FINAL REPORT ON THE ANNUAL FEDERAL PLAN TO ASSIST HISTORICALLY BLACK COLLEGES AND UNIVERSITIES FISCAL YEAR 1981 AND FISCAL YEAR 1982

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP84B00049R001700210016-9
• Release Decision: RIFPUB
• Original Classification: K
• Document Page Count: 62
• Document Creation Date: December 20, 2016
• Document Release Date: June 27, 2006
• Sequence Number: 16
• Publication Date: June 16, 1982
• Content Type: REPORT

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Final Report on the Annual Federal Plan
To Assist Historically Black Colleges and Universities
Fiscal Year 1981 and Fiscal Year 1982
Secretary of Education
June 16, 1982
Prepared in Accordance with the Terms of Executive Order 12320, Issued
September 15, 1981, by Ronald Wilson Reagan, President of the United States
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TABLE OF CONTENTS
Page
Executive Summary
I. How the Final Annual Federal Plan was Developed I
U. Historical Perspective on the HBCUs
Profile and History of Historically Black Colleges 3
and Universities
History of the Federal Commitment to HBCUs
III. Implementation of President Reagan's
Executive Order: Year One
Executive Order 12320
Highlights of Agency Funding Plans
Analysis of Agency Barriers,
Private Sector Involvement
IV. Strengthening The Commitment
Comments from the HBCU Presidents
Toward a New Direction
V. Recommendations to the President and the 21
Cabinet Council on Human Resources
'VI. Appendices
Appendix A: Executive Order 12320
Appendix B: List of HBCUs
Appendix C: Survey Methodology and Definitions
Appendix D: Summary of Findings Between FY 1981 Actual Support
and FY 1982 Estimated Support
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Funding Summary: All Institutions and Historically
Black Colleges and Universities: FY 1981 Actual vs. FY
1982 Estimates
A Description of Other Kinds of Support Activities for
Historically Black Colleges and Universities Not Asso-
ciated With Special Funding Legislation
Appendix E: Individual Agency Funding Reports
Appendix F: White House Initiative Staff: Calendar of Reporting
Activities
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EXECUTIVE SUMMARY
On September 15, 1981 President Reagan issued Executive Order 12320, which
mandated a Federal program "designed to achieve significant increases in the
participation of historically Black colleges and universities in Federally sponsored
programs." This program had three components: 1) a special review of Federal
agency funding for HBCUs and development of an annual plan of assistance; 2)
identification, reduction, and elimination of barriers "which may have unfairly
resulted in reduced participation in, and reduced benefits from, Federally spon-
sored programs"; and 3) involvement of the private sector in strengthening HBCUs.
The Historically Black Colleges and Universities (HBCUs) are those institu-
tions founded primarily, but in most instances not exclusively, for Black Ameri-
cans. Most are between 50 and 100 years old. A total of 105 institutions have been
identified as HBCUs according to the above definition, although two institutions, as
of 1976, had a predominantly White enrollment and are no longer counted by many
as HBCUs. Three others have recently terminated operations. A universe of 102
HBCUs has been identified for the purposes of implementing President Reagan's
Executive Order.
Of those 102 HBCUs, 60 are private, both church-affiliated and secular, and
42 public. They are located in 19 states, most of them in the southeast. They
range in size from small two- and four-year colleges with fewer than 500 students
to universities with graduate and professional schools and enrollments of more than
10,000 students. Total enrollment in HBCUs in 1980 was approximately 218,000
students. About 90 percent of these were Black Americans.
The contribution of the HBCUs to the education of Black Americans is
significant. Although only about 20 percent of all Black students in America
attend HBCUs, more than 85 percent of Black lawyers and doctors in America
finished their undergraduate training at HBCUs. In 1978-79, HBCUs accounted for
30 percent of all degrees conferred on Blacks nationwide. These data show that
HBCUs continue to be a major Black educational resource, not only in terms of
access but also in terms of the share of degrees completed.
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Under the terms of E.O. 12320, Secretary of Education Terrel H. Bell
conducted a special agency review identifying 27 Federal agencies which provide a
major share of Federal funding for higher education. From this review, it was
.determined that Historically Black Colleges and Universities derive 98 percent of
their Federal funds from these 27 agencies. The Annual Federal Plan to Assist
HBCUs is a report mandated by the Executive Order. The report summarizes
funding and barrier removal plans of these agencies and discusses comments
received from HBCU Presidents, who were allowed to examine a draft version of
this Plan under the terms of the Executive Order.
Highlights of the agency funding plans reveal:
o In FY 1982, funding for HBCUs is projected to increase by $2,117,000 from
FY 1981 levels. In FY 1981, total Federal spending for HBCUs was
$544,794,000 compared with $546,911,000 projected for FY 1982.
o This increase in planned spending comes at a time when overall Federal
outlays for all institutions of higher education are expected to decrease
by 4.4 percent, from $10,074,953,000 in FY 1981 to $9,629,513,000 in FY
1982. HBCU funding will increase by 0.4 percent.
o The share of Federal higher education funds targeted to HBCUs also will
increase, from 5.4 percent of the total in FY 1981 to 5.7 percent of the
total in FY 1982.
One of the most important objectives of the special review of agency plans
was the identification and elimination of unintended regulatory, policy, or pro-
grammatic barriers which result in reduced HBCU participation in Federally
sponsored programs. Specific findings concerning agency barriers include the
following:
o Among the barriers identified:
approximately 40 percent (21 of 56) were either technical in nature
or related to a lack of HBCU resources (faculty, facilities, previous
experience, etc.);
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twenty-one percent (12 of 56) of the barriers cited were related to
the two-way problem of agency/HBCU communications or to HBCU
inability to satisfy agency grant application criteria;
less than four percent (2 of 56) were funding or budget-related.
o Approximately one-fourth (7 of 27) of the primary agencies responded
that there were no policy or regulatory barriers currently restricting
HBCU participation.
o Most agencies had plans for eliminating barriers. Among the 14 agencies
identifying one or more barriers:
twelve had developed and reported an overall plan of action for
increasing their ability to provide equal opportunity to HBCUs;
eleven also had identified policies or regulations, or had supported
special set-asides, encouraging or giving special consideration to
HBCUs;
eight had identified plans for involving the private sector in
strengthening HBCUs.
Executive Order 12320 calls for strengthened ties between the private sector
and Historically Black Colleges and Universities. In accordance with this mandate,
several steps were taken in the first few months following the issuance of the
Executive Order.
o Vice President and Mrs. Bush hosted receptions on January 25 and 26 at
their home, bringing together for the first time key chief executive
officers from more than 50 major corporations, members of President
Reagan's Cabinet, and some 85 Presidents of HBCUs.
o The Departments of Education (ED) and Housing and Urban Development
jointly sponsored a conference in March to bring together corporate,
Federal, and HBCU representatives to discuss with development special-
ists ways to increase HBCU participation in Federal and private contract
work.
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o The White House Initiative (WHI) staff in ED formed a Private Sector
Partnership Task Force, headed by the President of Howard University.
This group has begun work in several areas, including entrepreneurship,
research partnership, a national private sector scholarship campaign, and
a Black College Graduate Employment Program.
The Secretary of Education has stressed close communication with HBCUs as
the number one goal of the White House Initiative staff as it continues to help
implement E.O. 12320. Other WHI priorities include cooperation with the National
Center f or Education Statistics as it develops a comprehensive statistical report
on HBCUs, scheduled for release this summer; continued progress in the work of
the Private Sector Partnership Task Force; cooperation with Federal agencies that
have identified specific barriers to HBCU participation in Federally funded
programs; and provision of assistance to OMB in monitoring the impact of Federal
budgetary policies on HBCUs.
President Reagan's Executive Order specified that the draft Annual Plan be
circulated to HBCU Presidents for, their comments. Generally speaking, most
HBCU Presidents were pleased with the draft Plan, although they felt it presented
somewhat limited coverage of their student aid funding concerns. Their concerns
are understandable in light of their lack of accurate information about Federal
student aid proposals, and since, as the United Negro College Fund has noted,
"Recent heavy reliance on traditional student assistance programs has generated
dependence on funding patterns at HBCUs which are more volatile than the
patterns found at HEIs Higher Education Institutions in general."
It is important to reassure HBCU Presidents that Federal higher education
budgets were developed to direct available funds to able lower income students,
while curtailing the explosive growth of overall student aid funding, the growth of
which has far outstripped the cost of attendance and student enrollment. Since
1976, student attendance costs have increased 45 percent, while Federal student aid
appropriations have increased 102 percent. The number of students receiving Pell
Grants has increased 39 percent, and the number receiving Guaranteed Student
Loans has increased 172 percent since 1976, while higher education enrollment has
increased only eight percent.
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Conscious of the importance of improving access to education for all students
of ability, the Reagan Administration has proposed a prudent policy of increased
targeting of student aid monies to the most needy students, which would allocate
nearly 80 percent of Pell Grant dollars to students with adjusted gross family
incomes of $12,000 or less.
Many comments were generated by the suggestion in the draft Plan that
major efforts be made to strengthen the research and development (R & D)
capabilities of HBCUs. Most thought the idea had merit, but felt it was another
example of Federal government overgeneralization about HBCUs. Agency com-
ments were similar, pointing out that many HBCUs are four-year colleges lacking
graduate level research programs. The Department of Agriculture, however,
pointed out that 1890 Second Morrill Act schools have a statutorily mandated
research mission. It seems dear that an individual approach, matching the
strengths of various HBCUs with different Federal research and procurement
needs, would seem to be the best way to maximize HBCU involvement.
Many HBCUs are concerned about the loss of Federal dollars. For many
HBCUs the worst thing that can happen has happened -- they have become overly .
dependent on direct and indirect Federal support with a consequent loss of
autonomy. We must candidly admit that Federal expenditures to higher education
must be reduced from prior excessive levels, not only to assist in America's
economic recovery, but also to help restore a sense of self-confidence and
initiative in our citizens.
The ultimate goal for HBCUs is institutional self-sufficiency. As we
approach the second year under President Reagan's Executive Order, we must
communicate clearly our intent to provide a measure of security for HBCUs, while
we work together toward developing strength through independence.
While E.O. 12320 does not mandate that specific recommendations be
included with the Annual Federal Plan, the Secretary of Education has offered four
recommendations for consideration by the President and the Cabinet Council on
Human Resources.
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o Wherever possible, agencies should place emphasis on the use of program
funds to help improve the administrative infrastructures of HBCUs.
The key to long-range self-sufficiency for HBCUs is the presence of
well-trained administrators who are familiar with modern manage-
ment techniques. HBCUs have much to learn from each other, and a
little Federal "seed money" to promote the exchange of ideas among
administrators can often do more than Federal "megabucks"
shoveled out from Washington with little concern for local circum-
stances.
o The President's Task Force on Private Sector Initiatives should be
encouraged to help increase development of private sector support for
HBCUs.
Executive Order 12320 specifically calls for "initiatives by private
sector businesses and institutions to strengthen historically Black
colleges and universities." In order that these activities be better
coordinated at the Federal level, a close working partnership should
be forged between the President's Task Force and the White House
Initiative Partnership Task Force.
o In cases where agencies project decreased funding for all higher education
institutions, they should strive to increase the percentage share allocated
to HBCUs.
Congressional appropriation levels and statutory changes will some-
times result in a decrease in Federal funds flowing from a given
agency to institutions of higher learning. Under most circum-
stances, it should be expected that the share of Federal funds
allocated to HBCUs should not decrease, although overall funds
made available by Congress for particular programs may be reduced.
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o Agencies should continue efforts to eliminate identified barriers to
HBCU participation in Federally sponsored programs, and accelerate
activities to single out policies or regulations which inhibit full participa-
tion in such programs by HBCUs.
Although agency plans provide assurances of positive action, it is
nonetheless desirable to re-emphasize the importance of barrier
elimination. Agencies with no plan of action should begin develop-
ing such plans immediately. Those with developed plans are
encouraged to place special emphasis on continuing internal review
and elimination of barriers to HBCU participation, especially regu-
latory and policy barriers.
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L HOW THE FINAL ANNUAL FEDERAL PLAN WAS DEVELOPED
The Final Annual Federal Plan to Assist Historically Black Colleges and
Universities: Fiscal Year 1981 and Fiscal Year 1982 was developed in several stages
in accordance with the terms of President Reagan's Executive Order 12320. Major
steps included:
o On November 1, 1981, the Secretary of Education submitted to President
Reagan the results of an initial Special Review of each Federal agency to
determine the extent to which Historically Black Colleges and Universi-
ties (HBCUs) are given an equal opportunity to participate in Federally
sponsored programs and activities. This review showed that 27 agencies
provide 98 percent of all Federal funds for higher education, including
HBCUs. These agencies became the "core" group surveyed to determine
FY 1981 actual funding and FY 1982 estimated funding for HBCUs, the
major work of this Plan as directed by E.O. 12320. The results of this
survey are highlighted in Section III and detailed in Appendices D and E.,
o In accordance with Section 1 of E.O. 12320, these 27 agencies were
surveyed further in order to obtain information about barriers to HBCU
participation in Federally sponsored programs. The results of this survey
are summarized in Section III of this Plan.
o In February and March 1982, draft versions of this plan were prepared by
the White House Initiative staff (WHI) in the Department of Education. In
March, a draft copy was sent to all HBCU Presidents for their review as
specified by Section 5 of the Executive Order: "The Secretary of
Education shall ensure that each president of a historically Black college
or university is given the opportunity to comment on the proposed Annual
Federal Plan...."
o The final draft version of the plan was submitted to the Cabinet Council
on Human Resources on April 14, 1982. This version contained the final
agency funding estimates but lacked comments from the HBCU Presi-
dents, who had asked for additional time to evaluate the original draft
report.
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A Cabinet Council Working Group was set up to examine the draft plan,
solicit additional agency comments, and review comments made by HBCU
Presidents. Additional comments were received from the United Negro
College Fund and the National Advisory Committee on Black Higher
Education and Black Colleges and Universities. In addition, the Working
Group helped bring agency funding estimates for FY 1982 up to date,
based upon accumulating actual expenditures and commitments for FY
1982. The Working Group's analyses were sent to Secretary Bell for his
consideration in preparing the Final Annual Plan for submission to the
President.
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II. HISTORICAL PERSPECTIVE ON THE HBCUs
Profile and History of Historically Black Colleges and Universities
The birth of the Historically Black Colleges and Universities dates back more
than 100 years, before emancipation had brought about a change in the norm of
segregation. Most Black colleges were started by missionaries and other religious
groups as grade and vocational schools for newly freed slaves, created for men and
women who had no educational alternative. They offered the only alternative to
Blacks in pursuit of the higher learning necessary for social and economic mobility.
In fact, most schools evolved into teacher-training institutions, some of them
State-supported, providing a pool of instructors for segregated elementary and
secondary public schools. As job opportunities for Blacks increased, these colleges
expanded their curricula and, in the process, became an important component of
higher education in America. For decades, nearly every Black professional and
professor passed through these schools.
Today, Historically Black Colleges and Universities are considered to be
those institutions founded primarily, but in most instances not exclusively, for
Black Americans. They are institutions serving or identified with service to Black
Americans for at least two decades, with most being 50 to 100 years old, and which
continue to have as one of their primary purposes the provision of postsecondary
education to Black Americans. This description has become the definition of an
Historically Black College or University used by the National Advisory Committee
on Black Higher Education and Black Colleges and Universities. By this definition,
a total of 105 colleges and universities have been identified as Historically Black
(See Appendix B) although two of the 105 institutions, Bluefield State College and
West Virginia State College, were predominantly White as of 1976, and are not
considered by some groups to be Historically Black. Also, since 1980, three of the
105 HBCUs have terminated operations. The 102 HBCUs targeted by E.O. 12320
range in size from colleges with fewer than 500 students to universities with
graduate schools and enrollments of more than 10,000. Of the 102 institutions, 60
are private and 42 are public. They are located in 19 states, most in the southeast.
Among the well known private institutions are Fisk University, Tuskegee Institute,
and Morehouse College. Texas Southern University, Southern University and North
Carolina Agricultural and Technical University are some of the well known public
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institutions. Howard University, with an enrollment of 12,000 students, is the
largest Historically Black University in the country.
A profile of HBCUs would reveal characteristics similar to those of the
broader American higher education universe. They offer a wide variety of liberal
arts, professional and vocational degree programs. There are five law schools,
three medical schools, and dozens of nursing, engineering and business admini-
stration schools. Nine of the 102 institutions offer doctoral degree programs, three
have Phi Beta Kappa chapters, and one, Howard University, maintains a library
that ranks among the top 100 research libraries in the nation. Eighty-five percent
of the nation's Black lawyers and doctors have received their baccalaureate
degrees from these 102 institutions.
Enrollment and graduation data for HBCUs provide some of the best evidence
of their contribution. In 1980, 1.1 million Black Americans were enrolled in all
colleges and universities. Nearly 20 percent of these 1.1 million students were
enrolled in HBCUs. HBCU student enrollment totaled 218,000, of which 90 percent
were Black Americans.
The latest figures on degrees awarded to Black Americans show that in the
1978-79 school year, 83,685 Blacks were awarded degrees by all institutions of
higher education. This represented 6.5 percent of all bachelors degrees, 6.4
percent of masters degrees, 3.9 percent of doctorates, and 4.1 percent of first
professional degrees awarded in the United States.
HBCUs, with 20 percent of the total Black enrollment, accounted for 25,128
of the 83,685 degrees awarded to Blacks -- 30 percent of the national total. This
breaks down to 34 percent of bachelors degrees, 20 percent of masters degrees, 4
percent of doctorates, and 19 percent of first professional degrees awarded to
Blacks in the U.S. These data clearly-show that HBCUs are a major Black
educational resource, not only in terms of access to higher education but also in
terms of the share of degrees completed.
Studies performed and the data collected on HBCUs in the last several years
point to the desirability of preserving and strengthening the role of Historically
Black Colleges and Universities. President Reagan has pledged himself and his
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administration to that goal by maintaining and improving upon the Federal
commitment to support Historically Black Colleges and Universities.
History of the Federal Commitment to HBCUs
The Federal commitment to HBCUs is best explained and understood through
the social, political, economic, and cultural forces that have shaped race relations
in this country since the reconstruction era. Prior to the emancipation of the slaves
in 1863, teaching Blacks to read or write was strictly forbidden in many southern
States. Until the Civil War, Blacks were primarily educated via apprenticeships,
non-degree courses, training abroad, and self-study. The first schools to state
clearly their aim to award baccalaureate degrees to Blacks were Lincoln University
in Pennsylvania (1854) and Wilberforce University in Ohio (1856).
The first Federal commitment to HBCUs came via the Second Morrill Act of
1890. During the mid-and late 19th century, attempts to establish colleges of
agriculture and industry in certain eastern and mid-western states resulted in the
creation of land-grant colleges designed to educate the general populace. Legisla-
tion creating these colleges was introduced by Congressman Justin Morrill. Under
the Morrill-Wade Act of 1862, grants of land were provided to designated State
colleges for the teaching of subjects related to agriculture, mechanic arts, and
military sciences. While the first Morrill Act of 1862 did not include any of
America's 4.5 million Blacks, because these land-grant colleges were intended to
serve only Whites, the Second Morrill Act of 1890 called for land grant colleges to
serve Blacks as well as Whites (16 of the Historically Black Colleges and
Universities were established under this legislation). The Second Morrill Act also
provided for Federal grants.
For the next six decades American higher education remained extensively
segregated. In the academic year 1952-53 (the year before the Supreme Court
decision in Brown vs. Board of Education declaring racial segregation in education
to be unconstitutional) there were only 453 Blacks in the 22 public integrated
colleges in the South. The remaining Blacks were enrolled in Historically Black
Colleges. As recently as 1960, 96, percent of Black college students were enrolled
in HBCUs.
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In the past two decades, Historically Black Colleges and Universities have
had to adjust to the major strides made in race relations. This adjustment has
resulted in the Federal government focusing its attention on the HBCUs. Federal
involvement in HBCUs since 1960 has included:
o The Higher Education Act of 1965 directed the Commissioner of Education
to carry out a program of special assistance to strengthen the academic
quality of developing institutions "which are struggling for survival and
are isolated from the main stream of academic life." The result has been
the awarding of hundreds of millions of dollars to HBCUs since 1965
through the Title III program.
o A 1969 directive from President Nixon to all Executive Agencies to
improve Federal cooperation with HBCUs. The directive mandated
"Annual Survey Reports" by the Federal Interagency Committee on
Education (FICE) regarding the participation of HBCUs in Federal higher
education programs. These surveys were used to monitor and track
Federal funds going to HBCUs and to make adjustments where appro-
priate.
o A 1972 National Science Foundation-sponsored College Science Improve-
ment Program (COSIP) providing institutional support for Historically
Black four year colleges. The same year, the COSIP program included
Research Initiation Grants for faculty members at minority institutions.
The program later became the MISIP program and now is operated by the
Department of Education. Legislation for the Department of Education's
College Housing Loan Program provides a 10 percent set-aside of appro-
priated funds to be given to HBCUs.
o President Carter's Executive Order 12232 dated August 8, 1980, directing
the Secretary of Education to carry out a government-wide initiative to
achieve a significant increase in the participation of HBCUs in Federal
programs.
o President Reagan's Executive Order 12320 dated September 15, 1981,
directing the Secretary of Education to strengthen the capacity of
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Historically Black Colleges and Universities to provide high quality
education, overcome the effects of discriminatory treatment, and elimi-
nate barriers which prevent HBCUs from participating in Federal aid
programs. Significantly, President Reagan's Executive Order promotes
the goal of self-sufficiency among HBCUs, encourages the involvement of
the private sector to support HBCUs, and calls on the Presidents of
HBCUs to comment on Federal agency plans.
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M. IMPLEMENTATION OF PRESIDENT REAGAN'S EXECUTIVE ORDER: YEAR ONE
Executive Order 12320
On September 15, 1981 President Reagan issued Executive Order 12320, which
mandated the development and implementation of a Federal program "designed to
achieve significant increases in the participation of historically Black colleges and
universities in Federally sponsored programs." This program had three components:
1) a special review of Federal agency funding for HBCUs and development of an
annual plan of assistance; 2) identification, reduction, and elimination of barriers
"which may have unfairly resulted in reduced participation in, and reduced benefits
from, Federally sponsored programs"; and 3) involvement of the private sector in
strengthening HBCUs.
Under the terms of the Executive Order, Secretary of Education Tercel H.
Bell conducted a special agency review identifying 27 Federal agencies which
provide the major share of Federal funding for institutions of higher education.
From this review it was determined that HBCUs derive 98 percent of their Federal
funds from these 27 agencies.
Secretary Bell then conducted an in-depth survey of these 27 agencies in
order to develop the first Annual Plan. Agencies were asked to study and report on
barriers to funding for HBCUs. They also were requested to provide data on actual
funding to HBCUs for FY 1981 as well as estimated funding for FY 1982. Finally,
agencies were asked to report on activities that could assist in improving access to
Federal funds for HBCUs.
As the survey of barrier identificaton and funding plans was underway, the
White House Initiative (WHI) staff in the Department of Education began to
contact the private sector. Vice President Bush hosted receptions in his home on
January 25 and 26, 1982 for HBCU Presidents and major leaders from the corporate
world. Initial links were established between the WHI staff and the Task Force on
Private Sector Initiatives. Plans were made to increase private sector involvement
throughout FY 1982.
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Highlights of Agency Funding Plans
Detailed results of agency funding plans for FY 1982, compared with actual
figures for FY 1981, are presented in Appendices D and E. The highlights of these
plans reveal:
o Funding for HBCUs is projected to increase by $2,117,000 from FY 1981
levels. In FY 1981, total Federal spending for HBCUs was $544,794,000,
compared with $546,911, 000 projected for FY 1982.
o This increase in planned spending comes at a time when overall Federal
outlays for all institutions of higher education are expected to decrease
by 4.4 percent, from $10,074,953,000 in FY 1981 to $9,629,513,000 in FY
1982. HBCU funding will increase by 0.4 percent.
o The share of Federal higher education funds targeted to HBCUs will also
increase, from 5.4 percent of the total in FY 1981 to 5.7 percent of the
total in FY 1982.
o Research and development funds in all categories will increase by 12
percent in FY 1982. Most of this will occur in the non-science area.
o The Agency for International Development projects a 179 percent increase
in funds, the Department of Transportation a 158 percent increase, and
the Veterans Administration a 320 percent increase.
o Not included is a new Department of Agriculture Facilities Bill, which
will provide annual funding for five years for those HBCUs established as
land-grant institutions by the Second Morrill Act of 1890. The Reagan
Administration has submitted a budget request for an appropriation of
$8.8 million for this program in FY 1983.
o Federal agencies provide additional assistance to HBCUs that cannot be
quantified in terms of program dollars. The National Center for Educa-
tion Statistics, for example, is compiling a comprehensive statistical
report on HBCUs scheduled for release this summer. The National
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Science Foundation has prepared a Directory of Black Scientists who can
help review proposals for scientific research.
Analysis of Agency Barriers
One of the most important objectives of the special review of agency plans
was the identification and elimination of unintended regulatory, policy or program-
matic barriers which result in reduced HBCU participation in Federally sponsored
programs. In analyzing the performance of each agency in identifying possible
barriers, seven categories of barriers were selected to summarize the findings.
They are as follows:
o Communications - Agency is unaware of HBCU capabilities or proper
channels to reach key officials; HBCUs are unaware of agency's program
areas or program needs.
o Funding/Budgetary - Agency programs have been reduced or eliminated
due to budgetary considerations.
o Technical - HBCUs lack either the specific technical skills or educational
programs necessary to qualify for or fulfill a particular agency's require-
ments or the previous experience to compete for or fulfill a particular
agency requirement.
o Resource - HBCUs lack the physical facilities, faculty time or institu-
tional (research) orientation necessary to compete for, or fulfill an agency
requirement.
o Grantsmanship - HBCUs are unable to assess successfully and respond to
agency solicitations based on a sound understanding of agency needs and
the competitive evaluation process.
o Attitudinal - Failure of HBCUs to respond adequately to agency initia-
tives due to insufficient knowledge of or communication of agency needs
or lack of past success with an agency which causes reluctance to
approach the same agency in the future.
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o Regulatory - Lack of appropriate or up-to-date regulatory or policy
statements to authorize or implement funding initiatives by an agency.
Specific findings concerning agency barriers include the following:
o Among barriers identified by agencies responding to the special review of
agency plans, approximately 40 percent (21 of 56) were either technical or
resource-related impediments:
Technical barriers mentioned were the lack of staff with necessary
expertise or the lack of a track record on competitive contracts.
Resource-related barriers were agency programs which emphasize
research versus teaching, accompanied by an HBCU lack of research
facilities, especially in the science field.
o Twenty-one percent (12 of 56) of the barriers cited were related to the
two-way problem of agency/HBCU communications (e.g., agencies
unaware of HBCU capabilities or HBCUs unaware of agency needs), or
HBCU grantsmanship. For example, HHS is conducting a major study of
HBCU resources which will result in an HBCU fact book scheduled for
October publication.
o Less than 4 percent (2 of 56) of the barriers identified were funding or
budget-related.
o Approximately one-fourth (7 of 27) of the primary agencies responded
that there were no policy or regulatory barriers currently restricting
HBCU participation.
o Two of the 14 agencies identifying possible barriers did not directly
address the question of plans for eliminating such barriers. The types of
barriers discussed were related to technical, resource and funding impedi-
ments.
 Approved For Release 2006/06/27: CIA-RDP84B00049R001700210016-9
o Among the 14 agencies identifying one or more barriers, all provided
HBCU funding during at least one of the last three fiscal years,
specifically:
Twelve of 14 (85 percent) had developed and reported an overall plan
of action for increasing their ability to provide equal opportunity for
HBCUs.
Eleven of 14 (78 percent) also had identified policies or regulations,
or have supported special set-asides, encouraging or giving special
consideration to HBCUs.
Eight of 14 (57 percent) had identified plans for involving the private
sector in strengthening HBCUs.
o Among the 13 agencies that provided funding to HBCUs in FY 1981 but did
not identify barriers to increased participation, five had developed an
overall plan of action for increasing their ability to provide equal
opportunity to HBCUs:
Four agencies had identified a variety of regulatory or policy
inducements.
Three agencies had reported plans for involving the private sector in
strengthening HBCUs.
Private Sector Involvement
Executive Order 12320 calls for strengthened ties between the private sector
and Historically Black Colleges and Universities. When President Reagan issued
the Order on September 15, 1981, he told an assemblage of HBCU Presidents that,
"this Executive Order breaks new ground by calling on the Secretary of Education
to encourage private sector initiatives in assisting Historically Black institutions.
The Federal Government's role can be to provide equal opportunity, but the private
sector has an even greater potential, and a challenging responsibility, to provide
direct assistance to these institutions." In accordance with this mandate, several
 Approved For Release 2006/06/27: CIA-RDP84B00049R001700210016-9
steps were taken in the first few months following the issuance of the Executive
Order.
o Vice President and Mrs. Bush hosted receptions on January 25 and 26 at
their home, bringing together for the first time key chief executive
officers from more than 50 major corporations, members of President
Reagan's Cabinet, and some 85 Presidents of HBCUs. On both evenings,
the Vice President stressed the personal interest and commitment of
President Reagan and the Administration to the Executive Order and to
increased private sector support for HBCUs.
o Officials from the Department of Education cooperated with the United
Negro College Fund during their televised appeal for 1982, appearing on
the program to stress the Administration's commitment to the self-
sufficiency of HBCUs.
o On March 25, 1982 the Department of Education and the Department of
Housing and Urban Development jointly sponsored a conference to bring
together corporate, Federal, and Historically Black College and Univer-
sity representatives to discuss with development specialists ways to
increase the participation of HBCUs in contract and procurement activi-
ties in both the private and Federal sectors.
o The White House Initiative staff in the Department of Education formed a
Private Sector Partnership Task Force, chaired by Dr. James E. Cheek,
President of Howard University. On May 25 and 26, 1982, this Task Force
held a conference at Howard to begin work in several areas, including
entrepreneurial and research partnerships, a national private sector
scholarship campaign, resource partnerships, legislative and national poli-
cies affecting private sector involvement in HBCUs, and a Black College
Graduate Employment Program.
o President Reagan personally reaffirmed his commitment to the Executive
Order at a major fund-raising reception held at Howard University in May
1982.
 Approved For Release 2006/06/27: CIA-RDP84B00049R001700210016-9
IV. STRENGTHENING THE COMMITMENT
Centralized Federal planning and policymaking for highly decentralized
activities such as higher education tend to weaken the actual delivery of services
to individuals. Federal planners tend to think in terms of statistical averages, not
the uniqueness of each institution of higher learning. Policies that may seem
enlightened when applied to those mythical averages often turn out to be
detrimental to the existence of individual members.
Nowhere is this truth more evident than in the relationship between the
Federal government and Historically Black Colleges and Universities. As the
United Negro College Fund has pointed out, "Federal agencies have tended to
consider the HBC&Us a homogeneous group. The fact is, however, that these
institutions vary greatly in size, urban/rural location and curriculum." The profile
of HBCUs presented in Section II of this Plan clearly establishes the diverse
characteristics of these schools.
President Reagan's Executive Order has spelled out a "person-to-person"
approach where, for the first time, Federal officials in Washington are being
required to deal directly with the chief executives of the HBCUs in order to
comply with the terms of the President's directive. Improvements in communi-
cation, deregulation, and private sector involvement can be made only with the
direct cooperation of the HBCUs. Their voices are being heard now in Washington.
Maintaining close communication will be the number one goal of the WHI
staff as it continues to help implement E.O. 12320. In addition to the ongoing
activities which relate to the evaluation of actual agency performance for FY 1982
and the development of the Annual Federal Plan for fiscal years 1982 and 1983 (see
the Calendar of Reporting Activities at Appendix F), the White House Initiative
staff will be involved in several high-priority tasks set by the Secretary of
Education:
o Close cooperation with the National Center for Education Statistics in the
development of a comprehensive statistical report on HBCUs, scheduled
for release this summer. This report will attempt to assemble all
 Approved For Release 2006/06/27: CIA-RDP84B00049R001700210016-9
available historical data related to the establishment, growth, operation,
and participation of HBCUs in Federal programs.
o Continued progress in the work of the Private Sector Partnership Task
Force and a coordination of these efforts with the President's Task Force
on Private Sector Initiatives.
o Work with Federal agencies that have identified barriers to HBCU
participation in Federally funded programs and help to develop strategies
to reduce or eliminate these barriers whenever possible.
o Provision of assistance to the Office of Management and Budget in
monitoring the impact of Federal budgetary policies on the HBCUs.
Comments from the HBCU Presidents
When the draft version of this Plan was circulated to the HBCU Presidents in
March 1982, Congress was beginning. to hold hearings on the FY 1983 budget. A
number of articles had appeared in the news media concerning the Administration's
budget proposals for higher education and student financial assistance. In many
instances, President Reagan's policies were not conveyed accurately. For example,
it was widely reported that the President was proposing to completely eliminate
graduate student eligibility for Federally insured loan assistance, although he was
proposing simply to transfer graduate students from the Guaranteed Student Loan
program to the Auxiliary Loans to Assist Students program. As a result, many
comments received from HBCUs reflected their concern for the availability of
future Federal funding.
Generally speaking, HBCU Presidents were pleased with the draft Plan, but
they felt its scope was somewhat limited. A typical comment made by a college
president in Texas: "We sincerely appreciate the tone and intent of the White
House initiative, and we eagerly embrace our share in a significant effort to move
America forward."
Those who focused on the student financial aid question, in the context of the
1983 budget debate, are typified by the South Carolina college president who wrote:
 Approved For Release 2006/06/27: CIA-RDP84B00049R001700210016-9
"We have grave concerns that the Executive Order, according to the draft report,
does not appear to be addressing programs in the budget which go to the heart of
survival of most Historically Black Colleges which have small endowments, low
enrollments and disadvantaged low income students."
These sentiments are similar to the public remarks of many college and
university presidents as they responded to initial news media reports of the
Administration's student aid proposals. The concerns of HBCU Presidents are
understandable, particularly when one considers that the HBCUs remain relatively
more dependent than other institutions of higher education on tuition revenue
supported, in part, by Federal student assistance programs. As the United Negro
College Fund reports, "the financial viability of UNCF members has entered a
crisis period. Recently heavy reliance on traditional student assistance programs
has generated dependence on funding patterns at HBC&Us which are more volatile
than the patterns found at HEIs in general" (emphasis added).
Thus, while the scope of the Annual Federal Plan was not intended to go
beyond the FY 1982 plans of Federal agencies, according to the terms of E.O.
12320, it nevertheless seems desirable, in light of the HBCU Presidents' comments,
to discuss the Administration's FY 1983 student aid proposals vis-a-vis the HBCUs.
o The student aid budget for 1983 was prepared with an eye toward
controlling the explosive growth of Federal student aid, growth that has
far outstripped increases in both the cost of attendance and student
enrollment. Since 1976, nationwide costs for tuition, fees, and room and
board have increased 45 percent while Federal student aid appropriations
have risen 102 percent. In 1973, Federal funding for all Department of
Education student aid programs -- grants, work-study, and loans -- totaled
$1.2 billion. For 1983, President Reagan has proposed $ 4.3 billion for
these same programs. Even taking inflation into account, this 1983 figure
is 54 percent higher than in 1973.
o The total amount of student financial assistance made possible by
programs in the Education Department budget will actually increase to an
all-time high of $12.6 billion. This figure represents the total dollars
made available to students through direct Federal outlays (as in the
 Approved For Release 2006/06/27: CIA-RDP84B00049R001700210016-9
Pell Grant program) and through private loans made available under
Federal insurance programs (GSL, ALAS, etc.).
o The number of students receiving Pell Grants has increased 39 percent
and the number of students receiving Guaranteed Student Loans has
increased 172 percent since 1976, while higher education enrollment has
increased only eight percent. HBCU enrollment since 1976 has generally
parallelled the figures for all higher education.
o Conscious of the importance of improving access to education for all
students of ability, the Reagan Administration has proposed a prudent
policy of increased targeting of student aid monies to the most needy
students. The Administration's FY 1983 budget proposal would allocate
nearly 80 percent of the Pell Grant dollars to students from families with
adjusted gross incomes of $12,000 or less, while still providing awards to
students from an average family of four with an adjusted gross income of
$18,000.
o On many occasions, President Reagan has pointed out that inflation is the
most insidious enemy of the poor. This statement is particularly apt when
applied to those colleges with the small endowments, low enrollments, and
disadvantaged low income students about which the HBCU president from
South Carolina wrote. The effects of high inflation on institutional
operating costs can make or break a financially marginal school. We
should not neglect the fact that the reduction in the inflation rate of 3.5
percent was like putting back $1.75 billion into the pocketbooks of
America's colleges and universities last year . That is more than all the
campus-based student aid programs combined. This year's "mid-term
report card" on controlling inflation looks even better.
As the National Advisory Committee on Black Higher Education and Black Colleges
and Universities has noted, the opening up of Federal student aid programs to
middle income students in the late 1970s "served to hurt enrollments at the HBC's."
We now recognize that prudent limits must be placed upon Federal student aid
outlays. The traditional role of family support for those who can afford to pay for
student college costs must be restored. While it would be incorrect to assume that
 Approved For Release 2006/06/27: CIA-RDP84B00049R001700210016-9
all HBCU students come from the least well-off strata of American society, it is
nevertheless fair to say that the profile of the typical HBCU student body shows
lower family incomes, on average, than for most higher education institutions. As
the above discussion demonstrates, the Administration's 1983 budget plan focuses
Federal student assistance upon precisely these lower income students.
A great deal of comment was generated by the suggestion in the draft Plan to
direct major efforts toward strengthening the research and development (R & D)
capabilities of the HBCUs. Most Presidents thought the idea was a good one, but
felt it was another example of Federal government over generalization about
HBCUs. As the United Negro College Fund noted, "The priority which UNCF
members share is their dedication to teaching. Although faculty research is
carried out at all HBC&Us, only a few have the extensive laboratories, equipment
and specialized faculty necessary for large-scale research projects." These
sentiments were aproached in a different way by a North Carolina HBCU President
who recommended that high priority consideration be given to those HBCUs which
have proven track records in R & D and which have research functions built into
their institutional design. The North Carolina President wrote, "None of the stated
issues or recommendations should lead one to conclude that the research and
development capabilities of all historically Black colleges and universities are the
same/similar."
Agency comments on this topic are similar. Most pointed out that the stated
mission of the majority of HBCUs is to provide undergraduate training and/or
teacher training. This places many HBCUs in the same position as many other HEIs
that emphasize undergraduate teaching over graduate research. While certain
types of Federally funded research could be conducted at many of these schools,
most Federally funded research is conducted at graduate degree-granting insti-
tutions. The Department of Agriculture noted, however, that the 1890 Second
Morrill Act mandates a research function and that many significant contributions
to agricultural improvement have come from research conducted at these land-
grant colleges.
It seems clear from all comments received that a general focus on improving
R & D capability at HBCUs would be inappropriate. An individual. approach,
matching the strengths of various institutions with different Federal research
 Approved For Release 2006/06/27: CIA-RDP84B00049R001700210016-9
needs and procurement priorities, would seem to be the best way of maximizing
HBCU involvement in Federal research programs.
Toward a New Direction
Some HBCU Presidents have expressed concern over the possibility of
"receiving a bigger slice of a smaller pie" as the explosive growth in Federal higher
education spending is slowed. While a few HBCUs are financially stable, with
reasonably large endowments and optimistic enrollment forecasts, many HBCUs
find themselves on the margin.
There is general recognition among HBCUs that the Federal presence has
been Janus-faced, offering financial support but also imposing regulatory control
and an insidious bureaucratization of individual behavior. The story of one
institution is illustrative. For many years, students at this school helped earn their
tuition by serving as "recruiters" during the winter holidays, traveling throughout
the South, meeting high school students, and talking with them about campus life.
With an explosion of Federal student aid assistance, there is no financial need for
students to work to recruit new students during the holidays, so they all go home.
The school's financial stability, as a consequence of subsequent declining enroll-
ments, has become more precarious.
Yet there is great concern on the part of HBCUs about the loss of Federal
dollars. For many HBCUs the worst thing that can happen has happened -- they
have become, overly dependent on direct and indirect Federal support with a
consequent loss of autonomy.
The best example of this has been the Title III program. Originally designed
to help struggling institutions improve their administration, the program became,
in the eyes of many, a direct Federal subsidy for annual operating expenses. Last
year Congress approved changes in the Title III program aimed at moving the
program back to its original mission: support for the development of more efficient
and effective administrative structures at less wealthy higher education institu-
tions, especially HBCUs.
 Approved For Release 2006/06/27: CIA-RDP84B00049R001700210016-9
Those in positions of leadership in this Administration must be forthright in
stating its policies. Federal expenditures to higher education must be reduced
from previously excessive levels, not only to assist in America's economic
recovery, but also to help restore the autonomy and self-confidence of our great
private and State-supported institutions of higher education. We must not allow
those involved in the serious business of higher learning to become, as in de
Tocqueville's nightmare, "nothing better than a flock of timid and industrious
working animals, of which the government is the shepherd." For Historically Black
Colleges -- especially for them -- we must have the moral courage to ensure that
excessive or misdirected Federal financial assistance does not bring about such
conditions.
The Federal responsibility toward HBCUs is real. It is real because national
priorities for too long contributed to the exclusion of Black citizens from the
mainstream of educated America. It is real because the more enlightened policies
of recent decades, policies ensuring equal opportunity to all Americans, have
placed a unique challenge before Historically Black Colleges and Universities.
Every HBCU today has the difficult responsibility of weighing its historical role
against a multitude of options for transformation, seeking to develop an appro-
priate institutional identity to meet the challenges of today.
The ultimate goal for HBCUs is that of institutional self-sufficiency. As we
approach the second year under President Reagan's Executive Order, we must
communicate clearly and sincerely our intentions to preserve a measure of security
for HBCUs, while we work together toward developing strength through indepen-
dence.
 Approved For Release 2006/06/27: CIA-RDP84B00049R001700210016-9
V. RECOMMENDATIONS TO THE PRESIDENT AND THE CABINET
COUNCIL ON HUMAN RESOURCES
Background
While E.O. 12320 does not mandate that specific recommendations be included
with the Annual Federal Plan, the Secretary of Education feels that the recommend-
ations made below, if accepted, would provide strengthened policy guidance to
Federal agencies as they move forward with the implementation of the Executive
Order. These recommendations represent broad policy choices, not "housekeeping"
rules for interagency cooperation.
RECOMMENDATION 1: Whenever possible, agencies should place emphasis on the
use of program funds to help improve the administrative
infrastructures of HBCUs.
The key to long-range self-sufficiency for HBCUs is the presence of well-
trained administrators who are familiar with modern management techniques being
used by the most successful colleges and universities. HBCUs have much to learn
from each other, and a little Federal "seed money" to promote the exchange of ideas
among administrators can often do more than Federal "megabucks" shoveled out
from Washington with little concern for local circumstances. Small dollars can
assist projects where, for example, a team of Civil Engineering faculty from a large
HBCU is given the opportunity to conduct an on-site inspection of a smaller HBCU
to provide professional advice on what can be done to improve campus buildings and
grounds.
Not every Federal program has sufficient flexibility under its authorizing
legislation. For those programs that do contain such flexibility, agency heads should
be encouraged to seek ways to set program priorities in regulations, application
notices, and so on, that will emphasize the strengthening of HBCU administration.
In the Department of Education, for example, the new Title III program and the
Fund for the Improvement of Postsecondary Education are two programs where such
flexibility exists.
 Approved For Release 2006/06/27: CIA-RDP84B00049R001700210016-9
RECOMMENDATION 2: The President's Task Force on Private Sector Initiatives
should be encouraged to help increase development of
private sector support for HBCUs.
Encouraging private sector support for HBCUs has been a major objective of
the White House Initiative staff, spotlighted recently by the development of a
Private Sector Partnership Task Force under the chairmanship of Howard University
President James E. Cheek. Private sector involvement can occur on two levels. At
a top level, corporate chief executive officers can be encouraged to work with
HBCUs by volunteering time to serve as trustees and to help direct corporate giving
campaigns toward HBCUs. At the local level, smaller industries can be involved in
sponsored research activities, training for industry personnel at local HBCUs,
internship opportunities, job placement and recruitment activities, etc.
Executive Order 12320 specifically calls for "initiatives by private sector
businesses and institutions to strengthen historically Black colleges and univer-
sities." In order that these activities be better coordinated at the Federal level, a
close working partnership should be forged between the President's Task Force and
the White House Initiative Partnership Task Force.
RECOMMENDATION 3: In cases where agencies project decreased funding for all
higher education institutions, they should strive to
-increase the percentage share allocated to Historically
Black Colleges and Universities.
Congressional appropriation levels and statutory changes will sometimes result
in a decrease in Federal funds flowing from a given agency to institutions of higher
learning. In FY 1982, for instance, ten of the 27 "core" agencies project overall
reductions in funding support for colleges and universities. Yet by increasing the
share of FY 1982 funds allocated to HBCUs, four of these ten agencies actually are
projecting increases in Federal funding support for Historically Black Colleges and
Universities: The Department of Education, the Department of Transportation, the
Environmental Protection Agency, and the Appalachian Regional Commission.
Three of the six agencies reporting funding decreases to HBCUs have made efforts
to minimize the impact by increasing the percentage share awarded to HBCUs: the
Department of Commerce, the Department of Labor, and the Nuclear Regulatory
 Approved For Release 2006/06/27: CIA-RDP84B00049R001700210016-9
Commission. One agency projects a level share, and the remaining two project a'
decrease in share of funds as well as a decrease in overall funding.
In most circumstances, it should be expected that the share of Federal funds
allocated to HBCUs should not decrease, although overall funds made available by
the Congress may be reduced. Agency heads should be encouraged to redouble their
efforts in this regard in order to comply more fully with the spirit of President
Reagan's Executive Order. .
RECOMMENDATION 4: Agencies should continue efforts to eliminate identified
barriers to HBCU participation in Federally sponsored
programs and accelerate activities to single out policies
or regulations which inhibit full participation in such
programs by HBCUs.
It is encouraging to observe that most Federal agencies providing support to
HBCUs have developed plans to eliminate identified barriers to HBCU participation
in Federally sponsored programs. Those plans will be evaluated and discussed when
the Annual Federal Performance report on FY 1982 agency actions is submitted later
this year.
Although agency plans provide assurances of positive action, it is nonetheless
desirable to re-emphasize the importance of barrier elimination. Agencies with
identified barriers and no current plan of action should begin developing such plans
immediately. - Those with developed plans are encouraged to place special emphasis
on continuing internal reviw and elimination of barriers to HBCU participation.
Efforts should be focused on regulatory or policy barriers within the agency since
such barriers have the greatest impact on HBCUs. Agencies not initially identifying
barriers should ensure that policies and regulations are reviewed carefully by senior
budget planners and legal counselors, so that any potential barriers not identified
through the initial review process, or not existing at that time, may be revealed
through intensified efforts.
 Approved For Release 2006/06/27: CIA-RDP84B00049F001700210016-9
. APPENDIX A
Fodww assww
VOL K No. M
Tbmsday. tiepaasbe V. SWi
. Pi esidential Documents
Me 3-- zx=Wvs Order 12lZO of September 15. 21161
The President Historically Black Colleges and Universities
By the authority vested in me as President by the Constitution of the United
States of America in order to advance the development of human potential, to
strengthen the capacity of historically Black colleges and universities to
provide quality education, and to overcome the effects of discriminatory
treatment, It is hereby ordered as follows:
Section L The Secretary of Education shall supervise annually the develop-
meat of a Federal program designed to achieve a significant increase in the
participation by historically Black colleges and universities in Federally spon-
sored programs. This program shall seek to identify, reduce, and eliminate
barriers which may have unfairly resulted in reduced participation in, and
reduced benefits from. Federally sponsored programs. This program will also
seek to involve private sector institutions in strengthening historically Black
colleges.
Sea 2. Annually, each Executive Department and those Executive agencies
designated by the Secretary of Education shall establish annual plans to
increase the ability of historically Black colleges and universities to partici-
pate in Federally sponsored programs. These plans shall consist of measur-
able objectives of proposed agency actions to fulfill this Order and shall be
submitted at such time and in such form as the Secretary of Education shall
designate. In consultation with participating Executive agencies, the Secretary
of Education shall undertake a review of these plans and develop an integrat-
ed Annual Federal Plan for Assistance to Historically Black Colleges for
consideration by the President and the Cabinet Council on Human Resources
(composed of the Vice President the Secretaries of Health and Human
Services, Agriculture, Labor. Housing and Urban Development. and Education,
the Attorney General, the Counsellor to the President. and the White House
Chief of Staff).
Sec. 3. Each participating agency shall submit to the Secretary of Educatior a
mid-year progress report of its achievement of its plan and at the end of the
year an Annual Performance Report which shall specify agency performance
of its measurable objectives.
Sec. 4. Prior to the development of the First Annual Federal Plan. the Secretary
of Education shall supervise a special review by every Executive agency of its
programs to determine the extent to which historically Black colleges and
universities are given an equal opportunity to participate in Federally spon-
sored programs. This review will examine unintended regulatory barriers,
determine the adequacy of the announcement of programmatic opportunities
of interest to these colleges, and identify ways of eliminating inequities and
disadvantages.
Sec. 5. The Secretary of Education shall ensure that each president of a
historically Black college or university is given the opportunity to comment on
the proposed Annual Federal Plan prior to its consideration by the President,
the Vice President, and the Cabinet Council on Human Resources.
Sec. 8. The Secretary of Education, to the extent permitted by law, shall
stimulate initiatives by private sector businesses and institutions to strengthen
historically Black colleges and universities, including efforts to further im-
prove their management, financial structure, and research.
 Approved For Release 2006/06/27: CIA-RDP84B00049R001700210016-9
46108 Federal Register / Vol. 48. No. 180 / Thursday. September 17. 1981 / Presidential Documents
Set 7. The Secretary of Ed, cation shall submit to the President. the Vice
President. and the Cabinet Council on Human Resources an Annual Federal
Performance Report on Executive Agency Actions to Assist Historically Black
Colleges. The report shall include the performance appraisals of agency
actions during the preceding year to assist historically Black colleges and
universities. The report will also include any appropriate recommendations for
improving the Federal response directed by this Order.
Sec. 8. The special review provided for to Section 4 shall take place not late:
than November 1. 1981. Participating Executive agencies shall submit their
annual plans to the Secretary of Education not later than January 15. 1982. Tht
first Annual Federal Plan for Assistance to Historically Black Colleges deve!
aped by the Secretary of Education shall be ready for consideration by th
President. the Vice President, and the Cabinet Council on Human resourcF
not later than March 31.1982.
Sec. 9. Executive Order No. 12232 of August 8. 1980. is revoked.
THE WHrM HOUSE
September 1.5. 1981.
Ili Doc h-zi 7
FU.d o-is.at to pml
EWir owe M5-ot-m
 Approved For Release 2006/06/27: CIA-RDP84B00049R001700210016-9
APPENDIX B
HISTORICALLY BLACK COLLEGES AND UNIVERSITIES
1980 enrollment
1979
State and
Institution
Control/
Highest offering
Total
Percent
Black if
Percent
full-time
Percent
in-
State
ALABAMA (13)
Public
4,380
78
86
82
Alabama Agricultural
and Mechanical
University, Normal
Master's
(1875) 4/
Alabama Statc
Pubic
4,066
100
88
89
University, Montgomery
(1874)
Master's
Concordia College
Private
243
100
98
97
Selma (1922)
2 year
Daniel Payne College,
Private
- -------------- CLOSED IN 1977----------------
Birmingham (1889)
4 year
Lawson State Community
Public
1,056
100
78
98
College, Birmingham
(1965)
2 year
Lomax-Hannon Junior
Private
96
100
100
99
College, Greenville
(1893)
2 year
Miles College,
Private
1,014
100
88
79
Birmingham (1905)
Oakwood College,
'
4 year 2/
Private
1,303
100
89
11
Huntsville (1876)
S.D. Bishop State
4 year
Public
1,425
78
68
94
Junior College,
Mobile (1965)
Selma University,
2 year
Private
501
100
95
84
Selma (1878)
Stillman College
2 year
Private
558
100
97
59
Tuscaloosa (1876)
4 year
----------See footnotes at end of table--------------------------------------------------
 Approved For Release 2006/06/27: CIA-RDP84B00049R001700210016-9
State and Control/
Institution Highest offering
Total
Percent
Black 1/
Percent
full-time
Percent
in-
State
Talladega College,
Talladega (1867)
Private
4 year
797
99
91
50
Tuskegee Institute,
Tuskegee (1881)
ARKANSAS (4)
Private
Master's 2/
3,736
97
95
27
Arkansas Baptist
College, Little Rock
Private
4 year
298
96
87
81
(1901)
Philander Smith
College, Little Rock
Private
4 year
590
99
81
51
(1877)
Shorter College,
Little Rock
Private
2 year
164
97
98
97
(1886)
University of
Arkansas at Pine Bluff
Public
4 year
3,064
86
83
82
(1873)
DELAWARE (1)
Delaware State
College, Dover
Public
4 year
2,084
65
77
63
(1891)
DISTRICT OF COLUMBIA (2)
Howard Univeristy
Washington (1867)
Private
Doctorate 2/
11,321
94
86
15
University of D.C. *
(District of Columbia
Teachers College)
Public
Master's
13,900
93
29
97
(1851)
FLORIDA (4)
Bethune-Cookman
College, Daytona Beach
Private
4 year
1,738
98
92
75
(1904)
* District of Columbia Teachers College, a TBI, was merged in 1977 with Federal City College
and Washington Technical Institute forming the University of D.C.
 Approved For Release 2006/06/27: CIA-RDP84B00049R001700210016-9
State and Control/
Institution Highest offering
Total
Percent
Percent Percent in-
Black 1/ full-time State
Edward Waters College,
Jacksonville (1866)
Private
4 year
836
.97 87
Florida Agricultural
and Mechanical
University, Tallahassee
Public
Master's 2/
5,371
89
(1871)
Florida Memorial
College, Miami (1879)
GEORGIA (10)
Private
4 year
Albany State College,
Albany (1903)
Public
4 year
1,555
93
Atlanta University,
Atlanta (1865)
Private
Doctorate
1,371
Clark College,
Atlanta (1869)
Private
4 year
2,107
100
Fort Valley State
College, Fort Valley
Public
4 year
1,814
(1895)
Interdenominational
Theological Center,
Atlanta (1958)
Private
Doctorate 2/
273
95
Morehouse College,
Atlanta (1867) -
Private
4 year 2/
2,006
99
Morris Brown College
Atlanta (1881)
Paine College,
Augusta (1882)
Private
4 year
Private
4 year
1,611
100
Savannah State
College, Savannah
Public
Master's
2,110
(1890)
Spelman College,
Atlanta (1881)
Private
4 year
1,366
100
 Approved For Release 2006/06/27: CIA-RDP84B00049R001700210016-9
1980 enrollment
1979
State and
Institution
Control/
Highest offering
Total
Percent
Black 1/
Percent
full-time
Percent
in-
State
KENTUCKY (1)
Kentucky State Uni-
Public
2,336
49
51
70
versity, Frankfort
(1886)
Master's
LOUISIANA (6)
Dillard University
Private
1,208
100
99
56
New Orleans (1869)
Grambling State Uni-
4 year
Public
3,549
99
92
72
versity, Grambling
(1901)
Master's
Southern University
Public
8,372
98
81
70
Agricultural and
Mechanical College,
Main Campus,
Baton Rouge (1880)
Southern University,
2 year 2/
Public
2,574
99
77
98
New Orleans (1956)
Southern University,
4 year
Public
723
99
83
100
Shreveport-Bossier
City Campus,
Shreveport (1964)
Xavier University
2 year
Private
2,004
94
87
72
of Louisiana,
New Orleans (1917)
MARYLAND (4)
Bowie State College
Master's
Public
2,757
65
49
91
Bowie (1865)
Master's
Coppin State College,
Public
2,541
95
75
96
Baltimore (1900)
Morgan State
Master's
Public
5,050
94
77
67
University, Baltimore
Master's
(1867)
University of
Public
1,073
77
78
58
Maryland -
Eastern Shore,
Princess Anne (1886)
Master's
 Approved For Release 2006/06/27: CIA-RDP84B00049R001700210016-9
1980 enrollment
State and
Institution
Control/
Highest offering
Total
Percent
Black 1/
Percent
full-time
Percent
in-
State
MISSISSIPPI (11)
Alcorn State
Public
2,341
97
87
86
University, Lorman
Master's
(1871)
Coahoma Junior
Public
1,394
95
97
95
College, Clarksdale
(1949)
2 year
Jackson State
Public
7,099
95
73
78
University, Jackson
(1877)
Master's
Mary Holmes College,
Private
422
100
96
52
West Point (1892)
Mississippi Indus-
2 year
Private
239
99
84
78
trial College
Holly Springs (1905)
Mississippi Valley
4 year
Public
2,564
99
88
83
State University,
Itta Bena (1942)
Natchez Junior
Master's
Private
(41)*
(100)*
College, Natchez
(1884)
2 year
Prentiss Normal and
Private
146
100
100
87
Industrial Institute,
Prentiss (1907)
Rust College,
2 year
Private
715
100
81
57
Holly Springs (1866)
Tougaloo College,
4 year
Private
886
100
90
89
Tougaloo (1869)
4 year
Utica Junior College,
Public
1,005
100
98
96
Utica (1954)
2 year
MISSOURI (1)
Lincoln University,
Public
2,651
43
65
59
Jefferson City (1866)
Master's
* Not reported/ineligible for HEGIS. Data in parentheses was obtained by telephone.
See footnote at end of table.
 Approved For Release 2006/06/27: CIA-RDP84B00049R001700210016-9
1980 enrollment
1979
Institution
Control/
Highest offering
Total
Percent
Black 1/
Percent
full-time
Percent
in-
State
NORTH CAROLINA (11)
Barber-Scotia
Private
317
100
99
61
College, Concord
(1867)
4 year
Bennett College,
Private
620
100
98
49
Greensboro (1873)
Elizabeth City State
4 year
Public
1,488
87
88
78
University,
Elizabeth City (1891)
Fayetteville State
4 year
Public
2,465
83
85
81
University,
Fayetteville (1877)
Johnson C. Smith
Master's
Private
1,379
100
97
45
University, Charlotte
(1867)
4 year
Livingstone College,
Private
879
97
95
45
Salisbury (1879)
North Carolina
4 year
Public
5,510
90
82
70
Agricultural and
Technical State
University,
Greensboro (1891)
North Carolina
Master's
Public
4,910
89
77
84
Central University,
Durham (1910)
Saint Augustine's
Master's
Private
1,861
100
98
60
Colege, Raleigh
(1867)
4 year
Shaw University,
Private
1,523
98
95
35
Raleigh (1865)
Winston-Salem State
4 year
Public
2,220
86
86
84
University,
Winston-Salem (1892)
4 year
 Approved For Release 2006/06/27: CIA-RDP84B00049R001700210016-9
State and
Institution
Control/
Highest offering
Percent
Total Black 1/
Percent
full-time
Percent
in-
State
OHIO (2)
Central State
Public
3,031 88
85
64
University,
Wilberforce (1887)
Wilberforce
4 year
Private
1,082 100
99
25
University,
Wilberforce (1856)
OKLAHOMA (1)
Langston University,
4 year
Public
1,179 79
72
42
Langston (1897)
PENNSYLVANIA (2)
Cheyney State
4 year
Public
2,426 91
83
67
College, Cheyney
(1837)
Master's
Lincoln University
Public
1,294 91
97
54
Lincoln (1854)
SOUTH CAROLINA (8)
Allen University,
Master's
Private
410 100
95
74
Columbia (1870)
Benedict College
4 year
Private
1,426 100'
98
83
Columbia (1870)
Claflin College,
4 year
Private
739 100
97
90
Orangeburg (1894)
Clinton Junior'
4 year
Private
116 100
100
66
College, Rock Hill
(1894)
2 year
Friendship College,
Private
---------------CLOSED IN 1981-------------
Rock Hill (1891)
2 year
Morris College,
Private
626 100
95
94
Sumter (1908)
South Carolina State
4 year 2/
Public
3,929 95
82
89
College, Orangeburg
Master's
(1896)
 Approved For Release 2006/06/27: CIA-RDP84B00049R001700210016-9
State and Control/
Institution Highest offering
Voorhees Colege,
Denmark (1897)
Private
4 year
TENNESSEE (7)
Fisk University,
Nashville (1867)
Knoxville College,
Knoxville (1875)
Lane College,
Jackson (1882)
LeMoyne-Owen College,
Memphis (1862)
Meharry Medical
College, Nashville
(1876)
Morristown College,
Morristown
Tennessee State
University, Nashville*
(1912)
TEXAS (9)
Bishop College,
Dallas (1881)
Huston-Tillotson
College, Austin
(1876)
Jarvis Christian
College, Hawkins
(1912)
Paul Quinn College,
Waco (1872)
Private
Master's
Private
4 year
Private
4 year
Private
4 year
Private
Doctorate 2/
Private
2 year
Public
Master's.
Private
4 year
Private
4 year
Private
4 year
Private
4 year
Percent
Total Black 1/
613 99
1,009 100
557 96
757 100
1,063 100
817 90
8,318 67
692 94
619 100
438 98
Percent
full-time
* In 1979, the University of Tennessee at Nashville, a predominantly white institution,
was merged into Tennessee State University.
Percent
in-
State
 Approved For Release 2006/06/27: CIA-RDP84B00049R001700210016-9
State and
Institution
Control/
Highest offering
Percent
Percent Percent in-
Total Black 1/ full-time State
Prairie View Agricul-
Public
6,592
92
tural and Mechanical
University,
Prairie View (1876)
Southwestern
Christian College,
Terrell (1949)
Texas College,
Tyler (1894)
Texas Southern
Master's
2 year
Private
4 year
Public
8,100
97
University, Houston
(1947)
Doctorate -2/
Wiley College
Marshall (1873)
VIRGINIA (5)
Hampton Institute,
Private
4 year
Private
3,230
97
Hampton (1868)
Master's
Norfolk State
7,286
93
University, Norfolk
Master's
(1935)
St. Paul's College,
Lawrenceville
Private
4 year
(1888)
The Virginia College
Private
------------CLOSED IN 1980----------------
Lynchburg (1886)
2 year
Virginia State
Public
4,668 91
University, Petersburg
(1882)
Master's
Virginia Union
Private
1,361 99
University, Richmond
(1865)
4 year 2/
See footnotes at end of table.
 Approved For Release 2006/06/27: CIA-RDP84B00049R001700210016-9
1980 enrollment
1979
State and
Institution
Control/
Highest offering
Total
Percent
Black 1/
Percent
full-time
Percent
in-
State
ADDITIONS:
Shaw College
Private
631
99
3/
3/
Detroit, Michigan
(1936)
4 year
College of the Virgin
Public
2,148
71
3/
3/
Islands, St. Thomas
Master's
(1962)
1/ Nonresident aliens, who are not classified by race in HEGIS, ae subtracted from enrollment to
calculate "percent black."
2/ Also offers first professional program(s).
3/ Data unavailable.
4/ Dates in parentheses denote the year in which the institution was founded.
 Approved For Release 2006/06/27: CIA-RDP84B00049R001700210016-9
Appendix C
SURVEY METHODOLOGY AND DEFINITIONS
METHODOLOGY
In the fall of 1981, the Secretary of Education completed a special review of each
agency as required by the Executive Order. The review first determined the total
number of agencies providing any support for higher education institutions. Once
these units were identified, a determination was made of which ones could serve as
major sources to provide increased support to Historically Black Colleges and
Universities. Information was also obtained from all agencies on barriers that
appeared to exist which prevented these institutions from participating equally in
Federally supported activities.
The special review also served to alert all Federal agencies to the need to develop
the First Annual Plan for submission to the President, to begin to secure data for
FY 1981 obligations, and to project FY 1982 expenditures.
The special review determined that 27 agencies provided the majority of Federal
assistance to all institutions of higher education. These agencies provide 98
percent of Federal funds that flow to Historically Black Colleges and Universities.
On the basis of this determination, the White House Initiative staff designed two
data collection instruments to establish accurate information for FY 1981 actual
obligations and to secure projected funding patterns for FY 1982 expenditures.
One form requested in-depth information in six general program areas:
o Research and Development, including science and non-science activities;
o Program Evaluation;
o Training;
o Facilities and Equipment;
o Fellowships, Traineeships, Recruitments, and Intergovernmental Personnel
Act (IPA) exchanges;
o Student Financial Assistance, Scholarships, and other direct forms of
student aid.
Departments and agencies were asked to display data concerning obligations to all
institutions, those to Historically Black Colleges and Universities, the percentage
of the latter to the former, the goals of individual agencies to meet the
requirements of the Executive Order, and implementation strategies for FY 1981
and FY 1982. This material provided the staff with agency profile data.
A second form secured summary program area information on obligations to all
institutions and specific data on those funds available to or projected for
Historically Black Colleges and Universities. The results of this data-gathering
activity are discussed under Findings with an accompanying chart which displays
information by agency and by category in Appendix D.
 Approved For Release 2006/06/27: CIA-RDP84B00049R001700210016-9
DEFINITION OF TERMS
For the purposes of this Report, the following definitions were used in data-
gathering.
(1) HIGHER EDUCATION INSTITUTIONS: Any institution of higher educa-
tion in the United States and territories that offers at least two years
of college-level studies. Institutions to be included in the definition are
listed in the Education Directory published annually by the National
Center for Education Statistics. Approximately 3,300 institutions
qualify under the definition.
(2) HISTORICALLY BLACK COLLEGES AND UNIVERSITIES: Those insti-
tutions of postsecondary education that were originally founded or
whose antecedents were originally founded for the purpose of providing
educational opportunities for individuals of the "Negro or Coloured"
race, and which continue to have as one of their primary purposes the
provision of postsecondary opportunities for Black Americans.
(3) RESEARCH AND DEVELOPMENT: ' This area is broken down into
science and non-science categories. Science research and development
is defined as studies, observation and other activities based on obser-
vation, identification, description, experimental investigation, and the-
oretical explanation of biological phenomena; non-science research and
development is defined as studies and other activities based on obser-
vation, identification, experimental investigation, and explanation of
social and behavorial phenonema.
(4) PROGRAM EVALUATION: Funded department or agency assessments
of its programs and activities.
(5) TRAINING: Utilization of professional educational personnel to pre-
pare agency personnel for appropriate knowledge and application of the
agency's mission(s) and function(s).
(6) FACILITIES AND EQUIPMENT: Disbursements for direct, indirect,
incidental or related costs resulting from or necessary to the construc-
tion of, acquisition of, major repairs to, or alterations in structures,
works, facilities or land for college use.
(7) FELLOWSHIPS, TRAINEESHIPS, RECRUITMENTS AND IPAS: This
includes, but is not limited to, IPAs, cooperative education, faculty and
student internships, visiting professors, management interns, and
summer faculty research for which the institutions or clientele of the
institutions receive some direct benefit. The category also includes the
hiring of individuals for the review of proposals and program applica-
tions.
(8) STUDENT TUITION ASSISTANCE, SCHOLARSHIPS AND OTHER AID:
Federal funds obligated to a college or university, or individual for
payment to students or for payment of student charges (e.g., tuition,
room and board.)
Sources: White House Initiative on Historically Black Colleges and Universities,
Instructions and Guidelines, December 17, 1981: Instructions and Guide-
lines for Development of Agency Annual Plans for Fiscal Year 1982,
pages 3-6.
 Approved For Release 2006/06/27: CIA-RDP84B00049R001700210016-9
SURVEY OF FINDINGS BETWEEN FY 1981 ACTUAL SUPPORT
AND FY 1982 ESTIMATED SUPPORT BASED ON AGENCY SUBMISSIONS
Institutions of higher education received $10,074,953,000 in Federal support in FY
1981. Based on current FY 1982 appropriation levels there will be.$9,629,513,000
available for obligation during the current year. This represents a decrease of
$445,440 or 4.4 percent.
In FY 1981, Historically Black Colleges and Universities received 5.4 percent of the
available funds, or $544,794,000. In FY 1982, they are projected to receive
$546,911,000, which represents an estimated increase of 0.4 percent in funds and 0.3
percent in funding share (5.7 percent of the total).
Table A shows agencies estimating increased dollar funding in FY 1982 over FY
1981.
TABLE A: Number and percent increase in funding levels to Historically
Black Colleges and Universities: FY 1981 actual versus
FY 1982 estimates.
AGENCY
CABINET DEPARTMENTS
FY 1981
FY 1982
DOLLAR
PERCENT
AGRICULTURE
$34,036,000
$38,320,000
$4,284,000
13%
DEFENSE
6,189,000
6,688,000
499,000
8%
EDUCATION
416,920,000
424,138,000
7,218,000
2%
HOUSING AND URBAN
DEVELOPMENT
375,000
771,000
396,000
106%
JUSTICE
142,000
250,000
108,000
76%
TRANSPORTATION
712,000
1,839,000
1,127,000
158%
TREASURY
INDEPENDENT AGENCIES
0
200,000
200,000
AGENCY FOR INTER-
NATIONAL DEVELOP
MENT
1,435,000
4,000,000
2,565,000
179%
APPALACHIAN REGIONAL
COMMISSION 124,000 189,000
65,000
52%
CENTRAL INTELLIGENCE
AGENCY 192,000
363,000
171,000
89%
 Approved For Release 2006/06/27: CIA-RDP84B00049R001700210016-9
ENVIRONMENTAL PRO-
TECTION AGENCY 1,114,000 1,124,000 10,000
1%
INTERNATIONAL COM-
MUNICATION AGENCY 412,000 415,000 3,000
1%
SMALL BUSINESS
ADMINISTRATION 375,000 400,1000 25,000
7%
VETERANS ADMINI-
STRATION 305,000 1,259,000 954,000
313%
-Table B shows those agencies reporting decreased dollar funding in FY 1982
from FY 1981.
TABLE B:
Number and percent decrease in funding levels to Historically Black
Colleges and Universities: FY 1981 actual versus FY 1982 estimates.
AGENCY
FY 1981 FY 1982 DOLLAR
PERCENT
CABINET AGENCIES
COMMERCE
$354,000
$323,000
31,000
9%
ENERGY
2,790,000
1,707,000
1,083,000
39%
HEALTH AND HUMAN
SERVICES
62,191,000
52,270,000
9,921,000
16%
LABOR
6,482,000
3,273,000
3,209,000
50%
INDEPENDENT AGENCIES
NATIONAL SCIENCE
FOUNDATION
4,490,000
3,230,000
1,260,000
28%
NUCLEAR REGULATORY
COMMISSION
88,000
84,000
4,000
5%
Four agencies, -- the Department of State, the Department of the Interor, the
National Aeronautics and Space Administration, and the National Credit Union
Administration -- report level funding for both years.
The National Endowment for the Humanities notes that all programs are geared
toward unsolicited proposals. There is, therefore, no way of predicting in advance
how much support will be given to Historically Black Colleges and Universities. In
FY 1981, NEH provided $1,063,000 in funds to Historically Black Colleges and
Universities. Based on historical funding patterns, there is a reasonable
expectation that FY 1982 funding will be comparable to FY 1981 funding.
 Approved For Release 2006/06/27: CIA-RDP84B00049R001700210016-9
The National Endowment for the Arts by legislative mandate makes block matching
grants on an equal basis to all fifty States and other jurisdictions. To receive any
assistance that may come from the Endowment indirectly through the respective
State Art Agency, Historically Black Colleges and Universities must make
application to the State Council or Commission on the Arts in which they are
located. The charter, legislation, and policies of each State Art Agency prevail in
the application procedures used to determine grants and awards at the State level,
although each State presents a plan for Endowment approval with its application
for the block grant. Most of the projects are approved by State Endowment panels
and the National Council on the Arts.
 Approved For Release 2006/06/27: CIA-RDP84B00049R001700210016-9
FUNDING SUMMARY: ALL INSTITUTIONS AND HISTORICALLY
BLACK COLLEGES AND UNIVERSITIES, FY 1981 AND FY 1982
($ in 000's)
1981 1982 (1) Difference Percent
Change
Funds to Institutions
of Higher Education $10,074,953 $9,629,513 -$445,440 -4.4%
Funds to Historically
Black Colleges and
Universities 544,794 546,911 +$2,117 +0.4%
Percentage of funds
to Historically
Black Colleges and
Universities 5.4% 5.7% +0.3%
(1) 1982 figures are estimates only.
ALL HIGHER EDUCATION INSTITUTIONS
Billions
1981
Actual
decrease
1982
Estimate
HISTORICALLY BLACK COLLEGES
AND UNIVERSITIES
Millions
600
500
1981
Actual
0.4%
increase
1982
Estimate
 Approved For Release 2006/06/27: CIA-RDP84B00049R001700210016-9
A DESCRIPTION OF OTHER KINDS OF SUPPORT ACTIVITIES FOR
HISTORICALLY BLACK COLLEGES AND UNIVERSITIES NOT ASSOCIATED
WITH SPECIFIC FUNDING LEGISLATION
Many Federal departments and agencies reported significant and non-quantifiable
kinds of support of great importance in implementing the Executive Order. Some
examples will indicate the range and depth of this kind of important liaison
activity:
o The National Center for Education Statistics is compiling a comprehensive
statistical report on the establishment, growth, operation and participation
of Historically Black Colleges and Universities in Federal programs. This
.report is scheduled for a June 1982 publication.
o The National Science Foundation has prepared, as a part of its Minority
Research Initiative, a Directory of Black Scientists who can serve as
review candidates to evaluate proposals in scientific areas.
o The White House Initiative staff is supported from non-programmatic
Department of Education funds with an annual budget of $501,800 for
FY 1981 and FY 1982.
o The National Science Foundation has plans to bring together all agencies
and departments with strong research and development funds, such as the
Departments of Defense, Energy, and Agriculture, and the Nuclear Regu-
latory Commission, to identify potential strategies to increase the partici-
pation of Historically Black Colleges and Universities in research and
development activities.
 Approved For Release 2006/06/27: CIA-RDP84B00049R001700210016-9
RESEARCH 6
DEVELOPMENT?
SCIENCE
RESEARCH 6
DEVELOPMENT--
NON-SCIENCE
PROGRAM
EVALUATION
FACILITIES
6
EQUIPMENT
FELLOWSHIPS
TRAINEESHIPS
RECRUITMENTS
6 IPA'S
STUDENT TUITION
ASSISTANCE, SCHOLAR-
SHIPS 6 AID
DEPARTMENT OF AGRICULTURE
1981 Funds to HEI
1981 Funds to HBCU
$ 555,077
31
343
$ 4,350
42
$ 224
$ 10,739
6
$ 34,880
$ 2,299
$ 607
575
% F
d
,
224
654
6
941
,
un
s to FBCU
5.6%
1
0%
826
34
036
.
100%
6.1%
100%
2.7%
35.9%
,
5.6%
1982 Funds to HEI
1982
$ 589,221
$ 3,652
$ 196
$ 11,018
6
$ 33
440
Funds to HBCU
35
315
49
,
$ 2,299
$ 639
832
% F
d
,
196
756
6
1
172
,
un
s to HBCU
6.0%
1
3%
,
826
38
320
.
100%
6.9%
100%
3.5%
35.9%
,
6.0%
DEPARTMENT OF COMMERCE
1981 Funds to HEI
1981 F
d
t
$ 66,900
$ -0-
$ -0-
$ -0-
$ 4,300
$ 4
300
$
un
s
o HBCU
136
-0-
-0-
,
-0-
$ 75,500
% Funds to HBCU
0.2%
-0-
-0-
218
-0-
354
0.0%
5.1%
0.5%
1982 Funds to HEI
1982 Funds to HBCU
$ 17,500
87
$ -0-
-0-
-0-
-0-
$ -0-
$ 4,068
$ 3,898
$ -0-
$ 25,466
% Funds to HBCU
0.5%
-0-
-0-
236
-0-
323
0.0%
6.1%
1.3%
DEPARTMENT OF DEFENSE
1981 Funds to HEI
1981 Funds to HBCU
$ 258,000
3,971
$ 300
300
$ -0-
$ 212,092
$ 20,640
$ -0-
$ -0-
$ 491
032
% Funds to HBCU
1.5%
100%
-0-
1,200
718
-0-
-0-
,
6
189
0.6%
3.5%
,
I 1.3%
1982 Funds to HEI
1982 Funds to HBCU
$ 300,000
4,413
$ 130
130
$ -0-
0
228,426
$ 24,000
$ -0-
$ -0-
$ 552,556
-
-
1,292
853
-0-
% Funds to HBCU
1.5%
100%
-0-
6,688
0.6%
3.6%
1.2%
Approved For Release 2006/06/27: CIA-RDP84B00049R001700210016'9
 Approved For Release 2006/06/27: CIA-RDP84B00049ROO1700210016-9
O O
O O
-4 U,
CD 01
N M r
m a%
M 01
ID
n eP
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 Approved For Release 2006/06/27: CIA-RDP84B00049RO01700210016-9
NOTE: 1982 FIGURES ARE ESTIMATES.
RESEARCH &
DEVELOPMENT--
SCIENCE
RESEARCH 6
DEVELOPMENT--
NON-SCIENCE
PROGRAM
EVALUATION
TRAINING
FACILITIES
&
EQUIPMENT
FELLOWSHIPS
TRAINEESHIPS
RECRUITMENTS
& IPA'S
STUDENT TUITION
ASSISTANCE, SCHOLAR-
SHIPS & AID
TOTAL
AGENCY FOR INTERNATIONAL
DEVELOPMENT
1981 Funds
to HEI
$ 78,312
$ -0-
$
-0-
$ -0-
$
-0-
$
885
$ -0-
$
79
197
1981 Funds
to HBCU
1,370
-0-
-0-
-0-
-0-
65
-0-
,
1
435
% Funds to
HBCU
1.7%
7
3%
,
.
1.8%
1982 Funds
to HEI
$ 78,978
$ -0-
$
-0-
$ -0-
$
-0-
$
1,022
$ -0-
$
80
000
1982 Funds
to HBCU
3,865
-0-
-0-
-0-
-0-
135
-0-
,
4
000
% Funds to
HBCU
4.9%
13
2%
,
.
5.0%
APPALACHIAN
REGIONAL
COMMISSION
1981 Funds
to HEI
$ -0-
$ -0-
$
-0-
$ 604
$
286
$
-0-
$ -0-
$
890
1981 Funds
to HBCU
-0-
-0-
-0-
88
36
-0-
-0-
124
% Funds to
HBCU
14.6%
12.6%
13.9%
1982 Funds
to EI
$ -0-
$ -0-
$
-0-
$ -0-
$
789
$
-0-
$
$
789
1982 Funds
to BCU
-0-
-0-
-0-
-0-
189
-0-
-0-
4
% Funds to
HBCU
24.0%
24.0%
CENTRAL INTELLIGENCE AGENCY
1981 Funds
to HEI
$ -0-
$ 45
$
-0-
$ -0-
$
-0-
$
669
$ -0-
$
714/
1981 Funds
to HBCU
-0-
45
-0-
-0-
-0-
147
-0-
,
I
6
% Funds to
HBCU
1008
22.0%
26.9i
1982 Funds
to HEI
$ -0-
$ 53
$
-0-
$ -0-
$
-0-
$
880
$ -0-
$
933
1981 Funds
to HBCU
-0-
53
-0-
-0-
-0-
310
-0-
8
% Funds to
HBCU
100%
35.2%
38.9%
Annro
ved
For Relea
se
20O6/06/
7 : CIA-RD
8
4R00049
001 70021001
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