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 I AN ALTERNATIVE PLAN FOR THE DESEGREGATION OF 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 ¦ s -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. \ s 4- 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 1 -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. A. WUi\U He Uraiveirsa'Jy Sysflpsira o ®f ^©(DIT(^0(l3 ¦ * it ¦ '¦'^¦VC ,^t «. © Dahlanega /£>^^^'W- *,'/> ^ Four Year Technical t; % Rome ¦'/" -V- -.'.v- '- '"'-i-V' vv. o Marietta Atlanta A [j Morrow A Athene P ;- '^-••f-H.. Curmllton • :;„•= -Vr\ Darmsville 3 % % '' ¦ -"jw^ Columhm ^ ¦*. •*.'/' ¦'¦¦ -- ¦ ^Vo-'-J Augusta xrs 'V^f:;;0"" '¦ ''*¦ V-""--" ^> -V'-""--''- *-' V,«. .^,. --v Vl^ .,:.v. \ . -¦• .?-.¦• : G Tijton O Douglas n W aye r oss v-*^V V.v,. ,:•:¦'.- 1 Statethoro C\ *K* '"'*?*" .•'»».WC- '"' Savannah O V\'~'i *^ a. '^ v- - ! ¦?--. :"'.'> "* T-> A. 'fi \. ;•¦¦< -, Brunswick Q ' /j^'r ,' /^'vW^ Bair.bridge G •\y-.-. ¦¦¦¦*. « . V » ••• ' :/¦».. ,, - •".-¦.• •'¦•¦'•,» ;-»•?.¦ i -. •--,'. v V •. • . . •¦ •J .. ' v^!,iV^A>: v^>- •¦•¦:-••*.- o ^:-v; -.;«"r-.v-;> ¦/¦k-::;>- -;'.V^.^> : " - v^' -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 cc vr> cr> r^ on vo CM CO «ji/inn^joPONai'T*l — *r *o* o w g\0' — ncv — a io o o >- i.i in r- N r- K rl MM Q CO rs o \0 l-T tl ffl tl/l • — a u"> vo co o> 0 a. vo .— o« eg i/iui a • ¦ m * » a r^ t CM U- ro on *j- • — i — nr\ivni/ic0if)0',ico'*i eg «j- co t*» o co . — co co . — *vr uo *r rrn inisoorscooocjnt.rg. — o ^^rOCOfOCMCMCMCMCMCMCMCgCMCM IS(OOM(nulO<^M05^-MNl/l OKincnMMO>Oiiionnai — vr cn^niooco^MH' — cmoo ^rCOTCOCMrMCvJCMCMCMCMCNJCMCM • — in ^r Ninco O vo «r co on co r-- o r— «r kn * * * • m » vo vn ro co vo cm CO CM «v> **» r— — VO r»- rj- CM co ro co rn o IT) Ol vO CTi co ro cm N •• *> m • • LO «T CO VO «T CM CO CM >- CO LO co n^f>TNroM--cnncoifl'- co locm^j- . — nv(\jnconf\ic:i."i(vicn^-co cm .— ro m/1 i^ (\nr n rs <— cno" covdlO rOrOCOroCMCMCMCMCMCMCMCM. — # — 1/1 - err — , CO o pf CM r-^ CO ex •—I z a. x < r— o vo CO vo cn ro O vo r*cnnaiocoj3'7i CM, — cncONinnix o, — of con OJCO"j-vO CM «j- on CO CO «— vo o r^ vo r-» r~ O - • • rgr^o^-rxOvTr-.rvr^m'MOO »— On, — r—vOi — CO CO r-. r-~ f ^ c> »J- vo I-i-rscyir.fi ro CO ro r— i — VO VO , — fv lOl/l MUTN cm eg r^ r-. f— cm •— vo vo vo CO CM CO CM CO LO l/l Irt fti co a» ft) ai ^~ r— r~ ^— o O o v_> u L. o O *¦¦• -T— c C oj O) CO CO -*: CO «J •-> > «c «£ • » w> LT> vn l<» ft) ftl o> ftl on cn en *> cn 4-1 0) — . fti o c fti tc — 3 f-— F— ftl r— ftl ^— *¦¦ ^ p~« ^»- ¦a r— no — <¦ O O o 3 o => CQ <_J ft) *-«o VJ 4-1 c_> 4-> ^-^ C7> ^ -^^« VO VO «- — 1- o 4J V- on -•— ^—** — •— rt -— - o ¦•- • — •?— cr ft) • -— c ftl oca o — 3 cn c CJ c 3 c cr 3 Q- • • *— (U — tv <_) — ' C CV Cl CD o o OJ O ^ , — vo on aj i — vo cn CI VO CI 4-1 LA> U 4_> o O a o c Cn CJ i — O ¦ — - — . *~J '^1 XJ vn ^~- (_) J^ C_*>'— V- CI Cn O t) ' — *— ¦ 1 jC ^— ^ J^ o ' — - o CJ n - — ^ O 1— u Oi — ai • — eg vj *-» i — o lv ;< u CJ ^ (_) 4-^ CJ vn V-J r) eg re •— o *-> .— — -^- o v_J ' — - * — * "3 d. u «^- CI v_ r- »' . , V_> L^ o i — C jr. t_j OJ r— •11 . — x: CI , — ro CO O C <_> o v- :t CI CI CJl C) co V. 4-1 T :i v_ *J -o ?— *-> (_> O 1 vj o ai 4-1 "_n o cn CI L. 4-1 ftl L. 41 L/-1 vo >, *j x- i «-> "J o , — d >, *_> n o ^ +~* >a o z <— CJ ro » > — , — rj *--' ^— ^~ r— r— L. C3 1 — . — v. CJ i— >, t~> «J *J 3 0> — 13 ?> <_¦ CO ^~ o r— *^ o cr *j rO cr "J C ni l/l o V- C" o c vo o V.J o iC o CI cc 3 fti >- f — ro ¦*-» VO O V- VO TO Cn I_J <_) o CD" *T cn (O o--j cr> co — c vo jr: Ci O d ro C ui c: — -- , C — CO — {-- Ln v_ •*- jj 4-1 t . • — i— o E i — i — ftl Oc:c:cnx: cr> o o ?J cn r-. vn o ¦CJ u. > o ^3 u. > «i *J "O *-• v. r.* *a wn V CJ *c» TO U— Lg «-^ T3 U. UJ o U Lfl o o <— ti O » — cn 11 ftl UJ O V- • — "3 O O C» fti V. -3 i_ CI o C3 u V. o u. a. V- V- o o *^— -^— c c Ci o CO CO -m: ftl VJ 4-1 TO -»— ^— c CO 3 >n >l r~— r— *-> 4-1 cc cc TO TO e C -»— -, — F F O O TO TC CJ 'XI L. k. Ck a. 30 3 ¦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 TOTAL BUDGET EXPENDITURES PERSONAL SERVICES OPERATING EXPENSES TOTAL EXPENDITURES $ 63,480,202 14, 374,508 $ 77,854,800 704,90 3 3;?, 567 $ 1.024.47Q 4,545,422 5.573.606 .119.028 68,730,527 2JL 267, 771 88.998.298 INTERNAL REVENUE STATE APPROPRIATION 21,915,000 55,939,800 $ 1,024,470 5 10,119,028 $ 33,058,498 55,939.800 TOTAL REVENUE $ 77,854,800 S 1,024,470 S 10,119:028 88,998,298 -30- SENIOR COLLEGES SCHEDULE OF PERSONAL SERVICES FISCAL YEAR 1978 -fs E.f.T. POSITIONS TTTUAL 1975-76 86/. 04 BUCKETED 1976-77 9 42.59 BUDGETED i?77- ACTUAL AMOUNi fa 43.49 50.01 43.43 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 46.43 307.65 331.72 343. 34 66.68 72. 31 70.58 2.216.80 2.249.45 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 42.65' 1.67 36. ".I 42.06 87.79 88.25 87.49 24.03 20.50 17.50 114.48 131.09 137.66 30.05 36. eo 32.94 256.35 276.64 275. 5'J 9 39.36 73.13 51.37 126.96 457.07 49.0 3 75.05 52.71 143.59 482.47 41.47 75.50 49.10 142.64 490.58 38.34 758.36 4 795. 2? ,406.62 796,16 4,134.66 4 ,404.66 4.134.66 4 406.62 4 404 .66 82.83 60. 59 293.58 60.08 346.94 357.19 4,564.4 3 4 780.79 4 821.93 POSITION TITLE INSTR. , RSCH. & RELATED ACTIVITIES ACAD. ADM. OFFICERS ADMINISTRATIVE ASSISTANTS REGULAR FACULTY PART-TIME FACULTY GRADUATE ASSISTANTS CLERICAL 6 TECH-REGULAR CLERICAL & TECH-STUDENTS SUB- TOTAL EXTENSION J PUBLIC SERVICE ACAD. ADM. OFFICERS ADMINISTRATIVE ASSISTANTS REGULAR FACULTY PART-TIME FACULTY GRADUATE ASSISTANTS CLERICAL & TECH- REGULAR CI.ERICAL 6 TECH- STUDENTS SUB- TOTAL LIBRARY LIBRARIANS ADMINISTRATIVE ASSISTANTS CLERICAL C TECH- REGULAR CLERICAL 6 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 ASSITANTS CLERICAL & TECH- REGULAR CLERICAL £. TECH-STUDENTS F.I.C.A., GR. INS. t RETIREMENT SUB- TOTAL GENERAL OPERATIONS FUNCTION TOTALS UNASSIGNED BALANCE PERSONAL SERV. LAPSE EST. TOTAL GENERAL OPERATIONS DEPARTMENTAL SERVICES SPONSORED OPERATIONS 1975-76 1,085,006 375,737 30,833,438 533,831 301,445 1,897,907 252,733 1976-77 $ 1,24 3,760 360.727 33,124,421 479.927 327,849 2,079,891 289, 352 BUDGETED 1977-78 1,375,543 381,412 35,990,242 434,360 379,533 2,375,796 287,485 S 35,280,097 $ 37 ,905,930 $41 ,224,371 $ 112,703 $ 137,614 $ 157,523 97,380 102,808 115,250 9,201 - 4,500 53,605 60,730 73,751 873 12,159 16,627 111,931 139,225 135,699 7,608 $ 8,161 460,697 7,787 $ 393.801 5 511,142 $ 1,161,776 S 1 ,170,294 $ i ,269,753 198.745 207, 312 230,768 699,841 817,795 950,929 115, 27S 143,059 135,206 $ 2,175.(41 s 2 343,460 s 2 556,556 $ 5,307,60.-1 S 5,813,775 5 6,428,023 S 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 $ 11.259,719 $ 12,253,429 $ 13, 326,875 TOTALS 5 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) (589,302) $ 58,224, 250 $ 63,480,202 $ 848,609 $ 704,903 S 3,723,940 $ 4,545.422 $62,796,829 $68,730,527 < £ .7 -31- / SENIOR COLLEGES SCHEDULE OF OPERATING EXPENSES FISCAL YEAR 1978 G E NERAL OPERATIONS TRAVEL 611 TRAVEL ~~ ACTljAL FY 1976 $ 485,923 BUDGETED FY 1977 5 686,483 BUDGETED FY 1978 712,066 OPERATING SUPPLIES AND EXPENSES 612 MOTOR VEHICLE 614 SUPPLIES t MATERIALS 615 REPAIRS S. MAINTENANCE 616 COMMUNICATION 617 POWER, WATER, AND NATURAL GAS 618 PUBLICATIONS, PUBLICITY, £ PRINTING 619 RENTALS 620 INSURANCE S BONDING 623 TUITION & SCHOLARSHIPS 627 OTHER OPERATING EXPENSES 630 PER DIEM AND FEES TOTAL OPERATING SUPPLIES AND EXPENSES $ 143,681 2,430,547 589,429 743,600 3,096,147 278,320 725,887 101,891 396,641 1,049,975 347,572 5 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 5 139,430 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 SE.T/ICES 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 $ 13 ,667,420 $ 282,296 $ 5 307,263 s 19 256,979 $ 62,600 . 588,302 i $ 650,902 $ 14 374,598 s 319,567 s 5, 573,606 s 20, 267,771 -32- 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-r££id£nt tuition OTHER TOTAL STUDENT FEES GOVERNMENTAL APPROPRIATIONS ENDOWMENTS GIFTS fc 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 251cll§ 21. 389. M 7 $ 19,884,015 2,069,987 315,950 S 22.269,952 60,527 10,250 158,621 168,800 109. 8 SO S 22.778.000 $ 19,045,853 1,787,801 318,367 $ 21,152,021 60,527 4,150 382,066 162,886 153.350 S 21.915.000 DEPARTMENTAL SERVICES STUDENT FEES GOVERNMENTAL SUPPORT SALES (. SERVICES TOTAL DEPARTMENTAL SERVICES 733,695 284,024 216,533 1,234,252 67 3,200 314,504 143,201 1,130,905 524,411) 338.771 161,291 1,024,470 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- s ALBANY STATE COLLEGE BUDGET SUMMARY FISCAL YEAR 1976 GENERAL OPERATIONS "DTPArTMEMAL SERVICES ' SPONSORED" OPERATIONS 7* 'TOTAL BUDGET PERSONAL SERVICES OPERATING EXPENSES TOTAL EXPENDITURES 4,066,627 ~66,773 4,853,400 90,558 3,486 94,04 4 894,198 1,105.802 2.000,000 $ 5, 1, ,051,383 ,896,061 s 6, 947,444 REVENUE INTERNAL REVENUE STATE APPROPRIATION 1,142,000 3,711,400 94,044 2,000,000 3,236,044 3,711,400 TOTAL REVENUE 4,853,400 94,044 2,000,000 6,947,444 EXPENDITURES ARMSTRONG STATE COLLEGE BUDGET SUMMARY FISCAL YEAR 1978 GENERAL OPERATIONS DtPARTMtKTAT SERVICES SPONSORED OPERATIONS TOTAL BUDGET PERSONAL SERVICES S 4,026,298 S 40,000 s 46,710 $ 4,113,008 OPERATING EXPENSES n in. fin? 44.500. 91.206 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 s 4,436,730 1,062,670 S 19,480 10,779 $ 984,553 1,015,447 S 5,440,763 2,088,996 TOTAL EXPENDITURES s 5,499,400 s 30,259 S 2,000,000 s 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 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 S 4.613,473 S 16,054 $ 92,723 $ 4,722,250 OPERATING EXPENSES 1.090.427 25.646 152.268 1.268.541 TOTAL EXPENDITURES S 5,703,900 s 41,000 $ 244,991 $ 5.990,791 INTERNAL REVENUE STATE APPROPRIATION 1,940,000 3,763,900 41,900 244,991 2.226,891 3,763,900 TOTAL REVENUE 5,703,900 41,900 244,991 $ 5,990,791 EXPENDITURES PERSONAL SERVICES OPERATING EXPENSES TOTAL EXPENDITURES REVENUE INTERNAL REVENUE STATE APPROPRIATION -39- X GEORGIA SOUTHERN COLLEGE BUDGET SUMMARY FISCAL YEAR 1978 GENERAL OPERATIONS 9,383,740 1,937,960 11,321,700 3.010,000 8,311,700 DEPARTMENTAL SERVICES 338,570 70,118 408,688 403,688 S?C\S0k£D OPERATIONS 586,284 682, COO 1,268,284 1,263,284 TOTAL BUDGET $ 10,308,594 2,690,078 $ 12.998,672 4,686,972 8,311,700 TOTAL REVENUE 11,321,700 408,688 1,268,294 12,998,672 EXPENDITURES REVENUE s -40- GEORGIA SOUTHWESTERN COLLEGE. BUDGET SUMMARY FISCAL YEAR 1978 GENERAL OPERATIONS DEPARTMENTAL SERVICES SPONSORED OPERATIONS /\£££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 10,318,403 860,200 860,200 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) s -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. z o »— H U u 3 u. 1 a g z L.' u S3 U> i- -- C o o m 0 l-J co CT- l_ •-• t ~* •-» - o « fa. 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O m -r ^ O ^ v *n o c- o 0i »n C* c+ 1-1 1 •^ —» *^ -^ m cr. «rr^oinr-*mr-^Ha>inin»n *-iifir^oOTii)r->rNin'-»r«' n n as iri cn c^ -h r^ in O O T '"•'**'•-< .M*-*^^vr4^^^^ r- n -t o r- p* rn r* v — » '"*» »-i "*>cfcooo ot^r-iDin SfNc^inT ^r-inr*,. -« -h h (N p^^-r^^r^ OOOtAOOOOOOO rvjincoc *ninc--*c*'r»o«Nrsiu-'o — — o -^ c o*"or,*r^Tx^r'TOi.i c^cr*"T,-^in -"* ... ....... * rn ^-. moo in o c* '•"' O in in o «n ^n O c- ^* o c 5 in — Zi ^-i c f < O f*- — , c o <-» r* O rsi " W *r r-v O »r r-> r* kTl r< .' -* r- — . ^< ri ^, ^, „, ^, , cd (flfj^HnoT- f>.ft-< .-.<-!_ -<-'^r,-OX'P^Ov»rooo'"4 *» »» ...... ft«-» r^^< « — ^ —, r* ^-. co-*<~*C,r~_#r.oj"*ft C0Ci-"i W-«ft-< _ _» _ ^- „ .-, r, ,— O ft ft O «H ^H oft D C uft on ¦n O eft ¦o c CO cs vO O 0 o w> CO o o CO CO o in r> . ty - o r b w c & > >w — o e 3 V. U C- 3 »• o C uft 0 "0 a o <^* o >. 0 • II c — C '- t o — o o n (J ~ b ¦> . ^ -J- ¦ w c 0 u CT b «• -« c o t o b b c- rr o .- -¦ -. 61 cr — 0 o o o r . fl 3 — -T & 0 1.1 11 0 K — U 5 « 3 3 *• .. 3 8 < O 5» sr x r C 0 - :• •- b ; - C U Z V, « b > 3 0 H 0 o o b 0> b b r» — b b 0 u ObC— —r-bi. — O 0 — E, c > ^ c u b 3 1 3 1 - 3 cr li -• b — cr o b -j o ~ — 3 -. > c r . c l- 3 0 ' U c 3 -3 1 0 t — C "3 u a u u. ^ c b Cft C- b t — . — o c — u 3 -1 3 1 S I m * o o 3 *7 3 3- C 1 — r £ — .;(») o c i £. U 1 a; 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 23 6.6 0.1 1330 8512 5.5 35.3 760 26 3.1 0.1 5215 1S925 21.6 78.4 -55- ^ t fo- iicy s •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 s -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. v^ 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 41 189 115 44 34 111 48 92 134 144 61 200 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) 75 237 92 55 70 117 59 90 56 183 124 233 1,815 9,580 25.9 1975 Black (White) 351 94 2,920 237 732 4,334 5 1 ">"> ~> / X £, dm 261 406 .(84) 99 274 117 92 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 96 71 114 197 66 152 50 352 199 297 45 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 9 •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 y . #H rH CM C^WTN. • • • • \o on >ohc-(m cn/4 r>- .h *AmA co n\oo>aw>a»ao^hnn On CM CNnO ON -H/ CM sO rH - vAC^VrH On -3" -3/ rH CnJ u^.-j- on On] _4 ^r On CO CMNOnC^O O O \ C^i rH rH cN ^ o VN, C^ C*~\ CN. U"N, r> rH rH rH U"N. 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XT\ . on cm • cm .^nr\r\ CM^}- CMrH-j-rHrHrHrHCMrH ¦3- c<- cm cm on o- >m VO r-\ r-{ ONNO W^O VTNONONJ- canh h-o h vnnn n C^ ON r-H CQ M3 CMrH NO *M CM rH O QNONUV-NO rH O QwOd; rH \T\ rM u-N u^ CM CM UNMD CM CM CMrH rH rH rH CM CM rH rH © © vO • CM *M vn, rH ON On VM CM CM rH NO C^- o of CO rH o rH CO a * u* J* © > •H ¦P CJ © c O O rH O O o M • •-3 U *-i rH c O c -P o >> -p Cti rH rH »Tj t^ U Q W © © rH rH © O © rH • rH ^ O -3 o © u S > >> C O -^t rH cd © © © t<0rH © r-i rH O r-i O O ° M © © rH >-3 c O rt W © c c o © o « © O too © rH -H ? t? O . 0J •-3 c O o a © b0 CD © b0 rH © r~\ rH O rH O O O rt u t?. © rH T3 O © CO •p O 8 o >» rt M O 3C CO 3B -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 I -— -#-«.-- -4- *>.OUO*'II r c> —r *»» yr. u o —*• Vu cu> < c O. n - > n r* C o , 1 3" — * 3 o 0 a> i^> /) C3 <¦_ u> /> (V o cr *^ o ro 3 ^ 1 o ^^. c^ — UD J* o c ^ -»- -5 3 ->- 0/ -*¦ — ». 0 £> o "1 "J c> c> ~n m O a. — 13 - J — • O U» O. 3 •< 3 o n> o. c 3 O Oj < C-. — C- — iZ C — ¦ 3 <~> 3 — » — • r» — rt O *< O -\ • 3 c^ 3 C- 3 o <3 CD cu :> 3> T> ;rj «r^ co S C3 CD C3 ~n r» !J> > y* cr ?t o l^» (D •— < CX — » -» Cw r* — * UD rS Cx CV O Cv Q» O o o c "I — * 3 ro a> O O 3 — < o- C — *- — - CX 5» o —^ *; 3 • • O 3 —j tO ra CT — •• a. o C O ^ (-? <-c 3 3 rv a/ C3 r-» O- t£ r-» -5 r-f c c Ca D < -• 3 r* 3 <-» o <-» ft c 3 3 r^ -J 3" CO COO rs «," r* 3 • o to 3"vO 3 o 5: 3 ^•v; O ' ' J -' o o —• < CT r* 3 »< CW -*- O •— «-» 3 _». „«. o a^ r-r CV o c c cv 0' C Cu O o — < tv 3 Q» C C- o o. c_ o Cj 3" O !-»¦ r-f — -« «/> 3 OO ft> 3 rt C C- 7T ^/^ c- c 3 O 3~ 3- r> _< U2 r* o o tr» —4 3 c CO r. 3 to CO co — 7 CD O n> a» 3 O r* — « rt O _.. 3 C^ 3 — *- — »- r» «-» t_D rj "5 — • ^c tn r* to — > D* ra n 3 O _>. -v c -"• o a. c^ a> — ». \s> 3 — ¦ r^ ro — *¦ — » r* r> 3" 3 O 1 • -J • o -j r» a* rt a> 3 ft) n cw to 3" — ¦ • — • U/ I VD — * — • u> co ro ro K) tn ts> vj m ui ^ — < vjro *»4 cn ro ^* royi i roi Mtnucnu) vo rocni i o ro -< -< (7> nj a i I X* — » I i ro co • ccM — < x: a> — *- < o r* O 7T ZT — * Q. C 3 3 CK <-? o <- CW <-» CU .3 3" _» *< o (/> 3 — > — » ro ro i -"Ou-1 i N3w i w-*o i iroco ro — * — * ro u> — • — » cou^oioroi icncnroi 4^ — • i t cr» — * i loooroi I I CD I — • —.«—.! I — • ro -—• ro — » cn i Nvjro^roNiurooiov- 'Co— 'cocn — <• — < r^i cni rororocnto— »— *vo • i ro cno\i i cn u) -•-»¦& vj a^ i — • » CO CO t 03f O O rt 3 rt> CD rt ?o 3- rt O-JD 3 C on a» -». O^-o aJ rt •a rt 3 O — • a. -^>. «^- i/> 3 a» U3 — < -H >o c^> o C rt cr Cw C — < 3 CX rt rt rt •— « s Repo r 1976 -4 3 O r> col rororo — »ro —^ — •rs>— * ro — * — * Xk -j — • — • — . — « trocorocn^k— •— >covocr>cnxfcrooco cocDCDicnocoro— «tororo i NiOoocojkiflvoro*>viCDroi —w cncr«i i CD cn — • >>j co — * co i t t Xfc C3 X* i i ro co i a> — > m -o OJ 3 rt o 3 3 ?^- o o — n —» 3 O 3 rt rt o» r* 3 O 3" «-*• rt -89- •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 --(—.-*¦-«* *.-, s 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. t- r o 3 ? ? 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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 I 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 • 8 J!r> FIGURE I - A - 1 -J ¦ f. r- £* m \±.- w .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_ £± 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 10 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: 11 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 12 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 13 \ 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 14 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. 15 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. 16 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. 17 TABLE I-B-l PROGRAM STRUCTURE OF SENIOR COLLEGES UNIVERSITY SYSTEM OF GEORGIA CO 4-> CO c (0 9) CO c o u 4J 00 a < CD M| 4) O o to 9 M| 3 CD M| 0) O a CO 3 o > v-. o M| 0) o CJ o c a> x. *j 3 O CO Ml M O cd o CO o CD o M M o cd o 4-1 o 2 4-1 a; *-> CO J= CO c c CO > CO CO cd 4-* « CO a 4J CO o *o l-l CO > M O 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 22 I 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) 23 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 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 2A 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 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 26 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 27 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. 28 Table I-B-3 Page 3 Date Approved March 1974 March 1974 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. 29 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 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 30 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 31 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 32 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 33 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. 36 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. 35 r oo cn *t «a- .— on CM I — ¦— O VD O CT> ojuiin f-oon J I in ooo>n om»f i — — oiqwoiN cnc— r^uo*Ti^iJJMi^iOvoa5«3-voco cn *r co cm cm cm . — on co r^ vo vo in in CMCMCMCMCMCMCM«— r— r— <— *- t— ¦— !¦». cm ^ in PJSi — r>» ^-tno> 1— ID O CM ». cn ua -a- -a- >- Mi m «i n •* « u. CM VO <¦ i— vo *r V¥ ^COCM lO *r .— in vo **¦> in p^ cm o in on co cn O 1^ o co «r co >- * • • n • •» u. CM tO IT) .— CO in •*¦«? ^COCM in t>~ r— I— cvis^t r* r— CO CO ISWO CO CT> in «cr co co >- •» « * • « m u. 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O 3 >^— ' O *-> !- o +J J_ -*: 0) crif-'— «~-- ^- 3 <-» oi -^ — ' i- c ai •r* c CO o *¦> a) c co o- — 3 o> c 0) C 3 Q. c 3 Q. tO *r~ ¦ — a> CO O 41 CD QJ en CO I — CO CI o CO O ¦!-> CO u +J CO 3 O CD 0) C CT CO . — CO f— . — ^ TJ .— t_ CO en O Ol <— r^— 3 ^¦^ j^ nj^ o 1) fO ^ — * O >>>» u +-• . — O 3 «¦— ' 3 O CO Ol o +-> CO 01 O ^— r— v«-' fll I. •r- X S- 4-> ¦>-> +-> r- ,— <_) ifl O <— c ^: cj CO r- CO ^~ ^r O i~ 3 d) O) en O) a '- -> "3 3 5- ¦!-> 13 IO IO ¦•-> o o> J <_) CO CO *-> en CO en CO (- -4-> OJ s_ •!-> c c CO >, *-> -C ,-*-> T3 a> I — a> >>-m ia o >» *-> 13 o .^— ft* i— cy 1— fl <-> f— ^~ r— r-L 3h ^- C- 3 r- E E >,.(_> +J +J 3 OV.- 3 -4-> <-> to »— o r^ ¦p (O a 4-> IO CT o o cu c: to co o J- o> O C CO o <_) o C 3 CO c 3 1/1 O l-l/l «) cn<_> l_> -^ IO c » — ' 13 i. w. (t3 »r— fO mo co fo -f- ¦•-> o (O 3 «3 •r- ^- fc. ^— r— c- CC CL s» E >% c •r- O T- E 1^ !_ ¦t— JD ¦M E ¦— r- CO E ^~ 1— IV O c: c OXT en o O *~> en E IO O ITJ U. > o o U. > 1 1 WO IO ra t- •*-> ¦*-> S_ "O "O Ul L. n 3 T3ll.UK ¦O Ll_ UJ «f I- CO J3 > o i- i/i o iv ¦ — 5 o f— cn CO IV i^-^*—^ O I- «— o 3 c s- CO 3 iLa.'>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) s 4,561,655 $ 45,200 $ 21,975 <-• V 4,628,8 30 52 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 BUDGETED FY 197/ FY 197E $ 44 ,850 5 45, 350 s 19 ,110 $ 19, 600 241 ,361 269, 240 58 ,403 68, 789 68 300 84, 030 201 586 246, 666 17 000 16, 000 44 610 50, 600 11 504 12, 790 17, 000 20, 000 9, 025 7, 300 16, 060 17, 840 $ 703, 959 $ 812, 855 5 7, 840 $ 7 840 76, 824 51, 500 111, 000 89 000 $ 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 $ 50,000 $ 994,473 $ 19,400 $ 319,000 $ 1,332,873 100,000 $ 100,000 $ 1,106,545 $ 24,800 $ 266,000 $ 1,397,345 53 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 53,953 70,000 70,000 70,000 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 54 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 S 122,888 $ 246,645 $ 6,860,933 1,579,700 60,012 196,693 1,836,405 V 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 55 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 .50 42.38 45.91 45.55 8.14 6.59 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 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 7.00 LIBRARIANS S 89,523 $ 92,960 $ 92,880 1.00 1.00 1.00 ADMINISTRATIVE ASSISTANTS 15,749 15,875 15,000 14.80 17.00 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 S 164,520 S 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 56 COLUMBUS COLLEGE SCHEDULE OF OPERATING EXPENSES FISCAL YEAR 1978 f 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 $ 75,000 $ 1,519,899 $ 57,048 $ 258,579 $ 1,835,526 $ 75.000 $ 75.000 $ 1.579.700 $ 60,012 $ 196.693 $ 1.836,405 57 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 1,063 250 250 18,895 15,000 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 $ 165,000 14,222 13,300 17,900 s 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 s 524,364 6,258 94,853 $ $ $ $ 3 4 8 561,163 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 $ 8 697,338 58 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 30,259 2,000,000 2,000,000 3,154,259 4,375,400 7,529,659 59 FORT VALLEY STATE COLLEGE SCHEDULE OF PERSONAL SERVICES FISCAL YEAR 1978 E.F.T. POSITIONS ACTUAL 1975-76 66.75 304.72 304.72 1.89 76.85 383.46 BUDGETED 1976-77 73.40 306.22 306.22 2.53 48.12 356.87 BUDGETED 1977-78 3.75 4.75 4.75 6.00 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 1.00 12.45 6.00 6.00 1.00 10.00 10.00 2.24 2.24 2.45 21.52 19.24 19.45 77.32 13.19 12.50 12.00 1.00 1.00 2.00 6.00 6.00 7.00 32.21 31.09 31.09 6.80 6.55 6.47 59.20 57.14 58.56 324.69 324. 69 2. 61 73. ,00 400. 30 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 5 128,835 58,631 59,161 77,058 1,999,956 2 ,062,879 2, ,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 $ 2 ,46?,62.J 5 2, ,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 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 60 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 4.75 6.00 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 5 128,835 58,631 59,161 77,058 1,999,956 2 ,062,879 2 258,157 4,892 12,974 28,146 34,771 36,247 39,690 141,314 150,367 209,217 32,044 22.867 5 2 25,012 $ 2,359,037 $ 2 •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 1.00 LIBRARIANS $ 76,957 $ 19,911 $ 22,000 12.45 6.00 6.00 ADMINISTRATIVE ASSISTANTS 97,169 69,832 80,230 1.00 10.00 10.00 CLERICAL & TECH- REGULAR 5,403 73,626 78,068 2.24 2.24 2.45 CLERICAL & TECH-STUDENTS SUB- TOTAL 5,600 5,600 6,132 21.52 19.24 19.45 $ 185,129 $ 168,969 $ 186,430 77.32 13. 19 12 50 12 00 1. 00 1 00 2 00 6. 00 6 00 7. 00 32 21 31 09 31. 09 6 80 6 55 6 47 59. 20 57 14 58 56 304 72 306. 22 324. 69 304. 72 306. 22 324. 69 1 89 2. 53 2. 61 76. 85 48. 12 73. 00 383. 46 356. 87 400, 30 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 s 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 60 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 s 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 $ m $ 773,399 $ 11,163 $ 1,061,363 $ 1,845,925 $ _ $ 1,019,980 $ 8,276 $ 313,566 $ 1,341,822 **• V _ $ 1,062,670 $ 10,779 $ 1,015,447 s 2,088,896 61 < 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 2,007,941 894,896 894,896 $ 2,000,000 $ 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 62 EXPENDITURES REVENUE } GEORGIA COLLEGE BUDGET SUMMARY FISCAL YEAR 1978 GENERAL — OPERATIONS DEPARTMENTAL SERVICES SPONSORED OPERATIONS TOTAL BUDGET PERSONAL SERVICES 5 4, 613, ,473 $ 16, ,054 $ 92, ,723 $ 4, ,722, ,250 OPERATING EXPENSES 1, .090, ,427 25, ,846 152, ,268 1, 268, 541 TOTAL EXPENDITURES $ 5, 703, ?9P $ 41, ,900 $ 244, 991 $ 5, 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 63 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 1.00 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 1. 45 7. 79 312. 74 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 4.00 4.00 5.95 6.15 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 1 .74 6. .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 s 4,185,075 s 13,519 $ 106,398 $ 4, 304,992 S 4,613,473 $ 16,054 92,723 $ 4,722,250 64 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 s 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 S 25,846 $ 152,268 $ 1,268,541 65 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 s 17,623 33.453 $ 13,600 19,400 $ 13,100 28.800 $ 51,076 $ 33,000 S 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 66 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 $ 408,688 $ 1,268,284 $ 1,268,284 4,686,972 8,311,700 12,998,672 ; 67 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 6.00 6.00 3.35 3.34 3.34 259.74 264.34 263.08 .76 .70 .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 .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. 02 26. 27 37. 71 720. 00 15.00 20.00 8.44 43.44 131.22 5.00 6.00 6.00 4.00 5.00 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. 36 40. 66 717. 02 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 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 s $ 90.770 5 99,345 $ 175,260 $ 185,170 $ 204,353 89,427 108,830 119,234 23,809 33,100 34,588 $ 288,496 $ 327,100 5 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) (85,000) $ 8,607,090 $ 9,383,740 $ 305,026 $ 338,570 $ 544,454 $ 586,284 $ 9,456,570 $ 10,308,594 68 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 5 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 $ 85,000 $ 1,900,610 $ 65,200 $ 624,026 $ 2,589,836 85,000 $ 85,000 $ 1,937,960 $ 70,118 $ 682, COO $ 2,690,078 69 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 70 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 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 $ 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 71 EXPENDITURES REVENUE GEORGIA SOUTHWESTERN COLLEGEi. BUDGET SUMMARY FISCAL YEAR 1978 GENERAL OPERATIONS DEPARTMENTAL SERVICES SPONSORED OPERATIONS TOTAL BUDGET PERSONAL SERVICES S 3,823,654 $ 11,893 $ 152,291 5 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 30,199 391,851 391,851 1,482,050 3,692,800 5,174,850 72 GEORGIA SOUTHWESTERN COLLEGE SCHEDULE OF PERSONAL SERVICES FISCAL YEAR 1978 E.F.T. POSITIONS AMOUNT ACTUAL .^75-76 133.02 74 19 58.44 4.00 8.91 3.65 26.91 1.29 44.76 253.98 253.98 1.64 11.2Q 266.82 BUDGETED 1976-77 BUDGETED 1977-78 2.00 2.00 1.75 1.66 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 22 63.62 4.00 9.19 3.65 27.50 1.20 45.54 270.88 270. ,88 1. ,58 11. ,19 283. 65 137.33 ,85 ,21 .72 .86 .85 .08 .11 . .06 1.73 2.05 1.97 6.96 8.00 7.00 .50 .50 .50 6.98 7.00 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. 55 1. 63 10. 57 275. ,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 5 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 73 ¦ 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 s 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 S 7,984 171,657 170,662 36,847 37,513 38,110 40,147 196,180 220,570 21,542 21,542 54,381 54,516 7,289 7,469 30,200 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 $ $ 60 ,000 $ 922, ,587 $ 929, ,146 $ 18, 865 $ 18, 306 $ 498, 227 $ 239, ,560 $ 1,439, 679 $ 1,187, 012 74 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 5 606,201 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' $ 5 174,850 75 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 5 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 76 EXPENDITURES REVENUE NORTH GEORGIA COLLEGE BUDGET SUMMARY FISCAL YEAR 1978 GENERAL OPERATIONS DEPARTMENTAL SERVICES SPONSORED OPERATIONS TOTAL BUDGET PERSONAL SERVICES $ 2 ,750, 067 $ 14, 480 $ 119, ,841 $ 2 ,884, 388 OPERATING EXPENSES 684, 533 9, 500 254, 900 949, 933 TOTAL EXPENDITURES $ 3, ,434, 600 $ 23, 980 $ 374, 741 S 3 ,83?, 32; INTERNAL REVENUE STATE APPROPRIATION TOTAL REVENUE 815,000 2,619,600 3,434,600 23,980 $ 23,980 374,741 374,741 1,213,721 2,619,600 3,833,321 ) 77 NORTH GEORGIA COLLEGE SCHEDULE OF PERSONAL SERVICES FISCAL YEAR 1978 E.F.T. POSITIONS ACTUAL BUDGETED BUDGETED "975-76 1976-77 1977-78 .92 .92 .92 - 1.00 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 4.86 79.64 92.75 93.60 1.00 1.00 1.00 .50 .50 .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 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 S 1,535,100 s 25,666 $ 26,000 $ 29,000 6,890 6,946 7,606 5,522 5,600 6,132 2.50 2.50 2.50 SUB- TOTAL LIBRARY $ 38,078 $ .. . ,3a, S46 $ 42,738 4.25 5.00 5.00 LIBRARIANS $ 52,486 $ 62,795 $ 68,600 - - - ADMINISTRATIVE ASSISTANTS - - - 4.00 4.00 4.00 CLERICAL S TECH-REGULAR 28,956 30,611 33,515 3.83 3.83 3.83 CLERICAL & TECH-STUDENTS SUB- TOTAL 12,720 $ 12,720 106,126 $ 13,819 12.08 12.83 12.83 $ 94,162 115,934 44.16 OPER. & MAINT. OF PHYSICAL PLANT LABOR AND OTHER 283,871 295,720 $ 323,720 5. 00 5. 00 6. 50 4. 67 4. .67 4. 67 3. ,00 7. ,00 6. 00 24. ,07 21. ,92 22. ,63 4. ,44 3. 15 3. ,15 41. .18 41. ,74 42. ,95 178. ,04 193. ,98 196. ,04 178. ,04 193. 1. 12. 207, ,98 196. ,04 ,68 ,33 1. ,33 17, .80 ,10 9. ,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 78 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 s 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 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 $ 25.000 $ 647.533 $ 9,500 $ 229,900 $ 886,933 25,000 $ 25,000 $ 684,533 $ 9,500 $ 254,900 $ 948,933 79 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 80 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 $ 15,000 $ 1,549,732 2,964,732 3,963,400 6,928,132 81 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 s 61,609 $ 76,301 $ 84,256 51,402 53,569 58,982 $ 113,011 $ 129.870 $ 143, /38 478,269 S4Sf4fifi 597,466 5. 30 6 .05 4, .00 1. 70 2 .70 2. ,00 8. .28 9, .78 9, ,67 45. ,16 45 .40 49. ,50 1. 90 ,22 62. 34 64. ,15 65. ,17 275. 83 302. 64 304. 84 275. ,83 302. 19. 41. 64 304. 84 27. ,28 04 61. .£1 12 60. 44 364. 62 362. 80 365. 28 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) (45,000) $ 3.958.01S $ 4,329,118 I 195,826 $ I $ 451,382 $ 778,952 $ 4,605,223 $ 5,108,070 82 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 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 S 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 V 50,000 - $ 45,000 95,000 45,000 $ - s 95,000 $ 989,170 $ 869,885 $ 1,034,282 $ 32,300 $ 14,874 $ 15,000 $ 596,299 $ 509,618 $ 770,780 $ 1,617,769 S 1.394.377 s 1,820,062 S3 EXPENDITURES REVENUE VALDOSTA STATE COLLEGE BUDGET SUMMARY FISCAL YEAR 1978 GENERAL OPERATIONS DEPARTMENTAL SERVICES SPONSORED OPERATIONS TOTAL BUDGET PERSONAL SERVICES s 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 43,000 560,000 560,000 3,273,000 5,341,000 8,614,000 ) 85 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 6.34 6.34 1.00 1.00 1.00 178.01 188.62 189.10 5.04 4.92 5.67 3.66 4.67 4.67 33.54 33.50 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 86 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 i 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 $ 45,000 $ 1,398,116 $ 37,220 $ 296,219 $ 1,731,555 70,000 $ 70,000 $ 1,471,237 $ 37,220 $ 313,100 S 1,821,557 87 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 25,111 561,302 560,000 560,000 396,600 141,131 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 88 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 10,318,400 860,200 860,200 3,400,200 7,778,400 11,178,600 89 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. 56 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. 82 25. 95 584. 77 313.02 1.00 1.00 1.00 2.50 2.50 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 5 192,770 $ 228,427 5 210,994 124,930 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 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 5 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 tm 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 $ mt $ 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 90 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 BUDGETED FY 1977 FY 1978 $ 83,259 $ 95,040 $ 24,600 349,637 74,667 104,722 414,387 33,380 148,002 18,640 S 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 $ 1 ,341,004 § 4,500 130,413 239,800 $ 4,600 139,042 223,735 $ 374,713 s 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 $ m $ 1,537,793 $ 19,409 $ 590,869 $ 2,148,071 60,000 $ 60,000 $ 1, 776, 723 $ $ 498,916 S 2,275,639 57,302 5 57,302 $ 1,860,723 $ $ 485,850 <* 2,346,573 91 ¦•¦ 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 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 92 TABLE I-B-7 UNIVERSITY SYSTEM OF GEORGIA ANALYSIS OF SENIOR COLLEGE OPERATING BUDGETS 1977-78 93 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 BUDGETED 1975-76 1976-77 1977-78 s 37,352,210 $ 40,291,079 S 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 s 67,553,396 $ 71,813,653 S 77,770,663 206,681 S 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 9, 149 9, 344 8, ,980 3, 806 3, ,780 3, 482 29, 344 29, 974 28, 574 $ 2, 309 $ 2, 398 $ 2, 725 REVENUE PER STUDENT STUDENT FEES OTHER INTERNAL REVENUE STATE APPROPRIATION TOTAL REVENUE PER STUDENT $ 695 $ 743 S 740 34 17 27 1,580 1,638 1,958 $ 2,309 $ 2,398 $ 2,725 94 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 2 ,663,281 2,799,322 3,198,827 3 ,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 1 ,470,521 144.4 167.8 170.7 815,120 965,854 1 ,086,035 1,569,250 1,648,398 1 ,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 5, ,825,153 814,470 - - 3,209,964 3,355,490 3, ,772,300 1,696,646 1,690,133 1 ,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 95 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 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 40 2,067 5 $ 669 13 1,992 2,674 $ $ 671 18 2,240 s 2,832 2,929 96 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 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 97 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 95 2,086 1,534 494 114 1,483 348 78 2,142 1,909 $ 2L027 $ 2,118 $ 2,544 REVENUE PER STUDENT STUDENT FEES OTHER INTERNAL REVENUE STATE APPROPRIATION TOTAL REVENUE PER STUDENT 710 29 1,288 2,027 747 21 1.350 2,118 749 26 1 .769 2.544 98 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 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 .8 .9 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 1.9 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 5 4 ,535,900 $ 4 ,856,900 $ S 4 ,535,900 $ 4 ,856,900 143.2 158.7 156.6 $ 2,500,334 104.3 606,203 241,423 880,751 123 4,228,834 $ 2 ,840,692 116.6 685,124 274,000 736,084 $ 3 ,074,736 112.4 709,659 292,903 779,602 $ $ 4 ,535,900 $ 4 ,856,900 99 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 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 5 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 57 1,152 $ $ 873 29 1,179 2,081 $ 5 807 31 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 5 2,610,933 S 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 7.0 104,250 115,250 19.0 19.1 106,325 115,312 111,000 89,000 44,425 44,438 1.9 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 s 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 16 1,167 $ 798 9 1,222 2,029 $ S 787 14 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 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 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 5.0 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 m - $ $ 7,487,100 $ 8,071,000 221.0 236.3 236.3 $ 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 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 $ 1, 4, ,124,000 ,375,400 s 5, ,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 44 177 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 .5 .3 .3 2,420 1,368 1,424 11,797 1,294 1,335 18.3 7.0 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 1.3 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. - _ 5 $ 4,985,400 $ ¦i,d99,A"> 7.4 8.5 7.5 88,683 98,198 97,757 8.6 8.7 8.7 47,472 49,015 53,684 112,248 115,928 120,932 30,098 35,859 38,855 .6 .7 .7 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 5 2,485 S 2,658 $ 2,953 REVENUE PER STUDENT STUDENT FEES OTHER INTERNAL REVENUE STATE APPROPRIATION TOTAL REVENUE PER STUDENT 621 35 1,829 2,485 670 10 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 - K.F.T. POSITIONS AMOUNT FRINGE HENEITTS OPERATING expense:; TOTAL ASSIGNED BUDGET UNASSIGNED balance TOTAL BUDGET ACTUAL BUDGETED 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 1.5 1.5 32,556 32,946 36,606 1.0 1.0 1.0 5,522 5,600 6,132 8,690 4,867 4,867 4.3 5.0 5.0 52,486 62,795 (»H,G()0 7.8 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 1.2 11,001 11,479 12,491 41.5 43.0 43.0 272,870 284,241 311,229 52,000 - - 152,163 146,102 165,102 79,416 92,178 92,178 12.7 217,659 28.5 172,872 180,599 116.595 S 3 16.1 262,536 25.1 149,039 216,000 147,525 ,142,100 $ 3 17.1 299,731 25.8 166,844 2 31,000 JSiZjMZ'j $ 2,943,296 (1.139) ,434,600 $ 2.942.157 $ 3 ,142,100 $ 3 .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 BUDGETED 1975-76 1976-77 1977-78 5 2,235,947 $ 2,409,367 5 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 S 4,657,951 5 4,777,900 5,313,400 949 50.000 S 50,000 $ 4,658,900 S 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 95 1,246 637 93 1,123 650 93 1,978 1,976 1,866 1* V 2,305 $ 2,44 3 $ __ 2.H74 REVENUE PER STUDENT STUDENT FEKS OTHER INTERNAL REVENUE STATE APPROPRIATION 625 48 1,682 660 . 23 1,760 711 39 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 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 6.0 61,609 76,301 84,256 8.7 9.0 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 5,313,400 949 50,000 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 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 27 1,350 2,122 800 12 1,391 2,203 827 12 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 s 2.553.. 149 $ 2, ,732,000 $ 2, ,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 25,111 561,302 560,000 560,000 396,600 141,131 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 88 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 89 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 63 _ 27. 93 559. 56 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 1.00 1.00 2.50 2.50 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. 82 25. 95 584. 77 1.65 5.40 13.00 11.00 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 73 _ 25 00 584 73 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 s 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 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 90 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 BUDGETED FY 197/ i FY 197E ; $ 83 ,259 $ 95 ,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 4, 250 $ 1 ,258, 751 S 1 ,341, 004 $ 4, 500 $ 4, 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 $ 60,000 $ 1,776,723 $ $ 498,916 S 2,275,639 57,302 $ 57,302 $ 1,860,723 $ $ 485.850 V 2,346,573 91 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 92 TABLE I-B-7 UNIVERSITY SYSTEM OF GEORGIA ANALYSIS OF SENIOR COLLEGE OPERATING BUDGETS 1977-78 93 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 5 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 s 2,309 $ 2,398 $ 2,725 REVENUE PER STUDENT STUDENT FEES OTHER INTERNAL REVENUE STATE APPROPRIATION TOTAL REVENUE PER STUDENT s 695 $ 743 $ 740 34 17 27 1,580 1,638 1,958 $ 2,309 $ 2,398 $ 2,725 94 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 2 ,369,243 2 ,663,281 2,799,322 3 ,198,827 3 ,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 1 ,377,606 1, ,470,521 144.4 167.8 170.7 815,120 965,854 1 ,086,035 1,569,250 1, ,648,398 1 ,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 5, ,282,903 5 ,825,153 814,470 - - 3,209,964 3, ,355,490 3, ,772,300 1,696,646 1. ,690,133 1, ,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 95 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 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 s 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 S 2,929 REVENUE PER STUDENT STUDENT FEES OTHER INTERNAL REVENUE STATE APPROPRIATION TOTAL REVENUE PER STUDENT $ 725 40 2,067 $ $ 669 13 1,992 2,674 s 671 18 2,240 $ 2,832 2,929 96 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 7.0 8.0 87,409 88,516 105, ')70 3.2 3.0 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 $ 4 ,433,400 $ 4 ,853,400 $ $ 4 .433.400 $ 4 ,853.400 149.9 152.8 154.6 $ 2,448,706 127.2 800,546 268,769 907,880 22,934 4^448,835 $ 2 ,576,997 123.7 801,409 300,300 754,694 S 2 ,867,571 121.4 896,756 322,300 766,773 $ $ 4 .433.400 $ 4 ,853,400 97 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 s 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 95 2,086 1,534 494 114 1,4R3 348 78 2L142 1,909 $ 2,027 $ 2^118 $ 2,544 REVENUE PER STUDENT STUDENT FEES OTHER INTERNAL REVENUE STATE APPROPRIATION TOTAL REVENUE PER STUDENT 710 29 1,288 2,027 747 21 1.350 2,118 749 26 1,769 2,544 98 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 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 .8 .9 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 1.9 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 $ 4 163.320 ,535,900 160.869 $ S 4 ,856,900 123 4.228.834 - _ $ $ 4 ,535,900 $ 4 ,856,900 143.2 158.7 156.6 $ 2,500,334 104.3 606,203 241,423 880,751 123 4,228,834 $ 2 ,840,692 116.6 685,124 274,000 736,084 $ 3 ,074,736 112.4 709,659 292,903 779,602 s $ 4 ,535,900 $ 4 ^856^900 99 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 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 s 774 57 1,152 $ $ 873 29 1,179 2,081 5 $ 807 31 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 BUDGETED 1975-76 1976-77 1977-78 133.2 146.0 136.0 s 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 7.0 104,250 115,250 19.0 19.1 106,325 115,312 111,000 89,000 44,425 44,438 1.9 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 5 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 $ S s 2,680,750 48,250 5 2,690,274 4,118,110 $ 2,975,000 4,512,100 2,729,000 5,342,100 S 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 16 1,167 5 $ 798 9 1,222 2,029 $ S 787 14 1,569 s 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 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 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 5.0 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 $ 8,071,000 221.0 236.3 236.3 $ 3,890,845 $ 4,249,560 V 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 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 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 44 177 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 .5 .3 .3 2,420 1,368 1,<24 11,797 1,294 1,335 18.3 7.0 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 1.3 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, 100,200 - - 255,625 307,496 366,402 149,165 100,803 100,800 TOTAL BUDGET SUMMARY 17.8 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 s 4,924,283 S 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 s 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 $ 5 6,337,256 147,977 32,967 128,000 692,000 1,591,400 2. 302.100 $ 9,906,763 29.768 5 10,507,700 11,321,700 s 9,936,531 $ 10,507,700 $ 11.321.700 REVENUE STUDENT FEES OTHER INTERNAL REVENUE SUB-TOTAL STATE APPROPRIATION TOTAL REVENUE s 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 5 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 19 1,785 2,529 697 16 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 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 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 _ 5 $ 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 V 1,072,4'J] J0.924 1,103,415 3,077,315 4,180,730 l,H2,'joo 1 3 , 500 V 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 19 1,842 $ 660 8 1,936 $ 674 9 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 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 .9 1.1 1.1 14,337 16,799 18,020 .8 .9 .') 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 8.7 47,472 49,015 53,684 112,248 115,928 120,932 30,098 35,859 38,855 .6 .7 .7 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 S 4 174.144 $ $ 4,467,800 ,752,800 817 4,180,730 _ _ $ $ 4.467,800 $ 4 ,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 $ 2 ,775,743 118.5 806,911 301,000 869,146 s $ 4.467,800 $ 4, ,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 S 2^658 $ 2,953 REVENUE PER STUDENT STUDENT FEES OTHER INTERNAL REVENUE STATE APPROPRIATION TOTAL REVENUE PER STUDENT 621 35 1,829 2,485 670 10 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 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 1.5 1.5 32,556 32,946 36,606 1.0 1.0 1.0 5,522 5,600 6,132 8,690 4,867 4,867 4.3 5.0 5.0 52,486 62,795 (ill, (>()() 7.8 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 1.2 11,001 11,479 12,491 41.5 43.0 43.0 272,870 284,241 311,229 52,000 - - 152,163 146,102 165,102 79,416 92,178 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 ? 3 MiZALZ'J $ 2,943,296 ,434,600 (1.139) _ _ $ 2.942.157 $ 3.142,100 $ 3. .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 BUDGETED 1975-76 1976-77 1977-78 s 2,235,947 5 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 5 1,227,343 5 4,657,951 $ 4,777,900 5,313,400 949 50.000 5 50,000 $ 4,658,900 5 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 s 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 95 1,246 637 93 1,123 650 93 1,978 1,976 1,866 5 2,355 5 2,44 3 $ 2,(174 REVENUE PER STUDENT STUDENT PEES OTHER INTERNAL REVENUE STATE APPROPRIATION TOTAL REVENUE PER STUDENT $ 625 $ 660 ? 711 48 23 39 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 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 6.0 61,609 76,301 84,2 50 8.7 9.0 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 S 5,313,400 949 50,000 50,000 $ 4,658,900 $ 4,827,900 $ 5,363,400 129.1 145.5 141.8 $ 2,370,618 5 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 s 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 27 12 12 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 1.0 1.0 23,858 24,000 25,440 2.0 3.2 3.2 19,759 33,750 36,006 4,242 6,590 6,894 10.8 10.8 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 4.4 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 7,408,500 11.0 232,654 64.3 488,463 524,000 288,981 8,011,000 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 5 8,978,114 S 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 24 1,775 $ $ 692 16 1>920 2,628 $ 712 18 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 57.5 57.5 299,627 367,503 409,504 453,520 565,576 589,446 4.0 3.5 J.H 77, 309 67,758 78,111 2.3 1.7 1 7 14,359 11,156 12,800 8,846 6,940 7,28/ 17.0 18.0 14.0 197,415 205,493 193,530 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 12.5 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 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 C'.'. M CO • O P-. H cr> ro m n ^ -< VC o> o i— » in C 1 _-i -.^ U, in m f- l,"> vO > o CO co o> r- CO cr- CO X! 00 H O^ t-t erf p 'I O r-l a H c <: d o o H O Crf 0> H r-1 CO 8 o 52 o CO »-) M Prf < & o o r-l D C cd < H O H H O H tO (^ ?-3 • o c Pi CO CU H CO H o Z CO o CO C o -> < o Crf psi to O. Pw .J <: H O H ?J < Cx, vO o> CO :s H o CO M O H O O O H Pd O H d-i CO ?o :s O o Crf o P-i ^ o rJ o g Q r» LT1 r-- r— ( CM .—I ao CO o 1—1 co 1-^ o O co cn CO r^ i—i r- CM r- in CM CTx in md co CM CM CM v£5 CM CO O CO m \0 CO O^ CO CM O i^~ co in O m en vO CM CM m in 1 vO r^~ CM r~- o r~» CM m i—i CTN m > CM cr> r- CM i—i MD o uo MD •—I vD CO MO vO CM! 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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 25 20 Aug 72 32 24 June 73 32 26 Aug 73 45 32 June 74 38 28 Aug 74 72 47 June 75 55 35 Aug 75 82 39 June 76 62 26 Aug 76 57 28 Thite A s ian 5 0 7 1 5 1 13 0 10 0 25 0 20 0 43 0 35 I 27 2 153 JL-*^ P 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 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 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 31 67 66 94 110 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 34 39 43 42 58 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 89 124 148 261 251 166 211 208 406 475 439 1^369 1,611 41 75 99 88 166 189 237 274 251 72 115 92 117 96 49 44 55 92 71 34 70 70 114 105 . Ill 117 196 197 47 48 59 91 66 55 92 90 105 152 88 134 56 59 50 134 144 183 337 352 90 61 124 194 199 175 200 238 284 297 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 47 134 104 Undergraduate Nursing 50 Allied Health 134 17 Graduate Nursing 1 Anatomy 18 19 Medicine 18 Dentistry 37 Graduate 18 Professional 37 Medical & Dental Residents Other Total Black Enrollment 198 163 CM I W CQ < erf W K H O u rJ i CM « as rH .J p4 ?J rJ o z w $ H O H ?J W r}>5 *« 6^ B-5 ^N IT> co o m rH fr* • • • • • CM CO m ON \£> o\ oo CO 5 a i= CM o r^ LO m M CM co cr O ON r~ . rH co rH rH CO iH CO g 4J rH H o o cd ^ rH C CQ W rH CO cc) cO 3 5 m ON CM co rH CO CO rH 00 CM O m o Os CO CM CO n CM co •h c: co a) CM in m CM rH rH in 00 m 00 in CO O o O rH CM CM 4J VJ rH rH rH rH rH o c H W Cd CM CO en u a) j-j u ffl cj M O a c E O c rJ 4J 03 3 cr 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 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 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 Black Black Black Black (White) (White) (White) (White) (White) 155 168 249 351 407 31 67 66 94 110 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 34 39 43 42 58 (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 89 124 148 261 251 166 211 208 406 475 (63) (84) (67) 41 75 99 88 166 189 237 274 251 72 115 92 117 96 49 44 55 92 71 34 70 70 114 105 111 117 196 197 47 48 59 91 66 55 92 90 105 152 88 134 .-56 59 50 134 144 183 337 352 90 61 124 194 199 J275 200 238 284 297 45 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. 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" •^J < 1- -13 ^) »- •-• »— t h- Ui cn O z LU •— • _> _l _i -~ <3 o U •— ¦ DC — '-1 oc to cu T1 x oc >- <_l rj > o ** LO jT 1 I < CC 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 80 Black Total Number % Number % Number 105,854 85 19,415 15 125,269 9,586 86 1,601 14 11,187 22,110 69 9,904 31 32,014 21,954 69 9,699 31 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 23 6.6 0.1 1330 8512 5.5 35.3 760 26 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 23 8.6 0.0 177 I 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 18 4% 427 96% *Professlonal 17 3% 513 97% Graduate Enrollment 2174 12% 16806 88% Professional Enrollment 57 3% 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 3 g H OS «3 O 8 < i (>< 2 o X £ CQ 13 CO en w X a o X w H Q M g to 1-4 3 g s «e 03 10 ¦ TT H o 10 m r» c r-H rH| rO ^ H r- T o P- lO d ^H m in r- i-H o a r~ rH r- in tDlCN T •T < CN .-1 HYNNYAYS — To" a ^T m m ~> in a c 03 m CO r aoanoo § ro X! t-* CN rH ro i/ VIDH030 HAaoN — 00 o ^H o O O c c O C c rH IN ro o m o ro m OJ rr. 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I 0 sl SI S I o a CO o >. 01 t 3 CI c o ¦H U a 3 T3 I I s g o Cm O w g 8 X 10 en CO l-t o < ¦I- a 1 H -T j~i L/1 1* ft ^ N -C -I -i •1 | -- cTi 1 r n 3 -1 * 'J 1 H n A o H D D in H b -1 D 3 3 -> 3 3 H D 3 00 t— 1 00 D 3 1 rH 38aiTO0 3 383x103 < 33B3S B38opxBA * »8aTT°0 3 33«3S ubuubabs m a3aXTO0 < B78.1033 qjiON naaasaftq^nos < Bf8.I03f) n cuaq^nos § Bf8aoaj) a8axx°D § B-p8ioaD „ PQ. a8axx°0 33*3 S 5 ^TTBA 3JOJ n a8axx°0 5 snqmnxon PQ 5 a8axx°D BisnSny m a8axx°0 § 33B3S 3ao33soi.iv 383XXOD < »3B3S ^neqxv B?3j03g •< Ta- rn 3N r-J -1 3 -J J- .n u-1 ¦T T. 3^ H -H -n 3 X3 M n -1 N CO CN j£3Tsi3ATufl o H O J-l -H 3 3 3 3 3 3 -i 3 3 CO 3 -> CI B-p8ao33 < JO 383XXO0 X^OTpaH 30 » ON u-l H 3 o 00 43 rH 33B3S 9 B-pSaoso PQ O n 3 n 3^ . ¦* o 3 -1 3 3 3 o rH § uasqtjnos o HO 31 ¦< B-p8ao39 pa ¦» -H iTl 3 o P O Cfl g C c s c f- CJ o c CD 41 -a o § s o 01 CO t-l 01 3 Pti U >j ¦H 3 id 4-> 60 CO < z 00 c w -0 x' o p < to T-l -a 3 4J CO CO CO 4 CO QJ U c CD TH o to r-l 10 cj •H M O t-l o — 1 4-1 CO CO ^ J& Hi >T id C .-T c CJ > gg CV. • a co -3 CM U-l < CJ •H r-l 3 Pt 0) CI c 01 T-l 0 CO H n •h o o CO ? s rH 0 0) X H >- (0 c TT r-l C tT CJ a —i c cu u c M i* -3 3 (J CO 01 U rt T-l •a 01 G tJ C H r* CJ n) rH CQ rH cfl 4-1 o t-> CO w a o a 01 3 4-> 2 -H O > -c H h 3 co *j CO to rH W T-l CO [fc 4J 4-> O C O Oi 01 H 0-3 0' c tH CJ TT •a 01 0) c T-l CJ ¦H ¦o C 2: 4-1 01 > 3 X O CO i— 1 CO rH CO 4J O H 0> 4-1 tH £ CO 4J o H 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 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 0 2.7 15.3 0.7 0 0 10.6 2.9 0 8.7 7.7 2.9 8.8 5.2 8.8 19.2 0 96.0 89.7 86.5 97.4 100 97.3 84.7 99.3 100 100 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 0 2.7 0 0 9.5 0 20 0 0 0 0 0 0 2.1 0 0 100 97.4 100 100 90.5 100 80 100 100 100 100 100 100 97.9 100 100 1.9 88.1 3.5 96.5 0 100 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 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) . 21 t 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- o C (X < X u UJ z u o — < o M — • _J z < < or or z O tu u -J < v> »- u- z z UJ UJ 3: o I- UJ a: of < a. ui o «-» o ot O-lt- K- CO < u d r uj a. a: OC O — U. u. Q O IT O >: a: < o _j i/l _i a: CC UJ — UJ <_) UJ _l rr- UJ < l— O <_> — -> — CC O en o (J z or — < o > X u- cC O UJ 1 >- a: _j 0 ^ «/» «_> — z > r> 0 0 < u a£ O -J _l UJ »/» 0 r z UJ < \— X (/> 0 >- <•> UJ a: <_» 0 0 — u. Z > K- »— 3 z a. < XI H- O i/» <_) w » o »— z <•» «/> < CC — a: uj 0 «_> o_ »/» < UJ ac vj o CC o _l —I X UJ <_> o a: Z a: < < O uj X U. <_> UJ a: UJ 0C o z o UJ CT < U o <_> — u. — > z z r ^ o 1— o */» 1/1 < L -*- UJ >- — < t- I- 3 UJ <_> cC UJ (-> X UJ uj or Q 0 Z (— _j < 2 _j < UJ z _/ <_J 0 a. z os — < 0 » — _i X u. <_> < 1_> x> <_> CC — UJ h- i/i <_> >• — Z x > O a. 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 8 \ ¦?> 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 : 10 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. 11 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. 12 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 13 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- 14 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 15 Date Counselors Oct. 4 44 Oct. 5 45 Oct. 6 80 Oct. 7 18 Oct. 11 60 Oct. 13 53 Oct. 26 53 Oct. 28 29 Nov. 1 31 Nov. 4 46 Nov. 10 46 Nov. 11 16 } 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 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. 4 123 Oct. 5 118 Oct. 6 125 Oct. 7 121 Oct. 11 84 Oct. 12 58 Oct. 12 55 Oct. 13 69 Oct. 14 55 Oct. 14 49 Oct. 25 45 Oct. 25 62 Oct. 26 75 Oct. 27 62 Oct. 28 73 Nov. 1 66 Nov. 2 57 Nov. 2 65 Nov. 3 59 Nov. 4 81 Nov. 8 56 Nov. 9 63 Nov. 10 80 Nov. 11 51 Nov. 16 74 Nov. 17 94 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 16 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. 17 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 18 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. 19 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 20 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. 21 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. 22 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. 23 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. 24 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 25 s 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. 26 «ok •slk < U a UJ o o ae. OV» UiX 0£< m*os SO oo UJ C£ Z J tu < 1-» !Jt- a> I C£ UJ a. io ec < O o z Ml a a! -. o a. u. « o UJ H- ~> h- Z 00 mi UJO 1 Mil— 2 a. DMA H IM «r «*¦ p» o u UJ as Z UJ eo a.1 Ml <-» ujI as; uj i- — -J z;a < u,o < I I o* eoi(M mi m eo ico -o M<0O o> 0 9>^O O |A|«4 p- tfllfllO H I I to UJ o Ul UJI CIS Z! 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X co co UJ :co • Q • |G CJ re a C. < < p* CM ro ro rO ro ro co r- ! • •n to M> o o » CO «M O o ¦o vO (M ro >J- in co to CO CM torn zo < co O •¦ -1 ^: in < «*¦ i«0 •r i(M •o f- pi TO o J> m •> in o co r- •> in «o O r- o z cOlvO UJ eel •• m <;^o. _i m >-4 : -It* Ui O 1 * uj 1 Q :in QC! i 1 »- CM _J oi r- o. a -f o Q.' »• Q uj -o z CCllM 3 k> -j! » _ii <|ro O l-loi H • |< • cn i_i o CM in •0 » o ro 13 a o ro 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. 45 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 *?¦ 46 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 47 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. 48 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. 49 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 50 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- 51 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. 52 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 53 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? 54 A PLAN FOR THE FURTHER DESEGREGATION OF FORT VALLEY STATE COLLEGE BOARD OF REGENTS OF THE UNIVERSITY SYSTEM OF GEORGIA FEBRUARY, 1975 55 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. 56 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, 57 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 58 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. 59 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 60 W s 5S & M ?J o o B Pi O (u 25 s a Ei o CJ> (-: M g 1 o & w O H w h3 > M S H M < !S H < Z W H & o I-l o 60 -H , o JC ^ S CO CO 3 Pw o CD X) Pi >* o -o H O •M c 3 r— I OS >m-i co 4-) 3 4-1 03 < E O o c g CO O B O -u •H a c •M O1 4J nj C > M CD CO co £ •i-l cj CM >¦, Q C (I) .— I u Mb •M r! 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O CO 4-J 03 03 pi E r-l CJ CO E o <: o O -H a) •M r3 4-J •H C a> r3 co O1 03 Tj "H CM 4-J >% C 03 r-l •M CJ x: S < Pi o r-l £ cu M w CO CO CO CO CO • H 5-1 >-i 5-1 M M 5-1 Si JC X rC x; XI in CNI CM m en rMjO |CM i 1 1 i i 1 vO r*» cjn m o o o o o «d- Pi w Pi <: ^> ol H p^ p4 PL| H [M H H H co ;rf W <<< JSP4 E rM 3 03 O CJ •H •H 4-^ C o •M 03 i-i M O fu 61 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 62 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 63 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 64 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. 65 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. 66 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 67 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 68 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. 69 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 70 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 9/ 1/74 Various 71 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. 72 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. , 73 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 74 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 75 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 77 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 79 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. 80 . ¦ • • w H n o M H W ?4 O O w O M H •o V s r0 •o 0 4J m VO CO m vO r». r*. 4J i-* r- *>s. ¦^. 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