more than those expecting to attend colleges and universities, who will be most affected. As states strengthen requirements in mathematics and science, it is vital that some of the new courses be closely linked to the needs of vocational education. I was also pleased to note that Section 8 of S. 530 includes a reference to "employment-based programs. 11 It is important that colleges and universities be stimulated to devote greater attention and resources to helping prepare those who will direct worker training and retraining programs and to devise new kinds of instructional materials for facilitating employee training. While the approaches vary somewhat between the two bills, both H. R. 1699 and S. 530 offer means to correct current teacher shortages in mathematics, science, foreign language, and computer technology. These are positive efforts and deserve to be encouraged. Loans, fellowships, teacher institutes, etc. can attract new people into the teaching field and retain those who are currently employed. Yet, we should be modest in our expectations regarding what can be accomplished by depending solely upon these solutions. The main reason that we have a shortage of mathematics, science, and foreign language teachers is that in order to teach these subjects it is necessary for a person to undergo extensive training; they are demanding subjects to teach; and teachers of these subjects can find jobs outside of education that pay much higher salaries than they can earn as teachers. We have let the market mechanism operate to reduce the number of people entering the teaching profession. By depressing the salaries of teachers, we have driven away many of our best teachers, the most ambitious, those who can command higher salaries in the private sector. Until we confront this problem head on, we shall be unable to resolve the teacher shortage problem in a fully satisfactory

way.

I also worry about the possible overlap and duplication of Federal programs with state programs. As I have indicated, Indiana has launched a program of forgiveable loans and fellowships to entice people into critical shortage teaching areas. If other states are doing the same, there will be less need for this kind of effort by the Federal government.

Frankly, I also

worry about dribbling out relatively small sums of money over a great many institutions, leaving too little at any single place to do much good.

Therefore, I have tried to think of tasks that only the Federal government can do, that won't or can't be undertaken by any state acting alone. One such task is the establishment of four or five model demonstration centers that would possess sufficient resources that they could possess and demonstrate state-of-the-art technology for instruction and that could develop, evaluate, and disseminate instructional materials aimed at improving instruction in science, mathematics, foreign language, and computer education wherever such instruction is needed: education, employment-based training programs, etc. Such centers could be located on university campuses where cooperation between scientists, mathematicians, language experts, and teacher educators already exists. The model centers ought to be established as partnerships that involve the university, school authorities, and representatives of business and industry. Federal funds might be matched with money or in-kind contributions from the various "partners."

elementary and secondary schools, teacher

It is also important for Congress to recognize that most schools, colleges, and departments of education that would be asked to host programs to train or

retrain teachers in mathematics, science, foreign language, and computer education are themselves under supported and poorly equipped for this responsibility. Perhaps a majority of science education laboratories used to prepare science teachers are out-of-date; most teacher education institutions lack fully operative microcomputer labs and the ability to employ faculty for leadership in instructional computing. There are enormous differences across the 1300 or so sites where teacher education occurs in our nation, but relatively few are currently equipped or appropriately staffed to meet their responsibility.

And finally, Congress should be concerned about the problem of productivity in education just as it is concerned with the level of productivity in the economy as a whole. It will be necessary to find more efficient and less costly means to deliver high quality instruction in new fields to all who need it. This will require making better instructional use of existing and forthcoming technologies including interactive cable television and home computers equipped You should not expect that the states or local educational authorities can mount research and development efforts in the use of advanced technology, but the Federal government and private industry working together could blaze new paths. These are some of the ways that Federal investments could truly make a difference.

with videodiscs.

In Conclusion

Mr. Chairman: I am reminded of a quotation from Act IV, Scene 3 of Julius Caesar in which the actor states:

"There is a tide in the affairs of men

Which, taken at the flood, leads on to fortune;

Amitted, all the voyage of their life

Is bound in shallows and miseries.

On such a full sea are we now afloat,

And we must take the current when it serves,
Or lose our ventures."

Americans are

I believe American education is at such a flood-tide now. aware that action is required to improve schooling if our country is to move forward and to retain its leadership position in the world.

I am grateful for the opportunity you have given me to address the Subcommittee this morning. I am optimistic about the fruits of your deliberations.