u c a t i o n , t h e l a r g e s t component o f t he Educat i on D i v i s i o n , t o t a l s $ 3 . 3 3 b i l l i o n In r e g u l a r f unds f o r 1973 and $ 5 . 1 b i l l i o n f o r 1974 , w i t h s e v e r a l programs b e i n g phas ed o ut .

H i g h l i g h t s of 1 9 7 3 R e v i s i o n s

The r e v i s e d r e g u l a r 1973 budget t o t a l s $ 5 , 5 b i l l i o n f o r t h e Educ at i on D i v i s i o n , compared w i t h t he $ 5 . 3 b i l l i o n a p p r o p r i a t e d f o r FY 72 and t he $ 6 , 1 b i l l i o n o r i g i n a l l y r e q u e s t e d f o r FY 73.

115

The d l f f e ' r c n c o b e t v e e n t h i s s u b m i s s i o n and t h e o r i g i n a l FY 73 r e q u e s t i s l a r g e l y due t o an a d j u s t m e n t t o t a k e a c c o u n t o f t h e 9 2 7 1 m i l l i o n a p p r o p r i a t e d For Eme r g e n c y S c h o o l A s s i s t a n c e , I n s t e a d o f t h e $1 b i l l i o n o r i g i n a l l y r e q u e s t e d , and $10 m i l l i o n a p p r o p r i a t e d For P o s t a e c o n d a r y I n n o v a t i o n , r a t h e r t h a n t h e $ 1 0 0 m i l l i o n r e q u e s t e d by t h e P r e s i d e n t . The r e v i s e d b u d g e t a l s o r e f l e c t s t h e e l i m i n a t i o n o r r e d u c t i o n o f c e r t a i n n a r r o w l y f o c u s e d p r o g r a m s .

H i g h l i g h t s o f 1 9 7 4 B u d g e t

The 1974 b u d g e t f o r t h e E d u c a t i o n D i v i s i o n t o t a l s $ 5 . 3 b i l l i o n . Maj or i n i t i a t i v e s r e f l e c t e d i n t h e 1 9 7 4 p r o p o s a l i n c l u d e i

1 . S t u d e n t A s s i s t a n c e . A 1 9 7 4 r e q u e s t f o r $ 9 5 9 m i l l i o n , c o mb i n e d w i t h a 1973 s u p p l e m e n t a l o f $ 6 2 2 m i l l i o n , b r i n g s t o n e a r l y $ 1 . 6 b i l l i o n t h e amount b u d g e t e d t o i m p l e m e n t f u l l y t h e B a s i c E d u c a t i o n a l O p p o r t u n i t y G r a n t s pr o g r a m e n a c t e d l a s t y e a r . (Jnder t h e new p r o g r a m , s t u d e n t s i n g r e a t e s t n e e d woul d r e c e i v e t h e g r e a t e s t amount o f F e d e r a l a s s i s t a n c e . R e q u e s t s f o r t h e s p e c i a l p r o g r a ms f o r t h e d i s a d v a n t a g e d - - T a l e n t S e a r c h , ' S p e c i a l S e r v i c e s , and Upward Bound - - a r e c o n t i n u e da t t h e 1 9 7 3 s u p p l e m e n t a l r e q u e s t l e v e l o f $ 7 0 . 3 m i l l i o n , a s i g n i f i c a n t I n c r e a s e f r o m $56 m i l l i o n In 1 9 7 2 ,

2. S p e c i a l E d u c a t i o n R e v e n u e S h a r i n g . The 1 9 7 4 b u d g e t p l a c e s h i g h p r i o r i t y on t h e c o n s o l i d a t i o n o f F e d e r a l p r o g r a ms o f f o r m u l a g r a n t a s s i s t a n c e t o t h e S t a t e s f o r e l e m e n t a r y and s e c o n d a r y e d u c a t i o n , w i t h $ 2 . 5 b i l l i o n r e q u e s t e d f o r t h i s p u r p o s e . Under t h e p r o p o s a l , more t h a n 30 p r o g r a ms wo u l d be r e s t r u c t u r e d I n t o o n e a u t h o r i t y c o v e r i n g f i v e b r o a d a r e a s o f n a t i o n a l i n t e r e s t . T h i s w o u l d p r o v i d e g r e a t e r f l e x i b i l i t y f o r S t a t e s and l o c a l e d u c a t i o n a g e n c i e s t o t a i l o r p r o g r a ms and r e s o u r c e s a c c o r d i n g t o t h e i r own n e e d s ,

3. M i n o r i t y A s s i s t a n c e . Ai d f o r d e v e l o p i n g i n s t i t u t i o n s o f h i g h e r e d u c a t i o n I s m a i n t a i n e d a t t h e 1973 s u p p l e m e n t a l r e q u e s t l e v e l o f $100 m i l l i o n . For b i l i n g u a l e d u c a t i o n , t h e b u d g e t c a l l s f o r $35 m i l l i o n u n d e r T i t l e VI I o f t h e E l e m e n t a r y and S e c o n d a r y E d u c a t i o n A c t and $10 m i l l i o n u n d e r t h e Emer ge ncy S c h o o l Ai d A c t . B e c a u s e o f t h e l a r g e e x i s t i n g e f f o r t d i r e c t e d t o w a r d I n d f a n e d u c a t i o n , no f u n d s a r e r e q u e s t e d t o s u p p o r t t h e r e c e n t l y a u t h o r i z e d I n d i a n E d u c a t i o n A c t , an a u t h o r i t y whi c h wo ul d d u p l i c a t e much o f t h e a s s i s t a n c e w h i c h i s a l r e a d y p r o v i d e d and wh i c h wo u l d be m a i n t a i n e d a t a h i g h l e v e l i n

P a g e 3114

FY 1974* N e a r l y $80 m i l l i o n h a s a l r e a d y b e e n ms d e a v a i l a b l e f o r c o m p e n s a t o r y programs , c o n s t r u c t i o n p r o j e c t s , and o t h e r e f f o r t s d e s i g n e d t o s uppl ement B u r e a u o f I n d i a n A f f a i r s s u p p o r t f o r F e d e r a l l y o p e r a t e d I n d i a n s c h o o l s a n d t o a s s i s t l o c a l e d u c a t i o n a g e n c i e s s e r v i n g I n d i a n s t u d e n t s ,

4 . Aid f o r D e s e g r e g a t i n g S c h o o l s . The 1 9 7 4 budget r e q u e s t s $271 m i l l i o n to c o n t i n u e a t t he 1 9 7 3 l e v e l t h i s a a j o r A d a l n i s t r a t i o n I n i t i a t i v e t o h e l p s c h o o l d i s t r i c t s t h r o u g h o u t t h e c o u n t r y meet t h e a d d i t i o n a l c o s t s o f s c h o o l d e s e g r e g a t i o n . Most of t he E me r g e n c y S c h o o l A s s i s t a n c e f unds a p p r o p r i a t e d In 1 9 7 3 w i l l be s p e n t In a c a d e m i c y e a r 1 9 7 3 - 7 4 .

5 . N a t i o n a l I n s t i t u t e o f E d u c a t i o n . The FY 73 budget t o t a l e d $119 m i l l i o n , to whi ch wa s added $24 m i l l i o n f rod O f f i c e o f Ec o no mi c O p p o r t u n i t y p r o g r a m s , b r i n g i n g t h e t o t a l FY 73 O p e r a t i n g b u d g e t t o $143 m i l l i o n . The FY 74 b u d g e t r e q u e s t san a d d i t i o n a l $19 m i l l i o n , f o r a t o t a l o f $ 1 6 2 m i l l i o n for t h i s new a g e n c y , whi ch was e s t a b l i s h e d a t A d m i n i s t r a t i o n r e q u e s t t o p r o v i d e a n a t i o n a l f o c u s t o t he e d u c a t i o n a l r e s e a r c h e f f o r t . A number o f f o r m e r OE p r o g r a m s , and c o r r e s p o n d i n g b u d g e t r e q u e s t s , h a v e b e e n t r a n s f e r r e d t o HIE. H o w e v e r , a l m o s t o ne t h i r d o f r e q u e s t e d HIE f u n d s woul d be u n e n c u m b e r e d by p r e v i o u s c o m m i t m e n t s .

6. F o s t a e c o n d a r y I n n o v a t i o n . The 1974 b u d g e t would I n c r e a s e f rom $10 m i l l i o n to $15 m i l l i o n t h e f u n d i n g for t h i s new pr o g r a m t o s upport i n n o v a t i o n and r e f o r m i n p o s t s e c o n d a r y e d u c a t i o n .

7 . E l e m e n t a r y and S e c o n d a r y E d u c a t i o n . Mo r e than $3 b i l l i o n o f t h e 1974 r e q u e s t i a f o r e l e m e n t a r y a n d s econdar y p r o g r a m s . T h i s i n c l u d e s $ 2 , 5 b i l l i o n f or E d u c a t i o n Revenue S h a r i n g , $ 2 7 1 m i l l i o n f a r Eme r g e n c y Schoo l A s s i s t a n c e , $94 m i l l i o n f o r an I n c r e a s e in d e m o n s t r a t i o n p r o g r a m s and t r a i n i n g and r e s e a r c h for t he h a n d i c a p p e d , and $ 1 8 1 . 5 m i l l i o n f o r o t h e r e l e m e n t a r y and s e c o n d a r y pr o g r a ms . Among t h o s e , a m a j o r p r i o r i t y l a f u r t h e r r e f i n e m e n t o f C a r e e r E d u c a t i o n . F o u r t e e n m i l l i o n d o l l a r s i n new f u n d s i s pr o g r a mme d f or d e m o n s t r a t i n g t h e e f f e c t i v e n e s s o f s e v e r a l C a r e e r Educat i on m o d e l s ; $21 m i l l i o n In s upport o f e x i s t i n g p r o g r a m s o f i nno v a t i o n , c u r r i c u l u m d e v e l o p me n t , a n d r e s e a r c h r e f l e c t s o t he r a s p e c t s o f t h e C a r e e r Educ a t i o n e f f o r t .

P r o g r a m s recommended for e l i m i n a t i o n i n c l u d e i m p a c t a i d paym e n t s f o r c h i l d r e n whose p a r e n t s w o r k for t h e F e d e r a l Go v e r n me n t but do n o t l i v e on F e d e r a l p r o p e r t y . ( S i n c e t h e i r

p a r e n t s p a y l o c a l p r o p e r t y t a x e s l i k e o t h e r c i t i z e n s , t h e s e c h i l d r e n do n o t c o n s t i t u t e an e x c e p t i o n a l e c o n o m i c b u r d e n on l o c a l s c h o o l s . )

S u p p o r t f o r S t a t e d e p a r t m e n t s o f e d u c a t i o n unde r T i t l e V o f t h e E l e m e n t a r y and S e c o n d a r y E d u c a t i o n A c t woul d a l s o be t e r m i n a t e d In 1 9 7 4 . ( S u b s t a n t i a l F e d e r a l sums h a v e a l r e a d y b e e n s p e n t u n d e r T i t l e V t o s t r e n g t h e n S t a t e a g e n c i e s , w h i c h s h o u l d now be In a p o s i t i o n t o m a i n t a i n t h e i r own p r o g r a m s as F e d e r a l a i d l a c o n s o l i d a t e d under E d u c a t i o n R e v e n u e S h a r i n g . S t a t e d e p a r t m e n t s a r e e l i g i b l e a l s o f o r g e n e r a l r e v e n u e s h a r i n g f u n d a . )

The e x p e r i m e n t a l F o l l o w Th r o u g h p r o g r a m a u t h o r i z e d by t h e Ec o n o mi c O p p o r t u n i t y A c t w a s a l r e a d y s c h e d u l e d t o be p h a s e d Out b e g i n n i n g i n 1 9 7 4 . ( I n f o r m a t i o n on I t s most s u c c e s s f u l c o m p e n s a t o r y pr o g r a ms f o r c h i l d r e n i n t h e e a r l y e l e m e n t a r y g r a d e s w i l l be d i s s e m i n a t e d t o l o c a l s c h o o l d i s t r i c t s f o r i n c o r p o r a t i o n in t h e i r r e g u l a r c o m p e n s a t o r y p r o g r a ms aa t h e y s e e f i t . )

S . P o a t H e c o n d a r y E d u c a t i o n . The 1 9 7 4 h i g h e r e d u c a t i o n b u d g e t w o u l d p r o v i d e $ 1 . 8 b i l l i o n , an I n c r e a s e o f $ 1 1 6 m i l l i o n o v e r t h e r e v i s e d 1973 l e v e l , r e f l e c t i n g t h e A d m i n i s t r a t i o n ' s c o mmi t me n t t o i n c r e a s i n g p o s t s e c o n d a r y o p p o r t u n i t i e s . I n s t i t u t i o n a l a s s i s t a n c e i s f o c u s e d on s t r e n g t h e n i n g d e v e l o p i n g I n s t i t u t i o n s , p a r t i c u l a r l y b l a c k c o l l e g e s and o t h e r i n s t i t u t i o n s s e r v i n g l a r g e numbers o f m i n o r i t i e s . P r o g r a ms d e s i g n a t e d f o r e l i m i n a t i o n I n c l u d e s u b s i d i e s o f i n t e r e s t on p r i v a t e Loans f o r f a c i l i t i e s c o n s t r u c t i o n , and c a t e g o r i c a l a s s i s t a n c e f o r l a n g u a g e t r a i n i n g and a r e a s t u d i e s , u n i v e r s i t y c o mmu n i t y s e r v i c e s , a i d t o l a n d - g r a n t c o l l e g e s , and s u p p o r t f o r t r a i n i n g o f c o l l e g e t e a c h e r p e r s o n n e l .

9 . E d u c a t i o n a l D e v e l o p m e n t . The O f f i c e o f E d u c a t i o n b u d g e t a l s o i n c l u d e s $ 1 2 3 m i l l i o n f o r e d u c a t i o n a l d e v e l o p m e n t a c t i v i t i e s . T h i s r e q u e s t r e p r e s e n t s a r e d u c t i o n f rom 1 9 7 3 o f $ 5 3 m i l l i o n , soma $ 3 3 m i l l i o n o f w h i c h woul d be i n p e r s o n n e l t r a i n i n g p r o g r a m s . Howe v e r , s u p p o r t wo u l d be c o n t i n u e d f o r t r a i n i n g a c t i v i t i e s w i t h h i g h i mp a c t on t h e e d u c a t i o n o f d i s a d v a n t a g e d c h i l d r e n . Moat o f t h e r e m a i n i n g d e c r e a s e wo u l d r e s u l t f r o m t h e t e r m i n a t i o n o f e n v i r o n m e n t a l e d u c a t i o n and n u t r i t i o n a n d h e a l t h p r o j e c t s and r e d u c t i o n s In t h e f u n d i n g o f d r u g e d u c a t i o n , d r o p o u t p r e v e n t i o n , and e d u c a t i o n a l b r o a d c a s t i n g f a c i l i t i e s and i n t h e F e d e r a l c o n t r i b u t i o n t o Se s ame S t r e e t and t h e E l e c t r i c Company.I n c r e a s e s o f $ 3 , 7 m i l l i o n f o r s u p p o r t r f e d u c a t i o n a l s t a t i s t i c s and o f $1 m i l l i o n f a r t h e N a t i o n a l A c h i e v e m e n t s t u d y a r c r e q u e s t e d , b r i n g i n g t o t a l r e q u e s t e d f u n d i n g f o r t h e s e p r o g r a m s t o $ 7 . 9 m i l l i o n and $7 m i l l i o n r e s p e c t i v e l y .

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10* L i b r a r y Pr op. r ams . The 1974 b u d g e t woul d t e r m i n a t e F e d e r a l s u p p o r t f o r l i b r a r y p r o g r a m s . Wi th t he I n c r e a s i n g a v a i l a b i l i t y o f g e n e r a l r e v e n u e s h a r i n g f u n d s , S t a t e s and l o c a l i t i e s s h o u l d be a b l e t o a s s ume t h e s u p p o r t p r e v i o u s l y p r o v i d e d f o r p u b l i c l i b r a r i e s . A s s i s t a n c e f o r e l e m e n t a r y and s e c o n d a r y s c h o o l l i b r a r i e s w i l l be a v a i l a b l e t o S t a t e and l o c a l o f f i c i a l s u n d e r E d u c a t i o n R e v e n u e S h a r i n g a c c o r d i n g t o t h e i r r e l a t i v e p r i o r i t i e s . Mo r e o v e r , t h e p r e s e n t l aw d o e s n o t p r o v i d e f o r a i m i n g l i b r a r y f u n d s on t h e b a s i s o f e c o n o m i c n e e d , w i t h t h e r e s u l t t h a t r e s o u r c e s a r e d i s s i p a t e d w i t h no s i g n i f i c a n t I m p a c t .

C o l l e g e l i b r a r y s u p p o r t I s no t r ecomme nded b e c a u s e l e g i s l a t i v e amendme nt s ha v e made I t i m p o s s i b l e t o s e t f u n d i n g p r i o r i t i e s * B a s i c g r a n t s go t o a l l I n s t i t u t i o n s r e g a r d l e s s of n e e d , r e s u l t i n g i n amount s so s m a l l a s t o ha v e l i t t l e I f a n y e f f e c t on t h e q u a l i t y o f moat c o l l e g e s 1 l i b r a r y programs*

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In summary, t h e E d u c a t i o n D i v i s i o n b u d g e t s e e k s t o s u s t a i n t h e h i g h e s t p r i o r i t i e s o f t h e A d m i n i s t r a t i o n w h i l e r e d u c i n g pr o g r a ms w h i c h ha v e a c c o m p l i s h e d t h e i r p u r p o s e or h a v e be e n f ound i n e f f e c t i v e , I r e c o g n i z e t h a t , t o you who a r e e x p e r i e n c i n g so k e e n l y t h e f i s c a l p r o b l e m s o f o ur s c h o o l s and c o l l e g e s , t h e p r o p o s e d l e v e l o f F e d e r a l a s s i s t a n c e f o r t h e s e two y e a r s must be g r a v e l y d i s a p p o i n t i n g . 1 i n t e n d to c o n t i n u e t o s e r v e a s an a d v o c a t e f o r o ur e d u c a t i o n a l n e e d s w i t h i n t h e Go v e r nme nt * s e e k i n g t o p o i n t t h e way t o w a r d more e f f e c t i v e and e q u i t a b l e F e d e r a l s u p p o r t .

At t h e s a n e t i me * I t s h o u l d be r e c o g n i z e d t h a t t h e b u d g e t r e f l e c t s t h e s t r a i n o f t r a n s i t i o n t o a s o u n d e r and mor e r a t i o n a l F e d e r a l r o l e * The t i me has come t o h a l t t h e p r o l i f e r a t i o n o f n a r r o w c a t e g o r i c a l p r o g r a m s , w h i c h i n e v i t a b l y i mp o s e d i s t o r t e d p r i o r i t i e s a t t h e l o c a l l e v e l .

T h i s b u d g e t s e e k s t o p r o v i d e F e d e r a l a s s i s t a n c e i n b r o a d , n a t i o n a 1 - p u r p o s e a r e a s w i t h g r e a t e r f l e x i b i l i t y and r e s p o n s i b i l i t y f o r ma n a g i n g and a i m i n g progr am f u n d s whe r e t h e p r o b l e ms a c t u a l l y are * Such a r e s t r u c t u r i n g o f t h e F e d e r a l r o l e s h o u l d l a y t h e b a s i s f o r more s u b s t a n t i a l a s s i s t a n c e I n t h e f u t u r e .

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A p p e n d e d l a a summary o f t h e b u d g e t . D e t a i l e d t a b l e s s h o w i n g d i s t r i b u t i o n t o S t a t e s and o t h e r r e c i p i e n t s w i l l be p u b l i s h e d a f t e r f i n a l a c t i o n by t h e C o n g r e s s and t h e P r e s i d e n t .

A d d r e s s e e s :

S u p e r i n t e n d e n t s o f S c h o o l s C o l l e g e and U n i v e r s i t y P r e s i d e n t s P r o f e s s i o n a l O r g a n i z a t i o n s OE M a n a g e r s

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September 23, 1971 h u h c a u o f m c u r * e d u c a t i o n

Dear Pres i dent :

Accompanying t h i s l e t t e r i s the annual appl i ca t i on to p a r t i c i p a t e in the National Defense Student Loan, Col l ege Work-Study and Educational Opportuni ty Grant programs during die 1972-73 academic year.

This appl i ca t i on i s d i s t r i b u t e d at t h i s time for your cons i derat i on and u t i l i z a t i o n al though we are aware that necessary l e g i s l a t i o n cont inuing the aut hor i zat i ons for these programs i s pending bef ore the Congress, Appropriate Congressional and Admi ni s trat i on act i on must occur before any f inaL determinat ion i s announced to appl i cant I n s t i t u t i o n s .

I ns t i t u t i o n s that have not pre v i o us l y par t i c i pa t ed in these programs and have not yet e s t a b l i s he d i n s t i t u t i o n a l e l i g i b i l i t y should i n i t i a t e the process for determining e l i g i b i l i t y ; however, you should a l s o proceed to complete and submit t h i s a p p l i c a t i o n so that ac t i on may be conf irmed i f e l i g i b i l i t y I s subsequent l y determined.

We would urge a l l i n s t i t u t i o n s to complete the app l i c a t i o n with great care and to be cer t a i n that i t r e f l e c t s r e l i a b l y the aggregate f i n a n c i a l need for funds to operate the U.S. Of f i c e of Education programs^on be ha l f of those e l i g i b l e s t udent s whom you expect to need and apply for aid i n f i s c a l year , 1973*

I *The completed a pp l i c a t i o n for any or a l l of these programs must bo p o s t marked pr i or to November 5. 1971. Send the appl i ca t i on to your OE Regional Off i ce (See at tached l i s t ) . P l eas e do not post i t to the Di vi s i on of Student Ass i s tance in Washington.

S i n c e r e l y yours,

4 - — L H ? i V - — _ _ _ _Leonard II.0, Spearman Act i ng Director, D iv isio n o f Student A ssistan ce

PLEASE HO

Pages 119-129, very l ig h t and in d is t in c t p r in t . Best co p ies a v a ila b le . Filmed as rece iv ed .

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DEPARTMENT O F H E A L T U . EDUCATION, A N D WELFARE 1 2 9O F F I C E O F F h l l C A r t O M

W M H I N n r t M , n i l , | r . « i B U B t f c U O F H I G H t f t t O U C A T I O N

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4 3 0 0 A vc nv.j L-A^Kl M . T i V 1 t*L-

H EA R PRESIDENT:

W f W E F T F A S E D T O A P P R O V E T H E LEVEL O f T E D E R A E E X P E N D I T U R E S A S S P F C r f S E D A B O V E F O R TH E O P E R A T IO N O F T O U R COLLEGE Y 7 0 H K S T U D Y P P O G . I A M W I D E R PE f i t P IE NT S T A T U T E S . 1 HE APPLICABLE R E G U L A T I O N S , A l , 0 YtHl ft A P P L I C A T I O N FOR I K E G R A N T P E R I O D J U L Y 1 . 1 9 7 7 . THROUGH J U N E G O, 1 9 7 3 .

P I E A S E N O T E T HAT T H E G R A N T P E R I O D F O P O P T R A T IO N O F T H E C O L L E G E W DfllT S T U O r P R O G R A M IS NOW T H E I I M O N T H S M I C H C O M P R I S E A N O R M A L F I S C A L YEAR EN D IN G J U N E GO.

FOR T H O S E I N S T I T U T I O N S E N T E R I N G THE P R O G R A M F O P TH E F I R S T T IM E DURING T H IS G R A N T P E R I O D . THIS L E T T E R C O N S T I T U T E S A U T H O R I T Y T O C E G l N Y0UI1 P R O G R A M D l l OR A n FIT THE M l F . OH W H I C H T H E T E R M S OF A G R E E M E N T C O V E R I N G THE O P E R A T I O N QF T H E P R O G R A M HAVE BEEN E X E C U T E D F O R THE C C . T . i l b S W N E R O F E D U C A T I O N

I H E A P P R O V E D L E V E L O F F E D E R A L E X P E N D I T U R E S T O R Y O U R INSTITUTION MAY H O T O F E X C E E D E D DURING TH E G R A N T P E R I O D E N D I N G J U N E 3 0 , 1 0 7 3 , BY U S IN G U U F X P E N D E D C A S H OR U U f XPEliDFU A U T H O R I Z A T I O N F R O M ANY G R A N T P E T i l O D E N D I N G D l t O R B E F O R E J U N E 3 0 . 1 9 7 7 .

P A Y M E N T S WILL O E M A D E BY T H E NATIONAL I N S T I T U T E S O F H EA LTH GRANT M A N A G E M E N T F U N D U N D E R TH E S A M E P A T T E R N A S T H A T E M P L O Y E D P R E V I O U S L Y . Q U E S T IO N S P E R T A IN IN G ONLY T O PA Y M EN TS S H O U L D B E D i r tL C T E D TO L i f t . J A M E S H. B O U V E T , F E D E R A L A S S I S T A N C E FIT: V I C I N G BRA N C H . N ATIONAL I N S T H U T F S 01 H E A L T H . B O O M A A 1 7 , W E S t LTD D U B U I L D I N G , B E T H f S D A . M A I M A R O 2 0 0 1 4 , T E L E P H O N E (AREA C O D E 3 0 1 1 4 9 6 - 7 Q - I I . W H E N E V E R YOU C O N T A C T NIR. YOU S H O U L D R E F E R T O TH E NIK G R A N T E E A C C O U N T U U W B L f l S H O W N A B O V E .

S I N C E R E L Y Y O U R S .

G. A L L E NC H I E F . F H O G P l A M S U P P O R T B R A N C H

D IV ISIO N O F S T U D E N T A S S IS T A N C E

BE VEN D O R N U M B E R .

NlH GRANTEEACCOUJITN U M B E R :

TRANSACTIONNUMBER:

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CAN IMtfM MTROPBIMIOH NO. T6I0203

Initllutlonal Copy ■ Fltcnl OllJco

O.C.

150DEPARTMENT O F HEALTH, EDUCATION. A N D WELFARE

O f r i c e r u u c A r i c » n

WASHtNe r o w , p c i p i t i

Juw i l l 1 9 7 2PUf tEAU P F MCr t EH EDUCATION

Dear P r e s id e n t :

He a re e n c lo s in g y o u r supp lem enta l award l e t t e r f o r th e E d u c a t io n a l O p p o r tu n i ty G ran ts p ro g ra m , a n d /o r y o u r su pp lem en ta l award l e t t e r f o r th e C o lle g e W o rk -S tud y Program , c o n ta in in g the su pp lem en ta l amounts o f F e d e ra l funds awarded f o r y o u r use d u r in g F is c a l Year 1973 f o r e i t h e r o r b o th o f th ese two program s. I f a supp lem enta l award l e t t e r 1s n o t e n c lo s e d f o r a program f o r which you have p r e v io u s ly r e c e iv e d an a w a rd , e i t h e r you re c e iv e d th e t o t a l panel recommended fu n d in g In y o u r e a r l i e r l e t t e r o r th e o p e r a t io n o f th e s t a t u t o r y S t a t e a l lo t m e n t fo rm u la e and th e a l l o c a t i o n systems p r e s c r ib e d by r e g u la t io n d id no t o th e rw is e p ro v id e a su p p lem en ta l award f o r y o u r i n s t i t u t i o n .

The s o u rce o f th e s e supp lem enta l funds 1s th e Second Supplem enta l A p p r o p r ia t io n A c t , 1 9 7 2 , which was passed by th e Congress and s ign ed I n t o law by P r e s id e n t Nixon in l a t e H ay. An a d d i t io n a l $4G m i l l i o n was p ro v id e d f o r th e o p e r a t io n o f t h e E d u c a t io n a l O p p o r tu n i ty G ran ts Program , w h ic h , when added t o th e $ 1 6 5 .3 m i l l i o n p r e v io u s ly a v a i l a b l e , makes a t o t a l o f $ 2 1 0 .3 m i l l i o n a v a i l a b l e f o r use d u r in g F is c a l Year 1973 . An a d d i t io n a l $ 2 5 .6 m i l l i o n was p ro v id e d f o r the o p e r a t io n o f th e C o lle g e W ork-S tudy Program , w h ic h , when added to th e $ 2 4 4 .6 m i l l i o n p r e v io u s ly a v a i l a b l e , makes a t o t a l o f $ 2 7 0 ,2 m i l l i o n a v a i l a b l e f o r use d u r in g F is c a l Year 1 9 7 3 . These amounts a re be low th e amounts recommended by the R eg io n a l Review P a n e ls .

He a re a l s o e n c lo s in g a copy o f a l e t t e r addressed to y o u r D i r e c t o r o f Studen.t F in a n c ia l A id c o n c e rn in g th e t r a n s f e r o f E d u c a t io n a l O p p o r tu n i ty G rants Program funds awarded f o r renewal y e a r g r a n t s , to I n i t i a l y e a r g r a n t s . The i n t e n t o f t h i s p rocedu re 1s to p r o v id e y o u r I n s t i t u t i o n w i t h as much f l e x i b i l i t y as is re a s o n a b ly p o s s ib le In m e e t in g th e needs o f yo u r s t u d e n t s .

A lth o u g h th e su pp lem en ta l a p p r o p r ia t io n a ls o p ro v id e d funds f o r the N a t io n a l D efense S tu d e n t Loan Program , we a re n o t amending a t t h i s t im e the t e n t a t i v e a l l o c a t i o n s p r e v io u s ly made* s in c e we s t i l l do n o t have the b a s ic a p p r o p r ia t io n f o r th e program .

The " E d u c a t io n Amendments o f 19721' have now been s ig n ed i n t o la w by th e P r e s id e n t , Th is A c t p ro v id e s f o r a program o f d i r e c t lo an s t o s tu d e n ts which "M s, and s h a l l be deemed to b e , a c o n t in u a t io n o f th e program

151Page Z

a u th o r iz e d by T i t l e I I o f t h e N a t io n a l D efense Education A ct o f 1 9 5 0 ."You may t h e r e f o r e make commitments to new borrow ers w i t h in th e l i m i t s o f th e t e n t a t i v e a l l o c a t i o n l e t t e r you re c e iv e d in May. Hovfever, you may n o t c o n t in u e u s in g th e c u r r e n t N a t io n a l Defense S tu d e n t Loan Program n o te form a f t e r June 3 0 . A new suggested note fo rm t and o th e r in fo rm a t i o n concern ing t h e new A c t , w i l l be forw arded w i th o u t undue d e la y .

In th e m eantim e, I f you have any questions re g a rd in g th e m a t te r s d isc u s s e d above , p lease f e e l f r e e to c o n ta c t th e o f f i c e o f th e R eg ion a l D i r e c t o r o f H ig h er Education s e rv in g y o u r I n s t i t u t i o n .

C opies o f t h i s l e t t e r are b e in g sen t in s e p a ra te enve lopes to y o u r C h ie f F is c a l O f f i c e r and yo ur D i r e c t o r o f S tudent F in a n c ia l A id .

S in c e r e ly y o u rs ,

James 6 . A l le n C h i e f , ProgramC h i e f , Program S upport Branch D iv is io n o f S tu d en t A ss is ta n c e

j f J 1- 1 D E P A R T M E N T O F H E A L T H . E D U C A T I O N , A N D W E L F A R E w n c t o r iu u c m io nWHHINCTDH. H[

O f V E N D O R 0 0 1 4 4 9 N U M B E R :

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D E A R P R E S I D E N T :

W E A R E P L E A S E D T O A P P R O V E T H E L E V E L O f F E D E R A L E X P E N D I T U R E S A S S P E C I F I E D A B O V E FO R THE OPERATION O f T O tJ R C O L L E G E W O R K S T U D Y P R O G R A M U N D E R P f R 1 O f f NT S T A T U T E S . TH E A P P L I C A B L E R E G U L A T I O N S . AND YOUR A P P L IC A T IO N F O R TH E G R A N T P E R I O D J U L Y 1 . 1 9 / 2 . T H R O U G H J U N E 3 D . 1 & 7 3

P L E A S E N O T E T H A T T H E G R A N T P E R I O O F O R O P E R A T I O N O f TH E C O L L E G E W O R K ST U D Y P R O G R A M IS tlLJW THE 1 ? M O N T H S W H I C H C O M P R I S E A N O R M A L FISCAL Y E A R E N D I N G J U N E 3 0

F O R T H O S E INSTITUTIONS E N T E R I N G TH E P R O G R A M f O f l TH E F I R S T T IM E E K M l G T H I S GRANT P tFM OO THIS L F T T E R C O N S T I T U T E S A U T H O R I T Y TO B E G IN Y O U R P R O G R A M O N O R A F T E R THE DATE ON W H I C H I H f T E R M S OF A G R E E M E N T C O V E R I N G T H E O P E R A T I O N O F T H E P R O G R A M H A V E B E E N E X E C U T E D F O R THE C O M M I S S I O N E R O f E D UCATION

T H E A P P R O V E D L E V E L OF F E D E R A L E X P E N D t l O R F S F O R Y D IIR iN ST ITU T I K I M AY N O T BE E X t t E D I D DURING TBF G R A N T P E R I O D E N D I N G J U N E 3 0 . I B / 3 BY U S i l l G U l i E X P E H D E O C A S H DR LINE A TT NO E D A U T H O R IZ A T IO N I R O M ANY GRANT P E R I O D E N D I N G O N O R B E F O R E J U N E 3 0 . 1 9 7 ?

P A Y M E N T S W I L L B E M A D E BY THE N A T IO N A L I N S T I T U T E S OF H E A L T H G R A N T M A N A G E FA EN T f U N O UN [IE FI THE S A M E P A T T E R N T H A T E M P L O Y E D P R E V I O U S L Y Q U E S T I O N S r E f t l A I M I N G U N L Y 1 0 P A Y M E N T S S H O U L D BE D IR E C T E D TO MR J A M E S H

B O U V E T , F E D E R A L A S S I S T A N C E f INANE i f , G B R A N C H . N A T IO N A L I N S T I T U T E S DF H E A L T H Ftf iUM A A I T . W E S T W O O D B U IL D IN G . B E T K L S O A . M A R Y L A N D 7 U 0 M . T E L E P H O N E I A R E A C O D E 3 0 1 1 4 3 E / G 4 1 W H E N E V E R YOU CONTACT NIH. YOU S H O U L D R E F E R T O T H E N IH G R A N T E E A C C O U N T N U M B E R S H O W N A H O y E .

S I N C E R E L Y Y O U R S .

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APPENDIX K

C h u rc h -R e la te d C o l le g e s and U n i v e r s i t i e s in th eU nited S ta te s

153

134

AMERICAN COLLEGES AND UNIVERSITIES ASSOCIATED WITH RELIGIOUS BODIES®

The ty p e s o f r e l a t i o n s h i p t h a t e x i s t b e tw e e n each i n s t i t u t i o n and t h e r e l i g i o u s body w ith which i t i s a s so c i a t e d a re i n d i c a t e d a s fo l lo w s :

1. Board o f c o n t r o l i n c l u d e s members o f church a n d /o r members n o m in a ted a n d /o r e l e c t e d by church b o d y .

2. Ownership o f the i n s t i t u t i o n by th e r e l i g i o u s body.

3. F in a n c ia l su p p o rt by t h e r e l i g i o u s b o d y .

4 . A cceptance by th e i n s t i t u t i o n o f d e n o m in a t io n a l s t a n d a r d s o r use o f t h e d e n o m in a t io n a l name,

5. I n s t i t u t i o n a l s ta te m e n t o f pu rpose l i n k e d to a p a r t i c u l a r den o m in a tio n o r r e f l e c t i n g r e l i g i o u s o r i e n t a t i o n .

6 . Church membership a f a c t o r in s e l e c t i o n of f a c u l t y and a d m i n i s t r a t i v e p e r s o n n e l .

The fo l lo w in g i n s t i t u t i o n s r e p o r te d th e l i s t e d ty p e s o f a s s o c i a t i o n a s o f 1963=

I n s t i t u t i o n Types o f A s s o c ia t io n

A b ile n e C h r i s t i a n C o l le g e , A b i le n e , Texas 1 , 5 , 6Academy o f th e New Church Bryn A thyn ,

P e n n sy lv an i a 1 , 5 , 6A d rian C o lleg e , A d r ia n , M ichigan 1 , 2 , 5 , 6Agnes S c o t t C o l le g e f D ec a tu r , G e o rg ia 1 , 4 , 5A lask a M ethod ist U n iv e r s i t y , A nchorage ,

A laska 1 , 2 , 3 , 4 , 5

A lb e r tu g Magnus C o l le g e , New H aven,C o n n e c tic u t 1 ,2 ,3 ,4 ,5 * 6

A lb io n C o lleg e , A lb io n , M ichigan 4 , 5 , 6A lb r ig h t C o l le g e , R ead ing , P e n n s y lv a n ia 1 , 3 , 4 , 5 , 6A lderson -B roaddus C o l le g e , P h i l i p p i ,

West V i r g in ia 1 , 3 , 4 , 5 , 6A lleg h en y C o lleg e , M e a d v il le , P e n n s y lv a n ia 1 , 3 , 4 , 5

135

I n s t i t u t i o n Types o f A ssoc ia tion

A l le n U n i v e r s i t y , Columbia, South C a r o l i n a 1 , 2 , 3 , 4 , 5 , 6Alma C o l l e g e , Alma, M ich igan 1 , 3 , 4 , 5Alma White C o l le g e , Z a re p h a th , New J e r s e y 2 , 3 , 4 , 5 , 6A l v e m i a C o l le g e , R ead ing , P e n n s y lv a n ia 2 , 5 , 6A lverno C o l le g e , M ilwaukee, Wisconsin 1 , 2 , 5 , 6

American U n i v e r s i t y , Washington, D.C. 1 , 2 , 3 , 4 , 5A nderson C o l le g e , Anderson , South C a r o l in a 1 , 2 , 3 , 4 , 5 , 6A nderson C o l leg e and T h e o lo g ic a l Seminary ,

A nderson , I n d i a n a 1 , 2 , 3 ( 4 , 5 , 6Andrew C o l le g e , C u t h b e r t , Georgia 2 , 3 , 4 , 5Andrews U n i v e r s i t y , B e r r i e n S p r in g s ,

M ichigan 1 , 2 , 3 , 4 , 5 , 6

Anna M aria C o l leg e f o r Women, Pax ton , M a s s a c h u s e t t s

A nnhurs t C o l le g e , Sou th Woodstock, C o n n e c t i c u t

A qu inas C o l le g e , Grand R ap ids , Michigan A rkansas C o l le g e , B a t e s v i l l e , A rkansas Ashland C o l le g e , A sh land , Ohio

Assumption C o l le g e , W o rce s te r , M a s s a c h u s e t t s

Assumption C o l le g e , R i c h a r d to n , North Dakota

Assumption C o l leg e f o r S i s t e r s , Mendham, New J e r s e y

Athenaeum o f Ohio, C i n c i n n a t i , Ohio Athens C o l le g e , A th en s , Alabama

A t l a n t i c C h r i s t i a n C o l l e g e , Wilson ,N o r th C a r o l in a

A t l a n t i c Union C o l l e g e , South L a n c a s t e r , M a s s a c h u s e t t s

Augsburg C o l le g e , M in n e a p o l i s , M innesota A ugus tana C o l le g e , Rock I s l a n d , I l l i n o i s A ugus tana C o l le g e , S ioux F a l l s , South

D ako ta

A urora C o l le g e , A u ro ra , I l l i n o i s A u s t i n C o l le g e , Sherman, Texas A v e r e t t C o l l e g e , D a n v i l l e , V i r g i n i a A v i l a C o l le g e , Kansas C i ty , M is so u r i Bacone C o l l e g e , Bacone, Oklahoma

1 , 2 , ? , 4 , 5 ,6

2 ,42 .3 1 ,21 .3

1 , 2

1, 2

1 . 22 .3 1 ,2

1 .3

1 , 21, 21 . 2

1 . 2

1 .51.23 .4 1.2 1 ,3

54 . 5 . 63 . 4 . 5 . 65 .6

4 .5

5 .6

3 .4 . 5 . 64 . 5 . 63 . 4 . 5 . 6

4 ,5

3 . 4 . 5 . 63 .5 .63 .4 . 5 . 6

3 .4 . 5 . 6

63 . 4 . 5 . 6

54 . 5 . 6

136

I n s t i t u t io n

B a k e r U n iv e r s i t y , Baldwin C i t y , Kansas Baldwin-W allace C o l l e g e , B erea , Ohio B a r a t College o f th e S a c r e d H e a r t , Lake

F o r e s t , I l l i n o i s 2B a r b e r - S c o t i a C o l le g e , Concord , Worth

C a ro l in a 1B ard C o l lege , Annandale-on-Hudaon,

New York 3

B a rry C ol lege , Miami, F l o r i d a 1B a t e s C ol lege , L ew is to n , Maine 4B a y lo r U n iv e r s i t y , Waco, Texas 1B e a v e r C ol lege , G l e n s i d e , P en n s y lv a n ia 1B e lhaven C o l leg e , J a c k s o n , M i s s i s s i p p i 1

B e l la r ra in e C o l lege , L o u i s v i l l e , Kentucky 1B e l l a m i n e C o l le g e , P l a t t s b u r g h , New York 1Belmont Abbey C o l le g e , Belmont, North

C a ro l in a 1Belmont Co l lege , N a s h v i l l e , Tennessee 1B e l o i t C o l lege , B e l o i t , W isconsin 4

B e n e d ic t C o l leg e , Columbia , South C a r o l i n a 1 B e n e d ic t i n e H e ig h ts C o l l e g e , T u lsa ,

Oklahoma 1B e n n e t t Co l lege , G re en sb o ro , North C a r o l i n a 1B e thany C ol lege , L in d s b o r g , Kansas 1B e thany Co l lege , B e th an y , West V i r g i n i a 4

B e thany Lutheran C o l le g e and T h e o lo g i c a lSem inary , Mankato 1

Bethany-Nazarene C o l l e g e , Bethany,Oklahoma 1

B e t h e l C o l lege , N or th Newton, Kansas 1B e t h e l C o l lege , H o p k i n s v i l l e , Kentucky 1B e t h e l C o l lege , McKenzie, Tennessee 1

B e t h e l C o l lege , I n c , , Mishawaka, I n d i a n a 1B e t h e l College and Sem inary , S t . P a u l ,

M innesota 1Bethune-Cookman C o l l e g e , Daytona Beach,

F l o r i d a 1Birmingham-Southern C o l l e g e , Birmingham,

Alabama 1B ishop C ol lege , D a l l a s , Texas 1

Types of_ A s s o c ia t io n

1 . 3 . 4 . 5 . 61 . 3 . 4 . 5 . 6

5 .6

2 , 3 , 4 , 3

4

2 . 4 . 5 . 6

2 . 3 . 4 . 5 . 63 . 4 . 5 . 62 . 3 . 4 . 5 . 6

2 . 3 . 4 . 5 . 62 . 3 . 4 . 5 . 6

2 .52 . 3 . 4 . 5 . 65

3 . 4 . 5

2 . 3 . 4 . 5 . 63 . 4 . 5 . 62 . 3 . 4 . 5 . 65 .6

2 . 3 . 4 . 5 . 6

2 . 3 . 4 . 5 . 65 .62 . 3 . 4 . 5 . 62 . 3 . 4 . 5

2 . 3 . 4 . 5 . 6

2 . 3 . 4 . 5 . 6

2 . 3 . 4 . 5 . 6

2 . 3 . 53 . 4 . 5 . 6

i

137

I n s t i t u t i o n

B lackburn C o l le g e , C a r l i n v i l l e , I l l i n o i s B le s s e d Sacrament C o l le g e , C o rn w e l l s H e ig h t s ,

P e n n sy lv a n ia B loom fie ld C o l l e g e , B lo o m f ie ld , New J e r s e y Blue Mountain C o l l e g e , Blue M ounta in ,

M i s s i s s i p p i B l u e f i e l d C o l le g e , B l n e f i e l d , V i r g i n i a

B l u f f to n C o l le g e , B l u f f t o n , Ohio Borromeo Seminary o f Ohio, W i c k l i f f e , Ohio Boston C o l le g e , C h e s tn u t H i l l , M a s s a c h u s e t t s Boston U n i v e r s i t y , Bos ton , M a s s a c h u s e t t s Brentwood C o l l e g e , Brentwood, Long I s l a n d ,

New York

B r e s c i a C o l le g e , Owensboro, Kentucky Brevard C o l le g e , B re v a rd , N o r th C a r o l in a B r i a r C l i f f C o l l e g e , S ioux C i t y , Iowa B r idgew a te r C o l l e g e , B r id g e w a te r , V i r g i n i a Brigham Young U n i v e r s i t y , P rovo , Utah

Buena V is t a C o l le g e , Storm Lake , Iowa B u f fa lo Diocesan P r e p a r a t o r y Seminary,

B u f f a lo , New York B u t l e r U n i v e r s i t y , I n d i a n a p o l i s , I n d i a n a C a b r i n i C o l le g e , Radnor, P e n n s y lv a n ia Caldw ell C o l lege f o r Women, C a ld w e l l ,

New J e r s e y

C a l i f o r n i a B a p t i s t C o l le g e , R i v e r s i d e , C a l i f o r n i a

C a l i f o r n i a Concord ia C o l le g e , Oakland, C a l i f o r n i a

C a l i f o r n i a L u th e ra n C o l le g e , Thousand Oaks, C a l i f o r n i a

C a l i f o r n i a W estern U n i v e r s i t y , San Diego, C a l i f o r n i a

C a lv in C o l le g e , Grand R ap ids , M ichigan

Campbell C o l le g e , Buies Creek , North C a ro l in a

C a m p b e l l s v i l l e C o l le g e , C a m p b e l l e v i l l e , Kentucky

C a n i s iu s C o l le g e , B u f f a lo , New York C a p i t a l U n i v e r s i t y , Columbus, Ohio Capuchin Seminary o f S t . Mary, Crown

P o i n t , I n d i a n a

Types o f A s s o c i a t i o n

1 , 3 , 4 , 5

11

1113

1

22111

1

14 1

3 . 4 . 5 . 63 . 4 . 5 . 6

3 . 4 . 5 . 63 . 4 . 5 . 6

4 . 5 . 63 . 4 . 5 . 64 . 5 . 65

3 . 4 . 5 . 6

65 .64 . 5 . 63 . 4 . 5 . 63 . 4 . 5 . 6

4 . 5 . 6

4 . 5 . 6

4 . 5 . 6

4 . 5 . 6

4 . 5 . 6

3 . 4 . 5 . 6

5 .6

4 , 53 . 4 . 5 . 6

3 . 4 . 5 . 6

4 . 5 . 64 . 5 . 63 . 4 . 5 . 6

1 , 2 , 3 , 4 , 5 ,6

158

I n s t i t u t i o n Types o f A s so c ia t io n

C a r d i n a l Cuehing C o l l e g e , B r o o k l i n e , M a s s a c h u s e t t s

C a r d i n a l Glennon C o l l e g e , St* L o u i s , M is s o u r i

C a r d i n a l S t r i t c h C o l l e g e , M ilwaukee , W iscons in

C a r r o l l C o l le g e , H e len a , Montana C a r r o l l C o l l e g e , Waukesha, W iscons in

Carson-Newman C o l l e g e , J e f f e r s o n C i t y , Tennessee

C a r th ag e C o l l e g e , C a r t h a g e , I l l i n o i s (now Kenosha, W iscons in )

Catawba C o l l e g e , S a l i s b u r y , N orth C a r o l i n a C a t h e d r a l C o l leg e o f t h e Im m acula te

C o n c e p t io n , B rook lyn , New York C a t h e r i n e McAuley C o l l e g e , R o c h e s t e r ,

New York

C a t h e r in e S p a ld in g C o l l e g e , L o u i s v i l l e , Kentucky

C a t h o l i c T e a c h e r s C o l l e g e , P ro v id e n c e ,Rhode I s l a n d

C a t h o l i c U n i v e r s i t y o f America , W ashington , D*C.

Cedar C r e s t C o l l e g e , A l len to w n ,P e n n s y lv a n ia

C e n ten a ry C o l l e g e , S h r e v e p o r t , L o u i s i a n a

C en ten a ry C o l leg e f o r Women, H ac k e t te to w n , New J e r s e y

C e n t r a l C o l l e g e , F e l l a , Iowa C e n t r a l C o l l e g e , McPherson, Kansas C e n t r a l M e th o d is t C o l l e g e , P a y e t t e ,

M is s o u r iC e n t r a l Wesleyan C o l l e g e , C e n t r a l , South

C a r o l i n a

C e n t r e C o l l e g e o f Kentucky , D a n v i l l e , Kentucky

Chaminade C o l le g e o f H o n o lu lu , H ono lu lu , Hawaii

Chapman C o l l e g e , Orange, C a l i f o r n i a C h e s tn u t H i l l C o l le g e , P h i l a d e l p h i a ,

P e n n s y lv a n ia Chowan C o l l e g e , M u r f r e e s b o ro , N or th

C a r o l in a

1 , 2 , 4 , 5

1 , 2 , 5 , 4 , 5 , 6

11

1

1

2

1

1

11

111

1

1

2 . 3 . 5 . 64 . 3 . 6 3 ,4 ,5

2 . 3 . 5 .6

2 ,33 .4 .5

2 . 3 . 4 . 5 . 6

2 . 5 . 6

5

2 . 3 . 4 . 5

2 . 3 . 4 . 5

3 .4 .52 . 3 . 4 . 5 . 6

3 . 4 . 5 . 62 . 3 . 54 .5

3 .4 .5

2 . 4 . 5 . 6

3 .4 .5

2 . 4 . 5 . 63 .4 .5

1 . 4 . 5 . 6

1 . 2 . 3 . 4 . 5 . 6

139

I n s t i t u t i o n Types o f A s s o c ia t i o n

C h r i s t t h e S a v i o r S e m in a ry , Johns tow n , P e n n s y l v a n i a

C h r i s t i a n B r o t h e r s C o l l e g e , Memphis, T e n n e s see

C h r i s t i a n C o l l e g e , C o lu m b ia , M is s o u r i Church C o l l e g e o f H a w a i i , L a i e , Oahu,

HawaiiC l a f l i n C o l l e g e , O ra n g e b u r g , South Orange

C l a r k C o l l e g e , A t l a n t a , G e o rg iaC la r k e C o l l e g e , Dubuque, IowaC la r k e Memorial C o l l e g e , Newton, M i s s i s s i p p iCoe C o l l e g e , C e d a r R a p i d s , IowaC o l l e g e M i s e r i c o r d i a , D a l l a s , P e n n s y l v a n i a

C o l le g e o f E m p o r ia , E m p o r ia , Kansas C o l l e g e o f G re a t P a l l s , G re a t F a l l s ,

MontanaC o l l e g e o f I d a h o , C a l d w e l l , Idaho C o l le g e o f Mount S t . Jo se p h -O n -T h e-O h io ,

Mount S t . J o s e p h , Ohio C o l l e g e o f Mount S t . V i n c e n t , New f o r k ,

New York

C o l le g e o f New R o c h e l l e , New R o c h e l l e ,New York

C o l le g e o f N o t r e Dame, Be lm ont , C a l i f o r n i a C o l le g e o f N o tre Dame o f M ary land , B a l t i

more , Maryland C o l le g e o f Our Lady o f Mercy, B u r l in g am e ,

C a l i f o r n i a C o l le g e o f Our Lady o f t h e Elms,

C h ico p ee , M a s s a c h u s e t t s

C o l l e g e o f S t . B e n e d i c t , S t . J o s e p h , M in n e so ta

C o l l e g e o f S t . C a t h e r i n e , S t , P a u l ,M in n e so ta

C o l l e g e o f S t . E l i z a b e t h , Convent S t a t i o n , New J e r s e y

C o l l e g e o f S t . F r a n c i s , J o l i e t , I l l i n o i s C o l l e g e o f S t . G e r t r u d e , Cottonwood, Id ah o

C o l l e g e o f S t . J o s e p h on t h e Rio G rande , A lb u q u e rq u e , New Mexico

C o l l e g e o f S a i n t M ary, Omaha, N ebraska C o l l e g e o f S t . Mary o f t h e S p r i n g s ,

Columbus, Ohio C o l l e g e o f S a i n t R o s e , A lbany , New York

1 , 2 . 3 , 5 , 6

2 , 3 , 6

2 . M . 5 . 6 2 . 3 , * , 5

3 . 4 . 5 . 62 . 4 . 5 . 62 . 3 . 4 . 5 . 6 *, 52 . 4 . 5 . 6

2 . 3 . 4 . 5 . 6

2 . 4 . 5 . 63 . 4 . 5 . 6

3

5

2 , 4 , 5 , 62 . 5

3 . 6

2 . 3 . 6

2

3 . 4 . 5 . 6

2 , 4 , 5

2 . 3 . 4 . 5 . 64 . 5 . 62 . 3 . 4 . 5 . 6

2 . 4 . 5 . 62 . 4 . 5 . 6

2 . 4 . 5 . 62 . 4 . 5 . 6

140


C o l leg e o f St* S c h o l a s t i c s , D u lu th ,M in n e so ta

C o l le g e o f S t . T e r e s a , Winona, M in n e s o ta C o l leg e o f S t . Thomas, S t . P a u l , M in n e so ta C o l leg e o f S t e u b e n v i l l e , S t e u b e n v i l l e , Ohio C o l leg e o f t h e Holy C r o s s , W o r c e s t e r ,

M a s s a c h u s e t t s

C o l l e g e o f t h e Holy Names, O ak la n d , C a l i f o r n i a

C o l le g e o f t h e Holy Names, A lb a n y , New York C o l le g e o f t h e G za rk s , C l a r k s v i l l e , A rk a n sa s C o l le g e o f W oos te r , W o o s te r , Ohio Colorado Woman's C o l l e g e , D enver , C o lo ra d o

Columbia C o l l e g e , Colum bia , S o u th C a r o l i n a Columbia Union C o l l e g e , Takoma P a r k ,

MarylandC o nco rd ia C o l l e g e , Moorhead, M in n e so ta C o nco rd ia C o l l e g e , S t . P a u l , M in n e s o ta C o n c o rd ia C o l l e g e , P o r t l a n d , Oregon

C oncord ia C o l l e g e , Milwaukee, W is c o n s in C o n c o rd ia J u n i o r C o l l e g e , B r o n x v i l l e ,

New YorkC o n c o rd ia S e n i o r C o l l e g e , F o r t Wayne,

I n d i a n aC o nco rd ia T ea c h e rs C o l l e g e , R i v e r F o r e s t ,

I l l i n o i sC o ncord ia T e a c h e r s C o l l e g e , S ew ard , N e b ra sk a

C o r n e l l C o l l e g e , Mount Vernon, Iowa Covenant C o l l e g e , S t , L o u i s , M i s s o u r i (now

L ookout M ounta in , T e n n e s s e e )C r e ig h to n U n i v e r s i t y , Omaha, N e b ra s k a C r o s i e r Sem ina ry , Qn&mia, M in n e s o ta C u l v e r - S t o c k t o n C o l l e g e , C an ton , M is s o u r i

Cumberland C o l l e g e f W i l l i a m s b u r g , K entucky Dakota W esleyan U n i v e r s i t y , M i t c h e l l ,

Sou th Dakota Dana C o l l e g e , B l a i r , N eb rask a D an ie l Payne C o l l e g e , Birmingham, Alabama David Lipscomb C o l l e g e , N a s h v i l l e , T e n n e sse e

D avidson C o l l e g e , D avidson , N o r t h C a r o l i n a D avis and E l k i n s C o l l e g e , E l k i n s , West

V i r g i n i aD e c a tu r B a p t i s t C o l l e g e , D e c a tu r , Texas

Types o f A s s o c ia t io n

4 , 5 , 65

4 , 5 , 6

5 . 4 . 5

3 . 4 . 5 2 , 3 , 4

5 , 66

5 . 6

5 . 65 . 65 . 65 . 6

5 . 6

5 . 6

5 . 6

5 . 65 . 6

66

5 , 6

665

65 , 6

141


D e f ia n c e C o l l e g e , D e f i a n c e , Ohio De Lima J u n i o r C o l l e g e , O xfo rd , M ichigan

De L o u rd es C o l l e g e , Dee P l a i n e s , I l l i n o i s D enison U n i v e r s i t y , G r a n v i l l e , Ohio DePaul U n i v e r s i t y , C h icago , I l l i n o i s DePauw U n i v e r s i t y , G r e e n c a s t l e , I n d i a n a D ic k in so n C o l l e g e , C a r l i s l e , P e n n s y lv a n ia

D i l l a r d U n i v e r s i t y , New O r l e a n s , L o u i s i a n a D iv in e Word S em ina ry , Conesus , New York Doane C o l l e g e , C r e t e , Nebraska Dominican C o l l e g e , R a c in e , W isc o n s in Dominican C o l le g e o f E l a u v e l t , B l a u v e l t ,

New York

Dominican C o l le g e o f San R a f a e l , San R a f a e l , C a l i f o r n i a

Don Bosco C o l l e g e , Newton, New J e r s e y Donnelly C o l l e g e , Kansas C i t y , Kansas Dordt C o l l e g e j S io u x C e n te r , Iowa Drake U n i v e r s i t y , Dee Moines, Iowa

Drew U n i v e r s i t y , Madison, New J e r s e y Drury C o l l e g e , S p r i n g f i e l d , M is s o u r i Duchesne C o l leg e o f th e S a c re d H e a r t ,

Omaha, N ebraska Duke U n i v e r s i t y , Durham, N o r th C a r o l i n a D unbar ton C o l le g e o f Holy C r o s s , W ashington ,

D*C*

Duns S c o tu s C o l l e g e , S o u t h f i e l d , Michigan Duquesne U n i v e r s i t y , P i t t s b u r g h ,

P e n n s y lv a n ia D 'Y o u v i l l e C o l l e g e , B u f f a lo , New York Earlham C o l l e g e , Richmond, I n d i a n a E a s t Texas B a p t i s t C o l l e g e , M a r s h a l l , Texas

E a s t e r n B a p t i s t C o l l e g e , S t . D av id s , P e n n s y lv a n ia

E a s t e r n Mennonite C o l l e g e , H a r r i s o n b u r g , V i r g i n i a

E a s t e r n Nazarene C o l l e g e , W o l la a to n , M a s s a c h u s e t t s

Edgewood C o l leg e o f th e S a c r e d H e a r t , Madison, W iscons in

Edward W aters C o l l e g e , J a c k s o n v i l l e ,F l o r i d a


1 3 , 4 , 5 , 61 2 , 4 , 3 , 6

1 2 , 3 , 4 , 3 , 61 3 , 4 , 51 2 , 5 , 61 5 , 4 , 53 4 , 5

3 4 , 51 2 , 4 , 5 , 61 3 , 4 , 51 2 , 4 , 5

1 2 , 5

1 2 , 4 , 51 2 , 3 , 4 , 5 , 61 3 , 5 , 61 2 , 3 , 4 , 5 , 63 4

l 3 , 4 , 53 4 , 5 , 6

1 2 , 4 , 5 , 61 3 , 4

1 2 , 5

2 3 , 4 , 5 , 6

1 2 , 4 , 51 2 , 4 , 51 3 , 4 , 51 2 , 3 , 4 , 5 , 6

1 3 , 4 , 5 , 6

1 2 , 3 , 4 , 5 , 6

1 3 , 5 , 6

2 4 , 5 , 6

142

I n s t i tu t io n

E l i s a b e t h Se ton C o l leg e , Yonkers , New York E l i z a b e th to w n C ol lege , E l i z a b e th to w n ,

P e n n s y lv a n ia E lm h u rs t C o l leg e , E lm hurs t , I l l i n o i s Elon C o l le g e , Elon C o l le g e , N orth C a r o l i n a Emmanuel C o l le g e , F r a n k l in S p r in g s , G eorg ia

Emmanuel C o l leg e , Boston, M a s s a c h u s e t t s Emory and Henry C ol lege , Bnory, V i r g i n i a Emory U n i v e r s i t y , A t l a n t a , G eorg ia Epiphany A p o s to l ic C o l le g e , Newburgh,

New YorkE r s k in e C o l le g e , Due West, South C a r o l i n a

Eureka C o l le g e , Eureka, I l l i n o i s Evange l C o l leg e , S p r i n g f i e l d , M is so u r i E v a n s v i l l e C ol lege , E v a n s v i l l e , I n d i a n a Eymard P re p a ra to ry Seminary , Hyde P a r k ,

New York F a i r f i e l d U n iv e r s i t y , F a i r f i e l d ,

C o n n e c t i c u t

F e l i c i a n C o l leg e , Chicago, I l l i n o i s Ferrum J u n i o r Col lege , Ferrum , V i r g i n i a F in d la y C o l le g e , F in d la y , Ohio F i s k U n i v e r s i t y , N a s h v i l l e , Tennessee F l o r i d a C h r i s t i a n C o l leg e , Temple T e r r a c e ,

F l o r i d a

F l o r i d a Memorial C o l lege , S t . A u g u s t in e , F l o r i d a

F l o r i d a S ou the rn C o l lege , L ake land , F l o r i d a Fontbonne Co l lege , S t , L o u i s , M is so u r i Fordham U n iv e r s i t y , New York , New York F o r t Wayne B ib le C o l lege , F o r t Wayne,

I n d i a n a

F r a n k l i n C o l lege of I n d i a n a , F r a n k l i n , I n d i a n a

F r a n k l i n and M arsha l l C o l l e g e , L a n c a s t e r , P e n n sy lv a n ia

Freed-Hardeman C o l lege , Henderson,T ennessee

Freeman J u n i o r Co l lege , Freeman, South Dakota

F r i e n d s U n iv e r s i t y , W ic h i t a , Kansas

Typea o f A sso c ia t io n

1 , 2 , 4 , 5 , 6

3 .4 .54 .5 .63 .4 .53 .4 .5 .6

5 .64 .5 .64 .5

3 .4 .5 .63 .4 .5 . 6

5.63 .4 .5 .6 5

3 .4 .5 .6

5.6

3 .4 .5 .63.4 .5 . 654

4 .5 .63 .4 .5 .65.64 .5

3 .4 .5

4 .5

4 .5

6

1 . 4 . 5 . 61.2 .3.4.5.6

143


Furman U n i v e r s i t y , G r e e n v i l l e , South C a r o l i n a

Gannon C o l l e g e , E r i e , P e n n s y l v a n i a Gardner-Vebb J u n i o r C o l le g e , B o i l i n g

S p r i n g s , N orth C a r o l in a Geneva C o l l e g e , Beaver F a l l s , P e n n s y lv a n ia George Fox C o l l e g e , Newberg, Oregon

Georgetown C o l l e g e , Georgetown, Kentucky Georgetown U n i v e r s i t y , W ash in g to n , B.C. Georgetown V i s i t a t i o n J u n i o r C o l l e g e ,

W ashington , B.C.G eo rg ian C our t C o l l e g e , Lakewood, New J e r s e y G e t t y s b u r g C o l l e g e , G e t t y s b u r g , P e n n s y lv a n ia

Gonzaga U n i v e r s i t y , Spokane, W ashington Good C ounse l C o l l e g e , White P l a i n s , New York Goshen C o l l e g e , Goshen, I n d i a n a Grace T h e o lo g i c a l Seminary and Grace

C o l l e g e , Winona Lake, I n d i a n a G ra ce lan d C o l l e g e , Lamoni, Iowa

Grand Canyon C o l l e g e , P ho en ix , A r iz o n a Grand View C o l l e g e , Bes M oines , Iowa Green M ounta in C o l l e g e , P o u l t n e y , Vermont G reensboro C o l l e g e , G reensbo r , N o r th

C a r o l in aG r e e n v i l l e C o l l e g e , G r e e n v i l l e , I l l i n o i s

G r i n n e l l C o l l e g e , G r i n n e l l , Iowa Grove C i t y C o l l e g e , Grove C i t y , P e n n s y lv a n ia G u i l f o r d C o l l e g e , G u i l f o rd C o l l e g e , North

C a r o l i n aG ustavus Adolphus C o l le g e , S t . P e t e r ,

M inneso taGwynedd-Mercy C o l l e g e , Gwynedd V a l l e y ,

P e n n s y lv a n ia

Hamline U n i v e r s i t y , S t . P a u l , M inneso ta Hampden-Sydney C o l le g e , Hampden-Sydney,

V i r g i n i aH ann iba l-L aG range C o l le g e , H a n n i b a l ,

M is s o u r iHanover C o l l e g e , Hanover, I n d i a n aHard in-Simmons U n i v e r s i t y , A b i l e n e , Texas

H ard in g C o l l e g e , S e a rcy , A rk a n sa s H a r tw ick C o l l e g e , Oneonta , New York H a s t in g s C o l l e g e , H a s t in g s , N e b ra sk a H av e r fo rd C o l l e g e , H av e r fo rd , P e n n s y lv a n ia Hebrew Union C o l l e g e , C i n c i n n a t i , Ohio

1 2 3 , 4 , 5 , 62 3 4 , 5

1 2 3 , 4 , 5 , 61 2 3 , 4 , 5 , 61 2 3 , 4 , 5 , 6

1 2 3 , 4 , 5 , 62 4 3

1 2 3 ,61 2 51 5 4 , 5 , 6

1 2 3 , 61 2 5 , 61 2 3 , 4 , 5 , 6

1 3 4 , 5 , 61 2 3 , 3 , 6

1 2 3 , 4 , 5 , 61 4 51 3 3 ,6

1 2 3 , 4 , 5 , 61 3 4 , 3 , 6

5 43 4 5 , 6

1 3 5 ,6

1 2 3 , 5 , 6

1 2 3 ,6

1 5 4 , 5

1 3 5

1 2 3 , 4 , 5 , 61 3 4 , 5 , 61 2 3 , 4 , 5 , 6

1 3 61 3 4 , 51 3 4 , 5 , 61 33 5

14A

I n s t i t u t i o n Types o f A s s o e la t io n

H e i d e l b e r g C o l l e g e , T i f f i n , Ohio H e n d r ix C o l l e g e , Conway, A rkansas H es e to n C o l l e g e , H ess to n , Kansas High P o i n t C o l l e g e , High P o i n t , N o r th

C a r o l i n aH i l l s d a l e C o l l e g e , H i l l s d a l e , Michigan

Hiram C o l l e g e , Hiram, Ohio H iwassee C o l l e g e , M a d i s o n v i l l e , T en n essee H o b a r t and W i l l ia m Smith C o l l e g e s , Geneva,

Hew YorkHoly Family C o l l e g e , P h i l a d e l p h i a ,

P e n n s y lv a n ia Holy Fam ily C o l l e g e , Manitowoc, W isco n s in

Holy Fam ily Sem inary , West H a r t f o r d , C o n n e c t i c u t

Holy Names C o l l e g e , Spokane, Washington Hood C o l l e g e , F r e d e r i c k , Maryland Hope C o l l e g e , H o l la n d , M ichigan Houghton C o l l e g e , Houghton, New York

Howard C o l l e g e , Birmingham, Alabama Howard Payne C o l le g e , Brownwood, Texas H un t ingdon C o l l e g e , Montgomery, Alabama H u n t in g to n C o l l e g e , H u n t in g to n , I n d i a n a Huron C o l l e g e , Huron, Sou th Dakota

H u e t o n - T i l l o t s o n C o l le g e , A u s t in , T exas I l l i n o i s C o l l e g e , J a c k s o n v i l l e , I l l i n o i s I l l i n o i s Wesleyan U n i v e r s i t y , B loom ington ,

I l l i n o i sIm m acu la te C o l l e g e , B a r t l e t t , I l l i n o i s Im m acula ta C o l l e g e , Hamburg, New York

Im m acu la te C o l l e g e , Im m acula ta , P e n n s y lv a n ia Im m acu la ta J u n i o r C o l le g e , W ashington , B.C. Im m acu la te C o n cep t io n C o l l e g e , I n c . ,

Oconomowoc, W isconsin Im m acu la te C o n cep t io n J u n i o r C o l l e g e , L o d i ,

New J e r s e yImm acula te C oncep t ion Sem inary , C o n c ep t io n ,

M is s o u r i

Im m acula te H e a r t C o l le g e , Los A nge le s , C a l i f o r n i a

I n c a r n a t e Word C o l leg e , San A ntonio , Texas I n d i a n a C e n t r a l C o l leg e , I n d i a n a p o l i s ,

I n d i a n a

11111

11111

13

111

12

2

2

2

3 , 4 , 52 . 3 . 4 . 5 . 62 . 3 . 4 . 5 . 6

2 . 3 . 4 . 3 . 64 . 5 . 6

4 . 52 ,3 , '4 , 5 ,6

5 .6 (Hobart o n ly )

2 , 4 , 56

3 . 4 . 5 . 64 . 5 . 64 . 53 .53 . 4 . 5 . 6

3 . 4 . 5 . 63 . 4 . 5 . 63 . 4 . 5 . 63 . 4 . 5 . 63 . 4 . 5 . 6

3 . 4 . 5 . 65 .6

4 . 5 . 64 . 5 . 65

4 . 5 . 66

4 . 5 . 6

5 . 6

6

4 . 5 . 63 . 4 . 5 . 6

1 , 3 , 4 , 5,6

145

I n s t i t u t i o n Types o f A sso c ia t io n

I o n a C o l l e g e , New R o c h e l l e , New York 2Iowa Wesleyan C o l l e g e , Mount P le a s a n t , Iowa 1

J . P . Campbell C o l l e g e , J a c k s o n , M is s i s s i p p i 1Jam estown C o l l e g e , Jamestown, North Dakota 3J a r v i s C h r i s t i a n C o l l e g e , Hawkins, Texas 1Jo h n C a r r o l l U n i v e r s i t y , C lev e lan d , Ohio 1Jo h n so n C, Smith U n i v e r s i t y , C h a r lo t t e ,

N orth C a r o l i n a 5

J u d s o n C o l l e g e , M arion , Alabama 1J u n i a t a C o l l e g e , H un t ingdon , Pennsylvania 1Kalamazoo C o l l e g e , Kalamazzo, Michigan 1K ansas W esleyan U n i v e r s i t y , S a l in e , Kansas 1K e n d a l l C o l l e g e , E v an s to n , I l l i n o i s 1

K entucky W esleyan C o l l e g e , Owensboro,Kentucky 1

Kenyon C o l l e g e , Gambier, Ohio 4Keuka C o l l e g e , Keuka P a rk , New York 4K i l r o e S em inary o f t h e S ac red H eart ,

H o n e s d a l e , P e n n s y lv a n ia 2King C o l l e g e , B r i s t o l , Tennessee 1

K i n g ' s C o l l e g e , W i lk e s - B a r r e , Pennsylvania 1K n o x v i l l e C o l l e g e , K n o x v i l l e , Tennessee 1L a d y c l i f f C o l l e g e , H igh land F a l l s , New York 1L a f a y e t t e C o l l e g e , E a s t o n , Pennsylvania 5LaGrange C o l l e g e , La&range, Georgia 1

Lake F o r e s t C o l l e g e , Lake F o r e s t , I l l i n o i s 3L a k e la n d C o l l e g e , Sheboygan, Wisconsin 1Lamhuth C o l l e g e , J a c k s o n , Tennessee 1Lane C o l l e g e , J a c k s o n , Tennessee 1La S a l e t t e S em in a ry , A l tam ont , New York 1

L a S a l l e C o l l e g e , P h i l a d e l p h i a , Pennsylvania 1La S i e r r a C o l l e g e , A r l i n g t o n , C a l i f o rn i a 1L a t t e r - d a y S a i n t s B u s in e s s C o l leg e , S a l t

Lake C i t y , U tah 2La Verne C o l l e g e , La Verne, C a l i f o r n i a 1Lawrence U n i v e r s i t y , A pp le ton , Wisconsin 5

Lebanon V a l l e y C o l l e g e , A n n v i l l e ,P e n n s y l v a n i a 1

Lee C o l l e g e , C le v e l a n d , Tennessee 1L e e s J u n i o r C o l l e g e , Ja ck so n , , Kentucky 1Leee-McRae C o l l e g e , Banner E lk , North

C a r o l i n a 1Le Moyne C o l l e g e , S y ra c u s e , New York 1

5 .62 . 3 . 4 . 5 . 6

2 . 3 . 4 . 54 . 5 . 63 .4 .52 . 4 . 5 . 6

4 .5

2 . 3 . 5 . 63 .53 . 4 . 5 . 62 . 3 . 4 . 5 . 65 . 4 . 5 . 6

2 . 3 . 4 . 5 . 655

4 .62 . 3 . 4 . 5 . 6

2 . 5 . 62 . 3 . 4 . 5 . 62 . 4 . 5 . 6 42 . 3 . 4 . 5 . 6

4 .53 .4 .52 . 3 . 4 . 5 . 62 . 3 . 52 . 5 . 4 . 5 . 6

2 . 4 . 5 . 62 . 3 . 4 . 5 . 6

3 .4 .63 . 4 . 5 . 6 4

3 . 4 . 5 . 62 . 3 . 4 . 5 . 62 . 3 . 4 . 5 . 6

3 .5 .6 4 , 5

146


Le Moyne C o l l e g e , Memphis, T ennessee 1 , 2 , 3 , 4 , 5L en o ir -R h y n e C o l l e g e , H ic k o r y , North

C a r o l i n a 1 , 2 , 3 , 5 , 6Lewie C o l l e g e , L o c k p o r t , I l l i n o i s 1 , 4 , 5 , 6Lewis and C l a r k C o l l e g e , P o r t l a n d , Oregon 1 , 2 , 3 , 4 , 5 , 6 Lindenwood C o l l e g e f o r Women, S t . C h a r l e s ,

M is s o u r i 5 , 4 , 5 , 6

L in d sey W ilson C o l l e g e , Columbia , Kentucky 1 , 2 , 4 , 5 , 6L i n f i e l d C o l l e g e , M cM in n v i l le , Oregon 1 , 3 , 4 , 5 , 6L iv i n g s t o n e C o l l e g e , S a l i s b u r y , North

C a r o l i n a 2 , 3 , 5Loma L in d a U n i v e r s i t y , Lome L inda ,

C a l i f o r n i a 1 , 2 , 3 , 4 , 5 , 6Lon M o r r i s C o l l e g e , J a c k s o n v i l l e , Texas 2 , 3 , 4 , 5 , 6

L oras C o l l e g e , Dubuque, Iowa 1 , 2 , 3 , 4 , 5 , 6L o r e t t o H e ig h t s C o l l e g e , L o r e t t o , Colorado 2 ,5L o r e t t o J u n i o r C o l l e g e , N e r in x , Kentucky 1 , 2 , 4 , 5 , 6Los A ngeles P a c i f i c C o l l e g e , Los Angeles ,

C a l i f o r n i a 1 , 3 , 4 , 5 , 6L o u i s b u r g C o l l e g e , L o u i s b u r g , North

C a r o l i n a 1 , 2 , 3 ) 4 , 5 , 6

L o u i s i a n a C o l l e g e , P i n e v i l l e , L o u i s i a n a 1 , 2 , 3 , 4 , 5 , 6L oyo la C o l l e g e , B a l t i m o r e , Maryland 2 , 4 , 5 , 6L oyo la U n i v e r s i t y , C h icago , I l l i n o i s 1 , 2 , 4 , 5L oyo la U n i v e r s i t y , New O r l e a n s , L o u i s i a n a 1 , 2 , 4 , 5 , 6L oyo la U n i v e r s i t y o f Los A n g e le s , Los

A n g e le s , C a l i f o r n i a 1 , 2 , 4 , 5 * 6

L u th e r C o l l e g e , D ecorah , Iowa 1 * ? » 4 ,5 ,6L u th e r a n C o n c o rd ia C o l l e g e , A u s t in , Texas 1 , 2 , 3 , 4 , 5 , 6Lycoming C o l l e g e , W i l l i a m s p o r t ,

P e n n s y l v a n i a 1 , 2 , 3 , 4 , 5Lynchburg C o l l e g e , Lynchburg , V i r g i n i a 1 , 3 , 4 , 5 , 6M a c a l e s t e r C o l l e g e , S t , P a u l , Minnesota 5 , 4 , 5

MacMurray C o l l e g e , J a c k s o n v i l l e , I l l i n o i s 3 , 4 , 5Madison C o l l e g e , Madison, T en n essee 1 , 2 , 3 , 4 , 5 , 6Madonna C o l l e g e , L i v o n i a , M ichigan 1 , 2 , 4 , 6M a l l i n c k r o d t C o l l e g e , W i lm e t t e , I l l i n o i s 2 , 5 , 6Malone C o l l e g e , C a n to n , Ohio 1 , 2 , 3 , 5 , 6

M a n ch es te r C o l l e g e , N orth M anches te r ,I n d i a n a l , 2 , 3 t 4 ,5

M anha t tan C o l l e g e , New York , New York 1 , 2 , 4 , 5 , 6M a n h a t t a n v i l l e C o l l e g e o f t h e Sacred

H e a r t , P u r c h a s e , New York 1 , 2 , 4 , 5

14?


Manor J u n i o r C o l l e g e , J e n k in to w n ,P e n n e y !v a n ia 2

M aria C o l le g e o f A lbany, A lbany , New York 1

M arian C o l l e g e , I n d i a n a p o l i s , I n d i a n a 1M ar ia n C o l le g e o f Fond du L a c , Fond du Lac,

W isc o n s in 1M a r i l l a c C o l l e g e , Normandy, M is s o u r i 1M arion C o l l e g e , M arion , I n d i a n a 1M arion C o l l e g e , M arion , V i r g i n i a 1

M a r i s t C o l l e g e , P o u g h k e e p s ie , New York 3M a r i s t C o l le g e and Sem inary , Framingham

C e n t r e , M a s s a c h u s e t t s 1M a rq u e t te U n i v e r s i t y , Milwaukee, W iscons in 2Mars H i l l C o l l e g e , Mara H i l l , N orth C a r o l i n a 1 M a r t i n C o l l e g e , P u l a s k i , T en n essee 1

Mary Baldwin C o l l e g e , S t a u n to n , V i r g i n i a 1Mary C o l le g e , B ism arck , N o r th Dakota 1Mary H a r d in - B a y l o r C o l l e g e , B e l to n , Texas 1Mary Holmes J u n i o r C o l l e g e , West P o i n t ,

M i s s i s s i p p i 2Mary Immacula te Sem inary , Northampton,

P e n n s y lv a n ia 1

Mary Manse C o l l e g e , T o led o , Ohio 2M a ry c re s t C o l l e g e , D avenpor t , Iowa 2Maryglade C o l l e g e , Memphis, M ichigan 1Marygrove C o l l e g e , D e t r o i t , M ichigan 1M arykno l l S em ina ry , Glen E l l y n , I l l i n o i s 1

M arykno l l T e a c h e r s C o l l e g e , M arykno l l ,New York 1

K a r y l h u r s t C o l l e g e , M a r y l b u r s t , Oregon 2Marymount C o l l e g e , P a lo s V erdes E s t a t e s ,

C a l i f o r n i a 2Marymount C o l l e g e , S a l i n a , Kansas 2Marymount C o l l e g e , T a r ry tow n , New York 2

Marymount C o l l e g e , A r l i n g t o n , V i r g i n i a 2Marymount M an h a t tan C o l l e g e , New York,

New York 1M a r y v i l l e C o l l e g e , M a r y v i l l e , Tennessee 1M a r y v i l l e C o l l e g e o f t h e S a c r e d H e a r t ,

S t . L o u i s , M is s o u r i 2Marywood C o l l e g e , S c r a n t o n , P e n n s y lv a n ia 1


2 . 4 . 5 . 6

2 . 3 . 4 . 5 . 6

2 . 4 . 5 . 62 .5.62 . 3 . 4 . 5 . 62 . 3 . 4 . 5 . 6

4 . 5 . 65 .63 . 4 . 5 . 63 . 4 . 5

4 . 54 . 5 . 64 . 5 . 6

4 . 5 . 6

3 . 4 . 5 . 6

5 .6 63 . 4 . 5 . 64 . 5 . 63 . 4 . 5 . 6

5 .6 6

55 .66

54 . 5 . 6

5 .65 .6

148


M a te r C h r i s t i S em inary , A lb a n y , New York M a te r Dei C o l l e g e , O g d en sb u rg , New York MaunaoLu C o l l e g e , P a i a , M aui, Hawaii McKendree C o l l e g e . L ebanon , I l l i n o i s McMtirry C o l l e g e , A b i l e n e , T ex a s

M cPherson C o l l e g e , M cPherson , Kansas M eh ar ry M e d ic a l C o l l e g e , N a s h v i l l e ,

T e n n e s s e e M e r c e r U n i v e r s i t y , Macon, G e o rg ia Mercy C o l l e g e , D e t r o i t , M ic h ig a n Mercy C o l l e g e , Dobbs F e r r y , New York

M e r c y h u r s t C o l l e g e , E r i e , P e n n s y l v a n i a M e r e d i t h C o l l e g e , R a l e i g h , N o r th C a r o l in a M err im a ck C o l l e g e , N o r th Andover,

M a s s a c h u s e t t s M e s s ia h C o l l e g e , Grantham , P e n n s y l v a n i a M e t h o d i s t C o l l e g e , F a y e t t e v i l l e , N orth

C a r o l i n a

M id lan d C o l l e g e , F rem o n t , N e b ra sk a Midway J u n i o r C o l l e g e , Midway, Kentucky M i l e s C o l l e g e , Birmingham, Alabama M i l l i g a n C o l l e g e , M i l l i g a n C o l l e g e ,

T e n n e s s e eM i l l i k i n U n i v e r s i t y , D e c a t u r , I l l i n o i s

M i l l s a p s C o l l e g e , J a c k s o n , M i s s i s s i p p i M i l t o n v a l e Wesleyan C o l l e g e , M i l t o n v a l e ,

K a n s a sM i s s i s s i p p i C o l l e g e , C l i n t o n , M i s s i s s i p p i M i s s i s s i p p i I n d u s t r i a l C o l l e g e , Holy

S p r i n g s , M i s s i s s i p p i M i s s o u r i V a l l e y C o l l e g e , M a r s h a l l , M is s o u r i

M olloy C a t h o l i c C o l l e g e f o r Women, R o c k v i l l e C e n t e r , New York

Monmouth C o l l e g e , Monmouth, I l l i n o i s M o n t r e a t - A n d e r s o n C o l l e g e , I n c , , M o n trea t ,

N o r t h C a r o l i n a M o ra v ia n C o l l e g e , B e th le h e m , P e n n s y lv a n ia M orehouse C o l l e g e , A t l a n t a , G eo rg ia

M o m i n g s i d e C o l l e g e , S i o u x C i t y , Iowa M o r r i s Brown C o l l e g e , A t l a n t a , G eorg ia M o r r i s C o l l e g e , S u m te r , S o u th C a r o l in a M o r r i s t o w n C o l l e g e , M o r r i s to w n , Tennessee Mount A l o y s i u s J u n i o r C o l l e g e , Creeeon,

P e n n s y l v a n i a

T yres o f A sso c ia t io n

1 *2 3 , 4 , 5 , 62 4 31 2 3 , 4 , 5 , 61 2 3 , 4 , 5 , 61 2 3 , 4 , 5 , 6

1 3 4 , 5 , 6

1 31 2 3 ,4 ,52 5 61 2 3 ,4 ,5

2 51 2 3 ,4 ,5 ,6

1 2 4 , 5 , 61 2 3 ,4 ,5 ,6

1 2 3 ,5 ,6

1 2 3 ,4 ,51 3 4 , 5 , 61 2 3 ,4 ,5

5 e1 3 4 , 5 , 6

1 2 3 ,5 ,6

1 2 3 ,4 ,5 ,61 2 3 ,5 ,6

1 2 3 ,4 ,51 2 3 , '4 ,5 ,6

1 2 4 , 5 , 61 3 4 , 5 , 6

1 2 3 ,4 ,5 ,61 3 4 , 5 , 6

6

1 2 3 ,4 , 5 , 61 2 3 ,4 ,5 ,61 2 3 ,4 ,53 4 5

1 ,2 , 5

149


Mount A l v e m i a C o l l e g e , C h e s t n u t H i l l , M a s s a c h u s e t t s

Mount Angel C o l l e g e , Mount A nge l , Oregon Mount Angel Sem inary , S t . B e n e d i c t , Oregon Mount Marty C o l l e g e , Y ank ton , South D ako ta Mount Mary C o l l e g e , M ilwaukee , W isco n s in

1 . 2 . 3 . 4 . 5 . 62 .52 .51 . 2 . 4 . 5 . 6 1 . 2 , '

1 , 4Mount Mercy C o l l e g e , Cedar R a p id s , Iowa Mount Mercy C o l l e g e , P i t t s b u r g h , P e n n s l y v a n i a 2 ,5 Mount O l iv e J u n i o r C o l l e g e , Mount O l i v e ,

North C a r o l i n a Mount S a i n t Agnes C o l l e g e , B a l t i m o re ,

MarylandMount S t . A lphonsua S em inary , Esopue,

New York

Mount S t . C l a r e C o l le g e , C l i n t o n , Iowa Mount S t . Jo se p h T e a c h e r s C o l l e g e ,

B u f f a lo , New York Mount S t , Mary C o l l e g e , H o o k s e t t , New

Hampshire Mount S a i n t Mary C o l l e g e , Newburgh,

New YorkMount S t , M a ry 's C o l l e g e , Los A nge le s ,

C a l i f o r n i a

Mount S t . M ary 's C o l l e g e , Emmitsburg, Maryland

Mount S t . S c h o l a s t i c a C o l l e g e , A tc h i s o n , Kansas

Mount Union C o l le g e , A l l i a n c e , Ohio Muhlenberg C o l l e g e , A l le n to w n , P e n n s y l v a n i a Mundelein C o l l e g e , C h icago , I l l i n o i s

Muskingum C o l l e g e , New Concord , Ohio Natchez J u n i o r C o l l e g e , N a tc h e z ,

M i s s i s s i p p i N a t io n a l C o l l e g e , Kansas C i t y , M is s o u r i

(now c l o s e d )N azare th C o l l e g e , N a z a r e th , Michigan N azare th C o l l e g e , R o c h e s t e r , New York

N azare th C o l le g e and Academy, N a z a r e t h , Kentucky

Nebraska Wesleyan U n i v e r s i t y , L i n c o l n , Nebraska

Ner I s r a e l R a b b in i c a l C o l l e g e , B a l t i m o r e , Maryland

1 , 2

1 , 2

1 , 2

1 , 2

2 .4

1,2

2 . 4

1 , 2

2 .4

1 ,21 .31 . 5 1*2

3 .4

1 , 2

1 , 22 .42 .5

1*3

1 , 2

1 .5

4 . 5

5 . 6

3 . 4 . 5 . 6

5

3 . 4 . 5 . 6

3 . 4 . 5

5

4 . 5 . 6

5

4 . 5 . 6

5 . 6

3 . 4 . 5 . 64 . 5 . 64 . 5 . 6

5

3 . 4 . 5 . 6

3 . 4 . 55 . 6

4 . 5 . 6

3 . 4 . 5

6


150

Types o f A sso c ia t io n

Newberry C o l l e g e , Newberry, S o u th C a r o l i n a Net/ ton C o l lege o f t h e Sacred H e a r t , Newton,


N ia g a r a U n i v e r s i t y , N iag a ra U n i v e r s i t y ,New York

N o m an C o l le g e , Norman P a rk , G eo rg ia N o r th C a ro l in a Wesleyan C o l l e g e , I n c . ,

Rocky Mount, N o r th C a r o l i n a N o r th C e n t r a l C o l l e g e , N a p e r v i l l e , I l l i n o i s N o r th G r e e n v i l l e J u n i o r C o l l e g e , T i g e r v i l l e ,

Woutb C a r o l i n a

N o r th Park C o l le g e and T h e o l o g i c a l Sem inary , Chicago, I l l i n o i s

N o r th la n d C o l l e g e , Ashland, W isco n s in N o r th w es t C h r i s t i a n C o l le g e , Eugene, Oregon N o r th w es t Nazarene C o l le g e , Nampa, Idaho N o r th w e s te rn C o l l e g e , Orange C i t y , Iowa

N o r th w e s te rn U n i v e r s i t y , E v a n s to n , I l l i n o i s N o t r e Dame C o l l e g e , S t . L o u i s , M is s o u r i N o t r e Lame C o l l e g e , M an c h e s te r , New

HampshireN o t r e Dame C o l l e g e , C le v e la n d , Ohio N o t r e Dame C o l l e g e o f S t a t e n I s l a n d ,

S t a t e n I s l a n d , New York

N o t r e Dame Sem inary , New O r l e a n s , L o u i s i a n a N o v i t i a t e of S t , I s a a c Jo g u e s , W e r n e r s v i l l e ,

P e n n s y lv a n ia Oakland C i ty C o l l e g e , Oakland C i t y , I n d i a n a Qakwood C o l le g e , H u n t s v i l l e , Alabama O b la t e C o l leg e , Washington, D.C.

O b l a t e C o l lege and Seminary, B a r H arbor , Maine

O c c id e n ta l C o l l e g e , Los A nge lea ,C a l i f o r n i a

Ohio N o r th e rn U n i v e r s i t y , Ada, Ohio Ohio Wesleyan U n i v e r s i t y , D e law are , Ohio Oklahoma B a p t i s t U n i v e r s i t y , Shawnee,

Oklahoma

Oklahoma C h r i s t i a n C o l le g e , Oklahoma C i t y , Oklahoma

Oklahoma C i ty U n i v e r s i t y , Oklahoma C i t y , Oklahoma

Okolona C o l le g e , Okolona, M i s s i s s i p p i

1 ,2 , 5 , 4 , 5 , 6

2*5

1 . 21 . 2

5 .65 . 4 . 5 . 6

1 ,21 ,2

3 * 4 ,5 ,6 3 * 4 ,5 ,6

1 ,2 3 * 4 ,5 ,6

1 ,24 , 51 ,21 ,21 ,2

3*5 ,6

3 ,4 ,5 * 6 3 , 4 , 5 , 6 3 ,4 ,5 * 6

11 ,2 3 , 4 , 5 , 6

2 , 41 , 2

55 ,6

1 ,2 4 * 5 ,6

1 ,2 3 ,5

1 ,21 ,22 .52 .5

3 * 4 ,5 ,6 3 * 4 ,5 ,6 4 * 5 ,6 4 * 5 ,6

1*2 3*4,5*6

3 ,41*21*5

53 ,4 ,5 * 64 , 5

1*2 3 , 4 , 5

1 ,5 6

1 ,23 ,4

3 , 4 , 5 , 65

151


O l i v e t C o l l e g e , O l i v e t , M ic h ig a n 3 ,4O l i v e t N a z a r e n e C o l l e g e , K ankakee , I l l i n o i s 1 , 2

O ttawa U n i v e r s i t y , O t ta w a , K ansas 1 , 4O t t e r b e i n C o l l e g e , W e s t e r v i l l e , Ohio 1 , 5Ottumwa H e i g h t s C o l l e g e , Ottumwa, Iowa 1 ,2O u a c h i t a B a p t i s t C o l l e g e , A r k a d e l p h i a ,

A rk a n sa s 1 , 2Our Lady o f C i n c i n n a t i C o l l e g e , C i n c i n n a t i ,

Ohio 2 , 4

Our Lady o f Holy C ro ss C o l l e g e , Hew O r l e a n s ,L o u i s a n a [ s i c ] 2 , 4

Our Lady o f t h e Lake C o l l e g e , San A n to n io ,Texas 1 , 2

Owen C o l l e g e , Memphis, T e n n e s s e e 1 , 2P a c i f i c C h r i s t i a n C o l l e g e , Long Beach,

C a l i f o r n i a 1 , 4P a c i f i c C o l l e g e , F r e s n o , C a l i f o r n i a 1 , 2

P a c i f i c L u t h e r a n U n i v e r s i t y , Tacoma,W ash ing ton 1 , 2

P a c i f i c Oaks C o l l e g e , P a s a d e n a , C a l i f o r n i a 5 ,4P a c i f i c U nion C o l l e g e , Angwin, C a l i f o r n i a 1 , 2P a c i f i c U n i v e r s i t y , F o r e s t Grove, Oregon 3 ,4P a in e C o l l e g e , A u g u s t a , G e o rg ia 1 , 2

P a rk C o l l e g e , P a r k v i l l e , M i s s o u r i 1 ,5P a r s o n s C o l l e g e , “ F a i r f i e l d , Iowa 1 , 4P a sa d e n a C o l l e g e , P a s a d e n a , C a l i f o r n i a 1 ,2P a u l Quinn C o l l e g e , Waco, Texas 2 , 5P e ac e C o l l e g e , R a l e i g h , N o r t h C a r o l i n a 1 ,2

P a p p e r d in e C o l l e g e , Los A n g e le s , C a l i f o r n i a 1 , 5 P f e i f f e r C o l l e g e , M i s e n h e i m e r , N o r th

C a r o l i n a 1 , 2P h i l a n d e r S m ith C o l l e g e , L i t t l e Rock,

A rk a n s a s 5 ,4P h i l l i p s U n i v e r s i t y , E n i d , Oklahoma 5 ,4P iedm ont C o l l e g e , D e m o re s t , G e o rg ia 1 , 3

P i k e v i l l e C o l l e g e , P i k e v i l i e , Kentucky 1 , 2P o n t i f i c a l C o l l e g e J o s e p b in u m , W o r th in g to n ,

Ohio 1 ,2P r e s b y t e r i a n C o l l e g e , C l i n t o n . Sou th C a r o l i n a 1 , 2 P r e s e n t a t i o n J u n i o r C o l l e g e , A berdeen ,

Sou th D ako ta 1 , 2P r i n c i p i a C o l l e g e , E l s a b , I l l i n o i s 1 , 5

53 . 4 . 5 . 6

5 .65 .64 . 5 . 6

3 . 4 . 5 . 6

5

3 , 4 , 5 , 63 .5

5 .63 . 4 . 5 . 6

3 . 4 . 5 . 653 . 4 . 5 . 653 . 4 . 5 . 6

4 . 55 .63 . 4 . 5 . 64 . 5 . 63 . 4 . 5 . 6

6

3 . 5 . 6

554 . 5 . 6

3 . 4 . 5 . 6

3 . 4 . 5 . 63 .5

5 .66

^ P a r s o n s C o l l e g e i s no l o n g e r r e l a t e d to a c h u rc h . I t s c o n n e c t i o n w i t h t h e U n i t e d P r e s b y t e r i a n Church was s e rv e d in 1964,

152


P ro v id e n c e C o l leg e , P r o v i d e n c e t Rhode I s l a n d 1 , 2 , 3 , 4 , 5 * 6 Queen o f A p o s t le e C o l leg e and Sem inary ,

Redham, M a ssa c h u se t t s 1 » 2 ,4 , 5 , 6Queen o f th e A pos t lea C o l l e g e , H ar r im an ,

Row York 2 ,5 * 6Queen o f A p o s t le s Seminary , Madison,

W isco n s in 2 , 4 , 5 * 6Queens C o l le g e , C h a r l o t t e , N or th C a r o l i n a 1 , 2 , 3 , 4 , 5 * 6

Quincy C o l l e g e , Quincy, I l l i n o i s 1 , 2 , 3 * 5Handolph-Macon C o l le g e , A sh land , V i r g i n i a 1 , 3 , 4 , 5 , 6Randolph-Macon Woman1s C o l l e g e , l y n c h b u r g ,

V i r g i n i a 5 , 4 , 5R egis C o l l e g e , Denver, Colorado 1 , 2 , 5R egis C o l l e g e , Weston, M a s s a c h u s e t t s 2 , 3 , 5 , 6

R e in h a r d t C o l le g e , Waleaka, G eorg ia 1 , 3 , 4 , 5 , 6R ic k e r C o l l e g e , H ou lton , Maine 5 , 4 , 5R icks C o l l e g e , Rexburg, Idaho 1 , 2 , 3 , 4 , 5 , 6Ripon C o l l e g e , Ripon, W iscons in 3 ,4R i v i e r C o l l e g e , Nashua, New Hampshire 1 , 2 , 4 , 5 , 6

Roanoke C o l le g e , Salem, V i r g i n i a 3 , 4 , 5R o b e r t s Wesleyan C o l le g e , N orth C h i l i ,

New York 1 , 3 , 4 , 5 , 6R ockhurs t C o l le g e , Kansas C i t y , M is s o u r i 1 , 2 , 5 , 6Rocky M ounta in C o l le g e , B i l l i n g s , Montana 1 , 3 , 4 , 5 , 6Rosary C o l l e g e , R iv e r F o r e s t , I l l i n o i s 5 , 6

Rosary H i l l C o l le g e , B u f f a l o , New York 1 , 2 , 4 , 5Rosemont C o l le g e , Rosemont, P e n n s y lv a n ia 1 , 2 , 4 , 5 , 6Rust C o l l e g e , Holly S p r i n g s , M i s s i s s i p p i 2 , 3 , 4 , 5S acred H e a r t C o l le g e , Cullman, Alabama 1 , 2 , 6S acred H e a r t C o l le g e , W i c h i t a , Kansas 2 , 5

Sacred H e a r t Dominican C o l l e g e , H ouston ,Texas 1 , 2 , 4 , 5 , 6

Sacred H e a r t J u n io r C o l leg e and Academy,Belm ont , North C a r o l i n a 5

Sacred H e a r t N o v i t i a t e , Monroe, M ich igan 2 , 4 , 5 , 6Sacred H e a r t Seminary, D e t r o i t , Michigan 2 , 3 , 5 , 6S t . Ambrose C o l leg e , D avenpor t , Iowa 1 , 4 , 5 , 6

S t . Andrews P r e s b y t e r i a n C o l l e g e , L a u r i n -b u r g , North C a ro l in a 1 , 2 , 3 , 5 , 6

S t , A n s e lm 's C o l le g e , M a n ch es te r , NewHampshire 2 , 4 , 5

S t , A u g u s t i n e ' s C o l le g e , R a l e i g h , NorthC a r o l i n a 1 , 3 , 4 , 5

153

I n s t i t u t i o n Types oT A s s o c i a t i o n

S t . B a s i l ’ s C o l l a g e , S t a m f o r d , C o n n e c t i c u t S t . Bede C o l l e g e , P e r u , I l l i n o i s

S t . B e n e d ic t C o l l e g e , F e r d i n a n d , I n d i a n a S t . B e n e d i c t ' s C o l l e g e , A t c h i s o n , Kansas S t , Bernard C o l l e g e , S t . B e r n a r d , Alabama S t , B e rn a rd in e o f S i e n a C o l l e g e , Loudon-

v i l l e , New York S t , B e r n a r d ' s Sem inary and C o l l e g e ,

R o c h e s t e r , New York

S t . B onaven tu re U n i v e r s i t y , S t , B o n a v e n tu re , New York

S t . C a t h a r i n e J u n i o r C o l l e g e , S t . C a t h a r i n e , Kentucky

S t . C h a r l e s Borromeo S e m in a ry , P h i l a d e l p h i a , P e n n s y l v a n i a

S a i n t C la r e C o l l e g e , W i l l i a m s v i l l e , New York S t . C o lu m b ia n 's C o l l e g e and S e m in a ry ,

M i l to n , M a s s a c h u s e t t s

St* E d w ard 's U n i v e r s i t y , A u s t i n , Texas S t . F i d e l i s C o l l e g e and S e m in a ry , Herman,

P e n n s y lv a n ia S t . F r a n c i s C o l l e g e , F o r t Wayne, I n d i a n a S t . F r a n c i s C o l l e g e , B i d d e f o r d , Maine S t . F r a n c i s C o l l e g e , B ro o k ly n , New York

S t . F r a n c i s C o l l e g e , L o r e t t o , P e n n s y l v a n i a S t . F r a n c i s C o l l e g e , B u r l i n g t o n , W isco n s in S t , F r a n c i s S e m in a ry , M ilw au k ee , W iscons in S t . G r e g o r y ' s C o l l e g e , Shawnee , Oklahoma S t . H y ac in th C o l l e g e and S e m in a ry , Granby,


S t . John C o l l e g e o f C l e v e l a n d , C l e v e l a n d , Ohio

S t . John F i s h e r C o l l e g e , I n c . , R o c h e s t e r ,New York

S t . John Vianney S e m in a ry , E a s t A u ro ra ,New York

S t , J o h n ' s S e m in a ry , C a m a r i l l o , C a l i f o r n i a S t . J o h n ' s C o l l e g e , W i n f i e l d , K an sa s

S t . J o h n ' s S e m in a ry , B r i g h t o n , M a s s a c h u s e t t s S t . J o h n ' s U n i v e r s i t y , C o l l e g e v i l l e ,

M inneso taS t . J o h n ' s U n i v e r s i t y , J a m a i c a , New York S t , Joseph C o l l e g e , West H a r t f o r d ,

C o n n e c t i c u t

121

1

1

1

2

11

2

1

1221

1111

2 , 3 , 4 , 5 , 6

2 . 44 . 52 . 4

2 . 3

2 . 5

2 . 3

5

2 . 42 . 4

4 . 5

2 , 4

2 . 35 . 65 . 42 . 3

2 . 42 . 32 . 32 . 5

2 . 3

2 . 3

3 . 4

2 . 42 . 32 . 3

2 . 3

2 . 42 . 4

5 . 6 65

4 . 5 . 6

4 . 5 . 6

4 . 5 . 6

5 .65 . 6

6

5

4 . 5 . 6

5 . 6 4 ,5

54 . 5 . 65 . 6

4 . 5 . 6

4 . 5 . 6

5

5 . 64 . 5 . 64 . 5 . 6

4 . 5 . 6

5 .65 .6

1 , 2 , 4 , 5 , 6

I n s t i t u t i o n Typ

S t . Jo sep h C o l l e g e , Emmitsburg, Maryland

S t . Jo sep h C o l l e g e o f Orange, Orange, C a l i f o r n i a

S a i n t J o s e p h Sem inary , S a i n t B e n e d ic t , L o u i s i a n a

S t . J o s e p h ’ s C o l l e g e , R e n s s e l a e r , I n d i a n a S t , J o s e p h ’ s C o l l e g e , N orth Windham, Maine S t , J o s e p h ’ s C o l l e g e , P r i n c e t o n , New J e r s e y

S t , J o s e p h ' s C o l l e g e , P h i l a d e l p h i a , P e n n s y l v a n i a

S t , J o s e p h ' s C o l le g e f o r Women, B rook lyn ,New York

S t . J o s e p h ' s Sem inary , Weatmont, I l l i n o i s S t . J o s e p h ' s Seminary and C o l l e g e , Y onkers ,

New YorkS t . J o s e p h ' s Seminary o f W ashington , D .C. ,

W ash in g to n , D.C.

S t . J o s e p h ' s S e r a p h ic Sem inary , C a l l i c o o n , New York

St* Lawrence Sem inary , Mount C a lv a ry , W isco n s in

S t , Leo C o l l e g e , S t , Leo, F l o r i d a St* L o u is U n i v e r s i t y , S t . L o u i s , M is s o u r i S t . M a r t i n ' s C o l l e g e , Olympia, W ashington

S a i n t Mary C o l l e g e , X a v ie r , Kansas S t . Mary o f t h e Lake Sem inary , M unde le in ,

I l l i n o i sS t . Mary o f t h e P l a i n s C o l l e g e , Dodge C i t y ,

KansasS t , M ary-o f- the -W oods C o l l e g e , S a i n t Mary-

o f - th e - W o o d a , I n d i a n a S t . M a ry 's C o l l e g e , N o tre Dame, I n d i a n a

S t , M a ry 's C o l l e g e , O rchard Lake , M ichigan S t . M a ry 's C o l l e g e , Winona, M inneso ta S t . M a ry 's C o l le g e o f C a l i f o r n i a , S t , M ary 's

C o l l e g e , C a l i f o r n i a S t . M a ry 's Dominican C o l l e g e , New O r l e a n s ,

L o u i s i a n a S t . M a ry 's J u n i o t C o l l e g e , O’F a l l o n ,

M is s o u r i

S t . M a ry 's J u n i o r C o l l e g e , R a l e i g h , North C a r o l i n a

S t . M apy 's S em ina ry , Tecbny, I l l i n o i s

155

I n s t l t u t io n

S t , M a i l ' s Sem inary , F e r r y v i l l e , M issour i S t , M ary 's Seminary and U n i v e r s i t y ,

B a l t i m o r e , Maryland S t . M a ry 's U n i v e r s i t y o f San A nton io ,

San A n to n io , Texas

S t , Me i n r a d Sem inary , S t . Me i n r a d , I n d ia n a St* M i c h a e l ' s C o l l e g e , S a n t a Fe, New Mexico S t , M i c h a e l ' s C o l l e g e , W inoosk i , Vermont S t . N o rb e r t C o l le g e , West De P e re , W isconsin S t . O la f C o l l e g e , N o r t b f i e l d , Minnesota

S t . P a t r i c k ' s Sem inary , Menlo Park,C a l i f o r n i a

S t , P a u l ' s C o l l e g e , W ash ing ton , B.C.S t , P a u l ' s C o l l e g e , C o n c o rd ia , M issour i S a in t P a u l ' s C o l l e g e , L a w r e n c e v i l l e , V i r g i n i a S t . P e t e r ’ s C o l le g e , B a l t i m o r e , Maryland

S t . P e t e r ' s C o l l e g e , J e r s e y C i ty , New J e r s e y S t , P iu s X Seminary , G a r r i s o n , New York S t , P ro c o p iu s C o l le g e , L i s l e , I l l i n o i s S t , Thomas Aquinas C o l l e g e , S p a r k i l l ,

New YorkSt* Thomas Seminary , Denver , Colorado

Types o f A s s o c i a t i o n

2 , 5 . 6

1 ,2

1 ,2

S t . Thomas Seminary , B l o o m f i e ld , C o n n e c t icu t 1S t , V incen t C o l l e g e , L a t r o b e , P ennsy lvan ia S t . X a v ie r C o l le g e , C h ic ag o , I l l i n o i s 1S a in t s J u n i o r C o l l e g e , L e x in g to n , M i s s i s s i p p i 1Salem C o l l e g e , W ins ton -Sa lem , North C a ro l in a 1

Salem C o l l e g e , Salem, West V i r g i n i a 5Salve Regina C o l l e g e , Newport , Rhode I s l a n d 2 Sancta M aria J u n i o r C o l l e g e , B u f f a lo , New

York 2San Diego C o l leg e f o r Women, San Diego,

C a l i f o r n i a 1San F r a n c i s c o C o l le g e f o r Women, San

F r a n c i s c o , C a l i f o r n i a 2

San L u i s Rey C o l le g e , San L u i s Rey,C a l i f o r n i a 1

S c a r r i t t C o l le g e f o r C h r i s t i a n Workers,N a s h v i l l e , Tennessee 1

School o f t h e O za rks , P o i n t Lookout,M is s o u r i 5

S c h r e in e r I n s t i t u t e , K e r r v i l l e j Texas 1Seat o f Wisdom C o l l e g e , L i t c h f i e l d ,

C o n n e c t i c u t 2 , 4 , 5 , 6

5 . 4 . 5 . 6

4 , 5

3 , * , 5 , 63 . 4 . 5 . 64 . 5 . 64 . 5 . 65 . 4 . 5 . 6

3 . 4 . 5 . 64 . 5 . 63 . 4 . 5 . 65 .64 . 5 . 6

4 . 5 . 64 . 5 . 63 .5

66

4 . 5 . 6

5 .63 . 4 . 53 .5

5

4 . 5 . 6

2 . 4 . 5 . 6

5 .6

2 . 3 . 4 . 5 . 6

2 . 3 . 4 . 5 . 6

52 , 5 , 5

156


S e a t t l e P a c i f i c C o l l e g e , S e a t t l e , W ashington S e a t t l e U n i v e r s i t y , S e a t t l e , W ash ing ton Seminary o f Our Lady o f P r o v i d e n c e , Warwick,

Rhode I s l a n d S e r v i t e C o l l e g e , Omaha, N eb ra sk a S e to n H a l l U n i v e r s i t y , Sou th O range ,

New J e r s e y

S e to n H i l l C o l l e g e , G re e n s b u rg , P e n n s y l v a n i a Shaw U n i v e r s i t y , R a l e i g h , N o r th C a r o l i n a S he ld o n J a c k so n J u n i o r C o l l e g e , S i t k a ,

A lask aShenandoah C o l l e g e , W i n c h e s t e r , V i r g i n i a S h im er C o l l e g e , Mount C a r r o l l , I l l i n o i s

S h o r t e r C o l l e g e , N orth L i t t l e Rock, A rk a n sas S h o r t e r C o l l e g e , Rome, G e o rg ia S ie n a C o l l e g e , Memphis, T e n n e sse e S i e n a H e ig h t s C o l l e g e , A d r i a n , M ichigan Simpson C o l l e g e , I n d i a n o l a , Iowa

S io u x F a l l s C o l l e g e , S io u x F a l l s , South Dakota

Snead J u n i o r C o l l e g e , Boaz, Alabama S o u t h e a s t e r n J u n i o r C o l l e g e , L a u r e l ,

M i s s i s s i p p i S o u th e r n B a p t i s t C o l l e g e , W alnut R idge ,

A rkansasS o u th e r n C a l i f o r n i a C o l l e g e , C o s ta Mesa,

C a l i f o r n i a

S o u th e r n M e th o d is t U n i v e r s i t y , D a l l a s , T exas S o u th e r n M is s io n a ry C o l l e g e , C o l l e g e d a l e ,

T ennesseeSouthw est B a p t i s t C o l l e g e , B o l i v a r , M i s s o u r i S o u th w e s te rn C o l l e g e , W i n f i e l d , Kansas S o u th w e s te rn Union C o l l e g e , K eene , Texas

S o u th w e s te rn a t Memphis, Memphis, T en n e ssee S o u th w e s te rn U n i v e r s i t y , George tow n, Texas S p a r t a n b u r g J u n i o r C o l l e g e , S p a r t a n b u r g ,

Sou th C a r o l in a Spelman C o l l e g e , A t l a n t a , G e o r g ia S p r i n g A rbor C o l l e g e , S p r i n g A rb o r ,

M ichigan

S p r in g H i l l C o l l e g e , S p r i n g H i l l , Alabama S p r i n g f i e l d J u n i o r C o l l e g e , S p r i n g f i e l d ,

I l l i n o i s

1 5 ,4 , 5 , 61 2 , 3 , 4 , 5 , 6

1 2 ,3 , 5 , 62 A

2 4

2 Mr 5 62 3 5 6

1 2 3 4- ,5 ,61 2 3 4-,5Mr 5

1 2 3 4 , 5 , 61 3 5 61 2 A 5 ,61 2 5 61 3 M- 5

1 3 M 5 ,61 2 3 4 , 5 , 6

1 2 5 5 ,6

1 2 3 4 , 5 , 6

1 2 3 4 , 5 , 6

1 2 3 4 , 5

1 2 3 4 , 5 , 61 2 3 4 , 5 , 61 2 3 4 , 51 2 3 4 , 5 , 6

1 2 3 5 , 61 2 3 4 , 5 , 6

2 3 4, 5 , 61 3 5

1 3 4 , 5 ,6

1 2 4-i 5 ,6

1, 2, 5

157


S t e r l i n g C o l le g e , S t e r l i n g , Kansas 1 , 2 , 3 * 4 , 5 , 6S t e t s o n U n i v e r s i t y , De Land, F l o r i d a 1 , 3 , 4 , 5 * 6S t i l l m a n C o l le g e , T u s c a lo o s a , Alabama 1 , 2 , 3 * 4 , 5 , 6

S t o n e h i l l C o l le g e , N o r th E a s to n ,M a s s a c h u s e t t s 2

Sue B e n n e t t C o l le g e , London, Kentucky 2 , 3 , 4 , 5 , 6S u l p i c i a n Seminary o f t h e N o r th w e s t ,

Kenmore, W ashington 2Suomi C o l l e g e , Hancock, M ichigan 1 , 2 , 3 , 5 , 6Susquehanna U n i v e r s i t y , S e l i n s g r o v e ,

P e n n s y lv a n ia 1 , 3 , 4 , 5 , 6

Swarthmore C o l le g e , Swarthmore , P e n n s y lv a n ia 5 S y racu se U n i v e r s i t y , S y ra c u s e , New York 1 ,3*4Tabor C o l l e g e , H i l l s b o r o , Kansas 1 , 2 , 3 , 5 , 6T a l l a d e g a C o l le g e , T a l l a d e g a , Alabama 3 , 4 , 5T ark io C o l l e g e , T a r k i o , M is s o u r i 1 , 3 , 4 , 5

T a y lo r U n i v e r s i t y , Upland , I n d i a n a 1 ,3 * 4 ,5 * 6T en n essee Temple C o l l e g e , C h a t ta n o o g a ,

T en n essee 3 , 5 , 6T ennessee Wesleyan C o l l e g e , A thens ,

T en n essee 1 , 2 , 3 * 4 , 5Texas C h r i s t i a n U n i v e r s i t y , F o r t Worth,

T G 3C3, B 1- j 4" 3Texas C o l l e g e , T y l e r , Texas 1 , 2 , 3 , 4 * 5

Texas L u th e ra n C o l l e g e , S egu in , Texas 1 , 2 , 3 , 4 , 5 , 6Texas Wesleyan C o l l e g e , F o r t Worth, Texas 1 , 2 , 3 * 4 , 5 , 6T h i e l C o l l e g e , G r e e n v i l l e , P e n n s y lv a n ia 1 , 3 , 4 , 5 , 6T i f t C o l l e g e , F o r s y t h , G eorg ia 1 , 2 , 3 , 4 , 5 , 6Tcmbrock J u n i o r C o l l e g e , P a t e r s o n , New

J e r s e y 1 , 2 , 3 , 4 , 5 , 6

Tougaloo S o u th e rn C h r i s t i a n C o l l e g e ,T o uga loo , M i s s i s s i p p i 1 , 2 , 3 , 4 , 5

T r a n s y l v a n i a C o l l e g e , L e x in g to n , Kentucky 1 , 3 , 4T re v e c c a Nazarene C o l l e g e , N a s h v i l l e ,

T en n essee 1 , 3 , 4 , 5T r i n i t y C o l le g e , H a r t f o r d , C o n n e c t i c u t 3 , 4 , 5T r i n i t y C o l l e g e , W ashington , D,C, 2 , 4 , 5 , 6

T r i n i t y C o l le g e , B u r l i n g t o n , Vermont 2 ,5T r i n i t y T h e o lo g i c a l Seminary and T r i n i t y

C o l l e g e , Chicago, I l l i n o i s 1 , 2 , 4 , 5 , 6T r i n i t y U n i v e r s i t y , San A n to n io , Texas 1 , 2 , 3 , 4 , 5Tusculum C o l leg e , G r e e n v i l l e , T en n e ssee 1 , 3 , 4 , 5 , 6Union C o l l e g e , B a r b o u r v i l l e , Kentucky 1 , 3 , 4 , 5 , 6

158

I n s t i t u t i o n Dynes o f A sso c ia tio n

Union C o l l e g e , L inco ln , N ebraska Union U n i v e r s i t y , J a ck so n , Tennessee U n i v e r s i t y o f Cha t tanooga , C ha t tanooga ,

T ennesseeU n i v e r s i t y o f Corpus C h r i s t i , Corpus

C b r i s t i , Texas U n i v e r s i t y o f D a l l a s , D a l l a s , Texas

U n i v e r s i t y o f Dayton, Dayton , Ohio U n i v e r s i t y o f Denver, Denver , Colorado U n i v e r s i t y o f D e t r o i t , D e t r o i t , M ichigan U n i v e r s i t y o f Dubuque, Dubuque, Iowa U n i v e r s i t y o f Notre Dame, N o tre Dame,

I n d ia n a

U n i v e r s i t y o f P o r t l a n d , P o r t l a n d , Oregon U n i v e r s i t y o f Puget Sound, Tacoma,

WashingtonU n i v e r s i t y o f Redlands, R ed lands , C a l i f o r n i a U n i v e r s i t y o f Richmond, Richmond, V i r g i n i a U n i v e r s i t y o f S t . Thomas, Houston, Texas

U n i v e r s i t y o f San Diego C o l le g e f o r Hen,San D iego , C a l i f o r n i a

U n i v e r s i t y o f San F r a n c i s c o , San F r a n c i s c o , C a l i f o r n i a

U n i v e r s i t y o f Santa C l a r a , San ta C la r a , C a l i f o r n i a

U n i v e r s i t y o f Sc ran ton , S c r a n to n , P e n n s y lv a n ia

U n i v e r s i t y o f th e P a c i f i c , S to ck to n , C a l i f o r n i a

U n i v e r s i t y o f th e South, Sewanee,Tennessee

U n i v e r s i t y o f T u lsa , T u l s a , Oklahoma Upland C o l l e g e , Upland, C a l i f o r n i a U peala C o l l e g e , East Orange, New J e r s e y U rs in u s C o l l e g e , C o l l e g e v i l l e , P e n n s y lv a n ia

U r s u l i n e C o l l e g e , L o u i s v i l l e , Kentucky U r s u l in e C o l l e g e , C le v e la n d , Ohio V a lp a r a i s o U n i v e r s i t y , V a l p a r a i s o , I n d i a n a Vermont C o l l e g e , M o n tp e l i e r , Vermont V i l l a J u l i e C o l lege , S te v e n s o n , Maryland

V i l l a Madonna C o l leg e , C ov ing ton , Kentucky V i l l a M aria C o l lege , E r i e , P en n sy lv a n ia

1 , 2 , ? , 4 , 5 , 6 1 . 2 , 3 , 4 , 5 , 6

* , 5

12

1121

1

1

1111

1

1

1

1

1

2 , 3 , 4 , 5,65 .5

2 . 4 . 54 . 54 . 5 . 62 . 5 . 4 . 5 . 6

2 . 5 . 4 . 5

2 . 4 . 5

5 . 4 . 55 . 4 . 5 . 65 . 4 . 5 . 62 . 5 . 6

2 . 3 . 4 . 5 . 6

2 . 3 . 4 . 5 . 6

4 . 5

2 . 4 . 5

3 . 4 . 5 . 6

2 .3 .4 .5.64 . 53 .52 . 3 . 4 . 5 . 64 . 5

2 . 5 . 65 .62 . 3 .5.6 3 , 4 f52 . 4 . 5 . 6

4 . 5 . 62 . 3.4 .5 .6

159

I n s t i t u t i o n Tyrea o f A s s o c la t io n

V i l l a M a r ia C o l le g e o f B u f f a l o , B u f f a l o ,New York 1*2 ,5

V i l l a n o v a U n i v e r s i t y , V i l l a n o v a , P e n n s y lv a n ia 1 V i l l a Walsh C o l l e g e , M o rr i s to w n , New J e r s e y 6

V i r g i n i a I n t e m o n t C o l l e g e , B r i s t o l , V i r g i n i a 1 V i r g i n i a Seminary and C o l l e g e , L ynchburg ,

V i r g i n i a 2V i r g i n i a Union U n i v e r s i t y , Richmond, V i r g i n i a 1 V i t e r b o C o l l e g e , La C r o s s e , W isco n s in V oorhees School and J u n i o r C o l l e g e ,

Denmark, South C a r o l i n a

Wagner C o l l e g e , S t a t e n I s l a n d , New York Wake F o r e s t C o l l e g e , W ins ton -Sa lem , N o r th

C a r o l i n a 1W aldorf C o l l e g e , F o r e s t C i t y , Iowa 1W alla W a l la C o l le g e , C o l l e g e P l a c e ,

W ash ing ton 1W alsh , C o l l e g e , Canton , Ohio 1

Warner P a c i f i c C o l l e g e , P o r t l a n d , Oregon 1Warren W ilson C o l l e g e , Swannanoa, N o r th

C a r o l i n a 1W artburg C o l l e g e , W aver ly , Iowa 1Wayland B a p t i s t C o l l e g e , P l a i n v i e w , Texas 1Waynesburg C o l le g e , Waynesburg, P e n n s y lv a n i a 1 W ebste r C o l l e g e , W e b s te r .G ro v e s , M is s o u r i 1

Wesley C o l l e g e , Dover, Delaware 1Wesleyan C o l l e g e , Macon, G eo rg ia 1W e ss in g to n S p r in g s C o l l e g e , W ess ing ton

S p r i n g s , South Dakota 1West V i r g i n i a Wesleyan C o l le g e , Buckhannon,

West V i r g i n i a 1

W este rn M ary land C o l l e g e , W e s tm in s te r ,M ary land 1

Westmar C o l l e g e , Le Mars, Iowa 2W e s t m i n i s t e r C o l l e g e , F u l t o n , M is s o u r i 1W e s t m i n i s t e r C o l l e g e , New W ilm ington ,

P e n n s y l v a n i a 1W e s t m i n i s t e r C o l l e g e , S a l t Lake C i t y , Utah 3

W hee l ing C o l l e g e , W hee l ing , West V i r g i n i a 1W h i t t i e r C o l l e g e , W h i t t i e r , C a l i f o r n i a 1W hitw orth C o l l e g e , Spokane, W ash ing ton 1W i l b e r f o r o e U n i v e r s i t y , W i l b e r f o r c e , Ohio 1Wiley C o l l e g e , M a r s h a l l , Texas 1

65*6

5*6

5 , 6

**5

* * 5 ,6

* , 5**5*6

**5*65*6

* , 5 , 6* , 5* , 5 , 65*6**5

65 . 6

5 .6

5 .6

56**5

5 .6 6

5*6

5 .6**5* * 5 ,6

160

I n a t i t u t i o n Types o f Absqe l a t i o n

W i l l i a m e t t e U n i v e r s i t y , Salem, Oregon 1 , 3 , 4 , 5 , 6W i l l ia m Carey C o l l e g e , H a t t i e s b u r g ,

M i s s i s s i p p i 1 , 2 ,5 * 4 ,5 * 6W il l ia m J e w e l l C o l l e g e , L i b e r t y , M is so u r i 1 , 2 , 3 * 4 , 5 , 6W i l l ia m Penn C o l l e g e , O ska loosa , Iowa 1 ,3 ,5 * 6W il l ia m Woods C o l l e g e , F u l t o n , M is s o u r i 1 ,3

W ilm ington C o l l e g e , W ilm ington , Ohio 1 * 4 ,5W ilson C o l l e g e , Chambersburg, P e n n s y lv a n ia 1 , 3 , 4 , 5Wingate C o l l e g e , W inga te , North C a r o l in a 1 , 2 , 3 , 4 , 3 * 6W i t t e n b e r g U n i v e r s i t y , S p r i n g f i e l d , Ohio 1 , 2 , 3 , 4 , 3Wofford C o l l e g e , S p a r t a n b u r g , South C a r o l in a 1 , 3 , 4 , 3 , 6

Wood J u n i o r C o l l e g e , M a tb i s to n , M i s s i s s i p p i 1 , 2 , 3 , 4 , 3 , 6X a v ie r U n i v e r s i t y , New O r l e a n s , L o u i s i a n a 1 , 2 , 3 , 6X a v ie r U n i v e r s i t y , C i n c i n n a t i , Ohio 1 * 2 ,5X av e r ia n C o l l e g e , S i l v e r S p r in g s , Maryland 1 ,2 ,3 * 5 * 6Yankton C o l l e g e , Yankton, South Dakota 4

Y esh iv a U n i v e r s i t y , New York, New York 1 ,3 ,5 * 6York C o l l e g e , York, Nebraska 1 * 5 ,6Young H a r r i s C o l l e g e , Young H ar r iB , G eorg ia 1 , 2 , 3 * 4 , 5 , 6

Manning M. P a t t i l l o and Donald M* Mackenzie , Church Sponso red H ig h e r E d u c a t io n in the U n i ted S t a t e s (W ashington , D .C . : American C o u n c i l on E d u c a t io n , 1966) , pp. 230-247.

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