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2. Using the above philosophy it is recommended that the five year funding limitation be eliminated and the program be moved into a service mode of operation as soon as possible. Agree [ ] Disagree [ ]

3. A complete set of materials in the basic subjects for the elementary school curriculum does not presently exist. It is recommended that the Office of Education develop priorities for further development and plan for funding such development on a national basis. Agree [ ] Disagree [ ]

4. Upon the accomplishment of the above, it is recommended that a national plan be developed for the efficient dissemination of materials to include the feasibility and mechanisms for the involvement of commercial publishers in accordance with the Office of Education copyright policy. Agree [ ] Disagree [ ]

5. It is recognized that a shortage of trained bilingual education teachers exists and the expected shortage due to the expansion of the program leads to the recommendation that we increase teacher-training efforts by setting aside funds for preservice and inservice training of elementary school teachers. Agree [ ] Disagree [ ]

6. While inservice training of employed teachers has been effective in improving classroom strategies of those in bilingual classrooms, the need to prepare those wishing to specialize in bilingual education at the undergraduate level remains. It is recommended that grants to colleges and universities (in cooperation with local educational agencies) be made to install model preservice programs. Agree [ ] Disagree [ 1

ADDITIONAL RECOMMENDATIONS FOR REVISION OF REGULATIONS

1. That the Commissioner of Education communicate to the Department of Health, Education and Welfare that the legislative limitation of $3000 or AFDC as an index of poverty be raised using the Department of Labor statistics.

2. That the Commissioner of Education recommend a change in ESAA regulations pertaining to the order of skills acquisition in order to provide uniformity between that legislation and ESEA regulations in 123.12(a)3(i). 3. That Section 123.12 (a)2(e) on dissemination be approved as read and that the issue be discussed at a future date should this requirement create an excessive demand made upon directors of existing projects.

4. That standardized achievement test scores be deleted from 123.12(b)5. 5. That in Section 123.16 (c) referring to advisory groups the word may be changed to shall and that the words and others be added after secondary school students. This would then require the involvement of civic and community organizations.

6. That "projects providing services that may be utilized by children residing outside the funded school district shall involve the bilingual education expertise of consultants representative of the culturally different groups of the children to be served by the program throughout the nation," be added in section 123.16(b).

7. A motion was then made to endorse the revision to the proposed rules and regulations as amended.

COMPARISON OF THE TEST SCORES IN READING AND MATH BETWEEN A FULL BILINGUAL SCHOOL ORGANIZATION AND FIVE OTHER SCHOOLS OF COMPARABLE POPULATION-GRADES K-6

Comparison of the May 1973 test scores in reading and math on the Stanford Achievement Test between the Coral Way Elementary Bilingual School in Miami, Florida and five other Miami schools of comparable population without a Bilingual School Organization.

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Mrs. CHISHOLM. Thank you very much for your testimony. Our last witness is Mr. Nicholas Mastorelli, director of the North Hudson Community Action Corp., Hudson County, N.J. We welcome you, Mr. Mastorelli.

:STATEMENT

OF NICHOLAS MASTORELLI,

DIRECTOR, NORTH HUDSON COMMUNITY ACTION CORPORATION, HUDSON, COUNTY, N.J.

Mr. MASTORELLI. I feel bilingual funds should be spread out amongst other nationalities in view of the Lau v. Nichols case. I feel the other nationalities are being short-changed. I feel the blunt of it in my role. I am also president of all the antipoverty agencies in the State of New Jersey. When it comes to education, it comes around to the same thing, the bilingual funds are not adequately providing the means for other nationalities to move in stature. On a local level, we have tried our best.

I had the privilege of appearing before this committee several years ago because of the Cuban influx in our community. In two of the communities I was director of, we were fortunate enough to receive Cuban impact funds at the time they were needed. They made great strides in the area but again the other nationalities were being set aside. I feel the bilingual funds should be spread out amongst the other areas, as in San Francisco, amongst the Chinese; in my area, the Italians. They are coming to my office on a regular basis. On a part-time basis, we have been able to secure programs from Federal and State Government to help the local school districts meet the needs of the youngsters who are not being taken care of and who have the language barrier.

I have to agree with what Mr. Badillo said before, it is the numbers that count. Many friends of mine have grown up and not many of them made it in any case. I wish all the youngsters that come here in our area, which is predominantly a poverty area, had an opportunity to make it. Myself, had I not been an athlete, I would not have been able to go to college. Many times constituents who come to me beg for education for their children. I request this committee to see that the funds get spread around.

Mrs. CHISHOLM. Thank you very much. I can very well understand what it is you are saying to us this morning. Of course, we always. receive so little funds to do the kind of job that needs to be done, but I said something yesterday that I am going to repeat here today. That is, to force some determination which will have to be made in the local communities, as to what they consider priorities in terms of that community being able to acquire additional funds via the bilingual act to help them to move out.

Second, it seems to me that one of the things we are going to have to do is to make evaluations and judgments on the basis of school reports, as to how the different children in those schools are faring. For example, are the Italians attending that school constantly falling behind? Are these the ones that are not able to move on? Are the Spanish speaking children the ones at the very bottom of the barrel? In that instance because we do not have the moneys we need to give every group in the country the type of bilingual education necessary we shall have to set priorities as to who shall receive assistance.

It seems we are going to have to go to the community via the school system to make the determination as to where the funds will go.

Mr. MASTORELLI. Yes. I agree. We did receive these funds, the Cuban impact funds, and the schools had no choice but to take care of the Cuban youngsters because that was presenting a bigger problem at that time. But now the Italian youngster has been set back. The dropout rate is quite high. I am hearing this throughout the State from my other community action agencies.

Mrs. CHISHOLM. I understand what you are saying and I will make some recommendations to the committee as to whether or not this is the time to find out what is going on in the schools. We are going to have to face the problem headon because all the ethnic groups in the country are going to be desiring a portion of the funds.

Mr. MASTORELLI. I think you put it as best I have heard in a long time.

Mrs. CHISHOLM. Mr. Biaggi?

Mr. BIAGGI. I would like to welcome Mr. Mastorelli. It is a rare occasion when we have a representative from the Italian community. This morning we heard about the Franco-Americans. Many people do not know we have a Franco-American community. Mrs. de Inclan spoke as to the Spanish-Americans. We are attacking a multinational' problem. I can see in the long run the solution will obviously require

more money.

We have 4 minutes to go and, Madam Chairman, I would like

permission to submit some questions to Mr. Mastorelli, submit questions in writing and have him submit his answers for the record. I ask unanimous consent.

Mrs. CHISHOLM. We have the time. Go right ahead.

Mr. BIAGGI. You address yourself to the Italian-American community. Two years ago, we had the whole concept that it should be an across-the-board basis. If it existed for one, it should exist for all. English as a tool is essential for every young person. Hence, the bilingual act.

Just yesterday, or the day before yesterday, I asked three officials of government whether or not we had any program for Albanians, Greeks or Italian extractions. They did not have the knowledge. I would have to conclude they do not have the programs. If they do, it must be miniscule in nature. I will ask you, have you ever applied for funds for bilingual education for the programs for the ItalianAmericans?

Mr. MASTORELLI. Not with the thrust we should be right now.
Mr. BIAGGI. What was the reaction when you applied?

Mr. MASTORELLI. It was not needed at the time.

Mr. BIAGGI. Who made the determination?

Mr. MASTORELLI. The Office of Education here in Washington and several other people who were in the position to do so.

Mr. BIAGGI. The Lau v. Nichols case crystalizes the issue. But I think it was unfortunate to have a Lau v. Nichols case. Would you say that the offices which you dealt with and made applications to were indifferent?

Mr. MASTORELLI. Yes, I would, very much so.

Mr. BIAGGI. Would you go further and say they failed to cooperate? Mr. MASTORELLI. I would, because maybe it was an innate feeling of men, but I felt because of the connotation that exists about Italio Americans, everyone was supposed to be not of good character

Mr. BIAGGI. I will not be psychologically intimidated into being silenced as to causes of my people. My views are shared by many of my colleagues on this committee, namely Congresswoman Shirley Chisholm, with whom we have great dialogue in this area. Do you have a dropout problem in your area?

Mr. MASTORELLI. Yes. It has been getting increasingly worse because the school administration is not addressing itself to the problem. Mr. BIAGGI. The statistics had described the dropout rate as to Italio Americans as being quite high. Have you proscribed any programs?

Mr. MASTORELLI. There are some programs. They are not getting the thrust in the school districts and my rapport with the Superintendent of Schools is a good one because of my own personal reputation. The agency reputation does not suffice. Therefore, some of them are dropping out and even with the Neighborhood Youth Corps, they are dropping out of school. In the county I live in, it was the only county without a community college in Jersey. Just recently, we received a stipend from the Federal Government and a consortium was formed. There are many students trying to further their education in the evenings, which I did not think was right. I felt we were

neglected and I am grateful to have the opportunity to appear and state this.

Mr. BIAGGI. I find ofttimes there is apathy in the community. Do you find that, or is there an awakening?

Mr. MASTORELLI. There is an awakening. Traditionally, Italians do not seem to get together and do not make loud noises as other groups do.

Mr. BIAGGI. Though we get together at weddings and wakes.

Mr. MASTORELLI. Yes, but now with the cry we are a country of immigrants, we are coming forward. I noticed it in the past year and a half because I was the director of the poverty program. They had to come to me. They could not even get some of the youngsters into the school districts. So many of the school superintendents stated they had no more room. Then we had to try to get them into private schools or parochial schools but the communities are poor. We do not get that kind of person who can afford private schools in our area. We are getting the immigrant who does not have the money to do this. Mr. BIAGGI. How many ethnic groups, communities do you have in your area?

Mr. MASTORELLI. We have about 11.

Mr. BIAGGI. How many programs do you have?

Mr. MASTORELLI. Programs?

Mr. BIAGGI. Right.

Mr. MASTORELLI. On education?

Mr. BIAGGI. Of course.

Mr. MASTORELLI. Very few.

Mr. BIAGGI. What do you mean? Be specific. You mentioned the Cubans before.

Mr. MASTORELLI. And one or two of the school districts are doing the ESL programs, which does not meet the quota. I was talking to the superintendent of schools who also happens to be a mayor. He said he was having a problem because the Japanese and other ethnic groups are sending their executives to that community. He does not necessarily care about the bilingual aspect but he does care about the ESL, because he felt ESL would be their need and fit their school needs. But again, they are being pressured in that community.

We are readying for a fight to try to influence the people who have the money at hand.

Mr. BIAGGI. Would you say it is a fair representation to state that the situation which faces the Italio community, faces other communities?

Mr. MASTORELLI. Yes, There are many other communities that are suffering by the same token.

Mr. BIAGGI. One must obviously conclude, when you talk about additional programs, you are talking about additional monies.

Mr. MASTORELLI. No question about it. I have been involved with the Federal Government for some time and sometimes moneys do go down the drain, but I do not think they will in this case.

Mr. BIAGGI. When is the last time you applied for moneys for the program?

Mr. MASTORELLI. About 2 years ago.

Mr. BIAGGI. May I suggest you reapply, let me know what you do and who you contact?

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