61 
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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 
SUI11!ll,lr\: Tlw Ch,dll'll,~I' (J! 11ll' Eighlips 
APPl'flllicl's 
 
Ij 
7 B D 10 12 ;) :11 3:1 
:rl :1 ;) :Hl :\7 
:ID 40 42 -1 :1 
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11j 
47 
4~J 
:il 
 
 6 
 .. 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 
,\11 ;;1'11,11;; lJi 11Il;;I;;I'Ull1ddl\ 
1,t1ui.I,lill!1 11111;;1 Ill' 11'i.(),~l1i/Tdlll 
;;!;III'\\itll' pilliu rll'\ l'illpI111'111. 
 
Postsecondary Goals 
 
Communication 
 
1\ L(Illlpll'hl'l1;;i\ I' ;;ldll'I1]I'111 lJi 
pw;I;;I'IIII1r1"I\~(I"I;; \\ Illllri 
 
Plll\ ide' II fill II;; 1111 1I11111'III,rI 
dl I i.'lil dl](l II'i I Iiil 11II 1'\ ,iI 11,1 III]~'~. 
 
i\ 
 
_ - - - PII "!II';;;; . . 
 
Emerging Issues 
 
-l 
 
'1'111 irli'l1l i I ifd t lill1. rll';;lIipl; 1111, {lilt! illldJ.\ sis ill il!JH'r,~jll,~ i.l.;Sllf''-1 
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I,d III "I ilili. 
 
Adequacy of Funding 
 
111(,I'{'(I~,i!1~~ (l( (lll(1111i( l)l(l~~!.ll't'S 
 
11.,,1\ IIlltll';'IIJilll' 1111' cjlliilll\ Iii 
 
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Basic Skills 
 
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Advisory Commission 
 
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(li '-)!ldl iil,\.2 
 
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Efficient and Effective I is;:-of Public Resources 
 
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;;1'1:111](1,11\ t1pplll'llllli I i,'.;; I III 
 
(:I'tll',c;iil';; Ii 11/,I'IlS. 
 
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Effective Budgeting 
 
I 
 
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 AGENDA 
 
A New Perception 
PI'IIIl1III!' <I(II''-piII1I!1'l! ppl'l:l:pliOli dill! iIjljll'l'Ci;llion III iill poslSI~CII11ILln I'dlll:illioll SI~CIIIf'S, 
 
Develop Postsecondary Goals 
l)1~\l.JOP sl<llp-lp\pl POSISI~COI1l!ill'\ pl!lIc<llion ,~o;ils 10 pf'll\il!p <I II'ill1l1'\\of'k 101' 1'\;J!lI<1line: SI'Cllll'ill dlmls ill1l! l~sl;ilJlishiw~ policil~s <l11i1 pl'iol'ilies fOf'l'ifiLil'I1II'('Slllll'l:l~ illloc;llioll. 
 
Provide for Assessment of Emerging Issues 
Esl<liJlish ill1 111l-,-:oill,~ pf'OCI'SS 1111' ilssislill'-: sl<lle-lnl.J ;1I1l! il1sl i Ilil iOI1;iI l!1~cisilll1-ll1ilkpl's ill il!I'nlil\,ill,~ illll! ;In;li\,/'il1,~ ISSliPS <lrrl~clin,~ poslsl'colll!<ln I~l! tII:il I il)l1. 
 
Evaluate Economic Trends 
!\1:\il~l\ iIlll! LiIl'l'illlh cOllsil!I'I' I'COlllllllic II'I~nl!s i,fll'cline: jloslSI'I:(I!llLII'\ 1'l!lIl:ill iOI1. 
 
Improve Basic Skills 
 
!\1'\il'l\ l'oll',s II! PIISlsI'I:OI1l!iI('\ il1slilliliolls III IJI'II\i,fil1,~ iJ;Lsil, skills insll'ultioll ill1l1 iIl1PI'II\il1,~ ~1~111'I';I! lilpl'ilL\ III il l!1'Il1II1:('<lliL 
SilL i I' 1\. 
 
Advisory Commission 
 
ESIi I iJ lis h i I Il il I his 01'\' 1)( I I h 1\ h i c h 
Ilill 1:01111'0111 Ihl: jll'illl'il\ ISSIII'S 111 jlllslsl'CIIllIlill'\ l'dliCilliol1 I\hich iIl'l' ill'sl:f'il}(~l! III Ihis I'I'jllll'l. 
 
Provide a Forum 
PI'II\il!I' il slil!l,-II'\I,1 1IIl'IIIl1 luI' l!dillin,e: 1III11Il11111 jlI'OiJII'Il1S, 1I11l!1'l'slilndill,e: lllllllIiI! liqJiliJililil',S, 
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(1IIIjll'I'i11 iOIl i1Il1I)n,~ i I1sl i Ilil il)I1,S 
iI III I SI'C I I II'S. 
Efficient and Effective Use of Public Resources 
Ik\l.Jojl 1111'111IIl!s 01 1'1~,~lIL!l'h iISSI~Ssil1'-: <l1ll! 1'1'1)(ll'lill,~ 1111 Ihl: pl'lI'-:I'I'SS 01 jlOSISI'I:Olldill'\' pl!lIcillilill. 
Evaluate Funding Policies 
!\p\il'\\ i1111! iIl1jll'l)\1: 1',-islil1,~ jlolicil'S ;llld jlf'IICI'SSI'S IIII' 11IIldill,~ jllisl SI'CII!llLII'\' I:d lICiI I illl1, 
Promote Career Awareness 
S 1I jl jl I) (' I n 1'1\ iI Ill! I I n,~ 0 i n,~ diu I' I s 
III jll'll\il!I' iJiILII1I:('l! l'dllCiIlilll1iI! jlI'O,~I'iIIl1S I\hich incllIl!I' C;)I'I'I'1' iI 1I,;If'I,IlI,SS CIII1CI'jll s. 
 
 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) 
o PUBLIC COLLEGIATE 
SECTOR 
 
~'-'-'T'-'__ '---"-'-'-'-'-'~  PRIVATE COLLEGIATE 
 
12 
 
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. 
 
. 
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indicated. 
 
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opport uni t ics pro\idl~ IllrlJ1illi/,ld pro g I' illJ1 sol stu d \' b c ~ I JIII I hi ,g h 
school \\'hl~r('. ill crJll1plf'tirJll 01 tIll' 
or,gdni/,I,d \\'rlrk. il dcgI'l'I'. il 
ccrtilicillf'. or olhl'r lormdl rl~r:ognition is issuf'd to thc grildudtl', 
Th(~ Cotllmittl'l~ f'xilmiIll'd Ihl' 
IJI'Odd drl'il 01 POsISI'Cr)f1r1dr~ 
('c!Uciltion. in I'I-liltion to till' lour 
lJ1djor t\PI'S 01 control. inr:lurling 
Ihl' Pllblic (,{dll~,gidt{~ SI~ctrll. till' pri\'iltl' r:olll',giilll' sl'r:!or. Ih(' 
public \(Icdtionid-tcchnicid scrtor. 
,lIlel Ihl~ prOpril'tdr\ scclol'. 
Institulions comprising Ih('sc 
lour lJ1;ljO!' sf'r:lors ilI'I' di.spl'!s('d throughout Ihl' slidl' (SI'I' t'vLlp I). \\ith Illl~ir miljor l:oncl'ntrillion bf'ing in Ihc AILlntii lJ1ctropoliliin 
;!lTd. \Nh('n conlpdI'l'd \\ith Ihl' 
populdtion distrilllltilJn Iii 
CI'oI',gid (SI'I' t'vLlp 2]. ilcdn Ill' SI'I'n Ih;lt thc \drillUS sl'ctors lJ1dintdin 
th('ir r('s!)('r:ti\I' inslitulions 
primdl'il\ \\ithin Ihl' morl' hl'i!\ih' 
POI)[di!tl~d dI'l'dS 01 I Ill' stdtl', From 
Ihl'sl' t\\11 IlldpS. it "pp('ilrS thdt IHISt SI'cOllrl;!l'\' l'rlUC;! I ion tlld tchl~s 
\\1-11 Ihl' prlpuLttion dislrihution II I (:1' {Il',g i it. 
Thc sludl'nts "ttl'IHlin~.; till' instilutillns in thl'sl' IouI' lJ1iljrJI' 
Sl'Ctlll'S tlltdl dpprllximiltl-l\' 20:i.OOO pl~rsllns in (1\('1' 21 I institutillns. Thf' Ltr,gl'st numh('!' 
 
 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. 
 
IJ 
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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,T\~ 
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+ 23,849 
 
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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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I....j 
 
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 
 
( 
 
\ 
 
i 
 
 
 
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! 
,\q pdLj:JPd,1 dq PIIlOLjS jUdlUdd.l~I? IPLjI pdll!:lIpUI '1{lrlO~ :JI{I UI UIJllrJ!lrlP:./ .\.!rJ/1U(U:ISISUd 
,J().1 s, II 11,1 (11,1 d jU d IU d II! IS U 0 Ijl sod 
DLljl Sjl UI 'P,IP(IH UOlp?lIlp',! 
II?UOI;-;d(j U.ldLj jllOS dlLL 
'PI;-;,llld:) .!Il dll!Odl! dLj j III IUdlll PdPUdUIlUO:J pUP ,nUI?plll~ 
U\\O SII .Io.! SII?II~ dLjI p'lIl!opP 
I:DbI UI UOIjI':lllP:'! d,\O.ll!lU/ OJ 
UOISSlllllUO:) S.,1I1lLld,\O:) PI~,III,l~) ollL!. 'UOIjP:1I1Pd ,\.IPPUIUdSlsod 
.101 SUl'ld ol~UI?,I-~UIll ,llolLj I .!O 1,IPl! SP Sp?O~ .I1!jllUIS ,10 ,JSdLjI pdll!oPl? 
,)\PLj\'j:lllIUd)] pUP I'lUI?qPIV 
'I?UI?ISI1111'] '!llll!j.\,IPj/'''; 'PIUI;-;Jl j \ 
'pu'I0,w:J LjjllilS pUI' Ljj,lON SP Lj:JllS 
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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',