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An alternative plan for the desegregation of the University System of Georgia

Metadata
Text

Collection:: Archives of Savannah State University
Title:: An alternative plan for the desegregation of the University System of Georgia
Date of Original:: 1977
Subject:: Segregation in higher education--Georgia
Location:: United States, Georgia, 32.75042, -83.50018
Medium:: reports
Type:: Text
Format:: application/pdf
text/plain
Description:: This document is submitted as a realistic alternative proposal for the expeditious desegregation of the system of public higher education with the state of Georgia. It is a critique of the "Plan for the further desegregation of the University System of Georgia.
Metadata URL:: http://www.archive.org/details/alternativeplanf00anon
Language:: eng
Contributing Institution:: Asa H. Gordon Library (Savannah, Ga.)
Rights:

Digitized by the Internet Archive

in 2012 with funding from

LYRASIS Members and Sloan Foundation

http://www.archive.org/details/alternativeplanfOOanon

AN ALTERNATIVE PLAN FOR THE DESEGREGATION

OF
THE UNIVERSITY SYSTEM CF GEORGIA

AN ALTERNATIVE PLAN FOR THE DESEGREGATION

THE UNIVERSITY SYSTEM OF GEORGIA

INTRODUCTION

This document was drafted for the specific purpose of serving
as a critique of the Flan for the Further Deregrropation of the University
System of Georgia, submitted by the Eoard of Regents of the University
System of Georgia to the Department of Health, Education, and
Welfare (HEW) on September 1, 1977; and for the further purpose of
serving as an Alternative Plan to that submitted by the Board of
Regents, It is for that reason that this document, as well as
supportive materials, will parallel, in abbreviated form, the
Georgia Regents' Plan.

The present Alternative Plan had its origin in a Workshop on
Problems and Solutions to Problems of Poor People and Minorities in
Higher Education in Georgia, held on July 23i 1977. and composed of
concerned educators, students, and other citizens of the state of
Georgia interested in the problems of higher education. From that
initial workshop, participating individuals and groups became
involved in a series of meetings with the Eoard of Regents. On
July 27, 1977, we met with the full Eoard in their deliberations

s
-2-

over their response to the Guidelines, dated July 2, 1977» emanating
from the Director of the Office for Civil Rights (OCR) of the
Department of Health, Education, and Welfare. On August 10, 17, and
19» He participants in the July workshop also met with the drafting
committee of the Board of Regents and took part in discussions with
them regarding the historically-developed and continuing problems
of racism and discrimination which pervade the policies, operating
practices, personnel attitudes, and overall structure of the system
of higher education in the state of Georgia (documentation supportive
of these discussions included as appendices).

After much frustrating discussion, none of the ideas, proposals,
or general recommendations that we advanced during the course of
these hearings were included or even addressed in the Georgia
Regents' Plan. We have thus decided to submit to HEW an Alternative
Plan of our own. In general, we have found that the Georgia Regents'
Plan (hereafter abbreviated G.R.P.) is nothing more than a recapitulation
of a previous plan, dated June 1, 197^ i submitted to HEW with
subsequent semi-annual "progress" reports numbered I through VI
filed as addenda to that initial plan. In addition, the G.R.P.
proceeds from a number of generally false assumptions. Among these
is the false claim that the University System of Georgia is not at
present a dual system. The G.R.P. continually speaks of a "formerly
dual system." It further assumes and asserts that "the University
System is neither now nor has been in recent years operated in a

-3-

manner discriminatory toward any minority group" (p. 2 of G.R.P. ).

In general, the G.R.P. holds the erroneous position that discrimination

within the Georgia system of put-lie higher education has already been

removed and that "good faith has "been, and is "being practiced, in

all aspects of the operations of the University System of Georgia"

(p. 2. of G.R.P. ). We propose to show in this document that the

policies, programs, and attitudes which are seen in the day-to-day

practices of the University System of Georgia serve to perpetuate

racism, discrimination, and the structural maintenance of a dual

system of higher education. Me will attempt to use some of the graphs,

charts, and other forms of summary data contained in the G.R.P.

We will also be including summary data of our own where such

information is conveniently omitted from the G.R.P.

Our General Position on iJCriteria Sr-'ei ryinr the Inrrcdients
of Acceptable Plans to Dec? .cremate Ut cite Svstoms of
Higher r/.iucation"

It would perhaps be helpful at this point for us to lay out

our general position regarding the "Criteria Specifying the Ingredients

of Acceptable Plans to Desegregate State Systems of Higher Education"

(hereafter referred to as HEW Guidelines). Our general position is

one of "critical support" for the broad intention of the HEW Guidelines

to aid in the desegregation of the public institutions of higher

education within the states which are affected by the Adams litigation,

It is in this connection, as part of this continuing process, that

this document is submitted as a realistic alternative proposal for

the expeditious desegregation of the system of public higher education

within the state of Georgia.

We further agree with the overall characterization of the problem
that is "being addressed. The problem is one of the right to higher
education being systematically denied to Black and other minority
people. This denial often takes the form of subtle crypto-racist
policies. The Office of Civil Rights of HEW has the primary
responsibility for handling this and related matters. It must
therefore be regarded by the federal government as a problem of
the denial of the right to higher educational access, a civil rights
problem.

We also concur with the viewpoint contained within the Guidelines
that the University System of Georgia should be regarded holistically .
That is, it should be looked at as the institutionalized mechanism
through which higher educational services are delivered to all of
the citizens of the state of Georgia. Accordingly, this should be
done on an equalitarian basis, although it is not.

We strongly support the propositions within the Guidelines
which bear upon the unique role and continuing contribution of
predominantly Elack institutions, despite the brutal history of
institutionalized racism from which they have been suffering. These
institutions have been victimized by all manner of segregationist
policies and have been unequal partners with much more favored
white institutions within a presently-enduring dual system of
higher education. Therefore, the emphasis within the Guidelines
placed upon the dismantling of the system of dual education, which

-5-

has characterized and continues to characterize the University
System of Georgia, is also greeted as a progressive gesture.

However, we believe that the Guidelines only scratch the
surface of a much more pervasive and far-reaching problem that
cannot be rectified unless there are profound changes in the
structure and philosophy of public higher education. Therefore,
we call for a commitment on the part of HEV/ to aid in the implementation
of the necessary policy changes as well as the structural and
personnel changes that are indispensable in seriously addressing
the continuing problem of the denial of higher educational access
to Black and minority citizens.

If HEW is to continue the course of merely responding to
civil actions of citizens against it, the problem will never be solved.
It is one of the duties of the federal government to protect and
insure the rights of its citizens. This principle is central and
fundamental to the operation of the system of government that
exists within the United States at this moment in history. By only
responding to civil actions brought by citizens against it in the
courts, HEW is demonstrating its reluctance to make creative and
forthright policy within an area in which it exercises primary
jurisdiction. It is a plain and simple case of the principal
policy-making agency at the federal level failing to address a
profound problem involving the civil rights of a large segment of
its citizenry. Direct initiative in developing creative policies
would involve the uprooting of backward local interests which seek

-6-

to deny equal educational access. This would mean the forceful

implementation of meaningful fiscal policies like the allocation

of specific funds earmarked for special programs which have as their

"basic tactical objective the breaking down of the barriers which act

to keep Black and other minority citizens out of lily-white institutions

of higher education.

In addition, one of the essential elements in a serious fiscal
policy would involve the forthright discontinuation of federal
funds to state systems of higher education where policies and
practices which result in the perpetuation of a dual system that
continues to operate at the expense of Black and other minority
citizens can be shown to exist. Failure to withhold federal funds
has the objective consequence of further entrenching local racist
interests. Title '/I of the Civil Rights Act of 1964 is the law of
the land. HEW, by continuing to allocate federal tax dollars to
these systems of higher education, is actually breaking the law.
In this regard an unfortunate illegal precedent has been set — a
precedent which farther demonstrates HEV/'s lack of serious commitment
in this area. No funds have ever been withheld — something that the
law requires--in the face of obvious and continuing lack of compliance
with Title VI , Understanding this as the tacit support for them that
it is, the racists that control the various state systems of higher
education are, therefore, encouraged to continue their discriminatory

-7-

policies. This process of continuous illegal and unlawful appropriation
at the federal level must cease as a natter of responsible policy.

Another weakness within the Guidelines which we can not support
and remain principled has to do with the "... timetables for
sequential implementation of the actions necessary to achieve these
goals as soon as possible but no later than within five years (by
the close of the academic year 1931-82), unless compelling justification
for a longer period for compliance is provided to and accepted by
the Department" (section G, p. 20 of HEW Guidelines). The inclusion
within the Guidelines of such loopholes further encourages and gives
comfort to those forces operative in policy-making positions
within the system who would seek to maintain the historic discrimination
that has been the most definable characteristic of the higher
educational systems in the Adams states in general, and in the state
of Georgia in particular. This statement, in effect, is nothing
more than the "all deliberate speed" clause contained within the
195*+ Brown vs. Board of Education Supreme Court decision of a
quarter of a century ago — a clause which has been repeatedly used
to justify inordinate delays in the desegregation process.

Moreover, we cannot agree with the emphasis within the Guidelines
upon the desegregation of the four-year institutions, leaving the
"big universities with unspecified and nebulous directive criteria.
It is at the University of Georgia, Georgia State University, the
Medical College of Georgia, and the Georgia Institute of Technology
where the historic discrimination has been and continues to be most

-8-

dramatic. It Is at these schools where white privileges have been
maintained the longest and on the most pervasive and grotesque scale.
These institutions receive the lion's share of "both federal and
state appropriations. Me have already stated that we agree with the
HEW Guidelines' general intent to do away with segregation within
the University System of Georgia. But there are those who, while
pretending to be for the process of desegregation, would propose
and participate in a form of sham desegregation in an attempt to
maintain a segregated system based on more subtle policies. That
is why we have to be very careful. It is critical that the intent of
the Guidelines and affirmative action generally be kept in mind and
applied where the problem exists.

The traditionally Black colleges have never been guilty of
racial discrimination. They have never denied entry to anyone based
on race. They are the victims of racial inequity and injustice.
In cases where affirmative action is applied dogmatically and
rigidly to traditionally Black institutions where the problem of
the systematic denial of Black access to higher education has not
and does not exist, these institutions become once again victimized.
Until such time as the big white universities and four-year institutions,
along with the overwhelmingly white junior colleges, are brought in
line with affirmative action, the intent of the law under Title VI
is being circumvented. If affirmative action is applied primarily
to Black institutions as if they were the problem, while lily-white

¦9-

institutions escape with all manner of excuses, Black institutions
will become victims of the racism of a sham affirmative action
program. Genuine affirmative action will be meaningless unless
and until it is applied directly, forthxightly, and primarily
to the lily-white institutions within the University System of
Georgia.

It is with these qualifications that we "critically support"
the HEW Guidelines and call for an increased commitment on the part
of the federal government to the enforcement of Title VI of the
Civil Rights Act of 1964, which is the law of the land.

The Princi^l^-s Upon Which This Alternative Plan Is Based

The history of the southern part of the United States, and of
the state of Georgia in particular, has shown that Black people and
other minorities have experienced massive overt discrimination.
American society as a whole is racist, "but this has been more
obvious in the southern United States than within other regions.
Within all of the institutions at all levels, racism exists — the
mildest and yet most obvious form of which is racial discrimination
to maintain white privilege.

We believe that this discrimination in education results in
the denial of one of the basic human rights — that is, the right to
education, including higher education. Black people have been
systematically locked out of the public and private educational
institutions at all levels. The system of primary and secondary
education in Georgia has been by and large opened up, although

-10-

many problems remain to be solved. But the University System of
Georgia remains rigidly segregated.

We therefore believe that open admissions to all of the public
institutions of higher education is essential to their desegregation.
By open admissions we mean that anyone vrho possesses a high-school
diploma or G.E.D. certificate should be admitted to any and all
of the institutions within the University System of Georgia. Without
open admissions the lily-white institutions can at best engage in the
shallow charade of tokenism. And the human right to higher education
for those who desire it will continue to be denied.

In order to accommodate and serve the people of Georgia,
moreover, the institutions of the University System ofGcorgia must
have as their primary emphasis instruction — with less emphasis
placed upon research, even at the university level. We categorically
reject the type of elitism which asks, "Are students ready to enter
Georgia's system of higher education?" A more meaningful way of
getting at the essence of the problem is by posing the question in
this way j "Are all of the institutions within the state system of
higher education ready to teach the citizens of Georgia?"

Because the problems of racism and discrimination that we
presently face are so deeply ingrained within the historically-developed
structure, policies, and attitudes of the University System of
Georgia, sweeping changes within the structure, policies, and
personnel of the Unive- . ity System are imperative in order for
these problems to begin to be addressed. We are, therefore,
advocating such changes.

-11-

The following sections of this document vrill be in direct
response to the HEW Guidelines and the four subdivisions thereof
under the general heading Elements of a Plan. The first of those
subdivisions is designated "Disestablishment of the Structure of
the Dual System"; the second, "Desegregation of Student Enrollment";
the third, "Desegregation of Faculty, Administrative Staffs, Non-
Academic Personnel and Governing Boards" ; and the fourth, "Submission
of Plans and Monitoring." Ue will be proceeding by analyzing the
adequacy of the G.R.P. in relation tc the subdivision of the Guidelines
to which it is responding, and then by putting forth our own
specific recommended plan and/or program to address the problems
raised in a given subdivision. Again, we plan to proceed on a
subdivision-by -subdivision basis.

I. DISESTABLISHMENT CF THE STRUCTURE OF THE DUAL SYSTEM

Before we look at the adequacy of the G.R.P. with regard to
this subdivision of the Guidelines, a brief review of the history
of higher educational policy and the origin of the dual system of
public higher education in Georgia will be offered to aid us in
understanding that what we have to deal with is the result of a
logically unfolding process which is continuing today in the same
direction as in the past and with increasing momentum. It is not
simply a mistake of the past that can be rectified by merely
apologizing for something which our forebears were responsible
for. The failure on the part of the Georgia Regents to see the

•12-

problera in this way rei)resents a most fundamental inadequacy
that is revealed within the G.P..P. and further points up the
incapacity of the staff of the Board of Regents to deal with the
problem.

Brief History of Higher Education Policy in Georgia
During the turn of this- century three schools were established
in Georgia for the purpose of "Negro education." These schools
later developed into the predominantly Eiack colleges that exist
in Albany, Fort Valley, and Savannah today.

The Black colleges were created at a time when rural agricultural
interests which were directly exploiting large ?jaounts of Black
share-cropping labor existed in the South. These interests were
engaged in the production of many agricultural staples, of which
cotton was the most significant. These interests maintained
almost complete political hegemony within the state. The Black
colleges, therefore, have their direct origin and raison d'etre
within a set of political policies designed to maintain a system
of rigid segregation which allowed for the continued exploitation
of Black agricultural labor and the maintenance of privileges and
rights for all strata of white society. The Black colleges, as
well as most of the other higher educational institutions, were
designed to serve these agrarian interests. The educational
institutions in general were consequently located in many instances
in areas which became back-water regions of the state as industrialization
and urbanization were accelerated during the post-war period.

-13-

As a result of this post-World War II rapid industrialization
which occurred in the South in general, and in Georgia in particular,
a new set of economic relations and imperatives began to emerge.
A new alignment and a re-evaluation of educational priorities
were therefore in order. Large multi-national corporations supported
by huge quantities of federal government support began to locate
in certain regional urban centers. The rapid urbanization of the
1950' s and 19603s, as large numbers of Black agricultural laborers
migrated to the larger cities of the state and became urban v.rage
workers, was a part of the same process. Accordingly, the Metropolitan
Atlanta region became the most dramatic example of this post-war
urbanization phenomenon which continues unabated at this moment.
The development of the urban centers of Savannah, Columbus, Augusta,
Macon, and Albany are part of the same process to a lesser degree.

The conflict that developed between the rural and urban South
can be more accurately described as a conflict between the new
industrial, financial and commercial interests which controlled
the large urban centers, and the backward rural interests which
sought to continue the unmechanized production of agricultural
staples, using a dwindling supply of Black labor. The latter were
seeking to maintain the same rigid system of segregation and
consequently proved most resistanx to the civil rights demands
of Black people — demands which v.ere supported to a limited extent
by the federal government and the large corporate entities which
were becoming increasingly active in the economy of the South.

.14-

It is this conflict and its manifold variations and consequences
which is responsible for most of the educational policy decisions
of the present period at the federal and state levels.

It is beyond the scope of this presentation to go into a

detailed analysis of the educational policy decisions of the last

and the present decades. A brief look at the broad countours of

a few of the most far-reaching ones are in order, however. This is

necessary so that the basis of our specific recommendations regarding

present policy changes can be more fully understood.

Present Folicv of Creating Hew Institutions and Expanding
Sstablishrq Ones

This section will focus upon the perpetuation of racism in
the establishment of new programs and institutions. V/e must remember,
however, that by no means is this the only manifestation of racism
within the institutions of higher education in the state of Georgia.

When we consider critically the manner in which new institutions
have been created and older ones have been expanded by the Eoard of
Regents, an unmistakably racist pattern emerges. This pattern
represents the success of those interests on the Eoard and within
other branches of state government who seek to maintain archaic
segregation in the face of federal desegregation policy and the
demand by Black people for equal access to higher education.

In the middle cf the decade of the 1960's a deliberate effort
to locate and expand white-controlled institutions of higher education

•15-

in every large urban area of the state revealed itself as a central
ingredient in Regents' policy. The convenient euphemism for this
policy is "dispersion." As stated in the G.R.P., the Board of Regents
has committed itself to " . . . provide college programs as convenient
geographically for all students as resources and good educational
judgement will allow" (p. 7, Part I, G.R.P.). The Regents go on
to outline what they call their "specific objectives": to " . . . place
the first two years of college within commuting range of the largest
possible number of students," and to " . . . disperse the four-year
institutions with respect to both geography and population in order
to serve as many students as possible with a full range of four-year
programs" (p. 7, Part I, G.R.P. ).

An example of this racist "dispersion" and how it was often done
in the face of existent and established Black institutions within the
same immediate vicinity can be seen in Savannah. Armstrong Junior
College, authorized by the Board of Regents in 1964, graduated its
first junior class in 1965* As a senior college it graduated its
first class in 19&7. By 1972 it was offering graduate degrees and
had a student enrollment larger than that of Savannah State College,
which had existed in the same region under state governmental control
since I892.

The generalised policy of white control (euphemistically referred
to as "dispersion") of all new institutions of higher education
can be seen in the establishment of junior colleges in Savannah,

-16-

Augusta, Americus, and Columbus- -all of which immediately became
four-year institutions, often with graduate schools. The phenomenal
expansion of white-controlled Georgia State University, Georgia
Tech, and the University of Georgia fits into this racist pattern,
which is continuing today.

Atlanta Junior College appears to be the exception to this rule,
since it is predominantly Black. But this college was authorized in
1965, at a time when the municipality of Atlanta still had a predominantly
white population. The fact that it was not opened until a deca.de
later, in 197^ 1 is itself indicative of the Regents' reluctance to
establish a junior college in a region which was rapidly becoming
Black. Even at the time of its opening, all indications are that
the Board of Regents and its staff were expecting AJC to be evenly
split between Black and white students. Of course, as it turned out,
the college was and remains overwhelmingly Black,

Macon Junior College was authorized by the Regents in 19^5 and
was the first of the junior colleges authorized that year (the same
year in which Atlanta Junior College was authorized) to be opened.
It was opened in I968, Following the established pattern, it would
be safe to assume — although a decision has not yet been made in this
regard — that Macon Junior College will likewise become a four-year
school, including offerings at the graduate level, very soon. The
fact that Fort Valley State College, a Black school, already serves
the region will make no difference. "

•17-

In a similar fashion, white-controlled Albany Junior College
might quite possibly be converted to a four-year institution in the
same region in which Albany State College, a Black school, exists.
In any event, the junior college in Amcricus, Georgia Southwestern,
has recently been transformed into a four-year institution. It is
located in the same general region in which Albany State has operated
for more than three quarters of a century.

Kennesaw Junior College was authorized by the Board in 19&3
and was located, as was Clayton Junior College, in a rapidly developing
suburban white region near Atlanta. The recent decision by the Eoard
in April of 19?6 to elevate Kennesaw to the status of a four-year
institution is likewise a part of this same racist pattern. Figure
I-A-l from the G.R.P. (reproduced below) shows the present stage
of this "dispersion" policy.

A close look at this Figure reveals that the effect of the
Regents' policy has been to maintain and enhance white-controlled
institutions at the expense of Black schools. The Figure shows
newly-established Armstrong State College virtually adjacent to
traditionally Black Savannah State. It shows the newly-established
Albany Junior College and Georgia Southwestern College (Americus)
in very close proximity to Albany State. It shows no other junior
or senior college near the newly-established Augusta and Columbus
colleges. It also shows that all of the university-level institutions
are located in northern Georgia, with the possible exception of the
Medical College at Augusta.

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-18-

s
-19-

Table I-A-l of the G.R.P. (reproduced below) snows the institutional
units of the University System of Georgia and the levels at which
they operate. Note that there are no traditionally Black university-
level institutions, which itself is the result of an historical
pattern of discrimination. At the level of the senior colleges
there are three of the twelve units which night be classified as
predominantly Black, It is interesting to note that of the nine
remaining predominantly white senior colleges, four were recently
founded and/or upgraded to their present status. At the junior
college level only Atlanta Junior College fits the definition of
predominantly Black. This is of critical importance since the
overwhelming majority of these sixteen units were established during
the last fifteen years in a state where almost a third of the
population is Black.

Faced with this reality — a reality created by its own racist
policies — the only specifics that the G.R.P. for the "further
desegregation of the University System of Georgia" offers are
these: first, the Board of Regents will "... complete the
implementation of the basic recommendations of the joint Armstrong
State College-Savannah State College Academic Frogram Review Committee."
In addition, they propose to " . . . continue the detailed implementation
of the Plan for the Further Desegregation of Fort Valley State College
as ordered by the United States District Court, Middle District of
Georgia." And finally, they propose to " . . . establish a Joint

-20-

TAELE I - A - 1

GRADUATE INSTITUTIONS

Georgia Institute of Technology
Georgia State University
Medical College of Georgia
University of Georgia

Atlanta
Atlanta
Augusta
Athens

SENIOR COLLEGES

Albany State College [*]
Armstrong State College
Augusta College-
Columbus College
Fort Valley State College [*]
Georgia College
Georgia Southern College
Georgia Southwe stern College
North Georgia College
Savannah State College [_*3
Yaldosta State College
West Georgia College

Albany

Savannah

Augusta

Columbus

Fort Valley

Milledgeville

Statesboro

Americus

Dahlonega

Savannah

Valdosta

Carrollton

JUNIOR COLLEGES

Abraham Baldwin Agricultural College

Albany Junior College

Atlanta Junior College [_*J

Bainbridge Junior College

Erunsvrick Junior College

Clayton Junior College

Dalton Junior College

Emanuel County Junior College

Floyd Junior College

Gainesville Junior College

Gordon Junior College

Kennesaw Junior College

Macon Junior College

Middle Georgia College

South Georgia College

Waycross Junior College

Tifton

Albany

Atlanta

Eainbridge

Brunswick

Morrow

Dalton

Swainsboro

Rome

Gainesville

Barnesville

Marietta

Macon

Cochran

Douglas

Vi ay cross

L* Predominantly Black Institutions]

-21-

Study Committee composed of members of the faculty and staff of
Albany State College and Albany Junior College to develop a detailed
plan for the enhanced articulation of the academic programs of
those two dissimilar institutions for review by the Chancellor
and the Board of Regents ..." (p. 5t Section I, G.R. P.).

All of these so-called "specific" proposals are designed to
break down segregation at the three predominantly Black colleges,
which have never been in fact segregated. Where are the "specific"
proposals to desegregate the overwhelmingly white schools? In fact,
these "specific" proposals seek to weaken the role of the traditionally
Black institutions and offer no plan for the desegregation of the
predominantly white large universities. In this section, therefore,
the G.R.P. is grossly inadequate and cannot be regarded as having
fulfilled the requirements of the HEU Guidelines.

Discrimination in the Allocation of I'erources

In part 1 of the G.R.?. are included several tables of summary
data which purport to show that there is no racial discrimination
practiced in the allocation of resources within the University
System of Georgia. The data takes the form of an analysis
comparing the allocation of resources between traditionally Black
four-year institutions and predominantly white institutions within
the same category with respect to fiscal resources, plant development,
and the development and funding of new programs.

Consistent with our analysis of the historical origin of
discrimination within the University System of Georgia ana with our

•22-

holistic view of the component institutions within the University
System, we see that in order to get at the essence of the problem
of inequity in the allocation of resources, it is necessary to
make a comparison not only between the predominantly Slack four-year
institutions and the same general category of white institution,
but also between the Black schools and the big white universities.
Such a comparison would yield much.

The very fact that there are no predominantly Black universities
comparable to the University of Georgia, Georgia Tech, the Medical
College of Georgia, or Georgia State University is the result of
the kind of discrimination historically practiced in higher educational
policy within the state. Specifically, it is the manifest result
of the policy of allocating funds for the purpose of "encouraging"
Elack students to get out of the state in order to acquire training
in courses of study which were not offered at the Black schools — but
which were offered at the white ones. This policy, until very
recently, was regarded as sufficient legal satisfaction of the
state's obligation to provide higher education to its Black citizens.
Under the Jim Crow state system in Georgia (and in other states
which operated according to this type of policy) resource allocations
to meet the needs of Black citizens were effectively circumvented.
This directly resulted in what we have today. In state after state,
we witness the stark reality of the existence of huge, well-developed,
heavily-subsidized white university complexes, on the one hand, and

-23-

underdeveloped , under-subsidized, stunted predominantly Black
institutions within the sane state — the "little colored schools" —
on the other.

This sort of historical consideration is essential in order
to get at the problem of its contemporary manifestation. This is
especially important when we consider that in 1973 the universities
accounted for 42.8 percent of the total enrollment of the overall
student population of the public colleges in the state. Blacks
constituted only 8.2 percent of that. It is more especially important
when we consider the Board of Regents * projected relative enrollment
figures for the year 1981. They project that in that year the
universities will still account for 41,7 percent of the total

enrollment:

Percentage of Student Enrollment*

Tyne of Institution

Fall
1930

Fall
1973

Fall
1981

University

38o6

42.8

41.7

Senior College

33.6

36.1

33.1

Junior College-

3.8

21.1

23.2

*from G.R.P., Section I, p. 11
It is the problem of fiscal discrimination that is at the
base of the entire process which was called into question by the
Adams litigation. That is why the comparison must be made in this
way. If it can be shown that federal monies are used within the
University System of Georgia in the major institutions where Blacks

-zh-

are only tokens and are systematically kept out, that is ground
enough to legally withhold such funds. y

In addition, it should be pointed out that this pattern of
discrimination not only reveals itself in grossly disproportionate
resource allocations for the overwhelmingly white universities,
"but also has the consequence of maintaining the situation wherein
higher degrees in graduate and professional schools in the state
are awarded almost exclusively to white students, while Blacks are
represented at best at the token level.

The HEU Guidelines, however, request comparative resource
allocational data for the four-year senior colleges, both Black and
white. Yet even when this comparison is made, as in Table I-B-5
(reproduced below), a pattern of gross discrimination emerges. Of
the nine (9) predominantly white senior colleges that are operated by
the University System at the present time, four (k) were recently
established and/cr upgraded to the status they now occupy. These are
Armstrong State, Augusta College, Columbus College, and Georgia
Southwestern. This means that the University System of Georgia
has within the last twenty years almost doubled the number of its
predominantly white senior colleges while no new Black senior colleges
have been added. This also represents a substantial increase in
resource allocation which is continuing today. Vith the possible
exception of Georgia Southwestern, these new four-year institutions
are primarily urban commuter schools which are developing rapidly.

-?«;- '

•25

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¦26-

At the same time, on the other hand, v;e have Black four-year institutions--
although located in two instances in well-developed urban areas —
remaining residential, stagnant, and snail, When compared to the
white four-year institutions, using student enrollment as a criterion,
the traditionally Black colleges are among the smallest. Cut of
the twelve senior colleges within the University System of Georgia,
the Black colleges rank eighth, tenth, and eleventh. Recognition of
these features, of course, is critical to valid interpretation of
the materials contained in all of the tables in section B of part 1
of the G.R.P, (See Analysis of Table I-A-l below.)

In general, the manner in which the G.K.P, made the comparisons
from and tdthin the data presented in section E ignores the historically-
derived distinctive features of the Elack and white public institutions
of the state and has the effect of hiding the type of fiscal discrimination
that characterizes their present operation. Not only is the commuter
as opposed to the residential character of the institutions in question
of great significance, but the fact that a larger proportion of
entering freshmen at the traditionally Black institutions are enrolled
in mandatory non-credit Special Studies programs bears on this issue
in many ways. The amount and kind of instructional support expenditures
is of importance in this regard. Another vital consideration is the
relative income of the student bodies served.

In addition, it is difficult to determine from the manner in which
the figures contained in Table I-B-6 of the G.R.P. (condensed below) -»
were presented and analysed in section B of the G.I;. P. whether
or not the real expenditure per full-time student in predominantly

[_Text continues on page ^j.j

-27-

akalysis of tabu-: i - a - i

RANK ORDER OF SENIOR COLLEGES USI1IG STUDENT ENROLLMENT AS CRITERION

1. Georgia Southern College (Vl)

2. West Georgia College (w)

3. Columbus College ('..')
k, Augusta College ('..')

5. Georgia College (W)

6. Armstrong State College (U)

7. Valdosta State College ('.,')

8. Savannah State College (b)

9. Georgia South'.:estern College (U)

10. Albany State College (B)

11. Fort Valley State College (3)

12. North Georgia College ('./)

CHRONOLOGICAL ORDER OF ESTABLISHMENT AND/OR UPGRADING OF SENIOR COLLEGES

1. North Geoigia College (lS?9)

2. Georgia College (1689)

3. Savannah State College (1890) *

4. Fort Valley State College (1895) *

5. Georgia Southern College (1906)

6. Valdosta State College (1906)

7. Vfest Georgia College (1933)

8. Albany State College (upgraded 19'0) *

9. Colunbus College (1958)

10. Augusta College (upgraded I963)

11. Georgia Southwestern College (upgraded 1964)

12. Armstrong State College (upgraded I965)

* Predominantly Black Institutions

-28-

A CONDENSATION OF

TABLE I-E-6

UNIVERSITY SYSTEM CF GEORGIA
SENIOR COLL^G^ BUDGET SUMMARY
1977-78

^¦i

REVENUE

-29-

SENIOR COLLEGES

BUDGET SUMMARY

FISCAL YEAR 1978

GENERAL
OPERATIONS

"DlTATrHLNTAL
SERVICES

SPONSORED OPERATIONS

GRANTS i. CONTRACTS - GOVERNMENTAL
FEDERAL
STATE t LOCAL
GRANTS (. CONTRACTS - NON-GOVERNMENTAL

TOTAL SPONSORED OPERATIONS

7,595,614
1,077,651

777,431

9,450,696

8,142,364
349,981
538.858

9,031,203

8.027,539
1,082,672
1,008,817

10,119,028

TOTAL INTERNAL REVENUE
STATE APPROPRIATION

$ 32,073,995
46,371.030

§ 32,940,108
49,113,700

$ 33,058,498
55,939,800

TOTAL REVENUE

$ 78,445,025

$ 82,053,808

88,998,298

EXPENDITURES

-33-

ALBANY STATE COLLEGE

BUDGET SUMMARY

FISCAL YEAR 1976

GENERAL
OPERATIONS

"DTPArTMEMAL
SERVICES '

SPONSORED
OPERATIONS

TOTAL
BUDGET

PERSONAL SERVICES

4,026,298

40,000

46,710

4,113,008

OPERATING EXPENSES

n in. fin?

44.500.

91.206

<Jf.fi. inn

TOTAL EXPENDITURES

4,856,900

84, 500

137,916

5,079, 316

REVENUE

INTERNAL REVENUE
STATE APPROPRIATION

$
$

1,480,000
3, 376,900

4,856,900

84,500

137,916

S
$

1,702,416
3,376,900

TOTAL REVENUE

84,500

137,916

5,079, 316

EXPENDITURES

REVENUE

-35-

AUGUSTA COLLEGE
BUOGET SUMMARY
FISCAL YEAR 1978

GENERAL
OPERATIONS

TJEPARTMrNTAC

SERVICES

sponsor nr

OPERATIONS

TOTAT"
BUDGET

PERSONAL SERVICES

4,561,655

45,200

21,975

4.628,830

OPERATING EXPENSES

1.106,545

24,800

266,000

1, 397, 345

TOTAL EXPENDITURES

5.668,200

70,000

287.975

6,026,175

IhTTERNAL REVENUE
STATE APPROPRIATION

TOTAL REVENUE

2,00 5,000
3,663,200

5.668.200

70,000

287,975

2,362,975

3,663,200

6.026,175

EXPENDITURES

REVENUE

-36-

COLUMBUS COLLEGE

BUOGET SUMMARY

FISCAL TEAR 1978

^ - Ji

GENERAL
OPERATIONS

"DEPARTMENTAL
SERVICES

"SPONSORED
OPERATIONS

TOTAT-
BUDGET

PERSONAL SERVICES
OPERATING EXPENSES

TOTAL EXPENDITURES

6,491,400
1,579,700

fl, 071. 100

122,688
60,012

182,900

246,645
196,693

443, 330

6,860,933

1,836,405

(l,f.«>7, 33H

INTERNAL REVENUE
STATE APPROPRIATION

2,729,000
5, 342,100

182,900

443,338

3,355,238

5,342,100

TOTAL REVENUE

8,071,100

182,900

443,338

8.697,338

»«

EXPENDITURES

¦37-

FORT VALLEY STATE COLLEGE

BUDGET SUM-MARY

FISCAL YEAR 1978

GENERAL
OPERATIONS

"iTrcATMTsTAT
SERVICES

TpTJnTUrTB "

operations

TOTAL
BUDGET

PERSONAL SERVICES
OPERATING EXPENSES

4,436,730

1,062,670

19,480
10,779

984,553
1,015,447

5,440,763

2,088,996

TOTAL EXPENDITURES

5,499,400

30,259

2,000,000

7,529,659

REVENUE

INTERNAL REVENUE
STATE APPROPRIATION

TOTAL REVENUE

1,124,000
4,375,400

5,499,400

30,259

30.259

2,000,000

3,154,259
4,375,400

7,529,659

EXPENDITURES

REVENUE

-38-

••

GEORGIA COLLEGE
BUDGET SUMMARY

FISCAL YEAR 1973

genfral —

OPERATIONS

TjETAft7M£,\TAL
SERVICES

SPONSORED
OPERATIONS

/\<?

TOTAL
BUDGET

PERSONAL SERVICES

3,823,654

11,893

152,291

3,987,838

OPERATING EXPENSES

929,146

16. 306

239,560

1,187,012

TOTAL EXPENDITURES

4,752,800

30, 199

391,851

5,174,850

INTERNAL REVENUE
STATE APPROPRIATION

TOTAL REVENUE

1,060,000
3,692,800

4,752,800

30,199

30, 109

391,851

1,482,050
3,692,800

5, 174,850

EXPENDITURES

-41-

REVCfiUE

NORTH GEORGIA COLLEGE

BUDGET SUMMARY

FISCAL YEAR 1973

GENERAL
OPERATIONS

TJlTaTomTnTaT
SERVICES

SPOriSORtO

OPERATIONS

"TUtaT
BUDGE!

PERSONAL SERVICES

2,750.067

14,480

119,841

2,884. 388

OPERATING EXPENSES

684,533

9,500

254,900

?43.?33

TOTAL EXPENDITURES

3 jj 34^600

23^990

374,741

?, 833,321.

INTERNAL REVENUE
STATE APPROPRIATION

TOTAL REVENUE

815,000
2,619,600

3,434,600

23.980

2 3,930

374,741

1,213,721
2,619,600

,3,833,321

\-#Mk&y&i*&mt*&*»

EXPENQITBRES

PERSONAL SERVICES
OPERATING EXPENSES

TOTAL EXPENDITURES

REVENUE

-42-

SAVANNAH STATE COLLEGE

BUDGET SUMMARY

FISCAL YEAR 1978

GENERAL

OPERATIONS

4.329,113
1,034,282

5,363,400

TJTPARTMtNTAL
SERVICES

15,000

SPONSORED
OPERATIONS

778,952

770,780

1,549,732

TOTAL
BUDGET

5,108,070
1,820,002

6,923,132

INTERNAL REVENUE
STATE APPROPRIATION

1,400.000
3,963,400

15,000

1,549,732

2,964,732

3,963,400

TOTAL REVENUE

5,363,400

15,000

1,549,732

6,928,132

±'i&tetim*&Gi£*i

A^j'Vu'tfiiifei'^i-tfwC^

-*3-

VALDOSTA STATE COLLEGE
BUDGET SUMMARY
FISCAL YEAR 1973

" y

-
¦

SERVICES
EXPENSES

TURES

GENERAL
OPERATIONS

DEPARTMENTAL

SERVICES

SPONSORED

OPERATIONS

TOTAL
BUDGET

EXPENDITURES

PERSONAL J
OPERATING

TOTAL EXPEND

5 6,539.763

1,471.237

$ 8,011.000

5,780
37,220

43.000

$ 246,900
313,100

$ 560,000

6,792,443
1,821.557

8,614.000

REYENUE

INTERNAL REVENUE
STATE APPROPRIATION

TOTAL REVENUE

5 2,670,000

5, 341,000

$ 8,011.000

4 3 , 000

43,000

560,000

$ 3,273,000

5,341,000

$ 8, 614,000

EXPENDITURES

WEST GEORGIA COLLEGE

BUDGET SUV.MARY

FISCAL YEAR 1978

GENERAL
OPERATIONS

SERVICES

SPC^OKtD-
OPERATIONS

'TAf A i

BUDGET

PERSONAL SERVICES
OPERATING EXPENSES

TOTAL EXPENDITURES

8,457.677
l.e6Q.723

>£££L

374,350

.200.

8,832,027
? . 1 4 fi . c, 7 1

ii .i7fl.f,nn.

REVENUE

INTERNAL REVENUE
STATE APPROPRIATION

TOTAL REVENUE

2,540,000
7,778,400

10,318,403

860,200

3,400,200
7,778,400

11,178,600

•>

Black institutions, when compared to the similar expenditure for
students in predominantly white senior colleges, is reflective of
the actual situation. For instance, docs the pay for a security
guard come out of funds allocated for the personal services part
of the budget, and how is this expenditure related to the amount
spent for instructional purposes? It is well known that Black
schools, as a general rule, have a larger security force, and
because of this and other unique features which result quite often
in differences in the nature of many of the expenditures, the
summary statistics which show the expenditure per full-time student
in Table I-E-5 (reproduced above) and elsewhere in section B of
the G.R.P. may well be biased.

What is clear from the figures provided by the Board of Regents ,
however, is that the overall budget for the Black schools, taken
as a whole, compared to the overall budget for the white institutions,
taken as a whole, is very small.

Cur Specific Recommendations

The following recommendations are designed to stop and reverse
that continuing set of policies which is nothing more than a legalised
racist scheme with the objective of perpetuating old, overtly segregationist
policies in newer, more subtle forms. Such policies continue to deny
equal access tc higher education to the Black citizens of Georgia.
V/e realize full well that these recommendations raise all manner of
philosophical and practical questions. But the eradication of
such a pervasive evil as institutional racism necessarily involves

-46-

a profound reconsideration of the philosophical base upon which its
assumptions of human inequality rest. It is in this spirit that we
offer these specific recommendations:

1. That the state commit itself to the general policy of
"open admissions." All Georgia citizens who have earned
a high-school diploma and/or a G.S.D, certificate shall
"be eligible for admission to any and all institutions of
higher learning in the state system. Admission to one of
the institutions within the state system means admission
to all of them. Admission standards shall be uniform and
uniformly applied with no elitist criteria at any level.

2. That the state commit itself to the development cf a four-
year institution with graduate and professional degree-
granting capacity in Facon, Georgia. This institution
shall be made up of the present administration, faculty
and staff of what is now Fort Valley State College. It
shall maintain all of its present courses of instruction
and present degree-granting capacity in all areas with
the exception of those in the division of agriculture.

This institution shall have priority funding and immediately
begin to expand its programmatic offerings, upon opening,
consistent with the needs of the general service area.
It shall be called Macon State College and shall be the
only state institution of higher learning offering bacca-
laureate, graduate and professional training in the Macon
metropolitan area. (Kef. HZ'.,' Guidelines, p. 17, section I,
subsections A, E, D, and H)

3. That Fort Valley State College shall continue to offer
instruction, grant degrees, and conduct research in the
areas of agriculture, forestry, and animal science. The
present facility in the division of agriculture shall
become the core of an expanded program of offerings in
agriculture and related areas of instruction. In addition,
the school of military science now located at the Athens
campus cf the University of Georgia shall be transferred
to the Fort Valley facility. This institution shall have
priority funding and shall be called the Fort Valley
Agricultural and Mechanical State University. (Ref. HEW
Guidelines, pp. 17-21, section I, subsections A, B, D

and H)

-47-

4. That the Board of Regents reverse its decision to elevate
Kennesav Junior College to the level of a four-year senior
college, (Ref. HEW Guidelines, p. 19, section I, subsection
E).

5. That the state commit itself to the development of a single
university-level institution in the Savannah metropolitan
area which shall "be called Savannah State University.

The present administration, faculty and staff of Savannah
State College shall make up the core personnel cf this
institution. It shall be the only baccalaureate, graduate
and professional degree-granting institution within the
service area and shall have priority in the establishment
of new program offerings and funding. In addition, all
research, teaching and other educational entities operated
now in the general service area, by the university System
of Georgia shall come under its immediate administrative
jurisdiction. This includes the Skidaway Institute of
Oceanography and all other such facilities. (ftef. HEW
Guidelines, pp. 17-21, section I, subsections A, B, D,
and H)

6. That the state continue to commit itself to the development
and expansion of a single university-level institution in

the Albany area which shall be called Albany State University.
It shall be the only baccalaureate, graduaxe and professional
degree-granting institution within the service area and
shall have priority in the establishment of new program
offerings and funding. (Kef. HEW Guidelines, pp. 17-21,
section I, subsections A, B, D, and H)

7. That the state commit itself to the transformation cf its
present junior college system into a system of community
colleges controlled by locally elected, boards. The Board
of Regents of the state shall exercise control over these
institutional entities in budgetary matters involving
federal and state funds and in areas where transfer credits
are concerned. These institutions, as well as' all of the
other public institutions of higher education in the state,
shall be opened to all citizens who hold a high-school
diploma or a G.E.D, certificate. (Ref. HEW Guidelines,

p. 20, section I, subsection F)

8. That the state commit itself to the development and expansion
of what is now the predominantly Black Atlanta Junior
College. AJC shall become a community college under the
immediate and direct jurisdiction of a locally elected
board from the municipality of Atlanta. It shall be the
only two-year degree-granting institution within the city.

-48- '

All two-year degrees granted, "by the University System
of Georgia in Atlanta shall cone from Atlanta Community
College. To this end the School of General Studies of
Georgia State University shall be transferred to the AJC
campus. (lief. HEW Guidelines, pp. l?-19i section I, sub-
sections A, B, and C)

9. That the state commit itself to preserving and enhancing
through priority funding those programs and courses of
study presently in operation at predominantly Black state
institutions which have as their focus an understanding
of the Black experience. This ethnic curricular orientation
shall serve as a model for curricular offerings tliroughout
the University System to ensure that the ethnic diversity
of the state is both reflected and respected in the program-
matic offerings in the state system of higher education.
(Ref. HIT..' Guidelines, p. 19 1 section I, subsection D)

These specific recommendations come from our understanding of

the history and the present operation of the University System of

Georgia. They were refined in our discussions with the drafting

committee of the Board of Regents. The full texts of our formal

presentations to the committee on this section of the HEW Guidelines

(section i) are contained in appendices I, II, and III of this document.

II. DESEGREGATION OF STUDENT EKROLIKENT

This section is concerned with the implementation of those
specific provisions set forth within the KEW Guidelines pertaining
to the desegregation of student enrollment in the Adams states in
general and in the state of Georgia in particular, '.r'e will proceed,
as we did in the previous section, by evaluating the Georgia Regents'
Plan and then by offering our own specific recommendations. Of
course, these will come from our own perspective as concerned citizens
of the state.

-49-

We regard the chain of events of which the \VZi\ Guidelines are
part as a necessary process that will lead us to increased quality
and availability of higher education in the state of Georgia. Gur
"basic arguments on the question of the relationship betwen quality
education and open admissions are contained in appendices V and VI
of this document. It is our basic contention that standardized
tests and the policies that call for their use are the critical
mechanisms that maintain the elitist and racially exclusionary
practices of the colleges within the University System of Georgia.
These policies and the practices that result from them serve to
exclude Black and poor people from certain of these colleges in
three major ways: (l) "by denying them admission to these colleges,

(2) "by trapping them into punitive non-credit remedial programs, and

(3) "by denying them graduation. All of these discriminatory policie:
and practices are carried out through the use of standardized
testing.

The H3» Guidelines state: "An acceptable plan shall commit
the state to the goal of assuring that the system as a whole and
each institution within the system rrovicV an e^rual educational
opportunity, are open and accessible to all students, and operate
without regard to race and on a desegregated basis" (KEVJ Guidelines,
section II, p. 22, emphasis added).

To this the Board of Regents of the University System of
Georgia responds in the following manner: "Institutions of the

University System are open and accessible to all students with
admissions predicated totally on academic criteria. The institutions
operate without regard to race" (G.R.F. , Section II, p. 2), Seldom
do racists or racist policymakers willingly admit to their racism
or the racist nature of the policies which they tear the responsibility
of making. The only valid manner in which a determination can be
made as to the racist nature of a given policy or set of policies
is by assessing the objective consequences of their implementation.
Therefore, the real question presents itself to us as this: To what
extent do these "academic criteria" result in the exclusion of
Black and other minority people from the institutions of higher
education in Georgia? Put another way, to what extent are the
"academic criteria" themselves racist?

The approaches to the problem of desegregating student enrollment
in the G.R.P. are based upon the faulty assumption that admissions
to, retention within, and graduation from the institutions of the
University System of Georgia rest solely upon "academic criteria"
which are "race independent" (G.R.P. language, Section II, p. l).
So long as the racist and elitist policies and practices remain
camouflaged in such concepts, the problem will continue to exist.
Their failure to understand the fundamental nature of the problem
with which we are dealing raises serious questions about the capacity
of the Board of Regents and their staff to meaningfully address it.
Certainly the G.R.P. is woefully inadequate in this regard.

¦51-

Furtherrnore , it goes without saying that any plan to seriously
desegregate the student body of a university system with such a
vivid and dramatic history of continuing segregationist and elitist
educational policies as that of the University System of Georgia
must be more than a mere plan. An undertaking of this magnitude
and complexity not only requires a basic understanding of the
pervasive nature of the problem, but of necessity it also requires
a conscious commitment by the state to divest itself fully of all
vestiges of segregation and its latter-day, more subtle counterpart,
elitism. This is a task that goes to the root of many philosophical
questions that we face in education today. As we begin our analysis
of some of these questions and their bearing upon the question of
the desegregation of student enrollment, our most essential concern
is the citizen's democratic right to seek and gain public higher
education.

The Problem of Undergraduate Studjent, I'lnrollnent Pro jectior.s
Table II-A-2 of the G.R.P. (reproduced below) shows, in rough
approximation, the ratio of Black to white high-school graduates
within the state. This information provides the basis for the goal
of at least 3^ £la.ck enrollment in the University System. This
is a goal we accept, with the stipulation that it is not regarded
as an upper limit. V,re see this figure as a minimum numerical goal.
However, Table II-A-3 of the G.R.P. (reproduced below), after projecting
a total student enrollment of 1^2,000 for the University System
by 1982, projects a Elack enrollment of only 29 i500 "by that same

-52-

TABLE II-A-2

1976 Georgia Hifch School Graduates

Black
White
Total

HSG*
18,456
41,292
59,748

31
69

100

Based on

177 of 184*

School Systems

HSG _%_

Black 18,500 30 Based on the assumption

White 42,559 70 that white graduates

Total 61,059** 100 comprise the preponder-

ance of the totals from
public and private systems
where racial information
is currently unavailable.

*Source: OCR Individual School Campus Report: Form OS/CR 102
^'Includes all others: HSG includes "also remaining students from
systems where racial information unavailable.

*There are 183 systems however 4 systems do not have a graduating senior class.

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year, a figure far short of the 42,600 Black students who would "be
enrolled if enrollnent were, by the Regents1 own calculations,
fully proportional. Clearly, then, the G.H.P. is not in compliance
with the HEW Guidelines, for it does not satisfy the proportionality
stipulation in section II, subsection A, of those guidelines.
Indeed, the projected Black enrollment figure represents a mere
20.^ of the total student enrollment in the University System
in 1982.

Since the projected figure is not in compliance, the projected
"benchmark figures need to be revised upward. Moreover, Table II-A-4
(reproduced below) shows that this summary statistical display,
which is limited to information for four-year institutions, includes
not only regularly- enrolled students but also students in Special
Studies programs. It is our belief that Special Studies students
should not be counted in any such projected enrollment calculations
since such students are not enrolled in the core curriculum and
cannot be regarded as proceeding toward a degree. In reality, they
are in a pre-college program and should be counted within any
statistical projections as such. Of course, a determination of
their objective status is based upon the manner in which the Special
Studies program operative within the University System of Georgia
is presently structured—a structure which results in practices
with which we do not agree and with which we will, later in this
presentation, take issue. (Appendices II, V, VI and others bear
upon this.)

TABLE II-A-4

(Four Quarters 197,6-77)

BEGINNING freshen by race at
PREDOMINANTLY WHITE/PREDOMINANTLY BLACK INSTITUTIONS

Black

White

Predominantly White - 4 Year:

Total •) Regular & Special Studies
% of Total

Predoninantly Black - 4 year: -
Total i? Regular L Special Studies
% of Total

Predominantly White - 2 Year:

Total // Regular & Special Studies
% of Total

Predoninantly Black - 2 year:

Total // Regular & Special Studies
% of Total

TOTALS
7.

1539

10364

6.4

42.9

1586

6.6

0.1

1330

8512

5.5

35.3

760

3.1

0.1

5215

1S925

21.6

78.4

-55-

t fo- iicy

•56-

Therefore, the Regents are further from compliance vdth the
HEW Guidelines than they themselves admit. Yet the G.R.P. , rather
than face this problem forthrightly, merely offers a series of v:eak
excuses for the Regents' adjustment of the projected Elack enrollment
statistic dov.mra.rd. In their plan the Regents say: "Direct correspond-
ence "between high school graduates and first year students cannot
be established due to the attendance patterns for older students,
part-time students, etc." (G.R.P. , Section II, p. Ik), That is
true, but this realisation surely requires revising the projected
enrollment for Black students upward, because there are, proportionally
speaking, more Black high-school graduates present in the potential
student population who are not in college. Instead, however, the
Regents revise the figure downward. In other words, again proportionally
speaking, there is a larger pool of potential students among the
Black population precisely because of the historic pattern of
discrimination that has denied entry to Blacks for so long.

Going further with this insidious line of reasoning, the
G.R.P. states: "However, based on the assumption that delayed
or protracted enrollment characteristics [^"attendance patterns"
which are rootod in racist discrimination] are stable with time,
the figures of Tables II-A-2 and II-A-4 indicate that on the average
approximately M* percent of white Georgia high school graduates
and 28 percent of black Georgia high school graduates enroll in
University System institutions" (G.R.P., Section II, p. 1^, parenthesis
added). The only point we are making here is that it is unreasonable

-57-

and historically illogical to use the fact that fewer Blacks who
graduate from high school go to college as a justification for
nodifying projected Black enrollment statistics downward. This
is once again an instance of the G.R.P. perpetuating a problem
which it is supposedly attempting to solve.

There is another consideration that needs to be mentioned here.
It pertains to the manner in which certain tables in the G.R.P,
are set up. It also relates directly to the type of information
that the HEW Guidelines seek. Specifically, if we look at Table II-3
in the G.R.P. (reproduced below), we find that white students at
predominantly Black schools are counted as part of the minority
enrollment within those institutions and in the University System
of Georgia as a whole. Consistent with previous arguments we have
advanced, we do not regard whites as a minority within this society.
Whites have not been denied equal access to educational opportunity
because of their race. Therefore, to address the problem of discrim-
ination against minority people in the state of Georgia, Black
people, by acting as if the Black institutions have denied entry to
whites is to turn the question around so that equal educational
opportunity can be denied to Blacks on more subtle grounds. In no
institution in Georgia should whites be regarded as a minority.
The problem that we are dealing with is a problem that abides within
our society in general. Any superficial, isolated institution-by-
institution treatment must be exposed for the racist perversion of
the problem that it is.

TABLE It- 3
UN I VE RS I TT~3To ± M L T GEORGIA

'MINORITY ENROLLMENT, FALL 1972-FALL 1976

'eorgia Institute of Technology

Southern Technical Institute
eorgia State University
'edical College of Georgia
niversity of Georgia
University Total

ilbany State College

.rmstrong State College

.jgusta College

blumbus College

ort Valley State College

tporgia College

porgia Southern College

(eorgia Sou thv/es tern College

Irth Georgia College

ilvannah State College

\ildosta State College

Vfst Georgia College

Senior College Total

Jlraham Baldwin Agric. College
Abany Junior College
Ailanta Junior College
Binbridge Junior College
Bunswick Junior College
Dayton Junior College
D,lton Junior College
Sanuel County Junior College
"oyd Junior College
Bjinesville Junior College
j'rdon Junior College
Winesaw Junior College
l.con Junior College
ijldle Georgia College
Iwth Georgia College
N'cross Junior College
Junior College Total

System Totals
Percent Change

1972
Black
(White)

155
31

1,785
136
896

3,003

(44)

153
- 337
302
(11)
210
270
181
34

(103)
433

375
2,453

89
166

166
72
49

105
47
55
88

134
90

175

1,236
6,692

1973
Black
(White)

168
67

2,052
143
5 36

2,966

(63)
292
278
564
(44)
350
192
241
39
(275)
391
363
3,097

124
211

189

115

111

134

144

200

1,548

7,611
13.7

1974
Black
(White)

249
66

2,234
220
634

3,4 53

(70)

479
369
763

. (117)
474
351
383
43
(292)
550
421

4,312

148

208

(63)

237

117

183

124

233

1,815

9,580
25.9

1975
Black
(White)

351

2,920

237

732
4,334

5 1 ">">

~> / X £, dm

261

406

.(84)

99
274
117

70
196

91
105

59
337
194
284

2,669

12,125
26.6

1976
Black
(Whit-)

407

110

3,003

198

753

4,471

251
475
(67)

88
251

71
114
197

66
152

50
352
199
297

2,771

12,480
2.9

Erollnent figure represent black enrollment in predominantly white institution and
wite enrollment in predominantly black institute

.en:

-59-

Discrimination in Admissions

There are several significant discriminatory consequences
which have resulted from the current admissions policies set by the
Board of Regents. In this section we would like to focus our attention
upon a few of them. First, let us outline the basic policy regarding
admissions which governs the University System of Georgia and which
is of concern to us.

Presently, SAT scores can be used to deny admission to a student
seeking to enter the University System of Georgia. These scores,
along with high-school grade point averages, are being used as the
primary criteria in making decisions about the admission of students
to particular institutions within the University System. Each
educational institution in the University System is allowed to make
its own decision about a student applicant based upon several criteria,
with the SAT score invariably the key ingredient in the determination.
Moreover, the SAT is the sole determinant of the status of an admitted
student. In all the units in the University System, there are two
types of admissions based upon the SAT Score. Full admission to
the core curriculum is granted to those students who score 65O or
more on the SAT and cannot be granted by any institution in the
University System to students whose scores fall below that figure
unless they pass additional standardised tests correlated with the
SAT. Full admission must be denied to those who score below 65O,

•60-

and individual institutions may revise that figure upward. Those
applicants denied full admission are admitted as Special Studies
(remedial education) students. They are compelled to take Special
Studies, non-credit courses. They have no choice in the matter.
In this way a new category of segregated students is created within
the institution itself. Cf course, it goes without saying that
Special Studies students are disproportionately Elack. As a result
of these admissions policies, many Black students are completely
denied admission to predominantly white institutions. Black
institutions, on the other hand, are turned into primarily remedial
institutions — thereby reinforcing the dual system of education.
Moreover, within each of the institutions in the University System
a group of second-class students, disproportionately Black, is set
apart. (This issue is discussed at greater length in appendix II. )

Table II-E-1 (reproduced below) shows us, among other things,
that SAT scores are being used to deny Blacks full admission to
University System institutions. It also demonstrates the culturally-
biased nature of the test itself, since the vast majority of the
Black student population admitted as freshmen score below 65O,
Although this table is included within the G.R.P. for the purpose
of showing the lack cf preparation cf the average Black student,
we contend that it more clearly shows the extent to which discrimination
exists within the University System of Georgia. The table demonstrates

TABLTS It-E-1

UNIVERSITY SYSTEM CF GEORGIA
The Effects of CEE3-SAT Composite Cutoff Scores

1975-76 '

PERCENT LOSS IN APPLYING COMPOSITE C-E3-SAT CUTOFF
ENTERING

INSTITUTION FRESKVEN SCO 550 600 650 700 750 3C0 / 350 9C0

_______ .,_ _

University System of Georgia 30,412 5.0 11.3 13.5 26.4 35.1 44.4 53. V 62.1 69.5

Georgia Institute of Technology 1,359 .1 .3 .3 .4 .8 1.3 1.9 3.8 7.2

Southern Technical Institute 331 1.0 3.4 7.6 15.0 25.2 27.0 50.7 64.3

Georgia State University 1,709 1.3 4.8 10.0 15.7 22.4 30.3 39.8 £0.4 60.1

Medical College of Georgia 105 1.0 1.9 7.6 17.1 37.1 55.2 67.6

University of Georgia 3,023 .2 .3 .6 1.2 3.2 7.2 13.3 23.4 34.7

Albany State College 706 26.3 50.1 68.3 80.2 88.5 93.9 95.3 98.6 99.3

Armstrong State College _ 880 1.9 5.7 10.9 19.3 28.9 41.7 £0.7 61.0 63.9

Augusta College 1,064 2.1 6.3 13.0 19.6 27.1 37.7 47.6 59.2 CS.3

Columbus College 1,470 4.3 10.1 16.5 24.6 36.7 49.9 59.5 £3.9 76.4

Fort Valley State College 484 28.3 51.7 71.3 81.0 83.2 93.0 95.2 95.7 95.1

Georgia College 478 4.0 8.6 15.3 22.0 32.6 44.6 53.3 64.2 74.7

Georgia Southern College 1.195 .3 1.7 3.9 7.7 15.4 25.8 33.4 52.7 64. S

Georgia Southwestern College 466 7.1 15.7 24.7 35.0 45.7 56.9 66.7 75.3 SO. 9

North Georgia College 380 1.6 4.7 8.9 16.1 22.9 28.9 41.3 52.4 65.3

Savannah State College 633 21.7 40.6 61.8 75.4 83.3 69.6 94.1 96.2 93.0

30.412

1,359

331

1,709

105

3,023

706

880

1,064

1,470

484

478

1.195

466

380

633

1,105

1,021

1,217

1,110

1,060

293

678

1,921

862

152

534

854

507

1,484

1,157

967

601

Valdosta State College ' 12.9 21.5 30.1 42.5 53.5 65.5 74.3

West Georgia College 1,021 3.5 10.0 17.4 23.3 35.4 47.8 61.3 71.7 79.9

Abraham Baldwin Agric. College 1,217 6.7 13.5 23.3 34.5 46.4 58.2 63.2 77.5 83.7

Albany Junior College 1,110 9.0 18.6 27.5 26.8 47.2 56.6 64.1 72.8 79.3

Atlanta Junior College 1.060 18.7 42.7 61.3-73.0 84.1 69.6 93.6 95.2 97.7

Bainbridge Junior College 293 6.4 13.8 24.8 34.2 46.3 58.4 65.8 74.8 83.9

Brunswick Junior College 678 9.4 20.1 32.2 44.4 55.5 63.0 71.1 78.3 84.5

Clayton Junior College 1,921 2.1 6.5 13.2 23.5 35.7 47.8 59.9 71.1 77.4

Oalton Junior College 862 3.5 9.3 18.0 29.4 41.4 53.0 64.0 73.5 60.9

Emanuel County Junior College 152 6.6 17.8 27.0 44.1 52.0 53.2 69.1 73.9 64.9

Floyd Junior College 534 3.9 11.0 20.8 33.5 43.8 55.6 64.6 74.5 62.0

Gainesville Junior College 854 6.0 13.6 23.1 34.3 45.7 59.6 70.3 79.7 35.5

Gordon Junior College 507 4.3 10.8 18.7 28.6 40.4 50.5 60.0 69.0 75.0

Ker.nesaw Junior College 1,484 1.1 4.2 9.6 13.4 28.2 41.8 53.2 63.7 74.2

Paeon Junior College 1,157 3.2 8.9 17.0 29.3 39.8 50.3 60.9 71.0 79.0

Middle Georgia College 967 4.3 11.3 19.5 29.0 40.4 52.2 63.2 72.7 et.O

South Georgia College 601 7.3 19.3 30.8 45.6 53.7 69.1 76.9 83.5 39.0

•62-

that if a cut-off score of 6^0 on the SAT were used to deny admission
to students at the predominantly Black colleges, the overwhelming
majority of their student "bodies would be eliminated. This includes
Atlanta Junior College as well as the three traditionally Black senior
colleges. In addition, this table shows us that the major burden of
remediation falls disproportionately upon the shoulders of the
predominantly Black schools. Indeed, they exist for the purpose of
remediation, while the white institutions escape to pursue their
elitist goals and remain untarnished and untouched by this responsibility,
with their obtuse, esoteric, and crypto-racist standards of '•quality"
education rigidly in place. In this process the dual system remains
a stark reality, access to higher education continues to be denied,
and latter-day Jim Crow is still alive and well in the University
System of Georgia.

Turning our attention to a further consequence of this set of
admissions policies, we see that Black students in predominantly
white institutions are "admitted" but at the same time denied
admission. Special Studies students are set apart from the remainder
of the student body in individual institutions in such a way that
they are not regarded as having been really admitted to the institutions.
Statistics on this matter are not, of course, included in the
G.R.P., but we have compiled a table on the racial composition of
Special Studies programs in the University System (reproduced
below) which shows the disproportionate number of Blacks in such
programs. If they are determined to be deficient in all of the

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-65-

three areas of remediation (Reading, Math, and English), they are
literally forced to take all three of these non-credit Special
Studies courses. No attempt is made to have them take regular
core curriculum work for which they can get credit, nor to provide
them with special supportive services to ensure their success in
such work. Instead, they have three quarters to complete their
Special Studies requirements or they are dismissed from school
entirely. The determination as to whether or not they will successfully
exit Special Studies is, again, made by culturally-biased and otherwise
deficient standardized tests. The judgment of the Special Studies
teacher has little weight in this situation. Consequently, the
teacher ends up not teaching skills at all, but, instead, teaching
students to pass the standardized tes1; and the teacher is judged
by his or her success in doing this. Of course, this militates
against academic freedom and innovation and creativity in the
classroom, resulting in the maintenance of archaic educational
practices and standards. This continuing rigidity in the face of
a new educational situation that requires new imperatives borders
on religious dogma.

A continuation of this discussion of the manner in which
remediation is carried out and the consequences of the set of
practices that flow from the policies governing it is necessary
in order to get a fuller understanding of the inadequacies of the
G.R.P, in the area of retention of the Black student after "admission"
has taken place.

-66-

Discrimination in Retention

After stating that M . . . the question of special compensatory
activities speaks directly to the heart of the problem of increasing
minority student enrollment" (C.R.P., unpaginated section entitled
"Student Retention1' ) , the Board of Regents puts forth its Special
Studies program as that specific form of "compensatory activity."
While we can agree, in principle, that some form of "compensatory
activity" is needed, we disagree that the punitive, unrewarding,
discriminatory, rigid, and stigmatizing Special Studies program
has the capacity to carry Black students effectively toward graduation,
There is no statistical evidence included within the G.R.P. regarding
the effectiveness of Special Studies as an agent of the retention of
Black students. Ve have obtained some of these statistics omitted
from the G.R.P, and included them in this document. But before we
advance our analysis of this data, we need to say a word about the
retention of Black students within the University System of Georgia
as a whole.

The G.R.P. does provide us with some limited information bearing
on the general question of the comparative rate of retention for
Black and white students. This information is limited to retention
of Blacks within the four-year institutions in the system. It should
be kept in mind that the three traditionally Black colleges are
included in this category. The officially announced Elack vs.
white attrition rate is on the order of three (3) to one (l).

-67-

That is to say, for every one white who fails to complete the four-
year institutions of higher education, three Blacks fail (G.R.P. ,
Section II-E, p. 3^0 • Although comparable statistics are not reported
for the big universities or the junior colleges, the attrition rate
at the university-level institutions could reasonably be assumed
to be much higher. Of course, a proportionality statistic would
have to be used here. Further discussion of the question must proceed
with this monstrous rate of Black student attrition in mind.

Turning to the question of the Special Studies program as
an effective instrument of Black student retention, we must make
use of information not provided in the G.R.P. We have obtained
a table from the Special Studies report of the University System
containing data for the Spring Quarter 19?6 (reproduced below)
which will give us an idea of the drop-out rate for Black students
in Special Studies during just one quarter. From this table, we see
that 11$ of the Blacks enrolled in the program dropped out as
compared to ^ of the "others." Certainly, this and other information
warrants' an examination of Special Studies as the instrument of
retention the G.R.P. assumes it is. To the contrary, it is our
position that because of the policies that govern it and the practices
that characterize it, Special Studies, supposedly designed to help
Black students, has become an instrument by which Black students
are held back.

This leads us into a much more general area of discussion.
It is illogical and unreasonable to think that the retention of Black

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•69-

students within higher educational institutions which have historically
denied them entry can be achieved without the alteration of those
institutions themselves taking place. To simply include a large
Black population of students within racist institutions and expect
them to do well in an academically and otherwise hostile environment
is, at best, foolish. The problem of cultural alienation is one that
speaks to every aspect of college life. When Black students enter
a previously all-white undergraduate institution, they invariably
enter a cultural arena which is the antithesis of most of what they
have encountered before. The G.R.F. did not and could not even allude
to this problem since the Regents see the problem of the desegregation
of the University System of Georgia as merely a problem of the
artificial introduction of Black students — in a token manner — into
previously white institutions. The fact that these students have to
attempt survival within a culturally hostile situation is of no
consequence. Black students have a right to their own culture and
the free expression of it. As a matter of fact, it is pedagogically
imperative that this cultural expression be encouraged from all sectors
of the student body. Basic to the learning process is the requirement
that people be allowed and encouraged to move from the familiar to
the unfamiliar; but too often Black students are asked to move from
the unfamiliar to the more unfamiliar — a pedagogical impossibility.
In the process much of what they know is not considered or is degraded.
This leads to further hostility and alienation. Unfortunately , this

--(—.-*¦-«* *.-,

70-

is characteristic of our society as a whole, and many of the problems
of our society can be seen in the cultural alienation of minorities
within it. In institutions of higher education, this results in a
difficult situation in which learning cannot take place because of
a lack of mutual respect, and the quality of education, in general,
suffers .

Institutionalized vehicles for mutual interchange outside of
the classroom exist and are encouraged and supported for middle-class
white American students, but for lower-class Blacks such vehicles
are too often non-existent or discouraged and unsupported. A
consideration of this and related matters is essential to a realistic
and serious treatment of the question of Black student retention,
especially on the predominantly white college and university campuses.

Discrimination in Graduation Requirements

Again, the G.R.P. is woefully inadequate as a serious response
to the stipulation within the HEW Guidelines addressing Black
proportionality in graduation from institutions within the University
System of Georgia (see HEW Guidelines, section II, subsections E, F
and G). Instead of committing itself to a program to achieve
proportionality, the G.R.P. resorts to banal excuses. It begins
by stating that the high attrition rate for Black students within
the University System is " . . . influenced to an unknown extent
by the time lag effect related to the rapid recent increase in
minority enrollment; however, it can be concluded that the actual

-71-

disparity [between the rate of attrition for whites and Blacks^
is less than that indicated above" (G.R.P. , Section II -E, p. 35,
parenthesis added). The statistical confusion on this matter could
easily have been resolved if actual attrition rate statistics for
Blacks and whites were included within the plan. Instead, this
information has to be inferred from Black vs. white graduation
statistics.

As a further explanation for the disproportionality, the
plan cites Table II-E-1 (reproduced above) and the SAT scores it
contains to indicate the "magnitude of the problem." It then
commits itself to its Special Studies program, which is itself
part of the problem, and to its culturally-biased core curriculum.
In fact, the core curriculum is put forth as the only generalized
means of providing mobility toward graduation. The core curriculum
is then described, and the plan commits itself to the previously-
mentioned enrollment projections.

Several flaws are evident in this line of argument. In the
first place, the core curriculum is not the only generalized means
of mobility toward graduation. In the second place, a commitment to
enrollment projections is not a commitment to decreasing dis-
proportionality in graduation ratios.

A passing score on the Regents' Test happens to be one of the
generalized criteria of mobility toward a degree which has been

-72-

left unmentioned in the G.R.P. A student can successfully complete
the core curriculum with a 4.0 grade point average, but fail the
Regents' Test and not be allowed to graduate. According to statistics
for the winter quarter testing in the academic year 197^-75 (which
we could not obtain directly despite repeated inquiries), students
in predominantly white institutions were successful on the Regents'
Test at more than one and one half times the rate of those from the
traditionally Black institutions. In addition, it has been reported
that white students at one of the universities, at a selected
predominantly white senior college, and at a junior college passed
the test at a rate one and a half times greater than the success
rate of Blacks who attended those same institutions. (This information
is contained in a letter dated February 11, 1977 » regarding a related
matter, from William H. Thomas, Director of the Region IV Office for
Civil Rights of HEW, to George L. Simpson, Chancellor of the University
System of Georgia).

It would seem that not only should the Regents' Test be mentioned
as a requirement for graduation within the G.R.P. , but relevant
statistical data regarding the extent to which it contributes to
continued dis proportionality in the percentage of degrees granted to
Black and white recipients should be provided therein.

Another of the gross inadequacies of the G.R.P. pertaining to
graduation concerns itself with the plan's commitment to enrollment
projections as a fulfillment for section II, subsections E, F, G
and H of the HEW Guidelines. The federal government is very specific

¦73-

here j In fact, this is one of the strongest points within the HEW
Guidelines. Under no circumstances can a generalized commitment to
increased Elack enrollment be regarded as a commitment to increased.
Black graduation. This is especially true given the effectiveness
of the mechanisms of institutional racism operative within the
units of the University System of Georgia, among which standardized
testing is the most insidious.

Our Specific Recommendations

¦ i ¦ — t — !¦ 1 -in -- ¦ i - - i ii i i

The following interrelated set of recommendations are advanced
in the interest of equal access to higher education and in the hope
that the University System of Georgia will become more prepared to
serve the needs of all of its people instead of the limited narrow
interests which it presently serves. These recommendations are the
result of careful collective thought and deliberation and are put
forth with the desire that the public institutions of higher education
within the state will develop the capacity to offer genuinely functional
education of a higher quality to all who seek it.

Regarding student enrollment projections, we recommend the
following:

1. That the state commit itself to a Black student enrollment
of 42,600 within the University System of Georgia as a
minimum numerical goal by the year 1982.

2. That the state commit itself to proportionate Black student
enrollment ("}0/o) as a minimum numerical goal within the large,
predominantly white universities by 1982.

3. That the state commit itself to proportionate Black student
enrollment (jCfi) in graduate and professional degree programs
as a minimum numerical goal by 1932.

-7*w

In order to effectively achieve these enrollment projections,
we advance the following recommendations regarding admissions i

1. That the state commit Itself to a policy of "uniform

open admissions." Any citizen who possesses a high-school
diploma or a G.E.D, certificate car. quality for admission
to any and all units of the University System of Georgia,
with access to degree-credit courses. Admission to one
of the component institutions shall be regarded as admission
to all.

2. That the state commit itself to a policy of full admission
to the core curriculum for all students accepted on a
first-come, first-served basis, with an adjusted formula
that would give preferential treatment to low-income
applicants.

3. That the state commit itself to a policy of easy intra-
system transfer. At all state-run institutions transfer

or transient students need only furnish an official transcript
of their previous college-level work showing that they are
in good standing with the unit issuing the transcript
to be regarded as fully admitted to the unit in which
they wish to study.

J+, That the state commit itself to the abolition of standardised
tests as criteria fcr admission to any and all of its
component institutions or schools, departments, divisions,
and other institutional sub-units thereof — including
graduate and professional degree-granting units.

5. That the state commit itself to a continuous recruitment
campaign within the framework of these new policies and
focusing upon Black potential students. This campaign
will take the form of offering financial incentives and
generally publishing the new policy changes.

6. That the state commit itself to all of the above policy
changes regarding admissions as well as necessary changes

in personnel so that these new policies and more progressive
practices that will flow from them can be expeditiously
carried out by the fall quarter of 1978.

In order to follow up on the new admissions policies advanced.
above, we recommend the following with regard to retention i

1. That the state cormit itself to an extensive program of
individualized evaluative counseling for the purpose of
ascertaining academic weaknesses that a student night
have prior to registration. Students feeling they need
special supportive assistance nay be made aware of its
availability and advised to participate on a voluntary
basis.

2. That the state commit itself to the development of special
centers for math, reading, and English, and of other basic
supportive parallel services reinforcing the courses of
study offered as part of the core curriculum.

3. That the state commit itself to the further development
of voluntary continuing education programs as part of its
commitment to remediation.

k. That the state cormit itself to the development of degree-
credit courses in reading and introductory mathematics
that are part of the core curriculum in the same way that
freshman composition courses are presently. A student
shall not receive a punitive grade for these courses
and shall be allowed to enroll in them repeatedly until
he or she has developed sufficient sld.ll to exit the
course with full credit, based upon the judgment of the
instructor concerned.

5. That the state commit itself to the abolition of any and
all forms of standardized testing in the determination of
policy in any way affecting students0 progress toward
any of the degrees granted by the University System of
Georgia. This includes the abolition, without replacement,
of the Regents' Test, senior exit examinations, and other
such measures.

6. That the state commit itself to the development of courses
relevant to the Black experience and perspective that are
included within the core curriculum and are regarded, as
equivalent to other courses in the areas of humanities
and social science. The teaching of the perspective of
Black and other poor peoples shall be encouraged and
included within the presentation of other relevant subject
areas.

76-

7. That the state commit itself to the support and encourage
the development of Black student unions for the purpose of
enriching the extra-classroom social, cultural, and political
life of the predominantly white institutions in particular,

as well as of the predominantly Black ones. These organizations
shall "be funded through student activity fees controlled "by
Black students.

8. That the state commit itself to the necessary changes in
personnel and orientation, along with other such changes,
in order to implement the above recommendations and to
achieve the goals implied therein by 1980.

In order to be in compliance with the HEW Guidelines, section

II, subsections E, F, and G, and consistent with the above recommendations,

we further recommend the following with respect to graduation:

1. That the state commit itself to proportionality (30^
Black) in the degrees granted by the University System
of Georgia yearly at all levels by the year 1982.

2. That the state commit itself to acceptance of the collective
judgment of the faculty it employs as the sole criterion
for graduation from units within the University System.

3. That the state commit itself to the necessary changes

in personnel and operating practices in order to implement
the recommendations and to achieve the goals explicitly
stated above by 1980.

III. DESEGREGATION CF FACULTY, ADMINISTRATIVE STAFFS, NON -ACADEMIC
PERSONNEL, AND GOVERNING BOARDS

This section will focus on the response made by the Board

of Regents to the third section of the HEW Guidelines, which

requires that "|_ajn acceptable plan shall commit the state system

to the goal of increasing the number and proportion of black

employees, academic and non-academic, throughout the system and of

•77-

increasing representation of black citizens among appointive
positions on the governing boards of the state system arid of
individual institutions" (HEW Guidelines, section III, p. 27).
In the matter of faculty and administrative positions in particular,
the Board of Regents bears responsibility for the present dis-
tribution of personnel in the University System of Georgia because
of its direct charge from the Georgia state legislature "to elect
or appoint professors, educators, stewards, or any other officers
necessary for all of the schools in the University System . . , "
(Acts 193l)' The evasive nature of the Georgia Regents' Plan
in regard to the racial distribution of personnel in these positions
reveals their singular disregard for their legal responsibility
to comply with Title VI of the 19&+ Civil Rights Act in the
staffing of the schools in the University System, Cur critique
of the G.R.P. , therefore, will necessarily call attention to
omissions from that plan which bring this disregard to light, and
will suggest measures through which the University System may be
brought into compliance with federal law in this regard.

Affirmative Action in University Svr-tcm Facultv Selection
Essentially, all that section III of the G.R.P. says is
that the Regents promise to comply with the law of the land in
regard to affirmative action. Void of data, the section is heavy
on platitudes. Specifically, the section indicates that in October
1975 the Board passed an "Affirmative Action Commitment" which

-78-

is reprinted "in its entirety" and takes up most of section III

of the G.R.P. (G.R.P., Section III, p. l). Beyond this general

show of compliance with the law, the G.R.P. indicates only one

specific state-wide measure taken to comply with affirmative

action criteria: the establishment, in February of 1975i of a

Clearinghouse for applicants for administrative and faculty

positions to which schools in the University System are supposed

to refer when they are "unable to identify and attract suitable

minorities and women applicants" (G.P.P. , Section III, p. 2).

This proviso, however, is accompanied by a stipulation of great

importance: "It should be pointed out, however, that any determination

of a candidate's qualifications remains with the academic departments"

(G.R.P., Section III, p. 2). The degree to which this program has

resulted in successful recruitment and hiring of Elack faculty

and administrative personnel is net indicated in the G.R.P.

The Effects of Affirmative Action in University Svsten
Faculty. Selection

With some reluctance, the staff of the Board of Regents

supplied us with a table detailing the racial breakdown of full-time

faculty members in the component institutions of the University

System as of October 1, 197& (reproduced below), a document which

was not included in the G.R.P. submitted to KEW. An examination

of this table reveals why the third part of the G.R.P. is heavy

on rhetoric rather than data.

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•80-

By the Regents* own figures, the white university-level
institutions in the University System employ only 44 Elack faculty
members, tenured and non-tenured. Most of these faculty members
are non-tenured instructors and assistant professors. White
faculty at these same institutions, again according to the Regents'
own figures, number J%2kk\

On the senior-college level, again using the Regents' figures,
Black faculty number only 245, as opposed to 1,506 white faculty
members. The pattern repeats itself again at the junior-college
level, where 6? Blacks contrast with 612 whites. Moreover, not one
of the Blacks at the junior-college level enjoys tenure.

The implications of these figures are even more astounding
when the pattern of racial distribution of the faculty at predominantly
white junior and senior colleges is contrasted with the pattern at
the Black schools. Of 104 tenured Black senior-college professors,
only two are employed at predominantly white institutions. Of
the 6? Black professors and instructors in the University System's
junior colleges, almost half are concentrated at predominantly Black
Atlanta Junior College. The Black colleges, en the other hand, employ
white faculty in abundance. Albany State's faculty includes nine whites,
all with tenure. Fort Valley's faculty includes 23 whites, six with
tenure. Savannah State has 42, twenty of vhom are tenured. In fact,
of all the colleges in the University System, only those colleges

¦81-

which are overwhelmingly Black (with the possible exception of
Gordon Junior College, if the statistics cited by the Regents
are accurate in that case) have faculties which are racially
balanced. Apparently affirmative action, as the Board of Regents
construes it, is a program for Black schools only.

Once again, the Regents' program solves a problem where it
does not exist and ignores the problem where it docs exist. This
is in keeping with the racist character of the college-staffing
procedures employed throughout the history of higher education in
Georgia. At both the "missionary11 schools for freedraen and their
public counterparts, white administrators and teachers were common
and, in fact, were often given preference over Blacks in faculty
and staff selection. But in the segregated white schools, Blacks
could not teach. This process continues today, as Black schools
comply with affirmative action programs while white schools, with
apparent impunity, ignore them.

As in the case of student enrollment, faculty selection is
discriminatory because of arbitrary practices and policies camouflaged
under the banner of "quality." As the "Affirmative Action Commitment"
which constitutes most of the third part of the G.R.P. states,
"The affirmative action programs in the University System shall
be consistent with the Regents' standards of quality and excellence
..." (G.R.P. , Section III, p. k) , "... nor shall any applicant
be selected for employment on the basis of race, color, religion,
sex or national origin in preference to a better qualified candidate"
(G.R.P., Section III, p. 15).

•82-

Even seemingly objective criteria of "quality" in faculty
selection, however, may and do serve to discriminate against
Black applicants. As mentioned earlier in this document, Blacks
were, until recent times, legally barred altogether from the programs
of the university-level institutions in Georgia (and elsewhere in
the southern states) and made to seek graduate education elsewhere.
Hence, a Black applicant for a faculty position may well hold
degrees from institutions not deemed prestigious "by white selections
committees and white college administrators. Moreover, because
of the pervasive racism and economic discrimination in American
society as a whole, Black faculty members often seek teaching
positions while completing their graduate studies, while white
applicants are more likely to have terminal academic degrees in
hand. Finally, Black applicants holding degrees in fields related
to the Afro-American experience may be deemed less suitable
candidates for positions in white-oriented disciplines than are
white candidates with graduate work in fields of study more similar
to those pursued by faculty members already employed. In fact,
in the University System a candidate holding a doctorate in
Chaucerian studies is more likely to obtain a position teaching
freshman composition courses than is a candidate with a doctorate
in Afro-American literature, even though neither candidate's
graduate transcript indicates work specifically oriented toward
the actual courses he or she will be required to teach.

-83-

Moreover, candidates for academic positions are not hired
on "objective" criteria alone. Subjective measures invariably
enter in when candidates are assessed as to their ability to work
harmoniously with others in the institution. When the other faculty
and administrators are white, their subjective preference, consciously
or unconsciously, is far more likely to favor the addition of white
colleagues to the staff. As a result, Black applicants for faculty
positions in the University System may well be excluded from even
the process of "final review" necessary for inclusion in the system's
Applicant Clearing House.

Affirmative action commitments to the contrary, then, the
Board of Regents in actual practice invariably rubber-stamps the
results of this combination of discriminatory "objective" and
subjective judgments and ratifies faculty appointments which result
in the gross under-representation of Black faculty members displayed
in the Regents' statistical breakdown of faculty composition
(reproduced above).

Moreover, efforts to overcome tokenism must take into account
the preferences of potential Black candidates for faculty positions.
Few Black candidates, however impeccable their "quality" might be
deemed, are eager to teach in institutions from which Black people
are systematically excluded. The effective recruitment of Black
faculty, therefore, necessarily hinges on a wider breakdown of
segregationist policies within the University System, particularly

¦84-

at the level of the large universities, where the problem is the
most glaring, as we have suggested above in the first and second
sections of this document.

Finally, those Black faculty members presently employed in
the University System of Georgia are barred from being fully utilized
throughout the system because of inadequacies in Georgia law. At
present, Georgia law bars full-time employees of the state from
receiving additional compensation from state agencies other than
their immediate employer. This effectively prevents Black faculty
from serving as consultants or part-time instructors in institutions
other than those employing them.

At predominantly white colleges and universities in the
University System of Georgia, therefore, the affirmative action
commitment of which the G.R.P. boasts is a sham and a cover for
the continuation of racist policies and practices dating back
to the era of legal segregation. Nothing in the G.R.P. gives
the slightest indication that the Board of Regents will take any
steps, or that they care to take any steps, to remedy this
situation. (A particularly cogent discussion and vivid illustration
of the operation of the affirmative action mechanisms in faculty
selection at Georgia State University is included in this document
as appendix XI ) .

Affirmative Action in University System Non-Academic Employment

Excluded from the faculty and student bodies of predominantly
white institutions in the University System of Georgia, Blacks are

-85-

nevertheless employed in significant numbers throughout the system.
Illustrative of their position in the system is the situation at
the University of Georgia. There, by a recent calculation, Blacks
made up 1.2$ of the faculty and 1.6% of the administration.
Blacks comprised 6.6fo of the professional non-faculty employees,
k.6#> of the secretarial/clerical workers, 9,6% of the skilled
cxaft workers, and a mere .7% of the technical/professional
workers. However, 57.^ of the service/maintenance workers,
the lowest-paid amployees at the University of Georgia, were Black.
Many were paid at salaries near the minimum wage. (Documentation
relevant to this situation is contained herein as appendix X.)

Programs to enable these employees to upgrade their positions
are inconceivable under present policies and practices of the
University System, since these policies bar Blacks from entering
the institutions where they work on an equal basis with those
white students after whom they are expected to clean up. And if
the children of these workers were able to circumvent the pseudo-
academic barriers designed to keep them out of the institutions
where their parents work, the financial burden of a university
education could hardly be borne by an hourly wage-worker lacking
even a retirement plan. Such is the dismal state of affirmative
action in the University System of Georgia.

Composition of the Board of Regents

Following their discourse on affirmative action in section III
of the G.R.P., the Regents take note that the members of the Board

-86-

are appointed "by the governor for fixed terms. Apparently this is
intended to excuse the unrepresentative character of the Board.
Indeed, of fifteen Board members, all are men and only two are
Black. Moreover, the socio-economic status of the Board members
is significantly different from that of the student population
served by public higher education in the state. (One of the two
Black members, for example, is President-elect of the Atlanta
Chamber of Commerce.)

Yet the Regents do not govern the University System directly
at all; their day-to-day governance is effected through their staff.
Logically, if the Regents recognize their own inadequacies in
representing the citizens they serve, they should seek to compensate
for this deficiency by judicious selection of their staff. Yet
of their thirteen senior staff members, only two are Black. (This
number rises by one if the Director of Special Studies is counted as
a senior staff member.) Such a staff merely reinforces the Board's
own composition and tendencies. Indeed, the Vice Chancellor, who
is responsible for monitoring the affirmative action programs in
the institutions in the system, and under whose aegis the G.R.P.
was prepared, is himself white. The inadequacies of affirmative
action programs in the University System, and of the whole process
of desegregation in the system, can be traced to the failure of
the Board of Regents to put together a staff willing to aggressively

-87-

pursue desegregation goals rather than defensively thwarting and
retarding them,

Our Specific Pecomr.endations

Fundamental to the pursuit of affirmative action goals in
the University System of Georgia is the commitment by the state,
called for earlier in this document, to restructure the system to
serve the educational needs of the citizens of the state effectively.
In particular, the predominantly Black schools need to "be upgraded
and enhanced, the curricula of all of the colleges and universities
need to be reconstituted to recognize the diversity of the potential
student population, and, above all, the public colleges need to be
operod up to provide for the education of all Georgia citizens who
have completed high school or hold an equivalency certificate.
Beyond those earlier recommendations, we call for specific policies
to ensure that affirmative action ceases to be a mere paper
commitment. Specifically, we recommend the following measures!

1. That the staff of the Board of Regents be immediately
reconstituted to reflect the racial composition of the
state in general and of the potential student population
of the University System in particular. (fief. HEW
Guidelines, section III, subsections A and G)

2. That the enhancement of racial and cultural diversity
in the faculty, as well as in the administration and
aff , of University System institutions be recognized

by the Board of Regents as a primary goal for the academic
enrichment of students in all public institutions of
higher education in Georgia. All institutional adminis-
trators shall be directed to regard such enhancement as
primary in evaluation of academic credentials of
applicants for faculty and professional staff positions.
(Ref. HEW Guidelines, section III, subsections A and
B)

-88-

3. That immediate and specific goals "be set "by the Board
of Regents for the increase of Elack faculty members
at all predominantly white institutions in the University
System. Such goals shall he set first for the university-
level Institutions, which have proven least successful
in implementing affirmative action policies through in-
house action, and administrators of such institutions
shall be held accountable for seeing that such goals
are met within a specific time period. (Ref. HEW
Guidelines, section III, subsection E)

k. That the Applicant Clearing House presently in operation
in the University System be restructured so that all
Black applicants for positions in any institution within
the University System may, if they consent, have their
credentials placed on file for consideration for all
appropriate positions opening up in the University
System. (Ref. HEW Guidelines, section III, subsections
A and B)

5. That the state of Georgia commit itself to policy changes
necessary to allow fuller utilization of those Black
faculty members and supportive staff personnel currently
employed within the University System. This means that
state law must be amended so that Black faculty and
staff in the system can receive additional compensation
for consultation and teaching outside of their home
institutions. (Ref. HEW Guidelines, section III, sub-
sections D and F)

6. That Black faculty and staff currently employed by the
University System be constituted into committees by
academic discipline to aid in and review selections of
applicants for posts in their respective academic fields
at all predominantly white institutions in the system.
In particular, they shall see that all potential Black
faculty members with appropriate credentials on file in
the Applicant Clearinghouse be considered for the positions
available. (Ref. HEW Guidelines, section III, subsections
D and F)

7, That free tuition and waiver of fees for all institutions
in the University System be provided for all employees
and the immediate families of all employees of any
institution in the University System. (Ref. HE1// Guidelines,
section III, subsections C and F)

-89-

IY. SUBMISSION OF PLANS AND MONITORING

Although the HEW Guidelines are specific with regard to the
establishment of "a biracial citizens advisory /monitoring committee
to assist the state in monitoring the implementation of the plan"
(HEW Guidelines, section IV, subsection C), the G.R.P. does not
commit itself to such a mechanism of accountability.

Ve therefore recommend the following in this regard:

1. That the state commit itself to the establishment of

a biracial monitoring committee composed of the people who
are directly affected by the implementation of this plan.

2. That the state commit itself to the following composition
of such a biracial committee: low-income people, students,
faculty, and staff, including both professional and non-
professional employees, of the University System of
Georgia.

3. That the state commit itself to the encouragement and
support of the endeavors of this monitoring committee.

-•

OFFICE OF THE CHANCELLOR

UNIVERSITY SYSTEM OF GEORGIA

244 WASHINGTON STflEET, 5.W.

ATLANTA, GEORGIA 30334

September 2, 1977

Mr. David S. Tatel, Director

Office for Civil Rights

Department of Health, Education & Welfare

Office of the Secretary

Washington, D. C. 20201

Dear Mr. Tatel:

The Regents of the University System of Georgia are pleased to submit this
document, entitled A Plan for the Further Desegregation of the University
System of Georgia, in response to your letter of July 2, 1977.

This Plan, in spite of the short time available, has been worked at with
great seriousness and intensity by the Board of Regents, in conjunction with
all elements of the University System. Several lengthy public meetings were
held for the expression of a wide variety of opinion. In the words of the
Plan "The Board of Regents recognizes that it has more than a legal respon-
sibility in its efforts to contribute to the achievement of true desegre-
gation of the University System of Georgia."

In overall numbers, the projections contained in our Plan are generally on
the order of those numbers suggested as goals by the Guidelines. They grew
out of our recent experience and our view of the dynamics of the future.
Quoting again, "The Board of Regents regards the projections contained in
this document as reasonable objectives based upon all factors available for
consideration." However, "The fundamental educational decisions implicit in
the furtherance of all of Georgia's public higher education are necessarily
the responsibility of the Board of Regents. This responsibility can not be
abdicated in the pursuit of externally defined statistical objectives."

We shall be pleased to provide any further information which you may require
in your review of this Plan.

Sincerely,

George L. Sampson, J/. A

Enclosure

A PLAN FOR THE FURTHER DESEGREGATION

OF THE
UNIVERSITY SYSTEM OF GEORGIA

Submitted:

Office for Civil Rights
Department of Health, Education and Welfare
Washington, D. C.

September 1, 1977

C. T. Ox f or d^Ch airman "~^~~-- George Bu/Sbee, Governor

Board of .-Regents State of Georgia

TABLE OF CONTENTS

PART I

PAGE

Introduction

I. Elements of the Plan 4

A. University System Structure and Institutional

Role Definition 6

B. Senior College Resources Assessment and Plans

for Development 16

1. Degree Programs 16

2. Fiscal Resource Allocation and Application 33

3. Physical Plant and Campus Development 120

4. Student Financial Aid 145

C. Academic Program Coordination 147

D. New Academic Programs 155

E. Impact Studies 156

F. Notification of Mission Changes 158
G,H. Measures and Timetables 159

II. Student Enrollment 160

A. Undergraduate Student Enrollment 167

B (1), Senior College and University 176

B (2), First Year Enrollment 176

D. "Other Race" First Year Enrollment 176

C. Graduate and Professional School Enrollment 178

E. Degree Productivity 192

F. Student Mobility 194

III. A.- F. Further Desegregation of Faculty and Staff 197

G. Composition of the Board of Regents 218
IV. Submission of Plans and Monitoring 219

PART II

I. University System of Georgia Governance 1

A. Board of Regents of the University System of Georgia 1

1. Creation of the Board of Regents 1

2. Membership 2

3. Powers of the Board 2

B. Regents' Office Staff 3

C. Institutional Administrative Role 5

D. The University System Advisory Council 6

E. Examples of the Coordinating Process 8
II. Student Recruitment 10

A. Admissions, Promotion and Recruitment 10

B. Application Procedures 12

C. Financial Assistance 13
III. Student Financial Aid 24

IV. Student Retention 45

A. Introduction 45

B. Academic Reasons for Special Studies 47

C. Special Studies Program Components 49

D. Testing in Special Studies 52

E. Special Studies Evaluation 53

V. A Plan For The Further Desegregation Of Fort Valley

State College s 55

A PLAN FOR THE FURTHER DESEGREGATION

OF THE
UNIVERSITY SYSTEM OF GEORGIA
INTRODUCTION

This document, together with all supportive materials, is provided in
response to the letter and attendant Guidelines of Mr. David S. Tatel, Director,
Office for Civil Rights, Department of Health, Education, and Welfare, dated
July 2, 1977. It represents a plan detailing both current processes proven
to be effective and specific additional steps which will be taken by the
University System of Georgia in its efforts toward the achievement of full

desegregation of the University System. The predecessor plan dated June 1,
1974, and semi-annual progress reports numbers I through VI filed under that
plan, should be considered as supplemental materials in support of this document.

This document, prepared under the direction of the Regents of the Univer-
sity System of Georgia, represents a single comprehensive state-wide plan in-
volving all aspects of University System institution operations. All policies
and procedures described are applicable on a System-wide basis. However, specific
reference is made to unique opportunities and problems of individual institu-
tions where such reference is felt to be informative.

It should be especially noted that this Plan represents only one step
in the evolutionary efforts by the Board of Regents directed toward the
necessarily nebulous objective of elimination of all vestiges of
a formerly dual system. This Plan was prepared during a very short time
interval as mandated by the Guidelines. It represents the best review possible
under these severe time contraints, of the present status of University System
desegregation, the effectiveness of processes in force, and the definition
of projected future actions. It should therefore be considered as an interim

document, subject to further analysis and refinement.

It is recognized that readers of this Plan will have varied degrees of
insight with regard to and experience with the University System of Georgia.
Therefore for clarity this Plan is divided into two major sections: Part I
provides a narrative and supporting statistical information related to
each major aspect of Mr. Tatel's July 2, 1977 letter couched in a format suit-
able for the informed reader; Part II presents supplemental cross-referenced
information and data for use by other reviewers.

Through presentation of this Plan the Board of Regents commits itself
to

A. continue the momentum of further desegregation
of the University System that has characterized
the operation of the present Plan.

B. take all additional steps productive of further
desegregation consistent with sound principles
and practices of higher education.

The Board of Regents interprets its responsibility, under its constitutional
duty, under court orders in force, and under governmental administrative direct-
ives in force, to be: to provide all the University System's programs and
services without discrimination for or against any person on the basis of race,
sex, color, age, religion, or national origin. These programs and services
include, but are not limited to, admission to and continuance in courses of
instruction and all aspects of employment.

All materials submitted in this document are prefaced by the specific
observation that the University System is neither now nor has been In recent
years operated in a manner discriminatory toward any minority group. All
institutions operate with entrance requirements designed to meet the specific

academic needs of the institution and apply those requirements without regard
to race, color, age, religion, sex or national origin of the applicant. Students
disadvantaged in either a material or educational sense are provided with finan-
cial aid and remedial studies programs designed to compensate to the greatest
extent possible for their previous conditions. Faculty, professional staff
and support personnel are all recruited, hired, and advanced under the basic
precepts of positive affirmative action. University System building programs
have been accomplished with the specific objective of meeting the needs of all
the citizens of the State of Georgia, and a thorough study of construction
patterns will show that they are nondiscriminatory in nature. In summary, good
faith has been, and is being practiced, in all aspects of the operations of the
University System of Georgia.

The Board of Regents recognizes that it has more than a legal responsibility
in its efforts to contribute to the achievemnt of true desegregation of the
University System of Georgia. Continuing Board contributions to the resolution
of subtle, often ill-defined problems of discrimination both within and external
to the System will be made on a comprehensive basis. This commitment is made
in specific recognition of the fact that while substantial results have been
achieved in desegregation efforts of the past, full realization of the potential
of the University System has not yet been achieved. Processes and structures
in place which have proven successful must be strengthened while additional
approaches are developed to meet newly defined educationally orientated needs.

PART I
ELEMENTS OF THE PLAN

This document represents a plan for the continued desegregation of the
University System of Georgia. As such it describes policies and procedures
which will be adhered to by each operational element of the System. The Board
of Regents commits itself to each of the processes described.

As described in Part II, Section 1, the ultimate responsibility for
and authority over the University System is vested in the Board of Regents.
The development of this and the previous Plan have been, therefore, under the
direct guidance of the Board of Regents, and the detailed elements of the Plan
have been evaluated and approved by the Board.

The detailed direction for plan development has been provided by the
Chancellor, with day to day coordination being the responsibility of the
Vice Chancellor. All key staff persons in the Regents' Office have provided
advice and counsel together with input information from their specific areas
of functional responsibility. The Vice Chancellor for Services, an experienced
educator and former President of a predominantly black institution, was exten-
sively involved in the analysis of plan elements.

Ideas, information, and insight were obtained from the presidents of each
of the University System institutions. These presidents, in turn, derived
support from their institutional administrative, academic, and affirmative
action personnel. Presidents of the three historically black institutions
and the presidents of the proximate predominantly white institutions were
involved to an extensive degree.

Additional insight helpful in the development of this Plan was derived
from the efforts and attendant documentation of several groups outside the
governance structure of the University System.

In summary this Plan was developed through the efforts of appropriate
individuals from throughout the University System and has been approved by
the Board of Regents.

The validity of any plan is measured best in terms of its productivity
following implementation. All institutional and System projections pre-
sented in this Plan are provided, therefore, as benchmarks for future evalu-
ative purposes. The proper interpretation of these projections is dependent
upon a clear understanding of the basic factors related to the University
System growth and to the specific characteristics of each individual insti-
tution. The steps that will be carried out are contained in a number of
places within this document, since the Plan describes steps being taken at
the System level and at various institutional levels. The contribution which
each step makes to the racial composition within Georgia's higher education
system is affected by the contributions made by other steps. Each step interacts
with other steps to bring about a desired effect. The Board of Regents regards
the projections contained in this document as reasonable objectives based upon
all factors available for consideration.

The Board of Regents acknowledges that aspect of the Guidelines which
emphasizes that projections are not "quotas." It is understood that as in
previous successful desegregation plan implementation, that non-effective
processes will be abandoned or modified as implementation experiences may
warrant. As the Guidelines point out "the courts in Adams have noted that
these are indeed ' complex 'issues." _

The following sub-divisions of this section address in an explicitly
structured manner the "elements of a plan" identified in the HEW Guidelines
dated July 2, 1977. Cross references are provided in those Guidelines and to
the supporting documentation provided in Part II of this Plan.

I -A UNIVERSITY SYSTEM STRUCTURE AND INSTITUTIONAL ROLE DEFINITION

Reference: Section I-A (Guidelines)

Part II- __1 (Plan)

The Board of Regents endorses and commits itself to continued adherence
to the Guideline proviso that the mission of each institution within the
University System be defined on a basis other than race.
Specifically the Board will:

a) complete the implementation of the basic

t recommendations of the joint Armstrong State

College - Savannah State College Academic Pro-
gram Review Committee. (The report of this
Committee and other details related to opera-
tions of these geographically proximate senior
college units of the University System are pre-
sented in Section I-C.)

b) continue the detailed implementation of the Plan
for the Further Desegregation of Fort Valley State
College as ordered by the United States District
Court, Middle District of Georgia. (A copy of the
FVSC Plan is presented in Part II, Section 5

of this Plan.)

c) establish a Joint Study Coranittee composed of
members of the faculty and staff of Albany State
College and Albany Junior College to develop a
detailed plan for the enhanced articulation of
the academic programs of those two dissimilar
institutions for review by the Chancellor and

the Board of Regents. This committee will seek to
identify existing or proposed academic areas in which

coordinated associate degree - bachelor's degree pro-
grams of study may be pursued by individual students.
These coordinated programs will be similar in structure
to the current nursing degree programs. The committee
will also be charged with the development of academic
advisement and recruitment programs of a type which
will enhance mobility of students between Albany Junior
College and Albany State College. The work of this study
committee would be completed within one year of the date
of this Plan.

These commitments are consistent with the basic responsibility of the

Board to provide college programs as convenient geographically for all
students as resources and good educational judgement will allow. Specifically
the objectives have been to:

a) place the first two years of college within
commuting range of the largest possible number of
students.

b) disperse the four-year institutions with respect
to both geography and population in order to serve
as many students as possible with a full range of
four-year programs.

As a consequence of these and other related educational considerations
a major policy underlying University System of Georgia planning and management
decisions has been the differentiation of institutional function within the
System. This concept has resulted in a limited number of university-level
institutions (4 units), the maintenance of a senior college system (12 units),
and the establishment of a geographically accessible junior college system
(16 units) . The general features of this dispersion are indicated in
Figures I -A-l and Table I-A-l.

In the context of this Plan it is most important to note that the three

historically black schools, Albany State College, Fort Valley State College,
and Savannah State College, represent units of the twelve member senior
college group. A detailed understanding of the process of integration and
education in the University System requires a consideration of these three
institutions and the special situations which they represent. Section I-B

presents a summary inventory of academic, fiscal, and physical resources
available to these historically black senior college units •

J!r>

FIGURE I - A - 1

-J ¦ f.

£*

\±.-

.1? -

&<*.¦#• *'VVm.*v-V?i^V

>'£^ A Universities — Graduate
1 Senior Colleges

Dallon

D ah I < mega
2 Gainesville

Junior Colleges
Four Year Technical

±^f.^ .'s£-«g J

Rome

i- - **%!«*. Carrollton

Marietta
d A tlantu

£± A them

Morrow

Augusta

Sgfl

-is ^

Barnesville

Milledgeville

Macon

Columbus

Fort Valley

A mericus

Cochran

Swainsboro
Statesboro Q

Savannah

Albanv

Tijton

Douglas

Waycross

Brunswick

Bainbridge

¦ 'Mm

TABLE I - A - 1

GRADUATE INSTITUTIONS

Georgia Institute of Technology
Georgia State University
Medical College of Georgia
University of Georgia

Atlanta
Atlanta
Augusta
Athens

SENIOR COLLEGES

Albany State College
Armstrong State College
Augusta College
Columbus College
Fort Valley State College
Georgia College
Georgia Southern College
Georgia Southwestern College
North Georgia College
Savannah State College
Valdosta State College
West Georgia College

Albany

Savannah

Augusta

Columbus

Fort Valley

Milledgeville

Statesboro

Americus

Dahl onega

Savannah

Valdosta

Carroll ton

JUNIOR COLLEGES

Abraham Baldwin Agricultural College

Albany Junior College

Atlanta Junior College

Bainbridge Junior College

Brunswick Junior College

Clayton Junior College

Dalton Junior College

Emanuel County Junior College

Floyd Junior College

Gainesville Junior College

Gordon Junior College

Kennesaw Junior College

Macon Junior College

Middle Georgia College

South Georgia College

Waycross Junior College

Tift on

Albany

Atlanta

Bainbridge

Brunswick

Morrow

Dalton

Swainsboro

Rome

Gainesville

Barnesville

Marietta

Macon

Cochran

Douglas

Waycross

and Section I-C presents steps in process to effectuate academic program
coordination between Armstrong State College and Savannah State College.
The remainder of this section, devoted to general information on University
System structural characteristics and institutional role definitions, is pre-
sented to establish the framework within which these special situations must
be considered.
University System Structural Characteristics

Associated with the concept of differentiated institutional function
is the evolveraent of Regents' policy during the 1960's to establish a
geographically dispersed system of public higher education. The disper-
sion policy is based on long range goals to provide opportunity for com-
prehensive education beyond the high school for all Georgia citizens, with
an ultimate objective being the provision of at least two years of college,
within reasonable commuting distance, of all who want to go to college.
The change in numbers of students attending the three basic categories
of institutions reflects the movement toward achieving this objective.
In 1960 there were 1,764 students attending the three junior colleges out
of a total System enrollment of 30,686. This represents 5.8 percent of the
total enrollment. By 1976 there were 26,436 students attending sixteen
junior colleges. This represented 21.1 percent of the total enrollment.
The current and projected System enrollment "mix" is as follows:

X of Total System Enrollment

Type of Institution Fall Fall Fall

~' - 1950 1976 1931

University 53.6 42.8 41.7

Senior College 35.6 36.1 35.1

Junior College 5.8 21.1 23.2

Total 100.0 100.0 100.0

The higher education concept outlined here may be depicted

as a pyramid, the broad base being provided by community junior

colleges, the intermediate level represented by degree-granting
V
state colleges and undergraduate university programs, and the

apex consisting of highly specialized and professional instruction
and research. The following paragraphs provide a summary of the
basic role and function within the University System of each of
the three types of institution. Detailed programmatic information
is provided in Part B.
Institutional Role Definitions
1. Universities

The university level institutions provide opportunities for
students to pursue work toward doctorates and other advanced de-
grees. They also provide a wide variety of resources for use by
all segments of education, including other institutions cf higher
education, and other segments of society, including business and
industry. The majority of the research and state-wide public
service programs are conducted through these institutions. The
general policy followed by the Board of Regents in allowing the
establishment of graduate programs is in accordance with these
guidelines: (1) The University of Georgia develops the doctoral
program in disciplines where there can be demonstrated a need for

personnel, where financial resources are available to support the
program, and where faculty are available or can be recruited to
assure high level competence in offering the doctoral program;
(2) The Georgia Institute of Technology places principal emphasis
in the areas of engineering with additional doctoral programs of-
fered in such supporting and related areas as the sciences, mathe-
matics, psychology, and industrial management; (3) Georgia State
University offers the doctoral program in education, business, and
\ economics, and such arts, humanities and social science programs
as are considered important and essential to serve the educational
business and governmental areas of the growing Atlanta region;
(4) The Medical College of Georgia emphasizes the Doctor of Medi-
cine, Doctor of Dental Medicine professional degrees with encour-
agement for strengthening the biological sciences important in
supporting the medical and allied health sciences.

2. Senior Colleges

The senior colleges of the University System function as
regional institutions and offer graduate degree programs below
the doctoral level, in addition to offering undergraduate degree
programs. About 82. percent of the graduate enrollment at these
institutions is in teacher education programs. The large num-
ber of offerings beyond the undergraduate level in education is
in response to demands from the various specialties required in
the teaching profession.

The primary role of the senior colleges continues to be to
provide a four-year education for students seeking baccalaureate
degrees. The student bodies of the senior colleges include, in

addition Co the large numbers of students who enter as freshmen,
an increasing number of students who transfer from other institutions
particularly from junior colleges. The expansion of the senior
colleges and the continued improvement in the quality of their
academic programs help to make possible the orderly growth of the
junior colleges by ensuring that ample opportunities exist for
junior college graduates to continue their education.

The expansions and improvements at the senior colleges also
have enabled these institutions to accommodate large numbers of
students who otherwise would have been dependent upon the univer-
sities for undergraduate education. This has helped the universi-
ties to devote an increasing percentage of their resources to grad-
uate work, research, and public service.

3. Junior Colleges

The junior colleges offer two-year college transfer and career
programs leading to associate degrees and two-year and one-year
career programs leading to certificates.

The college transfer associate degree programs are designed
for students who plan to continue tht»ir education at senior col-
leges, professional schools, and universities upon graduation from
junior colleges. Inter-institutional student transfer is facili-
tated by a coordinated core curriculum developed by all System
institutions acting under the direction of the Regents' Office staff.

The career associate degree programs are designed to prepare
students to begin employment immediately upon graduation from junior
colleges; they also offer opportunities for working people to obtain
degrees while continuing full-time or part-time employment. These

programs are offered in such fields as agricultural equipment tech-
nology, criminal justice, dental hygiene, nursing, and secretarial
science. Several of the junior colleges in recent years have
added to their traditional career programs a number of vocational-
technical career programs. These programs are closely coordinated
with the State Department of Education which operates Georgia's
vocational -technical school system.

The geographic dispersal of institutions has had a beneficial
effect on the desegregation process through the provision of
educational opportunity in an accessible and relatively economi-
cal manner. The impact of this effect is reflected in the enroll-
ment figures presented in Table II-l and Table II-2 of Section II
of this Plan.

I - B SENIOR COLLEGE RESOURCES ASSESSMENT AND PLANS FOR DEVELOPMENT

Reference: Section I - B (1-5) (Guidelines)

The Board of Regents commits itself to the continued development of
Albany State College, Fort Valley State College, and Savannah State College
in keeping with their respective roles as senior college units within the
overall University System structure. This commitment encompasses the con-
tinued provision of fiscal resources, physical resources, authorized program
structures, and other resources on a basis comparable with those provided to
the nine other senior college units which have similar missions.

The nature and extent of this Board commitment to the continued develop-
ment of the three historically black System institutions is best assessed
through a comparative review of the current status of senior college resource
availability in the key areas of available degree programs, resident instruction
funding levels, and physical plant development. Salient aspects of this com-
prehensive review are presented below.
Degree Programs

As described in the previous section on University System structural
characteristics and institutional mission definition, the twelve senior
colleges of the University System of Georgia function as general liberal
arts institutions serving on a regional basis. (The special problem pre-
sented by Armstrong State College and Savannah State College, proximate
institutions serving the same region, is addressed in Part I, Section I - C
of this Plan.)

Basic educational principles upon which program development decisions
are based suggest that the following twelve areas of study should be avail-
able in all twelve senior college.

Biology

Business and Economics

Education

English

Fine Arts

Health and Physical Ed.

History and Political Science

Mathematics and Computer Science

Modern Languages

Physical Science

Psychology

Sociology

Duplication should be permitted without question, except possibly in
low demand sub- fields of broad areas of study, such as Education, Modern
Languages and the Physical Sciences. Each institution should have at least
one major in each of the twelve generic areas. A small institution might
have only Chemistry as a major under the Physical Sciences, but a large in-
stitution might have majors in Physics and Geology as well as Chemistry.

Table I-B-l indicates the extent to which these generic undergraduate
programs are currently available at the University System senior colleges.

TABLE I-B-l
PROGRAM STRUCTURE OF SENIOR COLLEGES
UNIVERSITY SYSTEM OF GEORGIA

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INESS AND ECONOMICS

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X X

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x x

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flOLOGY

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x x

X X

Additional areas of study beyond the broad generic areas are also
available at selected institutions. These special program areas include
Nursing at Albany State College and at Georgia Southwestern College; Agri-
culture, Home Economics and Electronic Technology at Fort Valley State College;
Criminal Justice and Allied Health Science at Armstrong State College; and
Engineering Technology at Savannah State. College.

Masters level graduate education in the senior colleges has been con-
centrated in the field of Teacher Education with more limited offerings avail-
able in Business, Liberal Arts and Science. No doctoral level programs are
provided.

All degree programs of the University System are reviewed for accredi-
tation by the appropriate accrediting agency. This accreditation process
insures the maintenance of a satisfactory minimum quality level as measured
by professional standards.

New degree programs and cooperative degree programs approved by the Board of
Regents for the 32 units of the University System during the period January 1974
through December 1976 are presented in Table I-B-2 and I-B-3, respectively.
These programs are listed by institution, date of approval, and effective
date.

These data show that a dramatic decrease can be noted after 1974 in
the total number of degree programs approved for all units (1974 - 68;
1975 - 26; 1976 - 17). Among the senior colleges of the System, a similar
reducing tendency was observed (24 - 7 - 11). It is not known what impact
the budgetary uncertainties experienced by the University System during this
period might have had on degree program considerations.

When the senior colleges are identified as "historically Black" and
"other" and compared with regards to the number of degree programs that
were approved during this period, a relationship can be observed. Excluding

the two master's degree programs approved for the joint graduate program
between Savannah State College and Armstrong State College, a total of 70
academic program proposals were submitted during 1974 through 1976 to the
Regents' Office by senior colleges of the University System. Of this number
42 were approved by the Board of Regents. Ten of the approved proposals or
24% of the total were for the three "historically Black" institutions. The
remaining 28 proposals (8 of which were submitted by Albany State College,
Fort Valley State College and Savannah State College) are currently under
review.

The Board of Regents will continue its careful assessment of the academic
program needs of the senior college units to insure that they become increas-
ingly capable of meeting the full range of needs of all prospective students.
Examples of the types of programs currently under active consideration would
include bachelor's degree programs in Political Science, Social Science Edu-
cation and Forensic Science at Albany State College; a bachelor's degree pro-
gram in Computer Science at Fort Valley State College; and joint master's
degree programs in Chemistry, and Science Education at Armstrong State College
and Savannah State College.

Table I-B-2

Date Approved
March 1975

November 1975

April 1974
May 1974
May 1974
May 1974
May 1974

September 1974

DEGREE PROGRAMS ATr ROVED
January 1974 - December 1976

Georgia Institute of Technology
Master of Science in Health Systems

Southern Technical Institute
Associate in Textile Management

Georgia State University

Bachelor of Science with a major in Mental

Health
Bachelor of Science in Education with a major .

in Vocational and Career -Development
Master of Education with a major in Vocational

and Career Development
Master of Education with a major in Speech

Pathology
Bachelor of Science in Education with majors

in Health Education, Physical Education,

and Safety Education
Bachelor of Science with a major in Recreation

Effective Date

Spring 1975

Winter 1976

Summer 1974
Summer 1974
Summer 1974
Summer 1974
Summer 1974

Fall 1974

April 1974

January 1975
June 1975

September 1975
February 1976

Medical College of Georgia

Bachelor of Science with a major in Nuclear

Medicine Technology
Associate in Science, in Physical Therapy
Associate in Science with a major. in Dental

Hygiene

Bachelor of Science with a major in Respira-
tory Therapy

Master of Health Education with a major in
Occupational Therapy

Summer 1974

Fall 1975
Fall 1975

September 1975
Spring 1976

Date Approved
June 1974

July 19 7A
May 1976

July 1976

Table I-B-2

Page 2
University of Georcia

J B

Master of Arts for Teachers with majors in •

English, French, German, History, Romance

Languages, and Spanish
Master of Plant Protection and Pest Management
Doctor of Philosophy in Child and Family

Development
Bachelor of Arts with an interdisciplinary

major in Criminal Justice

Effective Date

Summer 1974

Fall 1974
September 1976

Fall 1976

April 1975

Albany State College

Bachelor of Science with a major in Special
Education

Summer 1975

¦ January 1974
February 1974

October 1975

November 1975

Armstrong State College

Bachelor of Arts with a major in Economics

Master of Education with a major in Business
Education (with Savannah State College)

Bachelor of Science with a major in Mathe-
matical Sciences with four optional con-
centrations in: pure Mathematics, Applied
Mathematics, Mathematics Education, or
Computer Science

Master of Education with a major in Early
Childhood Education (with Savannah
State College)

September 1974
Summer 1974

November 1, 1975

Winter 1976

May 1974

October 1974
October 1975
October 1976

Augusta College

Master of Education a major in. Reading

Education
Master of Science with a major in Psychology
Associate in Science in Business Administration Fall 1975
Bachelor of Fine Arts with a major in Art Spring 1977

Summer 1974
Winter 1975

February 1974
May 1974

June 1974
July 1974

May 1975
February 1976

Columbus College

Bachelor of Arts with a major in German
Bachelor of Science with majors in Health

Education and Psychology
Bachelor of Science with a major in Recreation
Bachelor of Science with a major in Earth

Science
Bachelor of Science with a major in Nursing
Associate in Science with a major in

Respiratory Therapy

September 1,
Fall 1974

1974

Fall
Fall

1974
1974

Fall 1975
Summer 1976

Table I-B-2
Page 3

Date .Approved

March 1974
May 1974

May 1974

December 1974

March 1975

May 1976

Fort Valley State College

Associate in Science in Electronics Technology
Bachelor of Arts with majors in Psychology and

Criminal Justice
Associate of Arts with a major in Criminal

Justice
Master of Science with a major in Vocational

Rehabilitation
Master of Science with a major in Mental

Health
Associate in Animal Health

Effective Date

Spring 1974
Fall 1974

Fall 1974

Fall 197 5

Summer 1975

Summer 1976

January 1974

June 1976

September 1976

Georgia College

Bachelor of Science with a major in Political

Science
Master of Education with a major in Early

Childhood Education
Bachelor of Science with a major in Nursing

Summer 1974

Summer 1976

September 197

January 1974
March 1974
June 1975

November 1975

Georgia Southern College

Associate of Science in Criminal Justice
Bachelor of Science with a major in Journalism
Associate of Science with a major in Office

Administration
Associate in Education

September 197^-
Fall 1974
Fall 1975

Winter 1976

February 1974

Georgia Southwestern College

Master of Education with a major in Business
Education

Summer 1974

North Georgia College

none

February 1974

March 1974

November 1975

Savannah State College

Master of Education with a major in Business

Education (with Armstrong State College)
Bachelor of Arts with majors in History and

Political Science
Master of Education with a major in Early

Childhood Education (with Armstrong State

College)

Summer 1974
Summer 1974
Winter 1976

Table I-B-2
Page A

Date Approved

June 19 7 A

September 197A
May 1976

Valdosta State College

Master of Education with a major in Business

Education
Bachelor of Arts with a major in Economics
Master of Education with a major in Early

Childhood Education

Effective Date

Summer 197A

Fall 19 7 A
Summer 1976

January 197A
January 197A
February 197A
May 1976

July 1976

West Georgia College

Associate of Science in Computer Science
Associate of Science in Criminal Justice
Master of Education with a major in Media
Associate of Science with majors in Accounting;

Finance; Marketing; and Office Administration
Master of Education with a major in Physical

Education

June 197A
March 19 7 A
June 197A
May 13, 1976

Summer 1976

Abraham Baldwin Agricultural College

none

July 19 7 A

Albany Junior College

Associate in Arts with a major in Medical
Laboratory Technology

Fall 197A

July 197A
July 19 7 A

December 197A

Atlanta Junior College

Associate in Arts in the Liberal Arts areas
Associate in Science in the Physical, Biological

and Social Sciences; Mathematics; Business

Administration; Education; and selected

Allied Health Sciences
Associate of Arts with a major in -Library /Media

Assistance (career program)
Associate of Science with majors in: Aviation

Administration (with Georgia State University) ;

Business Management; Criminal Justice; Mental

Health; Recreation; Rehabilitation Services;

Social Services; Teacher Assistance-Elementary;

and Teacher Assistance-Secondary

(career programs)

Fall 197A
Fall 197A

Winter 1975
Winter 197A

Table I-B-2
Page 5

Date Approved

Bainbridpc Junior College

December 1975 Associate of Applied Science

Effective Date

Winter 1976

Brunswick Junior Colleee

December 1976 Associate of Science in Accounting

Winter 1977

July 19 7 A

October 1974

Clayton Junior College

Associate in Arts with majors in Library/Media Fall 1974

and Business Management in Banking and Finance
Associate in Arts with a major in Accounting Fall 1975

January 1974

October 1974
March 1975

October 1975

Dalton Junior College

Associate in Science with a major in Drafting
and Design Technology

Associate of Science in Applied Technology

Associate in Science in Business Computer Pro-
gramming (career program)

Associate in Science with a major in Marketing
and Management

Winter 1974

' Fall 1974
Winter 1975

Fall 1975

July 1974

Emanuel County Junior College
Associate in Science with a major in Management Fall 1974

July 1976

Floyd Junior College

Associate in Arts with a major in Dietetic
Technology

Fall 1976

March 1974
January 1975
January 1975
March 1975

Gainesville Junior College

Associate in Paraprofessional Teaching
Associate in Accounting (career program)
Associate in Child Care (career program)
Associate in Science with a major in Pre-
engineering Technology

Summer 1974
Spring 1975
Spring 1975
Spring 1975

June 1975

Gordon Junior College

Associate in Arts with a major in Business
Management

Fall 1975

Table I-B-2
Page 6

Date Approved

Kennesaw Junior College

Effective Date

none

October 197A
October 1974
July 1976

Macon Junior College

Associate in Accounting
Associate in Retail Merchandising
Associate in Applied Science in Public
Management

Fall 1974
Fall 1974
Fall 1976

Middle Georgia College

none

October 1975

South Georgia College

Associate in Applied Science with majors in
Agri-business and Agri-production and
Management

Associate in Science with a major in Automotive
Replacement Management

October 9, 1975
October 9, 1975

December 1975

Waycross Junior College

Associate in Arts, Associate in Science, and
Associate in Applied Science

Fall 1976

Table I-B-3

COOPERATIVE DEGREE PROCRAMS APPROVED
January 19 74 - December 1977

Date Approved

November 1976

Georgia Institute of Technology

Cooperative "3-2" Dual Degree Program
(with Savannah State College)

Effective Date

Winter 1977

Southern Technical Institute

February 1976 Associate in Science with a major in Fire Science Spring 1976

(with Floyd Junior College)

July 19 7 A

March 1975

Georgia State University

Associate of Science with a major in Aviation
Administration

(with Atlanta Junior College and Clayton
Junior College)

Medical College of Georgia

Associate in Science in Dental Laboratory Tech-
nology

(with Augusta Area Vocational-Technical
School)

Fall 1974

Spring 1975

September 1976

University of Georgia

Career ladder programs in Data Processing and
Secretarial Science at the associate and
bachelor's levels

(with Gainesville Junior College and Lanier
Area Vocational-Technical School)

Winter 1977

November 1974

Albany State College

Plan of agreement to offer the Master's degree
in Business Administration
(with Valdosta State College)

Winter 1975

Table I-B-3
Page 2

Date Approved
February 1974
November 19 75

Armstrong State College

*Master of Education with a major in Business

Education

(with Savannah State College)
*Master of Education with a major in Early

Childhood Education

(with Savannah State College)

Effective Date

Summer 1974

Winter 1976

Augusta College

none

June 1974

June 1975

Columbus College

Associate in Applied Science with a major in

Electronics Technology

(with Columbus Area Vocational-Technical

School)
Associate in Applied Science with a major in

Data Processing

(with Columbus Area Vocational-Technical

School)

Fall 1974

Fall 1975

Fort Valley State College

none

Georgia College

none

Georgia Southwestern College

none

*Joint Graduate Programs between Savannah State College and Armstrong State College
appear on both the "Degree Programs Approved" list and on the "Cooperative Degree
Programs Approved" list.

Table I-B-3
Page 3

Date Approved

March 1974

North Georgia College

Graduate programs in Elementary Education, Early
Childhood Education and Special Education
(with University of Georgia)

Graduate programs in Physical Education and in
Secondary Education with teaching fields in:
Business Education, Science, Social Studies,
Behavioral Science, and Mathematics
(with University of Georgia)

Graduate programs in Art Education, Music Edu-
cation, and Secondary Education with teaching
fields in English and Foreign Language
(with University of Georgia)

Effective Date

Summer 1974

Summer 1975

Summer 1976

February 1974
November 1975
November 1976

Savannah State College

^Master of Education with a major in Eusiness

Education

(with Armstrong State College)
*Master of Education with a major in Early

Childhood Education

(with Armstrong State College)
Cooperative Dual Degree "3-2" Program

(with Georgia Institute of Technology)

Summer 1974

Winter 1976

Winter 1977

Valdosta State College

none

West Georgia College

none

Abraham Baldwin Agricultural College

none

Albany Junior College

none

*Joint Graduate Programs between Savannah State College and Armstrong State College
appear on both the "Degree Programs Approved" list and on the "Cooperative T'ogree
Programs Approved" list.

Table I-B-3
Page 4

Date Approved
July 1974
December 1974
December 1974

Effective. Date

May 19 7 G

Atlanta Junior College

Associate in Applied Science, offered independ-
ently and
(with Atlanta Area Technical School)

Associate of Science with a major in Aviation
Administration
(with Georgia State University)

Associate of Applied Science with majors in:
Architectural Drafting; Auto Body and Fender
Repair; Automotive Mechanics; Aviation Main-
tenance Technology; Barbering; Brick-laying;
Cabinet Making; Carpentry; Child Development;
Clerical Office Specialist; Commercial Art;
Computer Data Processing; Cosmetology; Dental
Assisting; Dental Laboratory Technology; Diesel
Truck Mechanics; Electronics; Food Service
Management; Industrial Drafting; Machine Shop;
Marketing; Medical Laboratory Assisting; Medical
Laboratory Assisting; Medical Office Assisting;
Printing and Lithography; Radio-Television
Mechanics; Refrigeration; Air Conditioning and
Heating; Secretarial Studies; and Surveying
(with Atlanta Area Technical School)
[career programs]

Associate of Applied Science with a major in
Vocational Education

(with the State Department of Education and
Georgia State University)

Fall 1974

Winter 1975

Summer 1976

Bainbridge Junior College

none

Brunswick Junior College

none

January 1975

Clayton Junior College

Associate in Science in Aviation Administration
(with Georgia State University)

Spring 1975

Dalton Junior College

none

Table I-B-3
Page 5

Date Approved

Effective Date

Emanuel County Junior College

none

November 1974

February 1976

Floyd Junior College

Winter 1975

Associate in Science with a major in Data
Processing

(with Coosa Valley Area Vocational-
Technical School)
[career program]

Associate in Science with a major in Fire Science Spring 1976
(with Southern Technical Institute)

Gainesville Junior Coller.e

July 1976

September 1976

Associate of Applied Science with majors in:
Air-cooled and Outboard Engines; Automobile
Mechanics; Auto Body and Fender Repair;
Brick Masonry; Carpentry; Cosmetology; Data
Processing; Electronic Technology; Heating
and Air Conditioning; Industrial Electricity;
Machine Shops; Plant Maintenance; Welding
(with Lanier Area Vocational-Technical School)

Career ladder programs in Data Processing and
Secretarial Science at the associate and
bachelor's degree levels

(with University of Georgia and Lanier Area
Vocational-Technical School)

Fall 1976

Winter 1977

April 1975

March 1976

Gordon Junior College

Associate in Arts with a major in Radiologic
Technology

(with Griffin-Spalding County Area Vocational-
Technical School)

Associate in Arts with a major in Textile
Technology
(with Upson Area Vocational-Technical School)

Summer 1975

Summer 1976

March 1975

Kennesaw Junior College

Associate in Data Processing

(with Marietta-Cobb Area Vocational-Technical

School)

[career program]

Spring 1975

Table I-B-3
Page 6

Date Approved

Macon Junior College

Effective Date

none

Middle Georgia College

none

South Georgia College

none

Waycross Junior College

September 1976

Associate of Applied Science with technical

specialties in: Child Development; Computer
Programming; Drafting; Forest Technology;
Marketing and Management; Secretarial Science
(with Way cross-Ware County Area Vocational-
Technical School)

Fall 1976

Fiscal Resource Allocation and Application

The allocation of fiscal resources to the individual institutions is
best understood in the context of the appropriations process. The Board of
Regents employs a highly focused approach to the Legislature in its appro-
priation request. The budget request is submitted through the Governor to
the Legislature. The request embraces all activities of the University System,
including resident instruction and special activities, such as the Eugene
Talmadge Memorial Hospital, Agricultural and Engineering Experiment Stations,
and other organized activities. The Governor's recommendation to the Legis-
lature is followed by the Chancellor's presentation of the University System's
request to the Appropriations Committee of the House and Senate. The Legis-
lature appropriates funds for the University System in the final appropriation
bill. All funds for the support of resident instruction are received either
as personal services or operating expense monies. The detailed utilization
of these funds is left to the discretion of the Board of Regents.

The Board of Regents allocates operating funds to the several institutions
as the culminating step in an extended evaluation process. Individual budget
conferences are held with each institution of the System during the months
of October and November under the general direction of the Vice Chancellor.
The presidents present their needs and plans for the institution for the new
fiscal year beginning July 1. This conference is comprehensive in scope.
The president is given the opportunity to present any problem that he feels
should be discussed. The range of these discussions is from students, faculty,
finances, and facilities to general morale of the institution. Results of
this initial conference are correlated with reports on the academic, physical,
and fiscal aspects of the individual institution. A second budget conference
is held in March and April. Tentative budget allocations are made to the
institution at this conference for the new fiscal year. The presidents are

given advance information, and they are prepared to discuss the adequacy or
inadequacy of the allocations at this meeting. In this total process, the
Board of Regents is concerned with trying to meet, out of available funds,
the needs of each of the institutions. Specific fiscal problems related
to further desegregation of the System is addressed for the most part through
the general institutional allocation. Fiscal problems peculiar to the his-
torically Black institutions are thus reflected in their relative allocation
and expenditure levels when such levels are stated on an equivalent full-time
student basis.

Tables I-B-4 and I-B-5 present the actual allocations and expenditures
of University System senior colleges for fiscal years 1970 through 1977 with
initial estimates for fiscal year 1978.

During the first part of the period the average was about the same for
predominantly black and white schools. As predominantly black college enroll-
ments began to decline in FY 1972, the rate of state appropriate per E.F.T.
student has increased dramatically. Enrollment at the predominately black
institutions has decreased during a time period in which institutional re-
sources appropriated for personnel, facilities operation, and salary in-
creases have been increased. This increased resource availability, coupled
with decreased enrollment, has resulted in a rapid increase in the funding
level expressed in terms of dollars per equivalent full time student. This
effect is even more pronounced in an expenditures comparison since the his-
torically black colleges receive relatively greater grant support (particularly
from the federal level) for their academic activities.

The operating budgets for the senior colleges for fiscal year 1978 and

an analysis of these operating budgets are presented in Tables I-B-6 and

I-B-7 respectively. These budgets do not include auxiliary enterprises

(dormitories, food service, etc.), capital funds for physical plant develop

ment, or student financial aid since those budgets do not reflect in the

direct cost of instruction on a per student basis.

If a conclusion were to be drawn from these four Tables, it would
have to be that predominantly black college funding has improved greatly
in the past nine years when compared to predominantly white colleges.

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iLa.<iouz3U}a.><uu<

TABLE I-B-6

UNIVERSITY SYSTEM OF GEORGIA
SENIOR COLLEGE BUDGET SUMMARY
1977-78

EXPENDITURES

SENIOR COLLEGES

BUDGET SUMMARY

FISCAL YEAR 1978

GENERAL
OPERATIONS

DEPARTMENTAL
SERVICES

SPONSORED
OPERATIONS

TOTAL
BUDGET

PERSONAL SERVICES
OPERATING EXPENSES

TOTAL EXPENDITURES

63,480,202
14,374,598

77.854,800

704,903
319,567

$ 1.024.470

4,545,422
5.573.606

10,13,9,028

68,730,527
20.267.771

88.998.298

REVENUE

INTERNAL REVENUE
STATE APPROPRIATION

TOTAL REVENUE

$ 21,915,000
55,939,800

$ 77,854,800

$ 1,024,470

10,119,028

$ 33,058,498
55.939,800

$ 88,998,298

SENIOR COLLEGES
SCHEDULE OF PERSONAL SERVICES
FISCAL YEAR 1978

E.F.T. POSITIONS

AMOUNT

ACTUAL

1975-76

86 7.04

BUDGETED
1976-77

942.

BUDGETED
1977-78

ACTUAL

43.49

50.01

49.43

26.88

26.48

25.42

1,675.67

1,775.30

1,772.96

59.48

52.63

43.32

36.95

41.00

46.43

307.65

331.72

34 3.34

66.68

72.31

70.58

2.216.80

2.349.45

2.351.49

5.08

6.24

6.85

6.57

7.05

6.65

.50

.25

6.49

6.99

7.86

.09

2.05

2.20

15.53

18.40

16.58

1.85

1.92

1.67

36.11

42.65

42.06

87.79

88.25

87.49

24.03

20.50

17.50

114.48

131.09

137.66

30.05

36.80

32.94

256.35

276.64

275.59

939.36

73.13

51.37

126.96

457.87

49.03

75.05

52.71

143.59

482.47

41.47

75.50

49.10

142.64

490.58

38.34

758.36

795.29

796.16

4,134.66

4,406.62

4,404.66

4,134.66

4,406.62

4,404.66

82.83

80.59

60.08

346.94

293.58

357.19

4,564.43

4,780.79

4,821.93

POSITION TITLE

1975-76

BUDGETED
1976-77

BUDGETED
1977-78

INSTR., RSCH. & RELATED
ACTIVITIES

ACAD. ADM. OFFICERS

,085,006

,24 3,760

,375,543

ADMINISTRATIVE ASSISTANTS

375,737

360,727

381,412

REGULAR FACULTY

,833,438

,124,424

,990,242

PART-TIME FACULTY

533,831

479,927

434,360

GRADUATE ASSISTANTS

301,445

327,849

379,533

CLERICAL & TECH-REGULAR

,897,907

,079,891

375,796

CLERICAL fi, TECH-STUDENTS

252,733

289,352

287,485

SUB- TOTAL

$35

,280,097

$ 37

,905,930

$ 41

,224,371

EXTENSION & PUBLIC SERVICE

ACAD. ADM. OFFICERS

112,703

137,614

157,528

ADMINISTRATIVE ASSISTANTS

97,380

102,808

115,250

REGULAR FACULTY

9,201

4,500

PART-TIME FACULTY

53,605

60,730

73,751

GRADUATE ASSISTANTS

873

12,159

16,627

CLERICAL & TECH- REGULAR

111,931

139,225

135,699

CLERICAL & TECH-STUDENTS

7.608

8.161

7.787

SUB- TOTAL

393.801

460,697

511,142

LIBRARY

LIBRARIANS

161,776

,170,294

269,753

ADMINISTRATIVE ASSISTANTS

198,745

207,312

200,768

CLERICAL & TECH-REGULAR

699,841

817,795

950,329

CLERICAL & TECH-STUDENTS

115,279
175,(41

143,059

135,206

SUB- TOTAL

343,460

55^.556

OPER. & MAINT. OF PHYSICAL

PLANT

LABOR AND OTHER

307,60!*

§5,1

313,775

428,023

STUDENT SERV., GENERAL

ADMIN. & GENERAL INSTITUTIONAL

GEN. ADM. OFFICERS
STUDENT PERSONNEL OFFICERS
ADMINISTRATIVE ASSITANTS
CLERICAL & TECH-REGULAR
CLERICAL & TECH-STUDENTS
F.I.C.A., GR. INS. & RETIREMENT
SUB- TOTAL

GENERAL OPERATIONS

FUNCTION TOTALS
UNASSIGNED BALANCE
PERSONAL SERV. LAPSE EST.
TOTAL GENERAL OPERATIONS

DEPARTMENTAL SERVICES
SPONSORED OPERATIONS
TOTALS

$ 1,626,986 $ 1,670,565 $ 1,814,512

725,205 752,590 780,961

1,599,806 1,800,597 1,989,586

3,059,332 3,207,305 3,642,184

171,555 150,859 142,661

4,075,835 4,663,513 4,956,971

$ 11,258,719 $ 12,253,429 $ 13,326,875

$ 54,415,866
206,681

$ 54,622,547

$ 873,984

$ 4,292,543

$59,789,074

§58,777,291 §64,046,967

21,537
(553,011) (588,302)

§ 58,224,280 $ 63,480,202

§ 848,609 § 704,903

§ 3,723,940 § 4,545,422

§62,796,829 §68,730,527

SENIOR COLLEGES
SCHEDULE OF OPERATING EXPENSES
FISCAL YEAR 1978

GENERAL OPERATIONS
TRAVEL

611 TRAVEL

"Actual

FY 1976

485,923

BUDGETED
FY 1977

686,483

BUDGETED
FY 1978

712,066

OPERATING SUPPLIES AND EXPENSES

612 MOTOR VEHICLE

614 SUPPLIES & MATERIALS

615 REPAIRS & MAINTENANCE

616 COMMUNICATION

617 POWER, WATER, AND NATURAL GAS

618 PUBLICATIONS, PUBLICITY, S PRINTING

619 RENTALS

620 INSURANCE & BONDING
623 TUITION & SCHOLARSHIPS
627 OTHER OPERATING EXPENSES
630 PER DIEM AND FEES

TOTAL OPERATING SUPPLIES AND EXPENSES

$ 143,681

2,430,547

589,429

743,608

3,096,147

278,320

725,887

101,891

396,641

1,049,975

347,572

$ 9,903,698

$ 157,001
2,673,069
579,956
801,337
3,355,460
286,540
791,281
145,120
352,798
371,927
249,050

$ 9,763,539

$ 139,430
2,575,762
750,167
909,114
3,772,300
301,527
802,442
133,297
380,965
496,702
191,163

$ 10,452,869

EQUIPMENT

613 MOTOR VEHICLE EQUIPMENT
626 EQUIPMENT
626 BOOKS

TOTAL EQUIPMENT

$ 99,934
1,110,427
1,537,548

$ 2,747,909

$ 64,781

873,161

1,648,398

$ 2,586,340

$ 53,140

824,256

1,681,365

$ 2,558,761

OTHER

000 UNASSIGNED BALANCE

000 PERSONAL SERVICES LAPSE ESTIMATE

TOTAL OTHER

TOTAL GENERAL OPERATIONS

DEPARTMENTAL OPERATING EXPENSES
SPONSORED OPERATING EXPENSES

TOTAL OPERATING EXPENSES

$13,137,530

$ 360,268
$ 5,158,153

$18,655,951

78,047
553,011

631,058

,667,420

282,296

307,263

19,

256,979

62,600
588,302

650,902

,374,598

319,567

573,606

267,771

SENIOR COLLEGES

SCHEDULE OF REVENUE

FISCAL YEAR 1978

ACTUAL
REVENUE
1975 - 76

BUDGETED
REVENUE
1976 - 77

BUDGETED
REVENUE
1977 - 78

INTERNAL REVENUE
GENERAL OPERATIONS

STUDENT FEES
MATRICULATION
NON-RESIDENT TUITION
OTHER

TOTAL STUDENT FEES

GOVERNMENTAL APPROPRIATIONS

ENDOWMENTS

GIFTS & GRANTS

INDIRECT COST RECOVERIES

SALES & SERVICES OF EDUCATIONAL DEPTS.

OTHER SOURCES

TOTAL GENERAL OPERATIONS

$ 18,099,481
1,965,753

338,503

$ 20,403,737

60,547

2,128

26,141

399,275

239,793

257,426

1 21.389,047

$ 19,884,015
2,069,987

315,950

$ 22,269,952

60,527

10,250

158,621

168,800

1Q9.85Q

$ 22. 778, QQP

$ 19,045,853
1,787,801

318,367

$ 21,152,021

60,527

4,150

382,066

162,886

153, 35Q

$ 21.915.000

DEPARTMENTAL SERVICES

STUDENT FEES
GOVERNMENTAL SUPPORT
SALES R SERVICES

TOTAL DEPARTMENTAL SERVICES

733,695
284,024
216,533

1,234,252

67 3,200
314,504
143,201

1,130,905

524, 41^

338,771
161,281

1,024,470

SPONSORED OPERATIONS

GRANTS & CONTRACTS - GOVERNMENTAL

FEDERAL

STATE & LOCAL
GRANTS & CONTRACTS - NON-GOVERNMENTAL

TOTAL SPONSORED OPERATIONS

7,595,614

1,077,651

777,431

9,450,696

8,142,364
349,981
538,858

9,031,203

8,027,539
1,082,672
1,008,817

$ 10,119,028

TOTAL INTERNAL REVENUE
STATE APPROPRIATION

TOTAL REVENUE

$ 32,073,995
46,371,030

$ 78,445,025

$ 32,940,108
49,113,700

$ 82,053,808

$ 33,058,498
55,939,800

$ 88,998,298

EXPENDITURES

REVENUE

ALBANY STATE COLLEGE

BUDGET SUMMARY

FISCAL YEAR 1978

GENERAL
OPERATIONS

DEPARTMENTAL
SERVICES

SPONSORED
OPERATIONS

TOTAL

BUDGET

PERSONAL SERVICES

4,066,627

90,558

894,198

5,051,383

OPERATING EXPENSES

786,773

3,486

1,105,802

1,896,061

TOTAL EXPENDITURES

4,853,400

94^044

2,000,000

6,947,444

INTERNAL REVENUE
STATE APPROPRIATION

TOTAL REVENUE

1,142,000
3,711,400

4,853,400

94,044

$ 2,000,000

3,236,044
3,711,400

6,947,444

ALBANY STATE COLLEGE

SCHEDULE OF PERSONAL SERVICES
FISCAL YEAR 1978

E.F.T. POSITIONS

AMOUNT

ACTUAL
1975-76

BUDGETED
1976-77

09.10

69.60

BUDGETED
1977-78

2.00

3.02

3.73

2.73

100.89

105.34

107.75

2.35

.75

19.50

20.05

20.79

4.67

2.04

1.79

132.43

133.16

135.81

5.00

6.00

2.00

1.23

1.00

10.23

10.00

11.00

66.88

3.92

4.00

3.00

1.00

27.66

27.68

28.46

23.37

25.91

7.38

3.11

2.98

65.33

63.70

62.35

277.09

276.46

276.04

277.09

276.46

276.04

5.26

5.58

5.94

40.37

36.53

85.17

322.72

TIM. 57

107.15

POSITION TITLE

INSTR , RSCH. & RELATED
ACTIVITIES

ACAD. ADM. OFFICERS
ADMINISTRATIVE ASSISTANTS
REGULAR FACULTY
PART-TIME FACULTY
GRADUATE ASSISTANTS
CLERICAL & TECH-REGULAR
CLERICAL & TECH-STUDENTS
SUB- TOTAL

EXTENSION & PUBLIC SERVICE

ACAD. ADM. OFFICERS
ADMINISTRATIVE ASSISTANTS
REGULAR FACULTY
PART-TIME FACULTY
GRADUATE ASSISTANTS
CLERICAL & TECH- REGULAR
CLERICAL & TECH- STUDENTS
SUB- TOTAL

LIBRARY

LIBRARIANS

ADMINISTRATIVE ASSISTANTS
CLERICAL & TECH- REGULAR
CLERICAL & TECH- STUDENTS
SUB- TOTAL

OPER. & MAINT. OF PHYSICAL
PLANT

LABOR AND OTHER

STUDENT SERV., GENERAL

ADMIN. & GENERAL INSTITUTIONAL

GEN. ADM. OFFICERS
STUDENT PERSONNEL OFFICERS
ADMINISTRATIVE ASSISTANTS
CLERICAL & TECH-REGULAR
CLERICAL & TECH-STUDENTS
F.I.C.A., GR. INS. & RETIREMENT
SUB- TOTAL

GENERAL OPERATIONS

FUNCTION TOTALS
UNASSIGNED BALANCE
PERSONAL SERV. LAPSE EST.
TOTAL GENERAL OPERATIONS

DEPARTMENTAL SERVICES
SPONSORED OPERATIONS
TOTALS

ACTUAL

1975-76

BUDGETED
1976-77

BUDGETED
1977-78

$ 51,120

51,610

56,970

31,571

44,499

34,905

1,803,314

,919,967

,158,356

21,150

12,000

138,152

142,666

162,289

18,743

7,fnn

7,477

$ 2,064,050

166,572

431,997

—

71,973

72,930

92,670

15,436

15,586

13,300

14,540

14,715

16,325

4,777

3,994

4,160

166,726

107,225

126,455

429,074

89 , 800

42,617

321,725

166,599

28,661

268,769

447, 4 ',4

92,400

41,000

339,005

172,350

12,400

300,300

488,801

100,700
22,500

376,170

205,304
12,400

322,300

$ 918,171 $ 957,455 $ 1,039,374

$ 3,518,021
22,934

$ 3,678,706 $ 4,086,627

3,540,955

69,132

521,234

4,131,321

(20,000)

$ 3,658,706 $ 4,066,627

$ 77,973 $ 90,558

$ 480,547 $ 894,198

; 4,217,220 $ 5,051, Hi)

ALBANY STATE COLLEGE
SCHEDULE OF OPERATING EXPENSES
FISCAL YEAR 1978

GENERAL OPERATIONS
TRAVEL

611 TRAVEL

""Actual

FY 1976

22.170

BUDGETED
FY 1977

26,610

BUDGETED
FY 1978

27,878

OPERATING SUPPLIES AND EXPENSES

612 MOTOR VEHICLE

614 SUPPLIES & MATERIALS

615 REPAIRS & MAINTENANCE

616 COMMUNICATION

617 POWER, WATER, AND NATURAL GAS

618 PUBLICATIONS, PUBLICITY, & PRINTING

619 RENTALS

620 INSURANCE & BONDING

62 3 TUITION & SCHOIAKSHIl'.'J

627 OTHER OPERATING EXPENSES

610 PER DIEM AND FEES

TOTAL OPERATING SUPPLIES AND EXPENSES

5,813

109,079

40,601

49,182

237,723

11,272

68,367

5,700

61,322

129,451

15,679

734.189

5,600

9,880

91,334

96,294

53,446

56,155

61,313

63,224

254,400

259,920

13,100

8,394

77,940

73,520

10,706

10,640

50,000

57,680

19,500

21,980

3,000

1.500

666,339

659,195

EQUIPMENT

613 MOTOR VEHICLE EQUIPMENT
626 EQUIPMENT
626 BOOKS

TOTAL EQUIPMENT

2,579

31,397

117.545

151,521

2,000

9,840

49,905

61,745

9,700
70.000

79,700

OTHER

000 UNASSIGNED BALANCE

000 PERSONAL SERVICES LAPSE ESTIMATE

TOTAL OTHER

TOTAL GENERAL OPERATIONS

DEPARTMENTAL OPERATING EXPENSES
SPONSORED OPERATING EXPENSES

TOTAL OPERATING EXPENSES

907,880

1,080,368

1,988.248

20,000

774,694

786,773

3,532

3,486

1,519,453

105,802

2,297,679

896.061

ALBANY STATE COLLEGE
SCHEDULE OF REVENUE
FISCAL YEAR 1978

ACTUAL
REVENUE
1975 - 76

BUDGETED
REVENUE
1976 - 77

BUDGETED
REVENUE
1977 - 78

INTERNAL REVENUE
GENERAL OPERATIONS

STUDENT FEES
MATRICULATION
NON-RESIDENT TUITION
OTHER

TOTAL STUDENT FEES

GOVERNMENTAL APPROPRIATIONS

ENDOWMENTS

GIFTS & GRANTS

INDIRECT COST recoveries

SALKS fc SERVICES OF EDUCATIONAL DEi'TS .
OTHER SOURCES

TOTAL GENERAL OPERATIONS

1,016,161
122,883

645

1,139,689

41,763
8,950

i?.04i

1.202,445

983,877

125,123

1,000

1,110,000

5,000
9,500
8,500

1,133,000

991,013

119,820

667

1,111,500

12,000

8,500

10,000

1,142,000

DEPARTMENTAL SERVICES

STUDENT FEES
GOVERNMENTAL SUPPORT
SALES & SERVICES

TOTAL DEPARTMENTAL SERVICES

55,739
13,393

69,132

71,505
10,000

81,505

80,044
14,000

94,044

SPONSORED OPERATIONS

GRANTS & CONTRACTS

FEDERAL

STATE & LOCAL
GRANTS & CONTRACTS

GOVERNMENTAL

NON-GOVERNMENTAL

TOTAL SPONSORED OPERATIONS

1,157,079

423,502

21,021

1,601,602

$ 1,989,006

10,994

$ 2,000,000

1,498,172
373,638
128,190

2 , 000,000

TOTAL INTERNAL REVENUE
STATE APPROPRIATION

TOTAL REVENUE .

$ 2,873,179
3,246,390

$ 6,119,569

3,214,505
3,300,400

6,514,905

3,236,044
3,711,400

6,947,444

REVENUE

ARMSTRONG STATE COLLEGE
BUDGET SUMMARY

FISCAL YEAR 1978

GENERAL
OPERATIONS

DEPARTMENTAL
SERVICES

SPONSORED
OPERATIONS

TOTAL
BUDGET

EXPENDITURES

PERSONAL SERVICES
OPERATING EXPENSES

TOTAL EXPENDITURES

4,026,298
8 30.60?

4,856,900

40,000
44 . 500

84,500

46,710
_2JU2Q£_

137,916

4,113,008
5,079,316

INTERNAL REVENUE
STATE APPROPRIATION

TOTAL REVENUE

1,480,000
3,376,900

4,856,900

84 , 500

137,916

$
$

1,702,416
3,376,900

84,500

137,916

5,079,316

ARMSTRONG STATE COLLEGE
SCHEDULE OF PERSONAL SERVICES
FISCAL YEAR 1978

E.F.T. POSITIONS

ACTUAL

1975-76

2.00

4.19

45.00

BUDGETED
1976-77

4.00

6.00

50.19

BUDGETED
1977-78

4.00

112.48

122.64

121.74

7.84

6.73

7.59

.44

.60

.40

17.04

20.75

20.00

3.24

4.63

4.67

143.04

159.35

158.40

.37
.31

.36
.36

1.00

.27

.48

.69

.80

.05

.81

.05

1.00

1.80

2.06

2.69

5.25

7.99
2.51

9.00
2.56

10.66
.59

14.69

17.56

16.50

47.40

4.00

5.02

4.00

3.00

6.24

9.60

9.00

26.09

27.45

27.14

1.61

1.19

.86

42.96

46.24

44.00

247.49

275.40

268.99

247.49

275.40

268.99

4.95

3.68

3.91

13.91

10.41

3.21

266.35

289.49

276.11

POSITION TITLE

GENERAL OPERATIONS

FUNCTION TOTALS
UNASSIGNED BALANCE
PERSONAL SERV. LAPSE EST.
TOTAL GENERAL OPERATIONS

DEPARTMENTAL SERVICES
SPONSORED OPERATIONS
TOTALS

ACTUAL

AMOUNT

BUDGLTtD

1975-76

1976-77

BUDGETED
1977-78

INSTR., RSCH. & RELATED
ACTIVITIES

ACAD. ADM. OFFICERS
ADMINISTRATIVE ASSISTANTS
REGULAR FACULTY
PART-TIME FACULTY
GRADUATE ASSISTANTS
CLERICAL & TECH-REGULAR
CLERICAL & TECH-STUDENTS
SUB-TOTAL

EXTENSION & PUBLIC SERVICE

ACAD. ADM. OFFICERS
ADMINISTRATIVE ASSISTANTS
REGULAR FACULTY
PART-TIME FACULTY
GRADUATE ASSISTANTS
CLERICAL & TECH-REGULAR
CLERICAL & TECH- STUDENTS
SUB- TOTAL

LIBRARY

LIBRARIANS

ADMINISTRATIVE ASSISTANTS
CLERICAL & TECH-REGULAR
CLERICAL & TECH-STUDENTS
SUB-TOTAL

OPER. & MAINT. OF PHYSICAL
PLANT

LABOR AND OTHER

STUDENT SERV., GENERAL

ADMIN. & GENERAL INSTITUTIONAL

GEN. ADM. OFFICERS
STUDENT PERSONNEL OFFICERS
ADMINISTRATIVE ASSISTANTS
CLERICAL & TECH-REGULAR
CLERICAL & TECH-STUDENTS
F.I.C.A., GR. INS. & RETIREMENT

SUB- TOTAL $

54,219

107,000

116,100

2,057,170

71,323

8,000

100,308

15,165

2,306,185

,287,288

70,600

6,000

120,173

21,680

2,478,621

85,950

4,000

123,190

21,830

,612,741

2,829,691

7,772
3,274

4,872

7,560
3,780

4,680

24,000
6,700

4,443

239

4,622
250

20.900

6,300

20,600

37,000

56,393

49,994
11,516

83,634

59,010
12,000

117,903

154.644.

82,50C

73,406

2,738

158,644

254,730

290,947

295,866

96,507

97,600

105,400

58,753

48,975

41,500

82,051

123,575

129,965

162,323

170,786

182,306

7,485

5,648

4,023

241,423

?74,nnn

292,903

648,542

756,097

$ 3,347,960
123

$ 3,348,083

$ 64,448

$ 200,039

$ 3,612,570

$ 3,799,816 $ 4,077,298

(68,011)

(51,000)

$ 3,731,805 $ 4,026,298
$ 36,816 $ 40,000

$ 145,401
$ 3,914,022

46,710

$ 4,113,008

ARMSTRONG STATE COLLEGE

SCHEDULE OF OPERATING EXPENSES

FISCAL YEAR 1978

GENERAL OPERATIONS
TRAVEL

611 TRAVEL

ACTUAL
FY 1976

22»a33

BUDGETED
FY 1977

38.317

BUDGETED
FY 1978

34,646

OPERATING SUPPLIES AND EXPENSES

612 MOTOR VEHICLE

614 SUPPLIES & MATERIALS

615 REPAIRS & MAINTENANCE

616 COMMUNICATION

617 I'OWER, WATER, AND NATURAL GAS

Gill PUBLICATIONS, PUBLICITY, K PRINTING

f.l'J kHNTAI.'J

i,20 INSURANCE h. BONDING

623 TUITION f SCHOLARSHIPS

627 OTHER OPERATING EXPENSES

630 PER DIEM AND FEES

TOTAL OPERATING SUPPLIES AND EXPENSES

7,264

130,067

30,920

35,382

199,371

25,322

34,395

4,598

11,896

26,864

3;, 967

538.046

7,00000

7,000

141,699

132,046

32,864

43,136

41,250

50,557

220,000

102,622

24,031

25,910

36,870

33,783

5,175

5,515

14,460

17,445

15,705

22,545

44,160

13,939

583,214

654.506

EQUIPMENT

613 MOTOR VEHICLE EQUIPMENT
626 EQUIPMENT
626 BOOKS

TOTAL EQUIPMENT

6,933
148,816
164,667

320,416

14,553
100,000

114,553

20,450
70,000

90,450

OTHER

000 UNASSIGNED BALANCE

000 PERSONAL SERVICES LAPSE ESTIMATE

TOTAL OTHER

TOTAL GENERAL OPERATIONS

DEPARTMENTAL OPERATING EXPENSES
SPONSORED OPERATING EXPENSES

TOTAL OPERATING EXPENSES

880,751

32,538

147,073

1.060.362

68,011

804,095

28,900

103,389

936,384

51,000

830,602

44,500

91,206

966,308

EXPENDITURES

AUGUSTA COLLEGE
BUDGET SUMMARY
FISCAL YEAR 1978

GENERAL
OPERATIONS

DEPARTMENTAL
SERVICES

"OTOTeT"
OPERATIONS

TOTAT-
BUDGET

PERSONAL SERVICES

4,561,655

45,200

21,975

4,628,830

OPERATING EXPENSES

1,106,545

24,800

266,000

1,397,345

TOTAL EXPENDITURES

5,668,200

70,000

287,975

6,026,175

REVENUE

INTERNAL REVENUE
STATE APPROPRIATION

TOTAL REVENUE

2,005,000
3,663,200

5,668,200

70,000

287,975

$ 2,362,975

3,663,200

§ 6,026,175

AUGUSTA COLLEGE
SCHEDULE OF PERSONAL SERVICES
FISCAL YEAR 1978

E.F.T. POSITIONS

AMOUNT

ACTUAL

1975-76

4.00

5.04

6.00

BUDGETED
1976-77

4.00

4.80

7.00

BUDGETED
1977-78

4.00

ACTUAL

POSITION TITLE

117.13

130.48

127.19

12.03

10.27

3.60

1.25

29.34

30.75

32.00

7.29

10.33

10.30

169.79

187.06

178.34

5.28

7.00

INSTR., RSCH. & RELATED
ACTIVITIES

ACAD. ADM. OFFICERS
ADMINISTRATIVE ASSISTANTS
REGULAR FACULTY
PART-TIME FACULTY
GRADUATE ASSISTANTS
CLERICAL & TECH-REGULAR
CLERICAL & TECH-STUDENTS
SUB- TOTAL

EXTENSION & PUBLIC SERVICE

ACAD. ADM. OFFICERS
ADMINISTRATIVE ASSISTANTS
REGULAR FACULTY
PART-TIME FACULTY
GRADUATE ASSISTANTS
CLERICAL & TECH- REGULAR
CLERICAL & TECH- STUDENTS
SUB- TOTAL

LIBRARY

LIBRARIANS
ADMINISTRATIVE ASSISTANTS

1975-76

84,433

2,132,254
85,788

171,359
32,512

BUNTED
1976-77

85,200

2,436,800

76,933

12,000

181,895

50,022

BUDGETED
1977-78

93,900

2,578,150

28,700

13,000

219,794

50,306

$ 2,506,346 $ 2,842,850 $ 2,983,850

30,775

30,000

33,000

30,775

30.000

33,000

14.76

16.50

CLERICAL & TECH -REGULAR

1.55

2.50

2.62

CLERICAL & TECH- STUDENTS

22.31

26.00

26.12

SUB- TOTAL

OPER. & MAINT. OF PHYSICAL

PLANT

61.39

68.06

68.14

LABOR AND OTHER

91,668

86,166

5,321

183,155

104,250

95,325

11,000

!10,575

115,250

103,614

11,698

"230, io2

$ 353,397 $ 395,799 $ 440,339

'J.MH

10.00

/.no

/.()()

6.85

44.12

45.25

43.70

.78

1.55

1.94

61.78

63.80

62.49

320.31

349,74

340.37

320.31

349.74
5.65

340.37

3.06

4.44

4.20

2.70

.31

327.57

358.09

345.12

STUDENT SERV., GENERAL

ADMIN. & GENERAL INSTITUTIONAL

GEN. ADM. OFFICERS 5 lHf,,f>'>0

STUDENT PERSONNEL OFFICERS 100,134
ADMINISTRATIVE ASSISTANTS

CLERICAL & TECH- REGULAR 268,001

CLERICAL & TECH-STUDENTS 3,815

F.I.C.A., GR. INS. & RETIREMENT 258,709

SUB- TOTAL $ 817,309

I 8(., <.'><)
101,000

284,253

7,600

329,000

204,262
109,500

306,642

9,500

344,000

GENERAL OPERATIONS

FUNCTION TOTALS
UNASSIGNED BALANCE
PERSONAL SERV. LAPSE EST.
TOTAL GENERAL OPERATIONS

DEPARTMENTAL SERVICES
SPONSORED OPERATIONS
TOTALS

$ 3,890,982
(15,589)

3,875,393

45,328

51,567

3,972,288

$ 908.503

$ 4,387,727

(50,000)
$ 4.337.727

$ 50,600

$ 31,850

5 4,420, L77

973,904

$ 4,661,655
(100,000)

4,561,655

45,200

21,975

<-•
V

4,628,8 30

AUGUSTA COLLEGE

SCHEDULE OF OPERATING EXPENSES

FISCAL YEAR 1978

GENERAL OPERATIONS
TRAVEL

611 TRAVEL

OPERATING SUPPLIES AND EXPENSES

612 MOTOR VEHICLE

614 SUPPLIES & MATERIALS

615 REPAIRS S. MAINTENANCE

616 COMMUNICATION

617 POWER, WATEK, AND NATURAL GAS

618 PUBLICATIONS, PUBLICITY, & PRINTING

619 RENTALS

620 INSURANCE & BONDING
623 TUITION &, SCHOLARSHIPS
627 OTHER OPERATING EXPENSES
630 PER DIEM AND FEES

TOTAL OPERATING SUPPLIES AND EXPENSES

EQUIPMENT

613 MOTOR VEHICLE EQUIPMENT
626 EQUIPMENT
626 BOOKS

TOTAL EQUIPMENT

ACTUAL
FY 1976

36,342

17,910
224,432

38,714

59,466

170,529

12,307

48,282

7,832

18,928

124,175
46,778

769,353

13,589
61,055
83,639

158,283

BUDGETED

197/

197E

,850

45,

350

,110

19,

600

241

,361

269,

240

,403

68,

789

300

84,

030

201

586

246,

666

000

16,

000

610

50,

600

504

12,

790

17,

000

20,

000

025

300

16,

060

17,

840

703,

959

812,

855

840

76,

824

51,

500

111,

000

195,

664

148

340

OTHER

000 UNASSIGNED BALANCE

000 PERSONAL SERVICES LAPSE ESTIMATE

TOTAL OTHER

TOTAL GENERAL OPERATIONS

DEPARTMENTAL OPERATING EXPENSES
SPONSORED OPERATING EXPENSES

TOTAL OPERATING EXPENSES

—

963,978

8,625

162,734

1,135,337

50,000

994,473

19,400

319,000

1,332,873

100,000

1,106,545

24,800

266,000

1,397,345

AUGUSTA COLLEGE

SCHEDULE OF REVENUE

FISCAL YEAR 1978

ACTUAL
REVENUE
1975 - 76

BUDGETED
REVENUE
1976 - 77

BUDGETED
REVENUE
1977 - 78

INTERNAL REVENUE

~ GM'RAL OPERATIONS

STUDENT FEES
MATRICULATION
NON-RESIDENT TUITION
OTHER

TOTAL STUDENT FEES

1,629,196

200,542

57,722

1,887,460

1,918,000

260,000

58,000

2,236,000

1,682,000

190,000

58,000

1,930,000

GOVERNMENTAL APPROPRIATIONS

ENDOWMENTS

GIFTS & GRANTS

INDIRECT COST RECOVERIES

SALES & SERVICES OF EDUCATIONAL DEPTS .

OTHER SOURCES

TOTAL GENERAL OPERATIONS

1,248

7,903

57,350

73,670

2,027,631

6,000
29,000
40,000

2,311,000

6,000
29,000
40,000

2,005,000

DEPARTMENTAL SERVICES

STUDENT FEES
GOVERNMENTAL SUPPORT
SALES & SERVICES

TOTAL DEPARTMENTAL SERVICES

53,953

70,000

SPONSORED OPERATIONS

GRANTS & CONTRACTS - GOVERNMENTAL

FEDERAL

STATE S LOCAL
GRANTS & CONTRACTS - NON-GOVERNMENTAL

TOTAL SPONSORED OPERATIONS

173,890
40,411

214,301

169,000
181,850

350,850

168,400
119,575

287,975

TOTAL INTERNAL REVENUE
STATE APPROPRIATION

TOTAL REVENUE

2,295,885
2,811,740

5,107,625

$ 2,731,850
3,021,200

$ 5,753,050

2,362,975
3,663,200

6,026,175

EXPENDITURES

COLUMBUS COLLEGE

BUDGET SUMMARY

FISCAL YEAR 1978

GENERAL
OPERATIONS

DEPARTMENTAL
SERVICES

SPONSORED
OPERATIONS

TOTAL
BUDGET

PERSONAL SERVICES
OPERATING EXPENSES

TOTAL EXPENDITURES

6,491,400

122,888

246,645

6,860,933

1,579,700

60,012

196,693

1,836,405

8,071,100

182,900

443,330

U,f.')7, 33H

REVENUE

INTERNAL REVENUE
STATE APPROPRIATION

2,729,000
5,342,100

8,071,100

182,900

443,338

5
$

3,355,238
5,342,100

TOTAL REVENUE

182,900

443,338

8,697,338

COLUMBUS COLLEGE
SCHEDULE OF PERSONAL SERVICES
FISCAL YEAR 1978

E.F.T. POSITIONS

AMOUNT

ACTUAL

!975-76

248.03

,39
,67

76.60

BUDGETED
1976-77

BUDGETED
1977-78

ACTUAL

POSITION TITLE

1975-76

BUDGETED
1976-77

BUDGETED
1977-78

3.76

5.50

6.00

.46

182.07

194.71

194.56

10.82

8.79

8.62

.40

.50

42.38

45.91

45.55

8.14

6.59

262.00

.41
1.24

.60

87.54

261.82

.43
1.30

.64

INSTR., RSCH. & RELATED
ACTIVITIES

ACAD. ADM. OFFICERS
ADMINISTRATIVE ASSISTANTS
REGULAR FACULTY
PART-TIME FACULTY
GRADUATE ASSISTANTS
CLERICAL & TECH- REGULAR
CLERICAL & TECH-STUDENTS
SUB- TOTAL

EXTENSION & PUBLIC SERVICE

ACAD. ADM. OFFICERS
ADMINISTRATIVE ASSISTANTS
REGULAR FACULTY
PART-TIME FACULTY
GRADUATE ASSISTANTS

83,304

116,545

$ 136,800

7,171

3,313,346

3,620,456

3,918,782

99,169

72,275

69,270

3,800

3,900

245,888

270,638

303,450

37,492

34,462

35,140

$ 3,790,170 $ 4,118,276 $ 4,467,342

8,133

8,536

9,777

0,458

19,673

22,608

8,536

11,902

3.47

4.63

4.08

CLERICAL & TECH- REGULAR

29,608

37,739

35,686

.68

.63 '

.85

CLERICAL & TECH- STUDENTS
SUB- TOTAL

LIBRARY

3,122

3,171

4,619

5.21

7.51

7.30

51.321

77,655

84.592

6.67

7.00

LIBRARIANS

89,523

92,960

92,880

1.00

ADMINISTRATIVE ASSISTANTS

15,749

15,875

15,000

14.80

17.00

CLERICAL & TECH-REGULAR

94,420

106,450

127,500

3.52

3.50

3.80

CLERICAL & TECH-STUDENTS
SUB- TOTAL

16,182
215,874

17,000

19,000

25.99

28.50

28.80

232,285

254, J80

89.08

".64
2.14
4.94
47.''"
1.87

7.50
2.00
7.00
52.46
3.44

7.00
2.23
7.00
52.90
2.88

64 . 34

72.40

72.01

420.17

457.95

459.01

420.17

457.95

459.01

9.03

12.32

11.00

31.34

33.94

19.38

460.54

504.21

489.39

OPER. & MAINT. OF PHYSICAL
PLANT

LABOR AND OTHER

STUDENT SERV., GENERAL

ADMIN. & GENERAL INSTITUTIONAL

GEN. ADM. OFFICERS
STUDENT PERSONNEL OFFICERS
ADMINISTRATIVE ASSISTANTS
CLERICAL & TECH-REGULAR
CLERICAL & TECH-STUDENTS
F.I.C.A., GR. INS. & RETIREMENT
SUB-TOTAL

GENERAL OPERATIONS

FUNCTION TOTALS
UNASSIGNED BALANCE
PERSONAL SERV. LAPSE EST.
TOTAL GENERAL OPERATIONS

DEPARTMENTAL SERVICES
SPONSORED OPERATIONS
TOTALS

425,780

489,406

549,522

161,331

164,520

165,100

28,296

27,900

34,142

70,565

98,384

110,385

319,444

347,151

389,041

8,629

16,624

14,341

379,500

470,000

497,555

967,765

1,124,579

1,210,564

$ 5,450,910 $ 6,042,201 $ 6,566,400
3,729

- (75,000) (75,000)

$ 5,454,639 $ 5,967,201 $ 6,491,400

$ 84,698 $ 121,252 $

122,888

370,918

441,334

246,645

$ 5,910,255 $ 6,530,287 $ 6,860,933

COLUMBUS COLLEGE

SCHEDULE OF OPERATING EXPENSES

FISCAL YEAR 1978

GENERAL OPERATIONS
TRAVEL

611 TRAVEL

"Actual

FY 1976

38.330

BUDGETED
FY 1977

54,595

BUDGETED
FY 1978

51.876

OPERATING SUPPLIES AND EXPENSES

612 MOTOR VEHICLE

614 SUPPLIES & MATERIALS

615 REPAIRS & MAINTENANCE

616 COMMUNICATION

617 POWER, WATER, AND NATURAL GAS

618 PUBLICATIONS, PUBLICITY, & PRINTING

619 RENTALS

620 INSURANCE & BONDING
623 TUITION & SCHOLARSHIPS
627 OTHER OPERATING EXPENSES
630 PER DIEM AND FEES

TOTAL OPERATING SUPPLIES AND EXPENSES

6,513

259,258

77,535

86,284

371,783

14,662

66,465

8,624

23,514

69,299

36,060

$ 1.019.997

$ 9,500

5 9,500

282,005

285,573

71,721

75,410

110,394

123,664

436,600

485,600

22,452

28,141

122,052

113,556

16,000

17,000

12,000

12,255

63,303

64,311

33,942

33.905

$ 1,179,969

5 1. 248.915

EQUIPMENT

613 MOTOR VEHICLE EQUIPMENT
626 EQUIPMENT
626 BOOKS

TOTAL EQUIPMENT

11,681
113,304
170.433

295,418

6,800

50,670

152,865

210,335

6,800

58,289

138,820

203, 9Q9

OTHER

000 UNASSIGNED BALANCE

000 PERSONAL SERVICES LAPSE ESTIMATE

TOTAL OTHER

TOTAL GENERAL OPERATIONS

DEPARTMENTAL OPERATING EXPENSES
SPONSORED OPERATING EXPENSES

TOTAL OPERATING EXPENSES

1,353,745

69,310

254,557

1,677,612

75,000

1,519,899

57,048

258,579

1,835,526

75.000

1.579.700

60,012

196.693

1.836,405

COLUMBUS COLLEGE
SCHEDULE OF REVENUE
FISCAL YEA* 1978

ACTUAL
REVENUE
1975 - 76

BUDGETED
REVENUE
1976 - 77

BUDGETED
REVENUE
1977 - 78

INTERNAL REVENUE
GENERAL OPERATIONS

STUDENT FEES
MATRICULATION
NON-RESIDENT TUITION
OTHER

TOTAL STUDENT FEES

2,243,041

316,815

74,228

2,634,084

2,518,056

357,194

68,000

2,943,250

2,447,250

167,000

66,500

2,680,750

GOVERNMENTAL APPROPRIATIONS

ENDOWMENTS

GIFTS & GRANTS

INDIRECT COST RECOVERIES

SALES 5, SERVICES OF EDUCATIONAL DEPTS .

OTHER SOURCES

TOTAL GENERAL OPERATIONS

DEPARTMENTAL SERVICES

STUDENT FEES
GOVERNMENTAL SUPPORT
SALES & SERVICES

TOTAL DEPARTMENTAL SERVICES

1,063

250

18,895

15,000

23,377

13,500

17,000

12,855

3,000

16,000

2,690,274

2,975,000

2,729,000

139,786

165,000

14,222

13,300

17,900

154,008

178,300

182,900

SPONSORED OPERATIONS

GRANTS & CONTRACTS

FEDERAL

STATE h. LOCAL
GRANTS £. CONTRACTS

GOVERNMENTAL

NON-GOVERNMENTAL

TOTAL SPONSORED OPERATIONS

TOTAL INTERNAL REVENUE
STATE APPROPRIATION

TOTAL REVENUE

524,364

6,258

94,853

$
$
$

3
4

561,163

3,081

136,169

700,413

,853,713
,512,100

,365,813

371,912

3,459
67,967

625,475

3,469,757
4,118,110

$
$

3
5

443,338

,355,238
,342,100

7,587,867

697,338

EXPENDITURES

FORT VALLEY STATE COLLEGE

BUDGET SUMMARY

FISCAL YEAR 1978

GENERAL
OPERATIONS

DEPARTMENTAL
SERVICES

SPONSORED
OPERATIONS

TOTAL
BUDGET

PERSONAL SERVICES
OPERATING EXPENSES

S
$

4,436,730
1,062,670

5,499,400

19,480
10,779

984,553
1,015,447

5,440,763
2,088,896

TOTAL EXPENDITURES

30,259

2,000,000

7,529,659

REVENUE

INTERNAL REVENUE
STATE APPROPRIATION

TOTAL REVENUE

1,124,000
4,375,400

5,499,400

30,259

2,000,000

3,154,259
4,375,400

7,529,659

FORT VALLEY STATE COLLEGE
SCHEDULE OF PERSONAL SERVICES
FISCAL YEAR 1978

E.F.T. POSITIONS

ACTUAL

1975-76

66.75

304.72

1.89

76.85

383.46

BUDGETED
1976-77

73.40

306.22

2.53

48.12

356.87

BUDGETED
1977-78

3.75

4.75

6.00

7.00

108.38

109.38

111.16

.33

.79

1.09

6.43

6.47

7.08

20.26

21.16

29.21

11.56

7.58

8.81

156.71

156.13

169.10

.53

.31

.26

.01

.54

.31

.26

5.83

1.00

12.45

6.00

1.00

10.00

2.24

2.45

21.52

19.24

19.45

77.32

13.19

12.50

12.00

1.00

2.00

6.00

7.00

32.21

31.09

6.80

6.55

6.47

59.20

57.14

58.56

324.69

324.

73.

,00

400.

POSITION TITLE

INSTR., RSCH. & RELATED
ACTIVITIES

ACAD. ADM. OFFICERS
ADMINISTRATIVE ASSISTANTS
REGULAR FACULTY
PART-TIME FACULTY
GRADUATE ASSISTANTS
CLERICAL & TECH-REGULAR
CLERICAL & TECH-STUDENTS
SUB- TOTAL

EXTENSION & PUBLIC SERVICE

ACAD. ADM. OFFICERS
ADMINISTRATIVE ASSISTANTS
REGULAR FACULTY
PART-TIME FACULTY
GRADUATE ASSISTANTS
CLERICAL & TECH- REGULAR
CLERICAL & TECH- STUDENTS
SUB- TOTAL

LIBRARY

LIBRARIANS

ADMINISTRATIVE ASSISTANTS
CLERICAL & TECH- REGULAR
CLERICAL & TECH-STUDENTS
SUB- TOTAL

OPER. & MAINT. OF PHYSICAL
PLANT

LABOR AND OTHER

STUDENT SERV., GENERAL

ADMIN. & GENERAL INSTITUTIONAL

GEN. ADM. OFFICERS
STUDENT PERSONNEL OFFICERS
ADMINISTRATIVE ASSISTANTS
CLERICAL & TECH- REGULAR
CLERICAL & TECH-STUDENTS
F.I.C.A., GR. INS. & RETIREMENT
SUB- TOTAL

GENERAL OPERATIONS

FUNCTION TOTALS
UNASSIGNED BALANCE
PERSONAL SERV. LAPSE EST.
TOTAL GENERAL OPERATIONS

DEPARTMENTAL SERVICES
SPONSORED OPERATIONS
TOTALS

ACTUAL

AMOUNT

1975-76

BUDGETED
1976-77

BUDGETED
1977-78

$ 87,429

113,126

128,835

58,631

59,161

77,058

1,999,956

,062,879

,258,157

4,892

12,974

28,146

34,771

36,247

39,690

141,314

150,367

209,217

32,044

22.867

25,012

$ 2,359,037

,46?,62.J

,766,115

2,388

1,368

1,424

31
2,419

1.368

1,424

76,957

19,911

22,000

97,169

69,832

80,230

5,403

73,626

78,068

5,600

6,132

185,129

168,969

186,430

$ 387,940 $ 448,850 $ 510,947

246,196
10,417
74,393

244,519
17,002

325,928

$ 918,455

$ 3,852,980
60,861

236,393
10,500
73,284

234,787

16,435

J12^2JJ

257,382
20,374
91,541

253,084
16,220

333,213

883,612

971,814

$ 3,965,420 $ 4,436,730

3,913,841

12,905

946,578

4,873,324

$ 3.965.420 $ 4,436,730

$ 14.733 $ 19,480

$ 581,330 $ 984,553

$ 4,561,483 $ 5,440,763

FORT VALLEY STATE COLLEGE
SCHEDULE OF PERSONAL SERVICES
FISCAL YEAR 1978

E.F.T. POSITIONS

ACTUAL

1975-76

66.75

BUDGETED
1976-77

BUDGETED
1977-78

ACTUAL

AMOUNT

POSITION TITLE

1975-76

BUDGETED
1976-77

BUDGETED
1977-78

3.75

4.75

6.00

7.00

108.38

109.38

111.16

.33

.79

1.09

6.43

6.47

7.08

20.26

21.16

29.21

11.56

7.58

8.81

156.71

156.13

169.10

73.40

INSTR., RSCH. & RELATED
ACTIVITIES

ACAD. ADM. OFFICERS
ADMINISTRATIVE ASSISTANTS
REGULAR FACULTY
PART-TIME FACULTY
GRADUATE ASSISTANTS
CLERICAL & TECH- REGULAR
CLERICAL & TECH-STUDENTS
SUB- TOTAL

EXTENSION & PUBLIC SERVICE

ACAD. ADM. OFFICERS
ADMINISTRATIVE ASSISTANTS
REGULAR FACULTY
PART-TIME FACULTY
GRADUATE ASSISTANTS

$ 87,429

113,126

128,835

58,631

59,161

77,058

1,999,956

,062,879

258,157

4,892

12,974

28,146

34,771

36,247

39,690

141,314

150,367

209,217

32,044

22.867

25,012

$ 2,359,037

•462.621

,766,115

.53

.31

.26

CLERICAL & TECH-REGULAR

2,388

1,368

1,424

.01

CLERICAL & TECH-STUDENTS
SUB- TOTAL

LIBRARY

31
2,419

.54

.31

.26

1.368

1,424

5.83

1.00

LIBRARIANS

76,957

19,911

22,000

12.45

6.00

ADMINISTRATIVE ASSISTANTS

97,169

69,832

80,230

1.00

10.00

CLERICAL & TECH- REGULAR

5,403

73,626

78,068

2.24

2.45

CLERICAL & TECH-STUDENTS
SUB- TOTAL

5,600

6,132

21.52

19.24

19.45

185,129

168,969

186,430

77.32

13.

31.

59.

304

306.

324.

304.

306.

324.

76.

48.

73.

383.

356.

400,

OPER. & MAINT. OF PHYSICAL
PLANT

LABOR AND OTHER $

387,940 $ 448,850 $ 510,947

STUDENT SERV., GENERAL

ADMIN. & GENERAL INSTITUTIONAL

GEN. ADM. OFFICERS $ 246,196

STUDENT PERSONNEL OFFICERS 10,417

ADMINISTRATIVE ASSISTANTS 74,393

CLERICAL & TECH-REGULAR 244,519

CLERICAL & TECH- STUDENTS 17,002

F.I.C.A., GR. INS. & RETIREMENT 325,928

SUB-TOTAL $ 918,455

GENERAL OPERATIONS

FUNCTION TOTALS
UNASSIGNED BALANCE
PERSONAL SERV. LAPSE EST.
TOTAL GENERAL OPERATIONS

DEPARTMENTAL SERVICES
SPONSORED OPERATIONS
TOTALS

$ 3,852,980
60,861

3,913,841

12,905

946,578

4,873,324

236,393
10,500
73,284

234,787

16,435

_3J^2JJ

257,382
20,374
91,541

253,084
16,220

333,213

883,612

971,814

$ 3,965,420 5 4,436,730

$ 3.965.420 $ 4,436,730

$ 14.733 $ 19,480

$ 581,330 $ 984,553

$ 4,561,483 $ 5,440,763

FORT VALLEY STATE COLLEGE

SCHEDULE OF OPERATING EXPENSES

FISCAL YEAR 1978

GENERAL OPERATIONS
TRAVEL

611 TRAVEL

ACTUAL
FY 1976

41,208

BUDGETED
FY 1977

47,762

BUDGETED
FY 1978

51,549

OPERATING SUPPLIES AND EXPENSES

612 MOTOR VEHICLE

614 SUPPLIES S MATERIALS

615 REPAIRS & MAINTENANCE

616 COMMUNICATION

617 POWER, WATER, AND NATURAL GAS

Gift PUBLICATIONS, PUBLICITY, & PRINTING

<>1<) RENTALS

620 INSURANCE & BONDING

623 TUITION & SCHOLARSHIPS

627 OTHER OPERATING EXPENSES

630 PER DIEM AND FEES

TOTAL OPERATING SUPPLIES AND EXPENSES

3,769

42,578

24,832

65,483

317,417

1,158
45,489

8,943
42,552
29,878
14,864

596,963

4,020

4,284

132,103

147,020

28,306

27,20-.

66,406

70,035

294,400

309,120

15,720

13,335

50,421

46,427

6,030

6,426

55,400

51,819

11,500

10,550

664,306

686,220

EQUIPMENT

613 MOTOR VEHICLE EQUIPMENT
626 EQUIPMENT
626 BOOKS

TOTAL EQUIPMENT

83,465
51,763

135,228

162,455
145,457

307,912

153,261
171,640

324,901

OTHER

000 UNASSIGNED BALANCE

000 PERSONAL SERVICES LAPSE ESTIMATE

TOTAL OTHFR

TOTAL GENERAL OPERATIONS

DEPARTMENTAL OPERATING EXPENSES
SPONSORED OPERATING EXPENSES

TOTAL OPERATING EXPENSES

773,399

11,163

1,061,363

1,845,925

1,019,980

8,276

313,566

1,341,822

**•

1,062,670

10,779

1,015,447

2,088,896

FORT VALLEY STATE COLLEGE
SCHEDULE OF REVENUE
FISCAL YEAR 1978

ACTUAL
REVENUE
1975 - 76

BUDGETED
REVENUE
1976 - 77

BUDGETED
REVENUE
1977 - 78

INTERNAL REVENUE
GENERAL OPERATIONS

STUDENT FEES
MATRICULATION
NON-RESIDENT TUITION
OTHER

TOTAL STUDENT FEES

GOVERNMENTAL APPROPRIATIONS

ENDOWMENTS

GIFTS & GRANTS

INDIRECT COST RECOVERIES

SALES & SERVICES OF EDUCATIONAL DEPTS .

OTHER SOURCES

789,204

57,425

8,025

854,654

60,547

103,529

4,010

2.410

906,371

52,836

8,500

967,707

60,527

1,766
5,000

TOTAL GENERAL OPERATIONS

1.P31.150

1,035,000

800,976

56,500

8,500

865,976

60,527

192,497
5,000

1.124. OOP

DEPARTMENTAL SERVICES

STUDENT FEES
GOVERNMENTAL SUPPORT
SALES & SERVICES

TOTAL DEPARTMENTAL SERVICES

5,295
18,773

24,068

5,064
17,945

23,009

6,650

5,064

18,545

30,259

SPONSORED OPERATIONS

GRANTS & CONTRACTS - GOVERNMENTAL

FEDERAL

STATE & LOCAL
GRANTS & CONTRACTS - NON-GOVERNMENTAL

TOTAL SPONSORED OPERATIONS

2,007,941

894,896

$ 2,000,000

TOTAL INTERNAL REVENUE
STATE APPROPRIATION

TOTAL REVENUE

$ 3,063,159
3,656,090

$ 6,719,249

$ 1,952,905
3,950,400

$ 5,903,305

$ 3,154,259

4,375,400

$ 7,529,659

EXPENDITURES

REVENUE

}

GEORGIA COLLEGE
BUDGET SUMMARY

FISCAL YEAR 1978

GENERAL —
OPERATIONS

DEPARTMENTAL
SERVICES

SPONSORED
OPERATIONS

TOTAL
BUDGET

PERSONAL SERVICES

613,

,473

16,

,054

92,

,723

,722,

,250

OPERATING EXPENSES

.090,

,427

25,

,846

152,

,268

268,

541

TOTAL EXPENDITURES

703,

?9P

41,

,900

244,

991

990,

791

INTERNAL REVENUE
STATE APPROPRIATION

$
$

1,940,000
3,763,900

5,703,900

41,900

244,991

$
$

2,226,891

3,763,900

TOTAL REVENUE

41,900

244,991

5,990,791

GEORGIA COLLEGE
SCHEDULE OF PERSONAL SERVICES
FISCAL YEAR 1978

E.F.T. POSITIONS

AMOUNT

ACTUAL

1975-76

57.36

287.32

287. 32

2.04

11.93

301.29

BUDGETED
1976-77

BUDGETED
1977-78

ACTUAL

POSITION TITLE

2.55

2.50

3.50

1.00

1.40

122.19

132.42

133.37

9.51

7.75

7.15

2.27

2.75

2.50

20.52

21.02

21.53

2.46

3.53

3.39

160.50

170.97

172.84

62.33

303.50

303.

,50

312.

INSTR., RSCH. & RELATED
ACTIVITIES

ACAD. ADM. OFFICERS
ADMINISTRATIVE ASSISTANTS
REGULAR FACULTY
PART-TIME FACULTY
GRADUATE ASSISTANTS
CLERICAL & TECH-REGULAR
CLERICAL S. TECH-STUDENTS
SUB- TOTAL

EXTENSION & PUBLIC SERVICE

ACAD. ADM. OFFICERS
ADMINISTRATIVE ASSISTANTS
REGULAR FACULTY
PART-TIME FACULTY
GRADUATE ASSISTANTS

1975-76

60,459

10,730

2,211,158

77,407

20,045

151,635

9,169

BUDGETED
1976-77

59,453
10,815
2,450,687
78,800
24,200
156,637
13,170

BUDGETED
1977-78

94,910
17,270
2,682,758
52,017
24,000
169,553
13,189

$ 2,540,603 $ 2.793.762 $ 3,053,697

.73

.76

.37

CLERICAL & TECH-REGULAR

8,538

8,915

4,503

.08

.06

CLERICAL & TECH-STUDENTS
SUB- TOTAL

LIBRARY

269

232

.73

.84 .

.43

8,538

9.184

4,735

6.24

6.50

6.49

LIBRARIANS

84,418

87,834

95,831

4.08

4.00

5.00

ADMINISTRATIVE ASSISTANTS

31,247

31,073

40,218

3.70

4.00

3.00

CLERICAL & TECH-REGULAR

20,784

22,470

18,843

1.11

1.64
16.14

1.71
16.20

CLERICAL & TECH- STUDENTS
SUB- TOTAL

4,101

6,125

6,684

15.13

140,550

147,502

i^1 -576"

64.16

4.00

5.95

6.15

7.84

7.60

6.60

31.75

33.48

33.93

4.06

1.99

1.75

53.60

53.22

52.43

306.06

306.

.06

.74

.44

314.

,24

OPER. & MAINT. OF PHYSICAL
PLANT

LABOR AND OTHER

STUDENT SERV., GENERAL

ADMIN. & GENERAL INSTITUTIONAL

GEN. ADM. OFFICERS
STUDENT PERSONNEL OFFICERS
ADMINISTRATIVE ASSISTANTS
CLERICAL & TECH- REGULAR
CLERICAL & TECH- STUDENTS
F.I.C.A., GR. INS. & RETIREMENT
SUB- TOTAL

GENERAL OPERATIONS

FUNCTION TOTALS
UNASSIGNED BALANCE
PERSONAL SERV. LAPSE EST.
TOTAL GENERAL OPERATIONS

DEPARTMENTAL SERVICES
SPONSORED OPERATIONS
TOTALS

352,223

386,701

452,798

102,729
78,897
97,265

205,184
15,149

294,032

103,620
81,455
97,075

219,336
7,440

339,000

110,630
92,414
97,794

244,390
6,902

367,000

793,256

847,926 $ 919,130

$ 3,835,170 $ 4,185,075 $ 4,591,936

93,776

21,537

$ 3,928,946
$ 17,833

147,273

$ 4,094,052

4,185,075

13,519

106,398

4, 304,992

S 4,613,473
$ 16,054

92,723

$ 4,722,250

GEORGIA COLLEGE

SCHEDULE OF OPERATING EXPENSES

FISCAL YEAR 1978

GENERAL OPERATIONS
TRAVEL

611 TRAVEL

OPERATING SUPPLIES AND EXPENSES

612 MOTOR VEHICLE

614 SUPPLIES & MATERIALS

615 REPAIRS & MAINTENANCE

616 COMMUNICATION

617 POWER, WATER, AND NATURAL GAS

618 PUBLICATIONS, PUBLICITY, & PRINTING

619 RENTALS

620 INSURANCE & BONDING
623 TUITION & SCHOLARSHIPS
627 OTHER OPERATING EXPENSES
630 PER DIEM AND FEES

TOTAL OPERATING SUPPLIES AND EXPENSES

ACTUAL
FY 1976

41,414

7,104

186,051

99,956

48,212

255,625

19,569

44,612

8,677

19,655

138,849

12,182

840,492

BUDGETED
FY 1977

52.238

BUDGETED
FY 1978

$ 58,32 7

4,747

4,884

181,109

186,995

67,090

67,118

62,574

73,850

307,496

366,402

29,600

28,100

54,670

47,939

13,425

13,225

20,929

20,569

45,814

42,561

8.781

4,828

796.235

856,471

EQUIPMENT

613 MOTOR VEHICLE EQUIPMENT
626 EQUIPMENT
626 BOOKS

TOTAL EQUIPMENT

3,761

92,825

110,621

207,207

2,641

56,532

103.13?

162.305

52,982
110,047

$ 163,029

OTHER

000 UNASSIGNED BALANCE

000 PERSONAL SERVICES LAPSE ESTIMATE

TOTAL OTHER

TOTAL GENERAL OPERATIONS

DEPARTMENTAL OPERATING EXPENSES
SPONSORED OPERATING EXPENSES

TOTAL OPERATING EXPENSES

$ 28,047

$ 12,600

1,089,113

33,243

178,806

1,301,162

28,047

1,038,825

19,481

136,370

1.194.676

12,600

1,090,427

25,846

152,268

1,268,541

GEORGIA COLLEGE
SCHEDULE OF REVENUE
FISCAL YEAR 1978

ACTUAL
REVENUE
1975 - 76

BUDGETED
REVENUE
1976 - 77

BUDGETED
REVENUE
1977 - 78

INTERNAL REVENUE
GENERAL OPERATIONS

STUDENT FEES
MATRICULATION
NON-RESIDENT TUITION
OTHER

TOTAL STUDENT FEES

1,552,333

133,928

34,793

1,721,054

1,816,950

120,000

30,550

1,967,500

1,753,800

120,000

33,700

1,907,500

GOVERNMENTAL APPROPRIATIONS

ENDOWMENTS

GIFTS & GRANTS

INDIRECT COST RECOVERIES

SALES & SERVICES OF EDUCATIONAL DEPTS .

OTHER SOURCES

TOTAL GENERAL OPERATIONS

17,180
19,631
13,594

1.771,459

6,000

12,600

2,900

1,989,000

7,50C
16,500

8,500

1,940,000

DEPARTMENTAL SERVICES

STUDENT FEES
GOVERNMENTAL SUPPORT
SALES & SERVICES

TOTAL DEPARTMENTAL SERVICES

17,623
33.453

13,600
19,400

13,100
28.800

51,076

33,000

41,900

SPONSORED OPERATIONS

GRANTS & CONTRACTS - GOVERNMENTAL

FEDERAL

STATE & LOCAL
GRANTS & CONTRACTS - NON-GOVERNMENTAL

TOTAL SPONSORED OPERATIONS

TOTAL INTERNAL REVENUE
STATE APPROPRIATION

TOTAL REVENUE

250,218
26,709
49,152

$
$

223,686

2,900

16,182

242,768

2,264,768
3,234,900

5,499,668

205,678
17,601
21,712

326,079

2,148,614
3,246,600

$
$

244,991

2,226,891

3,763,900

5,395,214

5,990,791

EXPENDITURES

GEORGIA SOUTHERN COLLEGE

BUDGET SUMMARY

FISCAL YEAR 1978

GENERAL
OPERATIONS

DEPARTMENTAL
SERVICES

SPONSORED
OPERATIONS

TOTAL
BUDGET

PERSONAL SERVICES
OPERATING EXPENSES

TOTAL EXPENDITURES

9,383,740
1,937,960

11,321,700

$ 338,570
70,118

c 408,688

586,284
682,000

1,268,284

$ 10,308,594
2,690,078

$ 12,998,672

REVENUE

INTERNAL REVENUE
STATE APPROPRIATION

TOTAL REVENUE

3,010,000
8,311,700

11,321,700

$ 408,688

$ 1,268,284

4,686,972
8,311,700

12,998,672

;

GEORGIA SOUTHERN COLLEGE

SCHEDULE OF PERSONAL SERVICES

FISCAL YEAR 1978

E.F.T. POSITIONS

ACTUAL

1Q75-76

14.16

16.23
6.41

36.80

120.76

111.52

608.39

608.

, 39

24.

,94

28.

.60

661.

,93

BUDGETED
1976-77

BUDGETED
1977-78

6.00

3.35

3.34

259.74

264.34

263.08

.76

.70

15.60

15.76

17.18

36.45

40.67

40.79

8.12

12.28

10.70

330.02

343.09

341.79

.58

.61

.57

2.59

2.45

2.35

.99

.81

.96

.09

.05

4.01

5.36

4.37

1.03

.80

.45

9.29

10.10

8.75

15.00

20.09
8.33

43.42

133.90

125.51

656.02

656.

26.

37.

720.

15.00

20.00

8.44

43.44

131.22

5.00

6.00

4.00

5.00

36.72

39.65

39.32

58.88

67.37

67.59

6.92

7.49

6.89

124.80

650.00

650.

,00

26.

40.

717.

POSITION TITLE

INSTR., RSCH. & RELATED
ACTIVITIES

ACAD. ADM. OFFICERS
ADMINISTRATIVE ASSISTANTS
REGULAR FACULTY
PART-TIME FACULTY
GRADUATE ASSISTANTS
CLERICAL & TECH-REGULAR
CLERICAL & TECH-STUDENTS
SUB- TOTAL

EXTENSION & PUBLIC SERVICE

ACAD. ADM. OFFICERS
ADMINISTRATIVE ASSISTANTS
REGULAR FACULTY
PART-TIME FACULTY
GRADUATE ASSISTANTS
CLERICAL & TECH- REGULAR
CLERICAL & TECH- STUDENTS
SUB- TOTAL

LIBRARY

LIBRARIANS

ADMINISTRATIVE ASSISTANTS
CLERICAL & TECH-REGULAR
CLERICAL & TECH-STUDENTS
SUB- TOTAL

OPER. & MAINT. OF PHYSICAL
PLANT

LABOR AND OTHER

STUDENT SERV., GENERAL

ADMIN. & GENERAL INSTITUTIONAL

GEN. ADM. OFFICERS
STUDENT PERSONNEL OFFICERS
ADMINISTRATIVE ASSISTANTS
CLERICAL & TECH-REGULAR
CLERICAL & TECH-STUDENTS
F.I.C.A., GR. INS. & RETIREMENT
SUB- TOTAL

GENERAL OPERATIONS

FUNCTION TOTALS
UNAS SIGN ED BALANCE
PERSONAL SERV. LAPSE EST.
TOTAL GENERAL OPERATIONS

DEPARTMENTAL SERVICES
SPONSORED OPERATIONS
TOTALS

ACTUAL

AMOUNT

1975-76

BUDGETED
1976-77

BUDGETED
1977-78

168,336

169,800

187,700

76,660

77,633

84,820

4,754,132

4,918,540

5,355,923

9,165

10,000

141,812

145,027

158,057

207,342

232,943

265,157

30,152

49,057

43,843

5.387.599

5,603,000

6.105.500

12,777

13,541

13,622

30,775

26,449

35,294

16,493

15,294

19,949

873

459

427

23,191

31,830

28,194

3.831
87,940

3.197

1,859

90.770

99,345

175,260

185,170

204,353

89,427

108,830

119,234

23,809

33,100

34,588

288,496

327,100

3SC. *75

753,981

820,141

899,141

138,883
58,795

448,484

346,636
25,670

624,140

163,350
72,605

471,490

406,723
29,911

707,000

178,400
79,500

521,725

448,523
28,431

750,000

$ 1.642,608 $ 1,851,079 $ 2,006,579

$ 8,160,624
' 29,768

$ 8,692,090 $ 9,468,740

8,190,392

292,996

400,622

8,884,010

(85,000)

$ 8,607,090 $ 9,383,740

$ 305,026 $ 338,570

$ 544,454 $ 586,284

$ 9,456,570 $ 10,308,594

GEORGIA SOUTHERN COLLEGE
SCHEDULE OF OPERATING EXPENSES
FISCAL YEAR 1978

GENERAL OPERATIONS
TRAVEL

611 TRAVEL

ACTUAL
FY 1976

78,685

BUDGETED
FY 1977

105,348

BUDGETED
FY 1978

$ 105,476

OPERATING SUPPLIES AND EXPENSES

612 MOTOR VEHICLE

614 SUPPLIES & MATERIALS

615 REPAIRS & MAINTENANCE

616 COMMUNICATION

617 POWER, WATER, AND NATURAL GAS

618 PUBLICATIONS, PUBLICITY, & PRINTING

619 RENTALS

620 INSURANCE & BONDING
623 TUITION & SCHOLARSHIPS
627 OTHER OPERATING EXPENSES
630 PER DIEM AND FEES

TOTAL OPERATING SUPPLIES AND EXPENSES

20,928
316,465

37,037
117,376
356,550

65,095
141,464

15,062

28,544
159,351

32,266

$ 1.290.138

16,933

12,650

456,376

260,198

29,947

134 075

86,319

107,500

362,501

351,650

51,559

65,775

97,709

125,225

29,636

13,900

34,066

34,000

25,875

140,495

28,080

33,500

1,219,001

1.278,968

EQUIPMENT

613 MOTOR VEHICLE EQUIPMENT
626 EQUIPMENT
626 BOOKS

TOTAL EQUIPMENT

128,497
248,819

377,316

$ 12,500
209,600
269,161

$ 491,261

$ 8,50^
175,931
284,085

$ 468,516

OTHER

000 UNASSIGNED BALANCE

000 PERSONAL SERVICES LAPSE ESTIMATE

TOTAL OTHER

TOTAL GENERAL OPERATIONS

DEPARTMENTAL OPERATING EXPENSES
SPONSORED OPERATING EXPENSES

TOTAL OPERATING EXPENSES

1.746,139

63,568

415,617

2.225.324

85,000

1,900,610

65,200

624,026

2,589,836

85,000

1,937,960

70,118

682, COO

2,690,078

GEORGIA SOUTHERN COLLEGE
SCHEOULE OF REVENUE
FISCAL YEAR 1978

ACTUAL
REVENUE
1975 - 76

BUDGETED
REVENUE
1976 - 77

BUDGETED
REVENUE
1977 - 78

INTERNAL REVENUE
GENERAL OPERATIONS

STUDENT FEES
MATRICULATION
NON-RESIDENT TUITION
OTHER

TOTAL STUDENT FEES

2,335,595

381,261

6,989

2,723,845

2,605,500

400,000

6,500

3,012,000

2,545,000

390,000

6,500

2,941,500

GOVERNMENTAL APPROPRIATIONS

ENDOWMENTS

GIFTS & GRANTS

INDIRECT COST RECOVERIES

SALES & SERVICES OF EDUCATIONAL DEPTS .

OTHER SOURCES

TOTAL GENERAL OPERATIONS

31,219

27,412
37,660

2,820,136

30,000
13,750
33,250

3,089,000

30,000

6,600

31,900

3,010,000

DEPARTMENTAL SERVICES

STUDENT FEES
GOVERNMENTAL SUPPORT
SALES & SERVICES

TOTAL DEPARTMENTAL SERVICES

102,213

222,990

31,361

356,564

101,366

237,935

30,925

370,226

120,350

253,663

34,675

408,688

SPONSORED OPERATIONS

GRANTS & CONTRACTS - GOVERNMENTAL

FEDERAL

STATE & LOCAL
GRANTS & CONTRACTS - NON-GOVERNMENTAL

TOTAL SPONSORED OPERATIONS

290,824
243,428
281,987

816,239

$ 1,168,480

S 1,168,480

451,887
378,242
438,155

1,268,284

TOTAL INTERNAL REVENUE
STATE APPROPRIATION

TOTAL REVENUE

$ 3,992,939
7,116,395

$ 11,109,334

$ 4,627,706
7,418,700

$ 12,046,406

4,686,972
8,311,700

12,998,672

GEORGIA SOUTHERN COLLEGE
SCHEDULE OF REVENUE
FISCAL YEAR 1978

ACTUAL
REVENUE
1975 - 76

BUDGETED
REVENUE
1976 - 77

BUDGETED
REVENUE
1977 - 78

INTERNAL REVENUE
GENERAL OPERATIONS

STUDENT FEES
MATRICULATION
NON-RESIDENT TUITION
OTHER

TOTAL STUDENT FEES

2,335,595

381,261

6,989

2,723,845

2,605,500

400,000

6,500

3,012,000

2,545,000

390,000

6,500

2,941,500

GOVERNMENTAL APPROPRIATIONS

ENDOWMENTS

GIFTS & GRANTS

INDIRECT COST RECOVERIES

SALES & SERVICES OF EDUCATIONAL DEPTS .

OTHER SOURCES

TOTAL GENERAL OPERATIONS

DEPARTMENTAL SERVICES

STUDENT FEES
GOVERNMENTAL SUPPORT
SALES & SERVICES

TOTAL DEPARTMENTAL SERVICES

31,219

30,000

27,412

13,750

6,600

37,660

33,250

31,900

2,820,136

3,089,000

3,010,000

102,213

101,366

120,350

222,990

237,935

253,663

31,361

30,925

34,675

356,564

370,226

408,688

SPONSORED OPERATIONS

GRANTS & CONTRACTS

FEDERAL

STATE & LOCAL
GRANTS & CONTRACTS

GOVERNMENTAL

NON-GOVERNMENTAL

TOTAL SPONSORED OPERATIONS

290,824
243,428
281,987

816,239

$ 1,168,480

451,887
378,242
438,155

1,268,284

TOTAL INTERNAL REVENUE
STATE APPROPRIATION

TOTAL REVENUE

3,992,939
7,116,395

$ 11,109,334

$ 4,627,706
7,418,700

$ 12,046,406

4,686,972
8,311,700

12,998,672

EXPENDITURES

REVENUE

GEORGIA SOUTHWESTERN COLLEGEi.

BUDGET SUMMARY
FISCAL YEAR 1978

GENERAL
OPERATIONS

DEPARTMENTAL
SERVICES

SPONSORED
OPERATIONS

TOTAL
BUDGET

PERSONAL SERVICES

3,823,654

11,893

152,291

3,987,838

OPERATING EXPENSES

929,146

18,306

239,560

1,187,012

TOTAL EXPENDITURES

4,752,800

30.199

391,851

5,174,850

INTERNAL REVENUE
STATE APPROPRIATION

TOTAL REVENUE

1,060,000
3,692,800

4,752,800

30,199

391,851

1,482,050
3,692,800

5,174,850

GEORGIA SOUTHWESTERN COLLEGE

SCHEDULE OF PERSONAL SERVICES

FISCAL YEAR 1978

E.F.T. POSITIONS

AMOUNT

ACTUAL

.^75-76

133.02

58.44

4.00
8.91
3.65
26.91
1.29

44.76

253.98

1.64

11.2Q

266.82

BUDGETED
1976-77

BUDGETED
1977-78

2.00

1.75

1.66

1.41

104.02

114.76

110.19

4.81

2.00

2.79

.99

2.75

2.50

17.04

17.44

16.67

2.50

1.84

2.02

142.45

,86

63.62

4.00
9.19
3.65
27.50
1.20

45.54

270.88

270.

,88

,58

11.

,19

283.

137.33

,85

,21

.72

.86

.85

.08

.11 .

.06

1.73

2.05

1.97

6.96

8.00

7.00

.50

6.98

7.00

1.5Q

1.72

1.68

16.03

17.22

16.18

60.94

4.00
9.20
4.64
27.50
1.79

47.13

263.55

263.

10.

275.

,75

ACTUAL

POSITION TITLE

INSTR., RSCH. & RELATED
ACTIVITIES

ACAD. ADM. OFFICERS
ADMINISTRATIVE ASSISTANTS
REGULAR FACULTY
PART-TIME FACULTY
GRADUATE ASSISTANTS
CLERICAL & TECH-REGULAR
CLERICAL & TECH-STUDENTS
SUB- TOTAL

EXTENSION & PUBLIC SERVICE

ACAD. ADM. OFFICERS
ADMINISTRATIVE ASSISTANTS
REGULAR FACULTY
PART-TIME FACULTY
GRADUATE ASSISTANTS
CLERICAL & TECH- REGULAR
CLERICAL & TECH- STUDENTS
SUB- TOTAL

LIBRARY

LIBRARIANS

ADMINISTRATIVE ASSISTANTS
CLERICAL & TECH-REGULAR
CLERICAL & TECH-STUDENTS
SUB- TOTAL

OPER. & MAINT. OF PHYSICAL
PLANT

LABOR AND OTHER

1975-76

43,475

21,614

1,915,396

38,100

6,396

112,462

10,756

BUDGETED
1976-77

43,891

21,819

2,106,090

16,600

17,600

115,726

8,274

BUDGETED
1977-78

52,250

20,082

2,235,018

24,650

16,000

118,679

9,321

$ 2.148.199 $ 2,330,000 $ 2. 476.000

12,872

1,465

4,123
385

18,845

136,155

329,832

STUDENT SERV., GENERAL

ADMIN. & GENERAL INSTITUTIONAL

GEN. ADM. OFFICERS $ 82,890

STUDENT PERSONNEL OFFICERS 130,870

ADMINISTRATIVE ASSISTANTS 52,829

CLERICAL & TECH-REGULAR 180,935

CLERICAL & TECH-STUDENTS 5,563

F.I.C.A., GR. INS. & RETIREMENT 244,414

SUB-TOTAL $ 697,501

GENERAL OPERATIONS

FUNCTION TOTALS
UNASSIGNED BALANCE
PERSONAL SERV. LAPSE EST.
TOTAL GENERAL OPERATIONS

DEPARTMENTAL SERVICES
SPONSORED OPERATIONS
TOTALS

$ 3,330,532

817

3,331,349

12,216

145,726

3,489,291

15,079

1,720

4,995

5J^

16,320

1,700

5,404
327

21±21&

71,7^1

79,249

88,688

87>297

9,434

9,510

10,460

40,648

41,295

45,964

6,824

7,720

7.720

147,213

151,441

370,258

407,258

84,894
139,824

54,733

183,568

5,413

287,000

90,500
151,115

70,351

203,988

8,250

301,000

755,432

825,204

$ 3,625,213 $ 3,883,654

(80.000)

(60,000)

$ 3.545.213 ? 3,823,654
$ 10.584 $ 11,893

148,375

152,291

$ 3,704,172 $ 3,987,838

GEORGIA SOUTHWESTERN COLLEGE
SCHEDULE OF OPERATING EXPENSES
FISCAL YEAR 1978

GENERAL OPERATIONS
TRAVEL

611 TRAVEL

"Actual

FY 1976

27,914

BUDGETED
FY 1977

43,242

BUDGETED
FY 1978

45,110

OPERATING SUPPLIES AND EXPENSES

612 MOTOR VEHICLE

614 SUPPLIES & MATERIALS

fl5 REPAIRS & MAINTENANCE

616 COMMUNICATION

617 POWER, WATER, AND NATURAL GAS

618 PUBLICATIONS, PUBLICITY, & PRINTING

619 RENTALS

620 INSURANCE & BONDING
623 TUITION & SCHOLARSHIPS
627 OTHER OPERATING EXPENSES
630 PER DIEM AND FEES

TOTAL OPERATING SUPPLIES AND EXPENSES

7,291

153,992

40,447

36,814

175,777

17,318

50,783

5,132

28,137

32,907

17,489

566,087

7,804

7,984

171,657

170,662

36,847

37,513

38,110

40,147

196,180

220,570

21,542

54,381

54,516

7,289

7,469

30,200

18,732

19,607

8,748

8,455

591,490

618,665

EQUIPMENT

613 MOTOR VEHICLE EQUIPMENT
626 EQUIPMENT
626 BOOKS

TOTAL EQUIPMENT

16,437
126,695
112,248

255,380

$ 10,000

81,927

115,928

$ 207,855

10,000

74,439

120,932

205,371

OTHER

000 UNASSIGNED BALANCE

000 PERSONAL SERVICES LAPSE ESTIMATE

TOTAL OTHER

TOTAL GENERAL OPERATIONS

DEPARTMENTAL OPERATING EXPENSES
SPONSORED OPERATING EXPENSES

TOTAL OPERATING EXPENSES

849,381

19,448

159,177

1,028,006

80,
80,

,000
,000

60,

, OOU

,000

922,

,587

929,

,146

18,

865

18,

306

498,

227

239,

,560

1,439,

679

1,187,

012

GEORGIA SOUTHWESTERN COLLEGE
SCHEDULE OF REVENUE
FISCAL YEAR 1978

ACTUAL
REVENUE
1975 - 76

BUDGETED
REVENUE
1976 - 77

BUDGETED
REVENUE
1977 - 78

INTERNAL REVENUE
GENERAL OPERATIONS

STUDENT FEES
MATRICULATION
NON-RESIDENT TUITION
OTHER

TOTAL STUDENT FEES

GOVERNMENTAL APPROPRIATIONS

ENDOWMENTS

GIFTS & GRANTS

INDIRECT COST RECOVERIES

SALES & SERVICES OF EDUCATIONAL DEPTS .

OTHER SOURCES

TOTAL GENERAL OPERATIONS

1,038,313

30,469

3,709

1,072,491

20,186

9,858

880

1,103,415

1,104,500

25,000

3,000

1,132,560

5,000

7,900

600

1,146,000

1,016,400

27,000

3.000

1,046,400

5,000

8,100

500

1.060.000

DEPARTMENTAL SERVICES

STUDENT FEES
GOVERNMENTAL SUPPORT
SALES & SERVICES

TOTAL DEPARTMENTAL SERVICES

11,783
19,881

31,664

8,318
21,131

29,449

8,318
21.881

30,199

SPONSORED OPERATIONS

GRANTS & CONTRACTS - GOVERNMENTAL
FEDERAL
STATE & LOCAL
GRANTS & CONTRACTS - NON -GOVERNMENTAL

TOTAL SPONSORED OPERATIONS

TOTAL INTERNAL REVENUE
STATE APPROPRIATION

TOTAL REVENUE

255,878
49,025

606,201
40,401

340,064
51,787

304,903

646,602

391.851

1,439,982
3,077,315

1,822,051
3,321,800

1
3

,482,050
692.800

4^517^297

5,143,851'

174,850

GEORGIA SOUTHWESTERN COLLEGE
SCHEDULE OF REVENUE
FISCAL YEAR 1978

ACTUAL
REVENUE
1975 - 76

BUDGETED
REVENUE
1976 - 77

BUDGETED
REVENUE
1977 - 78

INTERNAL REVENUE
GENERAL OPERATIONS

STUDENT FEES
MATRICULATION
NON-RESIDENT TUITION
OTHER

TOTAL STUDENT FEES

GOVERNMENTAL APPROPRIATIONS

ENDOWMENTS

GIFTS & GRANTS

INDIRECT COST RECOVERIES

SALES & SERVICES OF EDUCATIONAL DEPTS .

OTHER SOURCES

TOTAL GENERAL OPERATIONS

1,038,313

30,469

3,709

1,072,491

20,186

9,858

88 0

1,103,415

1,104,500

25,000

3,000

1,132,500

5,000

7,900

600

1 , 146,000

1,016,400
27,000

3.000

1,046,400

5,000

8,100

500

J.,Q6Q,QQQ

DEPARTMENTAL SERVICES

STUDENT FEES
GOVERNMENTAL SUPPORT
SALES & SERVICES

TOTAL DEPARTMENTAL SERVICES

11,783
19,881
31,664

$
$

8,318
21,131
29,449

8,318
21.881

30,199

SPONSORED OPERATIONS

GRANTS & CONTRACTS - GOVERNMENTAL

FEDERAL

STATE & LOCAL
GRANTS & CONTRACTS - NON-GOVERNMENTAL

TOTAL SPONSORED OPERATIONS

255,878
49,025

304,903

606,201
40,401

646,602

340,064
51.787

391.851

TOTAL INTERNAL REVENUE
STATE APPROPRIATION

TOTAL REVENUE

1,439,982
3,077,315

4,517,297

$ 1,822,051
3,321,800

$ 5,143,851

1,482,050
3.692.800

5.174.850

EXPENDITURES

REVENUE

NORTH GEORGIA COLLEGE

BUDGET SUMMARY

FISCAL YEAR 1978

GENERAL
OPERATIONS

DEPARTMENTAL
SERVICES

SPONSORED
OPERATIONS

TOTAL
BUDGET

PERSONAL SERVICES

,750,

067

14,

480

119,

,841

,884,

388

OPERATING EXPENSES

684,

533

500

254,

900

949,

933

TOTAL EXPENDITURES

,434,

600

23,

980

374,

741

,83?,

32;

INTERNAL REVENUE
STATE APPROPRIATION

TOTAL REVENUE

815,000
2,619,600

3,434,600

23,980

$ 23,980

374,741

1,213,721
2,619,600

3,833,321

)

NORTH GEORGIA COLLEGE
SCHEDULE OF PERSONAL SERVICES
FISCAL YEAR 1978

E.F.T.

POSITIONS

ACTUAL

BUDGETED

"975-76

1976-77

1977-78

.92

1.00

63.92

67.58

68.33

4.00

3.00

1.00

2.25

2.35

11.01

12.14

13.14

2.79

4.86

79.64

92.75

93.60

1.00

.50

AMOUNT

1.00

42.64

POSITION TITLE

1.00

44.16

1.00

INSTR., RSCH. & RELATED
ACTIVITIES

ACAD. ADM. OFFICERS
ADMINISTRATIVE ASSISTANTS
REGULAR FACULTY
PART-TIME FACULTY
GRADUATE ASSISTANTS
CLERICAL & TECH-REGULAR
CLERICAL & TECH-STUDENTS
SUB- TOTAL

EXTENSION & PUBLIC SERVICE

ACAD. ADM. OFFICERS
ADMINISTRATIVE ASSISTANTS
REGULAR FACULTY
PART-TIME FACULTY
GRADUATE ASSISTANTS
CLERICAL & TECH- REGULAR
CLERICAL & TECH- STUDENTS

ACTUAL

BUDGETED

1975-76

1976-77

1977-78

24,820

25,939

28,520

9,000

10,000

1,190,151

1,276,335

1,406,203

33,600

27,468

8,550

15,675

16,726

67,813

75,124

88,743

10,218

15,927

17,440

1,301,552

1.451 .600

1,535,100

25,666

26,000

29,000

6,890

6,946

7,606

5,522

5,600

6,132

2.50

SUB- TOTAL

LIBRARY

38,078

.. . ,3a, S46

42,738

4.25

5.00

LIBRARIANS

52,486

62,795

68,600

ADMINISTRATIVE ASSISTANTS

4.00

CLERICAL S TECH-REGULAR

28,956

30,611

33,515

3.83

CLERICAL & TECH-STUDENTS
SUB- TOTAL

12,720

12,720
106,126

13,819

12.08

12.83

94,162

115,934

44.16

OPER. & MAINT. OF PHYSICAL
PLANT

LABOR AND OTHER

283,871

295,720 $ 323,720

.67

,00

24.

,07

21.

,92

22.

,63

,44

,15

41.

.18

41.

,74

42.

,95

178.

,04

193.

,98

196.

,04

178.

,04

193.

12.

207,

,98

196.

,04

,68

,33

17,

.80

,10

,05

196,

.52

.41

206.

,42

STUDENT SERV., GENERAL

ADMIN. & GENERAL INSTITUTIONAL

GEN. ADM. OFFICERS $

STUDENT PERSONNEL OFFICERS
ADMINISTRATIVE ASSISTANTS
CLERICAL & TECH-REGULAR
CLERICAL & TECH-STUDENTS
F.I.C.A., GR. INS. & RETIREMENT

SUB-TOTAL $ 571,130

114,709
67,597
35,353

159,093
13,779

180,599

118,000
68,251
76,285

138,787
10,252

216,000

140,677
75,759
83,295

156,627
10,217

231,000

627,575

697,575

GENERAL OPERATIONS

FUNCTION TOTALS
UNASSIGNED BALANCE
PERSONAL SERV. LAPSE EST.
TOTAL GENERAL OPERATIONS

DEPARTMENTAL SERVICES
SPONSORED OPERATIONS
TOTALS

$ 2,288,793 $ 2,519,567 $ 2,775,067
(1,139)

- (25,000) (25,000)

$ 2,287,654 $ 2,494,567 $ 2,750,067

$ 11,095 $ 17,000 $ 14,480

$ 196,452 $ 167,304 $ 119,841

$ 2,495,201 $ 2,678,871 $ 2,884,388

NORTH GEORGIA COLLEGE

SCHEDULE OF OPERATING EXPENSES

FISCAL YEAR 1978

GENERAL OPERATIONS
TRAVEL

611 TRAVEL

ACTUAL
FY 1976

27.292

BUDGETED
FY 1977

44,287

BUDGETED
FY 1978

44,537

OPERATING SUPPLIES AND EXPENSES

612 MOTOR VEHICLE

614 SUPPLIES & MATERIALS

615 REPAIRS & MAINTENANCE

616 COMMUNICATION

617 POWER, WATER, AND NATURAL GAS

618 PUBLICATIONS, PUBLICITY, & PRINTING

619 RENTALS

620 INSURANCE & BONDING
623 TUITION & SCHOLARSHIPS
627 OTHER OPERATING EXPENSES
630 PER DIEM AND FEES

TOTAL OPERATING SUPPLIES AND EXPENSES

10,950

159,245

28,070

25,383

152,163

46,651

12,579

6,577

20,261

29,049

15,977

5Q6.8Q5

9,939

8,939

175,000

167,330

34,112

41,062

25,200

35,127

146,102

165,102

23,532

22,182

44,005

50,637

6,515

22,000

23,000

35,623

33,504

7.736

9,236

529,764

562,634

EQUIPMENT

613 MOTOR VEHICLE EQUIPMENT
626 EQUIPMENT
61:6 BOOKS

TOTAL EQUIPMENT

77,311
43.095

12Q.4Q6

3,482
45,000

48,482

3,562

48.800

52,36?

OTHER

000 UNASSIGNED BALANCE

000 PERSONAL SERVICES LAPSE ESTIMATE

TOTAL OTHER

TOTAL GENERAL OPERATIONS

DEPARTMENTAL OPERATING EXPENSES
SPONSORED OPERATING EXPENSES

TOTAL OPERATING EXPENSES

654,503

8,647

195,903

859,053

25.000

647.533

9,500

229,900

886,933

25,000

684,533

9,500

254,900

948,933

NORTH GEORGIA COLLEGE
SCHEDULE OF REVENUE
FISCAL YEAR 1978

ACTUAL
REVENUE
1975 - 76

BUDGETED
REVENUE
1976 - 77

BUDGETED
REVENUE
1977 - 78

INTERNAL REVENUE
GENERAL OPERATIONS

STUDENT FEES
MATRICULATION
NON-RESIDENT TUITION
OTHER

TOTAL STUDENT FEES

680,549
40,404
14,477

735,430

742,600
40,000
10,000

792,600

750,600
42,000
10,000

802,600

GOVERNMENTAL APPROPRIATIONS

ENDOWMENTS

GIFTS & GRANTS

INDIRECT COST RECOVERIES

SALES & SERVICES OF EDUCATIONAL DEPTS .

OTHER SOURCES

TOTAL GENERAL OPERATIONS

2,128

34,024
2,134
3,501

777,217

10,000
2,400

805,000

10,000
2,400

815,000

DEPARTMENTAL SERVICES

STUDENT FEES
GOVERNMENTAL SUPPORT
SALES & SERVICES

TOTAL DEPARTMENTAL SERVICES

12,357
7.385

13,500
13,000

16,500
7,480

19.742

26,500

23,980

SPONSORED OPERATIONS

GRANTS & CONTRACTS

FEDERAL

STATE & LOCAL
GRANTS & CONTRACTS

GOVERNMENTAL

NON-GOVERNMENTAL

TOTAL SPONSORED OPERATIONS

353,016
39,339

392,355

358,934
38,270

397,204

343,000
31,741

374,741

TOTAL INTERNAL REVENUE
STATE APPROPRIATION

TOTAL REVENUE

1,189,314
2,164,940

3,354,254

$ 1,228,704
2,337,100

$ 3,565,804

1,213,721
2,619,600

3,833,321

EXPENDITURES

REVENUE

SAVANNAH STATE COLLEGE

BUDGET SUMMARY

FISCAL YEAR 1978

GENERAL
OPERATIONS

DEPARTMENTAL
SERVICES

SPONSORED
OPERATIONS

TOTAL
BUDGET

PERSONAL SERVICES

4,329,118

778,952

5,108,070

OPERATING EXPENSES

1,034,282

15,000

770,780

1,820,062

TOTAL EXPENDITURES

5,363,400

15,000

1,549,732

6,928,132

INTERNAL REVENUE
STATE APPROPRIATION

TOTAL REVENUE

1,400,000
3,963,400

5,363,400

$ 15,000 $ 1,549,732

2,964,732

3,963,400

6,928,132

SAVANNAH STATE COLLEGE

SCHEDULE OF PCRSONAL SERVICES

FISCAL YEAR 1978

E.F.T. POSITIONS

ACTUAL

1975-76

3.00

2.75

99.24

4.09

18708
127.16

4.72
8.67

13.39

72.94

BUDGETED
1976-77

3.00
3.50

111.01

1.43

19.50

138.44

1.00

.08
2.00

3.08

6.00
9.00

15.00

81.97

BUDGETED
1977-78

3.00

3.29

112.75

20?42
139.46

1.00

.08
2.15

3.23

6.00

9.00

15.00

81.98

ACTUAL

AMOUNT

POSITION TITLE

INSTR., RSCH. & RELATED
ACTIVITIES

ACAD. ADM. OFFICERS
ADMINISTRATIVE ASSISTANTS
REGULAR FACULTY
PART-TIME FACULTY
GRADUATE ASSISTANTS
CLERICAL & TECH-REGULAR
CLERICAL & TECH-STUDENTS
SUB- TOTAL

EXTENSION & PUBLIC SERVICE

ACAD. ADM. OFFICERS
ADMINISTRATIVE ASSISTANTS
REGULAR FACULTY
PART-TIME FACULTY
GRADUATE ASSISTANTS
CLERICAL & TECH- REGULAR
CLERICAL & TECH- STUDENTS
SUB- TOTAL

LIBRARY

LIBRARIANS

ADMINISTRATIVE ASSISTANTS
CLERICAL & TECH- REGULAR
CLERICAL & TECH- STUDENTS
SUB- TOTAL

OPER. & MAINT. OF PHYSICAL
PLANT

LABOR AND OTHER

1975-76

73,119

30,820

1,924,824

35,866

108,577

BUDGETED
1976-77

BUDGETED
1977-78

5 77,200 5 88,366

39,520 44,662

2,081,733 2,273,524
14,762

120,718

140,061

$ 2,173,206 $ 2,333,933 $ 2,546,613

21,iOO $

15,500

500
11,700

500
16,200

— = —

33.300

32,200

61,609

76,301

84,256

51,402

53,569

58,982

113,011

129.870

143, /38

478,269

S4Sf4fifi

597,466

.05

.00

.70

,00

.28

.78

,67

45.

,16

.40

49.

,50

,22

62.

64.

,15

65.

,17

275.

302.

304.

275.

,83

302.
19.
41.

304.

27.

,28

61.

.£1

60.

364.

362.

365.

STUDENT SERV., GENERAL

ADMIN. & GENERAL INSTITUTIONAL

GEN. ADM. OFFICERS $ 114,440

STUDENT PERSONNEL OFFICERS 23,482

ADMINISTRATIVE ASSISTANTS 106,458

CLERICAL & TECH-REGULAR 344,923

CLERICAL & TECH-STUDENTS 9,241

F.I.C.A., GR. INS. & RETIREMENT 305,751

SUB-TOTAL $ 904,295

126,300
34,070
126,222
329,854
1,000
.343,000

99,500

30,441

137,163

422,497

365,000

GENERAL OPERATIONS

FUNCTION TOTALS
UNASSIGNED BALANCE
PERSONAL SERV. LAPSE EST.
TOTAL GENERAL OPERATIONS

DEPARTMENTAL SERVICES
SPONSORED OPERATIONS
TOTALS

$ 3,668,781
949

960,446

$ 1,054,601

$ 4,003,015 $ 4,374,118

3,669,730

246,119

680,264

4,596,113

(45,000)

$ 3.958.01S $ 4,329,118

I 195,826 $ I

$ 451,382 $ 778,952

$ 4,605,223 $ 5,108,070

SAVANNAH STATE COLLEGE
SCHEDULE OF OPERATING EXPENSES
FISCAL YEAR 1978

ACTUAL
FY 1976

GENERAL OPERATIONS
TRAVEL

611 TRAVEL

OPERATING SUPPLIES AND EXPENSES

612 MOTOR VEHICLE

614 SUPPLIES £ MATERIALS

615 REPAIRS & MAINTENANCE

616 COMMUNICATION

617 POWER, WATER, AND NATURAL GAS

618 PUBLICATIONS, PUBLICITY, & PRINTING

619 RENTALS

620 INSURANCE & BONDING
623 TUITION & SCHOLARSHIPS
627 OTHER OPERATING EXPENSES
630 PER DIEM AND FEES

TOTAL OPERATING SUPPLIES AND EXPENSES

EQUIPMENT

613 MOTOR VEHICLE EQUIPMENT
626 EQUIPMENT
626 BOOKS

TOTAL EQUIPMENT

26,492

BUDGETED
FY 1977

38,287

BUDGETED
FY 1978

43,990

21,073

10,748

14,000

263,867

182,983

205,978

23,844

30,089

35,045

51,059

48,324

53,960

169,044

197,671

283,751

12,917

15,000

42,393

30,406

31,000

5,780

7,200

7,300

59,791

65,970

76,958

104,809

25,900

19,600

18,768

5.400

7,000

773,345

619.691

749,592

11,188

69,979

22,815

30,700

108,166

94.092
116,907

115,000

189,333

145,700

OTHER

000 UNASSIGNED BALANCE

000 PERSONAL SERVICES LAPSE ESTIMATE

TOTAL OTHER

TOTAL GENERAL OPERATIONS

DEPARTMENTAL OPERATING EXPENSES
SPONSORED OPERATING EXPENSES

TOTAL OPERATING EXPENSES

50,000

45,000
95,000

45,000

95,000

989,170

869,885

1,034,282

32,300

14,874

15,000

596,299

509,618

770,780

1,617,769

1.394.377

1,820,062

EXPENDITURES

REVENUE

VALDOSTA STATE COLLEGE
BUDGET SUMMARY
FISCAL YEAR 1978

GENERAL
OPERATIONS

DEPARTMENTAL
SERVICES

SPONSORED
OPERATIONS

TOTAL
BUDGET

PERSONAL SERVICES

6,539,763

5,780

246,900

6,792,443

OPERATING EXPENSES

1,471,237

37,220

313,100

1,821,557

TOTAL EXPENDITURES

8,011,000

4 3,000

560,000

8,614,000

INTERNAL REVENUE
STATE APPROPRIATION

TOTAL REVENUE

2,670,000
5,341,000

8,011,000

43,000

560,000

3,273,000
5,341,000

8,614,000

)

VALDOSTA STATE COLLEGE

SCHEDULE OF PERSONAL SERVICES

FISCAL YEAR 1978

ACTUAL

E.F.T. POSITIONS

1975-76

BUDGETED
1976-77

BUDGETED
1977-78

POSITION TITLE

ACTUAL

1975-76

AMOUNT

BUDGETED
1976-77

BUDGETED
1977-78

6.34

1.00

178.01

188.62

189.10

5.04

4.92

5.67

3.66

4.67

33.54

33.50

8.37

9.98

9.70

235.96

249.03

249.98

1.00

2.00

3.00

10.77
21.98

33.42

82.72

1.00

3.00
.25

4.25

10.75

20.50
3.17

34.42

90.74

1.00

3.00

.25

4.25

10.75

21.57
1.35

33.67

92.14

5.20

2.98

2.57

52.40

11.44

5.00
3.00
3.00
56.84
8.73

6.00
3.00
2.00
57.00
7.30

74.59

76.57

75.30

429.69

455.01

455.34

429.69

455.01

455.34

2.06

1.16

1.12

21.30

26.02

23.96

453.05

482.19

480.42

INSTR., RSCH. & RELATED
ACTIVITIES

ACAD. ADM. OFFICERS
ADMINISTRATIVE ASSISTANTS
REGULAR FACULTY
PART-TIME FACULTY
GRADUATE ASSISTANTS
CLERICAL & TECH-REGULAR
CLERICAL & TECH-STUDENTS
SUB- TOTAL

EXTENSION & PUBLIC SERVICE

ACAD. ADM. OFFICERS
ADMINISTRATIVE ASSISTANTS
REGUIAR FACULTY
PART-TIME FACULTY
GRADUATE ASSISTANTS
CLERICAL & TECH- REGULAR
CLERICAL & TECH- STUDENTS
SUB- TOTAL

LIBRARY

LIBRARIANS

ADMINISTRATIVE ASSISTANTS
CLERICAL & TECH-REGULAR
CLERICAL & TECH- STUDENTS
SUB- TOTAL

OPER. & MAINT. OF PHYSICAL
PLANT

LABOR AND OTHER

STUDENT SERV., GENERAL
ADMIN. & GENERAL INSTITUTIONAL
GEN. ADM. OFFICERS
STUDENT PERSONNEL OFFICERS
ADMINISTRATIVE ASSISTANTS
CLERICAL & TECH- REGULAR
CLERICAL & TECH-STUDENTS
F.I.C.A., GR. INS. & RETIREMENT
SUB-TOTAL

GENERAL OPERATIONS

FUNCTION TOTALS
UNASSIGNED BALANCE
PERSONAL SERV. LAPSE EST.
TOTAL GENERAL OPERATIONS

DEPARTMENTAL SERVICES
SPONSORED OPERATIONS
TOTALS

161,522

13,610

3,258,700

62,535

26,300

184,825
?srnfi7

160,569

13,740

3,526,717

41,350

33,600

181,512

180,198
15,420
3,842,765
48,133
36,960
201,036
29,050

$ 3,732,579 $ 3.987.540 $ 4.353.562

23,858

19,759

24,000

2b, 440

33,000
750

35,256
750

43,617 $_

57.750

61,446

154,535 $ 155,764 $

137,789
1,995

129,028
12,300

172,116

149,928
4,050

294,319

297,092 $_

, 0^4

506,213 $ 559,956 $ 623,544

$ 128,137
49,659
33,887

377,080
34,304

430,997

$ 1,054,064

126,228
50,172
39,180

417,276
26,190

494,000

$ 1,153,046

$ 151,462

54,720

26,472

466,563

21,900

524,000

$ 1,245,117

$ 5,630,792 $ 6,055,384 $ 6,609,763
(3,846)

- (45,000) no, OOP)

$ 5,626,946 $ 6,010,384 $ 6,539,763

17,214

5,280

5,780

$ 245,915 $ 263,781 $ 246,900
$ 5,890,075 $ 6,2/9,445 $ 6,792,443

VALDOSTA STATE COLLEGE
SCHEDULE OF OPERATING EXPENSES
FISCAL YEAR 1978

ACTUAL
FY 1976

BUDGETED
FY 1977

BUDGETED
FY 1978

GENERAL OPERATIONS
TRAVEL

611 TRAVEL

OPERATING SUPPLIES AND EXPENSES

612 MOTOR VEHICLE

614 SUPPLIES S, MATERIALS

615 REPAIRS & MAINTENANCE

616 COMMUNICATION

617 POWER, WATER, AND NATURAL GAS

618 PUBLICATIONS, PUBLICITY, & PRINTING

619 RENTALS

620 INSURANCE & BONDING
623 TUITION & SCHOLARSHIPS
627 OTHER OPERATING EXPENSES
630 PER DIEM AND PEES

TOTAL OPERATING SUPPLIES AND EXPENSES

EQUIPMENT

613 MOTOR VEHICLE EQUIPMENT
626 EQUIPMENT
626 BOOKS

TOTAL EQUIPMENT

76,655

9,774

283,580

59,198

76,054

261,978

23,787

39,936

7,980

43,751

153,830

60,671

$ 1,020,539

117,946
176,538

$ 294,484

1Q7.6H8

108,287

37,000

11,934

267,805

294,299

62,464

74,255

88,425

90,964

324,137

338,147

19,624

18,500

30,215

40,546

13,000

11,909

37,500

41,000

8,480

16,130

62,170

46,160

950,820

983,844

18,500

15,400

54,050

54,400

222,058

239,306

294,608

309,106

OTHER

000 UNASSIGNED BALANCE

000 PERSONAL SERVICES LAPSE ESTIMATE

TOTAL OTHER

TOTAL GENERAL OPERATIONS

DEPARTMENTAL OPERATING EXPENSES
SPONSORED OPERATING EXPENSES

TOTAL OPERATING EXPENSES

1,391,678

62,017

315,387

1,769,082

45,000

1,398,116

37,220

296,219

1,731,555

70,000

1,471,237

37,220

313,100

1,821,557

VALDOSTA STATE COLLEGE
SCHEDULE OF REVENUE
FISCAL YEAR 1978

ACTUAL
REVENUE
1975 - 76

BUDGETED
REVENUE
1976 - 77

BUDGETED
REVENUE
1977 - 78

INTERNAL REVENUE
GENERAL OPERATIONS

STUDENT FEES
MATRICULATION
NON-RESIDENT TUITION
OTHER

TOTAL STUDENT FEES

2,075,055

339,278

50,918

2,465,251

2,297,200

345,000

49,000

2,691,200

2,233,000

350,000

48.000

2,631,000

GOVERNMENTAL APPROPRIATIONS

ENDOWMENTS

GIFTS S. GRANTS

INDIRECT COST RECOVERIES

SALES & SERVICES OF EDUCATIONAL DEPTS .

OTHER SOURCES

TOTAL GENERAL OPERATIONS

23,830
15,766
28,346
19.956

2.553.149

10,000

12,300

12,000

6,500

2,732,000

3,900
13,500
14,000

7,600

2,670,000

DEPARTMENTAL SERVICES

STUDENT FEES
GOVERNMENTAL SUPPORT
SALES & SERVICES

TOTAL DEPARTMENTAL SERVICES

31,576
47,655

79,231

25,000
17,500

42,500

25,000
18,000

4 3,000

SPONSORED OPERATIONS

GRANTS & CONTRACTS

FEDERAL

STATE & LOCAL
GRANTS & CONTRACTS

GOVERNMENTAL

NON-GOVERNMENTAL

TOTAL SPONSORED OPERATIONS

415,098

121,093

25,111

561,302

560,000

396,600

141,131

22,269

560,000

TOTAL INTERNAL REVENUE
STATE APPROPRIATION

$ 3,193,682
4,465,475

$ 3,334,500
4,676,500

$ 3,273,000
5,341,000

TOTAL REVENUE

7,659,157

8,011,000

8,614,000

EXPENDITURES

WEST GEORGIA COLLEGE

BUDGET SUMMARY

FISCAL YEAR 1978

GENERAL
OPERATIONS

DEPARTMENTAL
SERVICES

SPONSORED
OPERATIONS

TOTAL
BUDGET

PERSONAL SERVICES
OPERATING EXPENSES

TOTAL EXPENDITURES

8,457,677
1.860.723

1Q.J18.4QQ

374,350
4R5.flSn

860.200

8,832,027
2«J34Bu-SX3

n.i7R.finn

REVENUE

INTERNAL REVENUE
STATE APPROPRIATION

TOTAL REVENUE

2,540,000
7,778,400

10,318,400

860,200

3,400,200
7,778,400

11,178,600

WEST GEORGIA COLLEGE

SCHEDULE OF PERSONAL SERVICES

FISCAL YEAR 1978

E.F.T. POSITIONS

AMOUNT

ACTUAL
1975-76

300.50

2.27

113.34

6.00

5.00

20.06

45.16

.54

76.76

531.63

531.

.63

—

27,

.93

559.

BUDGETED
1976-77

BUDGETED
1977-78

ACTUAL

POSITION TITLE

1975-76

BUDGETED
1976-77

BUDGETED
1977-78

7.17

9.00

7.17

7.64

5.25

4.25

227.60

234.02

233.74

1.90

5.25

2.36

6.16

4.00

8.00

42.49

48.83

49.75

7.54

8.65

7.75

315.00

1.65

117.08

7.00

5.00

22.63

47.80

2.85

85.28

558.82

558.

25.

584.

313.02

1.00

2.50

.50

.25

1.65

INSTR., RSCH. & RELATED
ACTIVITIES

ACAD. ADM. OFFICERS
ADMINISTRATIVE ASSISTANTS
REGULAR FACULTY
PART-TIME FACULTY
GRADUATE ASSISTANTS
CLERICAL & TECH-REGULAR
CLERICAL & TECH-STUDENTS
SUB- TOTAL

EXTENSION & PUBLIC SERVICE

ACAD. ADM. OFFICERS
ADMINISTRATIVE ASSISTANTS
REGULAR FACULTY
PART-TIME FACULTY
GRADUATE ASSISTANTS
CLERICAL & TECH-REGULAR
CLERICAL & TECH-STUDENTS

192,770

228,427

210,994

124,930

84,540

77,195

4,273,037

4,436,932

4,801,985

28,436

52,033

48,026

51,771

33,600

67,200

268,232

331,492

374,627

31,395

36,011

34,877

4,970,571

5,203.035

5,614,904

21,625

21,798

23,869

46,483

45,960

49,742

9,201

4,500

14,359

11,156

12,800

6.27

5.15

5.40

SUB- TOTAL

LIBRARY

91,668

78.914

90,911

13.00

11.00

LIBRARIANS

167,705

140,057

152,000

4.00

7.00

3.00

ADMINISTRATIVE ASSISTANTS

29,710

65,436

41,560

12.37

12.00

16.93

CLERICAL & TECH-REGULAR

80,312

82,866

125,450

5.39

6.31

5.47

CLERICAL & TECH- STUDENTS
SUB-TOTAL

22,434
300,161

26,500

Ii,*17

34.76

36.31

36.40

314,859

343,627

115.94

8.00

4.00

22.95

51.69

2.33

88.97

559.73

559.

,73

25.

.00

584.

,73

OPER. & MAINT. OF PHYSICAL
PLANT

LABOR AND OTHER

STUDENT SERV., GENERAL

ADMIN. & GENERAL INSTITUTIONAL

GEN. ADM. OFFICERS
STUDENT PERSONNEL OFFICERS
ADMINISTRATIVE ASSISTANTS
CLERICAL & TECH- REGULAR
CLERICAL & TECH-STUDENTS
F.I.C.A., GR. INS. & RETIREMENT
SUB- TOTAL

GENERAL OPERATIONS

FUNCTION TOTALS
UNASSIGNED BALANCE
PERSONAL SERV. LAPSE EST.
TOTAL GENERAL OPERATIONS

DEPARTMENTAL SERVICES
SPONSORED OPERATIONS
TOTALS

752,298

763,077 $ 838,621

164,714
75,688
276,796
284,595
2,257
521,573

170,610
76,838

309,364

302,434
11,946

592,000

210,499
68,996

344,725

363,219
10,477

629,000

$ 1,325,623 $ 1,463,192 $ 1,626,916

$ 7,440,321
14,298

$ 7,823,077 5 8,514,979

7,454,619

385,955

7,840,574

(60,000)

(57,302?

$ 7,763,077 $ 8,457,677

$ $

$ 361,284 $ 374,350

$ 8,124,361 $ 8,832,027

WEST GEORGIA COLLEGE
SCHEDULE OF OPERATING EXPENSES
FISCAL YEAR 1978

ACTUAL
FY 1976

GENERAL OPERATIONS
TRAVEL

611 TRAVEL

OPERATING SUPPLIES AND EXPENSES

612 MOTOR VEHICLE

614 SUPPLIES & MATERIALS

615 REPAIRS & MAINTENANCE

616 COMMUNICATION

617 POWER, WATER, AND NATURAL GAS

618 PUBLICATIONS, PUBLICITY, & PRINTING

619 RENTALS

620 INSURANCE & BONDING
623 TUITION & SCHOLARSHIPS
627 OTHER OPERATING EXPENSES
630 PER DIEM AND FEES

TOTAL OPERATING SUPPLIES AND EXPENSES

EQUIPMENT

613 MOTOR VEHICLE EQUIPMENT
626 EQUIPMENT
626 BOOKS

47,132

25,292

301,933

88,275

92,913

428,187

28,262

131,122

16,986

38,290

51,513

44,971

TOTAL EQUIPMENT

1,247,744

33,766

59,137

150,014

242,917

BUDGETED

1977

1978

83,259

95,040

24,600
349,637

74,667
104,722
414,387

33,380
148,002

18,640

28,775
360.127

90,405
116.056
442,750

38,640
134,693

20,608

42,673
28,570
19,473

47,850

56,850

4,250

$ 1

.258,751

,341,004

4,500
130,413
239,800

4,600
139,042
223,735

374,713

367,377

OTHER

000 UNASSIGNED BALANCE

000 PERSONAL SERVICES LAPSE ESTIMATE

TOTAL OTHER

TOTAL GENERAL OPERATIONS

DEPARTMENTAL OPERATING EXPENSES
SPONSORED OPERATING EXPENSES

TOTAL OPERATING EXPENSES

1,537,793

19,409

590,869

2,148,071

60,000

1, 776, 723

498,916

2,275,639

57,302

1,860,723

485,850

2,346,573

¦•¦

WEST GEORGIA COLLEGE

SCHEDULE OF REVENUE
FISCAL YEAR 1978

ACTUAL
REVENUE
1975 - 76

BUOGETED
REVENUE
1976 - 77

BUDGETED
REVENUE
1977 - 78

INTERNAL REVENUE
GENERAL OPERATIONS

STUDENT FEES
MATRICULATION
NON-RESIDENT TUITION
OTHER

TOTAL STUDENT FEES

2,260,858

153,492

37,640

2,451,990

2,324,000

154,000

35,000

2,513,000

2,298,000

144,000

35,000

2,477,000

GOVERNMENTAL APPROPRIATIONS

ENDOWMENTS

GIFTS & GRANTS

INDIRECT COST RECOVERIES

SALES & SERVICES OF EDUCATIONAL DEPTS .

OTHER SOURCES

TOTAL GENERAL OPERATIONS

54,813
10,998
20,386

2,538,187

35,000

21,000

1,000

$ 2,570,000

40,000

8,500

14,500

2,540,000

DEPARTMENTAL SERVICES
STUDENT FEES
GOVERNMENTAL SUPPORT
SALES & SERVICES

TOTAL DEPARTMENTAL SERVICES

19,409

SPONSORED OPERATIONS

GRANTS 6 CONTRACTS - GOVERNMENTAL

FEDERAL

STATE & LOCAL
GRANTS & CONTRACTS - NON-GOVERNMENTAL

TOTAL SPONSORED OPERATIONS

698,620
171,213
106,991

976,824

421,500

344,000

94,700

860,200

615,215

150,793

94,192

860,200

TOTAL INTERNAL REVENUE
STATE APPROPRIATION

TOTAL REVENUE

$ 3,534,420
6,454,225

$ 9,988,645

$ 3,430,200
6,969,800

$ 10,400,000

$ 3,400,200
7,778,400

$ 11,178,600

TABLE I-B-7

UNIVERSITY SYSTEM OF GEORGIA
ANALYSIS OF SENIOR COLLEGE
OPERATING BUDGETS
1977-78

UNIVERSITY SYSTEM OF GEORGIA
SUMMARY OF EXPENDITURES AND REVENUE
SENIOR COLLEGES

EXPENDITURES

INSTRUCTION

ACTIVITIES RELATED TO INSTRUCTION

RESEARCH

EXTENSION S, PUBLIC SERVICE

LIBRARY

operation & maintenance of physical plant
student services, general administration
and general institutional

sub-totai.
unassh;ni:d haianck

TOTAL EXPENDITURES

ACTUAL

BUDGETED

1975-76

1976-77

1977-78

37,352,210

40,291,079

43,554,72!)

677,009

754,586

840,838

50,200

59,092

52,415

528,447

572,128

614,936

4,189,111

4,551,199

4,802,720

11,028,687

10,859,398

12,063,654

13,727,732

14,726,171

15,841,372

67,553,396

71,813,653

77,770,663

206,681

78,047
71,891^700

84,1 17

67,760,077

77,854.800

REVENUE

STUDENT FEES

OTHER INTERNAL REVENUE

SUB-TOTAL

STATE APPROPRIATION

TOTAL REVENUE

$ 20,403,737
985,310

5 21,389,047
46,371,030

$ 67,760,077

S 22,269,952

508,048

$ 22,778,000
49,113,700

$ 71,891,700

21,152,021

762,979

21,915,000
55,939,800

77,854,800

ENROLLMENT

(E.F.T.

4 QUARTERS)

JUNIOR DIVISION
SENIOR DIVISION
GRADUATE DIVISION

TOTAL ENROLLMENT

EXPENDITURE PER STUDENT

16,

389

16,

,850

16,

,112

149

344

,980

806

,780

482

29,

344

29,

974

28,

574

309

398

725

REVENUE PER STUDENT

STUDENT FEES

OTHER INTERNAL REVENUE

STATE APPROPRIATION

TOTAL REVENUE PER STUDENT

695

743

740

1,580

1,638

1,958

2,309

2,398

2,725

UNIVERSITY SYS1LM 01" (iEORGIA
ANALYSIS OF EXPENDITURES
SENIOR COLLEGES

ACTUAL
1975-76

BUDGETED
1976-77

BUDGETED
1977-78

INSTRUCTION, RESEARCH & RELATED ACTIVITIES
FACULTY - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T.

- AMOUNT
OPERATING EXPENSES

EXTENSION & PUBLIC SERVICE

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
OPERATING EXPENSES

LIBRARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
BOOKS

OTHER OPERATING EXPENSES

OPERATION A MAINTENANCE OF PHYSICAL PLANT

SUPERVISORY PERSONNEL - E.K.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
MAJOR REPLACEMENT FUNDS
UTILITIES

OTHER OPERATING EXPENSES

STUDENT SERVICES, GfNFRAl ADMINISTRATION &
GI.NLRAL INS1 IHiriONAI

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES

TOTAL ASSIGNED BUDGET

UNASSIGNED BALANCE

TOTAL BUDGET

1,842.5

1,944.4

1,937.5

33,129,458

$ 35,536,687

S 38

,561,090

374.4

405.1

413.9

2,150,639

2,369,243

,663,281

2,799,322

3,198,827

,223,610

18.8

22.4

21.8

274,262

313,311

351,456

17.2

20.3

20. )

119,540

147,386

]'.«), fiWi

134,645

111,431

10), V')4

111.9

108.8

105.0

1,360,521

1,377,606

,470,521

144.4

167.8

170.7

815,120

965,854

,086,035

1,569,250

1,648,398

,681,365

444,220

559,341

564,799

47.8

44.4

45.5

537,032

530,872

602,870

819.2

898.1

89 3.9

4,770,575

5,282,903

,825,153

814,470

3,209,964

3,355,490

,772,300

1,696,646

1,690,133

,863,331

251.6
3,951,997

506.8
3,230,887
4,075,835
2,469,013

$ 67,553,396

206,681

$ 67,760,077

270.7
4,231,752

524.1
3,358,164
4,663,513
2,472,742

$ 71,813,653

78,047

$ 71,891,700

207.2
4,585,059

528.9
3,784,845
4,956,971
2,514,497

$ 77,770,663

84,137

$ 77,854,800

BUDGET SUMMARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES
UNASSIGNED BALANCE

TOTAL BUDGET SUMMARY

2,224.8

$ 38,716,238

1,909.8

11,623,793

4,075.835

13,137,530

206,681

$ 67,760,077

2,346.3

41,459,356

2,059.8

12,654,422

4,663,513

13,036,362

78,047

71,891,700

2,331.5

44,968,126

2,073.2

14,121,870

4,956,971

13,723,6')6

84,137

77,854,800

UNIVERSITY SYSTEM OF GEORGIA
SUMMARY OF EXPENDITURES AND REVENUE
ALBANY STATE COLLEGE

"ACTUAL '
1975-76

EXPENDITURES

INSTRUCTION

ACTIVITIES RELATED TO INSTRUCTION
RESEARCH

EXTENSION & PUBLIC SERVICE
LIBRARY

OPERATION & MAINTENANCE OF PHYSICAL PLANT
STUDENT SERVICES, GENERAL ADMINISTRATION
AND GENERAL INSTITUTIONAL

SUIl-TOTAL
UNASSIGNED BALANCE

TOTAL EXPENDITURES

REVENUE

STUDENT FEES

OTHER INTERNAL REVENUE

SUB-TOTAL

STATE APPROPRIATION

TOTAL REVENUE

5 2,087,564

51,132

241,821
860,840

&Ui.4J

4,425,901
22.934

4.448.133.5

1,139,689
62^-2^6

1,202,445
3,246,390

4,448,835

BUDGETED
1976-77

211,130
801,000

1,180,005

4,433,400

1,110,000
23,000

1,133,000
3,300,400

BUDGETED
1977-78

2,199,300 $ 2,459,738
41,965 46,248

4,433,400

226,130
872,753

1.240.;. 31
4,853,400

4-853.400

1,111,500

3Q.5QQ

1,142,000
3,711,400

4,853,400

ENROLLMENT

(E.F.T. - 4 QUARTERS)

JUNIOR DIVISION
SENIOR DIVISION
GRADUATE DIVISION

TOTAL ENROLLMENT

EXPENDITURE PER STUDENT

1,118
453

1,169
489

976
681

1,571

1.658

1,657

2,832

2,674

2,929

REVENUE PER STUDENT

STUDENT FEES

OTHER INTERNAL REVENUE

STATE APPROPRIATION

TOTAL REVENUE PER STUDENT

725

2,067

5
$

669

1,992

2,674

$
$

671

2,240

2,832

2,929

UNIVERSITY SYSTEM OF GEORGIA
ANALYSIS OF EXPENDITURES
ALBANY STATE COLLEGE

ACTUAL
1975-76

BUDGETED
1976-77

BUDGETED
1977-78

INSTRUCTION, RESEARCH & RELATED ACTIVITIES

FACULTY - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T.

- AMOUNT
OPERATING EXPENSES

EXTENSION & PUBLIC SERVICE

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
OPERATING EXPENSES

108.3

1,907,155

24.2

156,895

74,646

111.1

2,016,076

22.1

150,496

74,693

113.2

2,262,231

22. 6

160,766

7J,9H«>

LIBRARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
BOOKS

OTHER OPERATING EXPENSES

OPERATION & MAINTENANCE OF PHYSICAL PLANT

SUPERVISORY PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
MAJOR REPLACEMENT FUNDS
UTILITIES

OTHER OPERATING EXPENSES

STUDENT SERVICES, GENERAL ADMINISTRATION &
GENERAL INSTITUTIONAL

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES

TOTAL ASSIGNED BUDGET

UNASSIGNED BALANCE
TOTAL BUDGET

7.0

87,

,409

3.2

19,

,317

117,

,545

17,

,550

4.0

48,

,379

65.1

380,

,695

117,

,590

237,

,723

76,

,453

34.6
454,142

30.7
195,260
268,769
266,373

$ 4,425,901

22,934

$ 4,448,835

7.0

8.0

88,516

105,970

3.0

18,709

20,485

49,905

70,000

54,000

29,675

4.8

3.8

55,120

51,575

64.8

63.1

392,334

437,226

254,400

259,920

99,146

124,032

34.7
472,405

29.0
184,750
300,300
222,550

4,433,400

33.4

499,370

28.9

217,704
322,300
209,157

4.433.400

4,853,400

4.853.400

BUDGET SUMMARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES
UNASSIGNED BALANCE

TOTAL BUDGET SUMMARY

149.9

$ 2,448,706

127.2

800,546

268,769

907,880

22,934

$ 4,448,835

152.8
2,576,997

123.7
801,409
300,300
754,694

4.433.400

154.6
2,867,571

121.4
896,756
322,300
766,773

4,853,400

EXPENDITURES

UNIVERSITY SYSTLM 0^ GLORGIA
SUMMARY OF EXPENDITURES AND REVENUE
ARMSTRONG STATE COLLEGE

ACTUAL
1975-76

BUDGETED
1976-77

BUDGETED
1977-78

INSTRUCTION

ACTIVITIES RELATED TO INSTRUCTION
RESEARCH

EXTENSION & PUBLIC SERVICE
LIBRARY

OPERATION *. MAINTKNANCE OF PHYSICAL PLANT
STUDENT SKRVICKH, GENERAL ADMINISTRATION
AND GENERAL INSTITUTIONAL

$ 2,483,995

40,058
335,269
571,515

797,874

2,740,352 $ 2,963,302

38,000
276,644
597,000

883,904

37,000
255,144
684,480

910,966

SUB-TOTAL
UNASSIGNED BALANCE

TOTAL EXPENDITURES

REVENUE

$ 4,228,711
123_

$ 4,228,834

4,535,900

4,856,900

$ 4,5 35,900 $ 4,856,900

STUDENT FEES

OTHER INTERNAL REVENUE

$ 1,480,461
61,673

1,599,700
44,300

1,430,795
49,205

SUB-TOTAL

STATE APPROPRIATION

$ 1,542,134
2,686,700

1 , 644 , 000
2,891,900

1,480,000
3,376,900

TOTAL REVENUE

5 4,228,834

4,535,900

4,856,900

ENROLLMENT

(E.F.T. - 4 QUARTERS)

JUNIOR DIVISION
SENIOR DIVISION
GRADUATE DIVISION

TOTAL ENROLLMENT

EXPENDITURE PER STUDENT

1,498

493

2,086

1,534
494
114

1,483

348

2,142

1,909

2L027

2,118

2,544

REVENUE PER STUDENT

STUDENT FEES

OTHER INTERNAL REVENUE

STATE APPROPRIATION

TOTAL REVENUE PER STUDENT

710

1,288

2,027

747

1.350

2,118

749

1 .769

2.544

UNIVERSITY SYSTEM OF GEORGIA
ANALYSIS OF EXPENDITURES
ARMSTRONG STATE COLLEGE

INSTRUCTION, RESEARCH A RELATED ACTIVITIES
l-'AOH.TY - K.X.T. I 'OS IT10NS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T.

- AMOUNT
OPERATING EXPENSES

EXTENSION & PUBLIC SERVICE

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
OPERATING EXPENSES

LIBRARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
BOOKS

OTHER OPERATING EXPENSES

OPERATION & MAINTENANCE OF PHYSICAL PLANT

SUPERVISORY PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
MAJOR REPLACEMENT FUNDS
UTILITIES

OTHER OPERATING EXPENSES

STUDENT SERVICES, GENERAL ADMINISTRATION &
GENERAL INSTITUTIONAL

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES

TOTAL ASSIGNED BUDGET

UNASSIGNED BALANCE

TOTAL BUDGET

BUDGET SUMMARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES
UNASSIGNED BALANCE

ACTUAL

BUDGETED

1975-76

1976-77

1977-78

122.7

133.9

133.7

$ 2,190,712

$ 2,470,888

$ 2,684,071

20.3

25.3

24.7

115,473

141,853

145,020

177,810

127,611

133,611

1.0

1.2

1.7

15,918

16,020

30,700

1.0

4,682

4,880

6,300

19,458

17,100

—

4.2

6.0

5.2

56,393

83,634

82,500

10.5

11.6

11.3

61,510

71,010

76,144

164,667

100,000

70,000

52,699

22,000

26,500

1.9

22,682

22,892

24.912

43.1

48.3

45.5

232,048

268,055

270,954

9,800

199,371

220,000

302,622

107,614

86,053

86,000

TOTAL BUDGET SUMMARY

15.3

17.6

1ft. 0

237,311

270,150

276,865

27.7

28.6

28.0

169,808

176,434

186,329

241,423

274,000

292,903

149.332

163.320

160,869

4,228,711

123

4.228.834

,535,900

,856,900

,535,900

,856,900

143.2

158.7

156.6

2,500,334

104.3

606,203

241,423

880,751

123

4,228,834

,840,692

116.6

685,124

274,000

736,084

,074,736

112.4

709,659

292,903

779,602

,535,900

,856,900

UNIVERSITY SYSTEM OF GEORGIA

SUMMARY OF EXPENDITURES AND REVENUE

AUGUSTA COLLEGE

EXPENDITURES

ACTUAL
1975-76

BUDGETED
1976-77

BUDGETED
1977-78

INSTRUCTION

ACTIVITIES RELATED TO INSTRUCTION
RESEARCH

EXTENSION & PUBLIC SERVICE
LIBRARY

OPERATION & MAINTENANCE OF PHYSICAL PLANT
STUDENT SERVICES, GENERAL ADMINISTRATION
AND GENERAL INSTITUTIONAL

SUB-TOTAL
UNASSIGNED BALANCE

TOTAL EXPENDITURES

2,057,002
21.913

30,775
305,305
801,388

1,038,577

4,854,960
(15,589)

3,064,167
25,833

30,000
366,000
779,998

1,066,202

5,332,200

4,839,371

5,332,200

3,207,500
24.500

33,000
364,000
904,997

1,134,203

5,668,200

REVENUE

STUDENT VV.VS

(JTIIKH INTERNA!. REVENUE

SUB-TOTAL

STATE APPROPRIATION

TOTAL REVENUE

1,887,460
140,171

2,027,631
2,811,740

4,839,371

2,236,000
75,000

2,311,000
3,021,200

5,332,200

1,930,000
75,000

2,005,000
3,663,200

5,668,200

ENROLLMENT (e.f.t. - 4 quarters)

JUNIOR DIVISION
SENIOR DIVISION
GRADUATE DIVISION

TOTAL ENROLLMENT

EXPENDITURE PER STUDENT

1,701
584
155

1,763
643
156

2,562

1,678
576
137

2,440

2,391

1,983

2,081

2,370

REVENUE PER STUDENT

STUDENT FEES

OTHER INTERNAL REVENUE

STATE APPROPRIATION

TOTAL REVENUE PER STUDENT

774

1,152

$
$

873

1,179

2,081

$
5

807

1,532

1,983

2,370

100

UNIVERSITY SYSTEM OF GEORGIA

ANALYSIS OF EXPENDITURES

AUGUSTA COLLEGE

ACTUAL
1975-76

BUDGETED
1976-77

BUDGETED
1977-78

INSTRUCTION, RESEARCH f, RELATED ACTIVITIES

FACULTY - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T.

- AMOUNT
OPERATING EXPENSES

LXTENSION X PUBLIC SERVICE

ACADEMIC PERSONNEL - ii.l'.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
OPERATING EXPENSES

LIBRARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
BOOKS

OTHER OPERATING EXPENSES

OPERATION & MAINTENANCE OF PHYSICAL PLANT

SUPERVISORY PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
MAJOR RKPLACRMENT FUNDS
UTILITIES

<>tiii:i< oi'MKATINC i:xi'i:n:;i::;

MIIDINI SLHVICIS, (iLNIKAl ADMINISTRATION A

GENLRAL INSTITUTIONAL

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES

TOTAL ASSIGNED BUDGET

UNASSIGNED BALANCE

TOTAL BUDGET

133.2

146.0

136.0

2,302,475

2,610,933

2,713,750

36.6

41.1

42.3

203,871

231,917

270,100

172,569

247,150

248,150

5.0

4.8

5. J

30,775

30,000

33,000

6.0
91,668
16.3
91,487
83,639
38,511

1.9
26,294
59.5
327,103
118,950
170,52'J
l'.H,5]2

16.9
286,784

44.9
271,816
258,709
221,268

$ 4,854,960
(15,589)
$ 4,839,371

7.0

104,250

115,250

19.0

19.1

106,325

115,312

111,000

89,000

44,425

44,438

1.9

26,578

30,555

66.1

66.2

369,221

409,784

201 , 586

246,666

l»2,f»l J

21 /,'>'».!

17.0

287,650
46.8
291,853
329,000
157,699

5,332,200

16.9
313,762

45.6
316,142
344,000
160,299

5,668,200

5,332,200

5,668,200

BUDGET SUMMARY

ACADEMIC PERSONNEL - r:.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES
UNASSIGNED BALANCE

TOTAL BUDGET SUMMARY

161.1
$ 2,711,702

159.2
920,571
258,709
963,978
(15,589)

$ 4,839,371

174.8

3,032,833

174.9

1,025,894

329,000

944,473

5-332.200

165.2
3,175,762

175.1

1,141,893

344,000

1,006,545

5,668,200

101

UNIVERSITY SYSTEM OF GEORGIA

SUMMARY OF EXPENDITURES AND REVENUE

COLUMBUS COLLEGE

EXPENDITURES

ACTUAL
1975-76

BUDGETED
1976-77

BUDGETED
1977-78

INSTRUCTION

ACTIVITIES RELATED TO INSTRUCTION
RESEARCH

EXTENSION & PUBLIC SERVICE
LIBRARY

OPERATION & MAINTENANCE OF PHYSICAL PLANT
STUDENT SERVICES, GENERAL ADMINISTRATION
AND GENERAL INSTITUTIONAL

SUB-TOTAL
UNASSIGNED BALANCE

TOTAL EXPENDITURES

4,143,388

89,016

445,146

1,000,373

1,126,732

6,804,655
3,729

4,468,100

113,000

462,000

1,097,000

1,347,000

7,487,100

4,830,632

122,000

470,000

1,209,016

1,439,452

8,071,100

6,808,384

7,487,100 $ 8,071,100

REVENUE

STUDENT FEES

OTHER INTERNAL REVENUE

SUB-TOTAL

STATE APPROPRIATION

TOTAL REVENUE

2,634,084
56,190

2,690,274
4,118,110

6,808, 384

2,943,250
31,750

2,975,000
4,512,100

7,487,100

2,680,750
48,250

2,729,000
5,342,100

8,071,100

ENROI.LMLNT

(K.K.T. - 4 QUARTERS)

.minion division
:.i:nion division
i;kadiiati-: division

TOTAL ENROLLMENT

EXPENDITURE PER STUDENT

2,255
941

_!24

3,530

2,326

1,019

345

2,11«J

¦>r.

J5]

3,690

3,405

1,929

2,029

2,370

REVENUE PER STUDENT

STUDENT FEES

OTHER INTERNAL REVENUE

STATE APPROPRIATION

TOTAL REVENUE PER STUDENT

746

1,167

798
9

1,222

2,029

$
S

787

1,569

1,929

2,370

102

UNIVERSITY SYSTEM OF GEORGIA

ANALYSIS OF EXPENDITURES

COLUMBUS COLLEGE

INSTRUCTION, RESEARCH & RELATED ACTIVITIES

FACULTY - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T.

- AMOUNT
OPERATING EXPENSES

EXTENSION & PUBLIC SERVICE

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
OPERATING EXPENSES

LIBRARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
BOOKS

OTHER OPERATING EXPENSES

OPERATION & MAINTENANCE OF PHYSICAL PLANT

SUPERVISORY PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
MAJOR REPLACEMENT FUNDS
UTILITIES

OTHER OPERATING EXPENSES

STUDENT SERVICES, GENERAL ADMINISTRATION &
GENERAL INSTITUTIONAL

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES

TOTAL ASSIGNED BUDGET

UNASSIGNED BALANCE

TOTAL BUDGET

BUDGET SUMMARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - H.K.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES
UNASSIGNED BALANCE

TOTAL BUDGET SUMMARY

ACTUAL

BUDGETED

1975-76

1976-77

1977-78

197.5

209.5

209.7

$ 3.506,790

$ 3,813,176

$ 4,128,752

50.5

52.5

52.1

283,380

305,100

338,590

353,218

349,824

363,290

1.1

2.3

2.4

18,591

36,745

44,287

4.1

5.3

4.9

32,730

40,910

40,305

37,695

35,345

37,408

7.7

8.0

105,272

108,835

107,880

18.3

20.5

20.8

110,602

123,450

146,500

170,433

152,865

138,820

58,839

76,850

76,800

5.0

44,904

46,500

53,370

71.6

82.5

84.1

380,876

442,906

496,152

16,085

485,600

436,630

485,600

72,908

170,964

173,894

14.7

16.5

16.2

260,192

290,804

309,627

49.7

55.9

55.8

328,073

363,775

403,382

379,500

470,000

497,5I>5

158,967
6,804,655

222,421

228,888

7,487,100

8,071,100

3,729
6,808,384

7,487,100

8,071,000

221.0

236.3

3,890,845

4,249,560

4,590,540

199.2

221.7

222.7

1,180,565

1,322,641

1,478,299

379,500

470,000

497,555

1,353,745

1,444,899

1,504,700

3,729
6,808,384

7,487,100

8,071,100

103

UNIVERSITY SYSTEM OF GEORGIA
SUMMARY OF EXPENDITURES AND REVENUE
FORT VALLEY STATE COLLEGE

EXPENDITURES

INSTRUCTION

ACTIVITIES RELATED TO INSTRUCTION
RESEARCH

EXTENSION & PUBLIC SERVICE
LIBRARY

OPERATION & MAINTENANCE OF PHYSICAL PLANT
STUDENT Sfc:RVICES, GENERAL ADMINISTRATION
AND GENERAL INSTITUTIONAL

SUB-TOTAL
UNASSIGNED BALANCE

TOTAL EXPENDITURES

ACTUAL

BUDGETED

1975-76

1976-77

1977-78

2,433,457

2,650,577

2,938,789

56,739

96,189

118,142

9,393

5,254

5,448

14,217

2,662

2,759

276,016

327,276

371,540

771,349

838,000

920,000

1,065,208
4,626,379

1,065,442

1,142,722

4,985,400

5,499,400

60,861
4,687,240

4,985,400

5,499,400

REVENUE

STUDENT FEES

OTHER INTERNAL REVENUE

SUB-TOTAL

STATE APPROPRIATION

TOTAL REVENUE

854,654
176,496

$ 1,031,150
3,656,090

$ 4,687,240

967,707
67,293

1,035,000
3,950,400

4,985,400

865,976
258,024

,124,000
,375,400

,499,400

INKOLLMLNT

(K.F.T.

4 yUARTKKS)

.JUNIOR DIVISION
SENIOR DIVISION
GRADUATE DIVISION

TOTAL ENROLLMENT

EXPENDITURE PER STUDENT

866
485
111

1,462

878
521
130

866

484
111

1,529

1,461

3,206

3,261

3,7G4

REVENUE PER STUDENT

STUDENT FEES

OTHER INTERNAL REVENUE

STATE APPROPRIATION

TOTAL REVENUE PER STUDENT

584

121

2,501

3,206

633

592

177

2,584

2,995

3,261

3,764

104

UNIVERSITY SYSTEM OF GEORGIA

ANALYSIS OF EXPENDITURES

FORT VALLEY STATE COLLEGE

ACTUAL
1975-76

BUDGETED
1976-77

BUDGETED
1977-78

INSTRUCTION, RESEARCH & RELATED ACTIVITIES

FACULTY - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T.

- AMOUNT
OPERATING EXPENSES

EXTENSION & PUBLIC SERVICE

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
OPERATING EXPENSES

LIBRARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
BOOKS

OTHER OPERATING EXPENSES

OPERATION & MAINTENANCE OF PHYSICAL PLANT

SUPERVISORY PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
MAJOR REPLACEMENT FUNDS
UTILITIES

OTHER OPERATING EXPENSES

STUDENT SERVICES, GENERAL ADMINISTRATION &
GENERAL INSTITUTIONAL

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES

TOTAL ASSIGNED BUDGET

UNASSIGNED BALANCE

TOTAL BUDGET
BUDGET SUMMARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES
UNASSIGNED BALANCE

TOTAL BUDGET SUMMARY

124-9

2,185,6B0

31.8

173,357

140,552

127.4

2,289,387

28.7

173,234

289,399

131.1

2,531,880

3M.0

2 34,22'J

296,204

2,420

1,368

1,424

11,797

1,294

1,335

18.3

7.0

174,126

89,743

102,230

3.2

12.2

12.5

11,003

79,226

84,200

83,465

145,457

171,640

7,422

12,850

13,470

1.3

1.4

24,685

23,944

27,392

65.5

72.1

75.9

363,254

424,906

483,555

12,000

317,417

294,400

309,120

53,993

94,750

99,933

20.2

19.5

21.0

331,006

320,177

369,297

39.0

37.7

37.5

261,521

251,222

269,304

325,928

312,213

333,213

146.753
4,626,379

181.830

i70fqnR

4,985,400

5,499,400

60,861
4,687.240

4,985,400

sr4qqr4on

163.4

153.9

159.1

2,690,812

2,699,307

3,003,413

141.3

152.3

165.6

836,240

953,900

1,100,104

325,928

312,213

333,213

773,399

1,019,980

1,062,670

60.861
4.68.7.240.

4,985,400

¦i,d99,<inn

105

EXPENDITURES

UNIVERSITY SYSTEM OF GEORGIA
SUMMARY OF EXPENDITURES AND REVENUE
GEORGIA COLLEGE

ACTUAL
1975-76

BUDGETED
1976-77

BUDGETED
1977-78

INSTRUCTION

ACTIVITIES RELATED TO INSTRUCTION
RESEARCH

EXTENSION t» PUBLIC SERVICE
LIBRARY

OPERATION & MAINTENANCE OF PHYSICAL PLANT
STUDENT SERVICES, GENERAL ADMINISTRATION
AND GENERAL INSTITUTIONAL

SUB-TOTAL
UNASSIGNED BALANCE

TOTAL EXPENDITURES

2,779,135

36,206

3,004

9,643

295,264

857,213

943.818

4,924,283
93.776

3,006,601

38,683

4,000

11,859

297,000

795,000

1,042,710

5,195,853

28,047

5,018,059

5,223,900

3,277,667

40,552

4,000

7,034

318,000

920,000

1.1P2,5:Q

5,669,763

34.137

5,703,900

REVENUE

STUDENT FEES

OTHER INTERNAL REVENUE

SUB-TOTAL

STATE APPROPRIATION

TOTAL REVENUE

1,721,054
50,405

1,771,459
3,246,600

5,018,059

1,967,500
21,500

1,989,000
3,234,900

5,223,900

1,907,500
32,500

1,940,000
3,763,900

5,703,900

ENROLLMENT

(E.F.T. - 4 QUARTERS)

JUNIOR DIVISION
SENIOR DIVISION
GRADUATE DIVISION

TOTAL ENROLLMENT

EXPENDITURE PER STUDENT

1,056
812
485

1,064
813
484

1,031
807
454

2,353

2,361

2,292

2,133

2,213

2,480

REVENUE PER STUDENT

STUDENT FEES

OTHER INTERNAL REVENUE

STATE APPROPRIATION

TOTAL REVENUE PER STUDENT

732

1,380

833

10
1,370

2,213

5
$

832

1,642

2,133

2,488

106

UNIVERSITY SYSTEM OF GEORGIA
ANALYSIS OF EXPENDITURES
GEORGIA COLLEGE

ACTUAL
1975-76

BUDGETED
1976-77

BUDGETED
1977-78

INSTRUCTION, RESEARCH & RELATED ACTIVITIES
FACULTY - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T.

- AMOUNT
OPERATING EXPENSES

EXTENSION & PUBLIC SERVICE

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT

NON- ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
OPERATING EXPENSES

LIBRARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
BOOKS

OTHER OPERATING EXPENSES

OPERATION & MAINTENANCE OF PHYSICAL PLANT

SUPERVISORY PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
MAJOR KEPI.ACFMENT FUNDS
UTILITIES

OTHER OPERATING EXPENSES

STUDENT SERVICES, GENERAL ADMINISTRATION &
GENERAL INSTITUTIONAL

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMTC PERSONNEL - K.I'.T. POSITIONS

AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES

TOTAL ASSIGNED BUDGET

UNASSIGNED BALANCE

TOTAL BUDGET

BUDGET SUMMARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES
UNASSIGNED BALANCE

137.5

2,379,799

23.0

160,904

277,742

146.4

2,623,955

24.6

169,807

255,522

147.9

2,870,955

24.9

182,742

268,522

8,538

9,184

4,735

1,105

2,675

2,299

10.3

10.5

11.5

115,665

118,907

136,049

4.8

5.6

4.7

24,885

28,595

25,527

110,621

103,132

110,047

44,093

46,366

46,377

1.4

20,742

21,010

23,953

56.0

60.9

62. H

331,481

365,691

42H,H45

100,200

255,625

307,496

366,402

149,165

100,803

100,800

TOTAL BUDGET SUMMARY

17.8

16.8

278,891

282,150

300,838

35.8

35.5

35.7

220,333

226,776

251,292

294,032

339,000

367,000

150,562

194,784

183,380

4,924,283

5,195,853

5,669,763

93,776

28,047

34,137

5,018,059

5,223,900

5,70 3,900

165.6

174.7

176.2

2,774,355

3,025,012

3,307,842

121.7

128.8

129.9

766,783

821,063

917,094

294,032

339,000

367,000

1,089,113

1,010,778

1,077,827

93,776

28,04 7

34,137

5,018,059

5,223,900

5,703,900

107

UNIVERSITY SYSTEM OF GEORGIA
SUMMARY OF EXPENDITURES AND REVENUE
GEORGIA SOUTHERN COLLEGE

EXPENDITURES

ACTUAL
1975-76

BUDGETED
1976-77

BUDGETED
1977-78

INSTRUCTION

ACTIVITIES RELATED TO INSTRUCTION
RESEARCH

EXTENSION & PUBLIC SERVICE
LIBRARY

OPERATION S, MAINTENANCE OF PHYSICAL PLANT
STUDENT SERVICES, GENERAL ADMINISTRATION
AND GENERAL rNSTITUTIONAI.

SUM-TOTAL
UNASSIGNED BALANCE

TOTAL EXPENDITURES

$ 5,597,973

135,215

25,374

111,286

585,159

1,457,229

1.994.527

$ 9,906,763
29,768

i 9,936. 53J.

5,897,168

138,582

31,950

117,000

642,000

1,461,400

2,219,600

10,507,700

6,337,256

147,977

32,967

128,000

692,000

1,591,400

2. 391!. 100

11,321,700

11.321.700

REVENUE

STUDENT FEES

OTHER INTERNAL REVENUE

SUB-TOTAL

STATE APPROPRIATION

TOTAL REVENUE

2,723,845
96.291

2,820,136
7,116.395

9^36^531

3,012,000
77,000

3,089,000
7,418,700

10,507,700

2,941,500
68.500

3,010,000
8,311,700

11,321,700

ENROLLMENT

(E.F.T. - 4 QUARTERS)

JUNIOR DIVISION
SENIOR DIVISION
GRADUATE DIVISION

TOTAL ENROLLMENT

2,048

1,500

578

4,126

2,070 2,202

1,525 1,440

560 576

4,155

4,218

EXPENDITURE PER STUDENT

2,408

2,529 $

2,684

REVENUE PER STUDENT

STUDENT FEES

OTHER INTERNAL REVENUE

STATE APPROPRIATION

TOTAL REVENUE PER STUDENT

660

1.725

2,408

725

1,785

2,529

697

1,971

2,684

108

UNIVERSITY SYSTEM OF GEORGIA
ANALYSIS OF EXPENDITURES
GEORGIA SOUTHERN COLLEGE

INSTRUCTION, RESEARCH & RELATED ACTIVITIES

FACULTY - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T.

- AMOUNT
OPERATING EXPENSES

EXTENSION & PUBLIC SERVICE

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT

NON- ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
OPERATING EXPENSES

LIBRARY

ACADEMIC I'URHONNKIi - K.K.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
BOOKS

OTHER OPERATING EXPENSES

OPERATION & MAINTENANCE OF PHYSICAL PLANT

SUPERVISORY PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
MAJOR REPLACEMENT FUNDS
UTILITIES

OTHER OPERATING EXPENSES

STUDENT SERVICES, GENERAL ADMINISTRATION &
GENERAL INSTITUTIONAL

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES

TOTAL ASSIGNED BUDGET
UNASSIGNED BALANCE

TOTAL BUDGET

BUDGET SUMMARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES
UNASSIGNED BALANCE

ACTUAL

BUDGETED

1975-76

1976-77

1977-78

285.4

290.1

290.3

$ 5,150,105

$ 5,321,000

$ 5,796,500

44.6

53.0

51.5

237,494

282,000

309,000

370,963

464,700

412,700

4.3

3.9

60,918

55,743

69,292

5.0

6.2

4.8

27,022

35,027

30,053

23,346

26,230

28,655

iA.A

15.0

l'j.O

175,260

185,170

204,353

22.6

28.4

28.5

113,236

141,930

153,822

248,819

269,161

284,085

47,844

45,739

49,740

7.2

7.8

10.4

79,356

88,455

124,865

113.6

126.1

120.8

674,625

731,686

774,276

104,345

356,550

362,501

351,650

242,353

278,758

340,609

TOTAL BUDGET SUMMARY

45.7

50.6

50.3

646,162

707,445

779,625

65.8

74.9

74.5

372,306

436,634

476,954

624,140

707,000

750,000

351,919

368,521

385.521

9,906,763

10,507,700

11,321,700

29,768
9,936,531

10,507,700

11. 321. 700

349.6

359.6

359.5

6,032,445

6,269,358

6,849,770

258.8

296.4

290.5

1,504,039

1,715,732

1,868,970

624,140

707,000

750,000

1,746,139

1,815,610

1,852,960

29,768
9,936,531

10,507,700

11,321,700

109

UNIVERSITY SYSTEM OF GEORGIA
SUMMARY OF EXPENDITURES AND REVENUE
GEORGIA SOUTHWESTERN COLLEGE

EXPENDITURES

ACTUAL
1975-76

BUDGETED
1976-77

BUDGETED
1977-70

INSTRUCTION

ACTIVITIES RELATED TO INSTRUCTION
RESEARCH

EXTENSION & PUBLIC SERVICE
LIBRARY

OPERATION S. MAINTENANCE OF PHYSICAL PLANT
STUDENT SERVICES, GENERAL ADMINISTRATION
AND GENERAL INSTITUTIONAL

SUB-TOTAL
UNASSIGNED BALANCE

TOTAL EXPENDITURES

2,335,556

22,566
278,501
678,608

$ 2,526,000 $ 2,668,224

864,682

4,179,913
817

4,180,730

24,000
299,000
686,000

932,800

4,467,800

26,000
311,228
748,000

4,752,800

$ 4,467,800 $ 4.752.800

REVENUE

stuhknt i'i:i:s

<rnii:H INTKKNA1. RKVKNUE

SUU-TOTAL

STATE APPROPRIATION

TOTAL REVENUE

1,072, 49)

JO/J24

1,103,415
3,077,315

4,180,730

L,n2,'j00
13,500

1,04b, 400

1J.G00

1,146,000
3,321,800

s
$

1 , 060 , 000
3.692.800

4,467,800

4.752.800

ENROLLMENT

(E.F.T.

4 QUARTERS)

JUNIOR DIVISION
SENIOR DIVISION
GRADUATE DIVISION

TOTAL ENROLLMENT

EXPENDITURE PER STUDENT

792
513
365

1,670

912
473
331

852
435
265

1,716

1,552

2,503

2,604

3,062

REVENUE PER STUDENT

STUDENT FEICS

OTHER INTERNAL REVENUE

STATE APPROPRIATION

TOTAL REVENUE PER STUDENT

642

1,842

660

1,936

674

2,379

2^503

2,604

3,062

110

I1NIVI KM IV \Y\IIM 01 lilOKI.IA

ANALYSIS 01 LXPLNDITUHLS
GEORGIA SOUTHWESTERN COLLEGE

ACTUAL
1975-76

BUDGETED
1976-77

BUDGETED
1977-78

INSTRUCTION, RESEARCH & RELATED ACTIVITIES
FACULTY - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T.

- AMOUNT
OPERATING EXPENSES

EXTENSION & PUBLIC SERVICE

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - K.I'.T. POSITIONS

- AMOUNT
OPERATING EXPENSE.';

LIBRARY

ACADEMIC PERSONNEL - K.I'.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
BOOKS

OTHER OPERATING EXPENSES

OPERATION & MAINTENANCE OF PHYSICAL PLANT

SUPERVISORY PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - K.K.T. POSITIONS

- AMOUNT
MAJOR REPLACEMENT FUNDS
UTILITIES

OTHER OPERATING EXPENSES

STUDLNT SERVICES, GENERAL ADMINISTRATION &
GLNLRAL INSTITUTIONAL

ACADEMIC PERSONNEL - K.I'.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES

TOTAL ASSIGNED BUDGET

UNASSIGNED BALANCE

TOTAL BUDGET

113.5

123.2

118.6

2,024,981 $

2,206,000 5

2,348,000

19.6

19.3

18.7

123,218

124,000

128,000

187,357

196,000

192,224

1.1

14,337

16,799

18,020

.')

4,508

5,511

5,7 il

\,/2i

1 , (.90

/,:>A">

7.4

8.5

7.5

88,683

98,198

97,757

8.6

8.7

47,472

49,015

53,684

112,248

115,928

120,932

30,098

35,859

38,855

11,025

11,816

13,170

57.8

62.9

f.O.^

318,807

358,442

394,088

20,100

175,777

196,180

220,570

152,899

119,562

120,172

16.6
266,589

28.2
186,498
244,414
167.181

4,179,913

_an

16.8
279,451

28.7
188,981
287,000
177,368

4,467,800

17. «)
3 11,9< >G

29.3
212,238
301,000
174,144

4,752,800

4,180,730

4,467,800

4,752,800

BUDGET SUMMARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES
UNASSIGNED BALANCE

TOTAL BUDGET SUMMARY

138.4

2,394,590

115.6

691,528

244,414,

849,381

817

4,180,730

149.6
2,600,448

121.2
737,765
287,000
842,587

145.1
2,775,743

118.5
806,911
301,000
869,146

4.467.800

4,752,800

111

UNIVERSITY SYSTEM OF GEORGIA

SUMMARY OF EXPENDITURES AND REVENUE

NORTH GEORGIA COLLEGE

EXPENDITURES

ACTUAL
1975-76

BUDGETED
1976-77

BUDGETED
1977-78

INSTRUCTION

ACTIVITIES RELATED TO INSTRUCTION
RESEARCH

EXTENSION & PUBLIC SERVICE
LIBRARY

OPERATION & MAINTENANCE OF PHYSICAL PLANT
STUDENT SERVICES, GENERAL ADMINISTRATION
AND C.ENKRAL INSTITUTIONAL

SUB-TOTAL
UNASSIGNED BALANCE

TOTAL EXPENDITURES

$ 1,470,958

46,768
170,395
567,450

687,725

$ 2,943,296
(1,139)

$ 2,942,157

1,595,000

43,413
194,587
534,000

775.100

3,142,100

1,738,000

47,605
208,395
581,000

?.;42,lQp

859,600

3,434,600

3,4 34,600

REVENUE

STUDENT FEES

OTHER INTERNAL REVENUE

735,430
41.787

792,600
12.400

802,600
12,400

SUB-TOTAL

STATE APPROPRIATION

TOTAL REVENUE

$ 777,217
2.164.940

$ 2,942.157

805,000
2,337,100

3,142,100

815,000
2.619,600

3-434.600

ENROLLMENT

( K . V . T

4 QUARTERS)

.MINK'K DIVISION
SENIOR DIVISION
GRADUATE DIVISION

TOTAL ENROLLMENT

EXPENDITURE PER STUDENT

f, »H
378
168

1,184

000

348
148

070

34U

139

1,182

1,163

2,485

2,658

2,953

REVENUE PER STUDENT

STUDENT FEES

OTHER INTERNAL REVENUE

STATE APPROPRIATION

TOTAL REVENUE PER STUDENT

621

1,829

2,485

670

1,978

2,658

090

2,252

2,953

112

UNIVERSITY SYSTEM OF GEORGIA
ANALYSIS OF EXPENDITURES
NORTH GEORGIA COLLEGE

INSTRUCTION, RESEARCH & RELATED ACTIVITIES

FACULTY - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T.

- AMOUNT
OPERATING EXPENSES

EXTENSION & PUBLIC SERVICE

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
OPERATING EXPENSES

LIBRARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
BOOKS

OTHER OPERATING EXPENSES

OPERATION & MAINTENANCE OF PHYSICAL PLANT

SUPERVISORY PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
MAJOR REPLACEMENT FUNDS
UTILITIES

OTHER OPERATING EXPENSES

STUDENT SERVICES, GENERAL ADMINISTRATION &
GENERAL INSTITUTIONAL

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - K.F.T. POSITIONS

AMOUNT
FRINGE HENEITTS
OPERATING expense:;

TOTAL ASSIGNED BUDGET

UNASSIGNED balance

TOTAL BUDGET

ACTUAL

BUDGETED

1975-76

1976-77

1977-78

65.8

75.8

75.6

5 1,223,521

5 1,360,549

$ 1,488,917

13.8

17.0

18.0

78,031

91,051

106,183

169,406

143,400

142,900

1.5

32,556

32,946

36,606

1.0

5,522

5,600

6,132

8,690

4,867

4.3

5.0

52,486

62,795

(»H,G()0

7.8

7.H

41,676

43,331

47,334

43,095

45,000

48,800

33,138

43,461

43,661

1.1

1.2

11,001

11,479

12,491

41.5

43.0

272,870

284,241

311,229

52,000

152,163

146,102

165,102

79,416

92,178

12.7
217,659

28.5
172,872
180,599
116.595

16.1
262,536

25.1
149,039
216,000
147,525

,142,100

17.1
299,731

25.8

166,844

2 31,000

JSiZjMZ'j

2,943,296
(1.139)

,434,600

2.942.157

,142,100

.434.600

BUDGET SUMMARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES
UNASSIGNED BALANCE

TOTAL BUDGET SUMMARY

84.3

1,526,222

93.7

581,972

180,599

654,503

(1.139)

2.942.157

98.4
1,718,826

95.1
584,741
216,000
622,533

99.2

1,893,854

96.8

650,213

231,000

659,533

3,142,100

¦3.434,600

113

UNIVERSITY SYSTEM OF GEORGIA

SUMMARY OF EXPENDITURES AND REVENUE

SAVANNAH STATE COLLEGE

EXPENDITURES

INSTRUCTION

ACTIVITIES RELATED TO INSTRUCTION
RESEARCH

EXTENSION & PUBLIC SERVICE
LIBRARY

OPERATION 6 MAINTKNANCE OK PHYSICAL PLANT
STUDENT SERVICES, GENERAL ADMINISTRATION
AND GENERAL INSTITUTIONAL

SUB-TOTAL
UNASSIGNED BALANCE

TOTAL EXPENDITURES

ACTUAL

BUDGETED

1975-76

1976-77

1977-78

2,235,947

2,409,367

2,647,494

72,611

88,130

95,633

9,647

9,888

15,745

42,000

45,000

238,448

259,562

300,930

931,967

848,000

997,000

1,153,586

1,120,953

1,227,343

4,657,951

4,777,900

5,313,400

949

50.000

50,000

4,658,900

4,827,900

5,363,400

REVENUE

STUDENT FEES

OTHER INTERNAL REVENUE

1,237,328
94,522

1,304,495
44,505

1,327,000
73.000

SUB-TOTAL

STATE APPROPRIATION

1,331,850
3,327,050

1,349,000
3,478,900

1,400,000
3,963,400

TOTAL REVENUE

4,658,900

4,827,900

5,363.400

ENROLLMENT

(E.F.T.

4 QUARTERS)

JUNIOR DIVISION
SENIOR DIVISION
GRADUATE DIVISION

TOTAL ENROLLMENT

IXIMNDI IIIKl PI R MtlDINI

1,247

636

1,246

637

1,123

650

1,978

1,976

1,866

2,305

2,44 3

$ __

2.H74

REVENUE PER STUDENT

STUDENT FEKS

OTHER INTERNAL REVENUE

STATE APPROPRIATION

625

1,682

660
. 23

1,760

711

2,124

TOTAL REVENUE PER STUDENT

2,355

2,443

2,874

114

UNIVERSITY SYSTEM OF GEORGIA
ANALYSIS OF EXPENDITURES
SAVANNAH STATE COLLEGE

INSTRUCTION, RESEARCH & RELATED ACTIVITIES
FACULTY - K.F.T. POSITIONS

- AMOUNT
NON-ACADEMrC PERSONNEL - E.F.T.

- AMOUNT
OPERATING EXPENSES

EXTENSION & PUBLIC SERVICE

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT

opkkatinc expense.:;
LIBRARY

ACADEMIC PERSONNEL - K.I'.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
BOOKS

OTHER OPERATING EXPENSES

OPERATION & MAINTENANCE OF PHYSICAL PLANT

SUPERVISORY PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
MAJOR REPLACEMENT FUNDS
UTILITIES

OTHER OPERATING EXPENSES

STUDENT SERVICES, GENERAL ADMINISTRATION &
GENERAL INSTITUTIONAL

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES

TOTAL ASSIGNED BUDGET

UNASSIGNED BALANCE
TOTAL BUDGET

BUDGET SUMMARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES
UNASSIGNED BALANCE

ACTUAL

BUDGETED

1975-76

1976-77

1977-78

109.1

117.9

119.1

$ 2,064,629

$ 2,213,215

$ 2,406,552

18.1

20.5

20.4

108,577

120,718

140,061

144,999

173,452

196,514

3.1

1.1

33,300

16,000

2.1

16,200

10,745

8,700

12,1100

4.7

6.0

61,609

76,301

84,256

8.7

9.0

51,402

53,569

58,982

108,166

94,092

115,000

17,271

35,600

42,692

1.0

1.5

1.0

15,625

23,262

17,250

71.9

80.5

81.0

462,644

522,204

580,216

79,000

169,044

197,671

283,751

205,654

104,863

115,783

TOTAL BUDGET SUMMARY

15.3

18.5

15.6

244,380

286,592

267,104

47.0

45.6

49.5

354,164

330,854

422,497

305,751

343,000

365,000

249,291

160,507

172,742

4,657,951

4,777,900

5,313,400

949

50,000

4,658,900

4,827,900

5,363,400

129.1

145.5

141.8

2,370,618

2,609,408

2,773,912

146.7

157.1

163.0

992,412

1,050,607

1,235,206

305,751

343,000

365,000

989,170

774,885

939,282

949

50,000

4,658,900

4,827,900

5,363,400

115

UNIVERSITY SYSTEM OF GEORGIA
SUMMARY OF EXPENDITURES AND REVENUE
VALDOSTA STATE COLLEGE

EXPENDITURES

INSTRUCTION

ACTIVITIES RELATED TO INSTRUCTION
RESEARCH

EXTENSION & PUBLIC SERVICE
LIBRARY

OPERATION & MAINTENANCE OF PHYSICAL PLANT
STUDENT SERVICES, GENERAL ADMINISTRATION
AND GENERAL INSTITUTIONAL

SUB-TOTAL
UNASSIGNED BALANCE

TOTAL EXPINUITIIRLS

REVENUE

ACTUAL
1975-76

$ 4,009,119

47,859

509,107

1,125,305

1,331,080

$ 7,022,470
(3,846)

? /. 010,624

BUDGETED
1976-77

4,299,040

64,340

566,000

1,052,000

1.427.120

7,408,500

BUDGETED
1977-78

4,659,562

68,340

608,000

1,141,000

1,534,998

8,011,000

7.400.500 $ U^OLLUUO

STUDENT FEES

OTHER INTERNAL REVENUE

$ 2,465,251
87,898

2,691,200
40.800

2,631,000

39,000

SUB-TOTAL

STATE APPROPRIATION

TOIAI KLVINIir

$ 2,553,149
4,465,475

$ 7,010,624

2,732,000
4,676.500

7,408,500

2,670,000
5,341,000

H,01 1,000

LNK0LIMIN1

(i-i -i*.

4 yllARTKHS)

JUNIOR DIVISION
SENIOR DIVISION
GRADUATE DIVISION

TOTAL ENROLLMENT

EXPENDITURE PER STUDENT

1,812
951
544

3,307

1,845
969
549

1,756
941
483

3,363

3,180

2,122

2,203

2^519

REVENUE PER STUDENT

STUDENT FEES

OTHER INTERNAL REVENUE

STATE APPROPRIATION

TOTAL REVENUE PER STUDENT

745

1,350

2,122

800

1,391

2,203

827

1,680

2,519

116

VALDOSTA STATE COLLEGE
SCHEDULE OF REVENUE
FISCAL YEAR 1978

ACTUAL
REVENUE
1975 - 76

BUDGETED
REVENUE
1976 - 77

BUDGETED
REVENUE
1977 - 78

INTERNAL REVENUE
GENERAL OPERATIONS

STUDENT FEES
MATRICULATION
NON-RESIDENT TUITION
OTHER

TOTAL STUDENT FEES

2,075,055

339,278

50.918

2,465,251

2,297,200

345,000

49,000

2,691,200

2,233,000

350,000

48.000

2,631,000

GOVERNMENTAL APPROPRIATIONS

ENDOWMENTS

GIFTS & GRANTS

INDIRECT COST RECOVERIES

SALES & SERVICES OF EDUCATIONAL DEPTS .

OTHER SOURCES

TOTAL GENERAL OPERATIONS

23,830
15,766
28,346
19.9S6

10,000

12,300

12,000

6,500

3,900
13,500
14,000

7r600

2.553.. 149

,732,000

,670,000

DEPARTMENTAL SERVICES

STUDENT FEES
GOVERNMENTAL SUPPORT
SALES & SERVICES

TOTAL DEPARTMENTAL SERVICES

31,576
47,655

79,231

5 25,000

17,500

$ 42,500

25,000
18,000

43,000

SPONSORED OPERATIONS

GRANTS & CONTRACTS

FEDERAL

STATE & LOCAL
GRANTS & CONTRACTS

GOVERNMENTAL

NON-GOVERNMENTAL

TOTAL SPONSORED OPERATIONS

415,098

121,093

25,111

561,302

560,000

396,600

141,131

22,269

560,000

TOTAL INTERNAL REVENUE
STATE APPROPRIATION

TOTAL REVENUE

$ 3,193,682
4,465,475

$ 7,659,157

3,334,500
4,676,500

8,011,000

3,273,000
5,341,000

8,614,000

EXPENDITURES

WEST GEORGIA COLLEGE

BUDGET SUMMARY

FISCAL YEAR 1978

GENERAL
OPERATIONS

DEPARTMENTAL
SERVICES

SPONSORED
OPERATIONS

TOTAL
BUDGET

PERSONAL SERVICES
OPERATING EXPENSES

TOTAL EXPENDITURES

8,457,677
1.860.723

1Q.316.4QQ

374,350
4B5.R50.

afjfi.znn

8,832,027
2,-Ufi, 57?

n ,i7Rffinn

REVENUE

INTERNAL REVENUE
STATE APPROPRIATION

TOTAL REVENUE

2,540,000
7,778,400

10,318,400

860, 200

860,200

3,400,200
7,778,400

11,178,600

WEST GEORGIA COLLEGE

SCHEDULE OF PERSONAL SERVICES

FISCAL YEAR 1978

E.F.T. POSITIONS

AMOUNT

ACTUAL
1975-76

2.27

6.27

34.76

113.34

6.00

5.00

20.06

45.16

.54

76.76

531.63

531

27.

559.

BUDGETED
1976-77

BUDGETED
1977-78

7.17

9.00

7.17

7.64

5.25

4.25

227.60

234.02

233.74

1.90

5.25

2.36

6.16

4.00

8.00

42.49

48.83

49.75

7.54

8.65

7.75

300.50

315.00

313.02

1.00

2.50

.50

.25

1.65

5.15

36.31

117.08

7.00

5.00

22.63

47.80

2.85

85.28

558.82

558.

25.

584.

1.65

5.40

13.00

11.00

4.00

7.00

3.00

12.37

12.00

16.93

5.39

6.31

5.47

36.40

115.94

8.00

4.00

22.95

51.69

2.33

88.97

559.73

559

584

POSITION TITLE

INSTR., RSCH. & RELATED
ACTIVITIES

ACAD. ADM. OFFICERS
ADMINISTRATIVE ASSISTANTS
REGULAR FACULTY
PART-TIME FACULTY
GRADUATE ASSISTANTS
CLERICAL & TECH-REGULAR
CLERICAL & TECH-STUDENTS
SUB- TOTAL

EXTENSION & PUBLIC SERVICE

ACAD. ADM. OFFICERS
ADMINISTRATIVE ASSISTANTS
REGULAR FACULTY
PART-TIME FACULTY
GRADUATE ASSISTANTS
CLERICAL & TECH- REGULAR
CLERICAL & TECH-STUDENTS
SUB- TOTAL

LIBRARY

LIBRARIANS

ADMINISTRATIVE ASSISTANTS
CLERICAL S TECH-REGULAR
CLERICAL & TECH-STUDENTS
SUB- TOTAL

OPER. & MAINT. OF PHYSICAL
PLANT

LABOR AND OTHER

STUDENT SERV., GENERAL

ADMIN. & GENERAL INSTITUTIONAL

GEN. ADM. OFFICERS
STUDENT PERSONNEL OFFICERS
ADMINISTRATIVE ASSISTANTS
CLERICAL & TECH-REGULAR
CLERICAL & TECH- STUDENTS
F.I.C.A., GR. INS. & RETIREMENT
SUB- TOTAL

GENERAL OPERATIONS

FUNCTION TOTALS
UNASSIGNED BALANCE
PERSONAL SERV. LAPSE EST.
TOTAL GENERAL OPERATIONS

DEPARTMENTAL SERVICES
SPONSORED OPERATIONS
TOTALS

ACTUAL

1975-76

BUDGETED
1976-77

BUDGETED
1977-78

192,770

228,427

210,994

124,930

84,540

77,195

4,273,037

4,436,932

4,801,985

28,436

52,033

48,026

51,771

33,600

67,200

268,232

331,492

374,627

31,395

36.011

34,877

4,970,571

5,203,035

5,614,904

21,625

21,798

23,869

46,483

45,960

49,742

9,201

4,500

14,359

11,156

12,800

91,668

78.914 $ 90,911

167,705
29,710
80,312
22,434

140,057
65,436
82,866

26.500

152,000

41,560

125,450

300,161

314,859

343,627

752,298

763.077

838,621

164,714
75,688
276,796
284,595
2,257
521,573

170,610
76,838

309,364

302,434
11,946

592,000

210,499
68,996

344,725

363,219
10,477

629,000

$ 1,325,623 $ 1,463.192 $ 1,626,916

$ 7,440,321
14,298

$ 7,823,077 $ 8,514,979

7,454,619

385,955

7,840,574

(60,000)

(57,302;

$ 7,763.077 $ 8,457,677

$ $

$ 361.284 $ 374,350

$ 8,124,361 $ 8,832,027

WEST GEORGIA COLLEGE
SCHEDULE OF OPERATING EXPENSES
FISCAL YEAR 1978

ACTUAL
FY 1976

GENERAL OPERATIONS
TRAVEL

611 TRAVEL

OPERATING SUPPLIES AND EXPENSES

612 MOTOR VEHICLE

614 SUPPLIES & MATERIALS

615 REPAIRS & MAINTENANCE

616 COMMUNICATION

617 POWER, WATER, AND NATURAL GAS

618 PUBLICATIONS, PUBLICITY, & PRINTING

619 RENTALS

620 INSURANCE & BONDING
623 TUITION & SCHOLARSHIPS
627 OTHER OPERATING EXPENSES
630 PER DIEM AND FEES

TOTAL OPERATING SUPPLIES AND EXPENSES

EQUIPMENT

613 MOTOR VEHICLE EQUIPMENT
626 EQUIPMENT
626 BOOKS

TOTAL EQUIPMENT

47,132

25,292

301,933

88,275

92,913

428,187

28,262

131,122

16,996

38,290

51,513

44,971

1,247,744

33,766

59,137

150,014

242,917

BUDGETED

197/

197E

;

,259

,040

24,

,600

28,

,775

349,

,637

360,

,127

74,

,667

90,

,405

104,

,722

116,

056

414,

,387

442,

750

33,

,380

38,

640

148,

,002

134,

693

18,

640

20,

608

42,

,673

47,

850

28,

570

56,

850

19,

473

250

,258,

751

,341,

004

500

600

130,

413

139,

042

239,
374,

800
713

223,

735

367,

377

OTHER

000 UNASSIGNED BALANCE

000 PERSONAL SERVICES LAPSE ESTIMATE

TOTAL OTHER

TOTAL GENERAL OPERATIONS

DEPARTMENTAL OPERATING EXPENSES
SPONSORED OPERATING EXPENSES

TOTAL OPERATING EXPENSES

1,537,793

19,409

590,869

2,148,071

60,000

1,776,723

498,916

2,275,639

57,302

1,860,723

485.850

2,346,573

WEST GEORGIA COLLEGE

SCHEDULE OF REVENUE
FISCAL YEAR 1978

ACTUAL
REVENUE
1975 - 76

BUDGETEO
REVENUE
1976 - 77

BUDGETED
REVENUE
1977 - 78

INTERNAL REVENUE
GENERAL OPERATIONS

STUDENT FEES
MATRICULATION
NON-RESIDENT TUITION
OTHER

TOTAL STUDENT FEES

2,260,858

153,492

37,640

2,451,990

2,324,000

154,000

35,000

2,513,000

2,298,000

144,000

35,000

2,477,000

GOVERNMENTAL APPROPRIATIONS

ENDOWMENTS

GIFTS S. GRANTS

INDIRECT COST RECOVERIES

SALES & SERVICES OF EDUCATIONAL DEPTS .

OTHER SOURCES

TOTAL GENERAL OPERATIONS

54,813
10,998
20,386

2,538,187

35,000

21,000

1,000

2,570,000

40,000

8,500

14,500

2,540,000

DEPARTMENTAL SERVICES

STUDENT FEES
GOVERNMENTAL SUPPORT
SALES & SERVICES

TOTAL DEPARTMENTAL SERVICES

19 , 409

19,409

SPONSORED OPERATIONS

GRANTS S CONTRACTS - GOVERNMENTAL

FEDERAL

STATE & LOCAL
GRANTS & CONTRACTS - NON-GOVERNMENTAL

TOTAL SPONSORED OPERATIONS

698,620
171,213
106,991

976,824

421,500

344,000

94,700

860,200

615,215

150,793

94,192

860,200

TOTAL INTERNAL REVENUE
STATE APPROPRIATION

TOTAL REVENUE

$ 3,534,420
6,454,225

$ 9,988,645

$ 3,430,200
6,969,800

$ 10,400,000

$ 3,400,200
7,778,400

$ 11,178,600

TABLE I-B-7

UNIVERSITY SYSTEM OF GEORGIA
ANALYSIS OF SENIOR COLLEGE
OPERATING BUDGETS
1977-78

UNIVERSITY SYSTEM OF GEORGIA
SUMMARY OF EXPENDITURES AND REVENUE
SENIOR COLLEGES

EXPENDITURES

ACTUAL
1975-76

BUDGETED
1976-77

BUDGETED
1977-78

INSTRUCTION

ACTIVITIES RELATED TO INSTRUCTION

RESEARCH

EXTENSION S. PUBLIC SERVICE

LIBRARY

operation & maintenance of physical plant
student services, general administration
and general institutional

sub-total

iinassk;ni;i) hai.anck

TOTAL EXPENDITURES

$ 37,352,210

677,009

50,200

528,447

4,189,111

11,028,687

13,727,732

$ 67,553,396
206, 681

$ 67,760,077

40,291,079

754,586

59,092

572,128

4,551,199

10,859,398

14,726,171

71,813,653
78,047

71,891,700

43,554,728

840,838

52,415

614,936

4,802,720

12,063,654

15,841,372

77,770,663
84,1 17

77,854,800

REVENUE

STUDENT FEES

OTHER INTERNAL REVENUE

SUB-TOTAL

STATE APPROPRIATION

TOTAL REVENUE

$ 20,403,737
985,310

$ 21,389,047
46,371,030

$ 67,760,077

$ 22,269,952
508,048

$ 22,778,000
49,113,700

$ 71,891,700

$ 21,152,021
762,979

$ 21,915,000
55,939,800

$ 77,854,800

ENROLLMENT

(E.F.T.

4 QUARTERS)

JUNIOR DIVISION
SENIOR DIVISION
GRADUATE DIVISION

TOTAL ENROLLMENT

EXPENDITURE PER STUDENT

16,389
9,149
3,806

29,344

16,850
9,344
3,780

29,974

16,112
8,980
3,482

28,574

2,309

2,398

2,725

REVENUE PER STUDENT

STUDENT FEES

OTHER INTERNAL REVENUE

STATE APPROPRIATION

TOTAL REVENUE PER STUDENT

695

743

740

1,580

1,638

1,958

2,309

2,398

2,725

UNIVERSITY SYS1I.M 01 GEORGIA
ANALYSIS OF EXPENDITURES
SENIOR COLLEGES

ACTUAL BUDGETED BUDGETED

1975-76 1976-77 1977-78

INSTRUCTION, RESEARCH & RELATED ACTIVITIES

FACULTY - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T.

- AMOUNT
OPERATING EXPENSES

EXTENSION & PUBLIC SERVICE

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
OPERATING EXPENSE.1;

LIBRARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
BOOKS
OTHER OPERATING EXPENSES

OPERATION A MAINTENANCE OF PHYSICAL PLANT

SUPERVISORY PERSONNEL - K.I-'.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
MAJOR REPLACEMENT FUNDS
UTILITIES
OTHER OPERATING EXPENSES

STUDENT SERVICES, GTNFRAl ADMINISTRATION &
GI.NLUAL INSTIIUriONAI

ACADEMIC PERSONNEL - E.F.T. POSITIONS 251. 6 270.7 207.2

- AMOUNT 3,951,997 4,2 31,752 4,585,059
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS 506.8 524.1 528.9

AMOUNT 3,230,887 3,358,164 3,784,845

FRINGE BENEFITS 4,075,835 4,663,513 4,956,971

OPERATING EXPENSES 2,469,013 2,472,742 2,51^,497

TOTAL ASSIGNED BUDGET $ 67,553,396 $ 71,813,653 $ 77,770,663

UNASSIGNED BALANCE 206,681 78,047 84,137

TOTAL BUDGET $ 67,760,077 $ 71,891,700 $ 77,854,800

1,842.5

1,944.4

1,937.5

3,129,458

S 35

,536,687

$ 38

,561,090

374.4

405.1

413.9

2,150,639

,369,243

,663,281

2,799,322

,198,827

,223,610

18.8

22.4

21.8

274,262

313,311

351,456

17.2

20.3

20. !

119,540

147, 38f>

i'iyf«iWi

134,645

111,431

10l,V>4

111.9

108.8

105.0

1,360,521

,377,606

,470,521

144.4

167.8

170.7

815,120

965,854

,086,035

1,569,250

,648,398

,681,365

444,220

559,341

564,799

47.8

44.4

45.5

537,032

530,872

602,870

819.2

898.1

893.9

4,770,575

,282,903

,825,153

814,470

3,209,964

,355,490

,772,300

1,696,646

,690,133

,863,331

BUDGET SUMMARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS 2,224.8 2,346.3 2,331.5

- AMOUNT $ 38,716,238 $ 41,459,356 $ 44,968,126

NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS 1,909.8 2,059.8 2,073.2

AMOUNT 11,623,793 12,654,422 14,121,870

FRINGE BENEFITS 4,075,835 4,663,513 4,956,971

OPERATING EXPENSES 13,137,530 13,036,362 13,723,696

UNASSIGNED BALANCE 206,681 78,047 84,137

TOTAL BUDGET SUMMARY $ 67,760,077 $ 71,891,700 $ 77,854,800

EXPENDITURES

UNIVERSITY SYSTEM OF GEORGIA
SUMMARY OF EXPENDITURES AND REVENUE
ALBANY STATE COLLEGE

ACTUAL
1975-76

BUDGETED
1976-77

UUDGLTCl)
1977-78

INSTRUCTION

ACTIVITIES RELATED TO INSTRUCTION
RESEARCH

EXTENSION & PUBLIC SERVICE
LIBRARY

OPERATION & MAINTENANCE OF PHYSICAL PLANT
STUDENT SERVICES, GENERAL ADMINISTRATION
AND C.KNKRAI. I NSTTTUTIONA1.

SUII-TOTAl,
UNASSIGNED BALANCE

TOTAL EXPENDITURES

5 2,087,564

51,132

241,821
860,840

84*544

4,425,901
22.914

4,448,835

$ 2,199,300 $ 2,459,738

41,965 46,248

211,130
801,000

1,180,005

4,433,400

226,130
872,753

1.24H. 531

4,853,400

4.853. 4QQ

REVENUE

STUDENT FEES

OTHER INTERNAL REVENUE

SUB-TOTAL

STATE APPROPRIATION

TOTAL REVENUE

1,139,689
62.756

1,202,445
3,246,390

4,448,835

1,110,000
23,000

1,133,000
3,300,400

4,433,400

1,111,500

30.500

1,142,000
3,711,400

4,853,400

ENROLLMENT

(E.F.T.

4 QUARTERS)

JUNIOR DIVISION
SENIOR DIVISION
GRADUATE DIVISION

TOTAL ENROLLMENT

EXPENDITURE PER STUDENT

1,118
453

1,169
489

976
681

1,571

l.f.58

1,657

2,832

2,674

2,929

REVENUE PER STUDENT

STUDENT FEES

OTHER INTERNAL REVENUE

STATE APPROPRIATION

TOTAL REVENUE PER STUDENT

725

2,067

$
$

669

1,992

2,674

671

2,240

2,832

2,929

UNIVERSITY SYSTEM OF GEORGIA
ANALYSIS OF EXPENDITURES

ALBANY STATE COLLEGE

ACTUAL
1975-76

BUOGETEO
1976-77

BUDGETED
1977-78

INSTRUCTION, RESEARCH & RELATED ACTIVITIES

FACULTY - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T.

- AMOUNT
OPERATING EXPENSES

EXTENSION & PUBLIC SERVICE

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
OPERATING EXPENSES

LIBRARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
BOOKS

OTHER OPERATING EXPENSES

OPERATION & MAINTENANCE OF PHYSICAL PLANT

SUPERVISORY PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
MAJOR REPLACEMENT FUNDS
UTILITIES

OTHER OPERATING EXPENSES

STUDENT SERVICES, GENERAL ADMINISTRATION &
GENERAL INSTITUTIONAL

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES

TOTAL ASSIGNED BUDGET

UNASSIGNED BALANCE

TOTAL BUDGET

BUDGET SUMMARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES
UNASSIGNED BALANCE

108.3

111.1

113.2

1,907,155

2,016,076

2,262,231

24.2

22.1

22. G

156,895

150,496

169,760

74,646

74,693

73, WJ

7.0

8.0

87,409

88,516

105, ')70

3.2

3.0

19,317

18,709

20,485

117,545

49,905

70,000

17,550

54,000

29,675

4.0

4.8

3.8

48,379

55,120

51,575

65.1

64.8

63.1

380,695

392,334

437, 22(.

117,590

237,723

254,400

259,920

76,453

99,146

124,032

TOTAL BUDGET SUMMARY

34.6

34.7

33.4

454,142

472,405

499,370

30.7

29.0

28.9

195,260

184,750

217,704

268,769

300,300

322,300

266,373

222,550

209,157

4,425,901

22,934

4,448,835

,433,400

,853,400

.433.400

,853.400

149.9

152.8

154.6

2,448,706

127.2

800,546

268,769

907,880

22,934

4^448,835

,576,997

123.7

801,409

300,300

754,694

,867,571

121.4

896,756

322,300

766,773

.433.400

,853,400

EXPENDITURES

UNIVERSITY SYSTEM 0^ GEORGIA
SUMMARY OF EXPENDITURES AND REVENUE
ARMSTRONG STATE COLLEGE

ACTUAL
1975-76

BUDGETED
1976-77

BUDGETED
1977-78

INSTRUCTION

ACTIVITIES RELATED TO INSTRUCTION
RESEARCH

EXTENSION S. PUBLIC SERVICE
LIBRARY

OPERATION (. MAINTENANCE Of-- PHYSICAL PLANT
.STUDENT SERVICES, GENERAL ADMINISTRATION
AND GENERAL INSTITUTIONAL

SUB-TOTAL
UNASSIGNED BALANCE

TOTAL EXPENDITURES

2,483,995

40,058
335,269
571,515

707,874

4,228,711
123

4,228,834

2,740,352

38,000
276,644
597,000

883,904

4,535,900

2,963,302

37,000
255,144
684,488

91b, 966

4,850,900

4,535,900 S 4,856,900

REVENUE

STUDENT FEES

OTHER INTERNAL REVENUE

$ 1,480,461
61,673

1,599,700
44,300

1,430,795
49,205

SUB-TOTAL

STATE APPROPRIATION

TOTAL REVENUE

$ 1,542,134
2,686,700

$ 4,228,834

1,644,000
2,891,900

4,535,900

1,480,000
3,376,900

4,856,900

ENROLLMENT

(E.F.T. - 4 QUARTERS)

JUNIOR DIVISION
SENIOR DIVISION
GRADUATE DIVISION

TOTAL ENROLLMENT

EXPENDITURE PER STUDENT

1,498

493

2,086

1,534
494
114

1,4R3

348

2L142

1,909

2,027

2^118

2,544

REVENUE PER STUDENT

STUDENT FEES

OTHER INTERNAL REVENUE

STATE APPROPRIATION

TOTAL REVENUE PER STUDENT

710

1,288

2,027

747

1.350

2,118

749

1,769

2,544

UNIVERSITY SYSTEM OF GEORGIA
ANALYSIS OF EXPENDITURES
ARMSTRONG STATE COLLEGE

INSTRUCTION, RESEARCH A RELATED ACTIVITIES

F ACUITY - K.K.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T.

- AMOUNT
OPERATING EXPENSES

EXTENSION & PUBLIC SERVICE

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
OPERATING EXPENSES

LIBRARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
BOOKS

OTHER OPERATING EXPENSES

OPERATION & MAINTENANCE OF PHYSICAL PLANT

SUPERVISORY PERSONNEL - E.K.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
MAJOR REPLACEMENT FUNDS
UTILITIES

OTHER OPERATING EXPENSES

STUDENT SERVICES, GENERAL ADMINISTRATION &
GENERAL INSTITUTIONAL

ACADEMIC PERSONNEL - K.K.T. I'O.STTLONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES

TOTAL ASSIGNED BUDGET

UNASSIGNED BALANCE

TOTAL BUDGET
BUDGET SUMMARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES
UNASSIGNED BALANCE

TOTAL BUDGET SUMMARY

ACTUAL

BUDGETED

1975-76

1976-77

1977-78

122.7

133.9

133.7

$ 2,190,712

S 2,470,888

$ 2,684,071

20.3

25.3

24.7

115,473

141,853

145,020

177,810

127,611

133,611

1.0

1.2

1.7

15,918

16,020

30,700

1.0

4,682

4,880

6,300

19,458

17,100

4.2

6.0

5.2

56,393

83,634

82,500

10.5

11.6

11.3

61,510

71,010

76,144

164,667

100,000

70,000

52,699

22,000

26,500

1.9

22,682

22,892

24,912

43.1

48.3

45.5

232,048

268,055

270,954

9,800

199,371

220,000

302,622

107,614

86,053

86,000

15.3

17.6

10.0

237,311

270,150

276,865

27.7

28.6

28.0

169,808

176,434

186,329

241,423

274,000

292,903

149.332
4,228,711

163.320
,535,900

160.869

,856,900

123
4.228.834

,535,900

,856,900

143.2

158.7

156.6

2,500,334

104.3

606,203

241,423

880,751

123

4,228,834

,840,692

116.6

685,124

274,000

736,084

,074,736

112.4

709,659

292,903

779,602

,535,900

^856^900

UNIVERSITY SYSTEM OF GEORGIA

SUMMARY OF EXPENDITURES AND REVENUE

AUGUSTA COLLEGE

EXPENDITURES

ACTUAL
1975-76

BUDGETED
1976-77

BUDGETED
1977-78

INSTRUCTION

ACTIVITIES RELATED TO INSTRUCTION
RESEARCH

EXTENSION & PUBLIC SERVICE
LIBRARY

OPERATION & MAINTENANCE OF PHYSICAL PLANT
STUDENT SERVICES, GENERAL ADMINISTRATION
AND GENERAL INSTITUTIONAL

SUB-TOTAL

UNASSIGNED BALANCE (

TOTAL EXPENDITURES

2,057,002
21,913

30,775
305,305
801,388

1,038,577

4,854,960
(15,589)

3,064,167
25,833

30,000
366,000
779,998

1,066,202

5,332,200

4,839,371

5,332,200

3,207,'jOO
24,500

33,000
364 , 000
904,997

1,134,203

5,668,200

REVENUE

STUDENT VV.V.S

OTIIKK INTERNAL KEVKNUK

1,887,460
140,171

2,236,000
75,000

1,930,000
75,000

SUU-TOTAL

STATE APPROPRIATION

TOTAL REVENUE

2,027,631
2,811,740

4,839,371

2,311,000
3,021,200

5,332,200

2,005,000
3,663,200

5,668,200

ENROLLMENT

(E.F.T. - 4 QUARTERS)

JUNIOR DIVISION
SENIOR DIVISION
GRADUATE DIVISION

TOTAL ENROLLMENT

EXPENDITURE PER STUDENT

1,701
584
155

1,763
643

156

1,678
576

137

2,440

2,562

2,391

1,983

2,081

2,370

REVENUE PER STUDENT

STUDENT FEES

OTHER INTERNAL REVENUE

STATE APPROPRIATION

TOTAL REVENUE PER STUDENT

774

1,152

$
$

873

1,179

2,081

5
$

807

1,532

1,983

2,370

100

UNIVERSITY SYSTEM OF GEORGIA

ANALYSIS OF EXPENDITURES

AUGUSTA COLLEGE

INSTRUCTION, RESEARCH ft RELATED ACTIVITIES

FACULTY - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T.

- AMOUNT
OPERATING EXPENSES

EXTENSION A PUBLIC SERVICE

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
OPERATING EXPENSES

LIBRARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
BOOKS

OTHER OPERATING EXPENSES

OPERATION & MAINTENANCE OF PHYSICAL PLANT

SUPERVISORY PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
MAJOR REPIACEMENT FUNDS
UTILITIES

IITIIEK OPENATINC EXPENSES

MIIDINI SLKVIUS, (.INIRAI ADMINI SfUAT ION f.
GENLHAL INSTITUTIONAL

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES

TOTAL ASSIGNED BUDGET

UNASSIGNED BALANCE

TOTAL BUDGET

ACTUAL

BUDGETED

1975-76

1976-77

1977-78

133.2

146.0

136.0

2,302,475

S 2,610,933

$ 2,713,750

36.6

41.1

42.3

203,871

231,917

270,100

172,569

247,150

248,150

5.0

4.8

5. J

30,775

30,000

33,000

6.0
91,668
16.3
91,487
83,639
38,511

1.9
26,294
59.5
327,103
118,950
170,52'J
J'.M,512

16.9
286,784

44.9
271,816
258,709
221,268

$ 4,854,960
(15,589)
$ 4,839,371

7.0

104,250

115,250

19.0

19.1

106,325

115,312

111,000

89,000

44,425

44,438

1.9

26,578

30,555

66.1

66.2

369,221

409,784

201 , 586

246,666

]H2,6I3

21/,')').!

17.0
287,650

46.8
291,853
329,000
157,699

5,332,200

16.9
313,762

45.6
316,142
344,000
160,299

5,668,200

5,332,200

5,668,200

BUDGET SUMMARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES
UNASSIGNED BALANCE

TOTAL BUDGET SUMMARY

161.1
$ 2,711,702

159.2
920,571
258,709
963,978
(15,589)

$ 4,839,371

174.8

3,032,833

174.9

1,025,894

329,000

944,473

5,332,209

165.2
3,175,762

175.1

1,141,893

344,000

1,006,545

5,668,200

101

EXPENDITURES

UNIVERSITY SYSTEM OF GEORGIA

SUMMARY OF EXPENDITURES AND REVENUE

COLUMBUS COLLEGE

ACTUAL
1975-76

BUDGETED
1976-77

BUDGETED
1977-78

INSTRUCTION

ACTIVITIES RELATKD TO INSTRUCTION
RESEARCH

EXTENSION & PUBLIC SERVICE
LIBRARY

OPERATION 6 MAINTENANCE OF PHYSICAL PLANT
STUDENT SERVICES, GENERAL ADMINISTRATION
AND GENERAL INSTITUTIONAL

SUB-TOTAL
UNASSIGNED BALANCE

TOTAL EXPENDITURES

4,143,388

89,016

445,146

1,000,373

1,126,732

6,804,655
3,729

4,468,100

113,000

462,000

1,097,000

1,347,000

7,487,100

6,808,384

7,487,100

4,830,632

122,000

470,000

1,209,016

1,439,452

8,071,100

REVENUE

STUDENT FEES

OTHER INTERNAL REVENUE

SUB-TOTAL

STATE APPROPRIATION

TOTAL REVENUE

2,634,084
56,190

2,943,250
31,750

2,680,750
48,250

2,690,274
4,118,110

2,975,000
4,512,100

2,729,000
5,342,100

6,808, 384

7,487,100

8,071,100

ENROLLMENT

(K.K.T

4 QUARTERS)

JUNIOR DIVISION
SKNIOK DIVISION
CKADIIATH DIVISION

TOTAL ENROLLMENT

EXPENDITURE PER STUDENT

2,255
941

3,530

2,326

1,019

345

2,119
9 V>

J51

3,690

3,405

1,929

2,029

2,370

REVENUE PER STUDENT

STUDENT FEES

OTHER INTERNAL REVENUE

STATE APPROPRIATION

TOTAL REVENUE PER STUDENT

746

1,167

5
$

798

1,222

2,029

$
S

787

1,569

1,929

2,370

102

UNIVERSITY SYSTEM OF GEORGIA

ANALYSIS OF EXPENDITURES

COLUMBUS COLLEGE

INSTRUCTION, RESEARCH & RELATED ACTIVITIES

FACULTY - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T.

- AMOUNT
OPERATING EXPENSES

EXTENSION & PUBLIC SERVICE

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
OPERATING EXPENSES

LIBRARY

ACADEMIC PERSONNEL - K.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
BOOKS

OTHER OPERATING EXPENSES

OPERATION & MAINTENANCE OF PHYSICAL PLANT

SUPERVISORY PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
MAJOR REPLACEMENT FUNDS
UTILITIES

OTHER OPERATING EXPENSES

STUDENT SERVICES, GENERAL ADMINISTRATION &
GENERAL INSTITUTIONAL

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES

TOTAL ASSIGNED BUDGET

UNASSIGNED BALANCE
TOTAL BUDGET

BUDGET SUMMARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - K.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES
UNASSIGNED BALANCE

ACTUAL

BUDGETED

1975-76

1976-77

1977-78

197.5

209.5

209.7

5 3.506,790

$ 3,813,176

$ 4,128,752

50.5

52.5

52.1

283,380

305,100

338,590

353,218

349,824

363,290

1.1

2.3

2.4

18,591

36,745

44,287

4.1

5.3

4.9

32,730

40,910

40,305

37,695

35,345

37,408

7.7

8.0

105,272

108,835

107, 8R0

18.3

20.5

20.8

110,602

123,450

146,500

170,433

152,865

138,820

58,839

76,850

76,800

5.0

44,904

46,500

53,370

71.6

82.5

84.1

380,876

442,906

496,152

16,085

485,600

436,630

485,600

72,908

170,964

173,894

TOTAL BUDGET SUMMARY

14.7

16.5

16.2

260,192

290,804

309,627

49.7

55.9

55.8

328,073

363,775

403,382

379,500

470,000

497,555

158,967
6,804,655

222,421

228,888

7,487,100

8,071,100

3,729
6,808,384

7,487,100

8,071,000

221.0

236.3

3,890,845

4,249,560

4,590,540

199.2

221.7

222.7

1,180,565

1,322,641

1,478,299

379,500

470,000

497,555

1,353,745

1,444,899

1,504,700

3,729
6,808,384

7,487,100

8,071,100

103

UNIVERSITY SYSTEM OF GEORGIA
SUMMARY OF EXPENDITURES AND REVENUE
FORT VALLEY STATE COLLEGE

EXPENDITURES

INSTRUCTION

ACTIVITIES RELATED TO INSTRUCTION
RESEARCH

EXTENSION & PUBLIC SERVICE
LIBRARY

OPERATION & MAINTENANCE OF PHYSICAL PLANT
STUDENT SERVICES, GENERAL ADMINISTRATION
AND GENERAL INSTITUTIONAL

SUB-TOTAL
UNASSIGNED BALANCE

TOTAL EXPENDITURES

ACTUAL
1975-76

$ 2,433,457

56,739

9,393

14,217

276,016

771,349

1,065,208

$ 4,626,379
60,861

$ 4,687,240

BUDGETED
1976-77

2,650,577

96,189

5,254

2,662

327,276

838,000

1,065,442

4,985,400

BUDGETED
1977-78

2,938,789

118,142

5,448

2,759

371,540

920,000

1,142,722

5,499,400

REVENUE

STUDENT FEES

OTHER INTERNAL REVENUE

SUB-TOTAL

STATE APPROPRIATION

TOTAL REVENUE

854,654
176,496

$ 1,031,150
3,656,090

$ 4,687,240

967,707
67,293

1,035,000
3,950,400

4,985,400

865,976
258,024

1,124,000
4,375,400

5,499,400

ENROLLMENT

(K.I'.T. - <1 yUARTKKS)

JUNIOR DIVISION
SENIOR DIVISION
GRADUATE DIVISION

TOTAL ENROLLMENT

EXPENDITURE PER STUDENT

866
485
111

1,462

878
521
130

866
484
111

1,529

1,461

3,206

3,261

3,764

REVENUE PER STUDENT

STUDENT FEES

OTHER INTERNAL REVENUE

STATE APPROPRIATION

TOTAL REVENUE PER STUDENT

584

633

592

121

177

2,501

2,584

2,995

3,206

3,261

3,764

104

UNIVERSITY SYSTEM OF GEORGIA

ANALYSIS OF EXPENDITURES

FORT VALLEY STATE COLLEGE

ACTUAL
1975-76

BUDGETED
1976-77

BUDGETED
1977-78

INSTRUCTION, RESEARCH & RELATED ACTIVITIES
FACULTY - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL, - E.F.T.

- AMOUNT
OPERATING EXPENSES

EXTENSION & PUBLIC SERVICE

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
OPERATING EXPENSES

LIBRARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT

NON- ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
BOOKS

OTHER OPERATING EXPENSES

OPERATION & MAINTENANCE OF PHYSICAL PLANT

SUPERVISORY PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
MAJOR REPLACEMENT FUNDS
UTILITIES

OTHER OPERATING EXPENSES

STUDENT SERVICES, GENERAL ADMINISTRATION &
GENERAL INSTITUTIONAL

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES

TOTAL ASSIGNED BUDGET

UNASSIGNED BALANCE

TOTAL BUDGET

BUDGET SUMMARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES
UNASSIGNED BALANCE

124.9

2,185,6B0

31.8

173,357

140,552

127.4

2,289,387

28.7

173,234

289,399

131.1

2,531,880

3H.U

234,229

296,204

2,420

1,368

1,<24

11,797

1,294

1,335

18.3

7.0

174,126

89,743

102,230

3.2

12.2

12.5

11,003

79,226

84,200

83,465

145,457

171,640

7,422

12,850

13,470

1.3

1.4

24,685

23,944

27,392

65.5

72.1

75.9

363,254

424,906

483,555

12,000

317,417

294,400

309,120

53,993

94,750

99,933

TOTAL BUDGET SUMMARY

20.2

19.5

21.0

331,006

320,177

369,297

39.0

37.7

37.5

261,521

251,222

269,304

325,928

312,213

333,213

146.753
4,626,379

181.830

170r9f)R

4,985,400

5,499,400

60.861
4.687.240

4,985,400

5,499,400

163.4

153.9

159.1

2,690,812

2,699,307

3,003,413

141.3

152.3

165.6

836,240

953,900

1,100,104

325,928

312,213

333,213

773,399

1,019,980

1,062,670

60.R61
4.68.7, 24fl

4,985,400

s, <m, arm

105

EXPENDITURES

UNIVERSITY SYSTEM OF GEORGIA
SUMMARY OF EXPENDITURES AND REVENUE
GEORGIA COLLEGE

ACTUAL
1975-76

BUDGETED
1976-77

BUDGETED
1977-78

INSTRUCTION

ACTIVITIES RELATED TO INSTRUCTION
RESEARCH

EXTENSION & PUBLIC SERVICE
LIBRARY

OPERATION & MAINTENANCE OF PHYSICAL PLANT
STUDENT SERVICES, GENERAL ADMINISTRATION
AND GENERAL INSTITUTIONAL

SUB-TOTAL
UNASSIGNED BALANCE

TOTAL EXPENDITURES

2,779,135

36,206

3,004

9,64 3

295,264

857,213

?43,818

4,924,283
93.776

3,006,601

38,683

4,000

11,859

297,000

795,000

1,042,710

5,195,853
28,047

5,018,059

5,223,900

3,277,667

40,552

4,000

7,034

318,000

920,000

1.10?. 510

5,669,763

34.137

5,703,900

REVENUE

STUDENT FEES

OTHER INTERNAL REVENUE

1,721,054
50,405

1,967,500
21,500

1,907,500
32,500

SUB-TOTAL

STATE APPROPRIATION

TOTAL REVENUE

1,771,459
3,246,600

5,018,059

1,989,000
3,234,900

5,223,900

1,940,000
3,763,900

5,703,900

ENROLLMENT

(E.F.T. - 4 QUARTERS)

JUNIOR DIVISION
SENIOR DIVISION
GRADUATE DIVISION

TOTAL ENROLLMENT

EXPENDITURE PER STUDENT

1,056
812
485

1,064
813
484

1,031
807

454

2,353

2,361

2,292

2,133

2,213

2,480

REVENUE PER STUDENT

STUDENT FEES

OTHER INTERNAL REVENUE

STATE APPROPRIATION

TOTAL REVENUE PER STUDENT

732

1,380

833

10
1,370

2,213

5
S

832

1,642

2,133

2,468

106

UNIVERSITY SYSTEM OF GEORGIA
ANALYSIS OF EXPENDITURES
GEORGIA COLLEGE

ACTUAL
1975-76

BUDGETED
1976-77

BUDGETED
1977-78

INSTRUCTION, RESEARCH & RELATED ACTIVITIES
FACULTY - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T.

- AMOUNT
OPERATING EXPENSES

EXTENSION & PUBLIC SERVICE

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
OPERATING EXPENSES

LIBRARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
BOOKS

OTHER OPERATING EXPENSES

OPERATION & MAINTENANCE OF PHYSICAL PLANT

SUPERVISORY PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
MA.IOR REP1«ACEMENT FUNDS
UTILITIES

OTHER OPERATING EXPENSES

STUDENT SERVICES, GENERAL ADMINISTRATION &
GENERAL INSTITUTIONAL

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMTC PERSONNEL - K.F.T. POSITIONS

AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES

TOTAL ASSIGNED BUDGET

UNASSIGNED BALANCE
TOTAL BUDGET

BUDGET SUMMARY

ACADEMIC PERSONNEL - K.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES
UNASSIGNED BALANCE

137.5

2,379,799

23.0

160,804

277,742

146.4

2,623,955

24.6

169,807

255,522

147.9

2,870,955

24.9

182,742

268,522

8,538

9,184

4,735

1,105

2,675

2,299

10.3

10.5

11.5

115,665

118,907

136,049

4.8

5.6

4.7

24,885

28,595

25,527

110,621

103,132

110,047

44,093

46,366

46,377

1.4

20,742

21,010

23,953

56.0

60.9

62. H

331,481

365,691

42H,H4!>

100,200

255,625

307,496

366,402

149,165

100,803

100,800

TOTAL BUDGET SUMMARY

17.8

16.8

278,891

282,150

300,838

35.8

35.5

30.7

220,333

226,776

251,292

294,032

339,000

367,000

150,562

194,784

183,380

4,924,283

5,195,853

5,669,763

93,776

28,047

34,137

5,018,059

5,223,900

5,70 3,900

165.6

174.7

176.2

2,774,355

3,025,012

3,307,842

121.7

128.8

129.9

766,783

821,063

917,094

294,032

339,000

367,000

1,089,113

1,010,778

1,077,827

93,776

28,047

34,137

5,018,059

5,223,900

5^703,900

107

UNIVERSITY SYSTEM OF GEORGIA
SUMMARY OF EXPENDITURES AND REVENUE
GEORGIA SOUTHERN COLLEGE

EXPENDITURES

INSTRUCTION

ACTIVITIES RELATED TO INSTRUCTION
RESEARCH

EXTENSION & PUBLIC SERVICE
LIBRARY

OPERATION & MAINTENANCE OF PHYSICAL PLANT
STUDENT SERVICES, GENERAL ADMINISTRATION
AND GKNKRAI. rNSTITUTlONAI.

SUM-TOTAL

UNASSIGNED BALANCE

TOTAL EXPENDITURES

ACTUAL
1975-76

BUDGETED
1976-77

BUDGETED
1977-78

5,597,973

135,215

25,374

111,286

585,159

1,457,229

1,994,527

5,897,168

138,582

31,950

117,000

642,000

1,461,400

2,219,600

6,337,256

147,977

32,967

128,000

692,000

1,591,400

2. 302.100

9,906,763
29.768

10,507,700

11,321,700

9,936,531

10,507,700

11.321.700

REVENUE

STUDENT FEES

OTHER INTERNAL REVENUE

SUB-TOTAL

STATE APPROPRIATION

TOTAL REVENUE

2,723,845
96.291

2,820,136
7,116,395

9,936^531

3,012,000
77,000

3,089,000
7,418,700

10,507,700

2,941,500
68.500

3,010,000
8,311,700

11,321,700

ENROLLMENT

(E.F.T. - 4 QUARTERS)

JUNIOR DIVISION
SENIOR DIVISION
GRADUATE DIVISION

TOTAL ENROLLMENT

EXPENDITURE PER STUDENT

2,048

1,500

578

2,070

1,525

560

2,202

1,440

576

1,126

4,155

4,218

2t408

2,529

2,684

REVENUE PER STUDENT

STUDENT FEES

OTHER INTERNAL REVENUE

STATE APPROPRIATION

TOTAL REVENUE PER STUDENT

660
23

1.725

2,408

725

1,785

2,529

697

1,971

2,684

108

UNIVERSITY SYSTEM OF GEORGIA
ANALYSIS OF EXPENDITURES
GEORGIA SOUTHERN COLLEGE

INSTRUCTION, RESEARCH & RELATED ACTIVITIES

FACULTY - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T.

- AMOUNT
OPERATING EXPENSES

EXTENSION & PUBLIC SERVICE

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
OPERATING EXPENSES

LIBRARY

ACADEMIC I'KRSONNKJ. - K.r.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
BOOKS

OTHER OPERATING EXPENSES

OPERATION & MAINTENANCE OF PHYSICAL PLANT

SUPERVISORY PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
MAJOR REPLACEMENT FUNDS
UTILITIES

OTHER OPERATING EXPENSES

STUDENT SERVICES, GENERAL ADMINISTRATION &
GENERAL INSTITUTIONAL

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES

TOTAL ASSIGNED BUDGET
UNASSIGNED BALANCE

TOTAL BUDGET

BUDGET SUMMARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES
UNASSIGNED BALANCE

ACTUAL

BUDGETED

1975-76

1976-77

1977-78

285.4

290.1

290.3

$ 5,150,105

$ 5,321,000

$ 5,796,500

44.6

53.0

51.5

237,494

282,000

309,000

370,963

464,700

412,700

4.3

3.9

60,918

55,743

69,292

5.0

6.2

4.8

27,022

35,027

30,053

23,346

26,230

28,655

J4.2

15.0

l'j.O

175,260

185,170

204, J53

22.6

28.4

28.5

113,236

141,930

153,822

248,819

269,161

284,085

47,844

45,739

49,740

7.2

7.8

10.4

79,356

88,455

124,865

113.6

126.1

120.8

674,625

731,686

774,276

104,345

356,550

362,501

351,650

242,353

278,758

340,609

TOTAL BUDGET SUMMARY

45.7

50.6

50.3

646,162

707,445

779,625

65.8

74.9

74.5

372,306

436,634

476,954

624,140

707,000

750,000

351,919

368,521

385.521

9,906,763

10,507,700

11,321,700

29,768
9,936,531

10,507,700

11. 321.700

349.6

359.6

359.5

6,032,445

6,269,358

6,849,770

258.8

296.4

290.5

1,504,039

1,715,732

1,868,970

624,140

707,000

750,000

1,746,139

1,815,610

1,852,960

29,768
9,936,531

10.507.700

11,321,700

109

UNIVERSITY SYSTEM OF GEORGIA
SUMMARY OF EXPENDITURES AND REVENUE
GEORGIA SOUTHWESTERN COLLEGE

EXPENDITURES

INSTRUCTION

ACTIVITIES RELATED TO INSTRUCTION
RESEARCH

EXTENSION & PUBLIC SERVICE
LIBRARY

OPERATION & MAINTENANCE OF PHYSICAL PLANT
STUDENT SERVICES, GENERAL ADMINISTRATION
AND GENERAL INSTITUTIONAL

SUB-TOTAL
UNASSIGNED BALANCE

TOTAL EXPENDITURES

RFVfNUr

ACTUAL
1975-76

$ 2,335,556

22,566
278,501
678,608

864,682

$ 4,179,913
817

$ 4,180,730

BUDGETED
1976-77

BUDGETED

1977-70

$ 2,526,000 $ 2,668,224

24,000
299,000
686,000

932,800

4,467,800

26,000
311,228
748,000

999,348

4,752,800

$ 4,467,800 $ 4,752.800

STIIDKNT I'l'.i::;

(rniliH INTKKNAI. KKVKNUU

SUB-TOTAL

STATE APPROPRIATION

TOTAL REVENUE

1,072,4'J]
J0.924

1,103,415
3,077,315

4,180,730

l,H2,'joo

1 3 , 500

l,()4t.

,401)

1,146,000
3,321,800

5
$

1,060,
3.692

4.752

,000
,800

4,467,800

,800

ENROLLMENT (e.f.t. - 4 quarters)

JUNIOR DIVISION
SENIOR DIVISION
GRADUATE DIVISION

TOTAL ENROLLMENT

EXPENDITURE PER STUDENT

792
513
365

1,670

912
473
331

852
435
265

1,716

1,552

2,503

2,604

3,062

REVENUE PER STUDENT

STUDENT FEKS

OTHER INTERNAL REVENUE

STATE APPROPRIATION

TOTAL REVENUE PER STUDENT

642

1,842

660

1,936

674

2,379

2,503

2,604

3.062

110

IMIVIK'.IIY '.YMIM 01 GUMMA

ANALYSIS 01 I.XPLNIUTURLS
GLORGIA SOUTHWESTERN COLLEGE

INSTRUCTION, RESEARCH & RELATED ACTIVITIES
FACULTY - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T.

- AMOUNT
OPERATING EXPENSES

EXTENSION & PUBLIC SERVICE

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADFMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT

oi'KKATINC EXPENSE.'!

LIBRARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
BOOKS

OTHER OPERATING EXPENSES

OPERATION & MAINTENANCE OF PHYSICAL PLANT

SUPERVISORY PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
MAJOR REPLACEMENT FUNDS
UTILITIES

OTHER OPERATING EXPENSES

STUDLNT SERVICES, GENERAL ADMINISTRATION &
GLNLRAL INSTITUTIONAL

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES

TOTAL ASSIGNED BUDGET

UNASSIGNED BALANCE

TOTAL BUDGET

BUDGET SUMMARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES
UNASSIGNED BALANCE

ACTUAL

BUDGETED

1975-76

1976-77

1977-78

113.5

123.2

118.6

S 2,024,981

$ 2,206,000

$ 2,348,000

19.6

19.3

18.7

123,218

124,000

128,000

187,357

196,000

192,224

1.1

14,337

16,799

18,020

.')

4,508

5,511

r»,v n

1,721

l,(>90

2,.'A">

7.4

8.5

7.5

88,683

98,198

97,757

8.6

8.7

47,472

49,015

53,684

112,248

115,928

120,932

30,098

35,859

38,855

11,025

11,816

13,170

57.8

62.9

(>0.^

318,807

358,442

394 , OOH

20,100

175,777

196,180

220,570

152,899

119,562

120,172

TOTAL BUDGET SUMMARY

16.6

16.8

17.')

266,589

279,451

311,900

28.2

28.7

29.3

186,498

188,981

212,238

244,414

287,000

301,000

167.181
4,179,913

177,368

174.144

4,467,800

,752,800

817
4,180,730

4.467,800

,752,800

138.4

149.6

145.1

2,394,590

115.6

691,528

244,414,

849,381

817

4,180,730

2,600,448

121.2

737,765

287,000

842,587

,775,743

118.5

806,911

301,000

869,146

4.467,800

,752,800

111

UNIVERSITY SYSTEM OF GEORGIA

SUMMARY OF EXPENDITURES AND REVENUE

NORTH GEORGIA COLLEGE

EXPENDITURES

INSTRUCTION

ACTIVITIES RELATED TO INSTRUCTION
RESEARCH

EXTENSION & PUBLIC SERVICE
LIBRARY

OPERATION S. MAINTENANCE OF PHYSICAL PLANT
STUDENT SERVICES, GENERAL ADMINISTRATION
AND GENERAL INSTITUTIONAL

SUB-TOTAL
UNASSIGNED BALANCE

TOTAL EXPENDITURES

ACTUAL
1975-76

$ 1,470,958

46,768
170,395
567,450

687,725

$ 2,943,296
(1,139)

$ 2,942,157

BUDGETED
1976-77

1,595,000

43,413
194,587
534,000

775.100

3,142,100

?.;42,1QQ

BUDGETED
1977-78

1,738,000

47,605
208,395
581,000

859,600
3,434,600

3,4 34,600

REVENUE

STUDENT FEES

OTHER INTERNAL REVENUE

735,430
41,787

792,600
12,400

802,600
12,400

SUB-TOTAL

STATE APPROPRIATION

TOTAL REVENUE

$ 777,217
2-164.940

$ 2.942.157

805,000
2,337,100

3,142,100

815,000
2,619,600

3.434.600

ENROLLMENT

(K.K.T. - 4 QUARTERS)

.IMNI<>I< DIVISION
SENIOR DIVISION
GRADUATE DIVISION

TOTAL ENROLLMENT

EXPENDITURE PER STUDENT

0 »H
378
168

1.184

OHO
348
148

0/1.
34U

139

1,182

1,163

2,485

2^658

2,953

REVENUE PER STUDENT

STUDENT FEES

OTHER INTERNAL REVENUE

STATE APPROPRIATION

TOTAL REVENUE PER STUDENT

621

1,829

2,485

670

1,978

2,658

090

11
2,252

2,953

112

UNIVERSITY SYSTEM OF GEORGIA
ANALYSIS OF EXPENDITURES
NORTH GEORGIA COLLEGE

INSTRUCTION, RESEARCH & RELATED ACTIVITIES

FACULTY - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T.

- AMOUNT
OPERATING EXPENSES

EXTENSION & PUBLIC SERVICE

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
OPERATING EXPENSES

LIBRARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
BOOKS

OTHER OPERATING EXPENSES

OPERATION & MAINTENANCE OF PHYSICAL PLANT

SUPERVISORY PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
MAJOR REPLACEMENT FUNDS
UTILITIES

OTHER OPERATING EXPENSES

STUDENT SERVICES, GENERAL ADMINISTRATION &
GENERAL INSTITUTIONAL

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

AMOUNT

fringe iwnei-tts

operating expense:;

TOTAL ASSIGNED BUDGET

UNASSIGNED balance
TOTAL BUDGET

ACTUAL

BUDGETED

1975-76

1976

-77

1977-78

65.8

75.8

75.6

S 1,223,521

$ 1,

360,549

$ 1,488,917

13.8

17.0

18.0

78,031

91,051

106,183

169,406

143,400

142,900

1.5

32,556

32,946

36,606

1.0

5,522

5,600

6,132

8,690

4,867

4.3

5.0

52,486

62,795

(ill, (>()()

7.8

7.H

41,676

43,331

47,334

43,095

45,000

48,800

33,138

43,461

43,661

1.1

1.2

11,001

11,479

12,491

41.5

43.0

272,870

284,241

311,229

52,000

152,163

146,102

165,102

79,416

92,178

12.7

16.1

17.1

217,659

262,536

299,731

28.5

25.1

25.8

172,872

149,039

166,844

180,599

216,000

231,000

116.595

147,525
3,142,100

MiZALZ'J

2,943,296

,434,600

(1.139)

2.942.157

3.142,100

.434,600

BUDGET SUMMARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES
UNASSIGNED BALANCE

TOTAL BUDGET SUMMARY

84.3

1,526,222

93.7

581,972

180,599

654,503

(1.1.19)

2.942.157

98.4
1,718,826

95.1
584,741
216,000
622,523

99.2
1,893,854

96.8
650,213
231,000
659,533

3.142,100

3r434r(snn

113

UNIVERSITY SYSTEM OF GEORGIA

SUMMARY OF EXPENDITURES AND REVENUE

SAVANNAH STATE COLLEGE

EXPENDITURES

INSTRUCTION

ACTIVITIES RELATED TO INSTRUCTION
RESEARCH

EXTENSION & PUBLIC SERVICE
LIBRARY

OPERATION (. MAINTENANCE OK PHYSICAL PLANT
STUDENT SERVICES, GENERAL ADMINISTRATION
AND GENERAL INSTITUTIONAL

SUB-TOTAL
UNASSIGNED BALANCE

TOTAL EXPENDITURES

ACTUAL

BUDGETED

1975-76

1976-77

1977-78

2,235,947

2,409,367

2,647,494

72,611

88,130

95,633

9,647

9,888

15,745

42,000

45,000

238,448

259,562

300,930

931,967

848,000

997,000

1,153,586

1.120.953

1,227,343

4,657,951

4,777,900

5,313,400

949

50.000

50,000

4,658,900

4,827,900

5^363^400

REVENUE

STUDENT FEES

OTHER INTERNAL REVENUE

SUB-TOTAL

STATE APPROPRIATION

TOTAL REVENUE

1,237,328
94,522

1,304,495
44,505

S
$
$

1,327,000
73,000

1,331,850
3,327,050

1,349,000
3,478,900

1,400,000
3,963,400

4,658,900

4,827,900

5, 363,400

ENROLLMENT

(E.F.T.

4 QUARTERS)

JUNIOR DIVISION
SENIOR DIVISION
GRADUATE DIVISION

TOTAL ENROLLMENT

IXI'I NDI IIIRl PI l< S MHM N I

1,247

636

1,246

637

1,123

650

1,978

1,976

1,866

2,355

2,44 3

2,(174

REVENUE PER STUDENT

STUDENT PEES

OTHER INTERNAL REVENUE

STATE APPROPRIATION

TOTAL REVENUE PER STUDENT

625

660

711

1,682

1,760

2,124

2,355

2^443

2,874

114

UNIVERSITY SYSTEM OF GEORGIA
ANALYSIS OF EXPENDITURES
SAVANNAH STATE COLLEGE

INSTRUCTION, RESEARCH & RELATED ACTIVITIES
FACULTY - K.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T.

- AMOUNT
OPERATING EXPENSES

EXTENSION & PUBLIC SERVICE

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - K.F.T. POSITIONS

- AMOUNT
OPERATING KXPKN.SK;

LIBRARY

ACADEMIC PERSONNEL - K.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
BOOKS

OTHER OPERATING EXPENSES

OPERATION & MAINTENANCE OF PHYSICAL PLANT

SUPERVISORY PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
MAJOR REPLACEMENT FUNDS
UTILITIES

OTHER OPERATING EXPENSES

STUDENT SERVICES, GENERAL ADMINISTRATION &
GENERAL INSTITUTIONAL

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES

TOTAL ASSIGNED BUDGET

UNASSIGNED BALANCE

TOTAL BUDGET

BUDGET SUMMARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES
UNASSIGNED BALANCE

ACTUAL

BUDGETED

1975-76

1976-77

1977-78

109.1

117.9

119.1

$ 2,064,629

$ 2,213,215

$ 2,406,552

18.1

20.5

20.4

108,577

120,718

140,061

144,999

173,452

196,514

3.1

1.1

33,300

16,000

2.1

16,200

10,745

8,700

12,MO()

4.7

6.0

61,609

76,301

84,2 50

8.7

9.0

51,402

53,569

58,982

108,166

94,092

115,000

17,271

35,600

42,692

1.0

1.5

1.0

15,625

23,262

17,250

71.9

80.5

81.0

462,644

522,204

580,216

79,000

169,044

197,671

283,751

205,654

104,863

115,783

TOTAL BUDGET SUMMARY

15.3

18.5

15. C

244,380

286,592

267,104

47.0

45.6

49.5

354,164

330,854

422,497

305,751

343,000

365,000

249,291

160,507

172.742

4,657,951

4,777,900

5,313,400

949

50,000

4,658,900

4,827,900

5,363,400

129.1

145.5

141.8

2,370,618

2,609,408

2,773,912

146.7

157.1

163.0

992,412

1,050,607

1,235,206

305,751

343,000

365,000

989,170

774,885

939,282

949

50,000

50.000

4,658,900

4,827,900

5,363,400

115

UNIVERSITY SYSTEM OF GEORGIA
SUMMARY OF EXPENDITURES AND REVENUE
VALDOSTA STATE COLLEGE

EXPENDITURES

INSTRUCTION

ACTIVITIES RELATED TO INSTRUCTION
RESEARCH

EXTENSION & PUBLIC SERVICE
LIBRARY

OPERATION & MAINTENANCE OF PHYSICAL PLANT
STUDENT SERVICES, GENERAL ADMINISTRATION
AND GENERAL INSTITUTIONAL

SUB-TOTAL
UNASSIGNED BALANCE

TOTAL CXPINIHTIIRLS

REVENUE

ACTUAL
1976-76

4,009,119

47,859

509,107

1,125,305

1,331,080

S 7,022,470
(3.846)

? 7,010,024

BUDGETED
1976-77

4,299,040

64,340

566,000

1,052,000

1.427.120

7,408,500

Zx.400.50JJ

BUDGETED
1977-78

4,659,562

68,340

608,000

1,141,000

1-534.098

8,011,000

_tK.OLL.U0O

STUDENT FEES

OTHER INTERNAL REVENUE

$ 2,465,251
87,898

2,691,200
40.800

2,631,000
39,000

SUB-TOTAL

STATE APPROPRIATION

$ 2,553,149
4,465,475

2,732,000
4,676,500

2,670,000
5,341,000

TOTAI RIVINIir

7,010,024

7.408,500

H, 01 1,000

LNK0I.IMIN1

(i:.i\T

A yilARTKHS)

JUNIOR DIVISION
SENIOR DIVISION
GRADUATE DIVISION

TOTAL ENROLLMENT

EXPENDITURE PER STUDENT

1,812
951

544

3,307

1,845
969
549

1,756
941
483

3,363

3,180

2,122

2,203

2,519

REVENUE PER STUDENT

STUDENT FEES

OTHER INTERNAL REVENUE

STATE APPROPRIATION

TOTAL REVENUE PER STUDENT

745

800

827

1,350

1,391

1,680

2,122

2,203

2,519

116

UNIVERSITY SYSTEM OF GEORGIA

ANALYSIS OF EXPENDITURES

VALDOSTA STATE COLLEGE

ACTUAL
1975-76

BUDGETED
1976-77

BUDGETED
1977-78

INSTRUCTION, RESEARCH & RELATED ACTIVITIES

FACULTY - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T.

- AMOUNT
OPERATING EXPENSES

EXTENSION & PUBLIC SERVICE

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
OPERATING EXPENSES

LIBRARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T- POSITIONS

- AMOUNT
iuhiK::

OTHER OPERATING EXPENSES

OPERATION & MAINTENANCE OF PHYSICAL PLANT

SUPERVISORY PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
MAJOR REPLACEMENT FUNDS
UTILITIES

OTHER OPERATING EXPENSES

STUDtNT SLRVIUS, GLNLRAL ADMINISTRATION &
GENERAL INSTITUTIONAL

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES

TOTAL ASSIGNED BUDGET

UNASSIGNED BALANCE

TOTAL BUDGET

194.1

205.6

206.8

1,522,667 5

3,775,976 S

4,123,476

41.9

43.5

43.2

209,912

211,564

230,086

276,540

311,500

306,000

1.0

23,858

24,000

25,440

2.0

3.2

19,759

33,750

36,006

4,242

6,590

6,894

10.8

154,535

155,764

172, llf.

22.6

23.7

2.'.'t

1 l')f7f<4

141, i:»h

1'. 1,'1/H

1 /«>,'. »M

2,!2,0'jtl

/ »•), UK.

38,250

46,850

42,600

4.4

53,794

58,672

66,165

78.3

86.3

87.7

452,419

501,284

557,379

152,000

261,978

324,137

338,147

205,114

167,907

179, U)>i

10.8
211,683

63.8
411,384
430,997
277. Qlfi

$ 7,022,470

(3,846)

$ 7,018,624

11.0

215,580
65.6

443,466
494,000
774,074

7,408,500

11.0

232,654

64.3

488,463
524,000
288,981

8,011,000

BUDGET SUMMARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES
UNASSIGNED BALANCE

TOTAL BUDGET SUMMARY

216.7

3,912,743

213.0

1,287,052

430,997

1,391,678

(3,846)

7,018,624

228.4
4,171,320

226.7

1,390,064

494,000

1,353,116

7,408,500

229.6

4,553,686

225.7

1,532,077

524,000

1,401,237

8,011,000

117

EXPENDITURES

UNIVERSITY SYSTEM OF GEORGIA

SUMMARY OF EXPENDITURES AND REVENUE

WEST GEORGIA COLLEGE

ACTUAL
1975-76

BUDGETED
1976-77

BUDGETED
1977-78

INSTRUCTION

ACTIVITIES RELATED TO INSTRUCTION
RESEARCH

EXTENSION & PUBLIC SERVICE
LIBRARY

OPERATION & MAINTENANCE OF PHYSICAL PLANT
STUDENT SERVICES, GENERAL ADMINISTRATION
AND GENERAL INSTITUTIONAL

SUB-TOTAL
UNASSIGNED BALANCE

TOTAL EXPENDITURFS

5,118,116

303,193

2,782

100,514

508,680

1,405,450

1.539.379

8,978,114

R<992.412

5,435,407

325,204

8,000

85,854

650,000

1,370,000

1,665,335

9,539,800

$ 5,826,564

367,786

10,000

98,198

677,353

1,494,000

1,844,499

$ 10,318,400

9,539,800 $ 10,318,400

REVENUE

STUDENT FEES

OTHER INTERNAL REVENUE

SUB-TOTAL

STATE APPROPRIATION

TOTAL REVENUE

$ 2,451,990
86,197

$ 2,538,187
6,454,225

$ 8,992,412

2,513,000

57,000

2,570,000
6,969,800

9,5 39,800

2,477,000
63,000

2,540,000
7,778,400

10,318,400

ENROLLMENT

(L.F.T. - 4 (QUARTERS)

JUNIOR DIVISION
SENIOR DIVISION
GRADUATE DIVISION

TOTAL ENROLLMENT

EXPENDITURE PER STUDENT

1,358

1,403

876

1,357

1,403

870

1,350

1,335

795

3,637

3,630

3,480

2,473

2,628

2,965

REVENUE PER STUDENT

STUDENT FEES

OTHER INTERNAL REVENUE

STATE APPROPRIATION

TOTAL REVENUE PER STUDENT

674

1,775

$
$

692

1>920

2,628

712

2,235

2,473

2,965

118

UNIVERSITY SYSTEM OF GEORGIA

ANALYSIS OF EXPENDITURES

WEST GEORGIA COLLEGE

ACTUAL
1975-76

BUDGETED
1976-77

BUDCETED
1977-78

INSTRUCTION, RESEARCH & RELATED ACTIVITIES

FACULTY - E.F.T. POSITIONS

- AMOUNT
NON- ACADEMIC PERSONNEL - E.F.T.

- AMOUNT
OPERATING EXPENSES

EXTENSION & PUBLIC SERVICE

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - K.K.T. POSITIONS

- AMOUNT
OPERATING EXPENSES

LIBRARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
BOOKS

OTHER OPERATING EXPENSES

OPERATION & MAINTENANCE OF PHYSICAL PLANT

SUPERVISORY PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
MAJOR REPLACEMENT FUNDS
UTILITIES

OTHER OPERATINC EXPENSES

STUDLNT SLRVICLS, GLNL'RAI ADMINISTRATION &
GENERAL INSTITUTIONAL

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES

TOTAL ASSIGNED BUDGET

UNASSIGNED BALANCE

TOTAL BUDGET

250.5

257.5

255.5

4,670,944 S

! 4,835,532 5

! 5,205,400

50.0

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299,627

367,503

409,504

453,520

565,576

589,446

4.0

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67,758

78,111

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11,156

12,800

8,846

6,940

7,28/

17.0

18.0

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205,493

193,530

17.8

18.3

22.4

102,746

109,366

150,067

150,014

239,800

223,735

58,505

95,341

109,991

18.0

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12.4

178,545

141,144

157,172

95.3

104.6

103.6

573,753

621,933

681,449

32,400

428,187

414,387

442,750

192,565

192,536

212,629

31.0
517,198

45.7
286,852
521,573
213.756

$ 8,978,114

14,298

$ 8,992,41?

34.6

556,812

50.7

314,380
592,000
202,143

9,539,800

35.0
624,220

54.0
373,696
629,000
717.SR3

10,318,400

in,T1R,4f)0

BUDGET SUMMARY

ACADEMIC PERSONNEL - E.F.T. POSITIONS

- AMOUNT
NON-ACADEMIC PERSONNEL - E.F.T. POSITIONS

_ AMOUNT
FRINGE BENEFITS
OPERATING EXPENSES
UNASSIGNED BALANCE

TOTAL BUDGET SUMMARY

302.5

5,462,866

229.1

1,455,882

521,573

1,537,793

14,298

8.992.412

313.6

5,665,595

245.3

1,565,482

592,000

1,716,723

9,539,800

308.3

6,101,291

251.6

1,784,688

629,000

1,803,421

10,3.18,400

119

Physical Plant and Campus Development

The Board of Regents acknowledges the responsibility for the provision
of an adequate physical plant and associated campus environment for each of
the University System institutions. The Board commits itself to the appli-
cation of available capital resources in a manner which promises
to result in maximum plant quality attainable subject to the limited resources
available.

This section provides an assessment of the results of that policy as
it relates to the twelve member senior college group. As background, it
should be noted that direct Regents' expenditure authority is limited to
property owned by the Board of Regents. However, informal efforts involving
local and state government and private individuals are pursued wherever the
results of such efforts are believed to be in the best interests of the Uni-
versity System. These informal efforts are primarily related to street re-
location and paving projects and urban renewal and improvement programs. The
level of success is highly dependent on local political and social factors
as well as upon the more tangible matter of availability of funds to the
parties concerned. This type of cooperation with external agencies and in-
dividuals will be continued as an important aspect of this Plan.

University System construction project priorities are established under
the direction of the Vice Chancellor for Construction and Physical Plant.
All projects are evaluated by the Buildings and Grounds Committee of the Board
of Regents and must be approved by the action of the full Board.

The development of construction priorities proceeds in a systematic,

need-oriented manner. A statistical record is maintained on the utilization

of all teaching stations and student stations in all academic facilities in

/ each of the institutions of the University System. This computer based

statistical analysis is updated yearly. The Management Information Group

120

¦ -

of the Regents' Office staff develops detailed utilization information from
this data base.

A formal annual request is presented to the Chancellor by the president
of each institution providing priority recommendations for new capital outlay
projects. Each institutional list may be modified at any time by the president.

The Vice Chancellor for Construction and Physical Plant and his staff are
construction industry professionals. They have developed an accumulated knowl-
edge of the physical plant condition and needs of each institution. Based upon
the presidents' requests, as substantiated by the statistical information and
the staff's personal knowledge of the needs of the institutions, the Vice Chan-
cellor for Construction and Physical Plant recommends a list of proposed pro-
jects to the Chancellor. After review and possible attendant modification
by the Chancellor, this list of projects is recommended, at the appropriate
time, to the Board of Regents as the proposed Capital Outlay Program.

The Vice Chancellor for Construction and Physical Plant also has the re-
sponsibility for the identification and implementation of rehabilitation projects
and for the overall supervision of the University System Preventive Maintenance
Program.

Materials providing a chronological tabulation of recent construction
projects are presented in Tables I-B-8 and I-B-9 as requested in the Guidelines.

Projects are identified as being completed, under construction, or not under
construction by the symbols C, UC, and NUC respectively. Projects identified
as NUC in this table had been approved and funded but had not reached the
actual construction phase as of June 1, 1977. A description of the general
physical plant condition and campus environment for each institution is pro-
vided in Table I-B-10. A meaningful institutional comparison based on these
data and descriptions requires simultaneous consideration of institutions of
like type, size, and vintage. These basic data do not reveal any obvious
discrimination in facilities development at the comparable historically

black and historically white senior colleges.

121

Projected total capital outlay expenditures by the Board of Regents
are expected to be comparable with those of recent years; e.g., in the broad
range of eleven to twenty-two million dollars per year. These expenditures
will continue to be made on a System-wide priority basis. No funds will be
utilized in a manner which knowingly will impede the continued desegregation
of the University System. Development of the total spectrum of facilities
on the historically black campuses will be continued commensurate with en-
rollment projections. Quality improvement, particularly in the areas of
campus appearance and preventive maintenance, will be emphasized by the staff
of the Vice Chancellor for Construction and Physical Plant.

122

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129

TABLE I-B-10

NARRATIVE DESCRIPTION OF
PHYSICAL PLANT AND CAMPUS ENVIRONMENT

UNIVERSITY SYSTEM
SENIOR COLLEGE UNITS

130

ALBANY STATE COLLEGE

Albany State College is a coeducational, residential, four-year institution
founded in 1903 and located on a campus of approximately 120 acres located on
the east side of the Flint River in the center of the City of Albany, Borgia.
It has been a four-year institution since 1943. The oldest building, which is
the Administration Building, was built in 1921. Most of the buildings on the
campus have been built within the last eighteen years.

Considerable remodeling has been performed on the older buildings to improve
the usability of the facilities and to renovate their condition. A former city
street has been closed and converted into a pedestrian mall in the center of the
campus. Within the last fourteen years, we have constructed approximately $8,750,000
in new facilities including a 200-bed Dormitory, a new Infirmary, a Student Center,
an addition to the Science Building, and a recently completed $1,250,000 Classroom
Building and a $500,000 Physical Plant Building. We have in design a Business
Administration Building with a project budget of $1,000,000.

Albany State College campus is located in a section of the City of Albany which is
partially commercial and industrial and partially low economic level residential areas,
Within the last seven years, we have been able to secure funds to purchase portions of
the commercial and residential areas adjoining the campus. This has permitted us to
improve the surrounding environment. However, there are considerable areas still re-
maining in the immediate vicinity of the campus which we Would like to either acquire
and clean out or to have cleaned out by Urban Renewal type of process. The entrance
of the institution has historically been through a depressed area. We have acquired
land to reorient the entrance onto a state highway to create a better impression of
the college campus, and are presently working with the Department of Transportation,
State of Georgia, to have this entrance constructed.

131

ARMSTRONG STATE COLLEGE

Armstrong State College is a coeducational, non-residential, four-year insti-
tution located on an approximately 250 acre campus, ten miles southwest of the
center of Savannah, Georgia, The present facilities were constructed in 1965
and the present physical plant is all relatively new. The institution is an
outgrowth of a former Savannah-owned junior college originally founded in 1935.

The present campus consists of ten buildings finished between 1965 and 1970, plus
a recently completed Fine Arts Building and an Addition to the Library. We
presently have under construction a Regional Paramedical Center. All of the
present buildings are in very satisfactory condition.

The present campus is surrounded by wooded areas and high class residential neigh-
borhood and the campus fronts upon Abercorne Street which is a main four- lane
highway.

132

AUGUSTA COLLEGE

Augusta College is a four-year, coeducational, non-residential institution founded

in 1925 as the Junior College of Augusta. It became a part of the Board of Regents

in 1958, progressing to a four-year school in 1963 and has now been authorized

graduate work. It is located on a 65 acre campus in the western area of the City

of Augusta. The campus is held by the Board of Regents under a contractual agreement

with the United States of America since the campus is the historic site of the Augusta

Arsenal and some of the buildings on this campus date back to 1816. Four of the

buildings were constructed in 1826 and the Arsenal was actually used in most of

the wars of the United States from the War of 1812 through World War II. The

President's Home is a National Historical Shrine.

The academic buildings are remodeled military warehouses. In addition to these
buildings which were built in 1941 and remodeled for academic purposes in early 1960's.
we have constructed a Fine Arts Building and a Swimming Pool Building. We have re-
modeled an ordinance building into a student center and we have performed extensive
renovation and remodeling of the older facilities in order to maintain their condition
and upgrade their usability. We have recently completed the construction of a
$2,500,000 Library and the renovation of an old barracks building for Business
Operations. In July of this year, we acquired the United States Army Reserve Armory,
at a purchase price of $662,000, located at the corner of Katherine Street and Walton
Way adjoining the campus of Augusta College, although the property itself will not
be made available to Augusta College until after the construction of a new Army
Reserve Center scheduled to be completed by June 1, 1980.

The Augusta College campus is located in the center of one of the older high quality
residential areas of the City of Augusta and the surrounding area contributes to
the well-being of the school. We have managed to acquire some adjoining property
as it has become available and, in fact, one fine piece of property was given to
the Regents for the school.

133

COLUMBUS COLLEGE

Columbus College is a coeducational, non-residential, four-year institution
established in 1958 and recently has been authorized graduate work. It is located
on an approximately 135 acre campus in the northeastern section of the City of
Columbus, Georgia.

All of the buildings on Columbus College campus have been constructed since 1963
and are considered to be in excellent operating condition. In addition to the
original buildings provided by the local community as a part of the establishment
of this school, Regents has constructed approximately $12,791,795 of additional
facilities, including a recently completed $2,250,000 Library, a $1,200,000 Lecture
Hall, a $900,000 Administration Building Addition, and a $1,000,000 Continuing Educatio
Building, this latter building being financed entirely by a local single gift of
$1,000,000. We have also recently completed a $1,500,000 Classroom Building. We
have currently in design an Addition to the Student Center with a budget of $1,250,000.
The enrollment of this institution has expanded rapidly in the last few years and
if the enrollment continues to grow, additional facilities will be needed.

The campus is located in an area where it is bounded partly by reasonably good re-
sidential area and partly by roads and waterways which limit any encroachment into
the campus area. We have been successful in the last five years in acquiring addi-
tional property adjacent to the campus for future expansion.

134

FORT VALLEY STATE COLLEGE

Fort Valley State College is a coeducational, residential, four-year institution
which has recently been authorized to offer graduate work. It was founded in
1895 and became a unit of the University System in 1939. It is located on one
of the largest campuses in the University System, consisting of 645 acres on
the west side of the City of Fort Valley. The institution is partially oriented
towards instruction in agriculture and a large portion of the campus property is
devoted to farm type operation in connection with this instruction.

The present campus buildings date back to the early 1900's in a few cases. Several
of the buildings were built in the late 1920's and early 1930's. We have undertaken
extensive renovation of a number of these older buildings and more renovation is
needed as soon as funds are available to accomplish the work. Within the last
fourteen years, Regents has added approximately $11,100,000 in new construction on
this campus, including the completion of a Food Service Building and some new Dormitory
facilities. We have recently completed a $2,000,000 Library, a $350,000 Infirmary, and
a $1,600,000 Classroom Building. We have also recently completed the Renovation of
Davison Hall, which is an old dormitory, at a budget of $725,000, and we have completed
a $550,000 Annex to Moore Hall, which is also a dormitory,, We have under construction
an Animal Technician Facility with a budget of $200,000, and we have in design the
Renovation of the Old Library with a budget of $1,100,000.

The academic portion of the Fort Valley State College campus is located in an area
of the City of Fort Valley which is an economically depressed residential area. We
are unable to change the nature of this neighborhood, but we have had discussions
with the local public officials and they have expressed a willingness to attempt
improvement of the environmnet around the institution as a local political action.
It is regretable that a major Urban Renewal project could not be initiated in this

135

FORT VALLEY STATE COLLEGE (Continued)

general area for the improvement of the environment around the institution and the
benefit of the City, but" federal funds for such projects have been withdrawn. Re-
commendations for improved highway access to the campus were suggesceu by the mayor
and county commissioners but have never developed. During the last four years, as
funds were made available by the Georgia General Assembly, we have acquired pieces
of property, totaling approximately $300,000, adjacent to the college campus, which
contain substandard dwellings, have demolished these dwellings, and are in the
process of landscaping this property to improve the environment around the institution

136

•j

GEORGIA COLLEGE

Georgia College is a four-year, coeducational, residential institution located
adjacent to the business- district in the center of the City of Milledgeville,
Georgia. It was chartered in 1889 and for many years was known as uhe Georgia
State College for Women. It became coeducational in 1967. It operates on a
43 acre main campus and has in its control a wooded area of 642 acres approxi-
mately \\ miles west of the main campus outside of the City. The City of
Milledgeville is one of the historical cities in the State of Georgia. The
College President's Home is the former governor's mansion of the State of Georgia.
Many of the original buildings are in the National Historical Trust. The oldest
of the original dormitories was built in 1897.

The present Georgia College campus consists mainly of remodeled old buildings
with a few new structures built mainly for dormitory and student services. Within
the last fourteen years, Regents have added $8,720,000 new construction, consisting
mainly of two Dormitories, a Student Center, and an addition to the Library and
the Science Building. We have recently completed the first phase of a Physical
Education Building on the land located two miles west of the main campus, and we
have also completed a new Education Center which consists, in part, of remodeling
an older existing building. We have also completed Phase III, of an Electrical
Distribution System at this campus. The institution has been growing in enrollment
since it was changed to a coeducational status and major renovation and new con-
struction will be needed to replace the obsolete and structurally unsafe antiquated
buildings. Considering the age of the facilities, the condition of the campus is
considered very good and a tribute to the diligence of the staff in maintaining
a difficult situation.

The main downtown campus is largely surrounded by old historical residences in the

137

GEORGIA COLLECT (ConLinued)

hands of private families and considered as monuments which cannot be altered.
There is one small area -on the northeast fringe of the campus of low grade
private construction which could be improved for the environment of .1-- campus
The rural 600 acre area is surrounded by more farms and timber land and the
environment is excellent.

133

GEORGIA SOUTHERN COLLEGE

Georgia Southern College is a coeducational, residential, baccalaureate and
graduate school located -in the southern part of the City of Statesboro, Georgia.
It occupies a campus of approximately 400 acres and it was established in 1906,
becoming a part of the University System in 1932.

All of the buildings at this institution have been built since 1935 with the
major construction occurring in two phases, one in the middle 1950' s and one in
the late 1960's. Within the last fourteen years, Regents have constructed $25,900,000
in new facilities on this campus, including a $1,400,000 Fine Arts Building, a
$3,500,000 Science Complex, and a $1,700,000 Education Building. We have recently
completed a $4,000,000 Library, a $900,000 Infirmary, a $450,000 Home Management
Houses, a $990,000 Electrical Distribution System, and a $200,000 Demonstration School
Addition. We have also completed the purchase of a tract of land adjacent to the
college campus totaling 21% acres which contains six apartment buildings, at a purchase
price of $350,000, which are to be converted into dormitories, which conversion will
cost $230,000. We have presently in design the Remodeling of a Dormitory with a
budget of $1,600,000, and Phase I of a Continuing Education Building with a budget
of $1,000,000.

This campus is located in a "V" between two major roads so that it is bounded on
two sides by highways and the back side of the triangular shaped campus land con-
tains an extensive private development primarily built in connection with the in-
stitution such as student apartments, dormitories, shopping centers, etc. The area
around the campus is considered satisfactory although there is a potential problem
that the private property behind the campus might in time degenerate into an
undesirable area.

139

GEORGIA SOUTHWESTERN COLLEGE

Georgia Southwestern College is a coeducational, residential, four-year insti-
tution recently authorized to start a graduate program. The college was founded
in 1906 and became a four-year institution in 1964. It is located on a 187 acre
campus in the southeastern part of the City of Americus, Georgia. While most of
the buildings on this campus are relatively new, the Administration Building was
built in 1918 and there are two distinct phases of construction, one in the middle
1950's and the current program which started in the middle 1960's.

The older buildings on this campus have been extensively renovated and this program
is continuing as funds are made available. The electrical distribution system on
the campus was in unsatisfactory condition seven years ago. Since that time, \e
have completed all three phases of the electrical distribution system. Within the
last fourteen years, the Board of Regents has added nearly $13,200,000 in new con-
struction on this campus, including the completion of two dormitories and the con-
struction of a new Library and a new Classroom-Office Building. We have in design
a new Fine Arts Building for this campus.

The campus is located in a residential area of the City of Americus and the sur-
rounding environment is considered very satisfactory. However, there is no addi-
tional land adjoining the campus which could be procured in the event the institution
expands.

140

NORTH GEORGIA COLLEGE

North Georgia College is a coeducational, residential, four-year institution
founded in 1873 and located in the center of the City of Dahlonega, Georgia.
The central campus, of approximately 200 acres, contains a historical ouilding
presently used as the Administration Building and this building originally was
a federal mint constructed in 1879. The institution has a long history of
association with the Department of the Army and is classified as one of the four
military colleges in the United States by the Department of the Army.

The present campus consists of a few buildings built in the 1800's plus a series
of buildings built in the middle 1930' s plus the new construction completed within
the last decade.

Within the last fourteen years, the Board of Regents has constructed approximately
$7,680,000 in new buildings including a new Student Center, a new Library, and
a new Dormitory. In addition, we have completed major renovations which consist
of the renovation of the Administration Building, renovation of the Old Library,
and renovation of the Old Academic Building originally built in 1895.

The present campus is reasonably well surrounded by acceptable residential and
commercial establishments except in one area on the north side of the campus and
we have been acquiring this property as additional campus property whenever funds
become available.

141

SAVANNAH STATE COLLEGE

Savannah State College is a coeducational, residential institution founded in
1890. It is presently a four-year institution with one graduate program. It
is located on a bluff overlooking the coastal marshes in the coranun.;; cf
Thunderbolt, Georgia, which is on the southeast side of Savannah, Georgia.
The present campus consists of approximately 160 acres. However, the oldest
portion of the campus located east of the Placentia Canal was originally deeded
to the college as land to build a Negro higher education institution.

The buildings on this campus vary in age from Hill Hall built in 1905 up to
the presently constructed buildings. Within the last fourteen years, the Board
of Regents has constructed $14,260,000 in new facilities at this institution
including a new Student Center at $1,200,000, a new Science Building at $1,200,000,
and two new Dormitories at approximately $1,000,000 each. We have just recently
completed the construction of a $1,400,000 Classroom Building, a $2,600,000 Librrry,
and a $500,000 Field House and Armory„ We have completed extensive utility and
campus development construction on this campus, including rebuilding steam plants
and steam lines, storm sewers and water supply and development of roads and park-
ing lots, all using Regents' cash. We presently have under construction the remodel-
ing of a dormitory for married students with a budget of $960,000, and we have in
design the remodeling of the Old Library with a budget of $600,000.

The area around Savannah State College is residential and apartment developments and
these are considered to be satisfactory areas. There is one area at the northeast
corner of the campus where the existing privately owned facilities are not of a
quality comparable with the balance of the neighborhood., We have attempted to
purchase this property and have been successful in some instances but have not
/ completed this program because of reluctant sellers and lack of funds.

142

VALDQSTA STATE COLLEGE

Valdosta State College is a coeducational, residential institution offering four-
year and graduate programs. It was founded in 1906 and is located on two campuses
in the City of Valdosta. The main academic campus is located in the center of
the north residential area of the City of Valdosta and the additional campus is
located on the northern limits of the city approximately one mile from the main
academic campus. The main academic campus was originally started at this insti-
tution as a development of Spanish-Colonial architecture. We have maintained this
style of architecture throughout all of the additions to date on the main campus.

The buildings at Valdosta State College vary in ages from 1917 to date. With the
exception of the two older academic buildings, most of the heavily used buildings
are relatively new. Within the last fourteen years, the Board of Regents has con-
structed $17,075,000 in new facilities including a $2,400,000 Science and Admini-
stration Building, a $2,000,000 Fine Arts Building, a $2,250,000 500-bed Dormitory,
a $2,000,000 Library, and a $1,800,000 Education Center. Renovation has been per-
formed on a number of buildings including a Nursing Building and older dormitories
which have been converted into married student apartments. We have just recently
completed the construction of a $800,000 Bookstore Facility which is a part of the
Student Union Complex. We currently have in design a project for the remodeling
of the Old Library with a budget of $750,000.

The area around both campuses of this institution is high grade residential deve-
lopment and contributes to the well being of the institution, but presents a
considerable problem with regard to land area expansion.

143

WEST GEORGIA COLLEGE

West Georgia College is a coeducational, residential institution offering
baccalaureate and graduate degrees. It was established in 1933 and occupies a
campus of approximately 400 acres on the western edge of the City of Carrollton,
Georgia. The institution has grown in size very rapidly during the late 1960's.

The buildings on the West Georgia College campus vary in age from 1907 to date
except that there is one historic building built in 1843. Due to the growth
pattern of the institution, the Board of Regents has constructed $25,200,000 in
new facilities within the last fourteen years, including a $2,000,000 Biology-
Chemistry Building, a $2,000,000 Multi-Purpose Dormitory, a $3,000,000 Academic
Center, and numerous dormitories and a Student Center. We have also completed
the construction of a new Food Service Building with a budget of $1,600,000. We
presently have under construction the remodeling of the Student Center with a
budget of $155,000. We currently have in design an Addition to the Library with
a budget of $2,000,000.

The institution is surrounded on three sides by residential development and by

farm lands at the rear of the campus land. The area around the school is beneficial

to the environment of the school.

144

•

STUDENT FINANCIAL AID

A copy of the complete University System Financial Aid Report for 1976
is presented in Part II, Section 3 . The reports to the Office for Civil
Rights indicate the number of applicants, number of awards, kind of awards,
and dollar amounts by race/ ethnic designation and sex. A summary of those
tables reveals the following distribution of the $48,716,673 in total
financial aid resources available:

A. Grants - No Repayment Required

57.9 percent of the awards in this category were made to black

students

59.6 percent of the dollars in this category went to black students

Average award in this category was $873

Average award for black recipients was $952

Average award for white recipients was $776

B. Loans - Repayable By Cash Only And By Cash Or Service

29.0 percent of the awards in this category were made to blacks

25.8 percent of the dollars went to black students
Average award in this category $1,195

Average award for black recipients was $885
Average award for white recipients was $1,353

C. Scholarships - No Form Of Repayment Required

17.4 percent of the awards in this category ware made to blacks

15.9 percent of the dollars went to black students
Average award in this category $530

Average award for black recipients was $512
Average award for white recipients was $593

145

D. Employment

33.3 percent of the awards in this category were made to black students

24.4 percent of the dollars went to black students
Average award in this category $946

Average award for black recipients was $756
Average award for white recipients was $1,023

E. All Categories

38.7 percent of the total awards were made to black students
24.1 percent of the total dollars went to black students
Average award for all categories $1,124
Average award for black recipients $1,107
Average award for white recipients $1,127

146

I-C ACADEMIC PROGRAM COORDINATION

Reference: Section I-C (Guidelines)

Part I -A

I -B (Degree Programs) (Plan)

The Eoard of Regents of the University System of Georgia commits itself
to a continuation of the implementation of its plai to eliminate educationally
unnecessary program duplication among traditionally black and traditionally
white institutions in the same service area. The only case in point, in this
connection, is Armstrong State and Savannah State Colleges both located in
Chatham County and in the city of Savannah.

In the academic year 1975-76 a series of academic development activities
emphasizing academic program analyses in senior colleges were initiated and
conducted by the staff of the Vice Chancellor for Academic Development of
the University System of Georgia. This process was characterized by appro-
priate institutional involvement in the plaining and data collecting, and <-he
feedback opportunities regarding the analyses. The major purposes of this process
were to:

A. Determine the number of degrees awarded (1972-1975)

B. The number of student credit hours generated

C. The cost rate

D. Program costs

E. Determine the amount of program duplication.

In these analyses it was indicated that the situation at Armstrong State
College and Savannah State College, the only proximate senior colleges in the
system which served the same region - the Savannah/ Chatham County area -
would be treated as a special case. The goal of this effort from the outset
was a cooperative development and subsequent implementation of a plan that
would delineate the specific role of each college, reduce and/or eliminate

147

non-generic duplicative programs in such a manner as to promote the enroll-
ment of a significant number of non-majority students on each campus. The
overall effort resulted in the development of guidelines that would regulate
the cooperative manner in which academic degree programs would be offered by
the two institutions.

The following description of the Armstrong State-Savannah State plan
will show how duplication is being eliminated. The program was started in
1971 and continued in response to the directive in the desegregation plan
of the University System of Georgia which was accepted by the U. S. Depart-
ment of Health, Education and Welfare on June 31, 1974. There were three
areas of activity to be explored through the joint efforts of Savannah State
College and Armstrong State College. These three were

1. The formation of a Duplication Committee, composed of an
equal number of persons from each college, to study the
present curricula of each college and to make recommen-
dations to eliminate unnecessary duplication, develop
discrete programs at each college which would attract
minority students, and examine additional areas of
cooperative efforts between the two colleges.

2. The formation of a Recruitment Committee, composed of an
equal number of persons from each college, to develop a
unified approach for joint effort programs through which
the area high school counselors will be informed of the
opportunities offered at the two institutions.

3. An examination through the joint efforts of Department Heads
of each discipline area to determine where unnecessary
duplication exists and to determine where further coopera-
tive efforts between the two colleges might take place.

148

A joint committee from both colleges were formed into a Duplication Committee

Armstrong S ta te College:

Dr. Henry L. Ashmore, President, Co-Chairman

Dr. H. Dean Propst, Dean of the College

Dr. Orange Hall, Tenured Faculty Member (Head, Business Administration Dept.)

Dr. Henry Harris, Tenured Faculty Member (Head, Chemistry Department)

Miss Lorraine Anchors, Tenured Faculty Member (Professor of: English)

Mr. James Head, President, Alumnus

Mrs. Harriet Konter, Alumna

Mr. Glenn Arnsdorff, President, Student Government

Miss Beth Fogarty, Student

Mr. James Baker (Recorder for Armstrong State College)

Savannah State Colles

Dr. Prince Jackson, Jr., President, Co-Chairman

Dr. Thomas H. Byers, Dean of the College

Dr. Clyde Hall., Tanurai Faculty Member (Head, Division of Technical Sciences)

Mrs. Martha Wilson, Tenure! Faculty Member (Associate Dean, Undergraduate Studies)

Dr. Isaiah Mclver, Tenured Faculty Member (Associate Professor of Hi3tory)

Mrs. Josie B. Sessoms, Alumna

Miss Ruby L. King, Alumna

Mr. John Clark, President, Student Government

Mrs. Jessie Barnes, Vice, President, Student Government

Dr. Hayward Anderson (Recorder for Savannah State College)

In addition to the regular members of the Duplication Committee, several
alternates for committee members were selected and served from time to time.
These alternates were Dr. E. J. Dean (SSC) , Dr. Luetta Milledge (SSC) , Mrs. Jule
R. Stanfield (ASC) , Dr. Ida J. Gadsden (SSC), and Mr. Johnny Campbell (SSC).

The Committee was fully aware of the background of the desegregation
proposals of the University System of Georgia. It was aware of the HEW's concern

149

that, if two state coLleges exist in the same locality, efforts must be made to
insure a minimum of duplication and to insure increasingly higher percentages of
minority groups in attendance at each college. It was also aware of the HEW's
concern that desegregation efforts should not put an undue burden on the Black
Institution, the Black faculty, and the Black students.

With the above background in mind, the following was implemented to
allow the two state colleges in Savannah to continue to exlstt as separate
entities while yec satisfying the mandate to dismantle the dual system of public
higher education which is usually inferred whenever traditionally Black and White
colleges exist in proximity. This is being achieved by providing programs
which allow them to maintain their respective integrity and to give each
college unique, significant, and separate roles; eliminating unnecessary
duplication; cooperating whenever feasible; and working jointly in special
areas.

Each institution has been given programs to emphasize and develop, thus
providing discrete programs at each of the institutions not duplicated at
the other. Deliberate effort is made to place at each institution certain
degree programs which would attract other race students to that institution.
The current and anticipated strengths of each institution were carefully
evaluated with concern for protecting and developing such strengths. Efforts
were made to harness the strengths of the two institutions so that complete
and adquate educational opportunities would exist in this section of Georgia
for the whole population.

In light of the above the following are being implemented:
1. Discrete degree programs at each college which cannot be
duplicated at the other. These specific programs were
identified by the Joint Committee on the basis of exist-
ing strengths within each inst: ration. They were recog-
nized as representative of areas from which additional

150

offerings might most effectively emerge.

2. Cooperative degree programs offered at both colleges but designed
so that certain courses would be offered only at one institution
but would be required by both, thus insuring that students in these
programs would attend both colleges for one or more courses.

3. Joint degree programs which would be handled on a joint basis similar
to that of the Graduate Program. In these programs, certain pro-
fessors are appointed on a joint basis.

4. Degree programs which, because of their nature and supportive functions,
would be duplicated at each campus.

5. Graduate programs which would be offered jointly and separately.

AREA ONE - DISCRETE DEGREE PROGRAMS
Offered only at one college, not duplicated at the other

Armstrong State College
Health Professions

Psychology

Public Administration

S avannah St ate Col lege
Engineering Technology

Home Economics

Political Science

Anthropology

Sociology

Romance Languages
Speech Correction

Industrial Arts & Trade and

Industrial Education

AREA TWO - COOPERATIVE DEGREE PROGRAMS

One or more courses in each program will be offered only at one college,
not duplicated at the other, but required by each.

Biology

Chemistry

Mathematics 6c Computer Science

Health, Physical Education & Recreation

History

Criminal Justice

Music

151

AREA_ THREE - _J 0. 1 NT DEGREE JPROGRAie m
Certain Joint Degree Programs will be handled in the same or in a similar
manner as programs in the Graduate Program. Certain professors will be appointed
on a joint basis.

Fine Arts
Earth Sciences
Art

Social Work
* AREA FOUR - DUPLICATIVE^ JPROGRAMS

Each college wojld offer these
Armstrong State College Savann ah_S tat e_C o ll_e g_e

English English

Teacher Education Teacher Education

Business Administration Business Administration

area JJVA .." .GRADT4AT^ _™gra-ms_

The Graduate Program continues in operation under a Joint Graduate Council
In areas where a degree is offered at both colleges, a graduate degree in that
area is offered jointly. In areas where a degree is offered by one college but
not the other, a graduate degree in that area is offered by that college and not
jointly. However, all graduate programs, whether joint or unilateral, come under
the auspices and control of the Joint Graduate Council.

Although most of the Graduate Programs will remain jointly .of fered , there
will be a few which will be unilaterally given by one institution inasmuch as the
other would have no undergraduate expertise in such programs. Therefore, the
following recommendations were approved in order for the plan to move without
friction:

1. That both institutions review the nomenclature of their degree programs
ir. an effort to identify specifically the kind of degree offered.

152

2. That each institution submit to the Board of Regents a statement which
would include the specific programs to be offered at its ca-npjs, the
names of t"he degrees and the proposal for any new degree which would
come under the guidelines of the plan.

3. That a joint committee be formed to seek out non-duplicative degree
programs which would attract non-majority students to each canpus.

4. That a joint committee be formed to study the impact new programs will
have on each campus. In the event that this committee cannot agree to
the recommended proposals to the Regents and the Presidents cannot
agree, final arbitration will be handled by the Chancellor's Office.
This committee, under the direction of the two Deans of the Colleges,
will also suparvise the implementation of the coopsrative programs

at the two colleges.
(These have been accomplished) .

The following table shows the graduate degrees awarded, by race, in the
joing graduate program from June 1972 - August 1976.

Total

Graduation date

decrees

Blac

June 72

Aug 72

June 73

Aug 73

June 74

Aug 74

June 75

Aug 75

June 76

Aug 76

Thite

A s ian

153

JL-*^

The Board commits itself to continue to eliminate program duplication
consistent with the objectives of strengthening the traditionally Black College.

154

I-D NEW ACADEMIC PROGRAMS

Reference: Section I-D (Guidelines)

Part I -A

I-B (Degree Programs (Plan)
The Board of Regents commits itself to the continued placement of
undergraduate and graduate degree programs at the three historically black
institutions consistent with their missions as senior units of the University
System. A diligent effort will be made within this context of mission
definition, to identify programs of sufficient student demand and academic
quality to attract students without regard to race.

A recent proposal for a bachelor's level program in Forensic Science
at Albany State College is representative of the type of unique program to
be investigated. Similarly, the area of Marine Biology will be reviewed
for possible introduction at Savannah State College in an effort to capital-
ize upon its physical location on the edge of a marsh. Possible new program
definition for Fort Valley State College is described in the Court ordered
Plan for that institution presented in Part II, Section 5.

Responsibility for the review of program proposals generated through
this initiative will be assigned to the office of the Vice Chancellor for
Academic Development.

It should also be noted at this point that both Fort Valley State College
and Savannah State College have been awarded multi=year grants in excess of
$1.5 million each in support of their participation in the Advanced Insti-
tutional Development Program (A.I.D.P.). Proposals for the utilization of
these funds are developed in cooperation with a special group of Regents'
Staff members experienced in the application of such funds.

155

I-E IMPACT STUDIES

Reference: Section I-E (Guidelines)
Part I-F (Plan)

General operations of the University System require numerous decisions
related to initiation or elimination of (a) academic programs, (b) facilities
development on existing campuses, (c) the development of new institutions,
and (d) the modification of institutional admissions standards. Each of these
decisions is primarily based upon consideration of System-wide educational,
research, or service objectives. It is also true that a limited number of
such decisions require an evaluation of the potential impact of the decision
on the specific desegregation efforts of one or more System institutions.

The Board of Regents commits itself under this Plan to the continued
identification of those specific proposals which have potential impact on
desegregation efforts and to the development of appropriate impact statements
directed toward a measure of the net projected effect expected from the im-
plementation of such proposals.

The identification of proposals having a potential impact on desegre-
gation will initially be the responsibility of the president of the insti-
tution recommending the specific action in question. The Vice Chancellor
in the Regents' Office responsible for the specific functional area covered
by the proposal will work with the institution in the development of the data
base required for an assessment of the net impact of the proposed action. The
Vice Chancellor, who has overall responsibility for the day to day implemen-
tation of this plan, will assess the completeness of the impact study and
will incorporate an appropriate impact statement in the agenda item submitted
to the Board of Regents requesting approval of the proposed action. The Vice
Chancellor will also be responsible for screening all proposals prior to their

introduction into the agenda to insure that no proposals requiring impact

156

statements have been overlooked.

This action was implemented effective with the Fall Quarter of 1974
through the issuance of a memorandum to the presidents by the Associate
Vice Chancellor. Full implementation of this action was effective for all
proposals submitted subsequent to the issuance of this memorandum.

Indirect costs attendant with the development of these impact studies
is born by the institutions and the Regents' Office through the regular
operating budget. This is accomplished through the treatment of impact
statement development as an additional parameter in the current proposal
review process.

157

I-F NOTIFICATION OF MISSION CHANGES

Reference: Section I-F (Guidelines)

Part I-E (Plan)

The Board of Regents commits itself to advise the Office of Civil
Rights in advance of action on major changes in the character of any
institution in the University System if in the Board's judgment such
changes would appreciably affect the further desegregation objectives
of the System. Such prior notification would be limited to major changes ,

In all instances decision making authority would vest with the Board
of Regents which acknowledges responsibility for proper subsequent
determinations of compliance or non-compliance with Title VI of the Civil
Rights Act.

158

I-G, H MEASURES AND TIMETABLES

Reference: Sections G and H (Guidelines)
Part I, Sections A-F (Plan)

The specific measures (e.g. institutional mission definition and
resources assessment) and the time schedules for their completion are pre-
sented in the relative sections of this Plan. It should be noted that
some of these measures have already been completed in keeping with commit-
ments of the previous Plan.

The Board of Regents as the Constitutional Body responsible for public
higher education in Georgia commits itself to the specific actions detailed
in the various sections of this Plan. The signing of this document con-
stitutes such commitment by the Board of Regents.

159

II STUDENT ENROLLMENT

As noted in the introduction, this plan represents a specific
response to the Guidelines dated July 2, 1977. It is necessarily an interim
document subject to further analysis and refinement. It cannot completely
address in the highly structured framework of the Guidelines some of the very
broad general problems associated with the provision of increased educational
opportunity for students of all races. The fundamental educational decisions
implicit in the futherance of all of Georgia's public higher education are
necessarily the responsibility of the Board of Regents. This responsibility
can not be abdicated in the pursuit of externally defined statistical objectives

The above caveat in no sense minimizes the importance of specific
measures of progress. The material of this section is therefore directed
toward a comparison of the projected progress to be achieved in minority
enrollments with the individual student enrollment guidelines. These
comparisons are best understood in the context of the current status of
minority enrollments. The comparisons also rest upon an understanding of the
general features of student recruitment and retention.

Successful recruiting and retention of students requires a coordinated
approach to potential applicants, the structuring of financial aid packages
sufficient to meet individual needs, and the provision of programs directed
toward the academic and social adjustment required for long-range academic
success. Clearly-defined problems encountered in recruiting are in large
measure race independent, being primarily related to the educational and
economic background of the potential student. Sociological factors so im-
portant in efforts to increase the involvement of minorities in all aspects
of higher education are less well defined and frequently require approaches
and techniques adapted to a particular institution and its surrounding
community.

160

Material presented in Part II, Sections 1-4 describes those broad,
general policies prevailing in the University System of Georgia which
relate to student recruitment, support, and retention. Particular attention
is called to the Special Studies Program designed for the academically dis-
advantaged of all races. The Board of Regents has committed itself to the
maintenance at each institution of comprehensive academic programs designed
to aid in the retention of students. This action is based on the belief
that the question of special compensatory activities goes directly to the
heart of the problem of increasing minority student enrollment.

Institutions of the University System are open and accessible to all
students with admissions predicated totally on academic criteria. The in-
stitutions operate without regard to race.

Sections II A throjgh II F describe specific actions designed to
advance the process of further desegregation of the University System at all
levels of student enrollment. The remainder of this section presents the
general framework within which further progress can be expected to occur.

The black enrollment in the University System by institution over the
period 1972 through 1976 is given in Table II-l. Table II-2 provides a com-
parison of this substantial growth in minority students to the overall System
enrollment growth. These tables reveal that minority enrollment increased
by 437, between 1972 and 1976; during the same period total enrollment increased
18?,. While care must be exercised in any use of statistics, these figures are
considered meaningful particularly as they relate to rates-of-increase .

The extent of individual institution desegregation during the period
1972-76 is conveyed in Table II-3. It should be noted that minority in this
table signified "other race" enrollment. The 2.97o increase between 1975 and
1976 is particularly significant since total enrollment declined by 2.97,
during the same interval.

Table II-4 provides a detailed breakdown by racial categories of

University System enrollment during the 1976 Fall Quarter.

161

TABLE II-l

UNIVERSITY SYSTEM OF GEORGIA
BLACK ENROLLMENT, FALL, 1972-FALL, 1976

1972

1973

1974

1975

1976

Georgia Institute of Technology

Southern Technical Institute
Georgia State University
Medical College of Georgia
University of Georgia

University Totals

Senior College Totals

Abraham Baldwin Agricultural College

Albany Junior College

Atlanta Junior College

Bainbridge Junior College

Brunswick Junior College

Clayton Junior College

Dal ton Junior College

Emanuel County Junior College

Floyd Junior College

Gainesville Junior College

Gordon Junior College

Kennesaw Junior College

Macon Junior College

Middle Georgia College

South Georgia College

Waycross Junior College

Junior College Totals

SYSTEM TOTALS

155

168

249

351

407

110

1,785

2,052

2,284

2,920

3,003

136

143

220

237

198

896

536

634

732

753

3,003

2,966

3,453

4,334

4,471

1,759

1,670

1,630

1,971

2,133

153

292

479

466

435

337

278

369

438

447

302

564

763

937

1,013

2,060

1,790

1,689

1,700

1,667

210

350

474

534

540

270

192

351

368

377

181

241

383

431

452

2,555

1,976

2,120

2,248

2,267

433

391

550

576

659

375

368

421

558

581

8,669

8,151

9,272

10,269

10,629

124

148

261

251

166

211

208

406

475

439

1^369

1,611

166

189

237

274

251

115

117

114

105

. Ill

117

196

197

105

152

134

144

183

337

352

124

194

199

175

200

238

284

297
45

1,236

1,548

2,191

3,954

4,315

12,908

12,665

14,916

18,557

19,415

^OURCE: Quarterly Enrollment Reports, Fall Quarters 19 72-76.

NOTE: See Table II-l (a) for a specification of the Iledical College enrollment by
classification and by field.

162

TABLE IT-1 (a)

Medical College of Georgia
^Black. Enrollment by Class and Field

Fall, 1976

Classification

Enrollment

Field

Freshman
Sophomore
Junior
Senior

17
28
42

134

104 Undergraduate Nursing

50 Allied Health

134

17 Graduate Nursing

1 Anatomy

19 Medicine

18 Dentistry

Graduate

Professional

Medical &

Dental Residents

Other

Total Black Enrollment

198

163

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164

TABLE II-3
UNIVERSITY SYSTEM OF GEORGIA
?MINORITY ENROLLMENT, FALL 1972-FALL 1976

Georgia Institute of Technology

Southern Technical Institute
Georgia State University
Medical College of Georgia
University of Georgia
University Total

Senior College Total

Abraham Baldwin Agric. College
Albany Junior College
Atlanta Junior College
Bainbridge Junior College
Brunswick Junior College
Clayton Junior College
Dalton Junior College
Emanuel County Junior College
Floyd Junior College
Gainesville Junior College
Gordon Junior College
Kennesaw Junior College
Macon Junior College
Middle Georgia College
South Georgia College
Waycross Junior College

Junior College Total

System Totals
Percent Change

1972

1973

1974

1975

1976

Black

(White)

155

168

249

351

407

110

1,785

2,052

2,284

2,920

3,003

136

143

220

237

198

896

536

634

732

753

3,003

2,966

3,453

4,334

4,471

(44)

(63)

(70)

(122)

(93)

153

292

479

466

435

337

278

369

438

447

302

564

763

937

1,013

(11)

(44)

(117)

(229)

(198)

210

350

474

534

540

270

192

351

368

377

181

241

383

431

452

(103)

(275)

(292)

(421)

(385)

433

391

550

576

659

375

368

421

558

581

2,453

3,097

4,312

5,122

5,238

124

148

261

251

166

211

208

406

475

(63)

(84)

(67)

166

189

237

274

251

115

117

114

105

111

117

196

197

105

152

134

.-56

134

144

183

337

352

124

194

199

J275

200

238

284

297

1,236

1,548

1,815

2,669

2,771

6,692

7,611

9,580

12,125

12,480

13.7

25.9

26.6

2.9

*Enrollr.ent figures represent black enrollment in predominantly white institutions and
white enrollment in predominantly black institutions.

SOURCE: University System Quarterly Enrollment Reports

165

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T^F

II -A UNDERGRADUATE STUDENT ENROLLMENT

The Board of Regents makes a continuing commitment to the achievement
of the objective of proportionate first year enrollment of minority and majority
high school graduates in postsecondary institutions in Georgia. The Board of
Regents also recognizes and endorses the more restrictive objective of propor-
tionate first year enrollments in public institutions of higher education. This
position is especially significant in Georgia which, as noted below, has substan-
tial minority enrollments in the predominately black private college complex of
the Atlanta University Center and in the Vocational Technical Schools operated
under the auspicies of the State Board of Education.

The objective stated in the Guidelines of equal proportions of black and
white high school graduates enrolling in two-year and four-year undergraduate
public higher education institutions should be examined in the broader con-
text of "postsecondary institutions" - both public and private. While figures
on first year enrollment for the postsecondary sector are not currently avail-
able, total enrollment figures as conveyed in Table II-A-1 provide insight as
to the general situation. It is noted that approximately equal numbers of
minority persons are enrolled within and without the University System. This
table is deficient in that it does not explicitly reflect the substantial
out-of-state component of the private school enrollment nor does it reflect
enrollment in proprietary schools.

Table II-A-2 gives the current best estimate of the racial composition
of the 1976 Georgia high school graduating class. The available statistics
do not yield precise racial ratios however it seems realistic to conclude
that approximately 307=, of the current year high school graduates in Georgia
are black and approximately 70 percent are white. It is this ratio that will
be used for comparative purposes later in this section.

Enrollment Projections

The validity of any Plan is measured best in terms of its productivity

167

TABLE I I -A- I

Georgia Postsecondary Enrollment — Fall 1976

University System
DeKalb Community College
Vocational Technical Schools
Private Colleges

White

159,504

Black

Total

Number

105,854

19,415

125,269

9,586

1,601

11,187

22,110

9,904

32,014

21,954

9,699

31,653

40,619 20 200,123

168

TABLE I I -A- 2

1976 Georgia High School Graduates

Black
White
Total

HSG*
18,456
41,292
59,748

31
69
100

Based on

177 of 184^

School Systems

Black
White
Total

HSG
18,500
42,559
61,059**

30
70
100

Based on the assumption
that white graduates
comprise the preponder-

ance of the totals from

public and private systems

where racial information

is currently unavailable.

*Source: OCR Individual School Campus Report: Form OS/CR 102
**Includes all others: HSG includes also remaining students from
systems where racial information unavailable.

*There are 188 systems, however, 4 systems do not have a graduating senior class.

169

following implementation. Previous material in this section has indicated
the substantial progress in minority student enrollment realized to date
within the University System. Other sections, particularly in Part II,
describe the recruitment and retention processes which have proven effect-
ive or which show promise for future success. It is therefore appropriate
at this point to provide institutional and System projections, as benchmarks
for future evaluative purposes. The proper interpretation of these projections
is dependent upon a clear understanding of the basic factors related to Uni-
versity System growth and to the specific characteristics of each individual
institution. The Board of Regents regards the projections contained in this
document as reasonable objectives based upon all factors available for con-
sideration.

Growth dynamics for the total University System play a fundamental role
in the determination of changes in racial composition. There were 30,686
students enrolled in the University System institutions during the Fall Quarter
of 1960. This increased to 125,269 students by the fall of 1976. The rate
of growth during the past several years has averaged about 4 percent per year.
However, the Fall Quarter of 1975 increase over the previous year was 11%,
with a fall 1976 decrease of 37«. This represents a substantial modification
in the rate of increase realized in preceding years which could indicate a
trend toward a leveling off in enrollment. Quantifiable factors considered
when projecting enrollment include population and birth rates, high school
graduate statistics, and regional national trends.

The 1970 Census of Population indicates that Georgia had an increase

in population of 16.4% over that of 1960. The Census Bureau projects that

Georgia will continue to experience an overall population growth of about 17%

during the seventies. About 437<, of Georgia's total population were under 21

in 1970. This will be the basis for continued growth in the University System

during the decade of the seventies and eighties. In 1970 about 26.2% of the total

population was non-white and the 1980 projection is 24%.

!70

The exact gain in higher education enrollment that Georgia will
experience during the next few years is uncertain, but the trend is toward
achieving national and regional averages.

Current projections reflect the probability that the System will
continue to experience enrollment growth, but at a lower rate than in the
sixties.

Projections of enrollment for the coming years are based on the
University System realizing a growth rate somewhat below that of the last decade.
Using these projections, the System will enroll about 142,000 students by 1982.

In addition to the state-wide considerations discussed in the preced-
ing paragraphs, each institution considered several other factors when project-
ing their enrollment through 1982. These factors included, but were not
limited to: current enrollment trends (by race), minority student retention
factors, legal residence of students (Georgia, out-of-state), students residing
in institution-owned housing, high school graduates (black and white) within
the recruiting area, estimate of high school graduates (black and white) continu-
ing their formal education, demographic characteristics of commuting area,
and sociological factors relating to minority recruitment.

A realistic projection of System enrollment by racial composition is
based on evaluation at the institutional level. The projection process must be
initiated at the institution, which is the primary organizational unit that
comprises the system of public higher education in Georgia. The Regents' Office
staff is responsible for the evaluation of these institutional estimates in
terms of System-wide factors. The modification of estimates, after consultation
with the institution, is accomplished where the necessity for such modification
is indicated.

Table II-A-3 presents the projection of total University System enroll-
ment by race for the period 1977 through 1982. This table indicated a pro-
jection of total black enrollment of 29,998 students by 1982. This projection
is based on the conviction that the percentage of black students enrolling in

System institutions will continue to be significantly greater than the overall

171

enrollment growth. The fall of 1976 black enrollment represented 15.5
percent of the total System enrollment. By Fall Quarter 1982 it is projected
that black enrollment will be about 21 percent of total System enrollment.
Stated in percentage increase terms — black enrollment is expected to increase
by 55 percent between 1976 and 1982 while total System enrollment is increasing
by 14 percent.

A comparison of the projections of Table II-A-3, with the 30/70 ratio
of black to white high school graduates, and first year student enrollments
can be accomplished through reference to Table II-A-4. This table shows that
the total number of non-duplicated Regular and Special Studies students totaled
24,140 in the four academic quarter 1975-76 year. Of this total 5,215 or 21.6
percent were black and 18,925 or 78.4 percent were white.

Direct correspondence between high school graduates and first year
student enrollment cannot be established due to the attendance patterns for
older students, part-time students, etc., However, based on the assumption that
delayed or protracted enrollment characteristics are stable with time, the
figures of Tables II-A-2 and II-A-4 indicate that on the average approximately
44 percent of white Georgia high school graduates and 28 percent of black
Georgia high school graduates enroll in University System institutions. These
participation proportions would be equalized only through a combined increase
in the proportion of black high school graduates attending college, a decrease
in the proportion of white high school graduates attending, or a combination
of these factors.

Numerically, the preceding condition would total (18,500) (0.16) =
2960 additional black first year students or a decrease of (42,559) (0.16) =
6809 white first year students.

If It is assumed that roughly one-fourth of the 10,583 projected in-
crease in black enrollment by 1982 is at the first year level (for simplicity,
attrition and graduate enrollment components are assumed to off-set), 2,646 new

173

BEGINNING FRESHMEN BY RACE AT
PREDOMINANTLY WHITE /PREDOMINANTLY BLACK INSTITUTIONS

Black White

Predominantly White - 4 Year:

Total // Regular & Special Studies
% of Total

Predominantly Black - 4 year:

Total # Regular & Special Studies
% of Total

Predominantly White - 2 Year:

Total it Regular & Special Studies
% of Total

Predominantly Black - 2 year:

Total // Regular & Special Studies
% of Total

TOTALS

1539

10364

6.4

42.9

1586

6.6

0.1

1330

8512

5.5

35.3

760

3.1

0.1

5215

18925

21.6

78.4

SOURCE: 1975-76 Normative Data for the Freshman Class

174

first year black students would be enrolled in University System institutions
by the 1982-83 academic year.

The projection of first year black enrollment in the 1982-83 academic
year as presented in Table II-A-3 would be enhanced if increased levels of
minority enrollment would be achieved in selected institutions. The Board
of Regents therefore commits itself to a detailed review, under the direction
of the Chancellor, of the recruitment practices and policies of each institution
with special emphasis to be placed on practices effecting minority enrollments.
This review will take cognizance of special institutional conditions such as
the racial composition of the recruiting area and will substantiate these
conditions to the greatest extent possible with attainable data. The develop-
ment of enhanced recruitment plans will place emphasis upon the identification
of the academically better prepared minority student.

Each institutional review will be completed within six months of the
date of this Flan.

175

II - B (1), (2); D SENIOR COLLEGE AND UNIVERSITY

FIRST YEAR ENROLLMENT

Reference: II - B (1), (2)
II - D

II - A

(Guidelines)

(Plan)

The Board of Regents commits itself to the continued reduction of any
disparity in "other race" first year enrollment in the twelve senior colleges
and four universities of the University System. While the Guidelines specifi-
cally separate the historically black and white institutions in this process,
the extant court order related to Fort Valley State College appears to pre-
clude any uneveness of timing of actions. However, cognizance is taken of
the special problems confonting both the historically black schools and
other special situations.

Table II-3-1 illustrates the absolute numbers and percentages of Georgia
high school graduates of first year "other race" students in the senior
colleges and universities. The percentage disparity in proportions of black
and white high school graduates attending these institutions is on the order
of 16 percent. Numerically this corresponds to approximately 2,960 students.

Projections deduced from Tables II-l and II-A-3 indicate an increase
of approximately 1,579 first year black students in the predominately
white senior colleges and universities by 1982-83.

Projections deduced from Tables II-l and II-A-3 also indicate an
increase of approximately 82 first year white students in the historically
black senior colleges by the 1982-83 school year.

176

TABLE II-B-1

FIRST YEAR STUDENTS BY RACE AT
SENIOR COLLEGES AND UNIVERSITY LEVEL INSTITUTIONS

Black White

Predominately White Institutions

Total No. Regular & Special Studies
% of HSG (by race)

Predominately Black Institutions

Total No. Regular & Special Studies
% of HSG (by race)

1539

10,364

8.3

24.4

1586

8.6

0.0

177

II -C GRADUATE AND PROFESSIONAL SCHOOL ENROLLMENT

Reference: II-C (Guidelines)

A review of the data of Table II-C-1 reveals that the overall Guideline
objective that at least equal proportions of black and white state resident
graduates from undergraduate institutions enter and graduate from state system
graduate schools has already been met. Twelve percent of the 8216 graduate
and professional degrees awarded during the period July 197 5 through June 1976
were received by blacks while 10 percent of the 13127 bachelors degrees were
awarded to blacks. However, a detailed review of Tables II-C-2, II-C-3, and
II-C-4 reveals that a real and pervasive desegregation problem is concealed
by these overall statistics. These tables, which provide information on the
distribution of degrees awarded by academic discipline, reveal that the pre-
ponderance of bachelors degrees received by blacks are in the fields of business,
education, and social science. A similar, but somewhat less pronounced, dis-
tribution of degrees awarded to blacks, is noted at the masters level.
Figure II-C-5 provides a composite overview of this degree distribution ex-
pressed as a percentage of degrees awarded to blacks and a percentage of
degrees awarded to whites by academic discipline.

The conclusion can be drawn that in 9 discipline areas the percentages
of degrees awarded to blacks at the masters level was greater than the per-
centage awarded at the bachelors level and that in 10 discipline areas the
corresponding percentage decreased. The causes of the relative decline in
the 10 areas are believed varied; e.g., few black engineering students have
been enrolled at Georgia Tech for a sufficient time to have received an ad-
vanced degree. Also many undergraduate engineering graduates seek immediate
employment in response to the strong demand for black engineers. Public
Affairs and Service is an example of an area where immediate employment

178

UNIVERSITY SYSTEM OF GEORGIA
Degrees Awarded Between July, 1975 and June, 1976

Degree

Black

% of
Total

White.

% of
Total

Bachelors

1292

10%

11834

90%

Masters

847

12%

6401

88%

Doctorates

427

96%

*Professlonal

513

97%

Graduate Enrollment

2174

12%

16806

88%

Professional Enrollment

1757

97%

*Social Work degrees as awarded by University of Georgia are not included in
this level for HEW reporting.

SOURCE: 1975-76 HEW Survey: OE FORM 2300-2.1,3/76.

179

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182

UNIVERSITY SYSTEM OF GEORGIA

RACIAL PERCENTAGES BY ACADEMIC AREAS

Bachelor's
% %

Black White

jriculture & Natural Resources

rchitecture and Environmental Design

rea Studies

liological Studies

usiness & Management

JDmmunications

jamputer & Information Sciences

iiucation

tagineering

ine & Applied Arts

jDreign Languages

ealth Professions

ome Economics
I

•aw

jatters

iibrary Science

Mathematics

lilitary Science

lysical Science

sychology

olic Affairs and Service
-»cial Science
aeology

nterdisciplinary
intermediate Study
lantistry
sdicine
st. Medicine
aw

1.8
1.8

0
7.4
9.2
3.8

0
16.8
3.3
4.1
6.2
7.6
4.2

7.7

17.0

4.4

7.8

13.4

15.4

98.2

100

92.6

90.8

96.2

100

83.2

96.7

95.9

93.8

92.4

95.8

92.3

83.0

95.6
92.2
86.6
84.6

100

Masters

% . %

Black White

4.0
10.3

13.5
2.6

2.7

15.3

0.7

10.6

2.9

0
8.7
7.7
2.9

8.8

5.2

8.8

19.2

96.0
89.7

86.5

97.4

100

97.3

84.7

99.3

100

89.4

97.1

100

91.3

92.3

97.1

91.2
94.8
91.2
80.8

100

Doc. S Prof.

% %

Black White

2.7

0
9.5

0
20

0
0

2.1

100

97.4
100

100

90.5

100

100
97.9
100
100

1.9

88.1

3.5

96.5

100

1.4

98.6

»TE: Percentages based on institutional data as reported for the 1975-76 HEW Survey :
0E FORM 2300-2.1,3/76.

183

provides an attractive alternative to graduate school.

The positive impact that the rate of increase in minority enrollment
described in earlier sections will make in the solution to this degree dis-
tribution problem should not be minimized.

The essential commitment which the Board of Regents must make is to the
continued provision of an undergraduate education for all University System
students of a quality such that they may successfully compete in advanced
areas of formal study or professional practice.

While time will resolve the basic problem, the Board of Regents recog-
nizes that additional interim actions are required if significant minority
representation is to be achieved at the doctoral and professional level. It
therefore commits itself to the development of processes which will provide
early identification of promising students who may normally be considered
economically or educationally disadvantaged. Such students will be provided
with the opportunity to bring their skills to a level sufficient to permit
them to compete at the advanced graduate or professional level.

While details for such activities in broad areas will be developed
during the first twelve months of implementation of .this Plan, an example is
contained in the following proposal submitted by the Medical College of
Georgia.

184

FOUR SPECIAL PROGRAMS SPONSORED BY THE SCHOOL OF MEDICINE, MCG, FOR
EDUCATIONALLY DISADVANTAGED STUDENTS
GENERAL COMMENTS

Kind of Students for Whom the Programs are intended. These programs are for
college students from under-represented and disadvantaged groups of citizens
who are innately talented and highly motivated toward becoming a physician
or entering one of the other medical professions, but have suffered educa-
tionally from poor quality schooling, usually at the elementary or secondary
levels. Because of their early educational deficits they have had difficulty
in obtaining the near perfect grade-point average in college necessary to
compete for admission into professional school; they also do not generally
score well on the national aptitude tests which are also required for admission
to professional schools. Other than a clear indication that the student is
from an under-represented group (a minority or economically disadvantaged
group), has good potential, is a resident of the State of Georgia, and has
been disadvantaged by poor quality education, there is no further restriction
on the applicants for this program.

Objectives; 1) To increase the enrollment of under represented, educationally
disadvantaged students into the School of Medicine and other medical professional
schools at the Medical College of Georgia. 2) to enrich the students' college-
level education with summer programs to make them more competitive for admission
into medical profession schools, and 3) to institute a tutorial program for
students experiencing temporary academic defficulties with the medical
curriculum.

Proposed Programs - Three different level summer programs and a tutorial program
are proposed.

185

A. A SUMMER PROGRAM FOR RISING JUNIOR COLLEGE STUDENTS. (See Budget Proposal A)

Applicants - Applications will be invited from students who will have finished
their second year of undergraduate work by June of the given year. Georgia
residents attending out-of-state schools as well as in-state schools will be
considered for admission into the program.

Selection of Students - Students will be selected according to their grade-
point average and recommendations from faculty and/or counselors at their
undergraduate institution.

Number of Students Admitted - Not more than 50 students will be selected.

Length of Course - The course will last 8-weeks"during the~months of July and
August.

The Curriculum - This program will be revitalized and a somewhat altered version

of the present summer course for college students. One change will require

that the applicants are rising sophomores rather than rising juniors. Another

is that the program will be open to all underrepresented , disadvantaged groups.

The students will be given a survey course in biomedical science and will also

be given courses in learning skills. During their stay on campus they will also

be exposed to the various types of medical professions for which the Medical College

awards degrees and certification.

The academic portion of the program will be stringent and the students will be

thoroughly evaluated for their special talents and abilities.

Objectives - 1) To introduce the students to the various health professions,
2) to supply the studerits with educational enrichment in science at the
college level.

186

3) to supply the students with an evaluation of their abilities and
aptitudes to help them make a choice regarding a professional career, and
A) to supply the students with the type of evaluation that they may use
in making application to a professional health school or for applying for
acceptance into the Medical Schools Summer Program for Rising Seniors.

B. SUMMER PROGRAM FOR RISING SENIOR COLLEGE STUDENTS. (See Budget Proposal B)

Applicants - Applications will be invited from students aspiring to enter
medical school, who__will have finished their third year of undergraduate work
by June of the given year.

Selection of Schools - Acceptance into the program will be based on the students'
grade-point average and recommendations from faculty and/or counselors from
their undergraduate institution. Students that have attended the Summer Program
for Rising Juniors may submit their evaluations from that program for considera-
tion by the Admissions Committee.

Number of Students - Not more than 30 students will be accepted into the program.

Length of the Program - The program will be for 8 weeks during July and August.

Curriculum - The students will be given short blocks of courses, didactic
material and discussions, covering difficult material in Cell Biology, Bio-
chemistry, Human Physiology and Microbiology. The courses will include laboratory
sessions. Time will be set apart for observation in the clinical areas and
personal contact with clinical faculty.

Objectives - 1) To present the students with courses comparable to those in the
medical school curriculum.

2) To evaluate the students in order to help them realize their abilities and
aptitude for entering the medical curriculum, and

187

3) to supply the students with experience and an evaluation that they may use
in applying for acceptance into medical school.

C. A SUMMER PROGRAM FOR PREREGISTERED MEDICAL STUDENTS (See Budget Proposal C)
Selection of Students - Ten students will be selected from our list of accepted
medical students for a given year. They will be students who, because of their
MCAT scores or their college gradepoint average or a combination of the two,
might benefit from an early introduction into the medical curriculum.

Length of Program - The program will be held during four weeks in August.

Curriculum - During morning of the four weeks the students will be given lectures
and participate in discussions on difficult concepts that occur in the basic
science courses during the first-year medical curriculum. Afternoons will be
taken up mostly by workshops in learning skills such as reading for speed and
comprehension, techniques for memorization, organization of materials and test-
taking. The students will also attend clinics and participate in faculty-student
discussion on the medical curriculum.

Objectives - 1) To introduce the students to some of the difficult subject
matter that they will be dealing with in the regular curriculum, and 2) to
prepare the students for coping with the exceptionally large amount of material
that must be learned in the medical curriculum.

D. A TUTORIAL PROGRAM FOR MEDICAL STUDENTS DURING THE FIRST TWO YEARS OF THE
MEDICAL CURRICULUM (See Budget Proposal D)

Background - The extreme change in students' life brought on by the pressures and
responsibilities of the medical curriculum often leads to temporary academic
problems, particularly during the first two years of medical school. This presents
another and perhaps the last hurdle that the disadvantaged student must complete

188

In order to be successful in the medical curriculum.

Proposal - It is proposed that the School of Medicine institute a tutorial program
for students having temporary academic difficulty during the first two years of
the medical curriculum. The tutorial sessions would be under the supervision of
faculty involved with the particular subject matter in which the student or students
are having difficulty. Tutors would be selected from graduate students and advanced
medical students having a talent for such work and expertise in the material to be
reviewed. Tutorial sessions would be conducted on Saturday mornings and evenings
during the week. They would be conducted as classes for individual students or
groups of students depending on the needs of the students. Only students recommended
by the faculty would be eligible for the tutorial service.

E. AND F. OTHER PROPOSALS

Two other items are proposed for achieving the objectives of the programs for
disadvantaged students :

1) A competitive scholarship for three students. (See Budget Proposal E)
At present we are losing some of our most promising disadvantaged
student applicants because of scholarships offered to them by other
medical schools.

2) Funds for recruitment. (See Budget Proposal F)

There are many talented disadvantaged students who do not realize the
opportunities that are open to them in the medical professions. A
strong recruitment program would help us get this informantion to them.

189

SPECIAL PROGRAMS FOR EDUCATIONALLY DISADVANTAGED STUDENTS

BUDGET PROPOSAL

PROPOSAL A

SUMMER PROGRAM FOR RISING JUNIOR COLLEGE STUDENTS

50 students for 8 weeks
^ Room and Board
$100 /week x 8 x 50

Stipend

$70/week x 8 x 50

Faculty - 6 FTE

@ $2500/month = $5,000

Secretary

Supplies and Equipment

Total

$ 40,000

28,000

30,000

1,500

2,500

$ 102,000

PROPOSAL B

SUMMER PROGRAM FOR RISING SENIOR COLLEGE STUDENTS

30 students for 8 weeks
Room and Board
$100/week x 8 x 30

Stipend

$100 /week x 8 x 30

Faculty - 6 FTE

@ $2,500/month = $5,000

Secretary

Supplies and Equipment

(for lectures and laboratory)

Total

24,000

30,000
1,500

10,000
$ 89,500

190

BUDGET PROPOSAL CONTINUED

PROPOSAL C

SUMMER PROGRAM FOR PREREGISTERED MEDICAL STUDENTS

10 students for 4 weeks
Room and Board
$100/week x 4 x 10

Stipend

$100/week x 4 x 10

Faculty - 6 FTE
@ $2500/month

Secretary

Supplies and Equipment

Total

$ 4,000

4,000

15,000

750

1,250

$ 25,000

PROPOSAL D
TUTORIAL PROGRAM

5 Tutors for 32 weeks

6 hours /week, $8. 50 /hour, 32 weeks

$ 8,160

PROPOSAL E
SCHOLARSHIPS

Three @ $6,500 per scholarship

$ 19,500

PROPOSAL F

RECRUITMENT

Trips twice a month for

2 people - $250 per trip for 7 months

7 x $500 $ 3,500

GRAND TOTAL ALL PROGRAMS

$ 247,660

191

II-E DEGREE PRODUCTIVITY

Reference: II-E (Guidelines)

The goal that requires a reduction (elimination) of the disparity in
the proportions of black and white students completing and graduating from
University System institutions involves several fundamental principles.
Perhaps the most important has to do with the basic determination of graduation
requirements .

The current situation appears to be one in which the attrition for black
students at the four year college level is approximately one-third greater than
for white students.

This obervation is based on the following:

B W

University System Enrollment 15% 85%
Bachelor's Graduates 10% 90%

Attrition rates are influenced to an unknown extent by the time lag
effect related to the rapid recent increase in minority enrollment; however,
it can be concluded that the actual disparity is less than that indicated above.

The increased productivity in terms of both black and white graduates
depends heavily upon the capability of individual institutions to develop
undergraduates who are fully competitive academically. This in turn depends
upon the general preparation of students entering the University System. The
following Table II-E-1 of composite SAT scores suggests the magnitude of
the problem.

The Board of Regents commits itself to the maintenance of regular and
remedial programs of a type sufficient to meet these academic needs.

192

TABLE II-E-1

UNIVERSITY SYSTEM OF GEORGIA
The Effects of CEEB-SAT Composite Cutoff Scores

1975-76

PERCENT LOSS IN APPLYING COMPOSITE CEEB-SAT CUTOFF
ENTERING

INSTITUTION FRESHMEN 500 550 600 650 700 750 800 850 9C0

University System of Georgia 30,412 5.0 11.3 18.5 26.4 35.1 44.4 53.1 62.1 69.6

Georgia Institute of Technology 1,859 .1 .3 .3 .4 .8 1.3 1.9 3.8 7.2

Southern Technical Institute 381 1.0 3.4 7.6 15.0 25.2 37.0 50.7 64.3

Georgia State University 1,709 1.8 4.8 10.0 15.7 22.4 30.3 39.8 50.4 60.1

Medical College of Georgia 105 1.0 1.9 7.6 17.1 37.1 56.2 67.6

University of Georgia 3,023 .2 .3 .6 1.2 3.2 7.2 13.3 23.4 34.7

Albany State College 706 26.3 50.1 68.3 80.2 88.5 93.9 96.3 98.6 99.3

Armstrong State College . 880 1.9 5.7 10.9 19.3 28.9 41.7 50.7 61.0 68.9

Augusta College 1,064 2.1 6.8 13.0 19.6 27.1 37.7 47.6 59.2 68.3

Columbus College 1,470 4.3 10.1 16.5 24.6 36.7 49.9 59.5 68.9 76.4

Fort Valley State College 484 28.3 51.7 71.3 81.0 88.2 93.0 95.2 95.7 96.1

Georgia College 478 4.0 8.6 15.3 22.0 32.6 44.6 53.3 64.2 74.7

Georgia Southern College 1,196 .3 1.7 3.9 7.7 15.4 25.8 38.4 52.7 64.6

Georgia Southwestern College 466 7.1 15.7 24.7 35.0 45.7 56.9 66.7 75.3 80.9

North Georgia College 380 1.6 4.7 8.9 16.1 22.9 28.9 41.3 52.4 65.3

Savannah State College 683 21.7 40.6 61.8 75.4 83.3 89.6 94.1 96.2 98.0

Valdosta State College 1,105 2.7 7.1 12.9 21.5 30.1 42.5 53.5 65.6 74.3

West Georgia College 1,021 3.5 10.0 17.4 23.3 35.4 47.8 61.3 71.7 79.9

Abraham Baldwin Agric. College 1,217 6.7 13.6 23.3 34.5 46.4 58.2 68.2 77.5 83.7

Albany Junior College 1,110 9.0 18.6 27.5 26.8 47.2 56.6 64.1 72.8 79.3

Atlanta Junior College 1,060 18.7 42.7 61.8*73.0 84.1 89.6 93.6 96.2 97.7

Bainbridge Junior College 298 6.4 13.8 24.8 34.2 46.3 58.4 65.8 74.8 83.9

Brunswick Junior College 678 9.4 20.1 32.2 44.4 55.5 63.0 71.1 78.3 84.5

Clayton Junior College 1,921 2.1 6.5 13.2 23.5 35.7 47.8 59.9 71.1 77.4

Dal ton Junior College 862 3.5 9.3 18.0 29.4 41.4 53.0 64.0 73.5 80.9

Emanuel County Junior College 152 6.6 17.8 27.0 44.1 52.0 63.2 69.1 78.9 84,9

Floyd Junior College 534 3.9 11.0 20.8 33.5 43.8 55.6 64.6 74.5 82.0

Gainesville Junior College 854 6.0 13.6 23.1 34.3 45.7 59.6 70.3 79.7 85.6

Gordon Junior College 507 4.3 10.8 18.7 28.6 40.4 50.5 60.0 69.0 75.0

Kennesaw Junior College 1,484 1.1 4.2" 9.6 18.4 28.2 41.8 53.2 63.7 74.2

Macon Junior College 1,157 3.2 8.9 17.0 29.3 39.8 50.3 60.9 71.0 79.0

Middle Georgia College 967 4.8 11.3 19.5 29.0 40.4 52.2 63.2 72.7 B',.0

South Georgia College 601 7.8 19.3 30.8 45.6 58.7 69.1 76.9 83.5 89.0

193 ^

II-F STUDENT MOBILITY

Reference: Section II-F (Guidelines)

Mobility, with no restriction other than academic performance at the
original institution, is provided by the core curriculum. -=¦

The core curriculum of the University System of Georgia was established
for the general purpose of aiding and facilitating the educational progress
of students as they pursue baccalaureate degrees within and among the units
of the University System. It represents an effort to deal effectively with
increasing curricular problems of students which result from increased enroll-
ment at institutions of higher education, increased number and percentage of
students enrolled in junior colleges, increased mobility of student population,
increased number and complexity of major fields of studies offered by senior
units, and increased problems related to transfer of credit among units of
the University System.

The core curriculum provides for (1) ninety quarter credit hours of which
sixty are in general education and thirty in a major area of study, (2) the
assurance of acceptance of transfer of the core curriculum or a fractional part
thereof toward a baccalaureate degree, and (3) the preservation of the maximum
possible amount of institutional autonomy.

The designated academic areas of study within the 60-hour portion of the
core curriculum comprise broad fields of study and are not limited to specific
courses or course content. Hence, each institution has the latitude of
curricular development within this flexible plan. The three following areas of
study are included in and defined as a part of the general education portion of
the core curriculum: Humanities, 20 hours; Mathematics-Natural Science, 20 hours;
and Social Science, 20 hours. The remaining 30 hours in the core curriculum
are devoted to work related to the student's major field of study. The require-
ments in this area of study are established by the Advisory Council upon

194

recommendation of the appropriate academic committees and the Committee on
Transfer of Credit.

195

II-G and H MEASURES AND TIMETABLES

Reference: Section II-F (Guidelines)

Parti, Section A-F (Plan)

Projected actions and attendant enrollment figures called for in this
section of the Guidelines are contained in the specific preceding sections
of this Plan.

The Board of Regents, as the Constitutional Body responsible for public
higher education in Georgia, through endorsement of this document commits
itself to the specific actions contained in this Plan.

196

III. FURTHER DESEGREGATION OF FACULTY AND STAFF

Reference: Section III-A,B,C,D,E, and F (Guidelines)
Part II, Section _1_ (Plan)

The Board of Regents will make a concerted effort to achieve a greater
degree of desegregation of administration, faculty, and staff throughout the
University System of Georgia by taking several steps. In order to commit the
entire University System, the Board passed at its October meeting in 1975
an Affirmative Action Commitment which acts as an umbrella statement for all
schools within the University System. This commitment which is presented in
its entirety below, reaffirms the Board's commitment to equal employment
opportunities and reflects the policies of the Board to prevent "discrimina-
tion practices against any person employed or seeking employment because of
race, color, religion, national origin or sex." The commitment further states
that affirmative action efforts will be made to "increase the number of
minorities and women in those occupational categories where their present
employment is less than would be expected by their availability in the job
market."

The commitment requires that each institution in the System prepare
and monitor annually an affirmative action plan. During 1977, each in-
stitution except Georgia Institute of Technology, whose plan has been
approved, Georgia State University and the University of Georgia, whose plans
are currently being reviewed by the Department of Health, Education, and
Welfare will attend a two-day workshop on preparing a new affirmative action
plan which will be ready for submission to HEW on or before July 1, 1978.
One workshop was held in May, 1977 and two of the eight plans have been
delivered to HEW for review. Three workshops will be held in October 1977.

As soon as the evaluation of the Affirmative Action Plans is received
the office of the Vice Chancellor for Personnel with assistance from the

197

Department of Health, Education., and Welfare will work with each institution
in a careful review and revision, where necessary, of its plan.

In order to assist in the desegregation of the University System, the
Board established the University System of Georgia Applicant Clearinghouse
for administrative and faculty positions. Each campus has a coordinator
to serve as a liaison with the Clearinghouse. The official beginning date
for the Applicant Clearinghouse was February 1, 1975.

Concurrently, the Applicant Clearinghouse Office was established to
provide the insitutional coordinators with guidance and assistance in es-
tablishing procedures on their own campuses for compliance with the Appli-
cant Clearinghouse System, to distribute forms and instructions for their
preparation.

Several requirements were imposed upon the institutions regarding the
Applicant Clearinghouse. Departments are required to file with the Appli-
cant Clearinghouse all applicants considered for final review unless the
applicant requests that his or her name not be included. The applicants
are to be entered at the time of final review and preferably before the final
selection is made. When an institution is unable to identify and attract
suitable minorities and women applicants, it is required to consult the Appli-
cant Clearinghouse in a further effort to identify such applicants. It should
be pointed out, however, that any determination of a candidate's qualifications
remains with the academic departments.

A brochure was designed and printed in May 1977, which explains the
purpose, history, and procedures of the Clearinghouse to prospective appli-
cants as well as the administrative staff of the University System.

Throughout the year the Applicant Clearinghouse Coordinator in Athens
visited schools in the System to assist them in their use of this facility.
In February of this year, the Applicant Clearinghouse Coordinator and the

198

Assistant Vice Chancellor for Personnel visited Tallahassee, Florida, to
study the State University System of Florida Central Applicant Pool and
Position Vacancy Listing Service. The outcome of this visit is the exchange
of black applicants between the two systems. Each applicant received from
the Florida Pool will be sent an application and a brochure. This combina-
tion of the informational resources of Georgia and Florida will increase the
number of blacks available for review for administrative and faculty positions

Under this Plan, the Board of Regents will extend the use of the Appli-
cant Clearinghouse to include a listing of position vacancies in the Univer-
sity System for all faculty, administrative, and staff positions defined
as positions exempt from the Wage and Hour Law. The details of this expanded
function will require extensive prior review and discussion; however, the
total expanded function will be implemented prior to January 1, 1979. Develop-
mental activities will be conducted under the direction of the Assistant Vice
Chancellor for Personnel.

The Applicant Clearinghouse will thus more effectively serve as an im-
plementing devise for the Board of Regents Affirmative Action Commitment
stated below.

Specific employment projections will be an outgrowth of the complex
manpower assessment and vacancy assumptions which constitute a part of each
affirmative action plan. Data related to the current racial composition of
the administration, faculty, and staff of each operating unit of the Univer-
sity System, the labor pool analysis for each specific job classification,
and the projection of the nature and redress of any hiring disparities thus
revealed are or will be contained in the affirmative action plans described
in this section.

199

AFFIRMATIVE ACTION COMMITMENT

The Board of Regents of the University System of Georgia
has adopted the following Program as its Affirmative Action
Commitment consistent with Executive Order Number 11246, as
amended by executive Order Number 11375, and all appropriate
regulations and guidelines issued thereunder, including Higher
Education Guidelines Executive Order Number 11246, issued by
the U. S. Department of Health Education and Welfare, Office
of the Secretary, Office of Civil Rights, and "Revised Order
Number 4" (Chapter 60 - Office of Federal Contract Compliance,
Equal Employment Opportunity, Department of Labor, Part 60-2,
Affirmative Action Programs) .

Policy

It shall be the policy of the Board of Regents of the
University System of Georgia to initiate comprehensive affir-
mative action programs to provide equal employment opportunities
to all employees and applicants for employment. The University
System will not engage in discriminatory practices against any
person employed or seeking employment because of race, color,
religion, national origin, or sex.

Positive efforts to effect further affirmative action
programs throughout the University System shall be persued con-
stantly and intensely. The affirmative action programs in the
University System shall be consistent with the Regents' standards
of quality and excellence; they shall be specific in identifying
areas of under-utilization and in prescribing corrective measures.
The intent of the Affirmative Action Commitment of the University

200

System of Georgia is that it shall reflect fully the spirit of
the law.

Each institution of the University System of Georgia shall
prepare, implement, and maintain an affirmative action program.
All affirmative action programs shall be reviewed and approved by
the Chancellor before they are published and disseminated.

II. Responsibilities of the President

Each president of each institution shall, in accordance with
principles stated in this policy and with the aid of the faculty
and administrative staff, develop, administer, maintain, disseminate,
and monitor a detailed written affirmative action program, with an
appropriate reporting system, to include specific steps designed
to increase the number of minorities and women in those occupational
categories where their present employment is less than would be
expected by their availability in the job market. The Affirmative
Action Program shall follow the procedures outlined in Chapter 60
of Title 41, Code of Federal Regulations, Part 60-2 (Revised Order
No. 4).

Each president shall establish procedures for monitoring, up-
dating, and maintaining the affirmative action program of the insti-
tution. He shall make sure that all administrators of the institu-
tion comply fully with the affirmative action program and that all
employees are informed of the personnel policies of the institution.
He shall provide for the maintenance of records and the preparation
of reports that will document efforts and performance under the
affirmative action program. Reports shall be made to the Regents'
Office as requested by the Chancellor. The President shall provide
for prompt reporting to the Chancellor of any complaints or charges

201

of discrimination filed against the institution with the Office
of Federal Contract Compliance, the Office of Civil Rights of the
Department of Health, Education, and Welfare, the Equal Employment
Opportunity Commission or any other federal or state compliance
agency. The president shall provide also for status reports on
any investigations as they might occur and shall forward to the
Chancellor copies of findings and/or settlements growing out of
complaints and/or charges.

III. Responsibilities of the Office of the Chancellor

A. The Chancellor has delegated to the Vice Chancellor
responsibility for the coordination and performance review of
the University System' s equal employment commitment for the
development and maintenance of an effective affirmative action
program in each institution of the University System for deal-
ing with appropriate federal and/or state agencies in equal em-
ployment opportunity matters, and for monitoring any activities
between the individual institutions and such agencies.

B. The Vice Chancellor shall be responsible also for the
following:

(1) The Vice Chancellor shall, in consultation with the
Assistant Vice Chancellor for Personnel, who is the EEO Officer
for the System, and other officers whom he may designate, review
all University System policies, practices, and benefits affecting
personnel to ensure all employees of equal treatment consistent
with legal requirements for non-discrimination and equal employ-
ment opportunity, and compliance with affirmative action require-
ments as outlined in Chapter 60 of Title 41, Code of Federal

Regulations, Part 60-2 (Revised Order Number 4), and the Equal

202

Employment Opportunity Act of 1972, and EEOC Guidelines on
Employee Selection and on Discrimination because of Race, Color,
Religion, National Origin, or Sex.

(2) Provide each president periodically (but at least
once a year) with current University System consolidated employ-
ment data showing the number of regular academic, management,
and career staff employees of ethnic group, sex, and occupational
categories designated in the Equal Employment Opportunity Infor-
mation Report, or such other reports as may be substituted for
the Equal Employment Opportunity Report.

IV. Underutilization, Goals and Time Tables

To identify problems of discrimination that already
exist, or may evolve, and in the development of an effective
affirmative action program, the president of each institution
shall make an exhaustive analysis of the institution's work force
to determine whether underutilization of women and minorities
exists in any of the departments' major job classifications (as
defined in 60-2. 11a of Amendments to Revised Order No. 4) ex-
istent at the institution. If underutilization is found to exist,
the president shall take steps to determine if such underutiliz-
ation exists as a result of personnel policies or practices which
discriminate or result in discrimination because of race, color,
religion, national origin or sex. Each of these job classifi-
cations will be assigned to one of the following categories in
correlation to EEO-6: (See Appendices 1, II, and III

(1) Executive/Administrative/Managerial

(2) Deans/Assistant Deans

(3) Instructional

(4) Professional Non-Instructional

203

(5) Clerical/Secretarial

(6) Technical/Paraprofessional

(7) Crafts/Trades (includes maintenance)

(8) Service Workers

Where underutilization is present, he must establish goals and
time tables for action correcting or eliminating the deficiencies.

Underutilization is defined as having fewer women or
minority persons in a particular department or job than reasonably
would be expected by their availability in the relevant labor force
(nationwide, state, or local community).

Goals are projected levels of achievement which should be
the result of the president* s analysis of his institutions defi-
ciences, of what his institution expects to do to remedy them when
it has determined the extent of the availability in the relevant
labor force. Goals should be used to increase the employment of
minorities and women in appropriate organizational units and
occupational categories of the institution. The president should
not, however, consider a goal to be a quota. Specific goals must
be established for the employment of women and minorities through
the conduct of a work-force availability analysis separately for
minorities and women.

A. Utilization Analysis

In determining whether underutilization exists in any of the
job categories delineated by the Government and major job classifi-
cation therein, the institution shall make an analysis of the work
force and employment availability of both minorities and women.
The factors that must be considered in making each analysis shall
include but not necessarily be limited to those that are set out

204

in Section 60-2.11, Title 41, Code of Federal Regulations (Revised
Order Number 4) .

(1) Minorities. In analyzing the minority work force and
availability of minorities to determine whether there
is underutilization of minorities, the institutions
shall consider the following:

a. The male and female minority population of the
labor area surrounding the institution.

b. The size of the male and female minority unem-
ployment force having requisite skills in the
labor area surrounding the institution.

c. The percentage of the male and female minority
work force in the immediate labor area.

d. The availability of male and female minorities
having requisite skills in an area in which the
institution can reasonably recruit.

e. The availability of promotable and transferable
male and female within the institution.

f. The existence of training institutions or
programs capable of training males and females
in the requisite skills.

g. The degree of training which the institution is
reasonably able to undertake as a means of making
all job classes available to male and female
minorities.

h. Other means that may be available to an institution
locally in analyzing the male and female minority
work force.

(2) Women, In analyzing the work force and availability of
women to determine whether there is underutilization of
women in professional or non-academic positions, the
institution shall consider the following:

a. The size of the female unemployment force having
requisite skills in the labor area surrounding the
institution.

b. The percentage of the female work force as compared
with the total work force in the immediate labor
area.

c. The availability of women seeking employment in the
labor or recruitment area of the institution.

d. The availability of women having requisite skills
in an area in which the institution can reasonably
recruit.

e. The availability of promotable and transferable
female employees within the institution.

205

f. The existence of training institutions or programs
capable of training persons in the requisite skills.

g. The degree of training which the institution is reasonably
able to undertake as a means of making all job classes
available to women (by race) .

h. Other means that may be available to an institution locally
in analyzing the female work force (by race) .

(3) Reasonable Time Tables should be established by the institution
for the accomplishment of its goals. Time tables should be care-
fully formulated estimates of the time required to meet specific
goals, taking into consideration anticipated needs for appoint-
ments to the faculty, to administrative positions, and to other
positions categorized by the Equal Opportunity Commission.

The goals and time tables set by an institution, together
with supporting data, shall be a part of and written into the
affirmative action programs, as required by Section 60-2.12
of revised Order Number 4.

Goals and time tables shall be reviewed at least annually to
determine whether and the extent to which, deficiencies continue
to exist. Adjustments should be made in goals and time tables
as the employment of women and minorities changes.

Reports. A report on the achievement of goals and time
tables shall be made to the Vice Chancellor annually at the
time the Equal Employment Information Report is busmitted.
V. Personnel Employment Policies and Procedures

The success of the Regents' Affirmative Action Commitment is
dependent upon sound personnel policies and procedures dealing with
faculty appointments, non-academic employment, promotions, leaves, sep-
arations, and training. Policies have been adopted by the Board of Regents
regarding the standards and procedure for employment for personnel for
major faculty and administrative positions, (Policies, pp. 112-112a) ;

206

requirements for academic qualifications and faculty status, including
qualifications for faculty appointment, criteria for promotions, tenure,
transfers, resignation of classified (nonacademic) personnel (Policies,
p. 133; see Appendix IV; Classified Personnel Policy for the University
System of Georgia; adopted September 16, 1970).

To strengthen further the Affirmative Action Commitment of the
Board of Regents and to comply with the provisions of Executive Order
Number 11246, as amended, and Revised Order Number 4, the presidents
should use the following guides in supplementing employment procedures
already in existence as described above:

A. Personnel Involvement in Affirmative Action Program

Each president shall seek and take positive steps to
secure the understanding and support of the total campus and
local community for the affirmative action program. In the
implementation of the details of the program as it affects
the faculty and other personnel, the president shall enlist
and encourage the participation of representatives from the
various organizational units, and to assign to them, through
the EEO Officer, responsibilities for maintaining an effective
program.

B. Recruitment

Each institution shall review carefully its present policies
for recruitment on all levels. Where these policies are not suf-
ficiently broad to insure that minority and women candidates
are recruited, new or modified methods shall be developed and
implemented. Particular emphasis shall be placed on recruitment
of women and minority applicants for positions in occupational

207

categories where underutilization has been found to exist through
utilization analysis of the institution's work force.

Recruitment channels for employment of women and minorities in
academic positions may include, but not be limited to, the following:

1. Advertisements in appropriate professional journals and
job registries.

2. Unsolicited applications or inquiries.

3. Women teaching at predominantly women's colleges and other
institutions; teaching at predominantly minority colleges
and other institutions (outside the University System of
Georgia) .

4. Minorities or women professionally employed in positions
in industry, government, law firms, hospitals.

5. Professional women and minorities working at independent
research institutions and libraries.

6. Professional minorities and women who have received signi-
ficant grants or professional recognition.

7. Women and minorities already at the institution and else-
where working in other capacities.

8. Minority and women doctoral recipients who are not presently
using their professional training.

9. Women and minorities presently candidates for graduate
degrees who show promise of outstanding achievement.

10. Minorities and women listed in relevant professional files,
registries and data banks, including those which have made
a particularly conscientious effort to locate women and
minority persons.

Recruitment channels for employment of women and minorities in
administrative and managerial positions and in other EEO-6 job cate-
gories may include, but will not be limited to:

1. Advertisements in appropriate publications and job registries

2. Unsolicited applications or inquiries.

3. Women attending colleges and other institutions attended
predominantly by women; minorities attending colleges and
other institutions attended predominantly by minorities.

208

4. Minorities and women attending vocational-technical schools
in the employment area.

5. Women and minorities already employed at the institution
working in other positions who are qualified for elevation
to, or who may be promotable to vacant positions at a
higher level.

6. Campus student placements offices.

7. State and private employment agencies located in the employ-
ment area.

8. Employment rosters of the State Merit System.

9. Notices on bulletin boards in areas where they are likely
to be seen by women and minorities.

10. Minorities and women listed in registries and data banks.

Sources listed in Revised Order Number 4 that are prepared to

refer minority applicants with specific skills include:

Urban League

Job Corps

Equal Opportunity Programs, Inc.

Concentrated Employment Programs

Neighborhood Youth Corps

Secondary schools

Colleges and city colleges with high minority

enrollment
State Employment Service

Aspira of America, Inc., New York (Puerto Rico)
League of United Latin American Citizens
Service Employees Redevelopment
G. I. Forum

Commonwealth of Puerto Rico —
Community leaders as individuals

Sources listed in Revised Order Number 4 that are prepared to

refer women applicants with specific skills include:

National Organization for Women
Welfare Rights Organizations
Women's Equity Action League
Talent Bank for Business and Professional

Women (including 26 women's organizations)
Professional Women's Caucus

Intercollegiate Association of University Women
Negro Women's sororities service groups (Delta

Sigma Theta, Aloha Kappa Aloha, and Zeta Phi

Beta)
National Council of Negro Women
American Association of University Women
Young Women's Christian Association

209

Jewish Women's Groups
Catholic Women's Groups
Protestant Women's Groups
Community leaders as individuals

In their efforts to recruit minorities and women with specific
skills, the institutions should take advantage of sources known to
them which may provide useful information on the availability of
women and minorities, both within the immediate recruitment area
and in the nation.

Specific recruiting mechanisms which may be utilized by an
institution or hiring official include:

a. assuring that qualified women and minorities are brought
to campus for interviews,

b. scanning all solicited and unsolicited vitaes/applications
for clues as to the minority status of applicant,

c. special efforts to interview minorities and females at
professional/academic conferences and conventions,

d. an expanding number of contacts with black and female
organizations and individuals in the interest of minority/
female recruitment with necessary monitoring and follow-up,

e. specific requests to personnel offices that qualified
minority and female applicants be included in personnel
referrals,

f . use of the applicant clearing honse which has been es-
tablished.

C. Appointments

Persons selected for appointment from among applicants who
meet requirements of each position, as provided in Policies of
the Board of Regents of the University System of Georgia and in
the Classified Personnel Policy for the University System of Georgia,
will assure continuation of the highest standards of excellence pre-
scribed by the Board of Regents.

210

No applicant may be denied employment, nor shall any
applicant be selected for employment on the basis of race, color,
religion, sex or national origin in preference to a better
qualified candidate.

Equal opportunity for employment shall be assured for the
employment of men and women in occupational categories that have
traditionally been identified with one sex, and for employment of
all racial and ethnic group members in all occupational categories.
D. Employment of Relatives

(1) Faculty Personnel

The following policy on the employment of relatives was
adopted by the Board of Regents on February 14, 1973, and is
made part of this affirmative action commitment:

a. The basic criteria for the appointment and promo-
tion of faculty in the several institutions of the
University System shall be appropriate qualifications
and performance as set forth in the policies of the
Board of Regents. Relationship by family or marriage
shall constitute neither an advantage nor a disad-
vantage provided the individual meets and fulfills
the appropriate University System appointment and
promotion standards as set forth in these policies.

b. No individual shall be employed in a department or
unit under the supervision of a relative who has or
may have a direct effect on the individual's progress,
performance, or welfare.

c. In accordance with the policy of the Board of Regents,
there shall be no discrimination based upon race, color,
sex, religion, creed, or national origin of employees

in their appointment, promotion, retention, remuner-
ation, or any other condition of employment.

d. For the purpose of this policy, relatives are defined
as husbands and wives, parents and children, brothers,
sisters, and any in-laws of any of the foregoing.
(Minutes, February 14, 1973, p. 312)

(2) Classified Personnel. (professional and administrative staff)
For the employment of persons related to each other, the

following conditions shall apply:

211

a. Employees may not be employed in the same adminis-
trative unit where one has direct supervision over
the other.

b. Classified employees may be employed in the same
administrative unit provided neither is in a super-
visory or administrative capacity.

E. Promotions

Members of the faculty and staff of each institution shall be
selected for promotion in accordance with the provisions of Policies
of the Board of Regents of the University System of Georgia and the
promotion guidelines established at the various institutions. Promo-
tions shall be made in a manner that will assume continuation of the
standards of excellence prescribed by the Board of Regents. Oppor-
tunities for. promotion shall be made available to all employees
equally without regard to race, color, sex, religion, or national
origin.

No employee may be denied a promotion, nor shall any employee
be selected for promotion on the basis of race, color, sex, religion
or national origin in preference to a better qualified employee.

F. Salaries and Wages.

Each institution must insure that all salaries and wages paid
its various employees are provided without discrimination on the
basis of race, sex, color, religion or national origin. Accordingly,
it will be the responsibility of each institution to make a compara-
tive analysis of all salaries and wages on a periodic and continuing
basis to ascertain if there exists cases or patterns of salary or
wage discrimination related to race, color, sex, religion or national
origin. Where such cases or patterns are identified, the institution
should expeditiously effect remedial action.

212

G. Leaves.

All leaves provided under policies adopted by the Board of
Regents for faculty and classified personnel shall be granted without
regard to race, color, sex, religion or national origin. (See
Appendices V and VI) .

H. Fringe Benefits

Fringe benefits, including medical, hospital, accident, life
insurance and retirement, shall be made available to all employees
without regard to race, color, sex, religion, national origin, or
position classification.

I. Terminations

All terminations of employment of faculty and staff shall
be made in accordance with the policies of the Board of Regents
delineated in Policies of the Board of Regents University System of
Georgia and in Classified Personnel Policy for the University System
of Georgia. All terminations shall be without regard to race, color
sex, religion or national origin.

J. Job Classifications

A uniform system of job classification and titles has been
established for the institutions of the University System (Appendices
I, II, and III). Each institution shall be responsible for the
placement of individuals employed in these classifications in the
government categories covered in the Equal Employment Opportunity
Information Report.

K. Training.

Opportunities for employee training and development shall be

made available without regard to race, color, sex, religion or

213

national origin.

The institutions should review work needs to determine if
duties or positions need to be revised to maximize opportunity for
training and development.

For the faculty employees, the institutions shall continue to
adhere to Regents' policies in providing leave privileges for study
and research to increase opportunities for promotion in rank or
position. The Regents' leave policy is on page 127 of the Policies
of the Board of Regents of the University System of Georgia
(Appendix V) .

L. Grievances.

Each institution shall establish for all employees, academic and
non-academic, standards of due process for the hearing of grievances
to ensure fair treatment of individual cases of alleged discrimination.
These procedures shall be established within the framework of the
by-laws and the Policies of the Board of Regents of the University
System of Georgia; they shall be written and made available to all
present and prospective employees.

VI . Internal Audits and Reporting System

The institutions of the University System shall establish a

system of audit and reporting that will be helpful in the implementation

and monitoring of the affirmative action program, and in the evaluation

of its effectiveness. Each institution should require periodically

formal reports at least semi-annually for faculty and quarterly for

non-academic personnel from the head of each school, division, or

department as to specific affirmative actions undertaken and the degree

to which the goals are attained and time tables met. It is understood

214

that reporting systems will vary from institution to institution
because of size, goals, and established programs.

However, the reporting and monitoring system should be or-
ganized to provide a definite indication of whether or not the
affirmative action program is succeeding and as to whether or not
good faith efforts are being made to ensure fair treatment of women
and minorities in recruiting, hiring, promotions, transfers, and
terminations.

VII. Dissemination of Affirmative Action Commitment

When approved by the Board, the Affirmative Action Commitment
shall be published, and copies shall be forwarded to the presidents
of all institutions in the University System. The program shall be
described in the System Summary , the monthly news publication of the
University System. The public shall be made aware of the University
System's Affirmative Action Commitment through the news media and
through other channels appropriate for its dissemination.

Each institution shall disseminate its own affirmative action
plan internally in accordance with directions stated in Section 60-2.21
of Revised Order Number 4 as follows:

a. Include the institution's equal employment opportunity
statement of policy in the institution's statutes and
personnel handbook.

b. Publicize it in the university or college newspaper,
magazine, annual report and other media.

c. Conduct special meetings with executive, management, and
supervisory personnel to explain the intent of the plan
and individual responsibility for its effectiveness,
making clear the attitude of the president, the Chancellor

• and the Board of Regents toward the successful implementation
to the Affirmative Action Program.

215

d. Schedule special meetings with all other employees and ex-
plain individual employee responsibilities.

e. Discuss equal employment opportunity statement of policy
thoroughly in employee orientation and training program.

f. Publish articles covering equal employment opportunity
programs, progress reports, promotions, etc., of minority
and women employees in institutional publications.

g. Post equal employment opportunity statement of policy on
bulletin boards in campus buildings.

h. When employees are featured in student handbooks, personnel
handbooks, or similar publications, both minority and non-
minority men and women should be pictured.

i. Make available to employees the full text of the institution's
Affirmative Action Program.

Each institution shall disseminate its affirmative action policy

externally as follows:

a. Inform all recruiting sources verbally and in writing of
institutional policy stipulating that these sources
actively recruit and refer minorities and women for all
positions listed.

b. Incorporate the Equal Employment Opportunity clause in all
requisitions for purchases, leases, contracts, etc., covered
by Executive Order Number 11246, as amended.

c. Notify minority and women's organizations, community agencies,
community leaders, secondary schools, and other colleges and
universities in the immediate area, both public and private,
of institutional policy.

d. Communicate to all prospective employees the existence of

the institutional affirmative action program, and its benefits
to employees.

e. Send written notification of institutional policy to all
vendors and suppliers, request appropriate action on their part,

VIII, Reference Materials

In the preparation of this Affirmative Action Program of

the Board of Regents of the University System of Georgia,

the following publications have been relied upon extensively

for reference and guidance:

Executive Order Number 11246, amended by
Executive Order Number 11375.

216

Revised Order Number 4, Title 41 - Public
Contracts and Property Management,
Chapter 60, Part 60-2 - U. S. Depart-
ment of Labor, Office of the Federal
Contract Compliance.

Amendments to Revised Order Number 4^ Part

60-2 - Affirmative Action Plans, Sections
60-2.10, and 60-2.11.

Revised Order #14 , Part 60-60 of Code of
Federal Regulations.

Higher Education Guidelines, Executive Order
Number 11246, U. S. Department of Health
Education and Welfare, Office of Civil
Rights, dated October 1, 1972.

Classified Personnel Policy for the University
System of Georgia.

Policies of the Board of Regents of the
University System of Georgia

Equal Employment Act of 1972 (Title VII of
Civil Rights Act as amended)

EEOC Guidelines on Employee Selection and
EEOC Guidelines on Discrimination
Because of Sex.

Title IX of_ the Education Amendments of 1972
(Higher Education Act) .

III-G COMPOSITION OF THE BOARD OF REGENTS

Reference: Section III-G (Guidelines)

The Constitution of Georgia provides that the membership of the Board
of Regents shall consist of one member from each of the ten Congressional
Districts in the State, and five additional members from the State-at-Large,
appointed by the Governor and confirmed by the Senate. The term of appoint-
ment of each Regent is seven years. Terms of the members of the Board of
Regents are staggered or overlapping so that the terms of only two members
expire each year, except that the terms of three members expire at the end
of any seven-year period.

Recent appointments to the Board of Regents have been of a nature to
make the Board more representative of the racial population of the State.
This procedure will be continued over the period of implementation of this
Plan.

218

IV. SUBMISSION OF PLANS AND MONITORING

The commitment of the Board of Regents to complete elimination of all
vestiges of a formerly dual system of public higher education in Georgia
far exceeds the direct or implied mandate of specific legislation or guide-
lines addressed in this Flan.

The Board of Regents through submission of this Plan commits itself to
the diligent pursuit of the explicit objectives described in its several
parts and to the full implementation of these actions and processes iden-
tified herein. All appropriate steps required to validate this commitment
have been taken by the Board of Regents in keeping with its responsibilities
as detailed in the Constitution of the State of Georgia. The Governor of
Georgia joins in this endorsement to the extent permitted by his consti-
tutionally defined role as Chief Executive Officer of the State of Georgia.

Timely reports of both a narrative and a statistical nature will be
provided to aid the Department of Health, Education, and Welfare in its
review of progress achieved under this Plan. Appropriate report formats
will be developed through consultation with representatives of the Office
for Civil Rights.

This Plan has been developed under the direction of a special sub-committee
of the Board of Regents through an open process in which public involvement
has played an important part. The spirit of the preparation process will be
preserved and strengthened during the implementation phase through the appoint-
ment of a Special Regents' Committee on Desegregation. This Committee will
be charged with the responsibility for an on-going review of not only progress
made under the Plan but also the identification of possible problem areas,
and the discussion of broad academic matters to the extent that such matters

219

potentially effect the desegregation process. The Committee will further
be charged with the responsibility for the assessment of representative
public views related to the implementation of the Plan and the wider aspects
of the desegregation process.

As stated in the Introduction, "This Plan was prepared during a very
short time interval as mandated by the Guidelines. It represents the best
review possible, under these severe time constraints, of the present status
of University System desegregation, the effectiveness of processes in force,
and the definition of projected future actions. It should therefore be
considered as an interim document subject to further analysis and refinement."

220

PART II

Materials contained, in this section of the Plan are supplementary
to the materials contained in Part I for it is recognized that
readers of this Plan will have varied degrees of insight with
regard to the operation of the University System of Georgia.
This section should aid readers who are not well informed on the
University System of Georgia to read the Plan with more objectiv-
ity and clarity. This section includes statements on the following
phases of University System operations:

1. University System of Georgia governance

2. Student recruitment

3. Student financial aid

4. Student retention

5. A Plan for the Further Desegregation of Fort Valley State
College

All of these materials are referred to 3nd cross referenced in
Part I of the Plan.

I. UNIVERSITY SYSTEM OF GEORGIA GOVERNANCE

The design, development, and projected implementation of this
desegregation plan are facilitated greatly by the governance structure
of the University System of Georgia. This section presents a detailed
outline of that governance structure together with selected examples of
the coordinating processes realized through its operation in specific
program and policy areas.
A. Board of Regents of the University System of Georgia

The University, System of Georgia is composed of four institu-
tions of university level, twelve senior colleges, and sixteen
junior colleges. One junior college has been authorized for con-
version to a senior college beginning September, 1978. The Uni-
versity System is governed by a single fifteen member constitutional
body — the Board of Regents.

1. Creation of the Board of Regents

The Board of Regents of the University System of Georgia,
a corporation, was created in 1931 by an Act of the General
Assembly to govern, as one body, all state institutions of
higher education (Georgia Laws 1931, pp. 7, 20). In 1943,
the Board of Regents became a constitutional body (Article VIII,
Sect. IV, Paragraph 1, Constitution of Georgia). The Constitu-
tion vested in the Board the responsibility for the "government,

SWJ.

control., and management of the University System of Georgia and
all of its institut tions". The Board is the onLy legal entity
for all .of the institutions which comprise the University System.
2. Membership

The Constitution of Georgia provides that the membership of
the Board shall consist of one member from each of the ten Con-
gressional Districts in the State, and five additional members
from the State-at -Large, appointed by the Governor and confirmed
by the Senate. The terra of appointment of each Regent is seven
years. Terms of the members of the Board of Regents are staggered
or overlapping so that the terms of only two members expire each
year, except that the terras of three members expire at the end
of any seven-year period.

3, Powers of the Board

Under its general powers provided by law, the Board is autho-
rized: (1) to make such rules and regulations as are necessary
for the performance of its duties; (2) to elect or appoint pro-
fessors, educators, stewards, or any other officer necessary for
all of the institutions in the University System, to discontinue
or remove them as the good of the System or any of its schools
or institutions or stations may require, and to fix their compen-

sation; (3) to establish all such schools of learning or art as
may be useful to the State, and to organize them in the way most
likely to attain the ends desired; (4) to exercise any power

usually granted to such corporation; necessary to its usefulness,
which is not in conflict with the Constitution and laws of this
State. (Acts 1931, pp. 7, 24.)

Under other powers provided by law, the Board is authorized:
(1) to consolidate, suspend, remove, and/or discontinue institutions,
merge departments, inaugurate or discontinue courses, and abolish
or add degrees; (2) to sell, lease, or otherwise dispose of pro-
perty held by the Regents; (3) to take by condemnation private
property for public purposes of the University System upon paying
or tendering just compensation; and (4) such other powers provided
by law and the Constitution.

B. Regents' Office Staff

The Chancellor, who serves as the chief administrative officer
of the University System, is responsible for the implementation of
all policies established by the Board of Regents. The Chau^ellor
is also responsible for the day to day operations of the University
System, and he accomplishes this function with the assistance of an
administrative staff illustrated by the Departmental Organization
Chart of Figure 1.

It will be noted from the Organization Chart that responsibility
for specific functional areas is divided among designated Vice Chan-
cellors with specific competence in the functional area. The work
of these designated Vice Chancellors is coordinated by the Vice
Chancellor, Responsibility for and authority in specific, well-

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defined areas is, therefore, clearly established.

C. Institutional Administrative Role

The institution represents the primary organizational unit
in the University System structure. As a consequence, a major
management responsibility vests in the president of each indivi-
dual institution. The president has broad authority with regard

to all institutional operations, including faculty and staff em-
ployment, and exercises that authority subject only to the poli-
cies and directives of the Board of Regents and the Chancellor.

The president is assisted in internal institutional admini-
stration by a staff appropriately structured to meet the spe-
cific management requirements of the institution.

Faculty committees of various types provide additional pro-
fessional input to the decision-making processes, especially in
those areas related to academic programs and faculty recruitment.

In summary, each institution operates subject to broad Board
policy in a manner characterized both by its specific assigned
role and mission within the University System and by local needs
and conditions in its normal area of student recruitment.

\ .

D. The University System Advisory Council

• An important adjunct to the Board of Regents in the policy-
making procedure is the University System Advisory Council. Voting
membership on the Council includes the Chancellor, the Vice Charfcellr-
and the presidents of all institutions in the University System.

Meetings of the Advisory Council are held quarterly.

The Council makes recommendations to the Chancellor, and through
him to the Board, regarding all academic and administrative aspects
of the operation of the Universitv Svstem.

The University System Advisory Council has 21 academic committees
and five standing administrative committees, representing major fields of
study and administrative functions in the System. Each committee
includes representatives from institutions of the System, designated
by the presidents except as otherwise provided. Committee recommen-
dations formulated at meetings are made to the Advisory Council for
consideration.

The academic committees, each of which meets at least once each
year, are: Biological Science; Business, Industrial Management, and
Economics; Chemistry; Computer Science and Systems Analysis; Criminal
Justice; English; Fine and Applied Arts; Foreign Languages; Geological
Sciences and Geography; Health Professions; History; Home Economics;
Libraries; Mathematical Subjects; Physical Education and Recreation;
Physics; Political Science; Psychology; Sociology and Anthropology;
Special Studies; and Teacher Education.

The administrative committees, which meet as required to handle
matters in their respective areas, are: Academic Affairs, Fiscal \
Affairs, Public Service; Records and Admissions; and Student Affairs.

¦ - :

In addition to the standing academic and administrative com-
mittees, ad hoc committees appointed by the Chancellor are named as
naeded to deal with special matters; these include Administrative
Procedures; Graduate Work; Research Administration; Testing; and-^
Transfer of Credit.

E. Examples of Che Coordinating Process

An understanding of the University System of Georgia governance
structure._can, perhaps, be conveyed best through illustration. A
typical example, originating from a single institution, would "be the
approval and introduction of a new academic degree program. Faculty
members on the individual campus would perceive a real or apparent
need for such a degree program and would prepare a request to their
president, seeking approval. The president and appropriate faculty
members would work in cooperation with the Vice Chancellor for Aca-
demic Development to further assess this need in the context of the
University System. Assuming that such preliminary discussions ap-
pear premising, the institution would prepare a detailed proposal
for such a program, including all relevent academic and resource
factors. This proposal would be submitted by the institutional
president to the Chancellor for further evaluation. The Vice Chan-
cellor for Academic Development is responsible for the proposal re-
view, and for such purposes, utilizes the services of other staff
members and other required System or non-System academic or pro-
fessional personnel. At such time as the proposal appears in com-
pletely acceptable form, the Chancellor makes an appropriate recom-
mendation to the Board of Regents for its consideration. The Board
then may either approve, disapprove, or defer action on the recom-
mendation. In the case of approval, the Vice Chancellor for Aca-
demic Development follows the implementation of the program.

The development of the University System Special Studies Pro-
gram represents an alternative System-wide activity. Details of
this program are presented in a subsequent section. However, from

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an administrative point of view, it can be noted here that the
implementation of the program resulted from detailed discussions,
involving presidents and other administrative and academic persons
from all institutions, acting under the leadership of a Regents^
Office staff member. A detailed recommendation was prepared for
approval by the Chancellor and for his subsequent recommendation
to the Board of Regents. Implementation of the ensuing Board
Policy is the responsibility of the Chancellor.

Student Recruitment

Successful recruiting and retention of students requires a
coordinated approach to potential applicants, the structuring of financial aid
packages sufficient to meet individual needs, and the provision of programs
directed toward the academic and social adjustment required for long-range
academic success. Clearly-defined problems encountered in recruiting are in large
measure race independent, being primarily related to the educational and economic
background of the potential student. Sociological factors so important in efforts
to increase the involvement of minorities in all aspects of higher education are
less well defined and frequently require approaches and techniques adapted to a
particular institution and its surrounding community.

The University System recruiting policies are common to all institutions;
however, recruiting procedures vary within the System due to the type and geographic
location of the different institutions. For example, the recruiting procedure of a
two-year resident institution may cover the entire state. However, all recruiting
activities are pursued without regard to race, color, sex, age, religion, or national
origin.

The objectives of the University System recruiting program are to (1) inform
the populace of educational opportunities available; (2) stimulate interest in higher
education; and (3) provide information and materials that will help students, parents,
and counselors with the process of educational planning.

These objectives are pursued in the framework of the following principles
of admissions promotions and recruitment:
I. ADMISSIONS PROMOTION AND RECRUITMENT

1. Admissions counselors are professional members of their institution's
staff. As professionals, they receive remuneration on a fixed salary,
rather than commission on bonus based on the number of students recruited.

2. Admissions officers are responsible for the development of publications

used tor promotional and recruitment activities. These publications

should :

a. State clearly and precisely requirements as to
secondary- school preparation, admission tests,
and transfer-student admissions requirements.

b. Include statements concerning admissions calendar
that are current and accurate.

c. Include precise information about opportunities
and requirements for financial aid.

d. Describe in detail any special programs such as
overseas study, early decision, early admission,
credit by examination, or advanced placement.

e. Contain pictures and statements of the campus
and community that are current and represent
reality.

3. Colleges and universities are responsible for all persons who
may become involved in the admissions, promotional and recruit-
ment activities (i.e., alumni, coaches, students, faculty) and

for educating them about the principles outlined in this statement,

4. The admissions counselor is forthright, accurate, and compre-
hensive in presenting his institution to high school personnel and
prospective students. The admissions counselor adheres to the
following:

a. State clearly the requirements, and other criteria.

b. Make clear all dates concerning application, noti-
fication, and candidate reply, for both admission

f and financial aid.

c. Furnish data descriptive of currently enrolled classes.

d. Avoid invidious comparisons of institutions.

5, The admissions counselor avoids unprofessional promotional
tactics, such as:

a. Contracting with high-school personnel for remuneration
for referred students.

b. Contracting with placement services that require a fee
from the institution for each student enrolled.

c. Encouraging a student's transfer if the student, himself,
has not indicated transfer interest.

II. APPLICATION PROCEDURES

1. Accept full responsibility for admissions decisions and for
proper notification of those decisions to candidates and, where
possible, to secondary schools.

2. Receive information about a candidate in confidence and to
respect completely the confidential nature of such data.

3. Notify high-school personnel when using students on admission
selection committee.

4. Not apply newly-revised requirements to the disadvantage of
a candidate whose secondary- school course has been estab-
lished in accordance with earlier requirements.

5. Notify the candidate as soon as possible if the candidate
is clearly inadmissible.

6. Not deny admission to a candidate on the grounds that it
does not have aid funds to meet the candidate's apparent
financial need, foreign students excepted.

7. Not require a candidate or his school to indicate the order
of the candidate's college or university preference, early
decision plans excepted.

8. Permit the candidate to choose without penalty among offers
of admission until he has heard from all colleges to which
the candidate has applied or until the candidate's reply date

9. Not maintain a waiting list of unreasonable length or for
an unreasonable period of time.

III. FINANCIAL ASSISTANCE: (WHERE SUCH ASSISTANCE IS BASED

UPON NEED)

1. Financial assistance consists of scholarships, grants, loans,
and employment which may be offered to students singly or in
various forms .

2. They should strive, through their publications and communi-
cations, to provide schools, parents, and students with
factual information about its aid opportunities, program and
practices.

3. Financial assistance from colleges and other sources should
be viewed only as supplementary to the efforts of the family.

4. In determining the financial contribution of the candidate's
family, they use methods which assess ability to pay in a

consistent and equitable manner such as those developed by
the College Scholarship Service and the American College
Testing Program.

5. They should clearly state the total yearly cost of attendance

and should outline for each student seeking assistance an
estimate of his need.

6. They should permit the candidate to choose, without penalty,
among offers of financial assistance until he has heard from
all colleges to which the candidate has applied or until the
candidate's reply date.

7. They should clearly state policies on renewals.

8. They should not announce publicly the amount of financial
award on an individual candidate because it is a reflection
of the family's financial situation.

All institutions of the University System participate in the PROBE
Program. The PROBE Program is an intensive statewide effort designed to present
the educational opportunities afforded by all institutions of the University
System and has been the major thrust in recruiting in recent years. This
program is coordinated by the Georgia Education Articulation Committee and includes
both public and private colleges and universities, diploma schools of nursing,
and the state vocational-technical schools.

PROBE Counselor Workshops are held over the state for the purpose
of providing information and materials relating to the various available.
educational opportunities of all University System institutions. These work-

shops are cooperatively planned with high school counselors, college representatives,
and financial aid officers participating. Opportunities are afforded for personal
contact for discussions of specific problems as well as for the provision of com-
plete general information in the form of printed materials for the counselors. The
workshops are designed specifically for the counselor who works directly with the
student and his family. However, contact is made with all superintendents, head-
masters, and principals for their information and, most important, to solicit their
support. The counselor must be given release time to attend and in recent years
the secondary school administrative structure has been very supportive of the
workshop programs.

Twelve PROBE Counselor Workshops were held beginning October 4 and ending
November 11. These workshops were attended by 521 high school counselors over the
state and several superintendents, principals, and school board members.
Area Place

Marietta Ramada Inn, 1-75 at Lockheed-Dobbins Exit

Atlanta Hospitality Inn, 1-285, East Point

DeKalb Admiral Benbow Inn, Doraville

Clayton Holiday Inn South, 1-75, Morrow

Macon Macon Hilton Hotel, Macon

Albany Albany Downtowner Motor Inn, Albany

Rome Krannert Center, Berry College

Columbus Turner Center, Columbus College

Gainesville Holiday Hall, Holiday Inn, Gainesville

Augusta Executive House of Augusta

Savannah Savannah Inn, Savannah

Swainsboro Emanuel County Junior College, Swainsboro

The topics of discussion included:

1. Financial Aid (Federal-State-Other Sources)

2. Special Studies Programs (Program for Disadvantaged)

3. Admissions Procedures

4. Career Opportunities

5. Counselor Rap (counselor's concerns)
."6. Release of Student Information

7. Early Admission

8. Joint Enrollment

9. Credit by Examination

10. Career Guidance and Education

11. ROTC and Service Academies

12. Recruitment Practices and Principles

13. Job Placement in High School

Date

Counselors

Oct.

Nov.

}

14. Title IX

15. Athletic and Band Programs

16. Family Educational Rights and Privacy Act

17. Taking the SAT (Film)

18. Grade Inflation and Test Score Deflation

Twenty-one Educational Fairs and four Mini-Fairs were held throughout
the state beginning October 4 and ending November 17. Mini-Fairs were very
successful this year in serving the relatively isolated areas of the state

Area

Marietta

DeKalb (South)

DeKalb (North)

Clayton

Macon
?Eastman

Tifton

Albany
*Valdosta
*Bainbridge
*Blairsville

Dalton

Rome

Newnan

Columbus

Gainesville
*Toccoa

Athens

Milledgeville

Augusta

Waycross

Brunswick

Savannah

Swainsboro

Atlanta

*Mini-Fairs

Place

Cumberland Mall

South DeKalb Mall

Northlake Mall

Southlake Mall

Macon Mall

Dodge County High School

Town and Country Plaza Mall

Albany Mall

Valdosta Civic Center

Bainbridge High School

Union County Recreation Center

Dalton Junior College

Riverbend Mall

Newnan Armory

Columbus Square Mall

Holiday Hall

Stevens County High School

Holiday Inn

Hatcher Square Mall

Bell Auditorium

Waycross Mall

Brunswick Mall

Savannah Civic Center

Emanuel County Junior College

Greenbriar Mall

Municipal Auditorium

Date

Participating
Institutions

Oct.

123

Oct.

118

Oct.

125

Oct.

121

Oct.

Nov.

The Educational Fairs are designed to provide students, parents, teachers,
counselors, administrators, and other interested persons with factual and current
information about all phases of admissions, financial aid, cost, housing, programs,
etc. The general public was informed about the Fairs through a statewide publicity

program using newsletters, newspaper stories, and radio and television coverage.

These Fairs were blanketed over the state and were attended by several
thousand persons. The Fairs were held in Civic Centers, Shopping Malls, Armories,
Community Recreation Centers, Large Convention-type Motels, and Coliseums. An
effort was made not to schedule these Fairs on a college campus, but in two in-
stances adequate facilities were not available except on college campuses.
Participation in these Fairs is voluntary. Some institutions participate in all
Fairs while some will be involved in only one. This is generally determined by
the nature of the institution. For example, a non-residential college is not
likely to participate in fairs outside what they consider to be their service area.

Each institution participating in the Fair is assigned one table.
The location of an institution's table is determined either by alphabetical
order by name of institution or by lottery. Institutions are limited to visual
displays (audio equipment is not permitted) . Each person attending the Fair is
provided with a general information brochure. This brochure includes a listing
of all participating institutions, and a map of the Fair facility showing the
location of each participating institution.

University System Institutions participated in three additional
educational programs that follow a similar format to the PROBE Fairs:

1. The 1976 Georgia Governor's Honor Program sponsored a
COLLEGE NIGHT en the North Georgia College Campus July 7, 1976
and on the Wesleyn College Campus July 8, 1976.

2. The National Scholarship Service and Fund for Negro Students

(NSSFNS) sponsored an interview program in Atlanta, December
10, 1976.

3. The Georgia Association of Junior Colleges sponsored the Junior
College Tour which began January 19 , and ended February 26. The
purpose of the Junior College Tour is to afford students attending
two-year institutions an opportunity to discuss their future
educational plans with representatives from the senior institutions
and universities within the state. This tour also provides
faculty members from the senior and university institutions oppor-
tunities to visit Junior College faculty, staff, and facilities.
All University System Institutions participated in this program in
1976 with the exception of Gordon Junior College. Gordon did not
participate in 1976 due to construction on their campus.

Twenty- three visits were made to junior colleges in 1976:

CITY

PLACE

DATE

Bainbridge

Albany

Cuthbert

Tifton

Douglas

Brunswick

Dalton

Rome

Waleska

Marietta

Clarkston

Morrow

Young Harris

Franklin Springs

Cleveland

Gainesville

Atlanta

Clarkston

Macon

Cochran

Milledgeville

Mount Vernon

Swainsboro

Bainbridge Junior College

Albany Junior College

Andrew Junior College

Abraham Baldwin Agricultural College

South Georgia College

Brunswick Junior College

Dalton Junior College

Floyd Junior College

Reinhardt Junior College

Kennesaw Junior College

DeKalb (Central)

Clayton Junior College

Young Harris College

Emanuel Junior College

Truett-McConnell College

Gainesville Junior College

Atlanta Junior College

DeKalb (South)

Macon Junior College

Middle Georgia College

Georgia Military College

Brewton-Parker College

Emanuel County Junior College

Jan. 19
Jan. 20
Jan. 20
Jan. 21
Jan. 21
Jan. 22
Jan. 26
Jan. 27
Jan. 27
Jan. 28
Jan. 28
Jan. 29
Feb. 16
Feb. 17
Feb. 17
Feb. 18
Feb. 18
Feb. 19
Feb. 24
Feb. 24
Feb. 25
Feb. 25
Feb. 26

All University System institutions are listed with TIE-LINE, a state-
wide information and referral system operated by the Georgia Department of
Human Resources. This service affords every citizen in Georgia telephone
access, toll-free, to every institution within the University System of Georgia.
The purpose of this program is the dissemination of information on academic
programs, admission policies, and financial aid to interested parties.

All University System institutions particiapted in the "Georgia on
Parade" celebrating the official opening of The Georgia World Congress Center in
Atlanta, Georgia. This was a five day exhibition (December 1-5, 1976) which
featured attraction from education, industry, business, tourism, culture, cities
and counties, transportation, etc. from all phases of life in Georgia.

The University System of Georgia participating through the Georgia
Educational Articulation Committee and the Georgia Association of Student
Financial Administrators and in conjunction with Georgia State Scholarship
Commission prepared and distributed an excellent Financial Aid Handbook for
Guidance Counselors. This publication was designed to help school counselors
assist students and parents in locating financial aid funds needed in order to
attend a post-secondary educational institution. The publication explains terms
and concepts; lists types and forms of financial aid; and who to contact for
further information. This publication has been well received by the Georgia
High School Counselors.

A multi-media program on financial aid was also developed and presented
at all the PROBE Counselor Workshops by the professional staff of the Georgia
State Scholarship Commission. This program is available on request for presen-
tation in -the high schools, PTA programs, civic organization, and other interested
groups all over the state. This program has also been well received and has
j proven to be an excellent method of conveying information on the various aspects
of financial aid to the citizenry of Georgia.

In addition to PROBE, other recruiting procedures found to be
effective include the following:

Direct mailings to High School Juniors and Seniors with follow-ups
with those expressing interest in the institution. Mailing lists are
provided by local school officials.

Participation in local school career and educational days.

Visitations to the local schools for conferences with students,
parents, counselors, teachers, and principals.

High School Seniors and their parents are invited to the campus
for a day.

High School Counselors are invited to the campus for workshops
on Admissions, Financial Aid, Program Offerings, etc.

Joint-enrollment Programs are provided for talented High School
Seniors.

A Dual-Degree Program affords an opportunity to attend two
institutions and earn both a liberal arts and an engineering degree.

An open-house is sponsored by each campus for the general public.

The CEEB Student Search Service is utilized.
Special efforst are made by the various institutions to recruit from
certain groups. These include programs to recruit:

National Scholarship Service and Fund for Negro Students (NSSFNS)

Referral Service

Minority Students eligible for admission to graduate and
professional schools

National Merit Scholars and Semifinalists

National Achievement Scholars and Semifinalists

Veterans

University of Georgia - State of Georgia Certificate of Merit

Program

In occupational areas where acute personnel shortages exist, specific
programs are developed to attract and encourage students to consider the academic
programs which lead to employment in these areas. Current examples are the health
care fields and certain educational specialties.

The University System of Georgia works closely with several agencies in
preparing information and materials concerning information about all types of post-
secondary institutions. These materials are prepared primarily for persons that
work with students and parents in vocational and educational planning. One example
is the:

Directory, A Guide to Colleges, Vocational-Technical and

Diploma Schools of Nursing. Published every other year by

the Georgia Educational Improvement Council.
The Regents' Office staff also publishes and distributes materials and
information for both the professional personnel worker and the general public.
The publication titled, "The University System of Georgia" is an example of materials
distributed to both professional workers and made available for general consumption
through display in libraries, reading rooms and material centers.

A publication titled, "Normative Data for the 1975-76 Freshman Class,
University System of Georgia" is an example of materials published annually for the
faculty and administrative officers of System institutions and other interested
professional personnel that work with students in vocational and educational planning,

Further, a summary of the Freshmen year performance of Georgia's high
school graduates that enrolled in institutions of the University System is mailed
to the principal of the student's high school. The summary includes the following:

The mean high school average

The mean CEEB-SAT Scores

The mean Freshman Grade Point Average, and

The mean number of credits earned during the freshman year.

The University System Advisory Council Administrative Committee on
Records and Admissions reviews and evaluates the principles and practices of
recruiting annually.

Minority student recruitment will be continued System-wide on an
intensified scale utilizing a broad range of techniques of the type described
above. Increased emphasis will be placed upon direct contact with the family
of potential students. This practice, although time consuming, has been proved
highly effective in informing the potential student of the opportunities
available to him within the University System framework. Recruitment teams
involving both black and white recruiters will continue to be utilized and
increased involvement of minority students and faculty will be encouraged in the
recruitment process.

Continual efforts are directed toward the provision of appropriate
programs in all institutions of the University System. These efforts will be
continued with particular emphasis being placed on the identification of programs
of a type offering promise of attraction to minority students. Exploitation of
this approach will be difficult since there are no clearly established patterns
which indicate that programs of specific types are more attractive to one race
than another. Also, additional new programs are not anticipated to result, in
themselves, in a substantial modification of student enrollment patterns since
a significant breadth of program is already available in the various University System
institutions.

Cooperative programs have proved to be highly effective in efforts to
increase integration with the University System. Such efforts will be continued
and expanded as specific opportunities present themselves.

The nature of financial aid programs and an assessment of their import
upon minority student enrollment is presented below. It is evident that the
provision of substantial financial aid is essential to the total recruiting efforts.

Student Financial Aid

The Board of Regents of the University System of Georgia considers student

financial aid to be a significant and indispensable factor within the spectrum

of needs in higher education. The objective of the Financial Aid Program in

the University System is to provide financial assistance to students who, without

such aid, would be unable to begin or continue in an institution of higher

education. This objective is pursued within the framework of the following

principles and practices:

Good personal and professional relationships between
the financial aid staff and those of other offices at the
institution are essential.

Admissions decisions at the institution should be made
without regard to the financial need of the applicant.

Because financial assistance reflects the financial
situation of the student's family, no public announcement
of the amount awarded should be made by the institution.

Consultation between institutions on the kind and
amount of financial assistance that is to be offered a
mutual candidate should be encouraged, assuring relatively
equal aid offers to the student and making it possible for
him to choose an institution on educational rather than
financial grounds.

The institution should have a separate brochure on
financial aid. This brochure should include information
on financial aid available at the institution and the
procedures for applying, and it should be distributed
systematically to prospective and enrolled students.

Each institution has an obligation to assist in
realizing the national goal of equality of educational
opportunity. The institution should cooperate with
secondary schools and postsecondary educational insti-
tutions of higher learning by supplying financial aid
information and services.

The financial aid administrator should keep informed
of progress and changes in the financial aid and educational
community. He should participate in professional organ-
izations which relate to financial aid.

The procedures for administering financial aid programs is common to all
institutions in the University System. In selecting students to receive financial
assistance, the institution places primary emphasis upon demonstrated financial
need. Academic achievement, character, special talent, and future promise may
be considered. An applicant for financial aid who is applying to more than one
institution is not required to give notice of acceptance of an award before May 1.
Transfer applicants are given the same consideration for financial aid as any
other entering aid applicant. Renewal applicants for financial aid are given
preference. The institution reviews financial assistance awards annually,
adjusting them as necessary. Applicants not offered financial aid are pro-
vided with the specific reason for denial and sent information on other potential
sources of aid.

Financial assistance consists of scholarships, loans, and employment
offered singly or in various combinations to students. To insure reasonable
assistance to students, a system of packaging is practiced, which takes into
consideration future financial obligations of the student. Based on a reason-
able need analysis, the total amount of financial assistance offered to a
student from all sources should not exceed the amount he needs. When offering
financial aid to a student, the institution states the budget, resources from the
parents, resources from the student, and the estimated financial need, so that
the student may determine the manner in which the institution has assumed his
expenses will be met. Outside awards of aid are cleared and administered
through the Financial Aid Office at the institution and appropriate adjustments
made in assistance offered to aid recipients.

The financial aid program of an institution is administered through one
centralized office, so that the most efficient use of available funds is made.
The financial aid program is considered a student personnel service and reports
administratively to the chief student personnel service officer. A standing

policy and advisory committee for financial aid consisting of administrative
officials, faculty, students, and representatives of the financial aid office
functions at each institution. The chairman of the committee is someone other
than the financial aid administrator. The committee establishes the overall
policy for approval by the institution. It may also serve as a board for
students who wish to appeal their financial aid consideration.

The procedure for applying for financial aid is simple. A single
application is used. Preferred application date for pre-freshman applicants
for financial aid is established by the Financial Aid Office. One system of
need analysis is used for all aid applicants. Recipients are notified of the
specific requirements for continuation or renewal of their aid. Financial aid
commitments are made as soon as possible to assist the recipient with his
financial planning. Notification of financial aid includes how the recipient
will receive funds, qualifications for renewal, cancellation features of any
part of the award, and a request that the institution be notified of other
financial aid received.

All institutions within the University System of Georgia completed a
preprinted form, OCR 2000B3 - Financial Assistance to Students. The
institutional reports and two aggregate reports prepared by the central office,
reflecting totals for predominately white and predominately black institutions
are attached. These reports indicate the number of applicants, number of
awards, kind of awards, and dollar amounts by race/ethnic designation and sex.
The report covers the period July 1, 1975 to June 30, 1976.

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STUDENT RETENTION
Introduction

The Board of Regents recognized the need to provide access to
marginally prepared students as early as 1957. In that year they
authorized institutions to conduct Summer On-Trial Programs. These
programs permitted marginally prepared students to try regular
course work during the summer and, if successful, enroll in the
regular program.

This program provided an opportunity and the results led to
several conclusions. Poorly prepared students could not succeed
in regular courses due to their lack of prerequisite preparation.
They needed a lower level instruction than that provided in regular
courses.

These students also needed special support services such as
diagnostic testing, extra counseling, and tutoring. More important-
ly, it became apparent that three months was not adequate time to
remediate their deficiencies.

During the 1960 's most institutions developed some form of
remedial program that incorporated elements designed to most
effectively assist students in overcoming academic deficiencies.
In the 1967 Summer Quarter several institutions conducted an experi-
mental program called Summer Program for Educational Enrichment and
Development. Special instruction, counseling, and tutoring were pro-
vided and the results indicated these special services improved achieve-
ment. Once again it was indicated that one quarter was not sufficient
time for most students.

Incorporating all that had been learned from previous experiments
and with special funds provided by the Regents, two experimental programs
were established at Savannah State College and South Georgia in 1969.
The purpose of these year long programs was to continue the search to
find better ways to provide remediation to academically deficient students.
All during this time special meetings of System personnel were held to
discuss the" best policies, procedures, and methods. Several other
Institutions developed special programs under federal grants for this
purpose. Other institutions expanded their long-term efforts. All of
these programs made use of experimental results both in the System and
throughout the nation.

During the summer of 1972 a special committee of the University
System was established to consider the problem from the System point
of view. A number of recommendations as to policy, procedure, and method
were developed. Especially, it was recommended that this work be carried
on by special departments in each of the institutions, with the head of
the department responsible to his chief academic officer. The presidents
were instructed orally to begin to make plans for this development in the
fall of 1972, and a written memorandum to that effect went out on
February 22, 1973. All institutions now ha've special departments for this
work.

It was during this time that faculty workshops were started for
those working in developmental programs. These have been continued
and have become increasingly beneficial.

In 1974 additional policies concerning basic skills work were
formally adopted by the Board and the programs were futher strengthened
in all institutions in the System.

It was at this time that the term "Special Studies" was selected to
describe the developmental efforts of the University System. Also *?¦

1974, the Academic Committee on Special Studies was officially estab-
lished to study and recommend policies and procedures concerning this
academic area.
Academic Reasons for Special Studies

The substantial growth of the University System of Georgia during
the 1960's and early 1970 * s marked the beginning enrollment of a large
number of poorly prepared college students. From the period 1960 to
1976, the System grew from approximately 30,000 students to nearly
125,000 students.

The growth in University System enrollment has been based in large
part on the fact that each year during the last decade larger proportions
of the high school graduation classes have gone to college. The best
available estimates indicate that this percentage had increased from
about 22% in 1960 to 41% in 1970 to 44% in 1974.

This widening of the base of students has brought into college
very large numbers of young people unprepared in the academic funda-
mentals. The extent of the problem is illustrated by the fact that in
1972-73, 12.1 percent of entering students of the University System
scored less than 650 on the Scholastic Aptitude Test (SAT). Some 18.5
percent scored less than 700 and 26.2 percent less than 750. While
these scores are not an exclusive measure of academic ability, they
did indicate the possibility that from twelve to twenty-six percent of
the students who entered in 1972-73 were not sufficiently grounded in
the academic fundamentals to properly begin college work.

Today the figures are even more alarming. In 1975-76, 26.4 percent
of entering students scored below 650 composite on the SAT, and 44.5
percent scored below 750 on the SAT (Of course, some of the increase in

poorly prepared students can be accounted for by the "greater access"
objective of Special Studies.) On the other hand, however, a substantial
portion is the result of the state and national trend of poor academic
preparation of high school graduates.

In order to counter the impact of this declining academic achievement,
the University System of Georgia has and continues to act to provide
effective compensatory education to students needing special assistance.

While Special Studies does not pretend to resolve all problems
related to the poor academic achievement of college students, nor of
desegregation of colleges, the question of special compensatory activities
speak directly to the heart of the problem of increasing minority student
enrollment. Many minority students come from cultural and educational
backgrounds which were not conducive to strong academic development.
It is essential that appropriate programs be provided for such students
if they are to have reasonable expectations of success in college level
work. Evidence to date clearly indicates that programs of compensatory
studies of the type provided by the University System create an avenue
to college level activity for many previously poorly prepared students of
all races.

Thus, the Board of Regents has committed itself to the implementation
of a comprehensive academic program at each institution designed to
increase the access, retention and success of students. This action is
based on the belief that the question of special developmental activities
goes directly to the heart of the problem of increasing minority student
participation in college programs, and that only three real options
existed* These options were: 1) to continue the revolving door,
2) to raise admissions standards so high as to exclude or 3) to provide
opportunity and assistance through Special Studies.

Special Studies Program Components

Students assigned to the program of Special Studies pursue
developmental programs of study in the areas of English, reading or
mathematics. The English instruction includes several levels
providing instruction in grammar, spelling, word usage, sentence
and paragraph structure and, when needed, speech. The reading
instruction includes levels of instruction in vocabulary, compre-
hension and speed. Mathematics instruction includes levels of
instruction in arithmetic computation skills and elementary algebra,

The program also includes, either through an organized course
or in individual and group counseling sessions, an orientation to
college life, study skills, personal relations, and vocational
and academic counseling. As much as possible, an individualized
approach is used making extensive use of laboratory settings and
utilizing extensive instructional media. No college level credit
is earned by Special Studies activities, however, "institutional
credit" is awarded. A student admitted to the Special Studies
category is not permitted to take credit courses which require
the content of the Special Studies Program as a prerequisite.

A student's progress is assessed periodically throughout the
year. He may exit the Special Studies Program at any time he exhib-
its predetermined levels of satisfactory performance. A student
failing to satisfactorily exit the program within one year may
be asked to withdraw. Procedures for exiting Special Studies pro-
grams are standardized throughout the University System.

Staffing is the most important element in a Special Studies
Program. The Program includes several types of staff: a director;
English, Math, and Reading instructors; counselors; and tutors.

The faculty who work with the Special Studies Program has been
recruited for their sensitivity to student needs, competency in the
selected field, flexibility and openness to new and different teaching
techniques which benefit those participating. Such a staff is above
minimizing the intelligence or background of the students they serve.
To deal successfully with these students, the faculty develop and
examine case histories to learn about each individual and problems
which might cause the learning deficiency.

Effective counseling is an integral part of the Special Studies
Programs. Counselors are concerned about the students' educational
and vocational aspirations as well as personal problems and seek out
these students to investigate their needs. Educational, vocational
and personal counseling is incorporated as an integral part of the
program of Special Studies activities. The CGP provides useful
demographic data that may be used in counseling.

The programs provide tutoring services to supplement instruction.
These services are provided by graduate students when available, other
mature students, faculty, and interested community members. Again,
they are required to be empathetic to the needs of Special Studies
students.

To insure success, the director and staff assist the administration
and faculty in accepting the Special Studies participants and their
related activities as an integral part of the total collegiate structure
This helps the student develop a basis for belonging and prevents him
from feeling disassociated from the college.

The Special Studies department has a staff with an interest in
and dedication to the Program and its students. There is sufficient
full-time staff to provide the minimum program needed for the full year
with additional staff being drawn from the other college departments as

needed to meet additional needs.

The basic objective of these efforts is to expand opportunities for
poorly prepared students.

The director has staffing, budgeting, and policy-making responsibility
and authority commensurate with other institutional departments. Addition-
ally, the director has a knowledge of the total academic programs, appre-
ciation for the relationship of thisprogram to the entity, and empathy
and understanding for students enrolled in the program. He will report
directly to the institutions' chief academic officer who in turn is respon-
sible to the president of the institution. The president of each institution
in the University System is responsible to The Board of Regents through
the Chancellor for all aspects of the institutions' operations.

Policies of the Board of Regents of the University System relative
to the Special Studies Program are summerized as follows:

1. The Special Studies program shall be implemented throughout
the University System no later than the Fall Quarter of 1974.

2. Any entering freshmen scoring 650 or below on the SAT shall be
given additional tests to determine skill deficiencies which
might require participation in the Special Studies Program.

3. Institutions may specify higher standards and additional re-
quirements for Special Studies participants.

4. Further testing shall initially include, but not be limited to,
the test and/or Basic Skills Examiniation.

Comparative Guidance and Placement

5. Courses in this program shall include English, reading, and
mathematics.

6. Students shall be required only to enter the course related to
their individual deficiency.

7. Students shall not be permitted to take credit courses which
require the content of the Special Studies courses as a
prerequisite.

8. No degree credit shall be earned in this program, but institu-
tional credit will be awarded.

**9. Students may exit this program at any time they exhibit pre-

determined levels of satisfactory performance on the post-test.

10. Students who fail to satisfactorily exit the program within
one year may be asked to withdraw.

11. Policies prescribed for this program are not to interfere
with the individual institution's admission practices beyond
the University System minimum standard. ^

12. Each Special Studies Program shall be organized as an academic
department, with the chairman reporting to the chief academic
officer of the institution.

Testing in Special Studies

The fundamental step is the tentative identification of poorly
prepared students prior to their admission to the college. All pros-
pective students with a combined Scholastic Aptitude Test score of
650 or less are notified they will be required to take further tests.
This score was selected due to the System's experience indicating
that students below this level had little chance of success in college.
Institutions may set higher standards than the 650 SAT score. The
Comparative Guidance and Placement Program of the College Entrance
Examination Board has been used for the purpose of specific placement
either in developmental course within the program of Special Studies
or in regular college level work. Thus a student scoring low on the
SAT is given an opportunity to take an achievement test in the basic
areas of reading, English and math which may more accurately indicate
the student's achievement level.

The minimum exit scores for the System are standard scores of
42 (23 percentile) on the CGP math section, 43 (23 percentile) on the
CGP reading section, and 44 (26 percentile) on the CGP sentences section

** Students must also pass course objectives before exiting the
Special Studies course.

Each institution is free to set any higher standard which it believes
to be desirable. These cutoff scores were chosen based on studies by
Educational -Testing Service equating CGP and SAT scores scales. The
Scores corresponding as closely as possible to the SAT total score of.
650 were chosen to minimize student classification errors due to error
of measurement in the test.

In 1975, the Academic Committee on Special Studies identified a
number of weaknesses in the CGP test and recommended the System develop
its own instrument for this purpose. This recommendation was approved
by the Advisory Council and such an instrument was developed. The
University System of Georgia Basic Skills Examination was developed
utilizing System personnel in Reading, English, Mathematics. Each test
item was approved by these personnel with the test then being pilot
tested and validated in institutions in the Systems, again the cutoff
scores were equated to previous cutoff scores to minimize student
classification errors. The new tests are now being put into use.

Special Studies Evaluation

Institutions submit data quarterly on the number of students in
their Special Studies program and the resources utilized by the Program.
In addition they submit an annual report that includes comprehensive
information about students, faculty, curriculum, support services and
an evaluation of their Special Studies Program.

After review of these reports, the Vice Chancellor informs the
institutional presidents of items needing attention for the improve-
ment of these programs. In addition, the University System Advisory
Council Academic Committee on Special Studies meets at least twice
annually to consider the progress of these programs and offer recommen-
dations on how they might be made more effective. An annual workshop

for Special Studies faculty and personnel is conducted to improve their
skills and to share information.

Special Studies departments have designed plans for evaluating
program effectiveness. The following are some methods which are used:

1) Standardized and locally prepared tests are used to measure
educational growth.

2) Experimental research studies are designed to compare various
testing devices.

3) Some measures of affective growth and development are used.

4) Student retention in school is being measured for at least
a two year period.

5) Measures of academic success after Special Studies are being
taken.

6) Follow-up services are provided to assist students in the
transition from special courses to regular college level
academic work.

7) Students are asked to evaluate teaching methodologies,
materials and basic program formats.

In order to further measure the effectiveness of the Special Studies

program, answers to the following questions are being investigated:

1) How do students perform while in Special Studies Classes?

2) How many students exit Special Studies at the close of each
grade reporting period?

3) How many students complete their final Special Studies
work each quarter?

4) How long do students remain in Special Studies?

5) How many students remain in college?

6) How well do students perform in college level coursework?

7) How many students successful complete the Regents' Test
(Language Skills Examination) requirement?

8) And, how many students graduate?

A PLAN FOR THE FURTHER DESEGREGATION
OF FORT VALLEY STATE COLLEGE

BOARD OF REGENTS OF THE
UNIVERSITY SYSTEM OF GEORGIA

FEBRUARY, 1975

INTRODUCTION

The Panel, appointed by order of the court dated November 27, 1973, has
presented the court with a report dated May 23, 1974. This Report, which
had the specific objective of providing a plan for the desegregation of
Fort Valley State College, is believed to represent an effective point of
departure in the further efforts of the Board of Regents directed toward
the continued desegregation of this institution. However, it should be
noted that the Panel Report is quite broad in its recommendations neces-
sitating the specification of actions to be undertaken by the Board in
response to each recommendation. Also, selected points presented in the
Report require clarification and or correction. ,

This document is intended to present the Board of Regents' strong
endorsement of the majority of the broad basic concepts of the Panel Report
and to provide a detailed specification of the actions which will be taken
in keeping with the Report recommendations. For clarity, numbers for this
document correspond to those employed in the "Summary of Recommendations"
in the Panel Report.

RECOMMENDATION 1

RECOMMENDATION 6

RECOMMENDATION 9

Institutional Role and Purpose

The Land Grant Nature of Fort Valley State College

Institutional Role and Scope Study

The Board of Regents concurs with the Panel's finding that it would
be helpful to identify at Fort Valley State College one or more academic
programs of an exceptional nature that bear promise of a high level of
acceptance by students of all races. It is in this context that a refined
identification of unique role and scope characteristics of Fort Valley
State College is one of the objectives to be pursued through implementa-
tion of A Plan for the Further Desegregation of the University System of
Georgia, which was submitted to the Office of Civil Rights of the
Department of Health, Education and Welfare on June 1, 1974. A copy of this
Plan, which was subsequently accepted by HEW on June 21, 1974, is appended.
Action under this Plan will entail a detailed comparison by a System-wide
Task Force of the resources available to Fort Valley State College with
those provided to other senior colleges within the University System of
Georgia. Parameters to be included are physical facilities, institutional
per capita allocations and expenditures, amount and availability of student
financial aid, degree programs, library holdings, and faculty character-
istics. This resource analysis will be followed by an institutional role
and scope study. This individual institutional study is scheduled to be
completed by December, 1975. The correlation of results with those of other
senior colleges is scheduled to be completed by June, 1976. Details of these
resource analyses and role and scope studies are presented in Part B,

Section I and Part B, Section III of the Plan submitted to HEW.

In addition to the University System supported role and scope study at
Fort Valley State College, additional outside assistance will be provided
to the institution in non-academic management and operational areas. The
provision of this assistance, which will be on an identified need basis,
will be coordinated by the Associate Vice Chancellor.

The Board of Regents has identified, in the context of unique insti-
tutional role and scope characteristics, two Fort Valley State College
program areas that are of major importance in the development of academic
activities of an exceptional nature. Specific details illustrating the
relationship to the Panel's recommendations of current and projected
activities in these program areas are presented below.
1. The Program in Agriculture f

The Board of Regents strongly supports the Panel's finding
that the land grant nature of Fort Valley State College provides
an opportunity for the development of quality programs of an
essentially unique nature. The Board commits itself to the
development of specialized agricultural activities of an excep-
tional nature which will hold promise of an attendant high level
of acceptance by students of all races.

Expansion and improvement of the Fort Valley State College
agricultural program will be accomplished in several ways. As
suggested by the Panel, the thrust will logically be threefold,
including the broad areas of teaching, research, and extension.
The Board of Regents, recognizing that strong professional
leadership will be required, has initiated a search for a new
director for the overall agricultural activities at Fort Valley

State College. The selection process is proceeding in accordance
with Fort.Valley State College's Affirmative Action Plan. The
individual to be selected must hold the Ph.D. degree, have a
strong scientific professional reputation, and have demonstrated
administrative competence. This position is of key importance
to the realization of the total agricultural potential of Fort
Valley State College.

A singular feature in the strengthening of the agricultural
academic program at Fort Valley State College is the commitment
of the Board of Regents to the development of a two-year animal
technician (veterinary assistant) program in cooperation with the
college of Veterinary Medicine of the University of Georgia. This
program, which has been informally discussed with responsible
representatives of the State Veterinary Medical Association, has
as its objective the development and implementation of a comprehen-
sive training program to provide animal technicians for the South-
eastern United States job pool. Principle users of this market
will be 1. private veterinary practitioners; 2. governmental
agencies (federal and state); 3. private industry; 4. educational
institutions .

The animal technician program at Fort Valley State College
will be developed under the guidance of the Associate Dean of
Veterinary Medicine of the University of Georgia, and a veteri-
narian working in support of the program will be joint staffed
with the University. The Fort Valley State College program would
predominantly serve students from middle and northern Georgia.

The Abraham Baldwin Agricultural College, serving Southern Georgia,
currently provides the only such program of this type in Alabama,
Georgia, north Florida, South Carolina or Tennessee, to twenty-
five students enrolled in its initial class. These students are
all of the white race whereas black students comprise approximately
seven percent of the total student body. Program acceptance is
based on a projected 2.0 grade point average supported by in-
dividual interviews. Graduates will be licensed to work under
the direct supervision of a specific veterinarian. Manpower need
projections indicate that current needs cannot be met for
approximately twenty years with the current production of persons
in this specialty. The initiation of this program is therefore in
line with Fort Valley State College's goal of developing career
programs in areas of clearly identified need. Also, the housing
of an animal technician program at Fort Valley State College is
consistent with the college's role of offering a wide variety of
agricultural related courses and majors.

The characteristics of the planned Fort Valley State College
animal technician program are conveyed by the tentative curriculum
outline given in Figure 1. An essential feature of the course of
study is the one quarter of clinical experience in the Veterinary
Medical Teaching Hospital at the University of Georgia.

The Fort Valley State College animal technician program would
have a first year enrollment of twenty-five students in the Fall
of 1976 with a subsequent entering class size of fifty students
and total enrollment of approximately one hundred students.
An operating budget of approximately one hundred to one hundred
and twenty- five thousand dollais would be provided in support of

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a staff consisting of one veterinarian, one medical technologist,
one veterinary assistant, one laboratory assistant, an animal
caretaker, and a secretary. First year start up operating costs
would be approximately fifty thousand dollars. Additional
program personnel needs would be met through the strengthening
of biological and physical science activities in the existing
departments of the institution.

At present Fort Valley State College has no veterinary
medical facilities of any type. The Board of Regents will there-
fore provide a simulated veterinary hospital specifically adapted
for instructional use. The total cost of this approximately
5,000 square feet of specialized space is estimated to be $250,000,
Funds will be requested from the legislature for this purpose.

New two-year agricultural programs of both the terminal
and core (transfer) variety will be developed to provide addition-
al academic strength and career options at Fort Valley State
College. These programs, which will be in the broad areas of
agri-science technology and agri-business technology will be
identified at such time as the new director has been employed.
Program development will be accomplished during the 1975-76
academic year with initial program offerings in the fall of 1976.
Preliminary estimates based on experience gained at Abraham
Baldwin Agricultural College leads to an enrollment projection
of one hundred fifty to two hundred students in these new two-
year programs at the end of a three-year developmental period.
The Board of Regents will provide from a combination of existing

institutional and additional resources, those funds required for
the support of these new programs. It is estimated that expendi-
tures approximating three hundred thousand dollars per year will
be required with approximately eleven faculty personnel. It
should be noted that these new activities can be expected to
draw upon existing resources to the extent consistent with the
orderly and equitable redistribution of such resources required
,by changing enrollment patterns at Fort Valley State College.

Current agricultural research programs at Fort Valley State
College are conducted at a level of approximately $500,000 per
year. These activities will be restructured as an "Associate
Research Center" working in cooperation with the University of
Georgia. Research project selection will be coordinated with
the research projects of the University of Georgia through a
committee composed jointly of Fort Valley State College and
University of Georgia Agricultural Experiment Station personnel.
All program proposals, project progress reports and related
research activities will be cleared by this committee. Research
project definition will be based upon but not necessarily re-
stricted to the agricultural and societal needs of the region
served by Fort Valley State College. University of Georgia pro-
jects will be correlated with those of Fort Valley State College
for the purpose of avoiding unnecessary duplication.

Progress has been realized in the implementation of the
Board of Regents commitment to the improvement of Fort Valley
State College extension activities. Specifically, a permanent

head of the extension activities has been named. This individual
also serves as an assistant director of extension activities
conducted" under the auspices of the University of Georgia. This
reporting line assures coordination of the total extension pro-
gram within the state. Two black and one white assistants have
been provided in support of the Fort Valley State College pro-
gram. This strengthened organizational structure is particularly
significant since it generally is recognized that an effective
extension program serves as a key element in the development of
strong ties between an institution and its constituency.
2. The Master of Science Degree Program (Education and Guidance and
Counseling)

This degree is offered at Fort Valley State College by both
the college and the University of Georgia. Specifically, Fort
Valley State College provides graduate instruction in the area
of elementary education and counseling and guidance. The
University of Georgia maintains a resident center on the Fort
Valley State College campus through which the University provides
instruction in the areas of early childhood education and special
education. (The University of Georgia also offers a Specialist
in Education-Elementary program.) Under the resident center
concept, the University of Georgia maintains total academic
responsibility for its programs with appropriate personnel and
other resources of Fort Valley State College being utilized in
the conduct of the programs. It is anticipated that this arrange-
ment will continue to strengthen the faculty and programs of

Fort Valley State College.

This cooperative effort in graduate teacher education has
major implications for the further desegregation efforts at Fort
Valley State College. The Master of Education degree is fast
becoming a prerequisite for continued certification for all
public school teachers. Typically in-service teachers enroll
part-time in the nearest college or university. It is noted that
as of June 30, 1974, Fort Valley's home and contiguous counties
had 2,837 public school teachers of whom approximately 1,996 held
less than the master's degree. Fort Valley State College and
the University of Georgia will undertake a joint recruitment
effort directed toward qualified members of this group with one
specific objective being an increase in the number of white
teachers who participate in both the University of Georgia resi-
dent center programs and the Fort Valley State College programs.
Each superintendent in the area will be jointly contacted by a
representative of the two institutions for the purpose of explain-
ing the total range of in-service teacher training opportunities
provided at Fort Valley State College. Direct contact with
individual teachers will be established through the mailing of
complete program information. Cooperative arrangements will be
established through the local CESA unit and area teacher education
service to ensure the delivery of appropriate programs designed
to meet the total in-service teacher education needs of the area.

RECOMMENDATION 2: Institutional Governance

The Fort Valley State College Foundation, Inc. founded in 1972,
operates in a manner not unlike that of similar foundations in exist-
ence at most of the University System institutions. These groups, meet-
ing regularly, are kept informed of the activities, problems, and plans
of the institutions; and they discuss these matters with the President
and his colleagues. Resource development also constitutes a major
activity.

Present membership of The Fort Valley State College Foundation, Inc.
is composed of those individuals listed in Figure 2. It will be noted
that this foundation structure is consistent with the Panel's recommen-
dation that a viable and visible role of assistance be provided to the
college and the Board of Regents by a broadly based group of the college's
constituents.

FIGURE 2

THE FORT VALLEY STATE COLLEGE FOUNDATION, IMC.

Board of Directors

Offices held and Expiration dates

Mr. William H. Alexander (1976)

Attorney at Law

Citizens Trust Bank Bldg.

75 Piedmont Avenue, N. E.

Atlanta, Ga. 30303

Dr. W. W. E. Blanchet (1977)

110 Lamar Street

Fort Valley, Ga. 31030

Dr. Charles E. Brown (1977)
Hubbard Hospital
Meharry Medical College
Nashville, Tenn. 37203

Mr. Matthew Conyers (1977)
105 Mildred Lane
Thoraasville, Ga. 31792

Mr. Thomas Del ton (1977)

S. Macon Street

Fort Valley, Ga. 31030

Mr. Maulvin Engram (1977)
138 Mitchell Street
Montezuma, Ga. 31063

Mr. Charlie Fincher (1977)

Marketing Manager

IBM Corporation

2365 Stemmons Freeway

Dallas, Texas 75207

Dr. Anne R. Gayles (1977)
Box 437

Florida A & M University
Tallahassee, Fl. 32307

Mr. Ira Hicks (1977)

P. 0. Box 546

Fort Valley State College

Fort Valley, Ga. 31030

Mr. Oscar Howard (1976)

President

Howard's Catering Service

3302 4th Avenue, South

Minneapolis, Minn. 55408

Mr. William Hutchings (1977)

Vice President

Hutchings Funeral Home, Inc.

P. 0. Box 4443

Macon, Ga. 31208

Mr. George Koonce, Jr. (1977)

President

FVSC National Alumni Assn.

14651 S. W. 94th Avenue

Miami, Fl 33158

Mr. Joseph P. Luce (1976)

Vice President

Blue Bird Body Company

P. 0. Box 937

Fort Valley, Ga. 31030

Mr. Ralph P. Malone
Executive Director
FVSC Foundation, Inc.
P. 0. Vox 416
Fort Valley State College
Fort Valley, Ga. 31030

Miss Frances N. Martin (1976)
Secretary, FVSC Foundation, Inc
2756 Veltre PI. , S. W.
Atlanta, Ga. 30311

Mr. Cleon E. Moore (1976)

Treasurer, FVSC Foundation, Inc

President

The Citizens Bank

P. 0. Box 872

Fort Valley, Ga. 31030

FIGURE 2 (CONTINUED)

Board of Directors
Page 2

Dr. Cleveland Pettigrew

FVSC

Foundation, Inc

Vice Chairman,

President

Fort Valley State College

General Delivery

Fort Valley State College

Fort Valley, Ga. 31030

Mr. Robert Savage (1976)
Chairman, FVSC Foundation, Inc.
Program Director, WMAZ-TV
P. 0. Box 5008
Macon, Ga. 31208

Mrs. Gwendolyn Smith (1976)
5901 Bakers Ferry Road, S. W,
Atlanta, Ga. 31331

Mr. William J. Wilson (1977)

Magnolia Farms

Fort Valley, Ga. 31030

Ex Officio Members

Miss Brenda E. Choates
P. 0. Box 703
Fort Valley State College
Fort Valley, Ga. 31030

Mrs. Dollie D. Horton
P. 0. Box 271
Fort Valley State College
Fort Valley, Ga. 31030

Mr. Clifford N. Ponder
P. 0. Box 322
Fort Valley State College
Fort Valley, Ga. 31030

RECOMMENDATION 3: Student Exchange

The Board of Regents acting through Fort Valley State College will
undertake to secure funds from foundation or other non-state sources as
inducement for resident student voluntary exchange on a quarter basis.

Grant applications will be submitted to no fewer than three major
foundations on or before May 31, 1975 requesting support for a student
exchange program between Fort Valley State College and sister University
System institutions. It is projected that 250 white resident students
would be involved in such an exchange within nine months of the date of
receipt of a supporting grant award.

It is believed that a proposal pairing two institutions for a joint
grant offers greatest opportunity for success. However, students at all
University System institutions will be encouraged to participate volun-
tarily.

RECOMMENDATION 4: Faculty Exchange
RECOMMENDATION 5: Administrative Exchange

Modifications in the racial composition of the faculty and staff
of Fort Valley State College are and will continue to result primarily
from an even handed application of the principles of affirmative action.
Affirmative action is a series of steps to remedy disparate staffing
and recruitment patterns caused by past discrimination and to prevent
employment discrimination in the future. All employment at Fort Valley
State College will be handled on an institutional basis in accord with
the affirmative action plan developed by the institution and submitted
through the Regents' Office to the Office for Civil Rights of the
Department of Health, Education and Welfare. The recruitment policies
now followed are also consistent with those described in Part A, Section
IV-D and Part B, Section VII of the previously referenced document
entitled A Plan for the Further Desegregation of the University System of
Georgia. Under these procedures, the Chancellor's office will undertake
to insure that at Fort Valley State College, in each instance when faculty
and staff vacancies occur, that a full search is made including whites
for persons to fill these vacancies. The effectiveness of these proce-
dures is reflected by the September, 1974 appointment of a best qualified
white person as registrar of Fort Valley State College from a final group
of one black and two white candidates. Principal white appointees of the
last eighteen month period are given in Figure 3. The increasing white
presence on the faculty is also conveyed by the fact that the current
faculty racial composition is 69 percent black, 24 percent white, and

FIGURE 3

TABLE OF KEY APPOINTMENTS OF WHITE INDIVIDUALS

DURING THE EIGHTEEN MONTH PERIOD

ENDING DECEMBER 31, 1974

NAME

Dr. Thomas M. Barrett

Mr. Edward T. Graening
Ms. Catherine Bromley

Mr. James Jackson

Mr. Louis B. Adams, Jr.

Ms. Esther H. Sheppard
Dr. Allan N. Sheppard

Mr. Robert Laczi

Ms. Mildred Bricker Grant

Mr. Lloyd Daniel Archer

Dr. Donald L. Adams

Ms. Kathleen Shukair

Mr. Thomas M. Sheehan

POSITION

Associate Dean of Faculty

College Registrar

College Head Nurse

College Recruiter

Director of Computer Center
(This man is being phased into
this position on a three-year
basis. On July 1, 1975, he
will be full time.)

Test Readiness Career Counselor

Co-Director of Special Studies
Program

Institutional Media Developer

Assistant Librarian

Instructor of Education and Head
of AVA Program

Associate Professor and Head of
Department of Psychology

Assistant Professor and Coordi-
nator of Department of Art
(Head of Department of Art,
Ms. Jane Tallman, who was white,
resigned. Ms. Shukair, who was
in the department, was appointed
as head.)

Assistant Professor of Government
and Coordinator of Criminal
Justice Program

DATE OF
APPOINTMENT

7/ 1/73

9/15/74

10/21/74

9/ 1/73

7/ 1/73

8/ 1/74

7/ 1/73
7/ 1/73
1/ /74

9/ 1/74

9/ 1/73

One data processor and
eleven secretaries

9/ 1/74

Various

7 percent "other race." Of 21 recent appointees, 12 were white persons
and nine were black persons. Faculty members holding the doctorate in-
creased from 32 percent to 44 percent during the past year.

The Board of Regents commits itself to the establishment of an
Applicant Clearinghouse at the University of Georgia in support of the
Fort Valley State College affirmative action program as well as those
of all sister institutions. Applications will be received directly
from individuals and from institutions within and without the University
System. Institutions in the University System will deposit into the
Applicant Clearinghouse copies of all applications and resumes received
from all sources. The applications will be cross-referenced four ways:
by alphabet, discipline, race, and sex. The Clearinghouse will be main-
tained to provide immediate information on prospective minority and
women candidates for faculty and staff positions. The requirement for
deposit of applications and resumes by institutions, in addition to
those received from other sources, will be expected to expand the
Clearinghouse to the point where applicant information should be made
available by computerized reports. Fort Valley State College and sister
institutions will be required to make reasonable effort to identify both
suitable minority and majority race applicants for each faculty and
staff opening. In the event suitable applicants are not so identified,
the institution will be required to consult the Applicant Clearinghouse
in a further effort to identify such applicants. Without altering any
legitimate criteria for employment, selection decisions would be made so
as to increase the desegregation of faculty and staff at each institu-
tion.

The Applicant Clearinghouse will also serve as an aid to faculty
and staff who may choose to seek relocation within the University System
either as a consequence of personal professional objectives or financial
exigency.

The initial implementation phase of the Applicant Clearinghouse will
be instituted February 1, 1975 for faculty applicants. Administrative
applicants will be incorporated at a later time following the acquisition
of operating experience.

It should be noted that the establishment of the Applicant Clearing-
house does not represent the inauguration of System-wide hiring of faculty
and administrators. It does represent the commitment of the Board of
Regents to the development of an important resource directed toward the
continued desegregation of faculty and staff. ,

RECOMMENDATION 7: Student Financial Aid

The Board of Regents agrees with the Panel that the provision of
adequate financial aid is an important factor in the recruitment and re-
tention of students. However, it must be noted that the Panel Report with
regard to financial aid available to Fort Valley State College students
does not relate to total aid available from all sources. Figure 4 in-
dicates that during the 1973-74 academic year, 2,283 financial aid awards
were made to 1,683 students. The 2,283 awards amounted to $1,878,548.
The cumulative enrollment for the 1973-74 academic year at Fort Valley
State College was 2,130 students. The 1,683 students receiving financial
aid represents 79 percent of the cumulative enrollment of 2,130 students.
It should be noted that many additional awards from independent sources
are also available to Fort Valley State College students but not
channeled through the college. These would include Social Security
Benefits, programs afforded to the employees by their employers, and
special gifts from civic clubs, churches, etc. It is reasonable to
estimate that 85 to 90 percent of the students at Fort Valley State
College receive financial aid in some form. It is anticipated that this
high level of financial aid will be maintained and that additional re-
sources will be vigorously sought.

The "Twin Thrust" recruitment program at Fort Valley State College
will be continued in an effort to increase the white student presence on
the campus. Financial aid derived from private sources is used to bring
pairs of students (one black and one white) to the institution. The re-
sults obtained thus far at Fort Valley State College are encouraging with

FIGURE 4

FORT VALLEY STATE COLLEGE
Financial Aid Programs
1973 - 1974

Program

No. of Awards

Dollar Amount

Basic Educational

Opportunity Grant 123

Supplemental Educational

Opportunity Grant 320

Private Sources 103

Vocational Rehabilitation 50

Institutional Scholarship/Grants 80

Veterans Benefits 210

Regents Scholarship 13

College Work Study 458

Graduate Assistantships 35

National Direct Student Loan 266

State Governmental Loan 540

Federal Insured Loan 20

Pickett & Hatcher 65

$ 44,248

$ 151,276

$ 41,100

$ 14,350

$ 35,800

$ 483,000

$ 5,750

$ 230,000

$ 52,500

$ 79,024

$ 648,000

$ 33,000

$ 60,500

TOTALS

2,283

$1,878,548

NOTE: 2,283 Awards made to 1,683 students

Source: 1973-74 Institutional Report
Fort Valley State College

24 white students enrolled as a direct consequence of this program in
September 1973, Of that original number, 20 continued into the new term
beginning January 1974. Two additional white freshman students entered
in January 1974, giving a total of 22 under this special program for the
term. The coordination of this program by the Chancellor and his staff
will be continued.

76 ;

}

RECOMMENDATION 8: Campus Physical Environment

The Board of Regents agrees with the Panel in its observation that
the overall physical attractiveness of Fort Valley State College could
be enhanced through the elimination of the partially "locked-in" feature
along South Macon Street. Initial steps in a formal acquisition plan
directed toward the alleviation of this problem are illustrated in Figure
5. The shaded areas represent property purchased by the Board of Regents
with funds available prior to June 30, 1974. Additional properties will
be purchased as funds become available until such time as all property
within the indicated enclave is acquired. A budget item in the amount of
$225,500 has been included in the FY '75 supplemental appropriation re-
quest in support of this activity. These funds, if provided by the
legislature, would be expended prior to June 30, 1975. Subsequent re-
quests sufficient to purchase the entire tract illustrated in Figure 5
will be made.

The systematic rehabilitation of selected buildings at Fort Valley
State College is an established objective of the Board of Regents. For
example, the rehabilitation of Davison Hall is currently funded at a level
of approximately $666,000 and a swimming pool renovation project of approxi'
mately $49,000 is in progress. Additional renovation needs totaling
several million dollars include the old academic building and a functional
conversion of the present library at such time as the new library is
completed. The Board of Regents will request funds for these and other
rehabilitation needs in a timely manner.

Campus improvement funds in the amount of $50,000 have been requested

RECOMMENDATION 10: Special Studies Program

The Special Studies Program at Fort Valley State College was initiated
on a formal basis effective September 1974. The program operated on a trial
basis during the 1973-74 academic year and was observed by the panel during
this developmental phase.

Pilot efforts were directed toward the identification, selection, and
orientation of personnel requireu to meet the unique demands of this new
program. Special workshops and seminars were held. (Note: The success of
these workshops and seminars was evidenced and faculty workshops are now
conducted each quarter.) Consultants from both within and without the
University System were brought to the campus to evaluate the Special Studies
effort. In addition to these organizational steps, 1,671 students were
enrolled in 71 sections of developmental mathematics and language arts
courses. This represented approximately one-third of the student body en-
rolled on a non-duplicated enrollment basis.

Projections for the 1974-75 academic year indicate that approximately
600 students will participate in Developmental English, 450 will partici-
pate in Developmental Mathematics, and 750 students will participate in
Regents' Test workshops. Actual enrollment for the Fall Quarter 1974, was
74 students in English, 292 students in Mathematics, 181 students in Reading,
and 302 students in Regents' Test Workshop.

The key operational administrative authority for the conduct of the
Special Studies Program resides in the Associate Dean of the Faculty who
reports through the Dean of the Faculty to the President of Fort Valley

State College. Th^ Fort Valley State College Special Studies Program is
organized as a separate department and operates under the supervision of
a full-time director and assistant director. The faculty consists of
seven full-time and sixteen part-time persons. The total faculty and
supervisory staff effort is equivalent to a minimum of six and one half
full time persons. Financial support is derived from both State and
Federal sources.

'The chairmen of the departments of English and Mathematics have
organized their instructional programs so as to coordinate them with the
program of Special Studies since the Special Studies programs draws from
both of these areas to support staffing needs over and beyond core faculty
provided. In addition, all faculty members of the institution are called
upon to provide backup support for the Special Studies Program through
greater emphasis upon the language and computational skills in their
regular course assignments.

A conservative estimate of the total expenditures at Fort Valley
State College for this program for the 1974-75 academic year is $225,000.00

The Director of Special Studies for the University System provides
support and guidance in the overall development and management of the
Special Studies Program at Fort Valley State College and at each of the
other University System institutions. The Board of Regents is totally
committed to a continuation of its support to this effort.

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