Postsecondary issues : action agenda for the eighties

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POSTSECONDARY ISSUES
Action Agenda for the Eighties
State of Georgia
Governors Committee on
Postsecondary Education

POSTSECONDARY ISSUES
ACTION AGENDA FOR THE EIGHTIES
June 1979
GOVERNOR'S COMMITTEE ON POSTSECONDARY EDUCATION Suite 808, 66 Luckie Street, N.W.
Atlanta, Georgia 30303 (404) 656-2526

(,( )\!E!{NOR'S C:O~1~lITTEE UN POSTSE(UN DAR Y EDt :CATI( )~, CUMMITTEE MFMm:RS

')
Bl~t t y Cilll1plJdl. Director Atlilnlil Areil Tpchnicid School Atlilnlil, (;l'orgiil
Hup~ Chilrlton, Dpim School of Educiltion Atl,mtd lJnivprsity Atlilntil, Ceorgiil
W. RilY Cleerp ViCl~ Presidpnt Valdosta Statl~ Collpge V,tldoslil, (;elJI'giil
LillTy Comer, President Metidux Corporiltion Anwricus, (;porgiil
Fletcher Coombs, Prpsidl~nt Mutuid Fpderill Silvings
& LOiln Assn. Atlilntil, Cporgiil
Alonzo A. Crim, Sllperintpndl~nt At Iim!;l Public Schools Atlilntil, C;PlJI'giil

David H. Cilmlmoll. Chilirll1iln Sl~nior Partner Cambrpll & ~v1ohle~' Atlimtd, Cporgiil
Millyjilne Austin, Vict' Chilirll1iln Dt~iln of ACilt!PlJ11C Affilirs Brunswick junior C{)lll~,gt, Bruns\\ick, C;PIJr,giil

CilmprIJn Fincht'r, Dirt'ctor Institutp of Higher EduciltiIJn UniHrsity IJf Ceorgiil At 11t~ns, Cl~orgiil
EI isillJtd h Hd rmiln Purchilsing Agl~nt SIJuthwire Intern,lIiIJnill
CorplJra tion CilrrIJl1 ton, C;PIJrgiil
H'll'IJld MIJrgiln, Ovvner Wilshington Equipment COIl1P,ll1~' Tennilk Ceorgiil
Judith Princp, Assislimt Vice Pn~sident for ACddpmic Affairs
Wesleyiln CIJllege Macon, Ceorgiil
Lindil Pruit t Edrly Childhood Educiltion
CIJnsultdnt Jilsper, Ceorgia
john T. South, Prt~sident Draughon's Junior College
of Business Silvilnnah, Ceorgia

CotvHv1ITTEE STAFF
[)ilvid M. tv1orgiln, Stid'f Dirt~ctor Pauline D. Pill mer. Planner DtolJOrilh B. Youn,\.;, Secretilry
Dilniel Burns, Senior Plilnner Bonnie Bragg, Secretilry Jiln Dillard, C;on~rnor's Intern
ElizillJeth Farokhi, Consultanl Milrgilret Sullivan, Consultill1t

3
DEDICATION
This report is dedicHted to the memory of
Dr. Mary jane Austin
who served as the Commit tee's Vice Chairman until her death on May 11. 1979, and who in both spirit and action exemplified the new perception of postsecondary education.

ACKNOWLEDCMENTS
The work of this Commit te could not hilve been acomplished without the valuabl(~ assistance of the agl~ncies dnlr organizations repI'f~senting all four seclors of postsecond,lry education. and tlw many individuals representing institutions throughout tlw stall~. It is impossible to list dll of those vvho cooper,lted with and supported the dforts of this 4 Committee: however. tlw Committee wish(~s to expn~ss its particuLlr appreciation to the State Board of Education. the Georgia Department of Education, the Board of Regents of Ihe University System of Georgia, the Association of Priv,Ite Coll(~ges and Universities in Georgia. the Georgia Priv,Ite School Association. the Georgia Educational Improvenwnt Council, the Southern Region,d Education Board. and the Education Commission of the States. The Committee also is indebted to the many experienced professionals and citizens who participated in and contributed to committee nwetings and n~gional conferences by providing information, insight. and analysis of issues for this study.

TABLE OF CONTENTS
LI'tlpr (J! Tr,lnsll1iltill ISSUI's
Introducti(Jn P(JstsPc(JnlLlry Educati(Jn in (;p(Jr,~iil ISSIW Idpnli!ic,Ili(Jn P(Jstspc(Jnd,lry Educilli(Jn IssuI~s
Issues in Pprsppctivp
A New Pprcepli(Jn (J! P(Jstspc(Jndary EduCilli(J!l
P(JslsPc(Jndar\' Educilti(Jn (;(J,ds C(Jll1ll1unicat i(Jn 'Illd C(J(JpI~rati(Jn AssI~ssing E!llPrging Issups Etficienc\' 'lnd Etfecli\'I'ness in Ihp lisl' Iii Public H,I'SIIIlITI'S Adl'qllilC\ (Jf Fllllllin,~ Effl'lli\p Flln(lin~ a!lil fllJ(I,~I'lln,~ ILlsjc S"ills
/\n Ad\'is(JI'\' C(Jl11ll1issi(l!l fill' P(Jslsl'cI)ndaI'\ Edul:ilti(J!l
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.. It is important that students graduating from high school have a wide range of postsecondary options ... It is also important that each option provides an excellent educational experience ... .. Today our postsecondary institutions face a more diverse group of students than ever before. How can our institutions work together to provide for the needs of these students? ... We all have a common goal. .. The public fully supports education in this state. I think our legislature will continue to support education at all levels... We must do the best job that we can with the money that will be made available to us in the public as well as the private sectors. .. I would like for you to determine what the problems are, where our greatest needs lie, and what should be our priorities.
Governor George Busbee June 30, 1978

Governors Conunittee on Postsecondary Education
66 Luckie Street, NW: Suite 808, Atlanta, Georgia 30303 (404) 656-2526
7
June 11, 1979
The Honorable George D. Busbee Governor of Georgia State Capitol Atlanta, Georgia 30334
Dear Governor Busbee:
I am pleased to hand you herewith the Report of the Governor's Committee on Postsecondary Education, "Postsecondary Issues: Action Agenda for the Eighties."
In response to the mission which you described in establishing this Committee, our study has identified pressing issues in Postsecondary Education in Georgia, and our Report proposes an agenda for action which we believe will prepare Georgia for the challenges of the 1980's.
The issues which we have identified are those which the Committee unanimously found to be matters having Statewide import, and the highest priority. For the most part, these issues transcend limited and sectorial concerns. Beyond them, literally dozens of other concerns, of more limited application and, in our view, of less urqency, were expressed before the Committee. As to many of these concerns, we felt that their solution should naturally follow the solution of the priority issues identified in Our Report. A record of these additional issues may be found in the permanent records of the Committee.
Let me emphasize that simply because th is Report is devoted to problems and concerns of Postsecondary Education in Georgia, it should not be concluded that this area of our State's educational system is in poor health. On the contrary, as indicated in our Report, we feel that the general condition of material and human resources in this area is healthy, and provides an excellent base for the pursuit of excellence in the future.
The Report which we are handing you represents the work of a skillecJ and dedicated group of Georgia citizens, the members of our Committee, and its very able staff. In addition, we have been aided by well-informed and sincere support from representatives of all four sectors of Georgia's Postsecondary Education system, as well as from many individual citizens who are interested in Georgia's future.
May we also express, as Georgians, our thanks to you for the leacJership which you have provided in this effort to build a better future for all Georgians.
Yours Sincerely,
~.A> If-. ;C:~J~/J-/_
David H. Gambrell Chairman
DHG:dy
Enclosure

George Bu,bee, Governor

David H. Gambrell, Chairman

Dr. David M. Morgan, Staff Director

ISSUES

-------l A New PerceptIOn
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Postsecondary Goals

Communication

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Emerging Issues

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Adequacy of Funding

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Advisory Commission

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Efficient and Effective I is;:-of Public Resources

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AGENDA

A New Perception
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Develop Postsecondary Goals
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Provide for Assessment of Emerging Issues
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Evaluate Economic Trends
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Improve Basic Skills

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Provide a Forum
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Efficient and Effective Use of Public Resources
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Evaluate Funding Policies
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Promote Career Awareness
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INTRODUCTION

When the Governor's Commillee on Postsecondary Education was established in June 1978, it had the unique opportunity or accomplishing what no previous educational commissions in the stale had ever attempted: identirying the concerns whir.h Georgia r.itizens have about the total postsecondary educational 10 system-including both public and private, and collegiate and vocational aspects.
This report is a synthesis or many, and sometimes conricting. viewpoints or prorpssional educators. government orricials, and r.ommunity leaders in business, industry and civir. organizations. as well as concerned parents and students. Problems vvhich were identiried have been r.Hrerully Hnalyzed rrom the standpoint or their relHtionship to postsecondary educHtion resources. mHnHgpment Hne! organizHtion, and policy Hne! planning, Hnd then grouped into priority issues which r.Hn be Hcted upon by state policy-mHkers.
Sincp thp Committee's purpose WHS to identiry citizen concerns Hnd problem Hreas, thp report necessarily rocuses on areas which need improvement. This emphHsis should not be interpreted to nH'an thHt postsecondHry programs and institutions in Ceorgia arc inadequHte. As H milttpr or rHct. the Committee vvas plpased to

discover many impressive Hr.hievements or institutions in providing educiltional opport unit ies ror citizens.
For eXHmple, GeorgiH's University System WelS round to be well-conceived in design elne! geographic distribution. Also, having H single governing bOeln! responsible ror \irtuHlly all or the state's public colleges, Georgia has not experienced the intense compltition ror runds Hssociated with a multitude or public institutions, Hcting independently, or or several competing boards. The System pioneerpd remediHI educeltion programs which allow students to improve their basic pducationell skills upon entering collegp. It has ellso devploped H uniqup rising junior test vvhich evaluates students' basic skills midway in a rour-YPar program. Grelduate and research programs in the stelte's public colleges haH also achipved national distinction, and this Committee belipves it is important to continue a high commitment or support or thpsp programs.
Thp Committpe has Hlso obsenpd th,lt Cp'llrgiH has Hn excellent Il(!t work or wp.IIdistributed public arPH vllcation,l!tpchnical schools. These schools 'v\ere constructed al a critical jwriod or Ceorgia's developmpnt. Since new industry relics on a pool or skillpd worhrs. this nptwork hHs contributed to\\'Hrd

much or the tremendous increase in the state's economic development activity.
The stHte's private colleges have relt thp pressures or current pconomir. conditions, yet they hHve met Ihis pressure with renewed vigor and have developed innovativc and creative programs, Thl Committee SH\\' eXHmples or incrp.Hsing cooperative errorts Hmong some or these institutions, and there is pvidence thHt somp schools are instituting 10ng-rHnge planning errorts thHt \\'ill improve their rinHncial standing in the ruture.
The proprietary sector was seen to have pXlraordinary capability to respond quickly to unique postsecondary needs wi th grea t f1~xibility. This spctor has addp.d imporlant pducat ional rlsourccs tot he s ta I!l.
Thp combination 01 ,l!1 rour spctors has grl'Htly enhanced the access or tJl(' slHte's citizens to posts~condary ~ducation. This accessibility is vital to Gp.orgia's rut u re.

11

Major issues which need to be addressed, and agendas for action in the immediate future are capsulized at the front of the report. Following this is an overview of Georgia's postsecondary educational opportunities which describes the principal characteristics, governance and enrollments of all four postsecondary sectors and briefly summarizes other types of programs available in the stale.

Detailed issue statementspreceded by a section which describes the process through which issues were determineddescribe major problems, show what. if anything. has been done to remedy them. indicate principal improvements needed. and propose recommendations for action.
Appendices to the report provide listings and locations of the state's postsecondary education institutions. Committee working papers and at her supporting data concerning both these institutions and identified issues may be found in supplementary documents prepared by or for the Committee and which are available in the Committee office as indicated in Appendix G.

POSTSECONDARY EDUCATION IN GEORGIA

MAP I GEORGIA'S POSTSECONDARY EDUCATIONAL SECTORS* 1979

... PROPRIETARY SECTOR (State-Approved)
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of students is found attending thl~ public colll~giatl~ sector (see FigLll'l~ 1). The proprie1;lr~' sl:clor hils Ihl: smilllest I:nrolJmenl. bul hils the lilrgl'st numlwr of institutions (see Figure 2). However, it should lJP noted Ihilt thell J i1pprovl~d schools ,lI1d coliI' ge sin t his s I: c tor re p IT S I: n t on Iy il po r Iion 0 f pro p r ie 1;1 r~' education in C;eorgiil. Tlw public i1nd privil!l~ colll:giiltl~ sectors are equally divided in Ilw numbl:r of instil utions.
Figure 1 Enrollment in Georgia's Postsecondary
Institutions, By Sector, 1978-79.

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Figure 2 Number of Georgia's Postsecondary
Institutions, By Sector, H178-79.

Propriet ary Sector 13,852 (7'1.,)
S"urces:
HEelS XIII. estimated ligurtls f"r Fall 1978; Ce"rgia Stilte Departllwnt of Educ,lli"n. Office "f Vocati"nal Educiltion, Jalluary to, 1979: Deparlnwnt of Educati"n's 1979 list "f in-state inslitutions approved under the Ceorgia Proprietary Sch",,1 Act.

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GEORGIA'S PUBLIC COLLEGES AND UNIVERSITIES 1979
JUNIOR COLLECES [Hl) SENIOR COLLECES (14)
* lJNIVERSITIES [4)

PUBLIC COLLEGIATE SECTOR

Thl~ public c()lll;gi,lll; Sl'ctm IS

()np ()f tlH; lllilj()r sp,gnwnls ()j

C:c()rgill's dcgrcc-gl'dllting

instituti()ns, Thl'rp ilrl; :14 c()lll:gl;S

,Ind Ilni\l'rsitil'S lhill SI'l'\I;

Cl'llrgiil's cili/,l;ns \vh() Chll()SI' t()

ilttl'nd il publir:l\-c()ntmlll'd

instituti()n ()f highl'r pduciltilln

\\hl,rl' instrucli()n. l'l:sPill'l:h. ilnd

CIII11ll11Init\ SI'l'\icp ,11'1' Ilw

princip,d missi()ns, Thl'sl' sc!lI){IIc.

,!l'I; l()c,!lpd thrlluglwut thp sl,lil'

1:1

ilnd c()nsist ()f Hi junior l:olll;gl's.

14 sl;nior colll'gPS*. ,llld I'our Uni\l~rsitil:s [spp Appl;ndix 1\1.

EXCl'pt I'm lJt>kil!b COll1ll1unit\

CoIIPgl:. Ihl; public colll',giiltp

instituti()ns ill'l' undpr thl:

jlll'isdicti()n ()f 1111; lJnivprsil\ S\'Stl~ll1 ()I' CI:()rgi'l. \vhich is c()ntr()llpd 11\ thl; !3()ilrd ()f

H.I:,gpnts. Dd<,dh C()ll1ll1Unlt\'

CIJl!I'gl;. f()UIllll:d in ISH):l. is I()c,dh'
c () n t I' () II P d h \' t hpJ) I>J< ,d 1J C () II n 1\ B()ill'd (Ji Educ,!lilll1. ,11111 is Ihl'

()nl\ instituti()n I'I'cpi\ing Slilll'

,lid undl'l' tlw juni()1' Colll;gp 1\cl ()f

H);jH.

Thp g()vPl'l1ing P()WI'I'S f()r thl'

lJni\Pl'sit\, Svsft'l11 ()f Cp()rgiil ill'l;

\'pslPd in il B(),lrd ()f Rl;,gpnts

which W,IS pstilblishpd b\'

c()nstituti()n,d illl1pndnwnt undl'r

thl; Rp()rgilniz,lti()n /\ct of t9:11

(1\rticlp VIII. Sl'cli()n IV) th,lt

ilulh()rizPd iln ()vl:r,dl

rl;()rg,lllizilti()n ()f tlw Stiltp

g()VI;rnI1Wnl. Thl; I1H'mhprship ()f

*111I,11Idl's S1I1I111I'1'11 'j'1'1' It 1111 It! 111Slllllll' "lti,1t is 1II'<1II'd ill \1,\1'11'11<1 lind is <1 lInil
oj lill' 1':Jl~iJ]t'(\l'il1,~ C()lll',~t' of Ihl' (;t\()J',~ii\ Inslllllll' III TI"ltlllllllc;\

the Board consists of 15 persons. Kennesaw College. is present Iy

one from each of the 10

converting to a four-year

congressionHl districts and five

instil ution.

from the state-at-Iarge. who are

AI! of these tax-supported

appointed by the Governor. with colleges Hnd universities provide

the consent of the the State

education beyond high school

Senate. for seven-year over-

through a variety of programs. At

lapping terms. The Board of

the junior college level. there are

Regents is responsible for all

one-year certificate programs in

aspects of the University System's such areas as data processing.

operation and development.

marketing. secretarial or clerical

which include policy-making.

sciencp: joint programs with

planning. budgeting. program

several of the area vocHtionHI-

16 review and approval. employment technical schools in such areas as

of personnel for institutions.

drafting Hnd design technology

establishment and organization of and welding: two-year career

institutions of higher education. programs that are designed to

establishment or discontinuance

prepare students for immediate

of courses. and addition or

employment in such areas as

abolition of degrees. The

dental hygiene. nursing.

Chancellor is the chief executive secretarial st udies. teacher

officer of the Board and the chief assistants. fashion merchandising.

administrative officer of the

and medicill administration: and

System.

transfer programs designed to

The present 33-institution

prepare sl udents for st udy

University System evoh'ed from beyond the junior college le\'el in

an Hssortment of 26 state. local. such ilreas as Hgriculture.

and privately-supported

criminal justice. biological

institutions. each of v"hich was

sciences, education. technology,

gCl\,erned by a separate board of

truslees. After the c~stablishment

of the Board of Regents. some

institutions were closed. others

were consolidated. and new ones

wc~re constructed. The University

of Georgia. which is 194 years old.

is the oldest institution. Hnd

Waycross Junior College. which is

nearly four years old. is the'

youngest. The most recent growth

occurred from 1962 through 1975.

when 12 junior colleges were

added to the University System.

One of these junior colleges.

journalism, business administration. forestry. and urban life. as well as general liberal arts.
The senior colleges provide the traditional liberHI arts progrHm as well as programs for speciHlized areas such as health care educiltion. agriculture. and pre-professional trHining.
The universilies provide undergraduate degrees-both associilte and baccalaureHte-and graduate degrees in a wide array of programs such as industriHI management. engineering. architecture. urban life, nursing, music. and public administration. The professional schools of law, medicine. dentistry. and veterinary medicine are also located within the university segment. Georgia's only school of veterinary medicine is located in Athens al the University of Georgia and provides training for GeOl'giH residents as well as some out-of-state sl udents. The only comprehensive engineering school

in the state is locH ted at Georgia enrollment peaked in 1975, there

Institute of Technology in

were-approximately 82,000 more

Atlanta, which also maintains a

students than in 1965, or a 136

unit of its Engineering School at percent growth increase. Sinr.e

the Southern Technical Institute, 1975, the enrollment has

a four-year institution, in

fluctuated but enrollment figures

Mariella.

for all years are higher theln

All of the publicly-supported

before 1975. The lotal collegiate

colleges and universities have

enrollment has proportionately

implemented within the past few been greater for the public sector

years a special st udies program

since the 1960's, though in the last

designed to assist students who

t\\'o yea rs it has dec rea sed from

do not meet the academic

82 perr.ent to 80 percent. The

requirements for regular

largest enrollments have been

17

admission into the college. This

concentrated in the universities,

program includes non-r.redit

where in 1978 approximately

courses for st udents who, upon

56,000 students were enrolled,

successful completion, arc eligible while about 48,000 st udents and

for admission into a regular

nearly 32,000 st udpnts,

degree program of college-r.redi t

respectively, allended the senior

work.

and junior colleges during that

The public collegiate ser.tor in

year.

the Fall of 1978 provided

educational opportunities to 80

percent of those attending

Georgia colleges. Enrollments

wit hin this sector (see

Figure 3) have steadily inr.reased

since the mid-1960's. When the

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* W9,755

GEORGIA'S PRIVATE COLLEGES AND UNIVERSITIES 1979
P JNICm COLLECES (9)

SENIOR COLLECES AND IINIVERSITIES (22)

* CRADUATE SCHOOLS ONLY (:J)

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PRIVATE COLLEGIATE SECTOR

Pri\dtl' 1:111I1',~I'S ;;Ild

1IIli\l'l'silil'S ilisil prtl\ 1(11' dl'grl'I" ,~rilillill,~ !HISISI'l:lllld,!1'\

l'dlll:,!lillll IlppllrlLlllllil'S III 1111'

slilll"S 1111/'1'IlS, TIII'SI' illslitlilillllS

<iI'I' llldl'pl'llIll'llll\ ,';II\I'IIli'd dlld rl'I:I'i\l~ IllIlSt II! Ihl'ir slIppllll 1IIIlll

Illilillll i11lt! pI'i\illl' SlllliTI'S,

Thl' pri\dll' Sl'l:tllr ill AIl1I'1'il:d,

dlld ill (;1'111 ,'liil h,!,s 1l!\\d\S hl'I'1l iI

pilllll~I'rill,~ dlld d\lli1111il: IOl'l,l' ill

1~)

1111' dl'\ldllp!l1I'lll II! Illlk,~I's dlld

1IIli\I'rsitil'S, II hilS 111'1'11 dl'Sl.ilhl'd

dS dll illdispl'IlSdlJiI' 1'11'1111'111 lJi

highl'r I,d 1I1i11 illIl I h,! I ildds

di \1'I,si 1\', 1lIII'I's 1:IlI11PI~1 il illll, prll\idl~S iI CI'IlII'r IIII' ill:i1dl'l11il 11'I~I~dlll11 1'I'lllll\'l'd Irlllll pllii t il:ll! inlllll'llt:l" is dl'l~pl\' t:llllllllilll'd III lilJl'r,l! Il'ilrning, is 1:IIIlI:I'rnl~tI Illr
hUIl1i1llil\' iI III I illtli\itlu,l!
pl'rslln,i1il\, SI~ls SlillllLlrds,

prll\idl'S l'dul:illilln II'iltll'I'ship, ilild SiI\'I~S 1111l1l1'\' 101 lilXp,l\I'rs.

TillS SI~IIIII' ill C:1'III',~iil CIIIlSisls

III :14 illSlilulillllS (SI'I' ApPI'lldix C) \\hich illl:ludl' llinl~ junillr cllllI~gl's, 22 sl'nillr 1:1l111',~l's ilntl

ulli\l'I'silil'S, lind Ihrl'I'

inslitulillllS Ih,I1 prll\itll' Ilnl., ,~rilduilll' I'dUCillillll, 01 ilil Ihl'sl'

pri\illl'l\gll\l'rIli'tI illSt i lut illns,

Ihl' 1l1,ljllril\ ,liT I:hllrchrl'lilll'd

\\hill' tlIi' rl'll1llilling Clllll'gl's ,11'1'

indl'pl'ntll'nll\ cllntrlllll'd, E,lI:h III

1I11\\,ml R. 1l1l\\I'n "[HI jllhn \\' \linll'l,
)'I[\U/" //ld"'1 ErI[" III/(i/l. F[I.'/ .\111111111
111'1'111/ 1111 F,I1(II".1111 11 1Ir1 /:rlUIUlllIllrrl
TII'lIr1., III 1/11' 1'1/\1111' ,'11,,1111 III . \1111'1'/111/1
Ill.~lrl'l ErI[/I'rJlI<JII, I.'};'.,. Wdshingl<Jn. !l.C: Associiltioll of Atllf'ricilll Col]pgl's. 1~)7,~l.

the institutions has its own

controlling board of trustees or

board of directors. The member-

ship for the respective governing

boards varies in number from

nine to 36 persons. Over half the

boards of trustees have members

from allover the United States,

with some including members

from Canada, while the remaining

colleges maintain their trustee

membership solely from within

Georgia.

20

Unlike the public sector, there

is neither a state governing board

nor a state coordinating body to

oversee the affairs of the private

institutions. The state has

traditionally exercised little

control over private college

operations. This control has been

confined, since 1937, to

authorization of the State Board

of Education 10 approve charters

for private degree-granting

institutions. However, a recent

state law, the Postsecondary

Education Authorization Act of

1978, strengthened and expanded

the authority of the State Board of

Education to prescribe standard

requirements for the private

colleges and universities. Since

this Acl primarily affects

institutions which are less than

ten years old, actual state

regulation and control over most

institutions in this sector is

minimal.

Georgia's private collegiate

sector has a long and rich history,

dating back to the early 1800's.

The oldest institution, Columbia

Theological Seminary, is 151

years old, and the youngest, Mercer University of Atlanta, is 15 years old. In fact, the oldest chartered female college in America is Georgia's own Wesleyan College. Nearly 60 percent of the independent colleges were founded during the nineteenth century. These included all of the single-sex institutions-of which there now remain one male and five female colleges-and seven predominantly black insti tutions.

Today the major group of black institutions form the unique Altanta University Complex, which consists of six separately operated colleges. Each of the ins tit utions is organized independently under its own board of trustees, and has its own administration and distinct individuality; but through their common affiliation, overlapping of work is eliminated, all facilities are utilized and available to all students within the complex, and

theology. Two of the private

significance than this long-term

uniVErsities. Emory and Mercer.

increase. however, has been the

provide much of the professionrll enrollment stabilization in this

trHining. Emory University

sector, beginning in 1973. This

maintains a law school, dental

was the same year that Georgia

school. medical school, and

initiated the Tuition Equalization

theology school. Mercer

Grant program, which provides

University provides professionHI grHnts to Georgia residents

training for lawyers and

attending in-state private

pharmacists. A medical school is colleges. Begun at a level of $400

presently being developed at

per HCHdemic year for freshmen

Mercer University in MHcon.

and sophomore students only.

Hnd at Morehouse College. within the AtlantH University

aCHdemic year grants of $600 are

now aVHilable to all under-

21

Complex. Emory and Mercer

graduate students. in addition to

Universities nlso are the only

Summer term grants rHnging from

private schools in GeorgiH that

$200 to $300. Since 1973. private

maintain branch campuses.

colleges have attracted an

Emory's branch is a junior college increasing share of the total

located in Oxford, Georgia. while collegiate enrollment.

Mercer's branches are both

At the private colleges and

locH ted in Atlanta-one of which universities, the tuition r:harged

is a three-year school of pharmacy the students provides more thHn

and the other a four-year liberal half of the institutions' operating

arts college.

funds. Tuition and fees in the

Enrollment varies at the private current academic year range from

institutions from 180 students at $675 per year at a junior college to

one junior college to nearly 7.500 $3,750 pf'r year at one university.

students at one university.

The average cost of tuition for a

According to the preliminary

student attending a privat(~

teacher and student exchanges are estimates of Fall 1978 [see

institution in Ceorgin is

H common occurrence.

Figure 3), the collegiate

approximately 5>1.931 p(~r year.

Most of GeorgiH's private

enrollment for the private ser:tor

In 1968. Georgia private

colleges rind universities are

totalled 34.160 students. or 20

colleges founded the Association

residential and are located

percent of the toted coll()giate

of Private Collegps and

primarily in the northern section enrollment in the state. This was a Universities in Ceorgin for tlw

of the state, with nearly half in the 10 percent increase over the Fall purpose of furthering the

Atlanta metropolitan arCH. All of 1975 enrollment of students. Since de ve ]opmen t of qua Ii I Y highe I'

the schools oller diversified

1965. there has been a continual education throughout the state.

programs of st udy, rHnging from increase in the numlwr of students The Association is comprised of

the trnditional liberal Hrts

(with only two minor reversals- all 25 fully accl'(~dited.lilH'rillarts.

curriculum to industrial nrts, and in 1967 and 1970), with the totnl degree-granting private (,ollpgps

some offer professional degrees in increase amounting to nearly

(located on 28 campusps) in the

law. medicine. dentistry, and

12,000 students. Of more

5ta te.

GEORGIA'S PUBLIC VOCATIONAL-TECHNICAL SCHOOLS
* 1979 STATE BOARD SCHOOLS (2)

o AREA VOCATIONAL BOARDS [7)

LOCAL [CITY OR COl INTY) SCHOOL BOARDS (17)

o ADULT (NllRSINC)
EDUCATION CENTERS [4)

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PUBLIC VOCATIONALTECHNICAL SECTOR
Thl~ puiJlic \I)I;i1lillllill-II'chllic,I1 SCCIIII' or pIISlsl'I;Ondill'\ I'dllcillion p]'()\iIlI's PI'Il,~I'i1I11S dl'si~!lI'd l~spI'ciillh' I'llI'I hi' sliI 11"s ci I iZl'llS sCld\ill,~ 11',lilling ill Ihl~ skilll,d 1I',!dcs, ACClll'dill,C', III Ihl' jq7li
Aml~ndlJ1l'nts III 'lilli' ! 1:1 Ihl' ISH):;
Vllc,!lillnill l\cl. \IICillion,I1 I,duc,llillll cilnsisis III 111'.~'lI1izl'd pl'llgl',lms thill ill'll dil'ccll\ I'I'L!lcd I Il I h c p]'(' PiI rill ill n Il lin d i \' i d Uill S IIlI' p,!id Ill' UllPilid I'mplll\llwlli. Ill' lor i1ddilillnill Pl'cpill'i1lion IIlI' iI Cill'l'l'!' I'I'quil'in,~ Illhcl' Ihilll iI iJ,II;C,dilUI'Cilll' Ill' i1d\'ilnCIId dC.~l'I~I.
Thl' Ilpplll'lUlli I \ I II ICill'n iI 1J1i1l'kl'liliJlc skIll III' impl'llVI' ,111 pxisl ing lilli' is pl'll\idl~d III C;clll',~iilllS I hl'llugh iI nel \\Ill'k III posl seClllld,II'V \IlCiI I iIJl1,I1Ipchllic,I1 schllilis i1dmillislcl'l~d iJ\
1111' C;IIIII',~iil Dcpill'tmclli 01
Edllcillilln undcl' Ilw policil's III Ihl' SlilIII !lll,ml III EduCiltillll [,I1SIl
design,ilpd i1S Ihl' SI,llli HOill'd 01
Voc,ltiOllill Educiltilln). Thel'c i1l'1' :10 \llcillillllill-lllchniull scllIIllls I'I'ildi!\' ilC(;('ssiiJlII III C;IIIlI',~i,lns Ihrtlugllllul Ihl~ Slilll' (SCII APPII!Hlix [)), T\\1l III Ihl'Sl' sclwols. Nlll'lh C;clll',~i,1 i111d Sllulh C;I'III',C',iil Tcchllicill-Vllcillillllill Schllols. SI'I'VI' 1111' linlil'l' popul,ilillll III Ihp SI,III~ ilnd i1I'I' IlpI'!'i1tcd ililil Cllllll'lllIl,d sllll'!\ iJ\' 1111' St<lll'. Thn ,dSIl pl'll\'ide 1111' Ilnh \'IICillillllill-II'chnilill l'I'sidl'llli,d Iilcililil's iI\iliLiiJll' ill thp sliill', The I'eillililling 2H
schllilis ill'P 1l!1I'1'i1led In l'ilhl'l' ,1
loc,d [cil\' Ill' CIIlllllvlll1' i111 ,1l'l'iI

sch(J(J1 l)(lill'd. C:uITI~nll\. 1111'1'1' dl'l' nil luiti(Jn chill'.L:pS ill ill1V (Jf Ihl' v(Jcilli(Jnil! sch(J(Jls f(J1' CI'(Jl'giil
I'esidpnls. il!th(Jugh iI SIlliill Cjudl'll'l'l\ fee is chdl'gl~d I(J C(J\'I'I' minimulll c(Jsls f(J1' supplil~s, H(J\\,I'vPI'. SPl'i(Jus c(Jnsidl'l'illi(Jn is IJpin,L: gi\'I~n t(J inilidlin,L: luiti(Jn in tl1l' futul'P.
Wilhin Ihe \111:ilti(Jnil!-II'chnicid sch(J(J1 npt\\(Jl'k. thl~l'l' ill'l~ Iflul' ildull \(Jcilti(Jnil! cI~nll'l's \\hich f(Jcus (In nUl'se tl'ilinin,L: ilnd
pl'(Jgl'ilIllS in (JIll' I(J fi\'(' diffpl'l'nl hl~il!th fildds. '1'111' I'I'Illilining ~() sch(Jllls (Jffel' i1 \ill'il~l\ IIf full-lime pl'epill'ilt(JI'\' Cl1UI'SI'S in f(Jul' gl~nl'l'il! ill'l'ilS (Jf lechniciil. skilll'd. lJusi ness. ilnd hl'il! I h (Jccup.lli(Jns. Thl' CUl'l'icuLI. \\hich l'iln,L:I'S Ir(J1l1 fi VI' t(J ~:i dilfl'l'l~nt fildds. ill'l' lJilsl'd (In I(JCil! dpIllilnds. nl'l'ds. ill1d illJilit\, t(J finilncl' pl'(J,gl'ilIl1S.
Nl'ill'lv ilil (Jf 11ll' \IICilli(JniJlIpchnicil! sch(J(Jls (JIII'I' I I'ili ning in Cllsll1pl(Jl(Jgv. pl'ill:lil:ill nUl'sin,~. SI'cl'l'lill'iiil scil'ncc. mill:hinl' sh(Jp. ilIHI dillil pl'(JcI'ssing. Als(J
int:ludl'd ill'l' such IIICilih dl'sil'l'd tl'ilining pl'(Jgl'ilillS ilS f(J(Jd Sl'l'viCI's. ll1ill'kl'lin,~ il11l1 Sil!I'S. ,~I'ilphic ill'tS. child dl'\ld(Jpn1l'nt. ph(Jl(Jgl'ilph\'. plull1lJill~. (Jl'nilll1l'ntilJ h(Jl'liculluI'l'. cusl(J1l1
dl'l'ssmilking ill1d tilil(Jl'in,g. 1>!I'I:tl'iciil linl'smiln. civil l'n,~incl'l'ing I!'chn(JIlIg\. illHI flll'l'sl hill'\l~slin,~ 11'I:hn(JII1,~V,
Thl' pl'(J,gl'ilms I'iln,gl~ in II'ngth fl'(J1l1 Ilnl~ CjUill'll~1' (I',,~ .. dil'\;II'\' ilidcl I(J I'ighl Cjuill'll'I'S (I'.g .. n1l'dicill Ll!)(ll'illlll'\ II'chn(JI(J~\). E\'pnin,g I'xtl'nsilln cLlsscs ilIld sh(JI'I-II~l'm c(Jul'ses ill'P "ls(J

(JIII~I'I'd (In cilmpus Ill' in IWill'lJ\ Clllllnllll1ilil'S f(J1' 111l' plll'pllSI' II! pl'l'pill'in,~ indi\iduil!s f(J1' iIllnwdiiltc I'Illpl(Jvn1l'nt. (Jf
upgl'ilding Iheil' skills f(J1' pxisling j(JlJs. Ill' PI'I'pill'in,~ Ihl~m fill' l~mpl!l\ml~nl in l'l,LIlI'd (Jccupilli(JniJl fildds.
Thl'l'l' pulJlil: junilll' c(JIII~gl~s, llilinbl'id~l'. Dil!l(Jn illHI Bl'uns\\ick. hil\I' l'slilhlisl1l'd
\(Jcilti(Jnill-II'chnicill pl'(Jgl'ilnls ilS
il di\ isilJl1 (Jf Ihl'il' inslituli(Jns.
Thl'sl' pl'(Jgl'illllS ill'l' finilncl'd j(Jinth IJ\ Ihl' !l(Jill'd (Jf RI',~I'nts Iii Ilw llni \t'l'si 1\ S\'SII'IIl (Jf C:I'llr~iil ilnd Ilw Stilll' Ililill'd (Jf Educillilln. DI'[(idlJ /\1'1~il Vllcilli(Jn,J! Sch(J(J1 in CL!l'ksl(Jn jililll'd \\ilh 1111' [k[(illh CIIIlII11uni I \ C(JIII'gl~ in I q7~ ilS il di\isilln (Jf Ihl~ c(JlIl'gl~: h(J\\I~\I'I'. il slill 1'1~\;lins il SI'Pill'illp ildministl'ali\c idl'ntil\' Ihl'(Jugh iI SI~Pill'illl' fl'l' stl'ucluJ'(~ ilnd funding Ihl'(Ju~h thl' Slilll' \l(Jill'd (Jf Ed uCill i(JIl, ()I hI'!' c(JIII',~iilll' insliluli(Jns Illililllilin 1:(J(Jpl'l'illi\I' PI'IJ,~l'ilIl1S \\ilh IlI~ill'lJ\ \IICillillllillIl'chniciil sch(J(Jls. SI'\t'IlII'I~n
public ilnd Pl'i\illl' inslilulillns hil\I' dl'\ld(Jpl'd il,~I'I'I'IllI'nls \\hl'l'l'll\ sludl'llls Cilll (JiJ\;lill Ilnl' (JI' 1\\II-VI~ill' CI'l'lificilll~s ilnd. ill 111l' Silnll' lim!'. (JiJtilill cl'l'dil I()\\'ill'd iln iISS(JI,iilll~ III' hi,~hl'I' dl',~I'I'I' \\hill' iltll'lldin,~ l'ilhl'l' Ihl' \ 11 Cill i I) n ill s t:lw (J I III' C(J III',~ I' ,
PI'(J,~l'iIIl1S Ill(Jsl fI'l'Cj uI~nl I\ (JIII'I'I'd
(In Ihis CIllIPl'l'illi\t~ bilsis illCludl' dil\;l pl'(JI:essin,~. dl'il!ling ilnd dcsi,~n. Idl~cll'(Jnic illlli IllI'chiinicid kcllIlIJl(Jgil~s. l1l'iJ! I h-I'I'LIll'd Il'chn(JllIgil~s. ,Ind SI~CI'I'\;!l'iill sc il'nl:I'.

TIll' fil'sl \(Jcillil)nill l~dlll:il!i(Jn sch(J(Jls in 1111' s\;III' \\l~I'I' l's\;l!J!ishl'd in lq Iq in I'I'SpllnSI~ III fl~dl'!',l! lunds IJl'in,~ lllildl' ilViliLl!lll' I(J Slilil's. undl'!' 111l' jql7 SIllilh-Hughl's Act. f(J1' I'ducilti(Jn in iI.~ I' i Cullul'l'. I I' iI d I~ S il!1 d indusll'\'. TI1l'\ \\1'11' pl'il11ill'ih ill I hI' sl'c(Jnd,II'\' 11~\ld. ilnd \\1'1'1' kn(J\\n ilS Disll'ici Agl'icul t ill'id
illHI \11'chilnic,,J (/\&\1) slh(J(Jls.
Thl'\ \\'1'1'1' pLlcl'd undl'l' il Sl'pill'illl' S\;ltl' \l(Jill'd (Jf V(Jcilli(Jnill Edlll,illi(Jn. I'SlillJlishl'd
spl'cifiliilh !(J fulfill fl'dl'!'iJ! Illil ndil t I'S,
[n l~l4:1. thl' SI:III' \lllill'd (JI Educilli(Jn ilppl'll\I'd il pLln lor l's\;lhlishin,~ il s\;lll'-\\idl' S\Stl'IIl (Jf pulJlil P(JSlsI'c(Jndill'\ II'ildl' s Ch (J (J I s \\ i I hi n d I'i \' in g dis I il n I'I' II I iJ!1 C:I'(JI',~iil citi/.l~ns. Wilh 111l' ilid lJi ilddilillllill II'dniJ! IUllds Illildl' il\iliLJ!lll' Ihl'(JlI,~h Ihl' VI)(:illil)Il,J! Edillillilill ;\cl lIf IH4(i. 1\\1I (JI Ihl' Disll'icl /\&\1 schl)()ls \VI'I'I~ clIn\l'I'II~d illill slilll'-llpl'I',!ll'd Il'ildl' s1:11II1I1s. Pl'illldI'ih IIII ildlilis. Thl'sl' 1\\'11 sch(JlIls. :'\lll'lh (;1'(Jl'gi,l TI'l:h ilild SI)lIlh (;1'lll'gid TI'ch. \\I'I'l~ I hl~ flll'I'l'lIIlIWI'S 1I1' Ilw 1:111'1'1'111 nl'I\\I)l'k 1I1 p(JSISI'Clilldill'\ \ IICi!lillllill-ll~chllicill st:!1IJ(Jls, I'slilhlisl1l'd \\ilh 111l' ilid 111II'dn,"
III 11 d s Il1 i I d I' i I \ d i iii h II' 1I1l d 1'1' I hI'
VllCillilllli" \:dlll:illi(Jn :\1:1 III 1~J(;:1. Thl' gl'l)\\i Ilg I:l)nl.l~pl lJi
plisl SI'ClIIldill'\' ill'l'il \(JCi! I illlliJ!II'chnic,il scl1lJ(Jls \\'iIS sll'I'I1,~lhl'IlI'd \\ilh Ihl' PiiSSil.~1' III il I~)(i() sldll' ClIIlSlilllti(J!liJ! illlll'llllIl1I'1l1 illltl1lll'izillg 1\\1l (JI' Il1(JI'I' c(JlIlll il~s III' Illllilicipil Iii iI'S. Ill' cIJlllhill,J!illIl 11ll'1'1'111. III

f'sLlhlish such schools joil1ll\. j\ lH1l1l i1111f'llClu1f'IlI sjlt'cilic,i1!\

Figurtl 4 Pilidic Vrl(:ation,II-'l't:chnic,J! PJ'ilgl'ilJl1

pro\ idl'd lor Ihl' l'sl<lhlishl1j{'IlI 01 <lrt'd SChlllJ! districls. wilh <lrl~<I

Enrollllll:IlI tH7()-IH77

sclwol hO<lrds <ll1d <l1'(:d school

supl~riIltI'Ildl'l1tS. I()r Ihl' ill'{'d It:chl1icdl Sl l](lols. It ,JiSII spt'cilit'd

40,000.

t h<l t I ht, sclwols musl hI' Ojll'rd Il,d

ill cIIIllflrllldl1l:t' I\i I h 1I:"u"ll HillS pl'lilllul"dll'd 11\ tht, SLIll' jJodrcllJ! FduCdl ion.
'I'hl' SI,III' Hlldrd Iii I:dllc,Jliol1 ddJ1lil1islt'I'~; Ihl' Sldll' P"IIl rill' :':4 \'llldlilll1dl f<:dlll:illiOIl dllll sllpt'ni,sl's ih illlpll'llIl'llLllioIl III lor<ll l'dlll:,i1iIIIl <I,"I'llI:it:s. 'I'hl' Ho,lrd is <llso I'J1Iprll\l:l'l:d <1;-; lill'

30,000. 20,000.1 10.000.1

Ul
,~ ......

1970

U . .,1

::c
~-
':'t'

~

N

1971 1972

.
0)
,~


0

~

l!'")

~

-C'l")

M

N

N
If':', .::'S

t"-
c.e

O)
::c

N t"-

O'J

C'J

~

C'l

:'1

197:1 1974 1975 1976 1977

SIJ!l' sLltl' <lgl'IlC\' I rl rl:l:t'i It' II'dl'r<l1 11IIlds <llIolll'd III C;I'IJI'"i<l

SIIlIIC": (;""I'~i" IlI'I"Ii'II111'111 ,,: ErllI""I;11I1, (Jlli,,' ,rI V"",,1111I1IrI Erlli""li';f)

IIIldl'I' 1111' \'oc<lliol1<11 Edllr<lli!iIl

:\cl III' Iii hl'l' /\1:1 Sill COIlgl'l'SS IIII' tlnrollJl1flnt W<lS uJl 11.777 sl udenl s

Cornpletp tllll'ollnwnt dala. in tht,

OI:rlljl<llioIl,J! <lIld \11(:<llilll1<11

from tlw previous yt:Clr. Only two

pilst, has genl'ridly IWI:n difficult

I"'O,,,rillllS. 'I'hl:rdlll'{:. ill ol'dl'r 10

YPilrs. 1971 ilnd HJ74. showtld a

to ohtilin. especially on p,lrt-t imp

lJ1ljlll'IlH'IlI prll,,,r,lllls I\ilhill i1'~t'IlI:il'S Iillwr Ih<ll1 jlllhlil

small dpCrtlasp in thp nUlTlbpr of studpnts enrollfld (SPI' Fi,<.;urp 4).

students. EnrollnlPnt shown in Figurtl 4 above reprt~sents heiHl-

Sl llilols. il I'sLlhlisllI's cl'l'l<liIl

St'veral Llclors hilve contri-

count on full-time students.

pldicil'S <lIld 1'l1lt'IS il1l!1

buted to Ihp tl'l:nwndous pnroll-

only, and for full schoo] tflrms.

111111 l'dl:1 ,S \Ii I h Slll,h d,"I'IlCil'S 1111 Ihl' pl'I'IOI'II],!IICl' 01 spt'l.ilir'd

nwnl growth in \'oc,ltional pro,<.;r'Jll1S sinu~ HJ70. Thp\, includfl tl1l:

:\1'\\' bt'illih IICClipillion ct:nlt'l' ilnd joint jilnilll' colll~gl' l'lll'oll-

ill.li\ilir's. Fol' t'\illllplt,. IIIldt'r

increilsin,l; ilvaililhility of federill

IllPIlI figuI'fls have been included

such dITiIJl"t'IllI'l1ls. Ihl' Sldll'

lunding. the pxpansion of training

sinctl 1976. Totals also include

jJodl'd Ill,l\ dt,\ I'lop. iIllpiellll'l1l,

f'lcilities. thp dp\'elopJ11pnt of the

enrollments for some distribu-

<ll1d 11Iilil1LliIl IICClIp<llioIl,Ji

joint voc;Jtiollal progrilJ11 in three

tive education [vocational] pro-

t rilinil1g progl'illllS <IS di\isirlllS 01
p 1I h I i I: i 1I Il i 0 I' <111 d co III 1111111 i I I'

junior collpgps bpginning in 1972, the devt;]0pllwnt of cooperative

grams in DtlKalb Community College. Cainesville Junior Col-

crdll',"I's. dS pl'l'liousl\ disCIISSI'd

degl'llP progr,IJ11S with junior and

lege. and AbrahiJJ11 Billdwin Agri-

EnrollJl1ent in Ihe voc<llionill-

stlnior colleges bpginning in 197:1.

cullural Collpgp. as wI:l1 as for a

lechIlical progr<lll1s. illcluding

ilnd accrtlditation of the schools

textile technology progrilm ilt

those in college divisions. has growl', from 1().97fJ st udellts in

Iwginning in 1971. By 1974, 2!1 area vocational-technical schools were

SoutllPrn Technicill Inslitutp. lJ nder the fOl'l1lPr s ys t em of da t a

1970 to 3!1.288 students in 1977-an iH:credited by tlw COJ11mission on increilse of1H.310 students. orlOH Occupational Education of the

collect ion. discrete breilkdowns of enrollml~nl information were

percent. The grflaltlst enrollment

Southern Association of Colleges

not at tempted.

increasf~ occurrtld inl 972 when

and Schools.

Currently, the State

Department of Education is

developing a Management

Information System [MIS) for

collecting data on all vocational

programs in secondary and

postsecondary schools. To be

completed by the end of FY 1979,

the system will provide

information in seven areas:

students. staff. finances.

follow-up and placement of

students. inventory of equipment,

occupntional training needs. and

25

facilities. An eighth component

will nddress the total interface of

information. Enrollment data.

specifically. will be considerably

more discrete and be analyzed in

terms of individual schools.

program taxonomy. ethnic

composition. sex, and

handicapped population.

Enrollment figures for the current

fiscal year are available through

this new datn informntion system.

Vocntional-technical students in

the 30 vocational-technical

schools. and programs in six

public junior colleges totaled

24,460 as of December 20. 1978.

This figure includes both full-time

and part-time dny students who

were enrolled at any time between

July 1, 1978 and December

20. 1978.

GEORGIA'S STATE-APPROVED PROPRIETARY COLLEGES AND SCHOOLS 1979

... Degree Institutions (10) Non-Degree Institutions (103)

~._._._._._.~._._._._._~~

Lfi i.

~.,

\

.......... \

I



'\

.... . ... '\\
\

'"
..~ J~....'. . .

'\
.. ... i.

.,MA,(.4..1. '

\
\
._.,.,\
"
". \
..A\,-",

\

.\.

\

'.~ i.

~

..\~. ~ > \ . ' .

(\I0>..

)

," \. .
'~",",.", l..,.\
.,'J
'.""'c._ ,'So

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i

("\\.

~t. ' '.--.:-

i, , - , - , - , - - , - - , - - , - - , - - , - - . _ . _ . _ . _ . _ . ,l . JI

PROPRIET ARY SECTOR
The pI'Opril'!dI'V Sl:clol', one of tile oldest seclol's in thl~ sidle, offers \idhll: illtel'n<ltives to thl: t l'<ldi t iondl oppol'luni I il:s d\<liLdJle III CI'ol':~idns dl'sil'iIl\; <in etlucdlion hl'\ond high school, Dllrin,,, Ihl: I~dl'h l~l7()'s iI lelhnologicill e\,plosilln 1:I'I'iltl':! I1t'\\ Cill'l'el' UPpl)llunilil's l'l'ljlill'ln,,, sj)('li;i!i/,I'c! Irdillill,\~, Pl'llpl'it'ldl\' sllwIJls \\t'I'I' qUIcK III respond III Ihis Iwed ilnd r;IlJldh incl,(,ilsl~d in nUll1hl~r,
Tlw PI'0Pl'il~ldl'\' schools h;;\'I' hl~l'n Ihill'iltll~l'izl~d ilS iullilling needs \\hith iil'l' Iwi n1l'1 h\' ollwl' tl'dinin,\2 Slllll'CI'S, SllIdt'l1ls ChIIOSI~ III illtend Ilwsl' inslilulions for d '. ill'il~t\ of l'{~dSOllS, sonll' of \\hich includl~:
(1) Course conlen I incl lillI'S
SKills IlI'CI~SSiil'\ for joh go;J!s \\iIJlIlul "SUpt'rfllIlIUS"
;ICd d I' Il1 i;1.
IL) ClllII'SI'S iill' I;lilol'l'd to Ihe sllIdl'nl's 1l1'I'ds-nol Ihl~ studt'lll III thl: COUI'St'S,
(:3 I ThCl't~ iil'e short COll1plf'tion
limes dlld, 111l'l'dIJI'I', I'dl'lv ell1plo\,1ll1:1l1 Sldl'tS. (4) There is d quiCK II~SPOIlSI' to Il1dnpO\\'I~1' chilnges. ([)) There is il filliilll:iill fll~"ihilitv for P'l\'llwnl.
Ilil Thl~I'I' is pL!tI~llll'lll
dssisl;II1C1'.'
PI'l'!lI'it'Llr\ !:dlll,dli(IIl' o'\!1 (h !'n if'\\ (II Pri'iil!' !I)(!('!Jf'lltlt'lll F([lll:;J!j f ll1 ill !,'!,J!'idd !IJ(,sISt'(!']l(litl\ f':Jllp!l;!sisj' IJ!'('SI'I1I<tilllll
illr Ih,' 1:1111"1,, I'IISI."'III11I1<,,\ 1':<1,,,,,1"'11
C(lllllllissill!l \ll'I'iin~, J[IIH' 1:J, jH7H. 'LI 111 1''' , I-'llIi,,1<,

I~ I' u' nth, <I I' Ii) I' I' i I' I <I n' s Ch Il 1I 1 I)(lill'd Chdll'l11dlJ Sllll1!1l1~d III' thl' p l'1 }]J I i I~ I i 11'\ St:l11l!) I S d S'

1l\\IlI'd h\ illdi\iduills, p,lI'tn('J'shijls, Ill' LIIl'jllJl'iliillnS, i1llrl lIpPlilti'c! ,IS husinllSs Plltpl'pl'isl'S

(e) Nlin-pl'lIlit scholds IIwnpd, (;(JI1trlllll'd, IIpPl'illl't! illHI clll1ducted h\' rtdi,!.;illl!S,

, . lilx-pdying f~duciltilln

1111 ,I jll'lI! i I 1I1' nlln-pl'lIfi t biiSis,

denlll1lill,iti'llli]l, chdrililblll,

institutillns \\hich dil11 tll

EXLPpt fill' tIll' f'I\\ institutillns

III' Silllilill' public

pl'qJ<ll'i' stlldi'nts flll' till' wlIl'ld

\\hich hi1li i1pplipd ihl'lIu,!.;h t hi'

institutillns 1:'d:Illpl fl'lIl11

III wOl'k ill thl' shol'll'st pl}ssilJlII tinw. Tlwy ill'll illdustl'vIT,!.;uld1t'd. ,IS \\'f'll ilS sli~ti' ,ll1d

Sliltl~ BlIill'd lIf EdllLiItilln fill' iI chill'tl~1' til ,!.;I'il 11 I tlll.t.;I'PI~S III' dipllll11ds, Pl'lIJll'if~till'\ schlllli

pl'lIpl'rtv' tilxiitilln, (d) Instl'ucliollid l:lIUI'SI'S IJn
pUl'ldy il\'IICillilllliil Ill'

fl'I!t-l'iI! h rt~g uLli I,d, FUl'thl'l'm(ll'll. ilS thf'sl' schll1J1s ,stl'i\'1' til il1f~('t IJlill'Kt'l df~mdlJds dlld to I'I>jil'\I~ stilii' ilnd Il'dl'l',d

ojlPI'i1tions hild nllt bl'pn I'l'!.;ldiill'd
iJ\, tIll' Slilil' until PdSSil,!.;I~ of th., HJ72 (;1:lIl',!.;iil Plopl'il'Lln' Schlllli
Acl. \vhich iltldJ'('ssPs !l{)Il-dl~gl'l~I'

I'I~CI'I:dtionid subjl'cts, (I~) Instl'uctillnid (;(JUI'SI'S
spllnsllrl'd h~ IInql!o\I'I'S fIJI' tlll'ir f'nlplo~IIII,S,

gll\'l'l'l1l11f'll t flOl11 t hI'

gldlliing schools, ,lllll thp Hl7iJ

(1'1 Inslructillnid CIiUI'SPS

27

I'i'splillsihilit~ 1I1 tl',linillg i'\f'n p'II'S(11l dl'sil'in,': PIiStSi'CIIlll);\1'\

Postsl.condill'V Edw:dtiIl11i11 !\ulhlll'izdtioll /\1:1. which for:usl~s

sponsol','d !l\' t I'ddl'S III'
1)l'gilnizdlions with closl'd

l'duCiltilJll, thi'Y Ilell'll d \ ilillilhlf'

on thp pl'i\ill'~ dPgrt'II-,!.;l'dntill,!.;

IllP!11lwl'shi ps,

pLlcl~ ill (Illl' lliltilill'S flcllnllmv." f\lthou,!.;h pl'lIpl'illtill'\' schools

instilutions. I indpr thp t D72 PI'0pl'i'\Lil'~'

[g) Pl'iViltP, niliioll,J!h ilCCI'lldi II,d, i1nd dpgl'l'('-

i\l'l~ kllll\VIl to h,l\'11 I~xistl'd dlll'illi;

Schllol 1\cl. i1n~ pl'llpl'il"ill'~

,!.;I'illltin,!.; colll~,!.;lIs dlld

I Ill' Collilliill ]Jl'l'iod, I hl'Y did Illd

schlllll 1I1' collpgp l11usl bp Stiltp

Un i \' PI'S i til ~ S,

gilill l1111l11lllltlll11 ulllil idll'l' Ihl'

ilppl'lI\l'd if it l11ilinlilins il pl:ICI' lIf

(h 1 Schollls (It hpl'wisl~ I'lIguLi tl~d

Ci vil Will', BusillliSS schoills

busilH:sS ill thp Sliltp of (;PlIl'giil 01'

illld ilPPI'OVI~d ulldpl' othpl'

lIfl'll'in,!.; tl'ilillin!.; ill t~pillg,

solicits businl'ss \\'ithin thp SLltl',

St,lt" Li\\S,

Shlll'thdlld, illlll ilU:IIUlllill,!.;

il11l1 1I1'1'1~I'S 1I1' l11ilinlilins il ClIUI'SI'

(i) Schoolc; finiiI1t:tld h~'

11IIlIl'ishl'd dlll'in!.; 11](' indllstl'i,I!
I'f'\ldlitillll, SiIlCI' WIIl'ld W,II' II

01' C'IUI'SI:S III' instl'uction 1I1' stueh which i1l'il d\ilililbll' Ihl'llu~~h

,t.;ovl'l'n!11'lllt, pri\iltl' industn. III' PPI'SOIlS Illhl'I'

dlid tlil' ](1}I'I'illl \Viii', pl'llpl'illli!1'\ sl,l1ll1l1s hd\l~ 111~cllmf' 1l1(11'l~

cl:iSSI'IIII!11 i tlst I'ucl ilill ilnd III' CllrI'I'SjlOlllll'IlUI III p('I'Slins fill' Ihl'

thilll thp sludl.nt in\lIhl'd 1I1l il con t I'ilct lJdsis dlld

luhlllJl'I,!.;icillh Ill'il'llll'd: dllt! ill

PIII'PIIS(: IIf Il'ilillin,t.;, pI'l'pill'ill,t.;, or

hi 1\' i 11 g c.I 0 SI' tI I' n I' 0 II Ille n t s,

(;t'IJI!.;iil, must schllllis hil\I' IlI'l'l]

il1lpl'o\i n!.; such lWI'SllllS fol' il li(dd

(j) An\' sl11lJoi in husinpss iii

ill Il P1'1' iii i Illl 10 I' It's S I h iI 11 t () \ (' i! IS,

of 1:lldl'il \'01' in iI busiI1I'SS, t r,lde,

lililst ()() ~l'ill'S U,l!illl1,!II~, 1\1'

d,S il I'I'Splll]SI' tll thl'!.;I'IJ\\ill,!.; IH'f'd

II'chniliiil III' illdustl'i,d lICCUpiltion,

25 \'I~dI'S in (;POl'giii.

fiJI' illdllStl'iiI! dllCl hIiSilll'SS

Bolh LiCililil's illld CUl'l'i1U1:1 must

(K) Pl'i\dlp collp,!.;I~s ill1d

l'mplll\'I",s ill Ihl' slili'l dlll'il]g Ilw

IllI'I'1 l11inil11ul11 stiiI1di]l'tls untllll'

Ul1i\'I'l'siti,'s IOl.iill~d in

pilsl dpciilll',

11111 Act in Ill'tll'r to Ill' i1jlpl'e\\I'd

I'll 1'1' i,!.; 11 C(I Un t ri I' s,

Thl' Pl'lIPl'il~ti!l'~ Sl'ct Ill' i IlCllilll'S

In Ihl: BI),lrd lIf lidwiltillll,

[I) Fli,!.;hl schollis cUITPnll\,

PIlS I S"CI)IJ dd 1'\' I,d II c ill ill 11

SI:ho{J!s I'XPll1pt fl'o!11 JlI'(I\isiIIIlS

(:lIl'tifil'd h\' thl' Fpdl:l'id

illstilutillllS thiit ill'l' pl'i\,ltl'h

(d thl' /\I:t dl"~ nLlllll'I"IIIS, dlld

!\\i,Itioll /\g'~lICV,

i nc.ludl':

I\S III F('hI'Uill'~ t ~J7D, 124 llllll-

Prl"d'I1!.jjiIIIl [)\' \11'. \CI(h 111'lldl'rSIJll 11) Ill!, S~111 hr'ils! PlJiili( COll!l'rt'llU' oj Illl'
(;11\(\1'1111)"'-; (;(1I11111111(\(' ()Il l'11SIS('1 (Ind;]]'\ El!lIC;]jjUIl, ~r1\<l[][L!h. (:('IJr>~i;J. ~()\ ('111111'1
~~ 1', J!l7 H,

(il) (;(I\llrIl1l1l11l1-sUPl)(!lti~d schllllls,
(b) Pl'iVdtl1 kindl'l'giil't(:n, l'11~lllPnLll'\, III' hi,!.;h schllols,

tll'grPI~ ,!.;l'ill1ting Pl'lIPl'il'li!r~ sl:lwols nH't thll r(~,!.;IIldtilins III' Ihis Aci ,llld w(~I'l: sLltll-ilpprl)v(~d for
oJlI:l'dtion, T\vI.ntv-onp of 111IISP

\\T[,(~ out-of-stat!' schools (Sl~!' App!'ndicl~s E-I and E-II).
Thl~ Posts!'cond,II'~' Education,I! Authorization Act of 1978 authorizes the Stat!' Bo,lrd of Educ,ltion to issLH' licensl~s to dl~gI'ee-granting pI'i\'ate colk~!'s and universiti!'s. to establish rules. rt~gulations and pI'oc!'du['(~s for op!'r,!lion. to inv!'stigat!' <lpplic,ltions and cOll1p];lints. <lnd to hold hl',II'ings as n!'c!'ssary. Institutions and programs which 28 art' !'xpll1ptl~d froll1 this I,IW i ncludl~:
(I) Education sponsorpd b\,i il bonil fidp t rilde. businpss. prof!'ssional. or fI'd tprnal o rg ani za t ion. sol ld y fo I' t hilt organization's ll1pmIJPrship. or offered on ,I no-fee basis. not g I' ant i ng de g rt~ I' s.
(2) Education solely vocation,I! or I'!'cITation,I! in naturp. and institutions. not granting d!'grt,!,s. offering such !'ducation !'xr:lusiud\,i.
(~{ I Posts!'cond,Jry !'ducation,l! institutions !'stablished. operated. and gov!'rn!'d by t his s tat 1'. its ,I gI' n c iI's 0I' its political subdivisions.
(4) Institutions. not granting degre!'s. subj!'ct to ['(~gulation und!'r th!' Act known as tlw "C!'orgia Propri!'tary School Act." dpprov!'d MdI'ch 9. Hl72 (Ca. Laws 1972. p.15b). as aIlJended. unless the institution choosps to grant degrees.
(5) Private colleges and univ!'rsitips locat!'el in

fo['(~ign clluntri!'s which ,I\vard dl~grl~l's and \\'hich ll1aintuin ,lI1el opr~rat!' !'eluc,Jtillnul prt)grull1s in Cporgia. (fl) Fully accr!'dit!'d libl~I'al drts cllll!'g!'s und univ!'rsitips whosp principal llffic!' und CUll1pUS ,Irl' locatpd in C;por.t~ia. and t h!'i I' 1'1'1;1 ted gr<ld lI,l t!' ,lIld profpssion,J! pro,~r<lms. \vhich hay!' bl~!'n r!'cllgnized for IlJor!' th<ln 10 ~'!'drs b~ <I nul ionul or I'!'gion,I! ,1I:cr!'di ting ug!'ncy rt~cogniz!'d by th!' Unit!'d Statps Offic!' of Educdtion. Prim to this rt~c!'nt l!'gislation. 12 of the dpgrep-gr<lnting schools
\vert' under tlw jurisdiction of tlw 1972 Propri!'tary Act [spp Appendix E-III). Since the Authmization Act was not dfpctivf~ until J,lnUaI'\,i H179. thprt~ p['(~sently pxists only a tl~nt;Jtiv!' list for th!' d!'grppgranting propril~taI'Y institutions in C;porgiu.
A nUll1b!'r of ot hl~r propri!'t ,Ir~ schools a['(~ licensl~d to oIwratp by specific Stdtp Regulatory Boards concenwd with truining and licensing fm various professions ;Ind trades. Whil!' most of th(,sl~ Stat!' Boards lic!'ns!' thl~ individual I'atlwr th,m tlw spl~cific institution. th!' St,!lP BOdI'd of Barbers ,lI1d Stat!' Board of Cos!l1etolog~' Iic!'nse th!' institutions also. As of Milrch 197~1. thpsp two Boards had lic!'ns!'d Of) pI'opI'iPl,lI'\,i institutions in the State of C('orgia. Th!'se instilutions ar!'

not I'f~,gulatpd h~' th!' Stut!' Brl,II'd of Educution.
(hl~rilll st,lIlda['(!s for propriptill'\' institutions ,II'l~ pI'OI11IJ!g,l!!'d bv thl~ Stdtl~ BO,lI'd of Educ,Jtion with th!' aid of th!' ProPI'i!'tdI'~' School ArhisoI'~ Commission. ,In indl~p!'nd!'nt cO!l1mission pstaldished h~' Ilw (;l'nl'l'dl ASSl'!l1bl~' ,lI1d cOll1plls!'d of offici,ds fro!l1 husin!'ss dnd !'ducdtion.
In tlw F,I!1 of t~lfl~l. il group of proPI'il'LII'~' scholll I'l'pI'!'sl'ntiltivl's fOI'nwd th!' CpoI'~~ia PI'i\,lt!' School Association. This ,Issr)(:i;!lion's !l1!'l1lh!'I'ship pr!'sl~ntlv consists of 2fl ll1!'!l1hl'rs \vho strivl~ to ITpr!'s!'nt and pI'0!l10tl' thl~ b!'st intl~I'psts of tlw propri!'tilI'Y !'duc;Jtion industry ilnd conSUIll!'I'. Thl~ pnI'ollm!'nt figures for th!'ir institutions toLI!I!'d 7.558 stu den ts by c ull1ul il t iv l~ h!'ildcount from July 1. Hl78 to Ikc!'mlwr :{ I, 1~l78. Tlws!' dl'l' th!' onl~' cUI'rt~nt ilnd ilccur,!l!' enrollll1f~nt figurps on C!'oI'gi,l's propri!'tilI'Y !'duciltion.
Thp propri!'tary sector. including both profit-making and non-profit instilutions. was pxall1inl~d in dppth for th!' first ti!l1!' during H174-75 by thp Cl~orgiil Posts!'r:ondilry Erlucdtion Commission. Findings indicat!'d that thl~r!' w!'r!' 21b postsl~conrlaI'Y proprietary institutions opPI'ilting in tlw sLJtp. as of Milrch H175. Prldiminary findings of ,I followup survpy conducted during 1975-7b indicHted a total or 224 in operHtion. These institutions

were r.lassified into four general areas. These inr.luded degreegranting institutions, such as art institutes, fashion colleges, and business colleges; professional instit utions, such as mort uary science. chiropractic, and law schools; career vocationaltechnical institutions. which generally specialized in a single career field, such as aviation. barbering, real estate, and cosmetology; and the private hospital schools and centers. with programs such as practical nursing, anesthesia. and allird health education. The lengths of the programs varied from three months to two years and. upon completion. the student was awarded a certificate. or diploma. or degree.
The study found that students attending this sector of postsecondary education accounted for approximately

OTHER POSTSECONDARY OPPORTUNITIES

Thp four pos tseconda ry

education sectors previously

described provide the bulk of the

opport ulli ties available to

Georgians beyolld high schoo!'

Hovvever. there arp o! her Hreas of

importance thai do not conw

undpr these four spgnlPnts. Th!~~'

include the Academic Common

MHrkpl, militar~' base educHtion,

apprenticpship progrHms. Hnd

29

externHI degree programs.

The Acadpmic Common MHrkpt

was begun in 1974 by Ihe

Southern RegionHI EducHtion

14 percent of the enrollment in

Board. The Common Markel

educational institutions beyond

assures nvailability Hnd ,lCCpSS 10

high school. The total enrollment many unique or speciHlized

for the 1974-75 school year was

graduatr programs throughout

estimated to be 24,164 students in the southern region to students

the 216 operating proprietary

\\' ho do no t hm'p these ed uca t ionHI

colleges and schools.* The

opportullities in their own hOlllP

enrollments ranged from five to

s tat ps. As 0 I' the a c Hd e m icy (~n I'

2,500 students, with one-third of 1977-78. over 225 academic

the institutions having fewer than programs were availctble through

25 studenls.

this agreement. These include

Although proprietary

such programs as act uarial

institutions are scattered throughout the state, mosl of them are located in metropolitan and industrial areas. The Atlanta

science. African history. cernmic pnginpering. cOHstal geograph~'. metf'orolog~'. pet roleum enginppring. I()'\,icolog~'. ph~'sical

metropolitan area contains the

therHpy. and naturHI resourcps

largest number of approved instit utions.

and pn\'irollll1Pntal pconomics. During the 1977-78 acad(~mic
y(~ar. 41 Georgi,l students look

'SincI' i1boul hillf of thl'sp institutions

ndvanlnge of these unique

\\pr(' nol slillp-rpgulillpd. both thl' Ilullllwr of institutions i1nd pllrolln1Pnls \\prp significilntly highpr thiln Ihp cUI'l'pnll~ rpporlpd Sldtp-dPPI'o\pd in-slillp insiliutions \\ilh i1n pnrolllllPnt of i1boul 13.8:>2 studpnls.

progrHll1s in other stHles, whilp 29 oul-of-state students pHrticip,ltpd in thp 16 graduHtp-le\'el progrHms offered in Georgia through the Acadpmic Commoll Market.

Sllulpllis till 11(11 hil\I' 1(1 Pd\
IIII I ~ I tI ~ Siii II' 11'1' S I I I I' 111'1 til i 11 I hI' ,S I ~
1II'II,"I'i1ms, P(lSISI'llllllLIl'\' l,tlUI,i11illllill
II P pi I I' lUll iii l' S I() I' iI C I i \ I' mil i I <II' \ jll'I'SIIIlIlI~1 is il I'ldiili\l~h' 111'\\ i11l11 "1'11\\ ill" 1l1'I~tI ill (;1'(lI'"iil, i\llhllll"h ill~slilll~ plllJlil illlll

F(ll'miJ! i1ppl'l'lll ill~ship pl'(I,"l'ilmS ill'l' jlliilll\ i1dll1illisll'l'pd In Llhlll' ,Inti 111i1nil,"I~ml'lll ,"l'lllljlS (If spplilil Iriulps i1nd intli\itluill
1'l11jll(l\fTs, A jll'I'S(ln ill I 1]('sl~
jll'O,"I'i1I11S Ipilrns il skilll'd Il'ildl' 1111'1111,,,11 1111~1111'~i(lh 1l'i1il1i IIt~ I hill is 1(lllliJillpd \.'illl 1];ISSl'llIlll1

Bill IJI'lldils, /\11 1~ll1plll\I'1 (plthlir: III pl'i\<lll'l
III' Ulli(lll 1l1'I,d Ilill 1'[',<..:isll~1' ils i1ppl'l'nl il:l~ship PI'li,<..:I'<lll1S, HII\\I'\I~I', 1'1',<..:isll'i1lillll is 1'1'ljilil'l'd \\!lI'1l r:1'l'l;lill II'dl'l'dl hl'lldils 11Iil\
Ill' ill\(lhl,tI, <lS dl'sl,l'illt'd ill 1111'
D <l \ i S~ IJ <l r: I III i\ I; I.

pl'i\i1II' 1,ltlll'gl'S hil\I'

illll'l'milll'llll \ Itlll'l'l,tI pl'(I,"I'i1ll1S

1111 illtli\itlilill milildl'\ hilSI~S,

11111~(lIsl;lll' illSlilulillllS hil\I'

11'!t'lllh i1t1t1I,tI 1l1111l1'1'(lIIS

:lO

1'\'II'llsi(l1l l:pllll'IS 1111 sUlh iJilSI'S

(SI'I' /\pjll~lllli\' FI, 1\1 1111' pl'l'SI'111

illSll'lillillll i1lld, ill 1111' Silll1l' lillll', I'I,t:I'i\I'S iI hi,,,h \\'a,"I~ \\ilh I'I'"U/;II' PiI\ IIlI;I'I'i1SI'S, \l(1sl (II 1111'sl'
pl'(I,"l'illl1S i11'1' IIIit'll III PI'l'SIIIlS hl~1 \\I'.I~11 1111' i1"I~S III 17 illHI ~(i \\Im 11i1\p iI hi,,,h slllllltl diplllll1i1 III its pljlli\itlp111, Trilinill" is prtJ\idl,tI

T!ll' [:Ilili'd SI<lII's DI'pill'lllll'lIl Itl LII,III' milinl i1ins i1ppl'l'lll ill'ship cI<liil 11\ pl'l),<":l'illli (1:1111'111\1'1' (II' IIllillll), h\ 1}(:r:IlPillillllill litlc, i1ntl In Sf'\, i1IHI l'lhllir: IIl'i,<..:ill Itl i1pprl'llliu's, Thl'sl' didil i11'1' i1\ilildhll~ IIIl i111 dnllltlJ! IJ<lsis.

liml', 1111'1'1 i1I'I' 1111 1'1""illllill III' ,sl,ill' 1'1'"u/;1I i(lils IIII' I hi' (ljll'l'ill ilill (II Ihl';,I' illSlilulillllS ill (;1'III',,,id, Thl' Illililill'\ Ililsl' (;(lmll1dlltll'I' is

IIII' (;p(ll'giilns ill 2():1
i1ppl'l'1l1 ill'ship PI'II(-,I'i1ll1S 1'1""isll'l'l,tI \.'ilh Ihl' [Jl1ill,tI Sldl(~s 1)I~pdl'll1l1'lll IIILIIIIII', Illil 11111,111

\lVil hill (;1'III""i;I, I hl'I'I' \\1'1'1' :l.~(;() i1PPI'I~lliill' 1'1I111111,d lill ldlliliin 1,11)77, i11111 :;,ef()()
dppl'l'IlIIII',s III] lilt' 1'1111,; <is Ii!

IISlliJ!h lilt' kl'.' pl'I'SIIIl \.'hll tll'II'l'milll'S Ihp jll'l'gl'i1ll1S lJiII'I'I'd

ill'l' /;J!lIJl' Ulli(lll pl'll,<":I'i1ll1S, illlll 111,111\ ,11'1' 1'lllplll\I'I'~,SPIII1SIII'I'(1.

[)"II'IIt1J1'1 :{ I, 11)7 7 ,

(Ill 1111' hdSI', His 1:llIIill' is "hl'd\ih illlllll~I1II'tI In IiiSls, illSlilllli(llls' piisl dl(ll'ls (Ill Ihl~ hilSI', 1111' 1',111,"1' (II (l111'l'il1,",s i1lld Ihpil' slhl~tlulil1,,,

Thl'Sp pl'(lgl'illllS il1l.ludl' Il'dil1in<..: ill sUlh lildds ilS dshl'sl(lS \\lIl'kl'l', ,lllllll11l1li\I' h(ltl\ I'I'pdil'l11i1Il, Ill'ilk];l\I'I', 1;i1l'pl'IlII'I', pll.<":I'i1\I'I',

ill I'pldli(ll1 1(1 l11ilital'\' IlPpds," ThpJ'(~ i,s liltll~ ,1\aiLIhll' dilla (Ill
1/11' 1'111'(111 1111'11 Is i1l1d Pl'llgl'i1ll1
(lI'II'l'il1,"s (lllhl~sl' illSlillllillllS (Ill (;1'III""iil'S mililill'\ hdSI'S,
Thl'I'I' ill'l' ,J!S(I 11l11l1l'1'(lUS Ilul~(lf~sl;lll' 1;(lIII',"pS i1lld Ul1i\I'!'silil~S, 11(11 1(l111l1'III'd \\ilh 1111' l11ilil;11'\ !J,ISI'S, \\hilh (lflpr

il'lIn \\(ll'kl'I', pilltl'1'1l11Iilkl'I',
plllmllt'I', 1'111111'1', ,1111/ lill' sPit I'!', Thl~ [\,11 i(llliJ! ;\ppl'I'1l1 ill'ship
/\cl (II jq:17 l:hilIW'tI Ihl' [lllill,tI Slilll~s [)ppill'lll1plll (II Lilhlll' \\ilh I hl~ I'pspllnsihilil \' (If l'IlI(lUl'il<..:in,<,,:, ilppl'(I\in," ililtl 11\1'I'SI'I'ill,<,,:
i1pjll'l'nlill'ship jll'(lgl'i1I11S, TllI'sl' tlulil's ill'l~ jll,rfIII'IlH'tI In' Ill!'

1'\'II'l'lliJ! tll',"I'I'I'S III C;I'III',,,iilI1S,
Jl I' I ~." i (I II S I I I I hi' ! q 7B

BUI'I'i1U (If /\ppl'I'lllill'ship i1nd Tl'dillin,<,,: (II lilt' {lililctl Sl;llps

P(lSISI'lllllllill'\ EdulillilJllill

IlI'pilI'IIllI'1l1 (II Llh(11' ill

;\ulllIIl'i/illi(l1l ;\cl, Ihl'sl'

1;I){)pI'I',lli(l1l \\illl sl<lll'

il1slilulillllS, l'slil11i1ll,tI III hi'
i1Pjll'll),il11dtl~h fi:l ill llumhpl', \\1'1'1'

ilppl'l'1l1 ir:cship i1,,,I'Ilr:il'S, T!ll' [)l'p<l1'1 Ilwill III !.,J!ltll' Sf'1 S II'<linill,"

undl'!' nil slilip 1'1',,,u];I1i(lIlS,

<llltl <ltllllinisll'i1li\I' Sl;lllIlill'tlS f(ll'

T. j,:II\\,(1'(1 1I,J![,II1<II'I, ",\ :\,'\\ elil'III"I"
"""ks 1-:11111:,(111111," (;IIIIIIJllll l"1'1'1I1,~, 1!l77)
I'll\.

1111' pl'(lgl'dlllS it I'I'gisll'l's, Thl'sf' pl'(I,"I',IIllS i1I'C <lppl'(I\'I~d Il\' I hi'
VC!ITill1S l\tlminisll'i1lillll fill' C,1.

ISSUE IDENTIFICATION

Thl' CIIlll llli I 11'1', il1 Ililfillill,~ ils Il1issil!l1. Sldil:itl'd iI1llilllliIlilll1 ,IIH!
<llhill' 1I'IIIll Ihl' sl<lII,'S l'dUI<lIIII'", 11'~isLII III'S, ci I i/,l'ns, pl:JiI'ssilll1,ds, \;11\ l'II1I11I'IlI IJililiills, illHI
Studl'11ls, Filii I Ill,ljlll IIIJjl'I:li\ I'S \\1'11: SIJlI,~hl, il1 ils ilppl'lliIl:h 11'1 idl'l1lihin~ iSSlIl'S:
III (JllIiIiIlII1<"; iI \\idl' II'SpllllSI'
1I'11111 (:1'111 ,<..;id cil i/,l'I1S,
I (:! 1':11, 11iI l'd~il1,~ illllI'~SI'1 I Iii'
Pilll i[ ipiIl [IIIl ilIld
II'pl'I'SI'111 il 1[1111,
(:)1 ()!Jldillil1g \i1lid dl1t1 l'I,li,ddl'
IIlI[II'll1ill i[lll Illl illldl\SiS,
(-i) l{1'\[I,\\in<..; Ihl' tlillil 111111'1 ! I'I! ,IIld SI']I'I,I i Il.~ 1111' iSSlIl'S III I11llsl Si,~l1iliciIl1l,I'
IIII C;1'IJI',~i,1. Thl' <lcli\ilil"i I[JI,USl'tllIPIII1
Cllll1lllilll'I' <l1l11 SlilJllllllll1illl'll
II1['I'lln",o, 1\\ [ISIII\ I'\,S, li\I'
1'1' '_' i, I 11 ill 1111111' 1'1'111 liS, il I ill' 1'<1 11111'
,s' ill': h, I'1',Sjllll1'd'S III jlllJiI'ssillllills ill1t1 [11'~<llli/,JI ill[lS I II t!lill I jliljll'I'S, 1[llil 11'<ltI['I',sllip hl'<llin~s, illltl d SI'lil'S It! C[lll1llli!!I'I' 1111'1'!ill,~S
\\llil h <lII,lh/l,tI ,dl Ihl' l11dl['II,i1 il \, I i 1.1 I) II'
!ldl'lil:ip Ilil[ll (I: Ihl' ,~I'III'ldl
III Ii Ii l i d IH I I hi' Ii I I III'S,; 1!Ill dl, \\.1" 1'11111111'.1 I'I! Ihlllll,~h II"" ,Ii
I hi 1111'IIi I: 1\ "I [I)()(I pll'''',
l'I,II'<lSI", \\1'11' Illil:!I'1! 1hl'I)lli;h'llll
III" SLIII' .11\(11111'1 lill " \\1'1'1'
jiillIil1 I//'I! 11\ 1'1' Idt!ili .11111 1'\',
!JI',i11 1ll,111'li,i1s \\I'!I' jll'l'!ldl'I't!
dllti tiI.s!l'il)(III't! III 1I1111'1~ 111.111 IO() illl!i\it!lIdi,~ (1'I'jlll'Sl'lllill,~ pl',dl',.;si(llldl ,Il\(l cili/I'll ~l'iJllpS)
111'11111' Ih,' Cllll1l1lilll'I' lilldli/,I't!

iSSliliS, TiIiJII' I SlIll1ll1<ll'i/,I'S Ihl'
ilcli\[lills IJi Ihll C'llIllllilll'li, lld(II'I~ 1111' \1',II''s pLIIlIlill~
ilLli\ilil'S \\I'lli lillllll,llI't!, Ihl'
1't!III:,Jlilllldl II'ddl'I'S 11'11111 ,ill Iflill
SI'cIIII'S \\1'1'1' ilskl,t! III l!iSLlIs,S Ihl'il' ilLli\ilil's ilIlI! illll'I'I~sls \\ilh Ihl' Clllllllli!II'I' .It its lil'slll1l'I'till~,
Ililsl'l! lIpllll I his iIlllllll1dl ilill dill! Ihl' ChdI'~I' III Ihll (;IJ\I'I'IlIII', Ihl'
('lIllll1lilll'l: t!1'\IIIJpl'd ils dLlillIl
phil 1111 I hi' \1'.11',
III 111'I/1'1' III tl!"111 ih ,ill Ill,Ijll1'
dl'l'dS IJi (llIlI,I'l'll ill Ihl' S!.ill', illl Iljlllll~I'llIll'l! SlInl'\ lIdS 11111I11I1,11'i1 t!11I'iIl,~ thl' SlIll1lIlI'1' 111lllilhs,Jll'ldl'Ssillll,11 l,dlll:illil)ll 111'~dIli/dliIiIlS jlilllilipiill:tl ill Ihi,s illilidl d,lld~~dllll'l'ill~ dcli\il\,
Illllll'l1l,llillll IJ]iI,liIlI'd 11'11111 Ihis
Slin 1\ 11I'Ipl,t! ill I hi' 111'si.~1l lJi .I
IjIII'slillllildill' II.SI'dIIJ ,sIJlil il il1PlIl
11'11111 l'dlll:dllll'S, I i i i/l'Il'i, ,~II\ l'l'llllil'lll 1'll1pll)\ I'I'S, 11:,~isldIIIIS, .lilt! slUrll'lll II'ddns, '1'hl'sl' lj III'S I iiilll1d i I'IIS \\1'1'1'
dis I I i !J 1I I III! S Ii! I I' \ \ i Ii II, ,I 1111
dl1ilh/I'1! dUl'ing Ihl' LIII' 1".111, Thl' li\ I' l'I',~IIII],i1 1111111'11'111 I'S
\\1'1'1' hl,ld ill /\111,111\, \I.I!,(IIl,
Rlll1]1', Sil\ dlll ' dh, illld ;\11I1'11S
:\1'ill'l\ :WO Ind/\ 1I!IIilis d p,11 lil[p,iI, 111 111"SI', I"pll "',IIl
Ihl'il' 1l1'1'lls, J!l'lllill'lIlS, .11\(1
I illlll'I'IIS IIII' P[ICits"i,tlilILII'\
I' dill ..I! I i I II,
Thl' (:IJllilliil 11'1' dis,) 1.II!irllli II,tI
.I SIII'\,'\ Id Ihl' lill'ldtl!I'I' III hl'!p
il!l'lll i 1\ (I) iSSlIl'S [Ji i Illplll'l illill' ill IIlhl'l SI;III'S, .lilt! (:':1 thli ilcli\'ilil'S ,lIlel PI'II~~l'iIlllS Ihill \\1'1'1'

IJliill,~ t!1I\1'llljll'tI h\ IJlhl'I' Sldll',; III

l:l11li' \\ilh Ihl'sl: iSSlIlIS,

Thl' (:llllilllilll'I' Ihilil ,IIl,Ii\/1I1!

.III il\iliLilJlII ILIIII illlll jlllJl!lICI'd

SI'\I'l'dl dl',IiI IIIjliliS III iSSlIl'

Slilll'IIII'llls IIII' I!isilissilill

J!lIl'jlIISI'S, '1'111' lilldl dl'lll [ \\ .IS

l!isllilJlIII'dlll 11\1'1' I()() illl!i\ idlidis

IIII' I'II\il:\\ ilIlI! CIJlllIIlI'IlI, Filldl

plIhlic 11I1ill'iIl,~S \\1'1'1' CIlIldll1 II'd,

dIldl'i,~hl l~tllIl"llillllill II,,\(II'I'S,

:11

I'I'pl'l'SI'Il! iIl,~ illl lillIl' SI'IIIII'S,

I'I'spIJllIll'd ill dl'ldil III II\(, lin,J!

dl'illl dIJl,lIllll'lll,

'1'hl' sllll'clillll illld dl'\l'llljlll1l'lll

Iii Ihl' isslws 1IIIlSidl'I"It! 1'1 III' Illllsi si,~llilil .1111101' ill lilill ill ill1PIII\ [Il,~

(;litll'giil'S pll,sl SI:I:lIllddl'\

l,dlIl,ltlilln ill\IJl\{,1! CIIlllillllllliS
inilil'ilililin ,11111 pill'licipillilllllJi

illl 111111' pll,slsl'l,(lllILII'\ SI'IIIII'S,

'1'111' is,SIII'S Ihll', II'pl'I'SI'1l1 1',1111

SI'I 1111'S indi\ idlldl Illnl,('I'11S, 'I.S

\\ I1I1 ilS IhIISI' Id II\(, slilll' d,S .I
\\ hi iI I',

TABLE 1

ISSUE IDENTIFICATION: SCHEDlJLE, ACTIVITY AND PARTICIPANTS

SCHEIHJLE

ACTIVITY

PARTICIPANTS

junpl97H

Spctol'lntroduclions

1 Priv;l!l~ 1 Puhlic Colll~gi<ltp 1 Puhlic V(J(:-Tpch 1 PropriptHl'V

Junp 1(JlH-
:L~
Junp 1979

COll1mittpl' <lIHI Su!J-Coll1ll1itll'p
MI~f'tin,gs

13 l\11~1l1IJl~rs l:iO Cupsls 4:i Spl'Hkns

August CktolH'r l(l7H

SUl'Vp\' I: Issul~s 8.< RI~coll1rnf'nd;ll ions Proff'ssionil! EducHtion Org<lnizilt ions

200 SUJ'vf'VI~d 4:>" RI'lllIIlI'd

Octolwr Dp(;(~ll1IJPJ' 1978

Regionill Conff~J'pncps

,JOO PHrt icipHnts
no Sppilhrs

Octohf~r 197H

Survf'V Ilil: Qupstionnilin~ Educ,l!ol'S, Citizf'ns, CO\'pI'Illl1l'nl

3,,0 M<lilpd :1 (}"1' RId urnI'd

j;II1U<lr\' 1(}79

SUl'\'t~y Ilh: Qupslionl1ilire Consumpl': St udpnt

,1:1 M;lilpd ,19"/" Rf~turnpcl

JHnuHrv FfdJrIlill'\ 1979

Litf'l'atun~ Revip\\

N,ltiol1,d Rf~port s, jOlll'n,ds, TI~x Is

l\1;m: h 1(J 7(J Mill'ch April 1g7g
April 1979

Drill't Issue P,qJl'r Circul;ltpcl Four LI~ilclership Hf'al'ings
Committee AnHlysis ;mel Finill Issllf~ Iclenlific<ltiol1

HIO Mililpel
3 Priva!l~ Collegiilll' 1 Puhlic Collegiate 2 Voc - Tech 2 Pl'Oprietilry
13 Mpmlwl's

POSTSECONDARY EDUCATION ISSUES

ISSUES IN PERSPECTIVE
i\!;II1\ oil hi' iSSlIl'S i1l1d 1;11111.1'I'I1S )HI'SI'I1II'd il1 Ihi,s I'I'plll'l i11'1' 1101 111'\\ II1Ii1I:I, i1111111l1Jl'l'olpl'llhlel1ls ii/I'lllilil,t! hl'I'I' \\1'1'1' 01 ,~I'I'dl 1:11111,1'1'11 10 edlll:i1liOI1 ,llld ~11\TI'Il
IlIl'lll 11',ldel's IlI'dl'lv 20 \'I'dI'S i1go,
SII11W pl'ohll'l1ls hd\l~ hl'l.Ill1lt' il1ll'l1silil,d 1111111'1' 111'\\ Slll:i,t! i1l1d 1'llllltlll1il; SII'I'SSI'S: ollwl's hilll' dSSlIl1ll'd 11101'1~ Si,~l1ilil:,llll:l' lodd~' !)('CillISI' Ihl~ PIISlsI'I:OIHlill'\ 1'lllil'lll1ll1l'l1l hds I;IKI'11 Oil hl'llddl'l' ,IS11I'cls, "Posl-high school" l'dliCilliOI1 110 Illn~I'1' 1111',II1S jllsi "colll'ge", Posl SI'IIIIHldl'\'
o P pOl' 11I11 iii I~ S I' ,I Jl~ I' II' 0 m
PI'Ogl'dl1lS dl'si,~IlI'd 10 I!qllip illdi\idlluls lor pel'llll'l1lill,~sil1lpll', I'olililll' joh I;lsks il1 LI(:tol'ies III hi,~hh II!chllic,ll III' pl'lIfl'ssiol1,t! CUI'I'IT Pl'lIgl'dl1lS I'I'qllll'lllg I1ldll\' \'I'dI'S 01 gl'i1dudte pl'l'pdl'i1liol1, [)1I1~ to Ihis IJI'lI,ldl'I' delillilioll 01 "pllslseClll1ddl'\''', Illlwl' 1:111l1:1'plssllch i1S "il1ll'!'-I'I>]ull~dlll'SS,"
"i Il I I' I'd I' pi' 1]( 11'11 Ce," "i1 I' I i I: ul ill i 1111 ,"
dlld "I:I)(ll'diI1i1lioll," \\hich \U~I'I~ hill'lo)~ l'l1ll'I',~illg il1 Ihl' 1~J()()'s hilu' ,l!so i1SSlIIlWd l1lOl'e impOl't,lIll:l',
(hel'dll plll'pOSI'S, III' ohjel:liu's, fill' POSISI'COlldill'~' l'dUl:dlioll hilll'
,J!so hroildelll'd, III IDG l. \\hel1 1111'
SOlll11l'1'11 RI'gioll,J! Edlll:,llillll Bo,ll'd's (SREB) CIII1ll11issioll Oil Co,l!s lor Highl'l' Educ,llillll l'xdl11illl!d Ihl' post-high school SitUillioll. il COIlCI!1l1 rill l'd Oil il1lpl'o\'I'l11I'1l1 oll:olll!gl's i1lld

1IIli\l'l'silil!S, Thl~ soutlwl'll 1'1~,~iOIl \1'i1S Ihl'll I'lltl'l'illg iI pl'l'iod 01 ,~I'OII Ih i1lld dl'\elopl1l1'l1l \\'hil:h Illfl'l'et! II1dll \ ch;t!II'I1,gl~S I II I,duldlioll,t! II'ddl'!'s, CI'IlII'i11
iSSIII'S IOCUSI!d 111l1hl' il1lpl'll\ellll'111 III highl'l' l!dlllilliol1,J! PI'IJ~l'dI1lS i1lld Llcililil's so Ihdl hllih lilizl'I1S ,IIld il1slilulilllls I:ould dll~<lill'h pill'lil iPdil~ ill i1lld 1;IIIlll'illllll' 10 1'1 II 1111 III ic pl'ogl'l'SS ill Ihl' 1'1',~illll, Fill' hl'lldti ,~II,t!S \II'I'I! i1dopled IJ\' Ihl' CIIll1ll1issioll III slil1lllLlle dcl illll, dlltl i1111J! 11l'1' ~H ohjl~11 iII'S, III' sleps, fOI' dCl:lll1lplishill,~ 111I'sl' ,~o,t!s \\'1'1'1' SIJI'cilit,tlh i1ddl'l'SSI,tI III Sldtl' ,~O\I'I'IlI11l'1l1. l:olll',~I's i1IHI 1IIlill'l'silil~S, dlltl pllhlic 11~,l(ll'l's,
Thl' SREB go,t!s dtldl'l'SSI,tI dCCl'SS, I'I~SPOIlSi\I~IWSS, l'xcelll'llce. I~COIlIIl11ic pl'ogl'l'ss. dlld SOllililillS fill' SI)(;i,tI pl'ohll~l1ls,
Thl' Ohjl'l:ti\I's dtldl'l'ssl'd such
I:tIIlCI'I'IlS ,IS: tll'\'elopI111'1l1 011\\11\e,11' COI11!llUllil\ I:ollegl's: hi,~hl'l' ,1I1l11issioll Slillld,ll'tls: illl:l'l~dSI!d l'IlI'IIIIIUl'llls: IOl1g-l'dllgl~ pLlIlllill,~ dl1t1 l:olIl'dilldlilill 01 hi,~hl'I' l'dUC,llioll: utiliz;!lioll III
il1stl'uclioll,tI SPdCI' ,Jlld 111l1t11'1'1l tl'chllolog~ dids ill 1l'i1l:hillg: il1lPI'IIVI~tI COllIlSl'lill,~,JJ1d gUitldllCl' Sl'l'vicI's: tll'\lo)0PIlWI1I of
1IlliVl'l'silv Cdpdhilitil's dJ1d
I'XpdI1sillll of Il1I'il' dl:ti\itil!S i1lld il1flul'llcl~: CO!lllwliti\'l~sillilril's for, ,lI1d hl'1 tl'!' lit iliz,llilill Ill. Llcult ~': highl'1' fUlldillg COl11l11ill11I'nt fl'ol11
IIICdl. stat I'. ,llld fedn,tI
govl'rnl11l'llts for illstilutions of
highl'1' II!dl'ning: ,I continuing

Pl'llgl'dlll IIf I'I'SI',ll'ch dl1t1 pLtlll1l1]~ lor 1'\1'1'\' iI1stitulioll: dlltl ,Ill iIlSisll'I1CI~ fl'Ol1l cltlll'gl's dlld 1Illill'l'silil's Ihdl SI'(;(lllILII'\
scllllols PI'II\itll' 111'111'1' dl,ddl'lI1il,
pl'I'pdl'dllllll til sludl'l1ls,
III HHi:L \lhl'll C;11\1'1'11111' CdI'I
Sdlltll'I'S l's\;t!Jlishl'd his
CII11l1l1issillIl 10 Il1lpl'llll' EtllIc,!lioll, l110sl 01 thl~SI' I.SSIII'S \\1'1'1' slill pdl'dl11lll1lll, dl](1 1111' (:ol1lIlIissioll dtlopll'd SREB's ,~lldls for COIllil1uill,~ ,~lIid,II1CI' IIf holh Ihl' l'I'gioll i1l1d C;1'1I1',~id illio Ihl' 1IIIul'I', This ClIl1ll1lissilll1 ,tlSII I'lo),!lI'd Ihl' ,1(1\ dIl\;I,~I'S 01 i111 I'dlll:dll'd cilizl'111'\ III thl' I'Cllnllll1il;
i1lld sociill Pl'tI,~I'I'SS It! till' s\;III',
Illil P!11philSizl~c! Ihl~
illll!l'dl~PI'Il(II'nl\ ot ,ill 11'\pls Iii
1~c!lICill jon-fl'llll1 1'11'1l1I'nl i11'\ thl'tlugh ~I',l(luiltl' st:IlIIol, III SlI,~~l'sling ]0 \\i1\,s ill \\hich 1111' hl'o,l(l ~11,tlS clllt!d hI' IIl1pll'Il1I'IlII'c! till' thl~ Itlll~-I'i1ngp I)('si inll'rl'sis lJi Ihl' sl,ill~'s pl,tlpll', 1111' CIIIl1Il1issillll SII'I'SSI~II: hl'lIl'l' l~dllCillitln,t! opplIl'lu!1ilil~S till' ,ill inc!i\idllills ill ,ill I~CllnIII11i( Inlds i1nd in i111 1'1',~io!1s tit 1111' S\;ltl': minimllll1 stilllcLIl'ds ttll' st:IlIIol tlpl'I'i1litlns:
h,c!,lncpd ,ICildl!ll1ic ,llld OCClipiltio!1,t! PI'O,~I'i1llls: hl'III'1' pl'ogl'dms fIJI' i1t t l'i1cl illg dlld
I'l'tdinillg good 11'i1clll'l's: dticil'nt
lIlilizdtion ot l!dUC,llioJ1 dolldl'S:
I'stdhlishing iI sl,!lp\\idl' Ipll'\isioll
npl V\ol'k: ;J(II'l] lIdtp pLlIllling, rt~sl',ll'ch ,Ind I'xpl'l'iml'n1;ilioll tor pdllc,!lion ,It ,til Ip\'lds: iI nl~\\' pdl'lnl~l'ship dgl'PI!lllpnt 1ll'lwl'pn

state and local effort in financing accomplishments based on the

an improved schoo] system: and '1961 goals and objectives.

sufficient financial support to the According to this study, a need for

Universily System to fit it to the more progress was seen in:

needs of modern Georgia in the

improving student performflnce at

space age.

secondary levels: attracting

Both Commissions emphasized excellent faculty: financial

lhat state investment in quality

support for education: state

education for its people would

concern for shifting mHnpower

result in an improved state image needs: public understflnding of

on the national scene, and eventual higher educHtion: and achieving

economic dividends.

maximum efficiency in

It is evident that Georgia has 34 progressed economically.

institutions. These concerns were also

culturally, and socifllly during the reiterated many times during

pflst two decades. Educat ionfll

committee meetings, regionfll

opporlunities are flvailable to all

conferences, and public hearings

strata of society and in fill regions conducted by the Governor's

of the stflte. More graduflles, more Commit tee on Postsecondary

facilities, higher standflrds, and

Educfltion: and hflve therefore

more funding have improved the

been included Hmong the issues

stflte's StfltUS in the educHtion

presented. However, they have

community. However, it is also

been embodied in the broader

Hppflrent that many efforts toward concerns which relate to a wider

reaching staled goals hHve not yet perspective of postsecondary

been made. and therefore

education. As the Southern

weaknesses still exist in lhe

Regional Educiltion Board pointed

educational system. This was

out in its study of Priorities {or

acknowledged in a 1974 follow-up Postsecondory Educotion in till:

review of regional

South. published in 1976.

particular at tenlion needs to be

given now both to "unintended and

unanticipated consequences of

growth find expilnsion" and to "the

structure and process by which

limited funds will be allocated and

by which public resources will

be used."

Of the nine priorities which

SREB view(~d as having most

significance for the continued

development of postsecondary

education, statewide planning

was given the top position. Other

"crucial" needs were: education and training for employment, and ildequate, equitable, and efficient funding for all postsecondary education. Expanded educHtionill opportunities, development of university cHpHbilities. balHnced curricula. and high quality grflduate programs were still seen as viable objectives. Priority attention was also given to the increasing number of newer education consumers such as minorities, women, and nontraditionfll students, and to the need for improved facult y performance and productivity. These issues have also been addressed in this report. since they are still seen as critical by educHtors and communit y leaders throughout the state.
However. this Committee is pHrt icularly aware of the need to reassess many of the issues in H new perspective. Newer Hnd more precise data is needed to give a clearer picture of the postsecondHry environment. student and community needs, institutional expectations. and the kinds and Hvaililbility of finilncial resources. II also sees a need for a higher commitment on Ihe pmt of the stall~ and local decisionmakers to the total postsecondary community. Thus, the issues V\ hich are prpsented herp nol only reflect continuing priority nepds of the state, but also attempt to stimulat(~ new concepts. percept ions. a nd bet IeI' understandings Hbout that communit y.

A NEW PERCEPTION OF

that there will be a growing

postsecondary education sectors

POSTSECONDARY EDUCATION IN GEORGIA

demand for career, vocationaltechnical, and forms of continuing and adult education.

which provide most of the career and vocational postsecondary training-that is, the public

There is a need for a new

The availability of quality

vocational-technical schools and

perception and a deeper public

career and vocational-technical

the private proprietary colleges

understanding of postsecondary

education is a major factor in

and schools-will require

education in Georgia. This is

increasing the productivity and

increasing attention in the

surely the case if the state is to

earning power of individuals, in development of public

make full use of its educational

Georgia's ability to attract

postsecondary education policy in

resources beyond the high school

industry requiring higher skills,

the immediate future.

level.

and in maintaining a healthy

In the new perception of

Postsecondary education is no longer a matter of "higher

economy. In recognition of these needs and demands, the

postsecondary education in Georgia, the private collegiate and 35

education" with other

proprietary sectors are deserving

alternatives. There is a growing

of a greater measure of recogni tion

recognition that public policy

and respect in the formulation of

needs broader expression, not only

public policy. These sectors

in the public and private "higher

not only increase the choices of

education" sectors, but also in the

educational opportunities for the

private and public vocational

state's citizens, but they may also

sectors.

serve as a yardstick by which the

Georgia is fortunate to have

accomplishments of public

outstanding and nationally-

institutions may be measured in

recognized institutions and

many areas. In addition,

programs in each of the four

private institutions are able

postsecondary sectors.

to respond quickly to citizen and

Particularly has this been true of

community demands, and they

the University System of Georgia

have capabilities for educational

whose st ruct ure, program-

development and

development, and university-level

experimentation that are valuable

achievements have received

,assets to the state. Their

national recognition. Similar

ieducational plants represent a

recognition has been achieved by

Iconsiderable investment in the

colleges and universities in the

state and have served an

private sector.

important function in saving

However, there are other

Georgia taxpayers from financing

options for postsecondary

additional public facilities to

education which afford

accommodate burgeoning

opportunities for self-

postsecondary enrollments.

development to the state's citizens

However, the expected enrollmenl

as well as enhance the general

decline in some sectors will result

community and economic life of

in more competi tiveness among

the state. It is to be anticipated

institutions, and cooperation and

jllW S\I?O~ P!.I;lUd~ ljlOq PlOqP ;lIPjS Lj:JI!d UI SUOljlljljSUI ,\.II!jHIO:l;lSjSOl!
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DLljl Sjl UI 'P,IP(IH UOlp?lIlp',!
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objectives and on specific

Establishment of and cOll1mitment COMMUNICATION

rf~sponsibilities of the various sect ors.

to sliltewidl~ gOods will provide it locus for decision-ll1aking and

AND COOPERATION

Despite thesl~ recommeIHlations. resource allocation in the future,

Improved comll1unicat ion and

no state-lend gOids for

cooppration is needed among tlw

postsecondary education have

AGENDA FOR ACTION

institutions. assl)(:iations. and

been adopted in Ceorgiil. This hilS

Tlw Covernor should take

sLlte agencil's concerned with

resulted in a lack of agreement on immediatl' steps to initi;lIl' the

Cl'orgia's postsl~condary

the dil'l'ction in which

developnll~nt of postsecondary

education. so that all sectors c;ln

po s tsec 0 n d il I' Y ed u cat ion s h 0 ul d

education gOids lor Ceorgi,!. The

Iwt tpr shal'l~ resourCI~S and deal

nlOve. and a lack of common

nll~chanism for dpveloping tlwse

with common problems, I\LIl1~

purpose all10ng t he various

go,ds should includp wide

into I' m al a 1'1' a n gem e n t s I' xis tin the

sectors. It also n~sults in

re!Hesl~ntation of postsl~condan'

state. and differl'nt tY'!H~S 01

fragI1l(~nted pjforts which often

sectors. and should result in

or,ganizill ions have been

37

sen'e S[1l'Ciid rat hl~r t hiln slille

cOll1prdwnsive go;ds ill1d

est a b lis IlPd t hI' 0 ugh \\' h ic h

interests. Most il11portantl~'. thl~

objectivl~s for postsecondary

inlormat ion may bl' sh;lred ,II1l0ng

state hilS not yet had ;1 recognized education vvithin till' statl~.

the sectors-such as professional

basis upon vvhich 10 eV';duate

Efflll'ts to establish

;Issociations. educationid agencies

pjforts of all sectors. or to

cOlllprehensi\'(~ goals should Ill'

and ;Idvisory councils. Howl~vl'r.

establish policies ilnd prioritil's

mildl' vvith undl~rstandin,g and

tlwre is no formally l'l~cognizl~d

for pjficil~nt allocalion ofresourcl~s appreciation of the public

network which Llcilitates joint

to all postsecondary education.

intl~rpsts to be senl'd by

efforts toward thl~ solution of

Coals ill1d rdated objl~ctives

state-ll~vld ,goals. priorilips. i1nd

postsecondary probll~ms.

vvould providl~ il frilnwwork

com mit nw nts .

Currently. therl' are sonw pjforts

vvit hin which agl'l~ed-upon st ;tle

Coal-setting should includl'

underway to l~ncouragl~

cOll1mitn1l'nls can IH' considlTed

sy'stematic inquiry into present

cooper,lI ion Iwt wI~pn voca t illI1al-

\vhen tlH~n' ilre proposids for such prioritil~s and cOll1mitnwnts of

technical schools ilTld puhlic

actions ilS: creating neV\'

postsecondary institutions.

colleges. Under joint ag]'(~ell1ents.

institutions. changin,g roles oj

cilrdul dforts to idl'ntily g;lps ,lI1d studpnts l'l~ceive collpge credit for

institutions. chill1ging governilncp discrepancies. ill1d spI~cific

tllPir technical training. lindPr an

st ructures. funding s!1l'cial

attl'mpts to discover or idpntil\

ilgrepnwnt with thp State BOilI'd 01

programs or projl~ct s in part icuLlr futurl' nppds ilT1d l'xIwctations of

Education. th(~ Hoard of I{pgents

regions of the stille. or initiating

postsecondary particip;lI1ts.

opprates vOl;;lIional divisions on

legisLltion affectin,g

t hrl'e junior colll'gl' campuses.

postsecondary' educ;ltion.

Also. a Speciid Liaison Commitll~l~

The full i1chil'vell1enl of the

of the Board of Regl~nts of thl'

gOids ll1ay' takl~ ;1 number of veilrs:

t Jnivl'rsit y Systell1 of Ceorgia and

hovvever. the pilth lor

the Slatl~ Board 01 Education was

postsecondilry i1ction would IH'

established in 1977 to examine.

well dpjirwd. Publicly slilled i1nd

coopl~ratively. issups affecting

approved go;ds would enhance

both BOi1rds. The main issue which

public underslilI1ding of

has been substantivel~' addressed

postsecondary' education ;ll1d

by the Lii1ison Committee has been

improve public support.

tl~acher education.

Under the state constitution,

goals, and capabilities, nor

however, both the State Board of recognized areas in which they can

Education and the Board of

share or plan together.

Regents are established as

Consequently, little consideration

separate entities, with separate

is given to the interrelatedness of

responsibilities, and with no

the sectors, and to the effects of

provision made for permanent

the policies of one institution or

working relationships between

sector on all other institutions and

the public colleges and public

sectors.

vocational-technical schools.

This lack of understanding may

Neither is there specific legal

be due to the lack of accurate,

provision for joint educational

comparable, and reliable

endeavors among the public and 38 private sectors. Private

information that describes each of the four sectors-such as

~

institutions have traditionally

enrollment, program offerings,

sought to remain autonomous and off-campus or extension offerings, for communication, data

independent of outside controls,

and program completions. While

collection, and information

and therefore do not have central the public sectors do have much

dissemination. This forum should

agencies that encourage

information available regarding

also help institutions define

cooperation among institutions

their institutions, similar

common problems, understand

and sectors.

information for private

their mutual capabilities, and

Some of the problems which

institutions is lacking. In addition, actively create opportunities for

have resulted from the lack of

there is neither agreement among coopera ti on.

communication and cooperation

all sectors as to common

Both the private collegiate and

among sectors and ins tit utions

definitions and terms, nor an

the proprietary sectors should

have been intense competition for ongoing process or method for

endeavor to strengthen

available funds and students,

exchanging information. The

communicative and cooperative

unnecessary duplication of

resolution of these problems

ties among their respective

programs, difficulties concerning would help sectors in their mutual institutions, and to establish

transfer of credit among

understanding and planning for

processes through which accurate,

institutions, and the

the future, and would provide

up-to-date, and comprehensive

underutilization of facilities and

important data on which the

information can be obtained,

programs among institutions.

Governor, legislators, and

periodically, about all institutions

Further, a lack of articulation

policy makers could base

in each sector.

among institutions has restricted important decisions.

the student's ability to move easily

from one level of instruction and AGENDA FOR ACTION

from one institution to another,

The Governor should provide a

which is often critical to student

forum for encouraging cooperation

success in advancing through both and communication among

academic and vocat ional

postsecondary institutions. This

programs. Most importantly, the

forum should be representative of

sectors have neither sufficiently

all sectors and the general public

understood each other's missions, and should provide opportunities

ASSESSING EMERGING ISSUES
Means should be developed to continually identify, describe and analyze emerging issues in postsecondary education in Georgia. Methods should be designed to reflect the interest and concern of sectors involved, to utilize the judgement of professionals in the postsecondary education community, to incorporate the opinions of citizens, and to include those individuals responsible for policy making. A formalized method for assessing emerging issues would Rssure their consideration by the various planning and funding units in the sta teo
The broad issues involving the economy, enrollment, funding, governance, and quality of instruction are perennial issues of concern in GeorgiR and other states.
Some new concerns for the 1980's and 1990's will be fluctuating or uncertain economic growth patterns which may limit the sources of new funds to postsecondary education and to other state funding priorities; Rnd access issues related to postsecondary education-such as off-campus work, continuing education, external degree offerings, and student compositions which are expected to change the nature and traditional practices of instit utions. In addition, the 1980's

and 1990's will bring their own particular problems and issues, and it will become increasingly important to anticipate and meet these in effective ways.
Excellent educational programs require faculty members and teachers who are dedicated and productive, responsive to students, and active in community services. Emerging issues related to these needs will be the proper role of tenure in a stable postsecondary environment, s u fficien t incen tives for increasing productivity-such as development activities which lead to faculty creativity, vitality, and renewal, adequate opportunities for exchange of ideas, and issues related to collective bargaining.
Facilities constructed in the 1960's will require increasing amounts of maintenance, and many must be altered for energy efficiency and accessibility for the handicapped. By the year 2000, extensive building programs may be required for replacement of

39 many of these structures. At that time, will the separate sectors still
maintain and support numerous buildings? Will there be procedures for inter-sector cooperation and support?
Another issue which has been the subject of continuing debate in Georgia is the division of responsibility in teacher preparation and certification. Although the BORrd of Education/ Board of Regents Joint Liaison Committee, through a joint statement, has designated the Boards' respective roles in these areas, disagreement still exists among both public and private institutions and the State Department of Education concerning the point at which lines of responsibility should be drawn.
An important issue, both now and in the future, is that of state oversight, for the protection of education consumers. Current laws and standClrds which provide for regulRtion of the privRte sector, for example, will need reexamination in respect to their

<lbilit v 10 ensul'l~ lju<llily progr,lllls, fin<l!H;idl sld!Jilil~', dnd sldf, l'\',liudlion procedures,
Anol her cri I ic,li iSSUI' inl:I'c,lsing in inll'nsily is I Ill' burdl~n which

COlJJlllilll~I', d sllJ(I~' b\' thl' Ceor,gid Edllcdtiondl !lJJpro\elJJf'nl Council, allli dn inll~J'l'sl hv Ihc 1I011sl~ Id RI'presl~nl,lti\es in rl~\il'\\in,g ,govI'rndnCI~ during IIll' Ill'xi Vf'<lI'.

EFFICIENCY AND EFFECTIVENESS IN THE USE OF PUBLIC RESOURCES

fl~dcr,lI reguLlt ions h,l\l~ pLICl'd up 0 n po sis c (: 0 n d d r~' cd u C, It ion, All hou,',dJ ff'dl~rdl funding hds bCI'n <lggl'I~SSi\'ldv soughl aftl'r ,1I](lusI~d b~' inslilulions, cOll1pli,lI1Cl~ \\ilh

[)I'spill~ Ihf' widl'sprl'<ld conCI'i'n
SUiT(lullding Ihis iSSUI', d,gl'I'I'IJJI'nl has sl ill not Ill'l~n reachl~d rl~,gdrdin,g <In dppropridll' solulion, Furthl'r dldd~S in Illl~ rl'S(lilllilJI] of

C;1'ol',gia's cOlllllli I IllI'IlI 1(1 qualitv ill POSls(~t:rll](Lin l'duc<llion slllluid Ill' 1'\'idl'lll 111 illlpl'OVI'd forllls 01 <lC(:llul1ldhilil \,

J'lddlcd rulcs dnd rl'guLltions 11<IS
lorcl~d illcrl'dsl~d progr'llJJ. conslru(tion, dnd ddillinisirdti\l~

cl()

l:(IS Is,

Sludl'lll did \\ill rl'quirl'

I his problelJJ IiJd\ rl'sidl in dl'LI\s to pLlnlll'd ill1pro\l~n](:ills in voc<ll ion<ll f'dUCd I ion,
A fdilurl' to pldll lor cl1ll'I'gill,g ISSUI',S such d~; Ihllsl' indic,ltl'd

TIll' SLIII' h<ls hl'o<ld <lndl'xll'I1SI\1' I'I'SIJlJl]sibilitil's 101' prllvidin,g ils filizl'ns \\i1h ddl'qlldll' 0PP0I'IUllilil~s III ohi<lin high qU<llily I'du(dlion <II ,dlll'\cls <llld

(:oniinulilis slu(h, Thl'rf' is grll\\'ing inll'rl'st ill rl'dl'finin,g Ihl'

"bo\'c h,IS frl'ljul'nlh' l'I'Slllll'd ill "( risis IJJdlldgl'lJJi'nl ," III' d LII:k 01

ill <III SI'(:loI'S, To 1ll1'1'1 lhl'sl' 1'('sjJllnsihililil's, Ihl~ SLIII' nl'eds <Ill

JlllrJl(ISI' (d' sludl~nl ,lid, dlld I hl'i'l' is

(oordindllon 11I'(;I'SS,ln III dSSllrl'

dfl'(IivI' IllI'dnS 1)\ \\hil,h il C<l1l

'UO\\111,g prl'ssure 11'(11ll I11iddll' I Idss uli/I'ns, Ihl' pri\dll' t:rlill':~I'S

Ih,lt sldll"II'\I1 priorilil's dl](1 ~~o,ds drl' l!1el

<I(,(:ouill IIII' Ihe Pl'llgil'SS Ill<ldl' II] post S('CO I]d <I r v I'd UI.<I t i 01]

<llllllhc pl'opl'il'l<ln s(;I](lol.s I'ilhl'r

Ii \\(Iuld hI' Ijf'sl 10 ,llllil,ip,ltc

(:iVI'1l I hI' puhli(: I'l'SIIIII'U'S

1(1 pdrlicip<lll' in SLIII' did

SOIJJI' of Ihesl' C(IIlCI'rns dlld 10

ill\l'sll~d in P(I,SISI'CIIIHI.Ii'\

pro,grdll1s or to incrl'<lsl' Ihl~ 11'\1,1 01 p<l 1'1 i ci p,1 t ion,

<lndlyzl~ Ihl' probll~llls bdorl' Ihl'~' bCCllllll~ (Onlrll\'I'rsi,li. (II' Ill'forl~

I'duc<llioll, 1111' SLill' should Likl' sll'ps III l'nSIII'l' Ih<ll Ih(lst' puhlic

Thc ,llllounl 11Ji' sl<1ll,'s

Ihl'\' hd\I' si,gnificdnl 11I',gdli\'c

I'I'SIIIII'CI'S <11'1' IISI't! d!icii'nllv dl](1

I iti/cns should sh<lrl' ill Ihl' <I(lu,lI
(:(Isl (d' tlll'ir CdUCdl illn is 01

iillp'lI;!. COl1linuIlIIS dll,lh'sis ollhl' IlldlJ\ (olllpll'X P(ISIsl'cllnddn

dfl'ctivl'lv in Ihl' I'duc<lliolJ of (;l'orgi<l high schoolgl'<ldu<ltf's,

IIlII'rl'st 10 <Ill four sl'clllrs, Should IUllion Ill' chdr,gf'd 1(1 sflldl'nls

l'du(:dlillll,lI issues no\\ 1'IJJf'rgin,g \\ill did llJi' ,sl,ltf' in ndludlillg,

Instilution,I! <llld insll'u(tlolldl pl'ogrdllls musl fJlu'l <lCU'plilhll~

b,lsed on ,I fixed pI~rcl'nl<1ge of

pJ'l'diclin,g, ,Inri invl~sling in its

sl,lI1d,lrds 01 f'COIlOlllic dfi(:iellcy

dclu,lI costs'! Should sludents ,It publi(: \oc,llion,lI technic,lI

f u I UIT VV i SId v, ins ted d 0 f I'l', I C1i n ,~~ 10 d serif'S of crises, <lnd will ilssisl

and fisc,I! I'l'sponsihilily ill eXlwnding puhlic III' pri\dtl~ funds

schools bl'gin p,lyin,g tuilion'!
Allothl'r issue of ilJJportanl concnn is Ihl~ ljueslion of vocdliondl govl~rn<lnCI~, This issue

inslitulions ,IIJd sl'clors in bl~lIl~r ulldl'i'stdnding Ihf' issuf'S which the~' ll1l'et on ,I continuing basis,

lor I'ducat ionill pUl'pOSPS, AI t hI' S<lllle tilJ1l~, postspcond<lrv inslitutiolls and prograllls Illusl I'IlSUrl' Ihal Ihl'y arp dll'ctive in

is 0!Ji' l'xdll1pll' of Ihe ill1pacl thdt Cdn occur if probll'll1s wilhin a sl~clor l'merge as issues dnd drl'

AGENDA FOR ACTION
The Covernor should csLlblish proccdures for an ongoing procl'SS

Illl'f~ting the nl'l'ds ,lI1d I'XIH'ctatioIls of StUrll~Ills who sl'l'k
their l'ducation<ll bendits,

,1I10wed 10 grow 10 large

which will <lssist sLIfe,I{'v{d ,md

Esspntial 10 the SLlle's concern

proportions IJPforf' bl'ing resolvf'd, Efforts to J'l~solve this problf'1l1 have included d change in state

inslilutional decision m,lkers ill idenlifying relevdnl issues which Il1dy requirt' adjustll1enls in policy,

for l'fficil'ncy and dfl'ctiv{'npss is a n acu~p tab II'. 0 Ilgoi ng process for progr,lll1 n~vil'w or l'valuation.

leadership. a sludy by a Slmate

funding. goals. and standards,

Implil'd in thl' procpss is t hI'

exppctation that programs judged e,aminations are measures which and clientele which institutions

no longer efficipnl or of dubious

higher education uses in the

serve. as well as the fact that no

cffecti\'eness will be improvpd or asspssment of quality, Vocational singlp sel of standards would be

disconl inued. Inst itutions should institutions are judged by

practical or producti\'e for all

be encouraged to set goals,

placement of graduates. While all programs,

objPctives, and standards by

of these tools provide data that

At the state levtd t here should be

which their performance can be

may be used for comparing

commitment to the broad areas of:

assessed, Clnd general or

institutions, more dpfinitive

access to postsecondary education.

comprphpnsiv(~ guidelines for

measures are nped(~d for

achievpments of graduates, local

program asspssmpnt should be

determining ho"v VI. ell institutions and state manpower needs,

developed at the state le\PI.

nre performing in educating

effeclive facult~ rene\\CiI and

Minimal standards or guidelines

indi\ iduals in general. and for

e\'aluation programs. and

arp a\'ililable in such cases where assessing the performance of both educational equality, State-level

propriptary schools or colleges

faculty and students.

commitment should inr:lude

41

and pri\'ilte dpgrep-granting

review of agency achievemenl s in

institutions must acquire state

me (' tin g s tat e edu cat ion ,II go a Iso I'

approval. The Slate's authorizing

object iV(~s,

standards ,lI'P not directly

concerned with program quality,

however, and cannot serve the

AGENDA FOR ACTION:

public's need for accountability.

Ins tit ut ion sol' po s tsec 0 nd a r~'

Accredilation on a \oluntary basis

education should be encouragpd to

by regional accrediting agencies

review and Clssess their programs

fails to establish norms or

with particular regard for

standards "vherpb~ institutions

statewide goals and objecti\ es.

can ensure program quality,

Accpplablp forms of

N(~ither licensing nor accn'ditalion specify

,I accounlabilily are deppndent upon
ins lit ul ion a I Ie d (~r s hip, and t h p

rpquiremenls for performancp as

reduction of needlpss duplication

such, but can only consist of

in programs musl begin at the

rpgulations or guidplines that

Since the purpose of progrClm

institutional leI. pI.

demonstrate the achipvement of

revie\v should be progrClm

The stat(~ has an obligation to

minimal qualifications.

improvement. such review must

the public to ensurp that

Standards for program quality occur at the classroom and

institutions are managpcl

vary according to the role and

instructional levPl, and self-

efficiently and that programs

scope of each institution vvithin

improvement should be seen as the are effeclive in sprving thp public's

each sector: i.e" a research

key element in the accountability educational needs, State

institution Illay devldop standards process, It is important, therefore. leadership should encourage,

that emphasize thereolical and

that institutions be judged by the facililate, and assul'c that ('ffecti\'e

experimental efforts ,lIld the

way they ar:hipve thpir own

forms of program I'Pview or

publication of rpsults, The number missions. A broader. more

assessment are dc\'P!oped in a

of students nttending graduale

r:omprehensi\'e approach on a

mannPI' that will lead to the

school and the performance of

statewide basis would need to

continued improvement of

students taking standardized

recognize the different missions

postspcondaryeducation.

ADEQUACY OF FUNDING
Thl' Sldll''s prl'sl'lll II'II~I Iii

i"pl'ril'llI:l,tI r,lpiti ,~rlllllh ill 1'l1r()llllll'111 tlul'ill~ 1111' p,lsl 1\\11 tll'l:dtll;S, 1111111'11'1', <I I'l'lil~11 ()I

(;I;()l'giil's P()SISI'cIIIlILiI'\ i 11 SI i I UI i () 11 sis iI 1111 I h I' I' I () P i I: I h, I I 1'1'];III's I() 1111' ]1;11'1 ()I slilll'luntlil1g,

lilldlll:iili CIIIl1I11illl1l'lll I() pllslsi'CIIIlI\;11'\ l'liUCdli()11 sh()ultl

I:lIITl'nl 1'l1r()llll1l;nl dl1t1 lulurl' IHlljl'lli()IIS sll,~~I;sls Ih,lI

Fillillll:i,li ,Iitl 1l1i1\' hi' USl'tI I() ilttrill:1 1lIllslillltlil1,~ slutll'llls I()

hi' Illdil1ldilll'tI, ,mtl illcrl'dsl,tI
II'hl'I'I; nl'CI'SSdl'\, III I'llsurl' Ihdl I hi' I:i I i/,l'I1S ()I (;I'llr~id hd II' dll:I'S,S

pllsIsl'l:()lltldl'\' 1'111'()1]llll'llls <11'1' Sldhilizill,~, Whill' il is ullIll',lr 11/11'1 hl'l' I hi' Ill', I tll'cdtll' Ilil] Sh()II'

P()SISI'I()lltlill'\ illSlillltillllS: <11111 il
1l1i1\' ills() Ill' IIsl;d I() ilssisl il1 Ihl' SUp P () I' I IIi ills I i I U I i () n S 1)\,

III 1',cl,III;111 pllslsl'lIlllILiI'\ prll~rdll1S dl1t1 illSI i lui i()I1S,
L()()kill,~ illlil 1111' 11I1ull', Ihl' S iii II ' Iii C 1'1 I I'~ i, Ish () ul tI d SSI' SS i t.s

1III1lll1i I Il1I'nl I II p()sl SI'I()lltldl'l

f~

l,tI 1II,d I illll, Frlllll Sllllll~ SIII!rll~S,

I hl'rl' drl' tll'll1dlltiS IIII' !liIl h

1III'rdii pIISlsl'I:llllI\;11'\ 1'1l1'()]1111I:111
illl!'I',ISi'S, tli'I:I'I'iISI'S. III'
Ilucludli()l1s, il is cll'dr Ih<ll (;I'()I',~i,1 Ilill 1l()1 1"pl'ril'I1CI' rdpitl ~I'lllllh l'l(uid III Ihill ()I Ihl; 1'1'11'111 pdsl, Blllh ,~I'II,~l'dphil: rl',~illllS III Ihl' sliIlI~ dlltl SI'IIIII'S Il1dl

l'IlI,llIlril,~ill,~ III' illl:l'l'dSi Il:~ l'I1I'()lllnl;I1I, B()lh purpllsl'.S SI'I'\I'II) l;nSUI'I' I(uillil\ ,lllti Slilhi]ill ill (;I'()I'.~i'l il1sliluli()lls
Fillillll:iili ilssislillll:l' is ()III'1l 1111; tll;citlill,~ !;1I:lllr ill 1111I'Ihl'I' 111'11111 ,I siutlI'111 illll'ntis iI Pill'lil:uLII'

dtitlilillllS dlltl ill1prll\'l'Il1I'l1ls III Ihl'

1"pl'l'il'l1CI' tlilll'rl;lllidl rilll's ()I

jJ()sl SI;C()I1t1i1I'\' il1sl it UI illl1 III

p()SISI'lIllll\;11'\ l,tllIIdlilll1 Slsll'Il1,

gl'llllt h, <l11t11 hi' 1:()ll1p()si I i()11 ()II hi'

his hl'l' I:h()ill', As ,I rl:su] I ()I

()ll 1111' IlIhl'r hdlltl, 1111'1'1' drl' l"-prl'ssillllS Iii hUtI,~I'ldl'\ ,lidl'll1 dlltl tll'lll<llltiS IIII' SPI'lltlil1~~ rl'sll'<lillls,
c: () 1111 i CI i ll,~ til' 111 d 1111 S II I I' I( U,Ii i I \ '
,111t1 <111 ill1pl'llll'Il1I'1l1 ill slillltlill,~ 1'I'];llil'l' III IlIhl'l' SI'III's. Illusl Ill;
rl'CIl/lIill,tI Ililh CIIIlCUITI;111
tll'll1dlltiS 1111'1<1, I'l'liddllll rl,tllII:I,tI ,~I I I 1'1'111111' II I SP 1'1111 I 11,~,
I lliidl illl1 h<ls <I Sl'J'illlI.s ill1pilll 1I11

sludl;1l1 IWlh Ili]1 pl'()h,lhh Ill' Il1U I h tI i 111'1'1'11 I I I' I 1111 I h d I I I' h i Ch p () sIs I; C() 11 tI <I 1'\ I'd UI: <I I i I I11 h d S 1"-]lI;l'il'IlI:l'tI il1 Ihl' pdsl,
II is I'I'C().~lliZI;tI Ihdl CI'()rgiil. likl' ()Ihl;r slilll's ill Ihl' s()ulhi'ilSI, C()l1liI1UI'S I() l"IWril'ncI; rl'];llilld\, hi.~h l'I()I1()lllil grllllih ilS
1:lllllpill'l'tI IIi I hilI hl'r SI'I:I illl1s ()f
1111' l:()ullll'\, dlltl Ihdl 1111'1'1; is

slutlil's Illltll'l'lilki'l1 ill 1111' \;111' I ~HiO's ilntl 1;;lrh I Q70's, h()1 h
II:tll'l'ili ill1t1 Slilll; ,Iitl hilll' 1)(;1;11 1l1i1t11' illl:l'l'ilsil1.~I\ ill,liLJlJil' III
sludi'llls SiIlCI; lQ72, IIIIIII'II;!', iI llull1ll1'f' ()lchilll.~l's-I)(Jlh 1l',~isLI I ill' ,llld i'cllnlllllil:--hilll'
ilf!I'III'd 1]11' l.ji.~ihi]ill slillus ()I
sludl'l1ls tluf'in.~ Ihl' illll'ril11, ilnd CIIII'I'nl .~I'ilill iIllti Illiin jlrll,~l'illl1S

P()Sl.SI'I:()lltl'll'\ I,tlucdlillll, dS il tI()I',S ill ()lhl'l' <lI'I'dS Iii 1111' I'C()IlIIIl1I,

I'I;ilSIII1 I()I' ()plill1isll1 il1 1I'I'IllS III it.s rldillill' ilhilill I() pill I()I'

iI]Jjll',I!' I() hi' in,J(II'qllilll' III 1111'1;1 1111' d I' 111,111 d S II I i J!! ( ; I' rI I'.~ i iI CiIi ZI' Il S

\'dl'illUS I'slillldll's hdll' 111'1'11 l:ill,tI
,IS III 1111' CUITI'IlI 1',111' ()I il1lldli()Il,
hul Illsls IIII' 1,II,ililil's Il1dillll~lldl1CI', l'I(Uipllll'lll dllli supplil's, 1'llI'r~I, <llltl Pi'!'slll1l1l'l drl' I'SCdLllil1,~ dl rilll's Iii 10 1'1'/'11'111 111'111111'1', ()III'11 Illdkill~ il

l,tlUl:dli()1l illlIl 111111'1' Sl'l'\icI'S
prlllitll,tI 1)\ Idrillus 1I'II,Is ()I
,~III 1'1'111111'111, Al Ihl' Silll1l' lillll', Ihl:l'l' is Ill) tllluhl hul Ihill 1111' lldli()ll illltl Sldll' h,l\l' 1;I1II'I'I,tI dll 1'l'iI in Ilhilh Ihl' ,lppl'IIjHiilli()1l ()I puhlic 11illtiS dl1t1 1'I'.SIIUrCI'S 1111'

sl'l;king ,lid, Jlilf'lir:LILIf' ill Il'nli()n
shlluld 1)(' Illlusi'd ()n 11]('
ilp]Jf'()]Jf'iilll' l11i, III gf',lnl ,ll1d sl.Jf-llI'lp iI.ssislilIICI~ illHI \In Ihl' dislf'ihulilln lJi cllsIs ,1111()llg sl udl'nl s, ]Jilf'I'nl s, ilntl sl)(:il'l I',
Thl' I'C()nlll11ic pf'l'SSUI'I'S

111'II'SS<l1'1 1111' P()SISI'CllllI\;!1'\ il1sllluli()IlS III sdl!'iliu' il1sll'uI:IJ()I1<11 1l1'1;tlS ill Ill'tll'!' III

l'duc,llilll1 illld ()lhl'l' puhlil: l'llll'l'prisl's Ilill Ulltll'I'.~() cill'dul Si'J' I I I i 11 I, 1'1 i' 11 I 1111 U.~ h 1111 11'1 1,1 II I

,illl;cling insliluli()ns iI!'l: ,JlS() il11pill,~in~ 1111 Ihl' pcrslIlllll'l Ihill SITI'I' 1111: PIISlsl'C()IH!;II'\

1l1<111lldill pLIIlIs <lllIlllll'I'1 ()pl'rdl il1,~ l"-pl'IlSI'S,

l,tlllI:,llillll is sU!Jjl'l:l I() sl:rupul()us 1:()sl hl'lldit 1'liI]Uillillll, illltl

inslilulilills ,llld Ihl' SliJlI', (...!llillill' IJl'II,~f'ilI11S f'I'quil'l' s!;lhll:, s,llislil'd,

El1r()llllIl'lll 11'1;lltiS dS Ihl'l 1'1'1<111' III pllslsl;C()l1t1dl'\ l,tluc,Ili()11 ll1usl
d]S() Ill' dSSl'SSl,tI, '1'111' Slilll' hdS

pl'l'l:isl' pr()jl'cl i()l1s, Thl' 11'11,1 ilnd tlislrihuli()11 ()I
lillill1l:i,li ilitlill slutll'l1ls illtl;ntlill~

ilnd Iiljlilh]l' filculll, Whill; j()h t:lllIiCI' Llclllf'S II ill dilfl'f' ,lnllll1,~ insll'lll:li()lliJ! pl'rs()l1lll'l ill

dlildl'lllll, Illlillilll1,d, i1lld I'I'SI'dl'l h ,Ii 11111il'S, dllll ill 1111111'i1I', 1111II'-II'.II' .Il1d<";I',,,III.lII' illS I illil illI1S, sill.l1'1 1:lIll1pl'I1Sill illl]' dl;IClllpl1wl1l,1! .Illililil'S, 11I1III'I' Ilpplll'llIl1itil'S, dlld IJlhl'!' 111'1l1,lils ill I' i1l1l1Jll<"; Ihl' 1,11 1111'S t:!ll1sidl'I'I,d ,IS 1111111111.1111 illlllll'I1II'S 111 Ihl' 1'1'11'l1liIJI1IJi Lilldll, II h.ls iJl'I;11 11)llllIllh.l1 il1lLllillJ1 hils ,dl'l'.Ilh iJl'llll<..;hl dlllll1 Ihl l'I,Lllil I' s.lLII'\ pllsiliilll Itl idUdl1 Illl'I1lIJI'l'S 1IIIllpill'I'd III IlIhl'I' pl'ltll'sSlll11.l1 <";I'IJllpS Ill<..;hl'l' S,ddl'il's ill
il1dllsln ,III' ill I I'dllill<..; ,11111
Irilil.llil 111111'l'ill<"; I!w 1l11111iJl'l' Itl Ijllidilil'd il1.slllIlIIII'S .I1i1ililiJll' IIII' 11'.11 hill,<,,; .Ilh.lllll'd Illl.llilll1.1l11'lhllil,d pl'l)<";I'.Ill1S, !\llhllll~~h Ilw Slilll' h.ls .Ill11111plisllI'd Il1l1lh ill illlpl'lllill<..; lilllIll I 1III1IIililll1S dUl'il1g Ihl' p.lsi IiII' II!,II'S, Ihl' ClIll1ll1illl'I' 11'1,ls Ih.ll 11I1'Ilwl' ill1pl'llll'Il1I'lll is 111;I!dl'd il (;I'lll'gi,I'S il1slillililillS .11'1' III 111i1il1l.1il1 Ijllillil\ pl'II,<";I'i1I11S lllll1pl'lilill' Ililh Ihllsl' III IJlhl'l' .I1'1'dS lJi I hi' I'IJ,<..;illl1 .Il1d I1d I illl1,
{lllill1.1ll.jl, Ihl' pl'lIpll' III (;1'III'<..;i.l .Il1d II1I'il' 1'11'lll,d I'I'pl'l'SI!l1ldllll'S Ilill hilll' III ll1i1kl' dl'cisilll1S ,dJ111I1 I'I'SIIIII'lI'S dl.liLdJII' lor Ilw III I 111'1' .11111 Ihl' 1'1![;ilil'l' Pl'illrill Itl plislsl'I:III1ILII'\ I'dUC,llill1l ill (;1III',<..;id.lS ClIll1p.ll'l'd Il'ilh Illhl!1' puiJlic dl;Il1i1l1ds lor SI'l'\it:l!s, ()111\ ;dll'l' l11dkil1<..; IIH'SI' d I! t 1'1'111 i 11 ill (II 11 S 1:,111 I hi' P Lilli WI'S ll1.1kl' CIJl1sisllll11 pillill il1l'I'SpIlI1SI' III spl'cific dl'Il1,uHls, such ilS Ilw
dl'\'I.j II P1111' 11 I iii (;111I1'<..;i.l's
Ul1il'ITsilills ilS J1i1lillllill l'IISI'ill'ch
ll;l1tITS, Ihl' l'sldiJlishllll'J11 iii I1t:1l'
PI'Ii!..;l'ilIl1S ill 1;"istiJ1<"; illslitutilll1S,

Ihl' jllll'l:hiISI' III 111'1\ ill1d sllphll;lil:.III'd l'ljllipIlH'1l1 lor slil'l1lilil ilS 1\1,11 ilS 1111:illilll1i1l11'1 hili c, d lid U I:, II i I I 11, i Ul d ,<..; I JI H ' rill Llculf\ sdlill'l il1l:l'l;ilSI'S,
AGENDA FOR ACTION:
Thl!I'I' slllJllld 1)(' dl1 111'L:.IJ1il:l'd pl'llll'SS IIJI' I 11111 ill IIi 11,<"; slllllIlIl Ihl' l'i:lllllll1lii: pl'lildl'll1s il 111'1:1 iJ1,<,,;
p I I sis 1'1, 11111 L 11'1 I,d II I ill i I Ill, Sill h d
PI'IIII'SS shlluld hl,11l slilll,-II'11'1 t11'lisilll1-111i1kl'I'S dl'II'l'lllilll' Sllllii:il'lll 11'1I,ls III SI,III' 1:llllll11illl1l'lll 1111' IIIISISIJI:lIlldill'l l,dlll:i1lilll1 SII Ih.ll Ihllsl' 11'II.js 1:.111 1)(' 111111'1' I'ilsill I'sliddil,llI'd illlI! ll1i1il1l.1illl,tI 1111 iI 1111l,<";-l'ill1,<..;I' h.lsis,
'I'hl' SCllpl' illHI l'illl<";I' Itl sllldl'l1l lil1dl1ti,d i1id shllllid iJl' i1SSI!SSI,d i1l1d 1'1'1!\dludll'd 11'11111 1111'
SIi III d PII i 111 II I I' Ij U i I \', d d I' lj 11.1 C \ .
,llld dll'I:1 i\I'IlI'SS ill J1WI'I ill!..; I hi' Sldll"s I:UI'I'I'111 i1l1d 1111 uri' ,<,,;lIids lor 1l1'lkiJ1,<..; pllslsl't:lJl1ddl'l l,dUCill illl1i11 IIP]lIl1'llIl1i I ii'S 111111'1' ill 1:I'ssi hll',
'I'hl' IlIl1g-l'dl1,<..;I' IH'I,ds 1III'ldCIIII\' 1:lllllpl'IlSdli(J1l illltll)(,I1I!lils shllllitl 1>1' i1SSI'SSilti ,ll1d 1'1'1'\,Iiudll'd. dllli dll dp]lI'(Jpl'iilll' 11'\1". I>dSild lIplIl1 t:(Jsl (Jllilil1,g ililtl (JlllI!l' pill'lil1l'lll lilctlll'S, sh(JlIld 1>11 IllilillLlillild,

EFFECTIVE FUNDING AND BUDGETING
llll:I'lldSill,<"; Cllll1plll i I i(Jll 101' iI\ilildl>ll' 11I1lds, lil1lill,tI 1IIIldillg SllUI'CI'S, illlllllllll'l'lilil1 l'IlI'llilllll:1l1 jJdlll'I'I1S ,11'1' ilil pl'l'SSlIl'l'S I\hilh hilll' illl:I'I'i1sl'd 1111' 111'I,d IIII' Illlll'l' dlitil'lll ill1t1 dll,t:li\I' iltllllillisll'dli(J1l1l1 pllhlll,I'I'SIJlII't:I'S I(JI' P(JSISllt:IIIlI/;11'I I,tlllt:illillll, 'I'lll'I'I' is i11s11 illll'l,d III illljJl'IIII' Ihl' l>udgl:1 ill'\ pl'llt:I:SS I hl'(Ju,gll t:llllsitll'I'ill ilill It! I hi: I'I'SllllI'I:I'S Itl illl jJllslsl't:lJI1t1ill'l illSlillililllls ill Ihl' Sldll;, BlItlglllil1,<,,; ill1t1 IlIlltlil1g
p I Ii i Cii's ShII ul tI I' Il d I> II' 1111' S I il I I'
III gllitll' plislsl'CllllILII'I' l,tllIlillilill slIccl'sslllll I I hl'llll<..;h t:ll,1I1,gill,g
t: I 111 tI iii II Il sill 1111' 1~JiJ( j' s, S II Ch
pillicil's i1lsl) Ill;ild III l'I1S11l'iI Llil'llilsS dlltl ddl'lJ lIdt:\ illllllll,<"; dll SI!t:tIlI'S illld thll t:ilil:lll1S Ihl'I' SI'I'\I',
Clll'ITlllh. 1l1i11i1l,g-II'1'11l IUlltlillg glldls. plllit:iilS, III' pLIIlS I'"isl 1111
iI ,s t (j t I: 1,\ i dI: I)(J ,S is III I' , Ii I I tI
jJIISlsl't:I)Jlt1dl'\ l,tlllc,i1illl1 ill (;1!111',<..;id, FUl'lhl'l', Illl I'"plilil
S\Sllllll hilS IJI'lllll'sLIl>lisllI'tI ill I Ill!
slilll' 11'1'1" IIII' t:1I(Jl'tlillillill,g 11111dill,g illllllll,g Ihl' lill'illUS Slilll' il,gl'llt:il!S I'I'Sllllsil>ll; 101' piisl SI'C(Jlld,II'\' iltlut:ill ilill ilIIIIC,IIilll1S ill11l1ll,g SLIII:, II'dl:I"I!. illltillit:dl il!..;I'llI:iilS, Ill' dl1llll1g thll pllslsl't:I)Jlt1i1I'\ SI!cllll'S,
WillWlll sldll,-II'II" gUitll.jilll'S. l11illl\ 1>1It1,gillill'\' dl't:isiIIIlS fill'
PliS I SI' t: Ii 11 d, II' \' iI tlu t: ill i 1111 h, I \ I'
IJI'I;1l Illdtll' \\ilhlllli sldlicil'lll 1IIltll'l'slill1t1il1!..; 1111111' dilll'I'I'1l1 llill,tlS (Jf. dlld I'I"dlilillShips ilIlWIl,g,
t h I! \' ill' i II 1I S PII S t SI' t: 1111 tI, II' I SI' (: III I'S:

without sufficient data for

operrttional costs each year

Financing policies should be

justifying public expenditures;

regardless of the number of

f1pxible enough that. when

and without a means for

students enrolled in institutions.

necessary. existing funding

evaluating the sufficiency or the Technological advances. causing

processes may be modified to

effectiveness of funding among the rapid obsolescence and frequent

reflect actufl! costs and

sectors. Also, there has been no

replacement of equipment.

expenditures. or more effectiv'e

obvious basis for establishing

increase program costs. The

ways or funding may be init iated

priorities for postsecondary

different missions of institutions

to meet additional needs of

funding. In many instances. funds cause varialions in costs; for

institutions and various regions

have been allocated to institutions pxample. some vocational and

of the slate. Such methods as

or programs to meet short-term

pro fessiona II y-ori en ted

cont racting services among

objf'clives. such as for filling

institutions and programs arf'

institutions and sectors-to utilize

teacher and ot her manpower

more expensive to operate than

public and private resources more

44 shortages, for matching federal dollars. for making emergency

those with traditiollFd liberal arts programs. and research programs

effectively-and different met hods of allocat ion for differpnt

J'l~pairs. for meeting expenses

requiring extensive laboratories

Ipvels and types of instruction, are

necf'ssitated by new federal

and special services are more

examples of funding procedures

regulations. or for meeting

cosily than general instructional

which have been suggested.

unf'xpected surges of student

programs. Of particular

enrollments in certain programs

importance is the need to maintain AGENDA FOR ACTION:

and institutions.

an appropriate balance bet Wf!en

The Governor should initiate a

Budgeting policies should take operating costs and personnel

review and reevaluation of

into consideration the impact

costs of institutions, particularly

existing policies and processes for

funding decisions will have upon in light of increases in part-time

funding postsecondary education;

all sectors over thf' long term: for sl udenls. who may not

and aut horize t hl' dpvp!opment of

example. the effect upon the

proportionatply increase the total a coordinated plan for allocations.

private sector of increased funding full-tim!! equivalent enrollment.

which is based on state-level

for public facilities and programs but who may require the same

funding priorities Clnd which is

or for maintaining low public

level of servicps as a large full-

consistent with institutional

tuition costs; the pffect upon

time enrollment.

priori ties.

public vocational-technical schools of funding vocational t rainin.~ programs in public

~

colleges; the effect upon senior

colleges and un iv PI'S ities 0 f moJ'l!.

or less. funding for junior colleges;

or I he pffpct upon public

ins tit ut ion s 0 f pro V idin g more 0 r

less aid to students attending

institutions in the privatp sector.

Such policies should ,1Iso rdlect

a sensiti\'ity to fcH:tors which

affect education costs. For

p:--ample. inflation increases fixed

BASIC SKILLS
;\ ,~lIllsl;II1IJill IJllllllWI 1,1 (;I'III~iil'S hi,~h SlhlllJ! SllIdl'lltS i11't' dl>!il il'lll ill hiiSil,
i (111 I IlllIll i I iI I i I III iI II tI 111 I II iI 1'111 iI I ii" tI
,kills, ThISI' dl,1 illl'lll ii", IliI\ I'
1'1'1'11 \\1,11 dill 1I1111'IIII,d IIII liIl'
(:illlirnil II',' 11\ l'IIIIJiII\ 1'1 s, lJ.il"'llh, cllid ,'dlllil!III', i1S \\I,li ciS
1IIIIlll'I!!US jillilllsh",! sll,,! "s ,III'!
h P rip () l' i ~ ;\ 111 (J 11,~ I t 1( i i ( ,'-i !] \ (J ') j Ii Iii I] I I \ I) ! II hi I" I il,'
,l)lllll"ll\ 11 ' f".'o ii 11'1 I i(ll1. i tl!.'-J f I )) ] ( , ~ 11 t) (i j 1 I ! 11 (j j 1:-' ;; I j t 1) 1I j j I (I (
1il (111\ 11])( i'(),"!>;l'i Illl::;l ,\ ')1( ill!'.
Ii' 11' I I.' I t I i I I, ,! I I I cI II \ I,d \II cI I i I I 11,11
It \'t'l l)l'~(' l,~rdphj( ],l'~il)Jj {l! 11Ji
,,,[ ll(' (11 tid! j(!ll.
l'iI" litll ',111111 iii \\11\ Ihis ,s i I I I iI I i I I II I' '\ i S t ~ .I III I \\ Ij( I III' .I I,~ t Ill'
l'I'SIlIIII.~il)illl\ I1II Inill,'; III illljll'll\ I' il. is Illit .It1dl'l'ssl'd Sldl,l\
Iii Ihl' 1)(lsISI'(,llllll.ln .111'.1 II is
1\ dl' 111111 I Il'ill' I hcl I 1IiII.lI!I'IlI,d
.I',i,I',~S I II jl'lsi SI'I,lllld.ll\ I,d 111:.1111111 dillill~ Ihl' p.lsi 1\\1, dl'I"II!I',S iJ.JS ~ i \ I'll Ill' \ \ (II I' 11 I I,ll' I hi' l!jljlllllullil\ III i111t'lld
IlllSlsl!l:lllltliin l'dlllillilll1i11
il1sl ilul ilills. J 111\\1'\1'1', 111111l\ Sllldl'llls hil\I' 11I'1'1l 1'llllllll'i1,~IrI III jJursup UjJI\i1I'rI 1l1ll11ilil\ Ihrllu,~h highl'l' plltll:i11 illll, l'f',~,lrdll'ss III Ihl'il' Illllli\ illilillS. iljJlilllril'S. III'
illll'l'psi ill ilrI\lllllf'rll'dul:illillll;
ill](1 III hl'rs \\1111 hil\I' 1'11'llII,rI l,rI 111:i11 illnill IIjJjJllI'llllli I il~s hl'III'I' lilillll'l'd III Ihpil' I:ilrf'f'r IJ!ljplli\I'S h,I\I' IlIulld I hpil' jJrll~l'f'SS ill1ll1'dl'd
11\ !tll:k III hilsil: skills. Thl'
1'1'1:11,~llilillll lJi \\1111 illll'nds jJIIslsl'l:llni!t11'\ pdUl:illilin
illSlilulillllS, ilnrl \\hill Ihl'il' Sllltl'

I,i 1111'Jllllf'rlllI"~s IlIlISI lit'. hilS 11111 111'1'1l .t1,l.Illlljllll1il,rI 11\ iI
1IIIllpllhl'11SI\I' 1,111111 III
1IIIIrrlillilll' i1llilrll'lllil: CIII1II'lll ill 1111'
1,11'IlII'lllill'\ illlri SI'IIIIlI!tII'\ il'\l,1 1\ illl Ihll ,~kills 1l1'I.I'SSill'\ 1f)1 SII I I ISS iI I I hi' jJ II :; I SI ' I 1I 11I1.t I \ I ('\ I' I .
Tlif' IIlidlil\ dnrl il'\I'! Iii II'illllil'l Ilf'lilll'llldtll I' is iWlllli illl 11'.t,SIIl.~h 11'1 \1';111 idS.t1l il1ljJlllldlll 1.tllIIJI'
II] I hi' illSI I'UI 111111,.1 ,IUrll'llls. This
jt..;:--,ll(\ IS !)ciJ1,:: ;j(ld1'('~-~>-,i'd ill
(,I III'.~id Ihlllll.,:h IllljlliJ\ l'I]Ii'1l1 111 slldl d"\I.jI'!,III"!I! .tl.li\ III'", dllt!
j ('iit III l' 1J ri III ~ I )J'( 1,~l'iiJlj~. III I \\ 1'\ 1'1. II III!I j, I III 1"1.1 J,~ 11 i /,1 'Ii
lhd\ 1/ll' jld'-Jll {ltlll dll)ll Id' \(ql!l,~! l'I'lljJ I' i, lilll 1''\1 ill~i\l,j\ iii Iii"
11.tI,rls Iii. [Ilii 1,,\,111',1\11\ IiI,
II SpliliSi I,illl \ Iii. I,dllldllllll.tl iIlS!lllllillll.~. J>.II'llliil ilJiIIII'1l1 I'S Iii SllIil'l \. illlri I hl";I'I1I'I,t1
1:11\ illlllll1"lll. !llllh 1l1llIi\;III' .11](1 Illilll'rll! rll'\ 1111jJllll'lll 1:llili~ ,11'1'11.
SIIUII' 111i1.t!li,' jllll,';II'~c; ill il,SSI'ssill,'; .tllt!I"llIl'dllllil1,~ h.tsil
" k Ji! rI P I iii ii' III i [ I' S h.t S ,til' I ' .t ti \ 111'1' 11
III Idl' Til,' Slill I! IJII.tld l,j
1':rllll,1I11111l ILlS .trlllpll'rI II
I IlllljJl'ilhl'IISi\l! slurll'lll
.tSSIISSllll'lll jllilll in Illrll'r I II I:pII i 1\
1111' I:llllljJl'II'I1U' III sludf'llls. Aridilillilitl i1ssislillllil' is ,~i\I'1l III slllrlf'nls I\hll l.til Iii shll\\
sillisIill:llIl'\ Illlhil'\(,IllI'1l1 ill
Slillpl\idf' Ipsls hl'illg gi\111l .tl killrlprgillll'n i1lld \ill'illUS highl~1 jJl'illlill'\' .tllrl Sf'l:lllli!;lr\ 11'\lcJs. '1111'
skills III Ihp high sl:hlllll gl'.tdu'lll! \\ill Ilfl I,\,tluillpd undl'l' il
1:1I1ll11l'11'1l1:\-hiiSpri jJrllglilll1 I (I Ill'
jJ hils(' dill If) l' Irl's h III I' Il fl nil' I'i Il,~ ill lisl:lJ! \'('111' I HIW, i1!ld high schllill
sludl'llls will hi' rPlluil'l'd III

I'SIIJiJiish 1,llllljJl'II'llcil'S ill:2() !ldSill .I Il d I i II' - I I I jI i Il.~ ski II S.
III 1~)7:L Ihl' ]lllditl lJi RI'.~I'llls lJi Ihl' [!l1i\I'I'sil\ S\SII'1ll lJi (;('III,~id t1ill'lill'r1I'dlh jUllili1 Illllll'.~I" IIIUI'-\I'di t:Idll'~I', dlld 1II1i\I'I'sil\ ill 1111' Slilll' .~\~,11'1I1 III I'st.ildish d Iii \ i',ilill (Ji Sjll'l I,d sllltlil's. .\ jl jI I ( I '\ i ll1 d 11,1 \ :2:J l'l' I I I ~ II I Iii i hi' 111t.t1I'lllt'lln~ 111'shllll'll I Lls,s,',s
h"\,, "llllllll~r1 ill Ihls IJIII!.2ldlll.
\\ hl~ h jI['II\ Itll'S dpJllliplidl1 I Illln~t'!il],~ i1llll .JCdtli'll1i, dssisldl1ll' i(1 Silitll'III,~ 11111'I'i[1';
\\ Ilh 1'11111 dlllillill tll,licll'lll II'S [II II'dtllll.~. Ln,disil. .11111'.11 11](l\11t lil(!ti(,:,,;.
Thl' ill'l'd \(II,dlillll.d-II'llhllil I[! Slhlllli.~ <11:'11 Plll\ il!" <I~,sisllllll" III sllltll'llls \\ hfl.~I' IldS11 skills <III' illddfi[Udll'. ;\ IliillllllUll1 II'dtlin~
dllil 111i1lhl'llldlilill jll'lIlilil'l1t:\
11'\1,1 hdS hl'I'n Plt't1l1lt'l'l1linliti I1II
l'lll:h I1l1:Ujli11 illndl 111'1'11 . .Inti sl Ildl'llls IlIJI dlhil'\ill,~ IllI'SI' 11'\ 1,ls
Illllsi \\ Illk I'i 111I'11ull- III' pd 1'1-1 illll' IIIl t:IIITI'I,lill,~ Illl'i[' r1dillil'lll:il's.
'1111'1'1' is nil t1lluhl Ihdl Iht' .st.III'
ILls .I II'Sjlllllsi!Jilil \ IIII SI'I'illg I hdl
.III sllltlfllll,s, .II Iill It'\lds, hll\I' .Ill
IljljlfIIIUllil\' III dlldill dIld I1lllkl'
USI' III hllsil: skills. Bul III \\hdl 1''\II'1l1 III l'IJih 11~\ld II'Sllllll:l'S 1Il1lsi IJI! clllllmillt'r1 III 11l1'1'lill,~ Ihis
I'I'sjlonsiiJilil\' is .I I:olllilluillg ISSlil'. ililtl Ihf~ Cllilidillillilill 01
dlolls is I:I'I'Llinl\ .In implll'lil!ll Ijlll'slio!l ill Ihl~ dlicit'lll l1lilllilgl'l1ll~nl 01 II~SIIIIl'I:I'S. CII'illl\"
till' jllo\isioll Iii Ihl'sf'
opporlllllitif'S shouitl nlll il1ljll,t1I! Ihl' Stlltl~'S \'lIl:lllillnIJl-II~l:hllicIJl schools, clIlll~gl~S, ilnd llni\l'l'silit's
110m Ihl'il' prillllll'\

I'l~sponsihilitil's in illstrllclioll sl~nicl'. dlld rI'SI'drl:h. Fllrlhl'rJ11orl~. dforts shollid IJt, mddl~ Ollt sidl' I hI' l'dllCdt iOlldl systl'm. \\ithin fdmilil's. nl~i.~hlJorf1l)ods. chllrt:!ll's. gllvI~l'nllll'nts. dl](1 socidl dlld Cllltlll'di ,~I'OllpS. tll I'ncllllrdgl' dl](1 Illllti\'dtl' thl~ pl'llpll' of C;1'or~id to purSIIl' ;Icti\l'h' thl' ,Ittdinlllt'llt
of thl' hdSic skills \\hich \\ill
l'ndhll' tllPm to Il'dd Illllrl' prodll(:tivl' ;lnd rl'\\';lrdin.~ li\l's, 4(;
AGENDA FOR ACTION:
Cilrdul considl'riltion dlHI
I'l'\il'\\' shollld 1)(' gi\l~n to thl' roIl's
of ;I11 postsl'condill'\ institutions in prll\idill,~ instrur:tion in hilSic skills.
Schools. lolll'gl's. dlld instilutions dt ;I1111~vI~ls In ,I dl'J110Crilt ic socil'! y shollid hI' concl'rnl'd \vith thl~ illlprO\I~llll'llt of gl'lll'riIl litl'r;ll:~, H.l'ildill,~ ,Ind \\Titin,~ dl'l' IlO! I~sotl'ric skills of llSI' onlv to Ihose sel~kill.~ ;llhdnl:t'd or spl'ciiIlizl~d studil'S, E\I~ry illstitlltioll shollld t'st,lhlish pJ'()cI~dllrt's 10 hldp s!udt'llts tll'vfdop minimllJ11 cOlllpetl~ncif's in lillI' \\ith its pdrticll];lr missioll,

POSTSECONDARY
EDUCATION AND WORK
TIlt' rfddt iOllship hl~1 \\I~1'1l
I,tlll(,diion ilnd \vllrk should 1)('
,~i \'('11 mOlT I'mphdsis in I hi' prl~pdrdlion ld SIIIlII'llt.S for dfl'cti\I' ilnd prodlllti\I' li\in~; ill tOI];I\'S sl)(:il't\: ,llld
opportllllitil'S for l:drl'I'r dl](1
\1)(dlioniI! trilinillg sllll11ld IJt,
d\di];I1Jlf' to ,III SIIIlII'lltS sl'I'king
l)(Istsl~l:olll];lr~ I'dllcdtion. t\!llrl' indi\'idll,I!s dre t'llll'rill.~
thl' joh llldrkl't tOdd~ th;lll 1'\1'1' hdol'l'. dnd \\ith mOI'I~ I:!llllllf'tilillll for ,l\di];lhll' positions. 1~\I'n colll'.~I~ ,~rddlldtes ;lI'f~ filldill.~ it incrl',lsingl~ difficllit to find s;lIis!;lclor~' I~mplo~'mt'nt llnless they h,lvI~ skills 1'l~];lIl~d to spI~cific occllp;lIioIlS. Emplo~'ers ,Ire l~xl)('ct illg lllore of prospl'ct i \1' l~mplllvt'f~S. so thdt olllv millillllllll oll-tlw-joh trdillill,~ \vill hl~ nf~CI~SSdr~' for s,lIisLlctor~' joh pl'rf(lrmilllcI'. Flirt her. t hl~ illcrl'ilsin,~ cOlllpll~xitv of thl' joh mdrkl't plilCI' is lllilk ill,~ it impI~rilti\l~ thdt stlldt'llts h,l\e ddl'qllille illform;ltioll dhollt joh opportullities. reqllil'l~nlt'nts ,Illd p(ill~nli,I1s. dS \\'1'11 ,IS kno\\lt'dg(~ ;d)()llt tlwir o\\n C;lrl~f~r intt'rests.
III 0 t i \' il t i OilS. ,~o, d s, ,111 d
Cilp;lhilitil's hdol'l' 1~lllerillg thf~ \\'orld of \\'ork.
SiIlCI~ Il'ill'ning ;Ii)()llt work dppeilrs to Ilt' il comlllon 11I't'd ,I mOil g ! he \'; 1S t m dl 0 r i t v 0 I' st lldt'll!s ;lIlt'lldin.~ postS(~COlldilry illstitlltions tod;J~. il is inc]'f';Jsillgl~' I'l~cognizt'd Ihill

clintilllll'd iso];liioll III' l:drl:I'r
I,d II Cd t illil Irom ,gl'llI'rill I'd lliil t i Illl dt'pri\l's silldl~nls ld IlpP(lrtllllitil~S to 1)(~COlllI' prlldllcti\I'. sldfSllpp(lrling citi/.t'ns.
Tht'rl' i1re lllilll\' illdicillilln;; III' iI hi,~I]('r \ ,Ii lit' hl'in,~ p];ICI'd ll!JII!1 \ 1)(:;1i ill!l,d t'dllC,1 t ilill ill (:I'IJI',:"iil.
dS ill tl1l' rest III' th!' ndlillll---SllCh dS Cdlt'I'r I'xplllrdf ilill ill1d joli !~!ll n pl'll~rdllls ill SI'I:llnlldl'\' sl:holJis. 111111'1' pIlslsl'CII!lddl'\ II'chnildl i1lld
t I'ddl' st:!lIlllls. lllllrl' \llcdt ilillill
prllgrdms ill jllllilir dlld Sf'llillr
cIJlI(,.("t's, ill](1 ,Iccrl'ditillilill Id
postst'cllnddi'\ \Ocdtiolldl schllols
dnd progl'ilmS, H!I\\'I'\'I'I'. \V hill' it is rl~C1I.gl1izl'd th,1i Ill'ithl'!' thl: l'duciltiollill SVStt'lll. no!' individu,I1s thl~Il1SI~hl~s. ciln ,lnticip,l!l' ,lIld p];!l1 surricil'ntl~ fo!' lifldillll' Cill'l~I~!' Iweds. tlw]'l' is incl'l',lsing bl'lid thilt 11101'(' ciln hI' don l' iI tho t h sI~ C() n d, I J'\' iln d post st'cIlnd,!I'\ 11'\I~ls I II hl.Jp students inll'rpl'l~1 illld rl'LI!I' III thl' I1UI11I~!'OUS ,Ind C11111pll'X l'dlll:illion;I! ilntl C,!I'I~I'!' oppo!'tllnitil~s ,1\,liLlbll' to thl'I11,
Both thl' l'duciltion illlti husil1l'SS Cllll1l11llnitil~S ill'l~ ur,~in,~ mo!'l' h,ILlncl'd CIII'I'icuLI which inCOl'pllrilll' CiI!'I~I'I' cllncl'pts ilnd ,II'I~ I'II'xilJII: ilnd ildilplilhll' 1~llou,~h 10 iltljllSt to chilllging job 1l1i1l'kl'ls
,Ind l11i1npOWI'1' nl't'ds of tl](' Sliltl'. El11ployl'rs ilrl' ul',~i!1g t h,l t IllO!'l' infol'llliltio!1 hf~ p!'ovitll~d to studl~nts ilhoul thl' !\1l1l'l'iC,ln I'C0!10I11ic s~'stl'n1. Pl'otluct i\i I v. ill](1 tlw work t'thic in .~l'nl'r'll. Cilizl'ns thl'oughout thl' sl,l!l' SI~I' iI IWl'd for studl~llts 10 gilin firsl-hillld l~xpl'l'il:ncI' in businl:ss

SI'II i 11i-!S, <Inti lor 1'l'prl'SI'1l1 <II iII'S iii prlJ!i'ssiilll,t! ,Illtl 11'(hllic,1i Il1,1,Up<l1 J()ns III pLl\ <I Inllrl' <11,1 i\l' r(JII' ill (<11'1'1'1' illslrulli(JIl, Als(J, hl:III'r cllllrtlill<lli(J1l <111(\ <11'1 itu Ltl ilill hl'l 111'1'1l 111(,11 illll,;\ .'-;1 IWlt! <11111 lid 11',';1' pl'll,i-!r<lln,-;,
Ii( I 1II'I'n sl'I:(Jntl<lI'1 <lllri
P(JSI-SI'lIlllil.ln Illc<lli(JIl<l1 prll,i-!r<lll1S. <Inti hl'l 1I1'1'1l 111(<11 Illn<ll <inti ,II <lrll'l11i( pill,';I'<lIl1S 1IIIhinlhl' S<lIl1I' inslitillilin <11'1' SI'I'1l <is Cl'u(i<l1 IlI'I'rlS III <lSSlIl'l' (iinlinliill ,111(1 <lppillpl'i<lll' 1I'IIds (JI (<11'1'1'1 ,lllri 111(<lli(JIl,1i l'rlu(,lIiIIU 1(11' Sludl'lll s.
Fin,Iih. I Ill' I'ldl' (JI C<lrl'I'r (IJIIIlSl'lill.'; i.e; hl'(Jlnillg !1l(JI'I' ill1plIl'lilll! ill hl:lpill,i-! slutll'llls III 1l1iikl' 1'I11't'lill' tll'cisitllls i1lJ1llli Ihl'ir I'rluL<lllIlll ,lI1r1I:i1rl'l'r Ilt'l'tls. Als(J. hl'ltl'r (<lI'I:IT (Jullsldin,; is 1l1:I:tll:tll(J iIlCI'I'<lSl' sturll'lll ,11\i1rl'IlI'SS III' Ihl' l'II'I'-I'Xp<lllllill.'; (Jpp(Jrt uilit il:s l'(Jr 1)1)1 h Illl'll ,lI1r1 1\ (J!1lI'!1, <IS (<11'1'1'1' Sll'l'l'(JI~'pl's tlilllillish. III i1t1t1ili(Jll. 111,111\'
SI I j( II' nl s. p <I I' I i (U \; I I' I~' (J Id l' I'
illtlilitlu,Ii~; 1:IlII'l'illg p(Jsl SI:I:(Jntldn illsi i t ul i(Jns l(Jtld~. h<ll(' spl'(i,;\ I'rlucilli(Jn 1l1'I,tlS IIII' chililgill,'; (Jr ,l(!I,lI1Cillg Ihl'il' (iln'I'I'S. Als(J. licl'nsin.~ illll! rl'cl'rtilic,lli(J1l (JI intlilirlu,Iis (Jl'tl'll n:qllirl' hi.~hl'r 11'll'ls (JI ,lcilrll'lllic (JI' (J1I:upilli(Jllill pr(Jl'icil'llcI. ililtl ]HII.'-;pl'ctill' slutll'nts IWI,tI .~llitl;lI1t:1' in sldl'ctin,~ i1ppl'(Jpriilll: 11'i1l'nill~ ilnrl j(Jh t rilining (Jpp(JI'IUllitil's. TIll' C(Jll1llli II 1'1' Sf:I'S ,I 1l1:1:d I(Jr ,I Slrt:llgthl'lll,tI I'(JII' (JI gUitl,IIl(:I: (Junsl:l(Jl's in I hi' inll:gl',lti(J1l (JI Cill'l:l:r ,lIld ilCiltll:ll1ic CUI' I' i Cul il .

TIll' (UITI'1l1 l'lnphilsis IIU II(Jrkl'I,LIII:dlll'SS hilS illll'llsilil'd Ihl' i:llIllilluin,; tll:lJilll' <lhllul Ihl' I'ldillill: 1,I1UI'S (JI "lilll'l'ill" II'I'SIIS "pl'dclil:,Ii" I:tluc'llitl!1. TIll: CI)JlII11illl'I' IlI'lil'll:s Ihl'sf' d(J 11111 rl:prl'SI'1l1 ll1ulu,llll I:xclusill' i1ppl'(J<lchl's I(J P(JSISI'CI)lldiln l,tllIcdli(J1l dlld Ihill hlJlh hilll' I ilillilldl' 1:II!1lplllll'llls Ihill silliultl
IJI' hl'III'I' 1Illdl'rsllltld ill1(!
I'I'sjll'cll'd 11\' ,Ill l:dllt:,IIIII'S, '1'111'1'1' is dll ill1PlIl'lilllt 1'1111: 1111' hllih lilll'l'ill i1rls dllllcill'l'I'!' illSll'uclil1!1 ill Ihl' l:dllCillillllill Slstl'lll. 'I'll Ihl' l'xll:llt Ihill sludl:llls hilll' <I I iii L I !J II' II I 1111' Il1 I: d 1I C<I I i Ull, II IIplilillS Ilhich CIlll1hilll: I Ill' IJI'sl ilSpl'cls (JI 1)(Jlh. (;1'lll'giil lili/,l'IlS Ilill rl'll:i II' il I I'u!l' Ctllllpl'l:11l'llsi\l' I,tlucill i(Jll.
AGENDA FOR ACTION:
Slillil p(Jlic\-Il1<1"l:l's sh(Juld gill: hi.,;h pri(Jril\ ilnd suppllrl til Illll\ i1lld (Jilgoing dlill'! S 11\ P(JSlsPCI)nddl'~' inslilulions III inll'gl',lIl' I'I'I'pcti\'l:I\ C,II'I'I'I' ol'il'nl,IIion concl'pts dntl COll1pl'tdwnsill' Cdrlll'l' I:ounspling into Ihpil' dC,lell'll1ic pr(Jgl'dll1S,
Stlldl:l1ls in poslsl'coneldl'~ I:dllt:iltilln sl1lJultl 1)(' .gill'n Ihll opp0l'lunil~' 10 dcquil'l: or dl'\'f.]0P d bdSic undl'l'sldndin.g 01 thl' world 011\'01'''. }\II pelucillion dl 1111' posl sl'contld!'\' 11:11'1 should Iw PI'PtliCdlpd on thl' PXPI~Clillillnlhdl ils sludl'nts will Iwcol1l1' producti\'l' ilnd 111.]1 dtljusll'd cilizl'ns in ,I dl:ll1I)Crdlic SOCil'!I',

AN ADVISORY COMMISSION FOR POSTSECONDARY EDUCATION
In (;I'ill'.,;iil. dS 1\1,1/ dS in (Jlhl'I' s\;III's. thl'I'I' is d I\iell'h1'1'lIlgni/,I,t1 111'I'd I'llI' iI s\;III,-II'II'] IllPchdl1isll1 It I dddl'l'S.S 1ll'IIilel issuI's IJi puhlic polill' 1\!Jillll'l'dt!I
,Iii SI'Ct(JI'S (Ji P()SISI'llll1ddl'\
I,d UI, II i 0 11, \V hill' Iii IIsis I d II's h d \ I' lUl:l Ihis IWI'd Ihl'ou.,;h 1111' l'sl,t1Jiishl1wnl 01 suth d I1WChdl1isl11. CI'tll,,;i,1 hilS I1t>l 11'1 Il1dell: Ihill clll1lil1uin.,; CIIl11ll1il ll11'111 , Thl' COll1lllilll'I' pI'OpOSI'S 1111' I'Slilblishllll'nl 01 dn !\e1lislll'~ COllllllissiO!l. I'IllPOI\I'l'lld 10 I'I'COIllIllI'I1(1 cOlllpl'l'hl'llsilT postsl'cond,ll'\ I'ducdlion go,I1s. to Idcili\;llp
co ll11l1 Un i Cd I ion. i d I' n t i 1\' I' n11' I' ,g i 11,';
iss UPS. dSSI:SS nl'l'ds, I'l'c(Jll1ll1l'nd .,;uidl.]inps. diel ill Ihl' nwdi;IIion ,Ind I'llslJiution 01' conl'licls dll10ng institulions ,Ind SIICtOI'S. cool'din,l!1' pldnning hl'l wPl'n Sllclol's. dSSI'SS PI'Ogl'llSS I(JI\',II't1 gOills. l11dinlilil1 d CIIIl1ll10n t!;lI,1 IidSf'. ,lIld ll1ilinldin dn ,lgpnel,1 01' issllI:s LII:in,g poStSI:Clllldill'\ pduc,lli(Jn il1 (;llol'gi,1.
Whill' ,III spclors hill I'
signilic,lIIl points 01 c0I1\;It:1 ,Ind cOll1l11Uniciltion wilh olhl:1' Sllclol's. cUl'l'l'ntl\ in (;I'OI'.gi'l Ihl:l'l: 'is no ongoing public lOl'ull1 or lioel~' which is I'l'pl'l'sl'n!;l!ill: 01' dll poslsl'conlldl'\' inslitulions ,lIld Sl'cto!'s. So long as Clorgia's postspcontlill'Y Sl'clol's ,lIlel illstitutions ,II'I~ I'l'sponsi\'l' to thl'il'

leadership, any agency or mechanism created for the purposes described above would not need to have authority to administer, regulate, or govern postsecondary institutions and sectors. The proposed Commission would have a small staff and would work through existing agencies so thai another level of bureaucracy is avoided.
The members of such a Commission should be appointed 48 by the Governor. and should be
broadly representative of the four postsecondary sectors, with liberal representation from the general public. As a result of such broad composition, the Commission should thus be responsive to input from many sources. The members would consult with citizens, agencies. and organizations on issues of current concern in postsecondary education. In addition 10 being in position to evaluate the stale's progress toward accomplishment

of postsecondary education goals, the Commission would also act as an advocate of postsecondary education to inform the public about opportunities and options available in the postsecondary area. The effectiveness of the Commission would be periodically reviewed to determine the need for its continued existence.
AGENDA FOR ACTION: An Advisory Commission
should be established, and serve as the postsecondary commission as defined in Section 1202 of the Higher Education Act of 1965, as amended, which authorizes the establishment of a postsecondary education commission in each state. Since the state already has available to it a 1202 mechanism, and because the responsibilities outlined for Ihe Advisory Commission are within the scope of Section 1202 responsibilities, federal funding will be available to assist the state in this project.
The Advisory Commission would serve as the forum and agency to undertake the tasks outlined in the earlier sections of this paper: specifically, establish goals, encourage cooperation, plan for emerging issues, review the state's postsecondary financing policies. anrl provide for continuing evaluative efforts.

SUMMARY
THE CHALLENGE OF THE EIGHTIES

The identification of important force. In order for the state to fully

postsecondary issues and a related realize its potential. it must have

agenda for future action are

not only a diverse and well-

necessary to improve

balanced net work of

postsecondary education. but

postsecondary educational

experience indicates that they

programs which can keep pace

alone are not sufficient to initiate with the state's growth, but also a

change. The critical element or

leadership which can put aside

catalyst that will move the state

sectoral differences, can envision

49

from need to action is courageous productive interrelationships

and effective leadership at all

among institutions and sectors,

levels.

and will determine to promote

During its study the Committee such interrelationships for the

observed a continuing series of

benefi t of the s tate as a whole. The

pressure points and areas of

damaging and confusing impact of

conflict between institutions. and fluctuating enrollments already

especially bet ween sectors. While being witnessed in most

it is recognized that all conflict is institutions underscores the need

not bad and some tension may lead for immediate action to assure that

to creative solutions. the

the state's postsecondary sectors

Commit tee believes the absence of cooperate and communicate with

means for orderly cooperation has one another.

resulted in unwarranted levels of

While many educators

discord. Clearly, a great deal of the understand the need for planning

problem could be remedied

for what "could be" instead of

through improved collection and

"what is", most institutions are

dissemination of postsecondary

aligned along sectoral lines, and

information in the state, and

sectors have not been successful in

through open discussion and

working together well in the past.

clarification of issues and

The ability of sectors to cooperate

concerns. However, in order for a and of leaders to actively promote

climate of postsecondary

a climate of open discussion and

cooperation to exist, a

state-wide understanding is the

commitment to such cooperation

postsecondary challenge of the

must be made by educational

eighties.

policy-makers in all sectors.

The State of Georgia is in a

unique position as an emerging

economic, social. and political

APPENDICES

:11

APPENDIX A GEORGIA'S PUBLIC COLLEGES AND UNIVERSITIES
1978-1979

Abraham Baldwin Agricultural College
Tifton

Floyd Junior College Rome

North Georgia College Dahlonega

Albany Junior College Albany

Fort Valley State College Fort Valley

Savannah State College Savannah

Albany State College Albany

Gainesville Junior College

South Georgia College

Gainesville

Douglas

53

Armstrong State College Savannah

Georgia College Milledgeville

Southern Technical Institution Marietta

Atlanta Junior College Atlanta

Georgia Institute of Technology Atlanta

University of Georgia Athens

Augusta College Augusta

Georgia Southern College Statesboro

Valdosta State College Valdosta

Bainbridge Junior College Bainbridge

Georgia Southwestern College Americus

Waycross Junior College Waycross

Brunswick Junior College Brunswick

Georgia State University Atlanta

West Georgia College Carrollton

Clayton Junior College Morrow

Gordon Junior College Barnesville

Columbus College Columbus

Kennesaw College Kennesaw

Dalton Junior College Dalton

Macon Junior College Macon

DeKalb Community College Clarkston

Medical College of Georgia Augusta

Emmanuel County Junior College Swainsboro

Middle Georgia College Cochran

APPENDIX B GEORGIA'S PUBLIC AND PRIVATE COLLEGIATE ENROLLMENT
1965-1978

n:,\li

I ~J(i:J

1D{i{i

!\J(i 7

19(;H

IDbD

[)4

I \l70

I ~17 I

I\J72

l}J 7:l

! D74

I\J7[)

HJ7b

1977

1\J7H*

I'U/iUC;
(iO,OD:> 1J7,29 I 74.2:ll H4,:>1 I \l2,201J !O UJOO IO{i,iHl:> 11:>,474 I I D.244 127, 134 I42,[)9:1 l:lH.4(i(i 139,9[)7 13 [), :l}J:l

PERCENT OF TOTAL
73 74 70 11
11
7[\"" 7W iHJ. [)"" HI"" 112"" HI H I. :>":" ( 2 1),'"'J
H2":" HI HO ";,

I'JiIL\TE
~ ') ~'),~'),~)~ ')
2:UliHJ 2:UJ4\l 24,:J(J[) 24,1143 24,{i I 1 2[), :JOD 2[),70:l 27,:1:>7 2H,7}JO :HUHJ2 :11,177 :1:l,7 :>1 :l4, I ()O

*Prt~lil1lillllr\' ri,~lll'{l
SIlII t'r:,,: CIltl1ptl"d Irlltll !IEClS Rt'pllt'ls I-XIII

PERCENT OF TOTAL

')
~

7f "

,

2{i"

21",

') ')"
.;,.,.~ Ii

21'

I\J.:>'

1\)""

I H""

1D""

IH.:>""

1H"" I HIIII

I }J ":"

20',",

1'( ) '1'.\ I. (.()!,I,E(;I,\'!'!<
H:~,:J4 7 Di.2110
~liU)fHl
IOil.HJ(i 117,049 12 (i.:>1 I I:l2, I 14 I41,17\) 14 (UiO ! 1:>:>,924 17:l, :>H:> I (i9,(i4:l I7:l, 70H ]fiD,7[)[)

APPENDIX C GEORGIA'S PRIVATE COLLEGES AND UNIVERSITIES
1978-1979

Agnes Scott College Decatur

Georgia Military College Milledgeville

Oglethorpe University Atlanta

Andrew College

Interdenominational Theological

Oxford College

Cuthbert

Center

Oxford

Atlanta

Atlanta Christian College

Paine College

Atlanta

LaGrange College

Augusta

LaGrange

55

Atlanta College of Art

Piedmont College

Atlanta

Mercer University

Demorest

Macon

Atlanta University

Reinhardt College

Atlanta

Mercer University in Atlanta

Waleska

Atlanta

Berry College

Shorter College

Mount Berry

Mercer University Southern

Rome

School of Pharmacy

Brenau College

Atlanta

Spelman College

Gainesville

Atlanta

Morehouse College

Brewton-Parker College

Atlanta

Thomas County Community

Mt. Vernon

College

Morris Brown College

Thomasville

Clark College

Atlanta

Atlanta

Tift College

Forsyth

Columbia Theological Seminary

Decatur

Toccoa Falls College

Toccoa Falls

Covenant College

Lookout Mountain,

Truett McConnell College

Tennessee

Cleveland

Emmanuel College Franklin Springs

Wesleyan College Macon

Emory University Atlanta

Young Harris College Young Harris

APPENDIX D GEORGIA'S PUBLIC VOCATIONAL-TECHNICAL SCHOOLS
1978-1979

Albany Area Voc,ltionalTechnical School
Alba n y

DeKalb Area Vocation;dTechnical School
CIa rk s ton

Athens AI'l~a Voeationed-Technical Ellwrt County Vocational

School

School of Practical Nursing

Athens [iG

Elbert on

Atlanta Area Tcchnical Schoo] Atlanta

Clynn County Adult Cent(~r Brunswick

Augusta Area VocationalTechnical School
Augusta

Criffin-Spalding County Area
V0 cat ion a 1- Te c h n ic al Sc h 001
Criffin

Baldwin Vocational School of Practical Nursing
Milledgeville

Houston Area Vocation;J!Technical School
WarIH~r Robins

Bcn Hill-Irwin Area VocationalTechnical School
Fi tzglTald

Lanier Area VocationalTechnical School
Oak wood

Carroll County Al'l~a VocationalTechnical School
Carrollton

Macon Area Vocational-Technical School
Macon

Columbus Area VocationalTcchnical School
Columbus

Marietta-Cobb Area VocationalTechnical School
Marietta

Coosa Valle~' Area VocationalTechnical School
Rome

Moultrie Area Vocation;l!Technical Schoo]
Moul trie

Dalton Vocational School of Health Occupations
Dalton

North Georgia Technical and Vocational School
Clarkesville

Pickens County Al'l~,1 VocdtionalTf~chnical School
Jaslwr
Savannah Area VOCiltiona]Technical School
Savannah
South Ceorgia Technical and Vocational Schoo]
Americus
Swainsboro AI'l~a Voca tiona]Tl~chnical Schoo]
Swainsboro
Thomas Al'l~a VocationalTechnical Schoo]
Thomasville
Troup County Area VocationalTechnica] School
LaCrange
Upson County Area VocationalTechnical School
ThoIllilston
Valdosta Area VocationillTechnic;d Schoo]
Valdos (;1
W;dker Count y Area V 0 cat ion al- T l~ Ch n ic al Sc h 0 0 I
Rock Springs
Waycross-Wilre County Areil Vocational-Technical School
Waycross

APPENDIX E-I

GEORGIA'S PROPRIETARY COLLEGES AND SCHOOLS

(State-Approved Non-Degree In-State Institutions)

1978-1979

Academy of Professional Drafting Atlanta
Academy of Real Estate Atlanta
Accelerated Learning Systems Atlanta
Advanced Career Training Atlanta
American Design Floral School Atlanta
American College for the Applied Arts
Atlanta
Atlanta Academy of Dog Grooming Dunwoody
Atlanta College of Business Atlanta

Atlanta College of Medical and

Becker CPA Review Course

Dental Assistants

Atlanta

Atlanta

Ben Farmer School of Real Estate

Atlanta Institute of Real Estate

Savannah

Atlanta

Bob Wood Real Estate School

Atlanta School of Fashion and

Norcross

Design, Inc.

57

Atlanta

Boyd/Boyd Real Estate

College Park

Atlanta Technical Schools

Atlanta

Branell Women's College

Atlanta

Atlanta Vocational Training Center

Atlanta

Brown College of Court Reporting

Atlanta

Barbizon School of Modeling of

Atlanta, Inc.

Bryman School, The

Atlanta

Atlanta

Barton and Ludwig School of Real Estate
Roswell

Carragher School of Real Estate. The Atlanta
Carroll Broome Real Estate School Norcross

Caswell Real Estate School Norcross

Century 21 Academy of Real Estate
Atlanta

Clover Real Estate Career Institute Atlanta

Community College of Georgia Smyrna

Control Data Institute Atlanta
Control Data Learning Centers Atlanta
Cross Roads Academy of Real Estate
Atlanta
Dale Strebel University of Cosmetology
Atlanta 58
Dogwood School of Real Estate Marietta
ERA of Middle Georgia School of Real Es ta te
Macon
Eastern Broadcast Services, Inc. Atlanta
Elkins Institute of Atlanta, Inc. Atlanta
Essence Finishing/Modeling School
Atlanta

First Professional School of Georgia
Atlanta
Fred Williams Institute of Real Estate
Savannah
French-Whitten School of Real Estate
Columbus
Gallery School of Real Estate, Inc., The
Atlanta
Gene Thomason's School of Real Estate
Warner Robins
George Miller School of Real Estate
Athens
Georgia Cashier and Teller Training, Inc.
Atlanta
Georgia Institute of Real Estate Atlanta
Georgia Medical Employment Preparation
Atlanta
Georgia School of Dog Grooming Norcross
Georgia Security Officers Academy
Atlanta
Greenshaw School of Real Estate Columbus

Gwinnett College of Business Lawrenceville
Harts and Flowers School of Floral Design
Clarkston
Homeward Bound School of Real Estate
Atlanta
Institute of Paralegal Training, Ltd.
Decatur
International Bartending Institute of Georgia
Atlanta
Investment Training Institute, Inc. Tucker
Jackie Roach Real Estate School Savannah
Jodi's School of Dog Grooming Atlanta
John Hall School of Floral Design Savannah
Kree Institute of Electrolysis, Inc. Atlanta
Lane School of Art Decatur
Larinda's School of Beauty and Modeling
Smyrna
Len-Chris-Ann School of Charm and Modeling
Marietta

[,\'nf'S Institlltf' of Rf'id Estatf' Silvilnnilh
Malllf' Bailf~Y School of Modfdin,g Co 11l11l II II S
,\kedl Blisini'SS Co I!f>.l.; f'
All,-"llS!;i
\ 1; :\ " j i I{ i'; ill \ C I II n pi In \, Inc, f\1. I (,( n
\11 it! ,\\ S (:I>l!I'!!1 l,j HlISIIIi'SS :\Ii li1\
\1; ilL \\" ,i [1':1' ,I HI,si:l"SS i I <in<.,I.'

Nurthl:ast Institutl: of Rf'al Estatl: Atlanta
!\:urthsic!I' Trilining CI:ntl'l' At lanLI
P.ilririil SII'\'I:ns BliSilwss .11](1 FiIShlil1l CIIII",Lu'
.\ I !.IIiI d
P!i;]I'SSltllll1l ,'\;lill'111H"'i \Lindgi,I'C, \ j Lf n ~;;

Sheridilll, Solomon &. Kpl'I1i1ghiin Sillcs Trilining Divi,'iion
MacuIl

Sims Schuol of Piilnrl TpchIlo!ug\' Cu lu mlJ u s

SlllIl!1l'ilStl'l'I1 SchOll! u! Reid 1<,;ldli', Jlll.
:\ :!),; 11 \

!l \-; i j II r [1 H j 11 ; i; .-\ { 1]: j .'\ it 11 ~ d

I ;L~ til tJ l ~

\ ! J!' ( ! J

,\! Iii ill d
\If'III.'p'' I :"n Sc!wui Iii Rf''ill':sLile
SI11\II1
\!ilr!I'i',; TUlii h l\ I! dill"
MlInl!lId [llstllllll' tll PII\\gl"ph\ !\u,,-"llsill
Natitlnld Cf'ntl'r fur Parilll'gill Training, Inc,
AtLlnta
NCltional Institutf' of Rf'al Estatf', Inc,
Atlanta
National School of Radiu ,lIld TV Broadcas ting
Atlanta
North Georgia Real Estate Inst it lllf: Jasper

RI.'dl ['.st.t!, ~;,d,'s instill,!I' '\Ltril'I!;1
Rf',I! ESt.ltf' TJ'dining Inslillltl' C<IITUI! Iun
RI'dII \ Wiliid (;dll'I'1 j\cadell1.\ ;\ILJI1ld
!{f'c! CUid Schuul Decallir
Ridge Truck Dri \' ing Sc hou 1
McDonough
Ruth ereen Schuul uf Real EstillI' Statesburu
Sales M,ma,lWlllent and Training of Atlantil
At lanta
Savannah Schuol uf Interior Decorating and Df'signing, Inc,
SClvannah

! ( : ,'I!: ,. \ i i
SuhurlJilll IIlSlittltf~ 01 !{i';;) I:slill" S II i1lf' '\ 1!11I111 iI i Il
T. \1. [,11\'\(' IIlSlitllll' o! I{I',J! !':sl;(ll'
Till'd \lur!eling /\CIIIII:I11\ jrIIlI's!)(Jro
Trammell Schuol uf Reid Estate Morro v\'
Trotter Institute of Real Estate Augusta
Wallace School for Court Report ing
At lanta
West Gemgia Institute of Real EstHte
CillTollton

APPENDIX E-II GEORGIA'S PROPRIETARY COLLEGES AND SCHOOLS
(State-Approved Non-Degree Out-of-State Institutions) 1978-1979

AOPA Air Safety Foundation Weekend Ground Schools
Washington. D.C.
American Motorcycle Institute, Inc.
Daytona Beach. Florida 60
Associates Schools, Inc. Miami, Florida
Avia lion Training Cen ter Denver. Colorado
Capitol Radio Engineering Institute
Washington, D.C.
Cleveland Institute of Electronics Cleveland. Ohio

Commercial Trades Institute Chicago, Illinois
Diesel Drive Training School, Inc. Sun Prairie, Wisconsin
Forrest College Anderson, South Carolina
H & R Block Schools, Inc. Kansas City, Missouri
Institute for Paralegal Training Philadelphia, Pennsylvania
Lewis Hotel-Motel School Washington, D.C.
Lincoln Service. Inc. Pekin, Illinois

National Training Service, Inc. Greenwich, Connecticut
Northwest Schools, Inc. Portland. Oregon
RETS Electronic Institute of Alabama
Birmingham, Alabama
Southeastern Academy Kissimmee, Florida
Spartan School of Aeronautics Tulsa, Oklahoma
Superior Training Service Indianapolis, Indiana

Columbia School of Broadcasting Hollywood, California

Nashville Auto-Diesel College Nashville. Tennessee

APPENDIX E-III GEORGIA'S PROPRIETARY COLLEGES AND SCHOOLS
(State-Approved Degree Institutions) 1978-1979

In-State

Out-of-State

Art Institute of Atlanta Atlanta

Ohio Institute of Technology Columbus, Ohio

Bauder Fashion College Atlanta

United Electronics Institute

Tampa, Florida

61

Crandall College Macon

DeVry Institute of Technology Atlanta

Draughon's Junior College of Business
Savannah

Massey Business College Atlanta

Meadows College of Business Columbus

Phillips College Augusta

Phillips College Columbus

Savannah College of Art and Design, The
Savannah

APPENDIX F OUT-OF-STATE COLLEGES AND UNIVERSITIES LOCATED AT
MILITARY BASES IN GEORGIA, 1978-1979

CentrRl Michigan University (Michigan) Hunter Army Airfield Savannah, Fort McPherson - Atlanta

Chapman College [California)

Marine Corps Supply Center -

62

Albany

Embry-Riddle Aeronautical University (Florid'J) Fort Benning - Columbus Hunter Army Airfield Savannah

Pepperdine University (California) Hunter Army Airfield Savannah Fort Stewart - Savannah Fort Cordon - Augusta

Pikes Peak Community College [Colorado) Hunter Army Airfield Columbus Fort Stewart - Savannah

Saint Leo Collegr (Florida) Hunter Army Airfield Savannah Fort McPherson - Atlanta Fort Stewart - Savannah

Troy State Univrrsity (Alabama] Fort Benning - Columbus Moody Air Force Base Valdosta

SlIllI'I:(,: C'lIr.~iil (J"jlilrllllt'lli Iii V"!"rilllS S,'I'\ iet

APPENDIX G REPORTS PREPARED BY OR FOR THE GOVERNOR'S COMMITTEE

I i '1'(I~i ""ilIIHldn !'~tlll(,;III(11i 111 (;(;(ll',~id" -- Sjlll{,irii d<J!d (In (d'III',~ld'S P(ISiSI'f.llllIldl \ illSlilllli(lllc;, illrlll(!in~ liiiill's \\hiriJ lisi: tldll's fli li,sldiJIIShl11l'lll,I'IlI'lIllllll'nis, lililillil dllti f!il'S, hi,~llI'sl 11111'l'in,~s, ,Inti ;1t:cl'l'dildlillll,
2) "l'lIslsl'I:lllltl;II'\' EdllCdlill1l !SSIlI'S in 1'1'I'SIH'cl i \1'" - d
1'1'\il'\\ ;ll1d dlldhsis Iii
n;llilllliI! lill!l'dtlllT dnd sLit,'
I'l'plll'ls I'l"dl!'d til Illdjlll' isslil's
id'lnliril,d h\ Ihl' CIIll1ll1illl'I',
:1] "[)il!iI SlllIl'CI'S lin I'lIsl-
Secllnddl'\ Edllc,l!illn in Cl'fll'giil" - <I I'I'\il!\V fir till' l~lws. SlllIru's. ,ll1d d\'<liliI!)ilil~' fir d,l!;1 in 1';lch fir the plislsecllnd;lrv SIII:lflrs.
(4) "WlII'king P<lpl'rS fir till! CIJ\errllll"s Cflll1ll1illl'l' fin I'lislsl'Cflnd<lr~Etilicillion" - ,I compil,lIion of SlIl'\'l'\ I'llslIlls. COll1mit II!I' ll1inlltl's, rl'gion;I!
cOllfeI'l'nCll I'lIPfll'tS. pliblic hpiJl'ings. minllltls, <lnd othllr infol'll1<1tion lIs11d b~' Cflmll1iltel' 1lll!Il1IH'rs in Ihllir ,In,I!\sis fli POSlsl'cI,nd<lrv
edllcd t ion iSSllllS,

:\llTl:

'''j'hl' jl1ll',~I':I \ Iii Ili,'_d1l'r
Edllcillilln." d rl'plII'I
plliJlisl1l'tI 11\ Ih,'
i\ll1l'1il:;lll i\sSlill1llh ill
Collll1lhiil I ini \ I'rsi 1\. \\<lS
tlisl ri hllt I,d lullll\\i ng I hi' ((lll1pllll ilill flj I hll C:11111I11illl'I'\ \\ork. This pli hlildl iOIl rllrct'illih ,lddrllSSl'S I'I""\ .In I plistsl'cllntldl'\ pl'olill'll1s ;lIld iSSlIl'S rrOIl1 ,I Ildlilln;I! pl'rspl!cti\l'. <lnd is Cllll1nll!ndl'd 1'01' slIPP!I'Il1l'llldr\ rl"lIling. Cflpil's of I his l'l'pflrl ,11'11 <lv<lildhll' ill tlw Commilllll' orfiu',