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When the persons who comprise the national sample were asked if acceptance should be based entirely on test scores and grades, they voted:

For test scores and grades entirely 26%
Against test scores and grades entirely 66%
No opinion or No answer

In the three-school areas, the vote was:

8%

For test scores and grades entirely 24%
Against test scores and grades entirely 72%
No opinion or No answer

4%

Another question asked whether family background should be considered. The national responses show:

"Should all children from a given family be
accepted, even though some are good students,
others not so good?"

the national and three-school area responses were nearly identical:

All persons included in the survey were asked to give their views about the kind of private schools they would prefer: a boarding school or a day school, a single sex school or a coeducational school.

The first question asked:

"If you were to send your child (children) to
a private school, would you prefer a boarding
school or a day school?"

The vote of parents with children now enrolled in private schools:

The question of the single sex as opposed to the coeducational private school produced these results.

The vote of parents with children now enrolled in private schools:

Senator PELL. Thank you. Are there any other statements?

Mr. POTTER. We do have one other topic that we would like to present, Mr. Chairman. It has to do with one or two points that have already been made, having to do with the subject of the nonpublic school and race and the urban question.

I have already suggested that one of the problems which the private school faces is the charge made by some that their existence, let alone growth, will lead to greater segregation and poorer education for minorities. I think there are two misconceptions behind this line of thinking.

One misconception is to consider the experience in some Southern areas, with flight from public to private schools-in a number of cases private schools created for the express or implied purpose of avoiding integration-as not only a standard practice for the South, but a standard practice everywhere.

And the other misconception, in the light of concentration of minority populations in urban areas, with whites moving to the suburbs for a variety of reasons, including education, is to consider that the private school by nature, whether within or without the city, is somehow largely responsible for that flight with the resultant deterioration of urban life.

There is no question that there have been some schools started to avoid integration and that whites have left the cities, some of them to seek suburban public as well as private schools, but what needs to be stated and emphasized is that what I would call the legitimate private school sector is as concerned with these problems as anyone else, is on record in support of integration, and has been taking a variety of steps to do its share to implement what is clearly the national policy. This side of the story has largely been missing from the discussion of the private school and race and urban questions, and I would like to touch on it briefly here.

Private schools in large numbers are working hard to bring a real degree of integration to their schools, and they have had to do this without the pressure of law or without the help of public funds especially devoted to the purpose. They have had to depend almost entirely upon voluntary initiative and private funding.

There is ample evidence of both progress in integration and the degree of financial effort being expended on it. I think no one would claim that the job has been done as fast or as well as it should have been, but there is significant movement, significant progress.

The legitimate private school will in no way support the segregationist private schools, and a wide array of private school associations across the country, in the South and elsewhere, despite their voluntary nature and their lack of authority over individual schools, have publicly and officially ruled out of membership eligibility schools set up for segregationist purposes. They would support their exclusion from public aid.

My point is that the Government should be aware of this situation, of the efforts and the progress that are being made, and should have as much concern for the encouragement of the positive effort as it does for the discouragement of the negative, an equally legitimate objective. To bring this topic down to more specific terms, I would like, speak

ing now for the National Association of Independent Schools, to give an indication of what this association is trying to do in this area, and then call on Dr. Senske of the Lutheran Schools, and Father Bredeweg from the NCEA, to speak further on these questions.

What we have done in the National Association of Independent Schools is to establish a clear-cut policy of the association with regard to open admission and to admit to membership only schools that themselves subscribe to such a policy, and to ask affiliated state associations to do the same thing.

Through the period of the 1960's, this stand has been reiterated with increasing emphasis and is now adopted and enforced across the country.

We have also made periodic surveys of the enrollment of American minority students, and made these public and available to the schools as efforts to encourage the growth of minority enrollment. We have likewise encouraged and supported widespread efforts by individual schools and groups of schools to undertake special projects involving minority groups in their own communities and nationally. Some schools and some groups of schools have been able to do, and have done, more than others, but there is no doubt at all what the policy is.

As an indication of progress, let me cite some statistics collected over the last 6 years. In the first survey made by the National Association of Independent Schools in 1966-67, the number of black students enrolled in the member schools was 3,720, or a percentage of about one and a half. Three years later, the figure was 7,600, a percentage of about 3.2. This year the figure is approximately 9,600, or a percentage of about 4.1. With the figure for total minority enrollment about 5.5 percent. In the last two years, when total enrollment in our schools has held just about even, the black enrollment has increased about 26 percent and in the past 6 years 158 percent.

The direction of this trend is certainly clear. It should be pointed out that those figures are composite ones for a wide variety of schools many of which because of location are not readily accessible to minority populations. It should also be pointed out that this record compares very favorably with the record of institutions of higher education, to which are available many Federal and State programs providing special financial aid for the express purpose of supporting programs for recruitment and financial aid for minority students.

In this connection, the statistics for financial aid in the schools of the National Association of Independent Schools are significant. Of the total financial aid expended by the schools for 1968-69, about $21.5 million, $7.1 million, or about a third, was going to minority students. Put another way, about a third of the financial aid budget, entirely private funds, was being focused on about 3 percent of the students. As I have already indicated, my purpose in presenting these facts is not to say that enough has been done, or that it has all been done as fully or as well as it should have been. Rather my purpose is to point out that these private schools are clearly making a major effort in the direction of representative minority enrollment, that this effort is achieving results, and is deserving of the same sort of support and

encouragement from Government as are similar efforts in the public and higher education sectors.

Before calling on others, I would like to point out that an additional statement on this subject will be submitted for the record subsequently by the Right Reverend John Walker, suffragan bishop of the Episcopal diocese of Washington, who is a member of the board of directors of the National Association of Independent Schools.

And now for further testimony, I would like to call on Dr. Al Senske representing the Board of Parish Education of the Lutheran ChurchMissouri Synod.

STATEMENT OF DR. AL H. SENSKE, ED. D., SECRETARY OF ELEMENTARY AND SECONDARY SCHOOLS, BOARD OF PARISH EDUCATION, THE LUTHERAN CHURCH-MISSOURI SYNOD, ST. LOUIS, MO.

Dr. SENSKE. Senator Pell, I represent the largest Protestant school system in America; we have schools around the globe. In our country, we are represented in rural, central city, and suburban areas.

Even though we have experienced a decline in enrollment since 1965-this has amounted to 9 percent-we have increased the enrollment of minority groups during that same period from 3.7 percent to 7.8 percent. The percentage of non-Lutherans enrolled in our schools has gradually increased, and the highest percentage of non-Lutheran enrollments are reported by schools with black populations in some of the large cities. The percentage of non-Lutherans in some of our black schools is as high as 90 percent, so these schools are making some very sincere attempts to serve the communities in which they are located.

The quality of education, we think, is good. One bit of evidence of this, for example, is one of our schools in Detroit. In this all black school one-third of the enrollment is made up of children of public school teachers.

Our enrollment would be dropping even more than it is if it were not for the inner-city schools. Here is where we are experiencing some of our biggest increases today. The reason these schools can continue to exist and grow is because, No. 1, many of the teachers in these schools are willing to put up with some very low salaries and secondly, many white church members, who live in suburbs and rural areas are willing to support these inner-city programs. These schools do have some subsidy in some cases.

But a large portion of these expenses are being paid by the black and the oriental parents-in some cases Spanish-American parents— who send their children to these schools.

We basically are in the education business. We think that we are very unique at this point because we teach and relate Christianity and the Lutheran religion to the total school educational experience of the child. Service to children is an avenue to the home.

We feel that this is good for people, good for America, good for the world society. With this total program of parish education, of course, we provide many other kinds of services. This is our way of living out the faith in which we believe.