    [House Hearing, 114 Congress]
    [From the U.S. Government Publishing Office]

                           RECOGNIZING THE CONTINUING
                     CONTRIBUTIONS OF THE 1890S LAND-GRANT
      UNIVERSITIES ON THE 125TH ANNIVERSARY OF THE PASSAGE OF THE SECOND
                                    MORRILL
                                      ACT

    =======================================================================

                                    HEARING

                                   BEFORE THE

                            COMMITTEE ON AGRICULTURE
                            HOUSE OF REPRESENTATIVES

                        ONE HUNDRED FOURTEENTH CONGRESS

                                 FIRST SESSION

                                   __________

                                 JULY 15, 2015

                                   __________

                               Serial No. 114-22

    [GRAPHIC(S) NOT AVAILABLE IN TIFF FORMAT]

              Printed for the use of the Committee on Agriculture
                             agriculture.house.gov

                                      ______

                             U.S. GOVERNMENT PUBLISHING OFFICE

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                            COMMITTEE ON AGRICULTURE

                      K. MICHAEL CONAWAY, Texas, Chairman

    RANDY NEUGEBAUER, Texas,             COLLIN C. PETERSON, Minnesota,
        Vice Chairman                    Ranking Minority Member
    BOB GOODLATTE, Virginia              DAVID SCOTT, Georgia
    FRANK D. LUCAS, Oklahoma             JIM COSTA, California
    STEVE KING, Iowa                     TIMOTHY J. WALZ, Minnesota
    MIKE ROGERS, Alabama                 MARCIA L. FUDGE, Ohio
    GLENN THOMPSON, Pennsylvania         JAMES P. McGOVERN, Massachusetts
    BOB GIBBS, Ohio                      SUZAN K. DelBENE, Washington
    AUSTIN SCOTT, Georgia                FILEMON VELA, Texas
    ERIC A. ``RICK'' CRAWFORD, Arkansas  MICHELLE LUJAN GRISHAM, New Mexico
    SCOTT DesJARLAIS, Tennessee          ANN M. KUSTER, New Hampshire
    CHRISTOPHER P. GIBSON, New York      RICHARD M. NOLAN, Minnesota
    VICKY HARTZLER, Missouri             CHERI BUSTOS, Illinois
    DAN BENISHEK, Michigan               SEAN PATRICK MALONEY, New York
    JEFF DENHAM, California              ANN KIRKPATRICK, Arizona
    DOUG LaMALFA, California             PETE AGUILAR, California
    RODNEY DAVIS, Illinois               STACEY E. PLASKETT, Virgin Islands
    TED S. YOHO, Florida                 ALMA S. ADAMS, North Carolina
    JACKIE WALORSKI, Indiana             GWEN GRAHAM, Florida
    RICK W. ALLEN, Georgia               BRAD ASHFORD, Nebraska
    MIKE BOST, Illinois
    DAVID ROUZER, North Carolina
    RALPH LEE ABRAHAM, Louisiana
    JOHN R. MOOLENAAR, Michigan
    DAN NEWHOUSE, Washington
    TRENT KELLY, Mississippi

                                     ______

                        Scott C. Graves, Staff Director

                    Robert L. Larew, Minority Staff Director

                                      (ii)

                                 C O N T E N T S

                                  ----------
                                                                       Page
    Conaway, Hon. K. Michael, a Representative in Congress from
      Texas, opening statement.......................................     1
        Prepared statement...........................................     3
    Fudge, Hon. Marcia L., a Representative in Congress from Ohio,
      submitted report...............................................    57
    Peterson, Hon. Collin C., a Representative in Congress from
      Minnesota, opening statement...................................     4
    Scott, Hon. David, a Representative in Congress from Georgia.....     5
        Submitted memorandum.........................................    57

                                   Witnesses

    Wright, Ph.D., George C., President, Prairie View Agriculture and
      Mechanical University, Prairie View, TX........................     7
        Prepared statement...........................................     8
    Bailey, Ph.D., Jessica M., Interim President, Fort Valley State
      University, Fort Valley, GA....................................     9
        Prepared statement...........................................    10
    Martin, Sr., Ph.D., Harold L., Chancellor, North Carolina
      Agricultural and Technical State University, Greensboro, NC....    15
        Prepared statement...........................................    17
        Submitted question...........................................    86
    Mangum, Ph.D., Elmira, President, Florida Agricultural and
      Mechanical University, Tallahassee, FL.........................    20
        Prepared statement...........................................    22
    Johnson, Ph.D., Brian L., President, Tuskegee University,
      Tuskegee, AL...................................................    23
        Prepared statement...........................................    25
    Bell, Ph.D., Juliette B., President, University of Maryland
      Eastern Shore, Princess Anne, MD...............................    27
        Prepared statement...........................................    29
    Rome, Sr., Ph.D., Kevin D., President, Lincoln University,
      Jefferson City, MO.............................................    33
    Smith, Jr., Ph.D., Kent J., President, Langston University,
      Langston, OK...................................................    51
    Alexander, J.D., Ph.D., Laurence B., Chancellor, University of
      Arkansas at Pine Bluff, Pine Bluff, AR, prepared statement.....    71
    Belton, Dr. Ray L., President and Chancellor, Southern University
      and A&M College System, Baton Rouge, LA, prepared statement....    73
    Burse, Raymond M., President, Kentucky State University,
      Frankfort, KY, prepared statement..............................    76
    Hammond, Ph.D., Pamela V., Interim President, Virginia State
      University, Petersburg, VA, prepared statement.................    78
    Hugine, Jr., Ph.D., Andrew, President, Alabama Agricultural and
      Mechanical University, Huntsville, AL, prepared statement......    81
    Rankins, Jr., Ph.D., Alfred, President, Alcorn State University,
      Lorman, MS, prepared statement.................................    83

                           RECOGNIZING THE CONTINUING
                     CONTRIBUTIONS OF THE 1890S LAND-GRANT
      UNIVERSITIES ON THE 125TH ANNIVERSARY OF THE PASSAGE OF THE SECOND
                                 MORRILL ACT

                                  ----------

                            WEDNESDAY, JULY 15, 2015

                              House of Representatives,
                                      Committee on Agriculture,
                                                       Washington, D.C.
        The Committee met, pursuant to call, at 10:00 a.m., in Room
    1300, Longworth House Office Building, Hon. K. Michael Conaway
    [Chairman of the Committee] presiding.
        Members present: Representatives Conaway, Lucas, Rogers,
    Thompson, Gibbs, Austin Scott of Georgia, Crawford, Gibson,
    Hartzler, LaMalfa, Davis, Yoho, Allen, Rouzer, Abraham,
    Newhouse, Kelly, Peterson, David Scott of Georgia, Walz, Fudge,
    McGovern, DelBene, Vela, Lujan Grisham, Kuster, Nolan, Bustos,
    Aguilar, Plaskett, Adams, Graham, and Ashford.
        Staff present: Carly Reedholm, Haley Graves, Jackie Barber,
    John Goldberg, Mary Nowak, Mollie Wilken, Scott C. Graves, John
    Konya, Keith Jones, Liz Friedlander, and Nicole Scott.

    OPENING STATEMENT OF HON. K. MICHAEL CONAWAY, A REPRESENTATIVE
                         IN CONGRESS FROM TEXAS

        The Chairman. Well, good morning. This is hearing of the
    Committee on Agriculture to recognize the continuing
    contributions of the 1890s land-grant universities on the 125th
    anniversary of the passage of the Second Morrill Act, will come
    to order. I have asked David Scott to open us with a prayer.
    David.
        Mr. David Scott of Georgia. Thank you, Mr. Chairman. May we
    bow our heads, please.
        Dear Heavenly Father, we come before your throne of grace
    to give thanks. We have so much to be thankful for. We want to
    thank you, dear Heavenly Father, for the leadership of this
    Agriculture Committee under the leadership of Chairman Mike
    Conaway and Ranking Member Collin Peterson, for their
    stewardship, for their care, and for the consideration of our
    1890s African-American colleges and universities. We thank you
    for that.
        And now, dear Heavenly Father, in our prayer to you this
    morning, we lift up those magnificent words, the words that
    were spoken by that famed and wonderful scientist, an
    agricultural pioneer and American legend, George Washington
    Carver, when he said to Booker T. Washington, ``Mr. President
    of Tuskegee Institute, I pledge to you that I will do
    everything through God and Christ that strengthens me to better
    the condition of our people.''
        Dear Heavenly Father, we are here to carry on that mighty
    work that these extraordinary founders of the 1890s established
    to improve and better the condition of all of the American
    people. We thank you, dear God, for this day, this historic
    day, to have the 19 African-American Presidents of 1890s land-
    grant universities to testify before the Congress of the United
    States.
        Oh, thank God Almighty for this extraordinary blessing you
    have given to us this morning, and all we can say is thank you,
    God. Amen.
        The Chairman. Amen. Thank you, David.
        Well, I want to welcome our panelists, as well as the other
    Presidents who are here today. The Committee on Agriculture
    will shift its focus from legislation and oversight to one of a
    less political nature, but of significant importance
    nonetheless.
        Land-grant institutions are often characterized as 1860,
    1890, and 1994 institutions based on the date of legislation
    that designated most of them with land-grant status. August 30
    marks the 125th anniversary of the enactment of the Morrill Act
    of 1890, commonly referred to as the Second Morrill Act. This
    law authorized additional direct appropriations for the land-
    grant colleges of agriculture that had been established under
    the Morrill Act of 1862.
        The most significant feature of the Second Morrill Act was
    that the 1862 schools could receive the additional funds only
    if they admitted blacks into their programs or if they provided
    separate but equal agricultural higher education to black
    students.
        In the period following the Civil War, 16 southern states
    established separate land-grant colleges of agriculture for
    black students under this Act. Congress designated Tuskegee
    University an 1890 institution at a later date. Today in honor
    of the continuing contribution of these important institutions,
    we would like to hear directly from their leaders regarding not
    only the successes of the individual institutions, but
    likewise, the successes of the 1890's in general.
        This hearing is a result of David Scott's vision or dream
    to have this happen. When it became apparent that I was going
    to be the Chairman of the Agriculture Committee for this term,
    David came to me and said, ``I have a terrific idea for a
    hearing, a full Committee hearing, in which we would highlight
    and show the American people the impact that the 1890 schools
    are having on production agriculture and all the jobs
    associated with agriculture, but more importantly, the students
    that go through those schools and then become responsible
    citizens in this country.'' And so I said all right let's do
    that.
        I came down the hall a second ago with David and Collin; I
    have never seen a crowd as big as this one of folks trying to
    get into this hearing this morning. And we have folks in the
    overflow audience. So this is a direct result of David's work.
    If it goes really well, he and I will get the credit. If it
    goes really bad, he gets the blame. But this is a great, great
    day for the Agriculture Committee, and we appreciate everybody
    being here.
        In the coming months, we will further evaluate the land-
    grant system looking for ways to strengthen their capacity to
    improve our agriculture research extension and educational
    programs. While six of the 1890s Presidents will testify this
    morning, we are fortunate in that the Presidents from 18 of the
    universities are in attendance today, and they also are
    prepared to answer questions should any Member ask them. That
    is a little unusual. Normally our questions are asked of just
    the folks at the table, but given the significance of all the
    Presidents who are here, Members are advised that they may ask
    any of the university Presidents in the room questions during
    the questioning.
        In addition to our witnesses joining us today, we have Dr.
    Andrew Hugine from Alabama A&M in Normal, Alabama. We have Dr.
    Alfred Rankins, President, Alcorn State University, Lorman,
    Mississippi. We have Dr. Cynthia Jackson-Hammond, President of
    Central State University in Wilberforce, Ohio. We have Dr.
    Harry Williams, President of Delaware State University,
    Wilmington, Delaware. We have Dr. Raymond Burse, President of
    Kentucky State University from Frankfort, Kentucky. We have Dr.
    Kent Smith, President of Langston University from Langston,
    Oklahoma. We have Dr. Kevin Rome, President of Lincoln
    University in Lincoln City, Missouri.
        We have Dr. W. Franklin Evans who is President of South
    Carolina State University in Orangeburg, South Carolina. We
    have Dr. Ray Belton, President, Southern University System,
    Baton Rouge, Louisiana. We have Dr. Laurence B. Alexander,
    Chancellor, University of Arkansas, Pine Bluff, Pine Bluff,
    Arkansas. We have Dr. Pamela Hammond, Interim President,
    Virginia State University, Petersburg, Virginia. And finally we
    have Dr. Brian Hemphill, President of West Virginia State
    University, Institute, West Virginia.
        If there are others in attendance and I didn't mention your
    name, please know that the Committee values your contributions,
    and we will get your name if you are not here, and I will
    recognize you later in the program.
        [The prepared statement of Mr. Conaway follows:]

      Prepared Statement of Hon. K. Michael Conaway, a Representative in
                              Congress from Texas
        Good morning.
        Today, the Committee on Agriculture will shift its focus from
    legislation and oversight, to one of a less political nature, but of
    significant importance nonetheless.
        Land-grant institutions are often categorized as 1862, 1890, and
    1994 institutions, based on the date of the legislation that designated
    most of them with land-grant status.
        August 30th marks the 125th anniversary of the enactment of the
    Morrill Act of 1890, commonly referred to as the Second Morrill Act.
    This law authorized additional direct appropriations for the land-grant
    colleges of agriculture that had been established under the Morrill Act
    of 1862.
        The most significant feature of the Second Morrill Act was that the
    1862 schools could receive the additional funds only if they admitted
    blacks into their programs or if they provided separate but equal
    agricultural higher education to black students.
        In the period following the Civil War, sixteen southern states
    established separate land-grant colleges of agriculture for black
    students under this Act; Congress designated Tuskegee University an
    1890 institution at a later date.
        Today, in honor of the continuing contribution of these important
    institutions, we would like to hear directly from their leaders
    regarding not only the successes of the individual institutions, but
    likewise, the successes of the 1890's generally.
        In the coming months, we will further evaluate the land-grant
    system looking for ways to strengthen their capacity to improve our
    agricultural research, extension and educational programs.
        While six of the 1890's Presidents will testify this morning, we
    are fortunate in that the Presidents from 18 of the universities are in
    attendance today and are prepared to answer Members' questions:

        In addition to our witnesses, we have joining us:

        Dr. Andrew Hugine, Jr., President, Alabama A&M University, Normal,
    AL.
        Dr. Alfred Rankins Jr., President, Alcorn State University, Lorman,
    MS.
        Dr. Cynthia Jackson-Hammond, President, Central State University,
    Wilberforce, OH.
        Dr. Harry L. Williams, President, Delaware State University,
    Wilmington, DE.
        Dr. Raymond M. Burse, President, Kentucky State University,
    Frankfort, KY.
        Dr. Kent J. Smith, Jr., President, Langston University, Langston,
    OK.
        Dr. Kevin Rome, President, Lincoln University, Jefferson City, MO.
        Dr. W. Franklin Evans, President, South Carolina State University,
    Orangeburg, SC.
        Dr. Ray Belton, President, Southern University System, Baton Rouge,
    LA.
        Dr. Laurence B. Alexander, Chancellor, University of Arkansas Pine
    Bluff, Pine Bluff, AR.
        Dr. Pamela V. Hammond, Interim President, Virginia State
    University, Petersburg, VA.
        And finally, Dr. Brian O. Hemphill, President, West Virginia State
    University, Institute, WV.
        If there are others in the audience that I didn't mention by name,
    please know that the Committee values your contributions.
        It is now my pleasure to recognize the Ranking Member for any
    comments he wishes to make.

        The Chairman. So with that, I would like to recognize the
    Ranking Member, Collin Peterson, for any comments he may wish
    to make.

    OPENING STATEMENT OF HON. COLLIN C. PETERSON, A REPRESENTATIVE
                       IN CONGRESS FROM MINNESOTA

        Mr. Peterson. Thank you, Mr. Chairman. Good morning
    everybody. I am glad to be here today to celebrate the
    anniversary of the enactment of the Second Morrill Act. And I
    am pleased that our 1890 land-grant university Presidents could
    join us today, including the President of the newest land-grant
    university, Dr. Cynthia Jackson-Hammond, from Central State
    University in Ohio. Thank you all for the good work that you
    do.
        As the Chairman said, the land-grant universities play an
    important role in agricultural research, extension, and
    educational programs. Research, as we know, is vital to
    agriculture. USDA's research, education extension programs help
    increase productivity, prevent plant and animal disease,
    improve human nutrition and health, and discover and utilize
    new technologies.
        So I look forward to hearing from all of you today and look
    forward to future hearings on agriculture research. Again,
    welcome to today's witnesses and all the other folks that are
    here. I look forward to the testimony and yield back.
        The Chairman. I thank the gentleman.
        The Chairman. It is now my pleasure to recognize the
    gentleman from Georgia, David Scott, and the instigator of all
    this madness today. So, David, any comments you would like to
    make.

      OPENING STATEMENT OF HON. DAVID SCOTT, A REPRESENTATIVE IN
                         CONGRESS FROM GEORGIA

        Mr. David Scott of Georgia. Yes I would Mr. Chairman. The
    first comment I would like to make is just a tremendous thank
    you for your help on this. It may have been a germination of a
    seed coming from me, but its growth, its development, and to
    make sure this happened, comes from you.
        And it is very important for everybody to know that this
    extraordinary, historic hearing today would not have happened
    if it were not for the hard work and the help, tremendous help,
    and the leadership of Mike Conaway, our distinguished Chairman.
    I wish you would join me in giving him a round of applause.
        And, of course, it would not be possible if we did not have
    an extraordinary Chairman on the Democratic side, who for many
    years has toiled in the vineyards and have helped us on this
    Committee and throughout this nation in putting the interests
    of African-American 1890s land-grant colleges at the forefront,
    and I am speaking of who is now our Ranking Member, Collin
    Peterson, who is a former Chairman and provided so much
    leadership; and as he just mentioned to me, everything I did,
    David, I just did what the colleges wanted me to do, and that
    is Collin Peterson. Why don't you give him a hand.
        It is so important for us to recognize, ladies and
    gentlemen, that this is a bipartisan effort. You see before you
    Democrats and Republicans who care about our 1890s. That has
    been the history of it. It was through bipartisanship,
    Republicans and Democrats, if you all remember the Senator, I
    believe, Morrill, who started this first. And then he came back
    during the time when there was the Separate But Equal Doctrine
    and made sure that it was written into the law. As a United
    States Senator, he did that to say that the funds going into
    the 1890s would not be separate nor discriminate against and to
    make sure that there is funding for these 1890 institutions.
        And so we stand here, Democrats and Republicans, looking
    out at this wonderful audience, and as the Chairman has said, I
    have never seen such a crowd. And that is important for they
    understand how important the education of all of America's
    people is.
        And so, Mr. Chairman, I am delighted to be here, and I want
    to thank your staff, who did an extraordinary amount of work.
    And I want to thank my staff and Arthur Tripp. Arthur, are you
    here? Fantastic. Why don't we give our staffs a hand. Thank
    you.
        And so I close with this reminder. I want everyone to know
    that there are hundreds of thousands of African-American
    successful contributors to this nation and the world who would
    not have achieved that success if they did not have that way
    out towards education, that the 1890s provided for us African-
    Americans. And so we thank you for carrying on this
    extraordinary pilgrimage and honor and distinction of carrying
    forth and making sure that deep in our hearts those words that
    I mentioned in my prayer is echoing through this room.
        The words of George Washington Carver rang true when he
    spoke to Booker T. Washington; and let us remember them today
    when he told Booker T. Washington that, ``Mr. President, I
    pledge to you that I will do everything I can through the
    strength of Christ who strengthens me to better the condition
    of our people.'' We are here to carry that charge. Thank you,
    Mr. Chairman.
        The Chairman. Thank you, David. I appreciate those
    comments.
        I also, too, want to thank our staffs. You and I make
    decisions; Collin and I make decisions, but our staffs are the
    ones who do all the work and put this together. The chair
    requests that other Members submit their opening statements for
    the record so that our witnesses may begin their testimony and
    to ensure there is ample time for questions.
        Now, turning to the witnesses at the table. I did not leave
    you all off the list of Presidents who were here. We just had a
    different time to introduce you.
        First off is Dr. George C. Wright, President, Prairie View
    Agriculture and Mechanical University, Prairie View, Texas. Dr.
    Jessica Bailey, Interim President, Fort Valley State
    University, at Fort Valley, Georgia. I have asked Ms. Alma
    Adams to introduce our next witness.
        Ms. Adams. Thank you, Mr. Chairman. As the Chancellor of
    America's largest historically black university, and my alma
    mater, North Carolina A&T State University, Dr. Harold Martin,
    Sr., has dedicated his career to helping students succeed in
    higher education.
        He is a native of Winston-Salem, North Carolina. He
    received his Bachelor's and Master's of Science in electrical
    engineering from North Carolina A&T, and Ph.D. from Virginia
    Polytech Institute and State University. He has held numerous
    positions in university administration at North Carolina A&T,
    at Winston-Salem State University, and the University of North
    Carolina at Chapel Hill.
        President Obama named Chancellor Martin to the Board of
    International Food and Agricultural Development, a board that
    advises the United States Agency for International Development
    on agriculture and higher education. Dr. Martin leads this
    premier 1890 land-grant university with passion and purpose
    promoting global and cultural competency and social awareness.
        Today A&T is growing both in terms of student enrollment
    and in investment. And since 1999, A&T has expanded its
    investments in facilities and infrastructure, transforming the
    campus into one of Greensboro's main economic engines.
        Today we recognize the importance of 1890 land-grants and
    all that it has done to create and sustain historically black
    colleges and universities. In April, North Carolina A&T
    celebrated the 125th anniversary of the Second Morrill Act of
    1890, established the funding mechanism and framework for
    providing access to education.
        As a two-time alumnus of North Carolina A&T, and as Mr.
    Scott has said, I did my later work, my terminal degree, at the
    Ohio State University because of the North Carolina A&T. So I
    welcome my distinguished fellow Aggie to the Committee today to
    share more about this amazing institution and his experiences
    with us this morning. Thank you, Mr. Chairman. I yield back.
        The Chairman. Thank you to the gentlelady. I ask the
    gentlelady from Florida, Ms. Graham, to introduce our next
    witness.
        Ms. Graham. Thank you, Mr. Chairman. I am so honored to
    have here today my dear friend, Dr. Elmira Mangum, President of
    Florida A&M University, located in my district. Go Rattlers.
    Under Dr. Mangum's leadership, FAMU and other 1890 institutions
    are leading the way in innovative research that will keep
    American farming practices at the forefront of the industry.
        FAMU has a history of excellence in agriculture, research,
    and development; and today the university boasts programs that
    span a wide range of issues that impact farmers and farm
    practices in the U.S. and worldwide. And I have been very
    honored to have an opportunity to be with Dr. Mangum on
    multiple occasions to hear about all of those.
        FAMU hopes to secure a land transfer agreement with USDA
    that would provide 3,800 additional acres for the university to
    expand its critical work. The land would be a training tool
    where new and beginning farmers will learn the latest in farm
    practices in biotechnology.
        I am so proud to have you here today, Dr. Mangum, to share
    FAMU's accomplishments with my colleagues on this Committee. We
    owe it to our farmers to continue supporting the institutions
    that keep American farming practices competitive. Thank you for
    being here, and I look forward to hearing your testimony. I
    yield back.
        The Chairman. The gentlelady yields back. We also have Dr.
    Brian Johnson, President, Tuskegee University, in Tuskegee,
    Alabama; and Dr. Juliette Bell, President of the University of
    Maryland Eastern Shore in Princess Anne, Maryland.
        So, thanks to everybody for being here. Dr. Wright,
    whenever you are ready to begin, the microphone is yours.

            STATEMENT OF GEORGE C. WRIGHT, Ph.D., PRESIDENT,
                PRAIRIE VIEW AGRICULTURE AND MECHANICAL
                      UNIVERSITY, PRAIRIE VIEW, TX

        Dr. Wright. Good morning, Mr. Chairman, Ranking Member, and
    Members of the Committee, thank you for the opportunity to
    address you today. I am George C. Wright, President of Prairie
    View A&M University.
        Prairie View A&M University is the second oldest public
    institution of higher learning in Texas. On August 14, 1876,
    the Texas Legislature established the Agriculture and
    Mechanical College of Texas for Colored Youths and placed
    responsibility for its management with the Board of Directors
    of the Agriculture and Mechanical College of Bryan, present day
    Texas A&M University, linking the 1862 and 1890 universities
    together.
        Prairie View A&M will have some 9,000 students this fall.
    During its 139 year history, some 60,000 academic degrees have
    been awarded. Prairie View A&M University's agricultural
    program prepares students to enter careers in the human
    sciences, animal, crop, and environmental sciences, and
    agriculture and resource economics. Students work with PVAMU
    faculty who are actively engaged in research that includes but
    is not limited to: increasing the shelf life of dairy products,
    protecting fruits against sun rays, advancing knowledge in the
    use of medicinal plants to improve health, securing water
    resources, and developing strategies to enhance watershed
    functions in a sustainable way.
        Because of the large population of Texas, and with the
    state having the largest number of farms, Prairie View receives
    the largest funding portion of any of the 1890 institutions for
    its various programs. For an example, in the past year, Prairie
    View received some $11 million from USDA. Over the past 10
    years, Prairie View received $42 million for agriculture
    research, $35 million for agricultural extension, and $14
    million to construct new facilities. Federal funding has
    enabled Prairie View to be involved in a number of programs
    that benefit young people not just in rural Texas, but in urban
    Texas as well. For instance, our program for 4-H Youth
    Development works with some 200,000 students throughout the
    State of Texas in a wide range of areas.
        I will conclude by saying that I am honored to have this
    opportunity to testify before you today, and on behalf of the
    faculty, staff and above all, students of Prairie View, thank
    you for this wonderful opportunity; and we appreciate all the
    support we have received from you over the years. Thank you.
        [The prepared statement of Dr. Wright follows:]

    Prepared Statement of George C. Wright, Ph.D., President, Prairie View
            Agriculture and Mechanical University, Prairie View, TX
    The History of Prairie View A&M University as a Land-Grant University
        Mr. Chairman, Ranking Member, and Members of the Committee, thank
    you for the opportunity to address you today. I am George C. Wright,
    President of Prairie View A&M University. For those not familiar with
    Prairie View, please allow me to share a brief bit of our history.
        Prairie View A&M University is the second oldest public institution
    of higher education in Texas. On August 14, 1876, the Texas Legislature
    established the ``Agricultural and Mechanical College of Texas for
    Colored Youths'' and placed responsibility for its management with the
    Board of Directors of the Agricultural and Mechanical College at Bryan
    (present day Texas A&M University, linking the 1862 and 1890 land-grant
    universities).
        The University's original curriculum was designated by the Texas
    Legislature to be that of a ``Normal School'' for the preparation and
    training of teachers. This curriculum was expanded to include the arts
    and sciences, home economics, agriculture, mechanical arts and nursing
    after the University was established as a branch of the Agricultural
    Experiment Station (Hatch Act, 1887) and as a land-grant college
    (Morrill Act, 1890). Thus began the tradition of agricultural research
    and community service, which continues today.
        The University's enrollment now exceeds 8,000 including more than
    1,500 graduate students. Students come from regions throughout the
    United States as well as many foreign countries. During the
    University's 139 year history, some 60,000 academic degrees have been
    awarded.
    Prairie View A&M University's Agriculture Program
        Prairie View A&M University's agricultural program prepares
    students to enter careers in the human sciences, animal, crop and the
    environmental sciences, and agricultural and resource economics. The
    University has a deep sense of responsibility and is committed to using
    its talents and resources to apply knowledge that will help advance the
    State of Texas in the global economy. PVAMU faculty are actively
    engaged in research that includes but not limited to: increasing the
    shelf life of dairy products, protecting fruits against sun rays,
    advancing knowledge in the use of medicinal plants to improve health,
    removing allergens from peanuts, securing water resources, and
    developing strategies to enhance watershed functions in a sustainable
    way. For instance, researchers at PVAMU are developing a set of
    management tools to enable watershed managers, regulators and other
    stakeholders to predict various short- and long-term land management
    scenarios and the impact of extreme weather conditions. Additionally,
    PVAMU researchers are developing water management strategies to
    optimize crop water use and minimize excess water losses. Funds
    allocated to PVAMU have resulted in nine patents being granted over the
    past 17 years to agricultural researchers in the food and plant
    sciences. Three of the patents deal with infusing fish-oil-based food
    emulsions into foods (milk and milk products, apple sauce, tomato
    sauce, and salad dressings) to increase oxidative stability and
    consumer acceptability of omega-3 fatty acids that are essential for
    maintaining human health.
        Currently PVAMU extension agents are located in thirty-five
    counties in Texas with plans in place to expand to sixty additional
    counties. PVAMU agents work primarily with limited-resource Texans. In
    2010, USDA established a StrikeForce Initiative for Rural Growth and
    Opportunity to address specific challenges associated with rural
    poverty. There are 96 counties in Texas considered by USDA as
    StrikeForce counties. PVAMU proposed expansion is directed toward
    working with citizens of those counties.
        Over the last decade, the Community Economic Development Program
    (CED) has reached 25,000 rural residents, helping to create 800 new
    jobs, which have in turn infused over $30 million into Texas' economy.
    Last year, the CED worked with thirty-eight Texas families to apply for
    home ownership or rehabilitation funding through USDA and $2.5 million
    was approved.
    Support from the United States Federal Government
        Because of the large population of Texas and with the state having
    the largest number of farms, Prairie View receives the largest funding
    portion of any 1890 Institution for its programs. In total, PVAMU
    receives about $11 million annually from USDA. Over the past 10 years,
    Prairie View received $42.2 million for agricultural research, $34.5
    million for agricultural extension and $14.1 million to construct new
    facilities or renovate existing ones in the College of Agriculture and
    Human Sciences.
    Impact
        With its Federal financial support, the PVAMU 4-H Youth Development
    Program since 2012 has, over the last 5 years, reached more than
    181,000 youth in both rural and urban counties across the state through
    educational programs and activities focused on increasing Science,
    Technology, Engineering, Agriculture, and Mathematics (STEAM)
    awareness, civic participation, and healthy living habits. The PVAMU
    Family and Consumer Sciences Program, along with the 4-H Program, have
    created a core of 622 youth ambassadors who reached more than 35,000
    other youth and family members. Also, the Agriculture and Natural
    Resources Program conducted workshops and assisted 54 small and
    limited-resource Texas farmers in submitting applications for loans
    totaling up to $7.8 million, and to date $4.9 million have been
    approved.
    Major Challenge
        Securing the total state match continues to be a major challenge
    for PVAMU to receive the full USDA allocation. Each biennium PVAMU has
    to work assiduously with the State Legislature to secure the match.
    Unfortunately over the years the University has not been successful in
    securing the match and has had to request a waiver from USDA to receive
    its full allocation.
    Concluding Statement
        I will conclude by saying that I am honored to have had this
    opportunity to testify before you today and on behalf of faculty, staff
    and students associated with the agriculture program at PVAMU thank you
    for your continuous support.

        The Chairman. The gentleman yields back, and the chair
    recognizes that he left 2 minutes on the clock. So, Doctor, I
    thank you very much for that. We appreciate that. Those of you
    that are just new to this process, that is a big deal. So thank
    you, Dr. Wright.
        Dr. Bailey, you are recognized for 5 minutes.

             STATEMENT OF JESSICA M. BAILEY, Ph.D., INTERIM
             PRESIDENT, FORT VALLEY STATE UNIVERSITY, FORT
                               VALLEY, GA

        Dr. Bailey. Thank you. Chairman Conaway, Ranking Member
    Peterson, and Members of the House Committee on Agriculture. My
    name is Jessica Bailey, and I serve as the interim President of
    Fort Valley State University. I would like to just highlight
    some of the wonderful work that is being done at Fort Valley
    State University.
        Fort Valley State is supporting USDA Strategic Goal 1 by
    researching renewable energy and biobased products. In
    particular we are doing research on the Paulownia elongata
    tree, forestry woods, and switchgrass. In addition, biodiesel
    processing basics have been introduced to over 500 4-H and FFA
    students in Georgia.
        Through Project GREEN, Fort Valley State has been able to
    save Georgians thousands of dollars through energy audits,
    equipment efficiency savings, and weatherization upgrades. We
    are also involved in the process of recruiting and training a
    new generation of agricultural and food scientists. For
    example, young people come to our institution to receive
    communications and professional skills training. We have
    programs that reach out to K through 12 levels of students and
    give them hands-on experience in molecular biology techniques.
        Also, all of these programs serve as a pipeline to our
    stellar programs in veterinary technology and agricultural
    biotechnology. We are also diligent in supporting USDA
    Strategic Goal 2, because we collaborate with other entities to
    support minority forest landowners. We increase the overall
    knowledge through training and money management skills, estate
    planning, marketing, and other necessary skills, and by doing
    so, we have contributed to the efficient distribution of
    millions of dollars.
        We support Strategic Goal 4 by promoting healthier diets
    and reducing the risk of foodborne illnesses. More than 12,000
    youths in Georgia have been given training in food education.
    Also, the university conducts world-renowned research on sheep
    and goat herds, as well as the development of healthier
    livestock products.
        We have done groundbreaking research in peach trees,
    identifying factors that contribute to tree survival and fruit
    production. We also have programs that do training to educate
    farmers and ranchers about the offerings of the USDA. We have a
    mobile information technology center that assists the elderly
    and shut-ins.
        Last year it is estimated that we were able to save
    Georgians more than $5\1/2\ million. We appreciate the support
    that we have received in the past, and we know that increased
    funding can enable us to become a unique demonstration farm for
    resource-constrained small farmers and ranchers.
        Producers must become environmental stewards, and so we
    envision that we can create a dynamic nutrient-cycling system
    for sustainable, organic, small-scale production. It can save
    costs. We can produce food to be consumed on our campus, and
    also we can assist in helping the United States fortify its
    position as the world leader in food production.
        Thank you for allowing me the opportunity to report on what
    Fort Valley State University has done and can do. Thank you.
        [The prepared statement of Dr. Bailey follows:]

    Prepared Statement of Jessica M. Bailey, Ph.D., Interim President, Fort
                    Valley State University, Fort Valley, GA
        Testimony on the request to the Task Force for $37 Million Each
    Year for Five Years in the Areas of Motivating and Educating Students
    for Achievement; Innovative and Sustainable Small Farmers, Ranchers and
    Landowners; and International Engagement and Development before the U.
    S. House of Representatives for the Committee on Agriculture July 13,
    2015.
        Chairman Conaway, Ranking Member Peterson, and Members of the House
    Committee on Agriculture. My name is Jessica Bailey and I serve as the
    Interim President of Fort Valley State University.
        It is indeed an honor to be here along with my fellow colleagues to
    testify on the impact of United States Department of Agriculture (USDA)
    funding on the 1890 land-grant universities. Fort Valley State
    University was established in 1895 and was designated a land-grant
    university pursuant to the Second Morrill Act of 1890. The school's
    College of Agriculture, Family Sciences and Technology offers
    undergraduate programs in eight areas and graduate programs in Animal
    Nutrition, Reproductive Biology, and Animal Products Technology, Plant
    Biotechnology, Animal Biotechnology and Applied Biotechnology.
        Thank you for the opportunity to share our work and offer insights
    into how USDA funding received via Evans-Allen Program, 1890
    Institutions Extension, 1890 Capacity Building Grants, McIntire-Stennis
    Cooperative Forestry, Cooperative Extension, Teaching Grants, and other
    research grants has been impactful and how, if enhanced, we could be
    even more effective.
        With regards to USDA Strategic Goal 1, assisting rural communities
    to create prosperity so they are self-sustaining, re-populating, and
    economically thriving, FVSU has supported development, production and
    consumption of renewable energy and biobased products. The National
    Institute of Food and Agriculture (NIFA) states the importance of
    sustainable bioenergy describing it as ``valuable to the nation's
    ability to create new jobs and promote rural prosperity''. USDA Federal
    funding has helped FVSU address the challenges in the production of
    sustainable bioenergy.
        Additionally, FVSU researchers have been working on developing a
    sustainable bioenergy system using Paulownia elongata trees as an
    alternative fuel. Our current research indicates that there is immense
    potential for Paulownia as a bioenergy crop for farmers and growers in
    the southeastern United States. Our preliminary studies indicate that
    Paulownia can be harvested as a short rotation tree crop after 18-20
    months for the production of ethanol or bio-gasoline and for timber in
    a 7-8 year rotation.
        FVSU and Oklahoma State University are also evaluating sweet
    sorghum as a potential renewable energy crop for ethanol production.
    This high carbohydrate producer crop can be cultivated on marginal
    lands, has low input requirements and is adapted to nearly all
    temperate climates.
        Several power generation companies have visited our experimental
    research farm to see the potential application of our bioenergy
    research in moving toward biomass-based power generation. We have
    introduced biodiesel processing basics to over 500 4-H and FFA students
    in Georgia with one high school student winning a county-wide science
    fair and competing in an international science fair.
        Fort Valley State University has been able to educate over forty
    low to moderate income families on Energy Audits and to distribute
    energy related publications to over 240 Georgians through its Project
    GREEN, which stands for Georgia Residential Energy Efficiency Network.
    Through the GREEN Project, residents received 12 free energy audits
    providing for an additional savings of $4,800.00, 14 free energy kits
    that provided an energy efficiency saving of $20,007.68, and 484 CFL's
    were distributed to Georgia residential homes resulting in a $32,525.00
    energy efficient equipment cost savings. FVSU also partnered with the
    Middle Georgia Community Action Agency to perform weatherization
    upgrades valued at more than $10,000 for eligible senior citizens.
        Additionally, FVSU has initiated an investigation on the use of
    forestry woods and energy crops (switchgrass) as renewable energy
    sources for power generation through combustion for greenhouse heat. In
    fulfilling Objective 1.1 of enhancing rural prosperity, including
    leveraging capital markets to increase government investment in rural
    America, FVSU has provided Stronger Economies Together training to
    Georgia's designated SET teams. As a result of the SET training both
    teams received approximately 40 hours of technical assistance to aid
    them in the development of their high quality plans to address an
    aspect of their region's community and economic development
    deficiencies. The teams' coverage area encompassed 24 counties, of
    which approximately 96% are designated as StrikeForce counties.
        Another objective of USDA Strategic Goal 1 is to protect the
    foundation of the Agricultural System. In order for this to happen, the
    nation must recruit and train a new generation of agricultural
    scientists and also increase the number and diversity of students
    entering the agricultural and food sciences fields. Fort Valley State
    University is involved in this effort in many ways.
        Through one grant, FVSU has increased awareness of career
    opportunities in food and agriculture among high school students in
    Georgia and increased the number of minorities in the agricultural
    economics professional workforce by providing undergraduate
    agricultural economics students the opportunities for professional
    development which translates into higher retention rates and higher
    graduation rates. Results of this program included one FVSU
    agricultural economics major being on the second place team at the
    Southern Agricultural Economics Association quiz bowl. Additionally two
    FVSU students won second and third places at the Biennial Research
    Symposium of the Association of 1890 Research Directors student paper
    competition.
        Under another grant, FVSU is enhancing the number and quality of
    underrepresented populations in agricultural economics to satisfy the
    demand for highly qualified personnel in the workforce and in graduate
    education. Results during the first year included an enhanced
    appreciation for the scope of agriculture and participation in the
    MANRRS National Conference to further develop communication and
    professional skills and an enhanced understanding of the scope of
    agriculture.
        A separate grant had as its objective to enhance the quality of
    animal science undergraduate and graduate degree programs by
    incorporating hands-on experience in molecular technologies in
    instruction. An additional goal is to expose K-12 students to
    agricultural biotechnology through mini-projects and workshops. Such
    students with practical experience in molecular technology will be
    better prepared to (a) make career decisions, (b) pursue graduate
    studies and, (c) seeking employment in industry, academia and
    government agencies. As a result of this program, an 8th grader from
    Fagan Mill Middle School in Houston County conducted a research project
    entitled, ``Plasmid DNA transformation in E. Coli: effect of microwave
    on transformation efficiency''. The student received first prize for
    his project in a regional science fair and was selected for the Georgia
    State Science Fair at the University of Georgia where he also received
    two prizes. Workshops have been conducted at local high schools to
    inspire students to major in Ag biotechnology.
        A grant whose goal is to empower youth by assisting them in
    developing leadership, career and interpersonal skills will include a
    summer weeklong tour of agribusiness firms, government agencies, and
    1862 research institutions. After completion of the 8 month program
    students will be expected to apply for summer research internships with
    1862 and 1890 institutions, governmental agencies or industry.
        Another of FVSU's projects aims to increase recruitment and
    retention of minorities in veterinary medicine at all levels. FVSU
    offers the only accredited Bachelor of Science degree in veterinary
    technology in the University System of Georgia, and the only accredited
    Veterinary Technology Program at a Historically Black College and
    University.
        In an additional future grant, FVSU aims to enroll and graduate at
    least 15 students in agricultural biotechnology at FVSU through
    systematic and proven outreach to local high schools focusing on
    underrepresented students. The project will advance the institution's
    and NIFA's missions to recruit, retain and graduate higher numbers of
    professionals in plant biotechnology.
        FVSU has submitted and been permitted to develop a proposal for a
    Food Science BS program. While we are awaiting final approval, the
    establishment of this new Food Science program was recommended by the
    project evaluation committee at the beginning of this funded teaching
    project.
        Our U.S.-Honduras partnership has the goal of strengthening global
    competence of students and faculty in food and agricultural sciences,
    expanding their global awareness in a Central American culture, and
    introducing them to a new global vision through collaborative
    partnerships with Honduran institutions.
        As a result of all of these grants FVSU has been ranked No. 11 in
    producing agricultural undergraduate degrees; No. 28 in producing
    electronic engineering technology undergraduate degrees; and No. 47 in
    producing family and consumer science undergraduate degrees for persons
    of African-American descent. FVSU is also ranked No. 34 in producing
    agricultural undergraduate degrees for all minority races. In graduate
    programs, FVSU is ranked No. 25 in producing graduate degrees for
    persons of African-American descent, in the biological and biomedical
    sciences programs, which would include our graduate programs in public
    health, animal science and biotechnology.
        With regards to USDA Strategic Goal 2, to ensure our National
    Forest and private working lands are conserved, restored, and made more
    resilient to climate change, while enhancing our water resources, one
    of the objectives that helps accomplish this goal is through the
    improvement of the health of the nation's forests, grasslands and
    working lands by managing natural resources. Of Georgia's 24.7 million
    acres in forestland, nearly 18 million acres are owned by private non-
    industrial landowners. Timber is the highest valued vegetative crop in
    Georgia. Georgia's forest resource creates a $12.7 billion direct
    economic impact in the state.
        FVSU's Cooperative Extension Program is collaborating with the
    University of Georgia Cooperative Extension Service, USDA Rural
    Development, USDA Forest Service and other agencies to address the
    issues of minority forest landowners not receiving any technical
    assistance and/or information that will assist them in their operation
    of maintaining and managing their forestlands to maximize their
    operation's income. The impact of this program is an increase in the
    overall knowledge of 350 landowners in the following topic areas: wills
    and estate planning, timber management and marketing, USDA cost-sharing
    programs, wildlife management, and land management including surveying.
    Additionally, factsheets on the Tree Assistance Program have been
    developed and distributed throughout the FVSU Extension 30 county area.
        Landowner Initiative for Forestry Education or (LIFE) Program
    resulted in twenty workshops being conducted for more than 1,300
    landowners. FVSU hosted ten estate planning clinics, which resulted in
    45 estate plans saving Georgians over a quarter of a million dollars
    and succession plans involving $33 million in homes and assets.
        In relation to USDA Strategic Goal 4, which is to ensure that all
    of America's children have access to safe, nutritious, and balanced
    meals, FVSU has promoted healthy diets, physical activity, and the
    improvement of access to nutritious food. A key priority of NIFA is
    addressing the causes of obesity and finding effective interventions.
    We believe that if we can address the obesity problem in children, then
    we will have healthier adults. FVSU, as part of the Expanded Food and
    Nutrition Extension Program (EFNEP), is helping parents feed their
    children healthier meals and snacks, save money on food and reduce the
    risk of foodborne illnesses. Nutrition education is also provided to
    youth ages 4 through 18. USDA Evans-Allen Funding has helped FVSU
    develop economically viable nutritional strategies that result in
    healthier goat products and sustainability of small goat farms. The
    impact of this work is that dairy goat farmers can replace a large
    amount of corn with smaller amounts of soybean oil in goat diets to
    produce milk with a healthier fatty-acid composition.
        The FVSU 4-H program has engaged 3,000 youth in healthy living
    activities resulting in improvement of dietary choices, improvement of
    attitudes toward and understanding of healthful foods, increased
    willingness to try new nutritional foods, increased understanding of
    the elements of sound nutrition and daily caloric need versus physical
    exercise, and increased participation by the family in eating together.
    In 2014, the FVSU 4-H program also engaged 12,543 youths in
    experiential learning opportunities in an effort to increase their
    knowledge, skills, competencies, and experiences. The impact of the
    Program resulted in raising enough money to contribute to rebuilding a
    fire damaged local library and gaining national recognition. Also, FVSU
    is in the process of creating a Mobile Food and Nutrition Unit that
    will expand our food safety, nutrition and health education outreach
    programs. This is in addition to our on campus facility that supports
    teaching, research and extension programs.
        Fort Valley State University works with farmers in order to reduce
    infection by gastrointestinal nematodes that threaten the economic
    viability of the farmer and the health of the sheep or goat. Because of
    the work of Fort Valley State University and a consortium of others,
    farmers have greatly improved the sustainability of their sheep and
    goat production systems through the use of Sericea lespedeza and other
    condensed tannin-containing plants. This has helped farmers reduce
    synthetic drug usage by up to 90 percent which saves approximately
    $150-$200 per 100 animals per year and identify and retain parasite-
    resistant breeding stock. Anemia detection has also been made easier
    for sheep and goat producers because of work of the consortium.
        Fort Valley State University researchers have demonstrated the use
    of non-thermal technology for the destruction of E. coli on goat
    carcasses and continue to evaluate cost-effective pathogen reduction
    strategies and food safety training for small and very small meat
    processors in Georgia. The impact of this project to Georgia's
    agriculture is the enhanced safety and marketability of meat products
    through the improvement of processing intervention treatments or a
    combination of treatments applicable to small and very small processors
    and an increased knowledge of food safety practices.
        Fort Valley State University is researching the sustainability of
    the dairy goat industry and limited resource dairy goat farmers through
    the development of goat milk infant formula, reduced fat and reduced
    cholesterol goat cheeses and yogurts, iron fortified and CLA enhanced
    goat cheeses. Additional Federal funding is allowing the development of
    nutritionally enhanced small ruminant meat and dairy products with high
    levels of antioxidants and longer shelf stability.
        FVSU Agricultural Research on winter cover crops based dryland and
    irrigated farming systems for the production of field and vegetable
    crops has contributed to increased use of winter cover crops in the
    cultivation of important cash crops, such as cotton and corn in
    Georgia. More than 35 years of FVSU research on peach tree short life
    and rootstock has accomplished a wider understanding of biotic and
    abiotic stress factors responsible for reducing tree survival, orchard
    longevity, and fruit production. FVSU's biotechnological
    investigations, involving development of in vitro plant regeneration
    protocols amenable to genetic enhancement, indicates that peach is a
    highly recalcitrant species.
        To provide support to beginning farmers and ranchers in agriculture
    and to improve outreach and communication to military veterans about
    farming and ranching opportunities, FVSU has conducted three quarterly
    workshops impacting Georgia's StrikeForce counties that have engaged
    245 participants on USDA programs, GAP/GHP certification, organic and
    sustainable food production, conservation and assistance available from
    USDA and local farm support agencies. FVSU has several agreements with
    USDA agencies to assist beginning farmers and small and limited
    resource farmers. FVSU also provides technical assistance to under-
    served farmers in the development of farm conservation plans.
        Additionally, the 2014 Farm Bill provides support for conservation
    practices. FVSU research has demonstrated that cover crops improve soil
    quality by increasing soil organic nitrogen and carbon composition, and
    can also enhance spring soil microbial activity essential for release
    of nutrients for a subsequent summer cash crop. County extension agents
    serving 34 counties (primarily StrikeForce Counties) assist small and
    limited resource farmers, as well as veterans and ranchers in a variety
    of ways. Family and Consumer Science Agents afford homeowners
    opportunities relating to safety, food preparation, and nutritional
    planning.
        FVSU has an 18 acre organic farming system where farmers are
    exposed to organic tree, shrub and vine fruit growing, organic barrel
    gardening, organic small plot gardening, organic hoop house gardening,
    and organic animal production. We have year-round breeding of goats,
    genetic manipulation in goats that can lead to production of goats with
    larger muscle mass, year-round marketing of dairy goat products and
    recognition from the American Dairy Science Association. Sheep breed
    evaluation resulted in the establishment of additional flocks of sheep
    in the Southeast. Meat/goat/buck performance testing by our researchers
    in studying growth and muscle development, internal parasite tolerance,
    behavior, and reproductive capacity of bucks of different breeds has
    created an awareness of the importance of using scientific data, in
    addition to physical appearance of animals, in selection programs. FVSU
    work has helped producers understand the extent of genetic differences
    within a herd and its relationship to performance.
        The Georgia Small Ruminant Research and Extension Center (GSRREC)
    at Fort Valley State University (FVSU) is the largest such facility
    east of the Mississippi River and is recognized as a national leader in
    goat research. Small ruminant scientists, producers, and individuals
    interested in goat production visit the facility from all over the
    world.
        Our Mobile Information Technology Center educates communities on
    record-keeping and accessing USDA information on the web. It is also
    used to assist in providing services to veterans and others who need to
    utilize technology to access government services via the web.
    Additionally, working with the State Health Insurance Assistance
    Program and the Senior Medicare Patrol, we have saved Georgians more
    than $5\1/2\ million.
        Life on the Farm (LOTF) is a live animal mobile exhibition
    providing firsthand knowledge of farm life and how it affects each
    person on a daily basis. The Life on the Farm educational program is
    presented throughout the state at locations such as schools, daycare
    centers, public libraries, churches, town festivals, fairgrounds and
    other public meeting places. Life on the Farm completed 50 visits to
    sites in 18 different cities. Across Georgia, 6474 youth and 1154
    adults participated in the Life on the Farm experience.
        We appreciate the long-running support that this Committee has
    shown for agricultural research, extension, and higher education at
    Fort Valley State University. A continuation of funding for Fort Valley
    State University will allow the university to (1) contribute
    significantly to the United States being a world leader in the
    production of bioenergy and at the same time provide a source of
    revenue for small and limited resource farmers and ranchers, (2)
    improve the economic viability of rural families through reducing
    energy consumption and an diversification of agricultural products, (3)
    increase the number of students of color into the agricultural industry
    while also offering these students the global knowledge and skills
    necessary to operate in today's global economy, (4) increase the
    nutrition, diet and health of limited-resources families with an
    emphasis on reducing obesity, (5) enhance 4-H and youth skills in
    science, technology and math, (6) improve technology proficiency for
    farmers, senior citizens, youth and other rural Americans, and (7)
    provide education opportunities for landowners in sustaining and/or
    increasing their land productivity. These are things we have done and
    will continue to do.
        But our service to the State of Georgia and to this nation can
    expand with your increased assistance. It will enable Fort Valley State
    University to become a unique showplace as a demonstration farm for
    small farmers and ranchers who are resource constrained. Small and
    limited resource farmers make up a majority of the farms in the United
    States. In the Southeast, many of these farmers are former tobacco
    producers, interested in growing other high-value crops for better
    long-term economic stability. Many farmers, both organic or
    conventional, are concerned about energy costs, fertilizer costs, soil
    management, water use and quality, invasive species management,
    alternative pest control methods, climate change, and the production of
    crops on their farms. Developing integrated agriculture production
    systems (plant and animal) which address these factors for small-scale
    producers and entrepreneurs would greatly benefit farmers in rural and
    economically depressed regions of the United States. FVSU's goal is to
    develop an integrated plant and animal agriculture production system as
    a model for small-scale producers and entrepreneurs to improve
    sustainability in these regions.
        With increasing fertilizer costs and environmental consequences of
    nutrient runoff, developing low cost sustainable nutrient management
    systems is important for limited resource farmers not only for cost
    savings, but for environmental stewardship. In order to create a
    dynamic nutrient cycling system for sustainable/organic small farm
    production integrating plant and animal systems, FVSU could establish a
    50 acre demonstration farm to (1) identify agricultural waste for
    compost and feeding for soil nutrient management and animal production,
    (2) develop safe and sustainable effluent and aquaponic systems with
    vegetable crops and an aquaculture species, (3) develop a sustainable
    forage-based small ruminant management practice, and (4) assess the
    economic sustainability of the proposed integrated system of
    production. By combining plant and animal systems, agro-diversity and
    profitability will be optimized by creating year-round income for small
    producers, dynamic food webs, and nutrient systems with high-value
    crops in economically depressed regions. Additionally, food produced on
    this model farm will be served at our campus dining establishments,
    which will contribute to developing a campus culture that promotes
    sustainable foods and environmental stewardship. Last, FVSU will be
    making a contribution to helping the U.S. incrementally fortify its
    status as the world leader in agricultural innovation.

        The Chairman. Thank you, Dr. Bailey.
        Dr. Martin, your 5 minutes.

     STATEMENT OF HAROLD L. MARTIN, Sr., Ph.D., CHANCELLOR, NORTH
         CAROLINA AGRICULTURAL AND TECHNICAL STATE UNIVERSITY,
                             GREENSBORO, NC

        Dr. Martin. Good morning, Chairman Conaway, Ranking Member
    Peterson, Members of the House Committee on Agriculture. With
    special recognition being given to Congressman David Scott for
    his commitment to 1890 land-grant institutions, Congressman
    David Rouzer of North Carolina, and North Carolina A&T
    University graduate, Congresswoman Alma Adams, who has served
    as a Representative and advocate for more than 20 years, both
    in the North Carolina General Assembly, and now in the U.S.
    House of Representatives.
        I am Harold Martin, Chancellor of North Carolina A&T State
    University; and, Mr. Chairman, I am absolutely pleased to be
    here to testify before this Committee today.
        Today's hearing provides 1890 land-grant institutions the
    opportunity to highlight the innovative research being
    performed by our outstanding faculty, discuss the return on
    investment we provide to our local, state and regional
    economies through the education, research, and outreach we
    provide, and I will offer recommendations for ways the Federal
    Government can further support the 1890 community.
        Established in 1891, shortly after the passage of the
    Second Morrill Act, North Carolina A&T State University is a
    university with a variety of academic and research programs,
    serving approximately 10,700 students. Provides throughout its
    history ladders of opportunity to high-achieving students
    seeking a superior education and ensuring the betterment of
    under-served communities in North Carolina and beyond.
        In an era when family farms and farmland are rapidly
    disappearing from the American landscape, farm Census data
    shows that African-American farms in North Carolina are on the
    rise. Despite these successes challenges still loom for the
    small and minority farm communities. The A&T provides these
    farmers opportunities to enhance their success through
    dedicated and knowledgeable extension agents, deploying new
    science and innovative farming techniques, developed by faculty
    and other institutional partners.
        Three examples illustrate the outstanding work that our
    faculty and staff do. First, the Piedmont Triad region where
    the university is located was ranked one in the nation for food
    insecurity by the Food Research and Action Center. USDA has
    also designated 24 food deserts in the City of Greensboro. In
    recognizing that need, A&T has partnered with the City of
    Greensboro to establish the city's first urban farming
    enterprise to serve residents of longstanding food deserts.
        A&T is now training those residents in best practices for
    urban farming, providing communities with nutritional
    programming aimed at reducing obesity, diabetes, and other
    chronic diseases. The expectation is that this site will become
    a model for other communities across the state.
        Second, in October 2014, National Geographic published an
    extensive expose on North Carolina's persistent hog waste and
    the challenges it created for fisheries and water resources.
    Heeding the call to action, A&T's swine unit used research,
    supported by the Evans-Allen program, developed new
    technologies to attack this problem.
        As a result, the Bioadhesive Alliance, an A&T spin-off
    company, was established to market technology for hog-waste
    derived bioasphalt and bioadhesives that performs better and is
    produced at a fraction of the cost of petroleum-derived
    asphalts and adhesives. This product, which has been named
    PiGrid, has the potential to convert North Carolina's 15.5
    million tons of hog waste from a costly environmental issue
    into a green source of revenue for our state and our farmers.
        Such innovative research underscores A&T's relevance to
    North Carolina's economy where agriculture is the largest
    industry, contributing $78 billion to the state's economy.
        And finally A&T's USDA federally-funded research has
    resulted in notable success important to allergy sufferers.
    Food scientists in our School of Agriculture have developed a
    post-harvest process for reducing the major allergens in
    peanuts. This research has produced the University's newest
    spin-off company, AlrgnBio, which is now marketing
    hypoallergenic peanut technology to technologies for food
    companies. The same A&T research team hopes to expand its
    research to allergen-reducing processes for soy, wheat, and
    tree nuts for the benefit of millions of Americans who suffer
    from these dangerous food allergies.
        Mr. Chairman, Ranking Member, and Committee, as you can
    see, the investments made to A&T through USDA National
    Institute of Food and Agriculture funding have led to
    scientific breakthroughs and innovations in agriculture that
    have created a real return on investments for our taxpayers. To
    sustain the level of innovation I have described, competitive
    funding is essential.
        A&T fully supports President Obama's Fiscal Year 2016 NIFA
    budget request which includes an increase from Fiscal Year 2015
    to support Central State University, the newest 1890 land-grant
    university, and encourages Members of Congress to continue to
    make overall NIFA funding a high priority.
        A&T and its fellow 1890 institutions have always about done
    more with less. However, it has never been by choice. Secretary
    of Agriculture Thomas Vilsack recently cited studies that show
    that every dollar invested in agriculture research returns $20
    to the nation's economy. Unfortunately, each year \1/2\ or more
    of the 1890s do not get the full match from the states they
    serve, and most are required to complete burdensome waiver
    documentation to become eligible for at least a portion of
    Federal funds allocated. A&T requests that Congress provide
    additional oversight to ensure that states meet their
    obligation for providing the one-to-one match, a requirement to
    encourage states to provide eligible formal funding to each
    land-grant university in each state.
        Mr. Chairman, Ranking Member, and Members of the Committee,
    thank you for this opportunity to testify before the Congress.
        [The prepared statement of Dr. Martin follows:]

     Prepared Statement of Harold L. Martin, Sr., Ph.D., Chancellor, North
      Carolina Agricultural and Technical State University, Greensboro, NC
        Chairman Conaway, Ranking Member Peterson, and Members of the House
    Committee on Agriculture; with special recognition being given to
    Congressman David Scott for his commitment to 1890 land-grant
    institutions and North Carolina Agricultural and Technical State
    University graduate--Congresswoman Alma Adams, who has served as a
    representative and advocate for our university for more than 20 years,
    both in the North Carolina General Assembly and now in the U.S. House
    of Representatives.
        I am Harold L. Martin Sr., Chancellor of North Carolina
    Agricultural and Technical State University (N.C. A&T) in Greensboro,
    North Carolina. Mr. Chairman, I am pleased to submit my written
    testimony for the official hearing record.
        Mr. Chairman, today's hearing provides 1890 land-grants the
    opportunity to highlight the innovative research being performed by our
    outstanding faculty, discuss the ``return on investment'' we provide to
    our local, state and regional economies through the education, research
    and outreach we provide, and offer recommendations for ways the Federal
    Government can further support the 1890 community.
    Background: N.C. A&T and the Second Morrill Act of 1890
    Yesterday
        In 1890, Congress passed the Second Morrill Act, which included the
    stipulation that African-Americans be included in the U.S. land-grant
    higher education system without discrimination. With southern and
    border states unwilling to admit African-American students to their
    universities, many of states established second land-grant
    institutions. The Agricultural and Mechanical College for the Colored
    Race--now N.C. A&T--was established as that second institution in the
    State of North Carolina by an act of the General Assembly, ratified on
    March 9, 1891. Originally operating in Raleigh as an annex to Shaw
    University, the college made a permanent home in Greensboro. In 1915,
    state legislators changed the college's name to the Agricultural and
    Technical College of North Carolina; and in 1967, they elevated it to
    university status. A&T became a constituent university of the
    University of North Carolina in 1972.
    Today
        N.C. A&T is a learner-centered community that develops and
    preserves intellectual capital through interdisciplinary learning,
    discovery and engagement, and is committed to fulfilling its
    fundamental purposes through exemplary instruction, scholarly and
    creative research, and effective public service and engagement. A&T is
    dedicated to providing ``ladders of opportunity'' to high-achieving
    students seeking a superior education and is committed to creating a
    campus climate that fosters student satisfaction and a sense of
    community. The university's academic and outreach efforts illustrate
    how campus and community collaborations enhance the quality of life for
    the citizens of North Carolina, the nation, and the world. Through the
    years, A&T has adapted its curriculum to strengthen science,
    technology, engineering and mathematics (STEM)--its academic core and
    foundation. Riding the crest of the technological revolution, A&T has
    moved rapidly to blend its academic and research programs with the
    needs of society and industry, forming a symbiotic relationship.
        A&T is ranked by the Carnegie Classification System as a
    ``doctoral/research university'' and, for the past 9 years, has ranked
    third among The University of North Carolina system's member
    institutions for sponsored research funding. With an enrollment of
    nearly 11,000 students, A&T is recognized as the largest among the
    nation's historically black colleges and universities, and the School
    of Agriculture and Environmental Sciences at A&T is the largest school
    of its kind among the nation's HBCUs. A&T ranks No. 1 in the nation for
    the number of baccalaureate degrees in engineering awarded to black or
    African-Americans (American Society for Engineering Education) and is
    the top producer of African-Americans with undergraduate degrees in
    STEM disciplines, arts and humanities, and education. Notably, the
    Carnegie Foundation for the Advancement of Teaching selected A&T for
    its 2015 Community Engagement Classification.
    Tomorrow
        A&T considers the social, economic and global challenges facing
    higher education as opportunities for a new 21st century renaissance.
    The goals established for its future, recognize the importance of
    embracing diverse populations of students and pursuing research agendas
    that focus on the solutions to critical world issues such as poverty,
    health care, adequate and secure foods, clean water and other problems
    that challenge global sustainability. Educational delivery
    methodologies will continue to transcend older limitations imposed by
    time and space. As laid out in our strategic plan, ``A&T Preeminence
    2020,'' A&T is a university committed to embracing the history,
    traditions and outstanding accomplishments of its rich past and
    creating a future as a global driver of technology-enhanced
    scholarship, teaching, learning, and engagement.
    A&T's Commitment to Under-Served Communities
        In an era where family farms and farmland are rapidly disappearing
    from the American landscape, North Carolina farm Census data shows that
    African-American owned farms in North Carolina are on the rise, having
    increased in number from 1,491 in 2007, to 1,637 in 2012. Overall
    acreage under cultivation in these enterprises has increased by nearly
    20,000 acres. Despite these successes, challenges loom for North
    Carolina's small farming community, and particularly, for new farmers.
    According to North Carolina farm Census data, 86 percent of African-
    American farms had gross sales of less than $50,000 and 51 percent of
    those farmers' sole source of income is farming. Small farmers of all
    races are also aging and nearing retirement and unfortunately, only
    three percent are under 34 years old. A&T is committed to providing the
    education and training needed to attract and retain the next generation
    of farmers and has done so through effective community outreach and
    innovative undergraduate and graduate programs.
        A&T is striving to make small farming in North Carolina more
    profitable and more attractive, while continuing its unique mission to
    serve minorities in rural communities. Through new ideas like our Small
    Farms Collaborative and Local Foods and Health Initiative (funded
    through the 1890 Facilities Program), A&T plans to use its 492 acre
    farm as a strong community education resource for local food
    production. Elements of the farm plan mentioned include a food
    processing facility to teach entrepreneurs how to add value to North
    Carolina agricultural products, a pasture-based dairy and creamery
    producing A&T-branded yogurt, ice cream and artisanal cheeses for
    revenue production, an organic vegetable production research and
    demonstration site, a student-run farm, and land for community gardens
    that will be available to residents of the surrounding communities.
    A&T's Commitment to the Piedmont Triad Region
        The Piedmont Triad where A&T is located, was recently ranked No. 1
    in food insecurity in the nation by the Washington-based Food Research
    and Action Center. USDA has designated 24 food deserts in the city of
    Greensboro and many more than that exist across the state. In
    recognizing a need, A&T has partnered with the city of Greensboro to
    establish the city's first urban farming enterprise to serve residents
    of long-standing food deserts. The city has already provided land and
    committed additional resources, and A&T has engaged several
    enthusiastic and well-established community groups, which the
    agriculture school will train in best practices for urban farming. The
    expectation is that this site will become a model for other communities
    across the state.
        A&T's School of Agriculture faculty have also been active in
    getting a new Guilford County Food Council chartered, which is
    dedicated to strengthening the local food system by supporting local
    farms, growers and other food businesses to create access to healthy
    food to all communities.
        In addition to assisting small farms with newly created agriculture
    technologies, A&T's Cooperative Extension service is also helping
    families and communities, particularly in impoverished rural counties,
    with nutrition programming aimed at: reducing obesity, diabetes and
    other chronic diseases; parenting classes for troubled families;
    financial literacy training; and youth development through 4-H
    programs. Cooperative Extension specialists at A&T have also partnered
    with Wal-Mart for research and farmer education on organic
    strawberries. In addition, the Cooperative Extension Program is
    developing organic vegetable production technologies and conducting
    research to serve small-scale meat producers with assistance from 1890
    extension program funding.
    A&T's Commitment to North Carolina
        In October 2014, National Geographic published an extensive expose
    on North Carolina's persistent hog waste problem and the challenges it
    creates for North Carolina's fisheries and water resources. Heeding the
    call to action, A&T's swine unit used preliminary research supported by
    the Evans-Allen program to develop solution oriented technology. As a
    result of those efforts, The Bioadhesive Alliance--an A&T spin-off
    company--was established to market the technology for hog-waste derived
    bioasphalt and bioadhesives that perform better and can be produced at
    a fraction of the cost of petroleum derived asphalts and adhesives.
    This product, which has been named PiGrid, has the potential to convert
    North Carolina's 15.5 million tons of hog waste from a costly
    environmental issue into a profitable, green source of revenue for our
    state and our farmers, and will create savings for Departments of
    Transportation and industries that rely on adhesives.
    A&T's Commitment to All
        A&T's USDA federally-funded research has resulted in notable
    success important to allergy sufferers. From the university's Carver
    Hall, a building named after agricultural researcher George Washington
    Carver, who is renowned for his work with peanuts, A&T food scientists
    are continuing his legacy. They recently developed a post-harvest
    process for reducing the major allergens in peanuts by 98 percent or
    more. This research has produced the university's newest spin-off
    company, AlrgnBio, which is now marketing the hypoallergenic peanut
    technology to food companies. This same A&T research team hopes to move
    on to research allergen reducing processes for soy, wheat and tree
    nuts, for the benefit of millions of people who suffer from these
    dangerous food allergies. Such innovative agricultural research
    underscores A&T's relevance to North Carolina, where agriculture is the
    largest industry, contributing $78 billion to the state's economy,
    accounting for more than 17 percent of the state's income, and
    employing 16 percent of the workforce.
    FY 2016 Budget Request
        1890 land-grant universities provide much of the research and
    education that sustain U.S. food production and delivery, while
    addressing many urgent and important local, regional, and national
    needs. Financial support for this global innovation comes from both
    public and private sources, but the most significant funding source is
    the Federal-state partnership managed by the National Institute of Food
    and Agriculture (NIFA).
        A&T fully supports President Obama's FY 2016 NIFA budget proposal
    request (which includes an increase from FY15 to support Central State
    University--the new 1890 land-grant university) and encourages Members
    of Congress to continue to make overall NIFA funding a high priority
    and specifically requests funding for the six core NIFA priorities
    (Agriculture and Food Research Initiative, Smith-Lever 3(b)-(c) Hatch
    Act, Evans-Allen, 1890 Institutions Extension, McIntire-Stennis
    Cooperative Forestry, 1994 Institutions Research and Extension) that
    support research, education, and extension efforts at America's land-
    grant universities.
    Evans-Allen One-to-One Match Oversight
        A&T and its fellow 1890s institutions have always done ``more with
    less.'' However, it has never been by choice. Since being signed into
    law in 1977, the Evans-Allen Act and the National Agricultural Research
    Extension and Teaching Policy Act (NAREPTA) of 1977 have provided
    critical base funding for agricultural research and Extension programs
    at 1890 institutions. The investments made in 1890 universities by
    Evans-Allen and NAREPTA funding have led to scientific breakthroughs
    and innovation in agriculture that has created a real return on
    investment. Secretary of Agriculture Thomas Vilsack recently cited
    studies that show that every dollar invested in agricultural research
    returns $20 to the economy.
        Unfortunately, each year \1/2\ or more of the 1890s do not receive
    the full match from the states they serve. This shortage means that
    each year, \1/2\ or more of the 1890 institutions are confronted with a
    burdensome need to produce waiver documentation in order to become
    eligible for at least some of the Federal farm bill funds allocated
    over the 50 percent threshold. According to the Association of Public
    and Land-grant Universities' (APLU) policy briefing entitled Land-Grant
    but Unequal: State One-to-One Matching Funding for 1890 Land-Grant
    Universities; ``From 2010 to 2012, 56 percent of the 1890 land-grant
    institutions did not receive 100 percent of the one-to-one matching
    funds from their respective states for either extension or research.
    The loss of funding to 1890 land-grant universities due to states not
    meeting the one-to-one match requirement for between 2010 and 2012 is
    nearly $57 million.''
        At this time, A&T requests that Congress provide additional
    oversight to ensure that states meet their obligation for providing the
    one-to-one match requirement and to encourage states to provide
    equitable formula funding to each land-grant university within each
    state.
    Conclusion
        In conclusion, Mr. Chairman, Ranking Member, and Members of the
    Committee, thank you for the opportunity to be one of six 1890
    university Presidents and Chancellors to testify before you today. It
    is my hope that the opportunities for improvement and recommendations
    mentioned today are considered as you move forward with budget
    negotiations.

        The Chairman. Thank you, Dr. Martin.
        Dr. Mangum, you have 5 minutes.

             STATEMENT OF ELMIRA MANGUM, Ph.D., PRESIDENT,
    FLORIDA AGRICULTURAL AND MECHANICAL UNIVERSITY, TALLAHASSEE, FL

        Dr. Mangum. Good morning, Chairman Conaway, Ranking Member
    Peterson, and distinguished Members of the House Committee on
    Agriculture. Thank you, Representative Graham, for the kind
    introduction and also for your service to Florida and the
    nation.
        On behalf of our board and 10,000 students, 3,000 faculty
    and staff, and 70,000 alumni, including the Honorable David
    Scott, thank you, Mr. Chairman, for this invitation.
        The strength of Florida's $120 billion agricultural
    industry is due in part to the strength of the state's two
    land-grant institutions, Florida A&M University and the
    University of Florida. With the research of these institutions,
    we have been able to improve our methods of production. Our
    extension services share the technologies and techniques born
    in the labs and classrooms with Florida urban and rural
    communities. One beneficiary of Florida A&M's research is
    Jasmine Hall, a recent graduate. Federal funding allows FAMU to
    foster early research experiences to undergraduates like
    Jasmine. Working with Professor Violeta Tsolova at our Center
    for Viticulture and Small Fruit Research, Ms. Hall has earned
    public recognition as the first young scientist to clone a gene
    from the muscadine grape. Identifying and using grape's
    antioxidants as a dietary supplement will help to reduce
    cancer, obesity and improve human health overall.
        FAMU holds nine patents in agriculture, including one for
    the distinct cultivar of the muscadine grape plant, the Majesty
    Grape. The vines of this cultivar are vigorous, productive, and
    disease resistant.
        Our research programs through our four research centers
    contribute to the advancement of new knowledge and scientific
    discoveries that have national and international implications
    through a variety of initiatives, including developing
    biological strategies to control invasive pests and plants like
    the honeybee mite. These invasive species interrupt
    agricultural production, as you know.
        Our researchers are also working on developing best
    management practices for efficient use of fertilizers in
    tomatoes and field corn that reduce water contamination and
    enhance farm profitability. Partnering with agencies such as
    the USDA Natural Resources Conservation Service and the USDA
    Animal Health Inspection Service, FAMU is poised to play a more
    prominent role in helping to promote agriculture in Florida,
    the nation, and the world.
        Our Vet Tech Program and Biological and Agricultural
    Systems Engineering Programs are just two examples of this
    partnership. At FAMU, the NRCS has been the lifeblood of the
    base program, and APHIS has been the lifeblood of the
    Veterinary Medicine Technology Program.
        BASE is a biologically-based engineering discipline that
    integrates agricultural, biological, chemical, environmental,
    life, and engineering sciences. It focuses on solving problems
    and designing systems related to the preservation and
    enhancement of natural resources and the environment, as well
    as biological and agricultural production and processes.
        Approximately 65 percent of all African-American doctorates
    in BASE programs are graduates of two ABET accredited programs,
    North Carolina A&T University and Florida A&M University. The
    Cooperative Extension Program at the College of Agriculture and
    Food Sciences serves as the outreach arm of FAMU. This program
    provides services throughout the entire State of Florida.
        A few examples of these programs include the Farm to School
    Program, FAMU Statewide Small Farm Program, School and
    Community Gardening, and the Family Resource Management
    Program. These programs have reached approximately one million
    children in Florida and adjacent states, improved sales,
    developed community gardening and farming skills and assisted
    approximately 300 individuals with home ownership.
        The transfer of the 3,800 acres in Brooksville, Florida by
    the USDA Agricultural Research Service to Florida A&M will be
    the single largest land transfer to a historically black
    college in history. The transfer will enable FAMU to develop
    educational training and developmental programs for new and
    beginning farmers and ranchers and to teach them the latest
    biotechnical innovations.
        With your continued and enhanced support, we will continue
    to use these resources to expand our teaching, research, and
    extension programs to serve the increasing needs of our state
    and our nation.
        We have adopted a university wide commitment to advancing
    agricultural innovations, drawing on the strengths of our many
    colleges and institutes. To realize this vision, FAMU will
    leverage its research across the State of Florida, including
    extension programming at satellite locations and research and
    development at the Brooksville property.
        FAMU is well-positioned to help Florida and the nation meet
    the agricultural demands of the 21st century and beyond. And,
    again, on behalf of Florida Agricultural and Mechanical
    University, I thank you, Mr. Chairman, and Committee for this
    opportunity.
        [The prepared statement of Dr. Mangum follows:]

        Prepared Statement of Elmira Mangum, Ph.D., President, Florida
            Agricultural and Mechanical University, Tallahassee, FL
    Introduction
        Good morning. Chairman Conaway, Ranking Member Peterson, and
    distinguished Members of the House Committee on Agriculture. Thank you,
    Representative Graham, for your kind introduction and your service to
    Florida and the nation.
        On behalf of our more than 10,000 students, 3,000 faculty and
    staff, and 70,000 Alumni, including the Honorable David Scott, the
    Honorable Corrine Brown, the Honorable Alcee Hastings, and the
    Honorable Al Green. Thank you, Mr. Chairman, for this invitation.
        Founded on October 3, 1887, we are proud of our 127 year legacy of
    providing access and opportunity for thousands who but for FAMU would
    never have had the opportunity to fulfill their dream of getting a
    college degree. More than 65 percent of our students are Pell Grant
    recipients and come from households with income below $40,000 annually.
        Agriculture, as you know, is a critical component of Florida's and
    America's economy. Data provided by your former colleague Commissioner
    Adam Putnam of the Florida Department of Agriculture and Consumer
    Services show that Florida has 47,000 commercial farms, encompassing a
    total of 9 million acres, and contributes more than $120 billion to our
    state's economy and supports two million jobs.
        The strength of Florida agriculture is due, in part, to the
    strength of the state's two land-grant institutions--Florida A&M
    University and the University of Florida.
        With the research of these institutions, we've been able to improve
    our methods of production. Our extension services share the
    technologies and techniques born in the labs and classrooms with
    Florida urban and rural communities.
        One such beneficiary of FAMU's research is Jasmine Hall, a recent
    graduate. Federal funding allows FAMU to foster early research
    experiences to undergraduates like Jasmine. Working with Professor
    Violeta Tsolova at our Center for Viticulture & Small Fruit Research,
    Ms. Hall has earned public recognition as the first young scientist to
    clone a key gene from muscadine grapes. Identifying and using the
    grape's antioxidants as a dietary supplement will help to reduce
    cancer, obesity and improve human health overall. Ms. Hall's
    breakthrough work will appear in an upcoming issue of the Journal of
    Biotechnology & Biomaterials.
        FAMU holds the patent for the distinct cultivar of the muscadine
    grape plant, the Majesty Grape. The vines of this cultivar are
    vigorous, productive and disease resistant.
        Our research programs through our four research centers contribute
    to the advancement of new knowledge and scientific discoveries that
    have national and international implications through a variety of
    initiatives, including developing biological strategies to control
    invasive pests and plants like the Tropical Soda Apple, Japanese
    Beetle, Asian Longhorn Beetle, Asian Black Carp, Hydrilla and many
    others that interrupt agricultural production, tourism, recreation, and
    commercial fishing. These invasive species also diminish local property
    values and threaten our $15 billion honeybee industry.
        Our researchers are also working on developing best management
    practices for efficient use of fertilizers in tomatoes and field corn
    that reduce groundwater contamination and enhance farm profitability.
        Partnering with agencies such as the USDA Natural Resources
    Conservation Service--the NRCS, and the USDA Animal and Plant Health
    Inspection Service, or APHIS, FAMU is poised to play an even bigger
    role in helping to promote agriculture in Florida, the nation, and the
    world.
        Our Vet Tech Program and Biological and Agricultural Engineering
    Systems (BASE) Program are just two examples of this partnership. At
    FAMU, the NRCS has been the lifeblood of the BASE Program and APHIS has
    been the lifeblood of the Vet Tech Program. I will talk briefly about
    BASE.
        BASE is a biology-based engineering discipline that integrates the
    agricultural, biological, chemical, environmental, life, and
    engineering sciences. It focuses on solving problems and designing
    systems related to the preservation and enhancement of natural
    resources and the environment, as well as biological and agricultural
    production and processes. Because of this diverse background, BASE
    students are uniquely qualified to understand the many different facets
    of a project from an engineering perspective. This diverse background
    also enables them to function exceptionally well on multidisciplinary
    teams.
        Approximately 65 percent of all African-American doctorates in BASE
    programs are graduates of two schools--North Carolina A&T University
    and Florida A&M University. Forty-five (45) percent of all BASE
    graduates have gone on to pursue graduate degrees at over 21 different
    colleges nationwide; most were on undergraduate scholarships provided
    by the NRCS.
        The Cooperative Extension Program at the College of Agriculture and
    Food Sciences serves as the outreach arm of FAMU. This program serves
    the entire State of Florida. A few examples of these programs include:

       Farm to School Program.

       FAMU Statewide Small Farm Program.

       School and Community Gardening.

       Family Resource Management Program.

        These programs have reached approximately one million children in
    Florida and six adjacent states, improved sales, developed community
    gardening and farming skills and assisted approximately 300 individuals
    with home ownership.
        The transfer of 3,800 acres in Brooksville, Florida by the USDA
    Agricultural Research Service to Florida A&M University will be the
    single largest transfer of land to a historically black college or
    university in history. The transfer will enable FAMU to develop
    educational training and developmental programs for new and beginning
    farmers and ranchers and to teach them the latest biotechnological
    innovations and other key initiatives.
        With your continued and enhanced support, we will continue to use
    these resources to expand our teaching, research and extension programs
    to serve the increasing needs of our state and nation.
        We have adopted a university wide commitment to advancing
    agricultural innovations drawing on the strengths of our Colleges of
    Agriculture and Food Sciences, Pharmacy and Pharmaceutical Sciences,
    the Schools of Business and Industry and the Environment, and the
    Institutes of Public Health and Sustainability.
        To realize our vision, FAMU will leverage its reach across the
    State of Florida, including extension programming at satellite
    locations and research and development at the Brooksville property.
        With additional funding to support our research and outreach
    initiatives, we can help to provide solutions to our food security and
    safety, energy and water resource problems, increase agriculture output
    through new and improved farming techniques and biological pest control
    and management, improve local economies by training small ranchers and
    farmers, and address health issues by providing nutritional training
    and growing healthy food in our community gardens.
        FAMU is well positioned to help Florida and the nation meet the
    agricultural demands of the 21st century and beyond.
        Again, on behalf of Florida Agricultural and Mechanical University
    thank you, Mr. Chairman, for this opportunity.

        The Chairman. Thank you, Dr. Mangum.
        Dr. Johnson, 5 minutes.

       STATEMENT OF BRIAN L. JOHNSON, Ph.D., PRESIDENT, TUSKEGEE
                        UNIVERSITY, TUSKEGEE, AL

        Dr. Johnson. Chairman Conaway, Ranking Member Peterson,
    Members of the Congressional Committee, on behalf of Tuskegee
    University, I am very pleased to report to you on this day
    regarding Tuskegee University and its work with 1890s.
        Tuskegee University is pleased to report that funding
    received from the agricultural research and extension have
    resulted in innovations in science, education, and economic
    development of importance to the State of Alabama, the southern
    region and the nation. Agricultural programs, as Congressman
    Scott pointed out, began in Tuskegee in 1896 when George
    Washington Carver joined the Tuskegee faculty and pledged to
    serve alongside of Booker T. Washington. Carver contributed
    significantly to southern agriculture through his research and
    extension activities.
        Now there are roughly 3,100 students at Tuskegee
    University; 2,100 of these students are in STEM or STEM-related
    fields. Research and extension programs at Tuskegee University
    focus on fruit and vegetables and food animals produced by
    small farmers with emphasis on profitability. This program is
    important because it is a partnership of socially disadvantaged
    and under-served farmers working together in clusters with Wal-
    Mart, Lipman, Pura Vida, W.P. Rawls and other commercial
    marketers to provide fresh, locally grown fruits and vegetables
    to commercial retailers.
        Importantly, Tuskegee University assisted the farmers in
    passing farm audits for the GAP, Good Agricultural Practices
    Harmonized Food Safety Standards required by commercial
    markets. This partnership has demonstrated potential for
    bringing jobs and economic development to persistent poor
    counties in Alabama and other states. The results are an
    excellent illustration of effective use of 1890 land-grant
    capacity funds to support farm and agribusiness based on
    economic development in rural communities.
        Tuskegee University scientists continue work on peanuts
    through genome analysis focused on disease resistant gene
    identification and mapping; sweet potatoes through breeding new
    varieties, enhancing nutrition through plant biotechnology, and
    developing new crop uses for food and fuel. Tuskegee
    researchers have targeted reduction in parasites in meat
    animals by using molecular and genetic-based technologies and
    through a patented system that uses a plant bark as an
    effective natural feed supplement.
        A patented chemical treatment enhances reusability for
    poultry litter for application to land by reducing excess
    phosphorous levels by 90 percent. Another patent Tuskegee
    researchers have developed detects foodborne pathogens in
    poultry in hours versus days or weeks, thus potentially
    preventing human illness.
        Agroforestry research is assessing the dual impact of pine
    stand control, caprine parasite control, and related economic
    viability of long leaf and loblolly pine stands. And diet,
    nutrition, and exercise programs are focused on intervention
    strategies to reduce obesity and cancer and improve the overall
    health of youth and adults.
        One project targets 8 to 15 year old children in multiple
    counties to determine food preferences and influence the food
    access and food quality in rural counties.
        We are pleased that recent data indicates Tuskegee
    University ranks number 1 in the nation in African-American
    graduates in agriculture, agriculture operations, and related
    sciences, number two in African-American graduates in natural
    resources and conservation, number 1 in graduating African-
    Americans in veterinarian medicine and is among top producers
    in African-American engineers.
        Our funding challenges and opportunities: Our work with
    small farmers is important because they represent 90 percent of
    all farmers, control more than 50 percent of the land, and have
    the potential to increase jobs and economic development across
    many rural communities, especially if they work together. The
    models we are developing can be duplicated in other states and
    regions of the United States, especially in areas with
    persistent poverty. This would simultaneously assist the
    commercial markets and consumers because of savings in energy
    and transportation costs and the increased local product
    quality and freshness can be passed on to consumers.
        One final remark, in 1998 and 1999, Congress made
    provisions for an 1890 land-grant university to obtain one-to-
    one matches from states for Capacity Research and Extension
    Grants. Fifteen years later, this is a work still in progress
    for many states. For Fiscal Year 2015-2016, Tuskegee University
    will be at a .87-to-1 ratio, the highest ratio obtained since
    the required match inception, and we are grateful to all
    involved.
        Once again, we thank Congress for its support of not only
    Tuskegee University, but its sister 1890 institutions.
        [The prepared statement of Dr. Johnson follows:]

      Prepared Statement of Brian L. Johnson, Ph.D., President, Tuskegee
                            University, Tuskegee, AL
    Historical Perspective
        Tuskegee University is pleased to report that funding received for
    Agricultural Research and Extension has been instrumental in developing
    agricultural research programs of importance to the State of Alabama,
    the ``Southern Region, and the nation.'' Tuskegee University's
    agricultural programs began in 1896 when famed scientist, George
    Washington Carver joined the Tuskegee University faculty and pledged to
    Booker T. Washington to do ``all I can through Christ who strengthens
    me to better the condition of our people.'' Carver contributed
    significantly to southern agriculture, through his research and
    Extension activities on peanuts, cotton, sweet potatoes, southern peas
    and other commodities. His testimony before Congress in 1921 was well
    received and helped to protect U.S. farmers. Carver's Bulletin #43
    Nature's Garden for Victory and Peace published during World War II
    helped provide nutrition information during times of scarcity and his
    design of the first ``Wagon on Wheels'' led to the Jesup Wagon and
    selection of the first demonstration agent, Thomas Campbell in 1906, a
    forerunner of the Cooperative Extension, which was formally established
    in 1914 by Congress. Carver's work set the tone in the south for using
    science based information to improve agricultural production by
    farmers, including African-American farmers who were struggling to
    survive and make a living during challenging times.
        Carver, the scientist and humanitarian never lost sight of his
    mission for going to Tuskegee . . . ``to help his people,'' and in so-
    doing helped the entire south through promotion of peanuts and other
    legumes as rotation crops for cotton and (2) introducing sustainable
    agricultural practices that permitted small (mostly tenant) farmers to
    survive. It was not until 1967 that the 1890 land-grant universities
    received their first funding for agricultural research from USDA. This
    amount was increased slowly by Congress over many years. During this
    time Tuskegee University developed areas of research and Extension that
    focused on counties with persistent poverty, commonly called Black Belt
    Counties, both because of its dark, Prairie soils and also the
    relatively high African-American populations. This strategic selection
    of geographic and demographic foci complemented and did not duplicate
    research and Extension activities by other institutions in the state.
    Current Research and Extension Successes
        In recent times integrated Extension and research programs at
    Tuskegee University have focused on fruit and vegetables and food
    animals produced by small farmers with emphasis on profitability. This
    important program has developed into a partnership of socially
    disadvantaged and under-served farmers working together in clusters
    with Wal-Mart, Lipman, Pura Vida, W.P. Rawls and other commercial
    markets to provide fresh, locally grown fruits and vegetable to
    commercial retailers. Importantly, Tuskegee University assisted the
    farmers in passing farm audits for ``Good Agricultural Practices (GAP)
    Harmonized Food Safety Standards,'' required by commercial and other
    markets. This relatively new partnership of small farmer clusters and
    commercial markets has demonstrated great potential for bringing jobs
    and economic development to persistent poor counties in Alabama and
    other states. The current progress is based upon many years of Tuskegee
    University's research and Extension staff working with small farmers
    and rural communities because of Capacity Research and Extension funds.
    The results are an excellent illustration of effective use of capacity
    funds to support farm- and agribusiness-based economic development in
    poor rural communities.
        Today Tuskegee University scientists continue work on: peanuts
    through genome analysis focused on disease resistant gene
    identification and mapping; plant breeding of sweet potatoes to produce
    new varieties; enhancing crop nutrition through plant biotechnology and
    developing new uses of crops for food and fuel. Research by Tuskegee
    scientists has targeted reduction in parasites in meat animals such as
    goats and sheep using two approaches: (1) molecular and genetic-based
    technologies are being used to find effective solutions and (2) a
    system was patented that uses plant bark as a natural feed supplement.
    Another recent patent is a chemical treatment that makes reusable
    poultry litter better for application to the land by reducing excess
    phosphorus levels by about 90 percent, while retaining the other
    essential elements needed for plant growth. Still another patent by
    Tuskegee scientists detects different foodborne pathogens in poultry in
    hours versus days or weeks. This time-saving invention can be used to
    rapidly find out which pathogens may be present in poultry samples and
    prevent human illness.
        Agroforestry research is uniquely assessing the dual impact of pine
    stand control and caprine parasite control on economic viability and
    fire suppression on long leaf and loblolly pine stands via controlled
    foraging by food animals. Integrated Research and Extension Programs
    are assessing the impact of diet, nutrition and exercise on youth and
    adult obesity and cancer. One project targets 8 to 15 year old children
    in multiple counties to determine food preferences and influence the
    food access and food quality in rural counties. The goal is to develop
    effective intervention strategies to reduce obesity and improve their
    overall health.
    Innovations and Successes in Education and Service
        We are pleased that recent data indicates Tuskegee University ranks
    number one in the nation in African-American graduates in
    ``Agriculture, Agriculture Operations, and Related Sciences'', number
    two in African-American graduates in Natural Resources and
    Conservation; number one in graduating African-Americans in Veterinary
    Medicine and is among top producers of African-American Engineers.
        We are pleased to report that eight USDA agencies joined with
    Tuskegee University to form the Carver Integrative Sustainability
    Center at Tuskegee University that brings together faculty and staff
    from all disciplines to work on problems systemically associated with
    small social disadvantaged and under-served farmers and rural
    communities. We are learning to work together across agency and
    university department lines to better serve the public and protect our
    natural resources. Students of all levels (K-12, community college,
    undergraduate and graduate levels) are integrally involved and receive
    invaluable ``hands on'' experiences and other programs. A benefit of
    such partnerships is that students are gaining interest in agriculture,
    including seeking food and agricultural careers such as agronomy,
    horticulture, animal science, food science, natural resources and
    agribusiness. There is high demand for food and agriculture majors by
    the food and agriculture industry and recent data indicates the need
    for such majors is increasing. Universities such as Tuskegee University
    and other 1890 land-grant universities provide much needed talent and
    diversity for such industries.
        We take special note of our successful integrative graduate
    programs and their success in producing outstanding scientists,
    engineers and health professionals. In particular our Materials
    Sciences and Engineering Ph.D. Program and leadership were cited by
    both President George Bush and President Barack Obama for its long-term
    research and student development that have served our nation and
    industry well. The Integrative Biosciences Ph.D. students address
    agriculture, and related environmental and health problems from multi-
    disciplinary approaches; these students serve as great role models for
    undergraduate students and the Integrative Biosciences graduates are
    serving our nation in key government, academic and private sector
    positions. Newer graduate programs in Interdisciplinary Pathobiology,
    Agricultural and Environmental Sciences Engineering, and Integrative
    Public Policy and Development will produce well-trained agricultural
    scientists, engineers and policy specialists needed by our nation to
    address challenges of the future, including preparing for a global
    world population increase from seven billion to a nine billion
    population by 2040. Enhanced funding for such innovative programs will
    strengthen the diverse undergraduate and graduate pipeline needed by
    the private sector, government, academia other sectors as documented in
    recent reports.
    Funding Challenges and Opportunities
        Our work with small farmers is important because they represent 90%
    of all farmers, control more than 50% of the land and have the
    potential to increase jobs and economic development across many rural
    communities, especially if they work together for optimum volume,
    scale, efficiency, sustainability of operations and marketing. Most
    socially disadvantaged farmers gross under $10,000 and very small
    farmers make a profit. This is contrasted with the top 15% of farmers
    classified as large farmers who make 90% of the profit. The models we
    have developed can be duplicated in other states and regions of the
    United States, especially in areas with persistent poverty. If funds
    are enhanced we could reach more small farmers and impact more
    communities in a positive way. This would simultaneously assist the
    commercial markets and consumers because of reduced transportation and
    storage costs associated with distance based supply of perishable goods
    like fresh fruits and vegetables. These savings in energy and
    transportation costs and the increased product quality and freshness
    can be passed on to consumers. There are many gaps along the supply
    chain that require integrated research and Extension solutions. We have
    the momentum and passion to get the job done and have presented a plan
    to USDA that involves all states with 1890 land-grant universities
    working together. We look forward to your support.
        As a final note, in 1998-99 Congress made provisions for 1890 land-
    grant universities to obtain 1:1 matches from states for Capacity
    Research and Extension Grants. Fifteen years later this still is a work
    in progress for many states. For FY 2015-16 Tuskegee University will be
    at a 0.87:1 ratio, the highest ratio attained by Tuskegee University
    since the inception of the required match and we are grateful to all
    involved. We look forward to next year going ``over the top''!

        The Chairman. Thank you Dr. Johnson.
        Dr. Bell, 5 minutes.

            STATEMENT OF JULIETTE B. BELL, Ph.D., PRESIDENT,
        UNIVERSITY OF MARYLAND EASTERN SHORE, PRINCESS ANNE, MD

        Dr. Bell. Chairman Conaway, Ranking Member Peterson, and
    Members of the Committee, good morning. My name is Juliette
    Bell. I am the President of the University of Maryland Eastern
    Shore, and I also have the pleasure of serving as the chair of
    the Council of 1890 Universities and the co-chair of the USDA
    1890 Task Force established by the Secretary of Agriculture.
        On behalf of the 1890 universities, thank you for this
    great opportunity to testify before this Committee as we
    celebrate our 125th anniversary of the Second Morrill Act which
    established the 1890 universities. Today the 1890 universities
    continue to focus on teaching of practical agriculture,
    science, and mechanical arts to improve and uplift our
    communities. Collectively the 1890s have led the way in
    innovation, discovery, and outreach and have provided access to
    educational opportunities for countless thousands of students
    across this country.
        For more than a century, the University of Maryland Eastern
    Shore has embraced and advanced the land-grant mission. The
    funding we received has enhanced the university's capacity to
    deliver practical education and training for our students.
    There are three critical areas where the funding has had the
    greatest impact. These are in workforce development, research
    and innovation, engagement and outreach.
        Today the challenge of developing an educated, diverse,
    highly-skilled, and innovative workforce remains a top
    priority. With 67 percent African-American students, UMES is
    one of the most diverse campuses of the University System of
    Maryland, ensuring access to all students. We offer eight
    baccalaureate degrees, four master's, and three Ph.D. degrees
    in Critical Science, Technology, Engineering, Agriculture, and
    Mathematics areas.
        Our role in providing access and opportunities for many who
    otherwise may not have had the opportunity to attend college is
    critical. UMES and the other 1890 universities face great
    challenges compared to our 1862 counterparts in providing a
    quality education for many students who are first-generation,
    economically disadvantaged, and often under-prepared for
    college, and we do this with less funding.
        UMES has leveraged its annual Federal research capacity
    appropriation of about $1.5 million to establish nationally
    recognized programs in key areas such as food security and
    safety, obesity prevention, forestry, and conservation of
    coastal and marine living resources. Our unique geographic
    location between the Atlantic Ocean and the Chesapeake Bay on
    the Delmarva Peninsula has positioned the university to
    strategically provide critical research and serve as an
    economic engine for our region. For instance, given the
    importance of food and water security, our scientists are
    exploring how unmanned aerial vehicles, UAVs, can be used in
    precision agriculture to improve the efficiency of water use
    and the application of nutrients to large farm plots.
        Given our location in the heart of Maryland's billion
    dollar poultry industry, our faculty and students have been
    invaluable in generating knowledge on food safety. Our
    extension faculty are working directly with the seafood
    industry, another important sector in Maryland, to support the
    safety of seafood products.
        Through our strong extension and outreach programs, we
    continue to address the challenges related to rural poverty and
    health services of under-served populations in urban areas. For
    many years UMES has conducted a small farms outreach initiative
    for farmers in the region with the goal of improving the
    economic conditions of small-scale, limited-resource, and
    socially disadvantaged farmers to provide educational programs
    that improve their farm management skills and expedite their
    participation in USDA farm programs.
        Continued strategic investment in the 1890s at the state
    and the Federal level will allow us to carry on our mission.
    Greater investment will allow us to be more competitive and
    effective at producing a diverse workforce to engage in the
    research and outreach that addresses the many issues facing our
    world today and tomorrow.
        As we celebrate this momentous 125th anniversary of the
    signing of the Second Morrill Act of 1890, we look back with
    pride on our accomplishments and forward to the many challenges
    that our 1890s universities can and will address with your
    continued support. Strategic investment in the 1890s is
    investment in the future.
        Again, I thank you for your continued commitment and
    support of the University of Maryland Eastern Shore and all of
    the 1890s universities. Thank you.
        [The prepared statement of Dr. Bell follows:]

    Prepared Statement of Juliette B. Bell, Ph.D., President, University of
                   Maryland Eastern Shore, Princess Anne, MD
    Meeting 21st Century Challenges for Innovation in Agriculture, Science,
            Engineering and Technology
        To each of you, the Members of the United States House of
    Representatives, good morning/afternoon.
        My name is Dr. Juliette B. Bell and I am honored to bring you
    greetings not only as President of the University of Maryland Eastern
    Shore, but also as the Chair of the Council of 1890 Universities of the
    Association of Public and Land-grant Universities, and as Co-chair of
    the USDA/1890 Taskforce, established by the U.S. Secretary of
    Agriculture.
        Congressman Justin Morrill, one of the founders of the Republican
    Party, authored the Land-Grant College Act of 1862, ``in order that
    colleges be established for the endowment and support of the education
    of the ``sons of toil;' '' that they should be educated not only in
    classical studies and military drill, but also in the mechanical arts,
    and agriculture, which Morrill described as ``the foundation of all
    present and future prosperity.''
        Enacted in the midst of the Civil War, The Morrill Act, as this
    legislation would become known, did not provide for the education of
    the African-American citizenry, as segregation of races prohibited the
    admission of African-Americans to these land-grant colleges.
        Following the Civil War, in the years of reconstruction, Senator
    Morrill continued his advocacy for the ``sons of toil'', this time
    seeking to include those citizens of color who were not provided for
    under the original Act.
        Thus, in 1890, with the enactment of the Second Morrill Act, funds
    from the sale of public lands were set aside for ``the more complete
    endowment and maintenance'' of land-grant colleges except that no funds
    would be distributed to states where there was a ``distinction of race
    or color'' in admissions. However, the Act did stipulate that ``the
    establishment and maintenance of such colleges separately for white and
    colored students'' would be considered compliant with the Act provided
    the state ``equitably divided'' those funds between the institutions.
        And so, in Alabama, Arkansas, Delaware, Florida, Georgia, Kentucky,
    Ohio, Louisiana, Maryland, Mississippi, Missouri, North Carolina,
    Oklahoma, South Carolina, Tennessee, Texas, Virginia, and West
    Virginia, 19 universities, founded primarily for the education of
    African-American ``sons and daughters of toil'', were designated land-
    grant institutions, with the notion that educational opportunity was
    not reserved for an elite few, but available to all, regardless of race
    or class.
        Today, these 19 universities celebrate the 125th anniversary of the
    Second Morrill Act, which made it possible for each of these
    universities to fulfill Senator Morrill's mission.
        Indeed, the land-grant mission, established more than a century
    ago, remains as relevant today as it was in 1890. Today, the 1890
    universities continue to focus on the teaching of practical
    agriculture, science and mechanical arts to improve and uplift our
    communities in a time when race and class remain obstacles for so many.
        Collectively, the 1890s, as these universities are called, have led
    the way for innovation, discovery, and outreach and have provided
    access to education and opportunities for countless thousands of
    students across the country.
        Founded in 1886 as the Delaware Conference Academy with a mission
    focused on educational opportunity for former slaves and freemen, the
    University of Maryland Eastern Shore was designated as Maryland's
    ``1890'' university.
        For more than a century, the University of Maryland Eastern Shore
    has embraced and advanced the land-grant mission.
        At this time, I would like to take a few moments to introduce you
    to the University of Maryland Eastern Shore, our programs and our
    accomplishments as a result of the funding we receive to advance the
    land-grant mission.
    Statistical Information
       Located on more than 1,100 acres on Maryland's Delmarva
            Peninsula.

       Over 4,200 students.

       270 full and part-time faculty.

       14:1 student to faculty ratio.

       78% of our students are Maryland residents, with a
            significant number from others states and some 30 nations.

       67% African-American, 33% other race students.
    Our Programs
       38 undergraduate majors including: Agriculture and
            Agribusiness.

       22 graduate programs including masters and doctoral degree
            programs in Food and Agricultural Sciences, Food Science and
            Technology and Marine and Estuarine Sciences, Natural Resource
            Sciences and Quantitative Fisheries and Resources Economics.
    Funding
        The university's annual operating budget is approximately $141
    million.
        For FY 2015, UMES received $3,861,253 in Federal capacity support
    for research, extension, facilities and forestry while our sister
    institution received $6,867,792 for its capacity programs.
    Impact of Funding
        The funding we receive has enhanced the university's capacity to
    deliver practical education and training for students, particularly in
    areas of innovation in science, engineering and technology. But,
    perhaps most critical have been the developments in agriculture, food
    and natural resources sciences.
        In the next few minutes I would like to address three critical
    areas where the funding has had the greatest impact. These areas are:

       Workforce Development.

       Research and Innovation.

       Engagement and Outreach.
    Workforce Development
        Clearly the nation's emphasis on the development of human capital
    has been the most essential ingredient in ensuring continued growth.
    Today, the challenge of developing an educated, diverse, highly
    skilled, and innovative workforce remains a top priority. The foresight
    of Senator Morrill was truly inspired.
        As an 1890 institution, UMES' role in providing access and
    opportunities for many who would otherwise not have had a college
    education is critical. Today, UMES is one of the most diverse campuses
    in the University System of Maryland, as we continue to focus on our
    core mission, while ensuring access to all. We offer eight
    baccalaureate degrees, four master's, and three Ph.D. degrees in
    critical Science, Technology, Engineering, Agriculture, and Mathematics
    (STEAM) areas.
        In many ways institutions such as ours face even more hurdles in
    comparison to our 1862 counterparts in ensuring that we provide quality
    education to many students who are often under-prepared for college.
    Such students often require greater attention and support--a challenge
    we have embraced by being innovative in our educational approaches.
    Research and Innovation
        UMES has leveraged its annual Federal research capacity
    appropriation of about $1.5 million to establish nationally recognized
    programs in key areas such as food security and safety, water security,
    obesity prevention, forestry, climate change mitigation, and
    conservation and use of coastal and marine living resources. Using our
    unique geographic location between the Atlantic Ocean and the
    Chesapeake Bay on the Delmarva Peninsula, we have positioned ourselves
    strategically to provide critical research and serve key constituents
    in our region.
        Our scientists have continued to position themselves at the cutting
    edge of new innovations. For instance, given the importance of food and
    water security, our scientists are exploring how unmanned Aerial
    Vehicles (UAVs) can be used in precision agriculture to improve the
    efficiency of water use and application of nutrients to large
    commodities such as corn with very promising results.
        Just over a decade ago we established a state of the art research
    facility with Federal and state support. This facility and its
    nationally recognized faculty have become a nucleus for critical
    research on poultry and seafood safety and quality, Dr. Salina Parveen,
    one of our food safety specialists, serves on the Secretary of
    Agriculture's National Advisory Committee on Microbiological Criteria
    for Foods.
        Given our geographic location on the Eastern Shore, in the heart of
    Maryland's $8.5 billion poultry industry, our faculty and students have
    been invaluable in generating knowledge on food safety. Our extension
    faculty are working directly with the seafood industry, another
    important sector in Maryland to support the safety of seafood products.
    More recently and in collaboration with USDA ARS and FDA, UMES is at
    the heart of critical research on fresh produce safety, as well.
        Our research enterprise extends to a number of other important
    areas, and the potential for growth is immense.
    Engagement and Outreach
        It is critical for us as a land-grant university to address the
    many national challenges and one of these has to do with rural poverty
    and health. Through strong extension programs, we have over the years
    strengthened our services to small farms and rural communities as well
    as the under-served in urban areas.
        Thus, recognizing the importance of providing a firm foundation for
    our children, our youth development programs provide a supportive
    setting for all youth to reach their fullest potential. Through 4-H and
    STEAM initiatives, youth learn beneficial cognitive and life skills
    through community-focused, research-based experiential educational
    programs.
        UMES participates in the Expanded Food and Nutrition Education
    Program (EFNEP), with initiatives targeting both youth and adults and
    thus achieving the primary goal of improving the diets of limited
    resource families and thus enabling them to enjoy better health, an
    improved quality of life, and increased productivity.
        For many years, UMES has implemented a Small Farm Outreach
    Initiative for farmers in southern Maryland and along the Delmarva
    Peninsula with the primary goal of improving the economic conditions of
    small-scale, limited-resource, and socially disadvantaged farmers by
    providing educational programs and training that improve their farm
    management skills and expedite their access to and participation in
    USDA farm programs.
    The Future
        We continue to seek ways to enhance our ability to deliver
    solutions in key areas. Indeed, this year we have initiated a process
    of consolidating our capacity in key areas where we can deliver
    meaningful outcomes. To this end we have recently launched four
    centers.

       Chesapeake Water Quality Center,

       Center for Obesity Prevention,

       Center for Agribusiness and Economic Development, and

       International Center for Personal Protective Equipment.

        These centers will allow us to form strong and enduring
    partnerships to deliver solutions for the people of Maryland, the
    nation and world.
        Continued strategic investment in the 1890s at the state and
    Federal levels will allow us to continue carrying on the mission that
    was envisioned by Senator Morrill. Greater investments will allow us to
    be even more competitive and effective at producing an educated and
    diverse workforce to address the many issues that face our world today.
    As we celebrate this momentous 125th anniversary of the signing of the
    Second Morrill Act of 1890, we look back with pride on our
    accomplishments and we [look] forward to the many challenges that our
    1890 universities can and will address, with your continued support.
        Strategic investment in the 1890s is investment in the future.
        Again, thank you for your continued commitment and support of the
    University of Maryland Eastern Shore and all of 1890 universities.

        The Chairman. Well thank you, Dr. Bell.
        I want to thank all our witnesses. Great stories across all
    six institutions. I know if the other 12 Chancellors and
    Presidents could have made an opening statement, they would
    have similar stories. The record of the hearing will be open
    for 10 days for any of the other universities who want to make
    a statement. We will include those in the record as if you had
    actually testified.
        The chair will remind Members they will recognized for
    questioning in order of seniority for Members who were here at
    the start of the hearing. After that, Members will be
    recognized in order of arrival. I appreciate the Members'
    understanding.
        We do have all 18 Presidents with us today, so if Members
    would like to ask a President who is not seated at the witness
    table a question, they will be welcome to do so.
        I now recognize myself for 5 minutes. Again thank you very
    much, each of you, for being here.
        Dr. Wright, could you talk to us a bit about how Prairie
    View A&M works with the other institutions, the other A&M's, as
    well the other institutions in Texas, to coordinate and not
    duplicate and not overlap each other?
        Dr. Wright. Okay. Prairie View is a member of the Texas A&M
    system, and as such, we are fortunate in being located no more
    than 40 miles away from Texas A&M University. Therefore, some
    of the facilities they have, world class facilities, our
    students go there and use those facilities in meat processing,
    dairy activities, and the like.
        Also, Tarleton University, West Texas A&M University, other
    system universities, our agriculture deans and faculty meet on
    a regular basis, and so they interact. If you look at the
    Hispanic-serving institutions of Texas, Prairie View often
    works with those institutions when it comes to research
    projects; and so consequently there are instances where Prairie
    View may be the lead, other times one of the other
    institutions, whether it is Texas A&M or one of the other
    Hispanic-dominated schools will as well, so we find it very
    important.
        And I would also add that Langston University in Oklahoma
    and Prairie View were involved in a goat and sheep project in
    Ethiopia for 5 years where we introduced in seven different
    regions of that massive country--which is twice the size of
    Texas, to give you a sense--that we introduced tens of
    thousands of new goats and sheep, which were \1/3\ larger than
    the animals there in Ethiopia, which made a big difference
    there.
        I would close on this point by saying, with the fellow HBC
    institutions, we compete against them in athletics, but when it
    comes to other activities, we work closely with them on various
    research projects.
        The Chairman. I appreciate that. Dr. Martin, you and I were
    having a brief conversation about the way you link in with
    small farmers and the production, you mentioned a pretty great
    success story on hog waste and the impact--excuse me, Dr.
    Davis, or Mr. Davis--the hog waste issue that you talked--can
    you flesh out that about how you get the ideas, how you link in
    with what is actually needed on the farm to what you are doing
    at your university?
        Dr. Martin. Thank you, Chairman Conaway. One of the things
    that our university does, first, is we brand extension
    activities collaboratively with our colleagues at NC State, the
    1862 in North Carolina.
        We also spend an inordinate amount of our time deploying
    members of our faculty and staff and administration and
    extension agents out into the communities where there is the
    greatest need throughout our state to meet with community
    leaders, to meet with the farmers of those communities on their
    land. Assessing with them what their greatest needs are,
    whether it be soil-related issues, business planning models, or
    whether it be transitioning from one set of crops to a new set
    of crops, to understand what those farmers' needs are. We
    invite them to our campus to understand what their greatest
    needs are as well.
        And through those interactions, we frame strategies for a
    collective group of the farmers in a particular region and
    particular singular plans for a particular farmer to meet that
    farmer's needs, quite frankly.
        And so this is an ongoing, regular conversation with our
    constituents so that we are better understanding the needs of
    our farmers; and through the research we do in working
    collaboratively with our partners, we deploy best science, best
    technology.
        The Chairman. I appreciate that. Dr. Rome, would you mind
    stepping up to a microphone and answering a question real
    quick?

       RESPONSE OF KEVIN D. ROME, Sr., Ph.D., PRESIDENT, LINCOLN
                     UNIVERSITY, JEFFERSON CITY, MO

        Dr. Rome. Yes.
        The Chairman. Yes, sir. Could you visit with us about what
    is the top success story at your institution?
        Dr. Rome. Thank you, Mr. Chairman, for asking that. We
    pride ourselves in organic farming, and so all of our farms,
    everything we do is organic, and we have a commitment to
    maintaining that.
        The Chairman. All right. Thank you. I yield back the
    balance of my time. The gentleman from Minnesota is recognized
    for 5 minutes.
        Mr. Peterson. Dr. Johnson, you mentioned in your testimony
    the need for additional funding to reach out to small farmers?
        Dr. Johnson. Yes.
        Mr. Peterson. Are you receiving funds through the
    Agriculture and Food Research Initiative or through the smaller
    programs like the Section 2501 outreach grants and the
    beginning farmer and rancher development programs?
        Dr. Johnson. Yes. The last part of your question I could
    not quite----
        Mr. Peterson. All right. The Section 2501 outreach grants,
    which is tied to the beginning farmer-rancher development
    programs, are----
        Dr. Johnson. I am not quite familiar with that particular
    section, but I will certainly follow-up with both you and your
    staff immediately following.
        Mr. Peterson. Are you getting funds through the Agriculture
    and Food Research Initiative programs?
        Dr. Johnson. Yes, we are.
        Mr. Peterson. Okay. The other thing I noticed in your
    testimony is that you are the number one producer of African-
    American veterinarians in the country. That is something in
    Minnesota we have prided ourselves in and we have a tremendous
    veterinary school. It is, however, a real challenge in getting
    enough, especially large animal veterinarians, to fulfill the
    need. Your veterinarians, are they large animal, small animal
    practitioners?
        Dr. Johnson. Well, I am not exactly sure of the percentage,
    but certainly we have a number of students who have graduated
    and have gone into large animal work. I would be happy to give
    you the exact percentages of who is involved with small animal
    versus large animal.
        Mr. Peterson. Thank you. Dr. Wright, you mentioned the
    challenge of getting state matching funds. Can you walk me
    through what parts of this require state matching funds and how
    that all works exactly and what the problem you are having with
    it?
        Dr. Wright. Okay. Okay. Years ago--I am in my 12th year as
    President of Prairie View--there was no match requirement, but
    eventually it became a 25 percent, so the State of Texas would
    have to put up X amount for us to then get Y amount. So if we
    were getting $10 million, the state would have to match with
    $2.5 million.
        Mr. Peterson. Do you know what year that happened?
        Dr. Wright. It has been over, I would say over a 10 year
    period. It has gone from 25 to 50 to 75, and now it is at 100.
    Well, what USDA has done fortunately is that when we have not
    made the match--we have not made the match the last two times--
    they have given us a waiver whereby they look at our effort to
    receive the match, and then they have the discretion to waive
    it.
        Mr. Peterson. So they are up to 100 percent now?
        Dr. Wright. Yes.
        Mr. Peterson. So in other words, whatever we are going to
    provide, the state has to come up with 100 percent?
        Dr. Wright. Right. That is my understanding. So our
    legislature has finished, and if my memory is correct, we are
    something like $3 million short. This time we needed $11
    million, and we received more like $8 million, so we are in the
    situation now where we will contact USDA and ask again for the
    match.
        Mr. Peterson. Are these on all the grants, or are these on
    some specific areas?
        Dr. Wright. It is on our research and extension area.
        Mr. Peterson. Is this required--I should know this, but is
    this required of the other land-grant universities throughout
    the whole system?
        Dr. Wright. Yes, it is. And the Texas A&M for instance, in
    our system, they have a much larger operation, and so they
    receive various pools, and so consequently they are able to
    make their match in that regard, from a number of different
    things. We just don't have as large a pool.
        As you may know, Texas A&M is one of the largest public
    universities in the country with some 55,000 students, and they
    are located in every county in Texas. Prairie View is not, but
    we have 8,000, almost 9,000, and we are located in only 30
    counties.
        Mr. Peterson. Thank you. Thank you very much. I yield back.
        The Chairman. The gentleman yields back. Mr. Scott from
    Georgia, 5 minutes.
        Mr. David Scott of Georgia. All right. Thank you, Mr.
    Chairman. Mr. Chairman, I have a memo I would like to insert
    for the record and have passed out just for point of
    discussion.
        The Chairman. Without objection.
        [The information referred to is located on p. 57.]
        Mr. David Scott of Georgia. Thank you very much. I will
    pass this to the Members and to the college Presidents.
        And it addresses a concern. I have read all of your
    testimonies, and there is such a concern about additional
    funding, particularly as we grapple with the issues of
    beginning farmers, the average age of the farmer.
        And so basically the first part of my 5 minutes I want to
    spend with just going through this. Currently, the 1890 land-
    grant institutions received the majority of the United States
    Department of Agriculture funding through the farm bill every 5
    years, and these funds are to be used for three general
    purposes, research, education, and extension.
        As a result of the current farm bill, on February 9, 2015,
    the United States Department of Agriculture Assistant Secretary
    for Civil Rights, Joe Leonard announced the availability of
    more than $18 million for the 19 historically black land-grant
    colleges and universities in an effort to recruit, educate, and
    train African-American students for careers in agriculture.
        What I am proposing in this memo is just a small language
    addition. The proposed language addition would be to add one
    additional use to the current funding structure because in
    order to encourage, recruit, and train more African-American
    students for careers in agriculture, farming, and agribusiness,
    this additional use of the funds would be helpful and necessary
    to help achieve Assistant Secretary Joe Leonard's and our
    objective, which is to recruit, educate, and train more
    African-American students for careers in this very important
    critical and growing fields of agriculture, farming, and
    agribusiness.
        So the proposed new uses of funds, if we are able to add
    this language, will read as follows. These funds will be used
    for the following purposes, teaching, research, extension. The
    new addition would be ``student scholarships and student loan
    forgiveness.''
        Now let me give you the rationale for this proposed
    language addition. Knowing that the average age of agricultural
    farmers in the United States is 60 years of age, ladies and
    gentlemen, this is a national security issue. Agriculture is
    the food we eat, it is the clothes we wear, it is our energy,
    it is our whole financial growing system through commodities
    exchanges. Lord knows when we have a commodities exchange like
    ICE that has purchased the New York Stock Exchange, you know
    agriculture now is the single most important industry in the
    world. It is leading part of the economy of 44 of the states in
    the United States now.
        So, in addition to knowing that we face this challenge of
    the farmers' age going up towards 60 and knowing the difficult
    challenges facing beginning farmers and knowing the critical
    need to increase the number of African-American students
    seeking careers in agriculture and farming, therefore the
    United States Congress recognizes that we, the United States
    Congress ourselves, must play a critical role in reducing the
    average age of farmers, providing greater assistance for
    beginning farmers, and provide financial scholarships and loan
    forgiveness to bring more African-Americans into the
    flourishing careers of farming and agricultural business.
        In conclusion, thus through this language addition, that
    funds can now also be used for student scholarships and loan
    forgiveness for 1890 students, we are also helping to bring
    down the average age of farmers over time and open the door of
    opportunity for more beginning farmers.
        I submit this memo, and I appreciate your allowing it to be
    a part of the record as a point of discussion for us to move
    forward as something we collectively, as 1890 institutions, and
    in the bosom of this House Agriculture Committee, to discuss
    and to see how we might be able to make this additional
    language change and provide just this fourth area that funds
    may be used.
        I guess my time is up.
        The Chairman. The gentleman's time has expired.
        Mr. David Scott of Georgia. Thank you, Mr. Chairman.
        The Chairman. The gentleman's time has expired.
        Mr. Rogers from Alabama, 5 minutes.
        Mr. Rogers. Thank you, Mr. Chairman. And I take pride in
    having Dr. Brian Johnson from Tuskegee University here today.
    As you heard earlier, the Tuskegee University and staff have
    been continuing the creation of Booker T. Washington and George
    Washington Carver, and we are thrilled not only with the
    University but with our new President and look forward to
    working with him for a long time to come.
        One of the focuses of my energy as a Member of Congress in
    recent years has been on promoting public-private partnerships.
    We have a lot of economic challenges in this country, and I am
    convinced that whether it is transportation, our national
    defense, telecommunication, security, or agriculture, public-
    private partnerships are going to be a creative avenue where we
    accomplish a lot of the goals that we need to focus on as a
    country.
        Tuskegee University is home to an award winning research
    program that remains competitive in receiving grants, and given
    that Tuskegee, unlike most of the HBCUs here from 1890
    legislation are public, Tuskegee is private, so you have some
    unique challenges in funding.
        So my question, Dr. Johnson, is, how do you see the future
    of research changing with regard to private funding as well as
    public-private partnerships with universities?
        Dr. Johnson. Congressman Rogers, thank you for the
    question, and I look forward to working with you as well. I
    want to give you a couple of examples. Currently, our wonderful
    faculty in the agriculture area is working with the private
    corporation, Wal-Mart, working with small farmers so that they
    can gain some profitability.
        One of the issues that consistently face small farmers is
    that they can produce items but they can't generate enough
    revenue to sustain their farms throughout the years, and so
    essentially what our faculty are doing is working with these
    small farmers on the private side. So that is an example of a
    private partnership.
        With the Federal Government, we are pleased that recently
    eight USDA agencies have come together to help form what we
    describe as the Carter Integrative Sustainability Center. This
    sustainability center will allow members of the USDA to have
    offices on a campus, on our campus, and also allow our faculty
    researchers to work there alongside of them.
        Mr. Rogers. Well, I am curious, anybody who has ever
    visited your campus can see that there is a history of
    corporate partnership with your university. Do you have an
    infrastructure that you are a part of that opens lines of
    communication to corporate America to help you familiarize
    yourself with what their needs are in a way that you could
    possibly be a partner in helping them resolve those concerns,
    or is there such an organization? There may not be. I am
    asking.
        Dr. Johnson. Well, obviously, we rely upon the 1890 Council
    for insight into what is happening nationally with corporations
    that we can continue to develop more and more partnerships
    with, but internally and internal to the institution, frankly,
    we work individually, corporation by corporation. Obviously,
    increased funding will help us to develop such an
    infrastructure that will enable us to do it faster.
        One of the things my colleagues and I would agree on is
    that we receive a lot of our ideas about how to make these
    corporations and partnerships work, but however, we need
    additional personnel, we need additional funding, we need the
    technology infrastructure to streamline in order to form, as it
    were, a clearinghouse whether it be shared by an 1890
    institutions or whether it is unique and intrinsic to the
    university.
        So let me just say that obviously we draw on what available
    consortiums we are a part of to note and see what corporate
    needs are nationally, but internal to the university, frankly,
    we work a partnership at a time to those who are willing to
    partner with the institution.
        Mr. Rogers. Well, I have the honor of chairing, along with
    Gerry Connolly of Virginia, the Public-Private Partnership
    Caucus, and we have been in place about 3 years now, and I look
    forward to reaching out to your institution as well as all the
    institutions here to establish a dialogue as to how we can
    better promote your partnership with the private sector in
    trying to accomplish some of the challenges we have as a
    nation.
        But with that I yield back, and thank you all for being
    here.
        The Chairman. The gentleman yields back.
        Ms. Fudge from Ohio, 5 minutes.
        Ms. Fudge. Thank you very much, Mr. Chairman, and I thank
    you all so much for being here today. Mr. Chairman, I ask
    unanimous consent to enter into the record an APLU policy brief
    which I will be referencing in my remarks today.
        [The information referred to is located on p. 57.]
        The Chairman. Without objection
        Ms. Fudge. Thank you very much.
        Let me just first congratulate all of the HBCUs, 1890s that
    are here today for the remarkable work you do under
    circumstances that are not always the best, and I especially
    want to thank you for taking a chance on students that most
    universities would not take a chance on, especially those who
    have low test scores or low GPAs. You, if no other institution
    does, recognizes that there is talent in a lot of these young
    people and that all they really need is an opportunity to
    succeed.
        I understand that we have students coming to your
    institutions who need some remedial or special work, and let me
    just say to you, that is probably going to get worse, and that
    is one of the reasons we do need to start giving more resources
    to your institutions because I also sit on the Education and
    the Workforce Committee, and we just passed out of committee a
    bill that is going to cut K-12 funding, which is going to make
    this problem worse, as well as they are going to block grant
    all title I funding, so it is going to be a major problem for
    young people coming into your institution. So again I thank you
    and ask that you would continue to invest in young people.
        The APLU report that I referenced, Mr. Chairman, indicates
    that from 2010 to 2012, only 61 percent of 1890 land-grant
    institutions received the 100 percent match from their states.
    The totals over that period of time some $57 million that 1890
    land-grants did not receive because their states did not give a
    match.
        Now, there has never been a problem with states giving a
    full 100 percent match to 1862s, and it is something that we
    need address, and I want to say today that my colleague, Mr.
    Davis from Illinois, has been working with me on how we can get
    states into a posture by which they could give the 100 percent
    match. So bipartisan efforts are going on to make sure that we
    can help with that, as well as the fact that we know that since
    1890s do not have very large endowments, there are resources
    that are needed in these institutions that are not needed in
    1862s.
        Let me just ask a question to whoever would choose to
    answer it. I didn't hear much about the hurdles that are faced
    by 1890s as it relates to funding and what happens when you
    don't get the funding. Anyone who chooses to answer it, please
    feel free. Don't be shy. Okay. Come on, Dr. Bell.
        Dr. Bell. Thank you for that very important question. One
    of the challenges that our institutions face that has to do
    with funding is the lack of adequate personnel to help carry
    out some of the extra duties that are required when we serve
    the population of students that we serve.
        As you indicated, many students do come to our universities
    needing remedial help or other kind of attention, and that
    takes people to work with them directly as well as to guide
    them in the appropriate way to learn those study skills and
    other skills that perhaps they did not pick up while they were
    in high school.
        So one of the challenges is to have adequate personnel so
    that we can then use our faculty to engage in the research and
    teaching efforts that are necessary to help move the mission of
    the 1890s forward. Many of our faculty who are outstanding
    researchers have inadequate time to be able to do the high
    quality work that is going to help drive the 1890 agenda and
    the land-grant agenda forward because of the excessive teaching
    loads that they carry. Most faculty are teaching 12 credit
    hours per semester at our institutions, which is an enormous
    load. So those are just some of the challenges that we face as
    a result of inadequate funding.
        Ms. Fudge. Thank you, Dr. Bell.
        And Dr. Martin, you talk about, in your testimony, of the
    burden of documentation when waivers are required, and I know
    my colleagues really don't like very much--they hate paperwork,
    right, we hear this all the time, so I am hopeful that we can
    address that issue for you.
        Last, let me just say, again, thank you, and on behalf of
    my colleague, our assistant Minority Leader, Mr. Jim Clyburn,
    who really wanted to address you today and was not able to do
    so, I want you to know how interested he is in what you had to
    say today, and on his behalf, I thank you as well for being
    here.
        Mr. Chairman, I yield back.
        The Chairman. The gentlelady yields back. The other Mr.
    Scott from Georgia, 5 minutes.
        Mr. Austin Scott of Georgia. Thank you, Mr. Chairman, and
    before I get into the questions, I want to just get a thank you
    to an old friend of mine, Lynmore James, who I served with for
    14 years in the state legislature. I know my colleague David
    Scott knows Lynmore. He was a graduate of Tuskegee, and he was
    a tireless advocate for Fort Valley State and certainly worked
    very hard on behalf of veterinary programs and other things for
    Fort Valley State.
        And so I haven't seen him in awhile, but Dr. Bailey, when I
    saw you today, it just reminded me of that friendship, and I
    actually have just sent him a text to make sure he knew I was
    going to be talking about his work on behalf of your
    institutions while we had you here today.
        I was at Fort Valley State in October of last year and had
    an interesting conversation with some of the veterinarians
    there. You have a tremendous research facility for ruminants,
    we would call those sheep and goats in south Georgia. I hope I
    pronounced the other word correctly. But I had a very
    interesting conversation with the veterinarian there, and I
    know one of your faculty members actually went to Afghanistan
    and translated some of the veterinary books into their
    languages so that they could understand how to better take care
    of their sheep and goats in that part of the world, and that
    good will has tremendous impact for America and our
    relationships in other parts of the world in helping them do
    that.
        But if you would just speak to the a program that you have
    that is called, Stronger Economies Together that Fort Valley
    State has been involved in. Would you be willing to share that
    with us on your leadership there and what Fort Valley State is
    doing with that?
        Dr. Bailey. Yes. Thank you for that question, Congressman.
    This particular program, Stronger Economies Together, Fort
    Valley State University has taken the lead, and what they do is
    they focus on those counties that are most economically
    depressed, what we call the StrikeForce counties. And the main
    thing that they do is bring rural leaders together so that they
    can cooperate, collaborate, and make decisions that will
    advance the economies.
        And so we have been quite successful in that because we
    have been able to get teams out to the eastern part of the
    state as well as the southwest part of the state, pulling the
    leaders together in order to make progress for the economies of
    those areas.
        Mr. Austin Scott of Georgia. I represent over 20 counties
    in that area, and I want to thank you for your work there, and
    it is pretty--when we lose one manufacturing facility, the
    impact in our area is much greater than certainly if they lose
    an individual manufacturing facility in a metropolitan area,
    and so certainly bringing manufacturing back is one of those
    things that we want to continue to work on.
        But the agricultural sector is what has been the bright
    spot for the rural parts of the country lately, and I want to
    thank you for being there for that in the research, and I want
    to thank you for your relationship with 4-H. I now we had a lot
    of 4-H students here today. That is a wonderful organization
    that does a tremendous amount of good for our country and our
    youth.
        Any other suggestions that you would have for us, Dr.
    Bailey, before we go? I am down to one minute, with regard to
    extension? I know Ms. Fudge brought up funding. Any suggestions
    on the funding related issues?
        Dr. Bailey. Yes. We have done a lot of training, food
    education training, especially through the 4-H and as well as
    FFA, so we are reaching young people. We need additional
    funding so that we can bring their families into the discussion
    because we know that it is a long-term investment in eating
    right and better healthy behavior, but also it is one that
    really permeates the entire culture.
        So additional funding will allow us to reach more counties,
    more students, more families as we move towards making a
    healthier and more economically prosperous state.
        Mr. Austin Scott of Georgia. Thank you, and thank you for
    being here, and I look forward to being at Fort Valley State
    again, and hopefully my friend Lynmore James can join us there
    for lunch one day. Thank you. I yield the remainder of my time.
        The Chairman. The gentleman yields back. The gentlelady
    from North Carolina, Ms. Adams, for 5 minutes.
        Ms. Adams. Thank you, Mr. Chairman. And thank you all for
    your testimony today. We appreciate having you. I have a very
    serious interest in HBCUs. I did my bachelors and masters at
    North Carolina A&T. I spent 40 years on the campus of Bennett
    College. Clearly it is in my blood.
        I did want to touch on something that Dr. Martin and some
    of the others talked about, and that is the funding, but since
    Ms. Fudge mentioned it, I am not going to pursue it so much,
    but just to say that there was a required match to states, and
    the states just aren't doing it, and ten southern states in
    particular withheld about $57 million, as you said, and so
    there is no penalty.
        We might need to look at that, not that I want to be
    punitive, but when we try to find ways for states to help with
    that funding, I think we need to look at that a little more
    seriously, so I won't dwell on that. But it has been a lot of
    money that our schools have lost, and in terms of the research
    and the other kinds of things that they could be doing, we do
    need this money, and it is about fairness because the other
    schools are getting it, and we want to make sure that
    everything is fair.
        And Mr. Scott, I want to thank you for the information that
    you provided. I think it is a very good suggestion.
        But Dr. Martin, let me just ask you, because you mentioned
    the food insecurity and food access, and we know that there are
    several problems in Greensboro and the Triad. I am pleased that
    my alma mater A&T is using its 492 acre farm as a community
    education resource in all that you are doing.
        And I commend you for that, but you mention barriers to
    young and minority farmers, and I guess my question, first of
    all, is what challenges do you see for A&T, for new farmers in
    North Carolina?
        Dr. Martin. Thank you very much, Congresswoman Adams. A
    variety of the areas we find are critical to small farmers in
    general, certainly minority farmers in particular, include
    making a living, a reasonable living from the soil of the land
    these farmers own, and what we have sought to do is provide
    both significant understanding of business opportunities for
    our small minority farmers and helping them find the best use
    of their land and crops to grow on those, on their property,
    and then connecting them with outlets to market their produce
    so that they are able to derive sufficient return on their
    investment on their farms as well.
        We have endless examples of where we have taken work with a
    small farmer who once produced one set of crops, say tobacco,
    for example, and help them understand the importance of
    transitioning to other opportunities for their land.
        For example, using the land to create a set of crops
    related to vegetables that are critically important in
    connecting the produce derived from that farm to some of the
    grocery store chains and outlets and farmers' markets so that
    they may then get a greater return on the produce of their
    farms. Or transitioning them from growing tobacco to creating
    fisheries, for example, to derive profit from growing prawns or
    producing catfish, or creating mushroom farms.
        We have a world class mushroom expert on our campus who has
    developed the technology that has then transferred to some of
    the small farmers in our region to help them learn to produce
    mushrooms, very important, very high quality mushrooms,
    producing these mushrooms, and then selling these mushrooms to
    grocery store outlets and chains as well.
        And these farmers are now doing better, are more
    prosperous, quite honestly, and that is critically important
    for us, obviously. That makes a difference in the economy for
    those regions of our state as well.
        Ms. Adams. Thank you very much. Before I run out of the
    time, I am sure you are aware that the reauthorization of the
    Higher Education Act is before the Congress, and can you share
    with us any priorities that you think we may not have on our
    radar screen that may be unique to North Carolina A&T?
        Dr. Martin. Thank you again for that excellent question. We
    believe that, obviously, the reauthorization of the Higher
    Education Act is critically important to higher education in
    general, certainly important to the 1890s and HBCUs in
    particular. There are core areas, first and foremost, related
    to financial aid, the Pell Grant, and ensuring that there is
    consideration given to expanding Pell Grant, the level of Pell
    Grant awards.
        We lost the opportunity to make Pell Grant awards during
    the summer months, which we think are critically important for
    our students and students we serve, and so if we could see
    opportunities to reintroduce that opportunity.
        Title III funding: Title III funding is part of the
    Reauthorization Act, critically important to HBCUs in
    particular, quite honestly. So restoring fully and expanding
    Title III funding, continued funding for the graduate education
    component of Title III that runs out this year. We are looking
    for another 5 year restoration of that funding, continuation of
    that funding, we think, will be critically important for us.
        Ms. Adams. Thank you very much. Mr. Chairman, I yield back.
        The Chairman. The gentlelady's time has expired. The
    gentleman from Pennsylvania, Mr. Thompson, 5 minutes.
        Mr. Thompson. Mr. Chairman, thank you so much. Each of the
    panelists, thanks to each of you for your leadership, your
    leadership marshalling our land-grant universities, pathways to
    opportunity, but also our land-grant universities are just
    great problem solvers. Some would say traditionally for rural
    America, I would say it is raw America, given the types of
    problems that our land-grant universities work on, so thank you
    so much.
        My question is, and I will open this up to whoever would
    like to respond. Do you believe that separate funding lines for
    the 1890 and 1862 land-grant institutions are still a necessity
    or is there a more efficient way to appropriate Federal
    agricultural research and extension funding?
        Dr. Bailey. Thank you for that question, Congressman. The
    idea of the separate funding is still appropriate. We have two
    groups of universities, but they have two very different
    missions, and the separate funding right now should continue.
        Mr. Thompson. Very good. Any other thoughts?
        Dr. Wright. I would like to add. George Wright from Prairie
    View A&M University. There are instances in our state where
    Texas A&M and Prairie View are located in the same county and
    in the same office, so you will have Texas A&M and Prairie
    View, yet the agents from both of those two institutions will
    say that they seem to be touching different constituencies.
        And so consequently, even though Prairie View does
    everything it can to open its doors to everyone, at the same
    time we do see a special need there to work with that
    community. I might also add that in many instances, the
    situation for Hispanics, many of them are newcomers to this
    country, mirror the same situations for African-Americans, and
    so if you look at some of the parts of Texas that do not have
    emergency care, do not have hospitals, or are missing some of
    the youth programs and so forth, then it is Prairie View agents
    who are doing it.
        I think it is fascinating that people only think about our
    program as doing the rural kind of things, but we are very
    involved in abuse of women, of bullying, of diet issues, and
    things like that, so there are some issues that we do see, yet
    at the same time we do understand the need to work
    collaboratively
        Mr. Thompson. Dr. Johnson.
        Dr. Johnson. Congressman, I would also like to echo Dr.
    Bailey's remarks. Being situated in Tuskegee, Alabama, I do
    recommend that these funding lines remain separate. We are
    situated in one of the poorest counties in one of the poorest
    states, and obviously, disproportionately African-American.
        And so not only would it remain separate but even be
    increased because of the unique issues Tuskegee, for instance,
    are confronted with, confronted with not only the rural farming
    problem but situated with the lack of capacity even within the
    city to assist not only our students but even for us to be a
    much more vital community partner with our local county and
    city.
        Mr. Thompson. Thank you. Dr. Mangum.
        Dr. Mangum. Thank you. I would also like to respond to that
    question. I do believe that we should have separate lines of
    funding for a couple of reasons.
        One, mainly because the capacity building funds is
    extremely important to our institutions. You probably know, as
    many do, that our endowment funds don't nearly match up to the
    endowment funds available to many of the 1862s which provide
    them with additional resources to be able to address the
    agriculture and other issues associated with the agricultural
    industry.
        So the capacity building funds have continued, and we
    certainly hope that they are expanded, would allow us the
    opportunity to become more competitive as we build out our
    institutions and build out our agricultural programs. Thank
    you.
        Mr. Thompson. Well, once again, thank you to all the panel.
    And Mr. Chairman, I yield back.
        The Chairman. The gentleman yields back. The gentlelady
    from Florida, Ms. Graham, for 5 minutes.
        Ms. Graham. Thank you so much. I want to thank everyone who
    is here today, and I also believe we have a pretty large
    overflow room as well, so thank you to those in the overflow
    room for being here.
        I would like to just say to Dr. Mangum again what an honor
    and a pleasure it has been to get to know you and to work with
    you, and as Rattler-in-chief, you are making all of us very
    proud, so thank you very much.
        My question, you mention the USDA land transfer, and one of
    the issues that I am very interested in as well is helping our
    veterans with employment opportunities as they come home, and
    farming is a natural opportunity, particularly in north
    Florida.
        What components of the USDA transfer are you thinking about
    potentially benefiting those veterans as they transition back
    from active duty into veteran status?
        Dr. Mangum. Thank you, Congresswoman, for that question.
    With the land transfer of the 3,800 acres, we need to partner
    with many people to establish the small farms and the ranches
    in that region, and the veterans association in our area has
    been pursuing us, in fact, when the opportunity became
    available.
        The idea of establishing small farms and allowing
    opportunities for our veterans to establish farms as a way to
    transition back into society is a great opportunity for us, and
    we are really looking forward to being able to do that.
        So we have several partners that we are looking to partner
    with to establish those farms in that area and those ranches.
        Ms. Graham. Well, thank you, and I just wanted to make sure
    that we had that on the record because I am so proud of all
    that FAMU is doing, in addition to now working with our
    veterans in that capacity, so thank you again. And I yield back
    the balance of my time.
        The Chairman. The gentlelady yields back the balance of her
    time. The gentleman from Florida, Mr. Yoho, for 5 minutes.
        Mr. Yoho. Thank you, Mr. Chairman. I appreciate everybody
    being here on the panel and all the other Presidents being
    present today. I am a graduate from the University of Florida
    land-grant university, and I appreciate Dr. Mangum being here
    with your rivalry of FAMU, and it is always good to see another
    great Florida school present here in Washington.
        What do you see as the biggest challenge getting students
    involved in the agricultural sector in your school? What have
    you come across?
        Dr. Mangum. Thank you for the opportunity to answer that
    question as well. I think one of the biggest obstacles is
    making agriculture attractive to young people. We need
    additional resources to enhance our offerings, enhance the
    experiences of our students to be able to become involved in
    it, to show them and have them experience the value of
    agriculture and show them the value of it in the future.
        Food safety, food security, and being able to have food
    that is healthy is a very important part of us being able to
    tell the story, having the laboratories, the greenhouses, and
    the facilities that would attract them to the agriculture
    industry is a challenge for all of us in a high-tech world
    where technology is taking over, but agribusiness is also
    extremely important. For us to be able to turn them onto those
    types of opportunities, we need to invest more in their world
    and exposing them to agriculture.
        Mr. Yoho. And it is such a critical thing that we all do
    because, as George Washington said, you have to have food
    security to have national security. And when I first came up
    here and I shared this story with somebody, they were arguing
    the farm bill, and one of the Congressmen from obviously a non-
    farming state or not very big one said, what do we need a farm
    bill for, why don't we import our food.
        I think we tried that with oil, and I don't want to try
    that with our food, and so it is so important to get people
    involved in that. And it is a fun, and you know, on the
    campaign trail, one of my competitors said people don't want
    their kids working in the fields anymore, and I am like, heck,
    I have been doing that since I was 15 years of age, it is okay,
    and it is just something we need to promote more and more.
        Dr. Johnson, with your veterinary program--in fact, I had a
    classmate of mine, his wife went to Tuskegee, and she graduated
    in 1982. I believe it was Cindy Silas. Are you doing anything
    to get people to go into large animal medicine because as
    doctor--or my colleague, Mr. Peterson brought up, there is a
    shortage, and it is hard work. It is great work, though living
    there, working on the farms, working with people that make a
    living on our farms, feeding America and the world.
        Do you have any special emphasis that you are bringing
    people in there, knowing that the USDA has a loan forgiveness
    program for people that do rural animal medicine?
        Dr. Johnson. Sure. Thank you for that question, and in
    fact, I wanted to follow up with Ranking Member Peterson that
    our graduates are approximately 30 percent within the large
    animal field in terms of what areas they go into, and then
    approximately 70 percent small animal.
        With respect to trying to develop that pipeline, it is
    always a difficult challenge. I know that we have two deans,
    Dean Walter Hill and Dean Ruby Perry at both of the vet
    schools, as well as the agriculture. One of the things that
    they are thinking about is developing unique innovative ideas
    and partnerships about how to get veterinarian students as well
    as agriculture students working together.
        Obviously, your cattle, your animals benefit from the
    nutrients of the soil that they derive from and the food that
    they are eating, and so one of the things that I know that they
    are working in cooperation with is applying for more USDA
    funding to support that sort of work so that they can create
    additional pipelines, but we will certainly follow up and give
    you even more information if you need.
        Mr. Yoho. That is great. I appreciate it, and my affinity
    is that I am a veterinarian, so the more people--large animal,
    too. The more people you can put into that, the better off we
    will all be.
        And if you guys can, weigh in on this. One of the things we
    see is the benefit of the GMOs, genetically engineered,
    genetically modified, transgenic, whatever you want to call. We
    see the benefit. Less fertilizer, more yield, more nutrition. I
    assume you are all doing research in that.
        What we need to help us in this Committee is to get that
    word out, the benefits of GMOs, and to have spokesmen like you
    and your colleges that you are representing say it is okay, it
    has gone through research, it has gone through the development,
    and they are feeding the world, and they are using less
    pesticides, and if you guys could weigh in on that, and of
    course, I am out of time, but if you will help us do that, it
    would be greatly appreciated, and I thank you for your time and
    your efforts and all you do. I yield back.
        The Chairman. The gentleman yields back. The gentlelady
    from the Virgin Islands, Ms. Plaskett, for 5 minutes.
        Ms. Plaskett. Yes. Thank you, Mr. Chairman, and good
    morning still to all of the Presidents. I want to thank you all
    for the tremendous work that you do in educating our young
    people and bringing young people to be leaders here in this
    country.
        Mr. Chairman, if you would allow my indulgence, I wanted to
    do a little housekeeping myself. Dr. Lawrence Alexander, I want
    to thank you for taking care of my son. I have a son, Ariel
    Duffy who is a student at your university. He is the great
    nephew for O.C. Duffy. He is doing very well and you all are
    treating him very good, but I am watching. He is not the
    youngest child in my family, but he is the baby, so he is in
    Vespers Choir and really enjoying his time at University of
    Arkansas at Pine Bluff where his grandfather graduated and is
    an agricultural scientist before retiring, so thank you all for
    the work that you have done in that area.
        And I wanted to just thank you all for what I think is the
    commitment that you all have to the communities as well that
    you are in. My oldest son was at the University of the Virgin
    Islands, which is also a land-grant university, and did some
    work with not just the farmers but the fishermen in our areas
    and assisting them in statistical analysis that was needing for
    their yields from their fishing.
        And this the kind of work that you all engage in is really
    being a part of the communities in the land-grant, fulfilling
    that mission, and being a part of rural development in many of
    the areas that you are in. So I was going to ask you, whomever
    would like to answer the question, regarding the farmers and
    rural residents. What is the assistance in the work that you
    see yourselves really performing the most and the activities
    that your, not just the students but the professors in your
    extensions have the most need for among the rural farmers in
    the areas in which you are working?
        Dr. Bell. I would like to start.
        Ms. Plaskett. Yes, Dr. Bell.
        Dr. Bell. Thank you for that question. On the Eastern Shore
    of Maryland, one of the major concerns that our rural farmers
    have is on their use of fertilizer and impact on the Chesapeake
    Bay, and so helping those farmers to identify ways to modify
    their use of primarily poultry litter and to cut down on the
    phosphorous runoffs that occur as a result of that so that they
    can meet the regulatory requirement is a critical research area
    for us.
        We have been able to come up with some new technology that
    allows the poultry fertilizer to be used in a different way
    that does not produce the same level of runoff and odor that
    typically violates the regulations, and so it is an educational
    program for our small farmers.
        We have a poultry association that meets regularly on our
    campus to help bring them the latest technology as well as to
    help them to manage their farms and to be more competitive for
    USDA funding.
        Ms. Plaskett. Thank you. Do you see the area of the
    students entering into agribusiness to really provide
    assistance in this area or how are the students really using
    the degree of agribusiness that you find, those that are
    engaged in it? Is it being utilized here in the United States,
    or I know so many instances where students are using it more in
    developing nations and other areas.
        Dr. Martin. Thank you very much for the question. Quite
    honestly, the demand for our undergraduates by the
    agribusinesses we partner with are overwhelming. The demand is
    very high, and many of our undergraduates have just incredible
    high paying jobs, and many of them are going on into the
    marketplace, quite honestly.
        What we try to do as part of our educational engagement
    with our students is to get them involved in undergraduate
    research so that we are enabling and encouraging many of them
    to get involved and through their research to go on to graduate
    school and getting involved in work related to our extension
    activity. They may then see an opportunity to pursue graduate
    education, get involved in higher education career
    opportunities and then work in our research and connect what we
    do in our research laboratories and innovation we discover
    there and transitioning that research to the benefits and
    betterment of the farmers we work with as well.
        The scope of needs of our small farmers are quite varied
    across areas including limiting use of pesticides, developing
    crops where there is limited need for irrigation, and enhancing
    the use of a different set of more resilient seed in producing
    more abundant crops and capturing those crops and connecting
    our small farmers to outlets where they may then sell their
    produce.
        It is a varied set of expectations. They have limited hands
    on their farms to now farm the farm, if you will, and produce
    crops, so we are developing strategies to help them develop
    more efficient ways to grow produce and deliver their produce
    in a more abundant way to the marketplace.
        Ms. Plaskett. Thank you. Thank you all so much for your
    work, and I yield back the rest of time. Thank you.
        The Chairman. The gentlelady's time has expired. The
    gentleman from Georgia, Mr. Allen.
        Mr. Allen. Thank you, Mr. Chairman, and it is always a
    great privilege to be here, and I want to thank each and every
    one of you for what you are doing in education.
        My mom and dad were involved in education, and thank
    goodness they were involved in education, although there were
    many challenges there. Before that, we farmed, and of course
    back in those days what motivated me to get an education is we
    were dirt poor, but things worked out. And of course, I went to
    school at Auburn University over there in Alabama, and a great
    land, great land-grant university, and then of course, my folks
    graduated from the University of Georgia, another great
    agricultural school.
        So yes, I guess my question would be this. There are lots
    of opportunities in the agribusiness world, and we have heard
    about those over and over and over again, and students--we talk
    about funding and we talk about that we need money for this or
    we need money for that.
        And I guess my question is, outside of funding, what can we
    do to help motivate young people, or what is the biggest
    challenge we have with young people today, motivating them to
    take a look at this industry and the opportunities available to
    them? And I would be glad to offer that question to whoever
    would like the tackle it on the panel.
        Dr. Wright. Okay. I would like to give it a shot. It seems
    to me that so many of our young people, and I don't know where
    it comes from, have grown up with a stereotypical view of what
    agriculture equates into farm life means.
        One of the things our dean, who is here with me, tries to
    do is, someone made this comment earlier, I think it was
    Congressman Scott, in saying that it is about food, it is about
    clothing, it is about water, it is about security, it is about
    all of those things. It is also about working in forestry and
    so forth, so we try to show them the wide range of
    opportunities available.
        At Prairie View, roughly around May the 1st, the first
    Saturday in May, we have what is called ``Goat Day,'' and that
    is the day that brings everyone in our community to the
    university. We are very happy that a lot of white and Hispanic
    young people come because we want them to see Prairie View and
    consider coming there. We wish we could get more African-
    Americans to come. We showed them all the things you can do
    with a goat. Anything you can do with a cow, you can do with a
    goat, and probably more, but it is very important to do that.
        So for us, it is just educating them about the
    opportunities that are available. We even talked to them about
    job possibilities here in Washington, working in USDA, working
    as attorneys, working in all sorts of things, and as one of my
    colleagues was just mentioning, we definitely try to show them
    how graduate education is possible, and all the different kinds
    of opportunities throughout this country are available, so it
    really is----
        Mr. Allen. How could we help you get that message out? How
    could this body help you?
        Dr. Wright. Again, I think a lot of it falls on us
    ourselves.
        Mr. Allen. I see.
        Dr. Wright. At Prairie View, like many of these, we try to
    say the ``A'' is there for a very important reason, and the
    ``A'' has been there from the beginning, that it is
    agriculture, and agriculture is more than someone tilling the
    soil.
        Mr. Allen. Yes, I am on the Education and the Workforce
    Committee as well, and I was in one of our schools, and I asked
    the kids what is the largest industry in our district, and a
    little fella raised his hand, he said Wal-Mart.
        So Mr. Chairman, we have to get the word out that
    agriculture--of course, agriculture is our largest industry.
    Any others like to address that need?
        Dr. Mangum. May I----
        Dr. Bailey. Yes, I would like to just add that you asked
    what can we do to help, and I would like just to add that
    agriculture is not Google, and it is not one of these high-tech
    very attractive areas that young people want to be in, but it
    has to really start--the education has to start at the young
    ages, and so making sure that the message even goes down to----
        Mr. Allen. That is a great idea.
        Dr. Bailey.--K through 12 so that they realize that this is
    so important. It is a matter of survival but that their
    familiarity grows----
        Mr. Allen. Right.
        Dr. Bailey.--early and strong.
        Mr. Allen. And promote it, yes.
        Dr. Bailey. Yes.
        Mr. Allen. Okay. Well, I will have to yield my time back.
    My time is out. Thank you again so much for being here, and
    keep up the good work. We want to help any way we can.
        Thank you, Mr. Chairman. I yield back
        The Chairman. The gentleman's time has expired. Ms. Kuster,
    for 5 minutes.
        Ms. Kuster. Thank you very much, Mr. Chairman.
        And thank you to all of you. I will take you to a different
    part of the country. I am from New Hampshire in the
    northeastern part of the state, but we have a wonderful land-
    grant university, the University of New Hampshire which is
    doing great things with agriculture.
        Two points: One is that I just want the say for those who
    don't think that government programs work, 125 years is a
    pretty good record, and I imagine the number of people that
    have been educated and certainly the security and the variety
    of our food industry is pretty extraordinary.
        I want to take a somewhat different look at young people. I
    am very proud of the fact that New Hampshire has a five percent
    growth rate in small farms. And by the way, all farms are small
    farms in New Hampshire by any of my colleagues' reckoning.
        And one of the reasons is that we have a resurgence in
    organic farming, farm-to-table, farmers' markets, we have a
    resurgence in our consumers wanting to know where their food is
    coming from and what is in it. And with all due respect to my
    colleague, Mr. Yoho, we might have a different perspective on
    the research that he has asked you to--and the advocacy that he
    is asked you to take on.
        What I see in my district, and certainly the polling bears
    this out, but the reality of our lives bears this out, people
    want to understand what is in their food, and the fastest
    growing restaurants in the country right now are Panera,
    Chipotle, people want to actually watch their food being
    prepared. They want to see what is going into it.
        So I wanted to ask you, this is what is inspiring young
    people, and then they are getting--the rest of us are catching
    up to CSAs and how to go back to cooking great food and real
    foodies. This is what is driving the economy for us in New
    Hampshire.
        I would like to ask you, are you seeing this? Do you see
    people interested in organics or natural foods or being closer
    to their food, and how are any of you, and this is just wide
    open, how are any of you responding to that?
        Dr. Martin. Congresswoman, thank you very much for that
    excellent question. We in North Carolina are seeing significant
    growth in farmers' markets. The attendance at our farmers'
    markets are overflowing because of the interest of individuals
    in wanting fresh vegetables and fresh produce and wanting to
    know what is in their food.
        We also are working very closely with our partner
    institution, 1862 institution, North Carolina State and
    research and centers of research and food production and
    partnering with all of our food outlets in North Carolina in
    our restaurants to gain commitments from them to bring to the
    table in our restaurants all over our state a certain
    percentage of their food grown in North Carolina.
        So we are seeing an accelerated interest and excitement
    about first partnerships in collaboration, but also food-to-
    table through our work with our food producers, small farmers,
    larger farmers, and producers, and the outlets, our restaurants
    and grocery chains and the like in North Carolina. Lots more
    excitement and enthusiasm about growth in quality of food and
    safety of food.
        Ms. Kuster. Great. Thank you. Thank you very much. Any
    others?
        Dr. Bell. I would like to add that at the University of
    Maryland Eastern Shore, one of the initiatives that we are
    working on is what we call high tunnel greenhouse farming, and
    so we have a number of those high tunnel greenhouses that have
    been instituted around the region working with farmers who are
    then contracting directly with area outlets such as Whole Foods
    and others. And we have also introduced that into some of the
    school systems to help with the school age children, help them
    to become accustomed to growing food and seeing how it
    naturally develops. So it is a very interesting project.
        Ms. Kuster. Yes. And getting consumers and children closer
    to their food again. I have heard stories where children didn't
    know what our food looked like. They didn't know the name of
    it. They hadn't seen fresh food, so----
        Dr. Bell. Absolutely.
        Ms. Kuster. Dr. Bailey, I have 10 seconds.
        Dr. Bailey. Yes. I just wanted to add that at Fort Valley
    State University, we have devoted 18 acres to local farmers so
    that they can go out, grow their own fruits and vegetables, and
    we have a farmer's market associated with that. It is very
    successful.
        Ms. Kuster. Terrific. I think that is a great way to
    attract young farmers and attract young people to it.
        So thank you, Mr. Chairman.
        The Chairman. The gentlelady's time has expired. The
    gentleman from Illinois, Mr. Davis, 5 minutes
        Mr. Davis. Mr. Chairman, thank you, and I will not use all
    my time because I actually have to be on the House floor
    chairing proceedings at noon, but I do want to say, I had a
    chance to watch much of your responses to the questions while I
    was conducting some other meetings during this hearing, and it
    is just amazing to me some of the progress that you are making
    at your universities.
        And the focus, I do want to add to what my colleague from
    Georgia, Mr. Allen, said about focusing on agriculture. I come
    from Illinois. Obviously no one here is from the State of
    Illinois in representing an institution there, but Illinois is
    kind of a hub of where our land-grant universities came from
    and where they are today, and as a matter of fact, a former
    professor at Illinois College in Jacksonville, Illinois, an
    institution I went to for 1 year, and no, they didn't kick me
    out, Mr. Chairman, I left on my own volition.
        But Illinois College, Mr. Turner is credited by historians
    with helping Mr. Morrill come up with the idea for land-grant
    universities. So what you do is tremendous for us, and we are
    glad to partner with you in the great State of Illinois,
    especially on behalf of my land-grant university that I am
    proud to represent, the University of Illinois.
        I want to make sure that you have all the opportunities
    that you need to talk about some of the advances. What I care
    about most is being privileged to be the Subcommittee Chairman
    for the Subcommittee on Biotechnology, Horticulture, and
    Research. These issues of ag research are priorities of mine
    and at all of our land-grant institutions.
        I am going to throw this out, and if I get up in the middle
    of your response, I apologize because I do have to go, but I am
    going to yield back the balance of my time and allow you a
    chance to be able to maybe think about some of the issues that
    you would want our Subcommittee to address, and if you could,
    follow up with me later. Send a letter, send some
    correspondence, come see me, let me come see your institutions
    because what you do is an integral part of what we are able to
    do to make your institutions more successful in the future.
        And I would have to thank my colleague, who is not here,
    but she was instrumental in many of the issues that your
    institutions are facing, and we are working very closely
    together on some other issues regarding with our fellow
    appropriators, and that is my good friend Marsha Fudge from
    Ohio who I know had some very kind words for each of you
    earlier today, and thank you again for being here. Thank you
    for what you do for making agriculture such a priority, and
    thank you for educating so many students and turning them into
    great American professionals and giving him an opportunity and
    a career.
        Mr. Chairman, I yield back.
        The Chairman. The gentleman yields back. The gentleman from
    Louisiana, Mr. Abraham, for 5 minutes. I am sorry. I misspoke.
    The gentleman from Oklahoma, Mr. Lucas, former Chairman of the
    Committee.
        Mr. Lucas. Thank you, Mr. Chairman, and this is a very
    important hearing we are having. I always like to remind my
    colleagues what our Presidents out there know, which is that
    the wonders of the land-grant system, prior to the original
    1862 Act being passed, unless you were the child of a rich
    person in this country or for that matter anywhere in the
    world, an advanced education was not available to you, and with
    the 1890 Act and 1994 Act, we have made that available to
    everyone in this great nation, and that is really kind of the
    fundamentally amazing thing that we began in this great
    country.
        So we should all be very proud of all the land-grants. I
    have the privilege of representing Langston University, an 1890
    in Oklahoma, and I believe, Mr. Chairman, you said it would be
    all right to address some questions to the Presidents who are
    not at the table.
        The Chairman. Yes, sir.
        Mr. Lucas. Dr. Wright did a very good job discussing the
    goat program, but if I could call upon Dr. Smith, perhaps, to
    touch on that just a little bit more, we are very proud in
    Oklahoma of that particular research program at Langston, and
    if you could expand a little bit on that, Doctor, and perhaps
    Dr. Wright also, if he would care to, talk about this building
    relationships in foreign countries and the trust that comes
    from that in a time when perhaps Americans are not always the
    most trusted individuals around the planet.

      RESPONSE OF KENT J. SMITH, Jr., Ph.D., PRESIDENT, LANGSTON
                        UNIVERSITY, LANGSTON, OK

        Dr. Smith. Thank you very much, Congressman. And we are
    very proud to have you as our Representative.
        We are proud of the partnerships we have domestically, but
    we are equally proud of the partnerships that we have
    established at Langston University and particularly with our
    goat research area. We are in Haiti; we are in Israel; we are
    in Africa. And these are partnerships that are literally
    transforming lives internationally.
        As mentioned by my colleague, we tend to think of the goat
    very differently in the United States of America. But when you
    go abroad, the goat is one of the most used animals out there.
    And when you talk about the impact both from a dairy standpoint
    but also from a meat standpoint, from clothing and what have
    you, it is nothing short of phenomenal what can happen in an
    under-served community when they are introduced to the
    possibilities that goat research and having goats available to
    them could provide.
        So we are heavily involved internationally at Langston
    University through our goat research program, and we are doing
    many of the things that my colleagues have mentioned
    domestically as well.
        Mr. Lucas. The opportunities there for your students, both
    graduate and faculty, to participate in those international
    trips, could you expand on that a little bit, because I suspect
    a typical land-grant university in this day is still much like
    Frank Lucas was several decades ago, had not spent a whole lot
    of time outside of his state, certainly not outside of the
    country, but it has to be a mind-expanding experience for the
    student?
        Dr. Smith. I will give you a personal example that just
    happened to me. It was July 4, and the reason I know that is I
    was outside with my young children, and we were popping
    fireworks on the campus, and literally six students walked up,
    well, about six students, and turns out they were students from
    Africa, exchange students from Africa, who had just gotten onto
    our campus the day before and they were there as a result of
    our faculty members' research and involvement in Africa, and
    they are here for the summer; and we started having a dialogue.
        And for my personal children, they got to interface with
    some people who were different from them, who were from another
    part of the world, and many conversations. Fast forward to the
    interactions that our students are having this summer with
    students from Africa, that is what being prolific in the area
    of research and going global can have on your campus. Our
    faculty is getting to interact in ways they would not have had
    otherwise.
        So it is a tremendous opportunity that is provided. When
    you give, you get back tenfold in terms of the research. So it
    is allowing us as a land-grant institution to talk about the
    university globally, but to interface with what is happening in
    education throughout the world.
        Mr. Lucas. Thank you, Dr. Smith, and thank you, Mr.
    Chairman. I yield back the balance of my time.
        The Chairman. The gentleman yields back. Now Mr. Abraham,
    from Louisiana, for 5 minutes.
        Mr. Abraham. Thank you, Mr. Chairman. Being a rural
    physician in the Louisiana Delta, I cannot tell you how
    important agriculture and land-grant universities have been to
    our state in the southeastern United States. We are very
    fortunate today, we have representation from Southern
    University.
        Dr. Belton, if you will just stand up for a minute, sir, I
    would love to recognize you. He is the newly appointed
    President and Chancellor of the Southern University System. And
    again, for me it is an honor for him to be here representing
    Southern. Southern is a shining star, not only in our State of
    Louisiana, but in the southeastern United States and really
    throughout the nation. It has directly and indirectly
    benefited, farmers, ranchers, agribusiness; and every resident
    the state, I can assure you, has been touched through the
    graduates and the work that Southern does.
        I in fact, I have an intern working with me this summer,
    Perez Pickney; he is a student of Southern University. So
    thousands of our students in Louisiana and across the nation
    have graduated with degrees from Southern, successfully
    employed, gone out and become just fantastic businessmen and
    businesswomen, leaders of our community, leaders of the
    nation's community. And additionally Southern has been
    recognized and accredited from the Urban Forestry and Natural
    Resources Department that offers a B.S., M.S., and Ph.D. in
    urban forestry and natural resources; and to date more than 300
    students have received degrees from just this department, and
    they are heavily recruited by the USDA.
        So, again, I just can't say enough about Southern being an
    integral part of our university system in the State of
    Louisiana but also in the state of the nation, and I am proud
    to have Dr. Belton and his representatives here to do that.
        And I will get to my question. Dr. Bailey, you alluded to
    this, but agriculture now is not what it was when I was growing
    up as far as getting a degree in agriculture. It is so much
    more. I couldn't begin to expound on the possibilities and the
    probabilities that are available in agriculture now. I guess my
    question is, of all the fields in agriculture that are new and
    upcoming, where do you guys see the most growth, and are there
    jobs available for these graduates when they get out? And
    anybody that wants to hit first, go right ahead.
        Dr. Bailey. Thank you for that question. I personally have
    a background in business, and that might make me favor
    agricultural economics. I think it is the basic area, the
    foundation. I know that there are career opportunities for our
    students in that area as well. It is an asset to the decision-
    making, and I think that it will help all of the decision-
    makers, the leaders, to hit the correct balance with regard to
    investment in food or fabric or shelter. Its importance simply
    cannot be minimized, and I would say that probably is where we
    need to go.
        Mr. Abraham. I agree totally. Anybody else? Yes, ma'am. Go
    ahead, Dr. Mangum.
        Dr. Mangum. Thank you. I would also like to expand on that
    question. I think scientists are needed in agriculture. Much of
    what we do, developing the biological controls, if we are going
    to protect the food supply and production, we need more
    students in the research area.
        Mr. Abraham. I totally agree. I think it is a national
    security issue, our food safety now; so you are spot on exactly
    with that. It has become that important. Anybody else----
        Dr. Bell. I was going to just add that food safety and
    security is a prime area on our campus, in particular given the
    industries that we serve in the region, and so we think that
    that is an area of growth for not just our region, but for the
    whole nation and the world actually.
        Mr. Abraham. Go ahead, Dr. Wright.
        Dr. Wright. I was going to mention water management is very
    important. It just so happens that in Texas we have had a lot
    of rain this year, but if you look over the last 5 or 6 years,
    we have more or less had droughts. And the fact that on our
    campus we have people very interested in that area is so
    important. It is again a research area, but water management is
    so important.
        Mr. Abraham. Yes. Look at California and what happened. I
    appreciate y'all's great work. Mr. Chairman, I yield back.
        The Chairman. The gentleman yields back. Before we adjourn,
    I turn to my colleague and friend, David Scott, for any
    comments he might have to close out the hearing.
        Mr. David Scott of Georgia. Oh, well, thank you, Mr.
    Chairman. First, again, thank you very much for your leadership
    in providing this hearing. We are very, very appreciative of
    that and with what we have to do.
        I was just sitting here and this whole morning, and I want
    everyone to know that this has been a hearing of soaring
    magnitude and historical significance, and we have accomplished
    a lot. We have strengthened the bond and relationship of the
    1890s with the Congress of the United States. You genuinely see
    the interest and the concern that Members of Congress have
    expressed, their knowledge, the work they did in getting their
    own research. You could tell by the in-depth questions that
    they asked.
        The other extraordinary part about this hearing that made
    it of soaring magnitude is that you all came so well prepared
    to talk about what you have done and are doing with the Federal
    funds that you are receiving. And furthermore, the talk that
    you have brought to explain the great efficiencies for how you
    are getting so much out of the amount of money and funds that
    we are giving.
        And, third, the fine recommendations of what you and what
    we can do to do, as I echo the words of George Washington
    Carver, what we can to better the condition of the American
    people.
        Now, one of the most prevailing things that have come out
    of this meeting is the urgency and the total understanding that
    we are facing here an issue of grave national security. That is
    why this is so important, and the role of the 1890s, going
    forward, will play a very critical role in addressing this
    national security area.
        One, the age of our farmers, those who produce our food, is
    continually escalating up, as I said, to 60 years of age. The
    1890s can play a critical role in that. The whole concern about
    beginning farmers, just for an acre of land now, it costs
    $8,000. So we in Congress must understand that we have to look
    at this as a national security area and get the resources out
    into your hands so that you can do the job of opening up these
    opportunities and dealing with this final issue of showing the
    proper image of agriculture to the African-American community.
        This was the final point that was made, and the gentleman
    from Prairie View A&M addressed it so succinctly when you said
    the stereotypical image of agriculture must be erased so we can
    show all of the greatness of agriculture, the significance of
    agriculture, the extraordinary jobs and opportunities that are
    all too often being bypassed by the African-American community
    because of this stereotype. As I said, it is the food we eat,
    the clothes, the energy; it is everything. And so I say to you,
    ladies and gentlemen, God bless you. This has been
    extraordinary. We say onward and forward.
        Again, thank you, Mr. Chairman.
        The Chairman. One of the worst things you can do is to
    follow a Baptist preacher. David, thank you for those comments.
        I too want to add my thanks and congratulations to the
    system for 125+ years. Some of those schools have been around a
    bit longer than that but at least from the 1890 version and
    supports given from that legislation. Congratulations on that.
    We probably won't have to wait for another 125 years to have
    you back to talk to Congress. This has been a really terrific
    hearing. You saw from the interest of the crowd outside when we
    all got here, we transitioned from the reception, the keen
    interest in that.
        Universities are at their core tools, tools to prepare kids
    for the future. I had a chance to meet with four young folks
    that are back there this morning to talk to them about what
    their plans are, where they are going, and the fact that they
    need to be really good because my generation and the one just
    below me and the one ahead of me have screwed this place up;
    and they are going to have to be really good to save us from
    ourselves in effect for all the problems that are out there
    that's going on.
        I marvel at the impact that teachers and administrators
    have on mentoring and teaching and training and loving and
    prepping young men and women for those tasks that will, in
    fact, make this country a better place and all of our lives
    better and then the ripple effect, because they will teach and
    train and mentor and love and hug, and do all those things.
        So thank you for being a part of that and being here. You
    have a great story to tell. It folds really nicely into the
    overall agricultural story. As we look at the future of the
    2018 Farm Bill, we have to create that awareness among folks
    who live in urban America and don't really have that link,
    other than eating three or four times a day, to agriculture and
    the impact it has on their lives.
        And so how do we make them aware because they already
    benefit from the cheapest, most abundant and safest food and
    fiber supply of any developed nation in the world based on the
    efforts of you and training those young farmers and all that
    they do. They just don't know it yet, and several of you
    mentioned the fact that this idea that they don't know where
    food comes from other than the grocery store and have no idea
    how it shows up there.
        And as we gentrify our country, more and more, and that is
    what is happening, and we lose that direct contact back to the
    land, that we run the risks of not appreciating just what
    agriculture does for us every single day. I may have told one
    of you I was in a conversation with one of our colleagues when
    I first got here, and I was talking about being on the
    Agriculture Committee; and she said, ``Well, I represent an
    urban area, and I don't have any agriculture issues in my
    district.'' I said, ``Does no one in your district eat?'' And
    she looked at me and she said, ``Well, yes.'' And I said,
    ``Well, it seems they have a keen interest in the successful
    production agriculture industry in this country.''
        So I hope you have had a great time in Washington, D.C. I
    hope this has been beneficial for you to come and be a part of
    this. It has clearly been beneficial to us. And we appreciate
    all of your efforts to make that happen. As I mentioned
    earlier, the other schools, if you want to prepare an opening
    statement much like you would have been able to present under
    the rules of the Committee, the record of today's hearing will
    remain open for 10 calendar days to receive additional material
    as supplemental written responses from the witnesses to any
    question posed by a Member.
        Thanks everyone for being here today. This hearing of the
    House Committee on Agriculture is adjourned.
        [Whereupon, at 12:14 p.m., the Committee was adjourned.]
        [Material submitted for inclusion in the record follows:]
    Submitted Memorandum by Hon. David Scott, a Representative in Congress
                                  from Georgia
    Memorandum
      To: The United States House of Representatives Agriculture Committee
      From: U.S. Congressman, David Scott
      Date: July 15, 2015

      Re: The 1890 Land-Grant African-American Colleges and Universities'
                funding proposed language addition

        Currently:

        The 1890 land-grant institutions receive the majority of their
    United States Department of Agriculture funding through the farm bill,
    every 5 years, and these funds are to be used for three general
    purposes: research, education, and extension.
        As a result of the current farm bill, on February 9, 2015, the
    United States Department of Agriculture Assistant Secretary for Civil
    Rights Joe Leonard announced the availability of more than $18 million
    for the 19 historically black land-grant colleges and universities in
    an effort to recruit, educate, and train African-American students for
    careers in agriculture.

        Proposed Language Addition:

        The proposed language addition is to add one additional use to the
    current funding structure. In order to encourage, recruit, and train
    more African-American students for careers in agriculture, farming, and
    agribusiness, this additional use of the funds would be helpful and
    necessary to help achieve Assistant Secretary Joe Leonard's, and our
    objective, which is: to recruit, educate, and train more African-
    American students for careers in the very important, critical, and
    growing fields of agriculture, farming, and agribusiness.
        The proposed new uses of funds will read as follows:
        These funds will be used for the following purposes; Teaching,
    Research, Extension, Student Scholarships and Student Loan Forgiveness.

        Rationale for proposed language addition:

        Knowing that the average age of agricultural farmers in the United
    States is 60 years of age. And, knowing the difficult challenges facing
    beginning farmers, and knowing the critical need to increase the number
    of African-American students seeking careers in agricultural business
    and farming; therefore, the United States Congress recognizes that, we,
    the United States Congress, ourselves, must play a critical role in
    reducing the average age of farmers, provide greater assistance for
    beginning farmers, and provide financial scholarship and loan
    forgiveness to bring more African-Americans into careers in farming and
    agricultural business.
        Thus, through this language addition that funds can now also be
    used for student scholarship and loan forgiveness for 1890 students, we
    are also helping to bring down the average age of farmers, over time,
    and open the door of opportunity for more beginning farmers.
                                     ______

    Submitted Report by Hon. Marcia L. Fudge, a Representative in Congress
                                   from Ohio
    The Office for Access and Success Policy Brief
    Report No. 3000-PB1
    September 2013

    By:

      John Michael Lee, Jr., Ph.D., Vice President, APLU.
      Samaad Wes Keys, Program Assistant, APLU.

        This OAS Policy Brief highlights the inequities that exist in state
    matching Federal formula funding to our nation's 1890 land-grant
    universities and provides policy recommendations to fix the systemic
    inequities in the nation's land-grant system.
    Land-Grant But Unequal State One-to-One Match Funding for 1890 Land-
            Grant Universities

    ------------------------------------------------------------------------

    -------------------------------------------------------------------------
    Highlights

         From 2010-2012, 61 percent of 1890 land-grant institutions
       did not receive 100 percent of the one-to-one matching funds from
       their respective states for extension or research funding.

         Between 2010-2012, 1890 land-grant universities did not
       receive more than $31 million in extension funding due to states not
       meeting the one-to-one match requirement.

         From 2010-2012, 1890 land-grant universities did not
       receive more than $25 million in research funding due to states not
       meeting the one-to-one match requirement.

         Combined, 1890 land-grant universities did not receive
       almost $57 million due to states not meeting the one-to-one match.
    ------------------------------------------------------------------------

    Introduction
        On July 2, 1862, President Abraham Lincoln signed the Morrill Act
    into law, forging a new partnership between the Federal Government and
    the states to create the backbone for what is today the public system
    of higher education in America. Before the establishment of the state-
    university system of higher education, private institutions primarily
    provided higher education to Americans and access was afforded only to
    the well off at a few institutions such as Harvard, Yale and Princeton
    (APLU, 2012).
        For more than 150 years since that historic event, the nation's
    land-grant colleges and universities have provided a ``liberal and
    practical education'' and these institutions have helped open the doors
    of access and empower students with the education they need. These
    institutions have also developed ground-breaking research that has
    moved our country forward and these institutions continue to provide
    rural communities in each state with robust solutions to the challenges
    they face--both agriculturally and socially. There is at least one
    land-grant institution in every state and territory in the United
    States and the District of Columbia (see Figure 1). Today, land-grant
    colleges and universities continue their mission to provide equitable
    access to education and develop innovations that continue to strengthen
    individual states and the country as a whole. Americans lead richer,
    productive and more prosperous lives because of the contributions of
    the land-grant university system.
        Under the 1862 Morrill Act, which created the vast majority of
    land-grant institutions, and the Morrill Act of 1890, which established
    18 black land-grant universities, the Federal Government committed to
    providing financial support to schools so long as states matched that
    level of support. Although 1890 land-grant universities produce
    talented students, innovative research and state-of-the-art practices
    in agriculture and STEM disciplines that are geared toward improving
    life in rural and high-risk communities, states are failing to provide
    the nation's 1890 historically black land-grant universities the same
    level of one-to-one matching dollars they provide other land-grant
    institutions that receive Federal funding.
    Figure 1: U.S. Land-Grant Colleges and Universities

    [GRAPHIC(S) NOT AVAILABLE IN TIFF FORMAT]

              Source: U.S. Department of Agriculture Cooperative State
            Research, Education, and Extension Service, Washington, D.C.
            Based on U.S. Department of Agriculture map: m2783, June 2003.

        The purpose of this policy brief is to highlight the disparities
    that exist in the matching of Federal formula funding to our nation's
    1890 land-grant universities and to provide policy recommendations to
    fix this systemic disparity in the nation's land-grant system. The
    brief gives a history of the land-grant system, offers detailed
    information about land-grant matching funds to 1890 universities,
    highlights survey data and concludes with four recommendations for
    policymakers to strengthen the land-grant system. While this brief
    compares and contrasts state one-to-one matching funds to 1862 and 1890
    universities, it does not suggest a zero sum game of taking needed
    funds from 1862 universities. Instead, the land-grant system is
    strongest when all universities--1862s, 1890s and 1994s--are funded
    adequately to carry out the land-grant mission.
    The First Morrill Act of 1862
        The Morrill Act is named after the U.S. Congressman from Vermont,
    Justin Morrill, who led the passage of the legislation that established
    the land-grant institutions for each state known as the First Morrill
    Act (Allen & Jewell, 2002; Brown, Donahoo, & Bertrand, 2001; Redd,
    1998; R. Wilson, 1990). Though Congressman Morrill introduced his first
    version of the bill in 1857 and secured passage in 1859, it was vetoed
    by President James Buchanan (APLU, 2012). The passage of the First
    Morrill Act in 1862 reflected the demand for an expanded focus on
    agricultural and technical education in the United States that opened
    the doors of education to the agricultural and industrial workers. In
    the Morrill Act the purpose of the establishment of the land-grant
    system is stated in the following words:

              ``. . . the endowment, support, and maintenance of at least
            one college where the leading object shall be, without
            excluding other scientific and classical studies, and including
            military tactics, to teach such branches of learning as are
            related to agriculture and the mechanic arts, in such manner as
            the legislatures of the states may respectively prescribe, in
            order to promote the liberal and practical education of the
            industrial classes in the several pursuits and professions in
            life'' (Morrill Act of 162, sec. 4).

        This purpose was fulfilled and what started as a system of colleges
    to educate the industrial class, is today a system of comprehensive
    colleges and universities that are centers for research, teaching,
    agricultural innovation and the liberal arts. Many land-grants are also
    flagship institutions such as the University of Florida and The Ohio
    State University. Ultimately, most land-grant colleges have become
    large public universities that today offer a full spectrum of
    educational opportunities. However, there are some land-grant colleges
    that are private schools, including Cornell University, Massachusetts
    Institute of Technology and Tuskegee University.
    The Second Morrill Act of 1890
        African-Americans could not benefit from the passage of the First
    Morrill Act in states that did not allow them to attend institutions of
    higher education. These states were primarily in Southern and border
    states. In fact, it was not until the passage of the subsequent
    legislation known as the Second Morrill Act of 1890 that African-
    Americans were able to attend land-grant institutions in many states.
    The Morrill Act of 1890 prohibited the distribution of money to states
    that made distinctions of race in admissions unless at least one land-
    grant college for African-Americans, was established, and thus brought
    about the establishment of 19 public black colleges (Allen & Jewell,
    2002; Provasnik, et al., 2004; Redd, 1998; Roebuck & Murty, 1993). It
    should be noted that several institutions outside of the South and
    border states provided access to African-American students long before
    the Morrill Act of 1890. Prior to the establishment of the black-land-
    grant system in 1890, access to higher education for African-Americans
    in the United States was primarily limited to private universities such
    as Howard University and Fisk University.

    ------------------------------------------------------------------------

    -------------------------------------------------------------------------
    1890 Land-Grant Universities

        A second Morrill Act was passed in 1890, aimed at the former
     Confederate states. This Act required each state to show that race was
     not an admissions criterion, or else to designate a separate land-grant
     institution for persons of color. Among the 70 colleges and
     universities which eventually evolved from the Morrill Acts are several
     of today's historically black colleges and universities. Though the
     1890 Act granted cash instead of land, it granted colleges under that
     act the same legal standing as the 1862 Act colleges; hence the term
     ``land-grant college'' properly applies to both groups. However, many
     did not receive land nor money.

    1994 Land-Grant Universities

        Later on, other colleges such as the University of the District of
     Columbia and the ``1994 land-grant colleges'' for Native Americans were
     also awarded cash by Congress in lieu of land to achieve ``land-grant''
     status.
    ------------------------------------------------------------------------

    ------------------------------------------------------------------------

    -------------------------------------------------------------------------
    1890 Land-Grant Universities

         Alabama A&M University (AL)

         Alcorn State University (MS)

         Delaware State University (DE)

         Florida A&M University (FL)

         Fort Valley State University (GA)

         Kentucky State University (KY)

         Langston University (OK)

         Lincoln University (MO)

         North Carolina A&T State University (NC)

         Prairie View A&M University (TX)

         South Carolina State University (SC)

         Southern University System (LA)

         Tennessee State University (TN)

         Tuskegee University (AL)

         University of Arkansas, Pine Bluff (AR)

         University of Maryland Eastern Shore (MD)

         Virginia State University (VA)

         West Virginia State University (WV)
    ------------------------------------------------------------------------

    Land-Grant But Unequal: State Matching Funds for 1890 Land-Grant
            Institutions
        Over the years, land-grant status has implied several types of
    Federal support. The first Morrill Act of 1862 provided grants in the
    form of Federal lands (30,000 acres or equivalent in scrip for each
    Representative and Senator) to each state for the establishment of a
    public institution to fulfill the Act's provisions. At different times
    money was appropriated through legislation such as the second Morrill
    Act of 1890, which funded the establishing of the nation's public
    historically black land-grant colleges and universities; and the
    Bankhead-Jones Act of 1935 which provided an increase in Federal
    funding to land-grant colleges and universities during the depression.
        The nation has significantly expanded its contributions to land-
    grant colleges and universities. This support includes funding for
    research through the Hatch Act of 1887 and the Smith-Lever Act of 1914
    that created the extension system at 1862 land-grant universities.
    However, because 1890 land-grant institutions are not eligible to
    receive funding provided by the Hatch Act or the Smith Lever Act, the
    Evans-Allen Act was established in 1977 (90 years after the Hatch Act
    of 1887) to support agricultural research at 1890 land-grant
    institutions with funds equal to at least 15 percent of the Hatch Act
    appropriations. Institutions currently receive about 21 percent of
    Hatch Act funding through the Evans-Allen Act.
        The National Agriculture Research, Extension and Teaching Act of
    1997 (NARETPA)--established 83 years after the Smith-Lever Act of
    1914--provides Federal funding for agricultural extension programs and
    activities at 1890 land-grant institutions similar to those of 1862
    universities under the Smith-Lever Act. NARETPA provided this funding
    directly to 1890 institutions for the first time. The United States
    Department of Agriculture (USDA) plays an integral role in the
    administering of Federal land-grant funds and the coordination of
    agricultural land-grant activities at the national level. USDA's
    National Institute of Food and Agriculture (NIFA) awards research
    funding through a combination of formula funding, non-competitive and
    competitive grants.

    ------------------------------------------------------------------------

    -------------------------------------------------------------------------
    Important Federal Land-Grant Legislation

    Hatch Act of 1887

        A key component of the land-grant system is the agricultural
     experiment station program created by the Hatch Act of 1887. The Hatch
     Act authorized direct payment of Federal grant funds to each state to
     establish an agricultural experiment station in connection with the
     land-grant institution in order to increase agricultural research. The
     amount of this appropriation varies from year to year and is determined
     for each state through a formula based on the number of small farmers
     in the state. A major portion of the Federal funds must be matched by
     the state.

    Smith-Lever Act of 1914

        In order to disseminate information gleaned from the experiment
     stations' research to the farmers and other industrial workers in the
     state, the Smith-Lever Act of 1914 created the Cooperative Extension
     Service associated with each 1862 land-grant institution--1890 land-
     grant institutions did not receive this funding (APLU, 2013). Extension
     programs at land-grant institutions are the community and rural
     education programs that provide a direct impact to the citizens of each
     state and include programs to support small farmers and agricultural
     business development in every state. This Act authorized ongoing
     Federal support for extension services, using a formula similar to the
     Hatch Act, to determine the amount of appropriation. This Act also
     requires states to provide matching funds in order to receive the
     Federal monies.

    Evans-Allen Act of 1977

        The Evans-Allen Act of 1977 provides capacity funding for food and
     agricultural research at the 1890 land-grant universities in a manner
     similar to that provided to the 1862 universities under the Hatch Act
     of 1887. Research conducted under the Evans-Allen Program has led to
     hundreds of scientific breakthroughs of benefit to both the unique
     stakeholders of the 1890 Institutions and the nation as a whole [7
     U.S.C. 3222, (Sec. 1445, Research Act of 1977)].
        The Evens-Allen Act was created to support continuing agricultural
     research at colleges that were created under the 1890 Morrill Act. Its
     purpose is to promote efficient production, marketing, distribution and
     utilization of products of the farm as essential to the health and
     welfare of people and to promote a sound prosperous agriculture and
     rural life.

    The National Agricultural Research, Extension, and Teaching Policy Act
     NARETPA) of 1977

        The National Agricultural Research, Extension, and Teaching Policy
     Act of 1977 (NARETPA) as a law, provides the basis for Federal funding
     for agricultural extension programs and activities at 1890 land-grant
     institutions.
    ------------------------------------------------------------------------

        Though these funding sources have been made available to the
    nation's land-grant colleges and universities, this funding also
    requires the home state of the land-grant institution to match all
    formula based funding received from Federal funds on a dollar-to-dollar
    basis commonly referred to as the one-to-one match requirement. While
    one-to-one matching is a requirement for all states with land-grant
    universities, states often do not fulfill the matching requirement for
    its 1890 land-grant institutions while meeting and in many cases
    exceeding the matching requirement for 1862 land-grant institutions in
    the same state. Federal legislation allows institutional waivers for
    the one-to-one match requirement for 1890 land-grant institutions while
    1862 land-grant institutions are not eligible to receive waivers. As a
    result, from 2010-2012, 1890 land-grant institutions did not receive
    almost $57 million in Federal matching funds for research and extension
    activities.
    The Matching Disparity
        The one-to-one matching inequity that is being experienced by 1890
    land-grant institutions is not in any way caused be the Federal
    Government or the U.S. Department of Agriculture. In fact, Congress
    established the matching requirement so that all land-grant
    institutions would receive one-to-one matching funds from their
    respective state. This inequity in funding to HBCUs by states has been
    well documented since the founding of these institutions, and funding
    at these schools was very poor and not equitable compared to white
    institutions (Allen & Jewell, 2002; Redd, 1998). While all states are
    meeting the one-to-one matching requirement for their 1862
    institutions, the majority of states do not meet this obligation for
    1890 land-grant universities (see Figure 2) requiring these
    institutions to apply for a waiver of the one-to-one match requirement
    or forfeit their funding. The U.S. Department of Agriculture still
    requires 1890 land-grant institutions to come up with at least 50
    percent of the match.
    Figure 2: Evans-Allen and Extension One-to-One Matching Status to 1890
            Land-Grant Universities by State, 2012

            [GRAPHIC(S) NOT AVAILABLE IN TIFF FORMAT]

              Source: Association of Public and Land-grant Universities
            Office of Access and Success analysis of U.S. Department of
            Agriculture extension and Evans-Allen Funding, 2013.
              Note: In some cases though institutions may not have received
            a waiver, the match comes from general funds instead of a
            specific line-item.

        From 2010-2012, 61.2 percent (11 out of 18) of the 1890 land-grant
    institutions did not receive 100 percent of the one-to-one matching
    funds from their respective states for extension or research funding.
    In terms of dollars, 1890 land-grant universities did not receive
    $31,828,918 in extension funding due to states not meeting the one-to-
    one match requirement (see Table 1) between 2010-2012, and 1890 land-
    grant universities did not receive $24,798,282 in research funding due
    to states not meeting the one-to-one match requirement (see Table 2)
    from 2010-2012. Combined, this is a net loss of $56,627,199. It is also
    not clear if the remaining eight states where 1890 institutions have
    not applied for a waiver are also losing millions of dollars because
    many do not have a specific line-item that provides these matching
    funds and they are taken from the institutions general agriculture
    allocation. For example, in FY14, Maryland will provide the University
    of Maryland Eastern Shore (UMES) with a specific line-item match for
    USDA matching funds for the first time. Historically, the match for the
    agriculture funds at UMES was derived from the general agriculture
    appropriation and was not specifically identified as a match. When
    these funds are not identified as a match and are taken from general
    funds, it results in a net loss to the institution. Budget reductions
    to state institutions general funds also requires institutions to
    reduce their state match significantly. Without a separate line-item
    allocation to ensure that the one-to-one match is met each year, it is
    unclear if the requirement is being met by all states, including those
    that have not required a waiver. While the matching provided by states
    to institutions has increased significantly over the last 2 decades,
    1890 land-grant universities in many states still do not receive the
    funding necessary to meet the one-to-one requirement.

                            Table 1: 1890 Land-Grant Universities Extension Funding 2010-2012
                                                    2010-2012 Totals
    ----------------------------------------------------------------------------------------------------------------
                                                        100% Match
       State        Institutions     Total to State    Requirement     Total  Waiver   State  Actual  State  Percent
                                                          Total          Requested      Match Total     Match Total
    ----------------------------------------------------------------------------------------------------------------
    AL           Alabama A&M             $6,337,562       $6,337,562              $0      $6,337,562            100%
    AL           Tuskegee                $6,337,562       $6,337,562      $2,195,669      $4,141,893             65%
    AR           University of           $5,555,679       $5,555,679      $1,867,658      $3,688,021             66%
                  Arkansas, Pine
                  Bluff
    DE           Delaware State          $3,486,215       $3,486,215              $0      $3,486,215            100%
    FL           Florida A&M             $5,435,344       $5,435,344      $2,717,632      $2,717,713             50%
    GA           Fort Valley State       $7,575,368       $7,575,368              $0      $7,575,368            100%
    KY           Kentucky State          $9,473,491       $9,473,491      $3,569,427      $5,904,064             62%
    LA           Southern                $4,971,901       $4,971,901              $0      $4,971,901            100%
                  University
    MD           University of           $3,943,556       $3,943,556              $0      $3,943,556            100%
                  Maryland, Eastern
                  Shore
    MS           Alcorn State            $5,931,055       $5,931,055              $0      $5,931,055            100%
    MO           Lincoln University      $9,559,897       $9,559,897      $5,033,586      $4,526,311             47%
    NC           North Carolina A&T     $10,736,846      $10,736,846      $3,756,038      $6,980,808             65%
                  State
    OK           Langston                $5,856,454       $5,856,454              $0      $5,856,454            100%
                  University
    SC           South Carolina          $5,448,885       $5,448,885      $2,724,443      $2,724,442             50%
                  State
    TN           Tennessee State         $8,411,095       $8,411,095              $0      $8,411,095            100%
    TX           Prairie View A&M       $12,562,718      $12,562,718      $6,055,922      $6,506,796             52%
    VA           Virginia State          $7,097,437       $7,097,437      $2,270,574      $4,826,863             68%
    WVA          West Virginia           $4,025,156       $4,025,156      $1,637,969      $2,387,187             59%
                  State
                                    --------------------------------------------------------------------------------
      Grand Totals                     $122,746,221     $122,746,221     $31,828,918     $90,917,304             74%
    ----------------------------------------------------------------------------------------------------------------
    Source: U.S. Department of Agriculture, 2013.

                     Table 2: 1890 Land-Grant Universities Evans-Allen (Research) Funding 2010-2012
                                                    2010-2012 Totals
    ----------------------------------------------------------------------------------------------------------------
                                                        100% Match
       State        Institutions     Total to State    Requirement     Total  Waiver   State  Actual  State  Percent
                                                          Total          Requested      Match Total     Match Total
    ----------------------------------------------------------------------------------------------------------------
    AL           Alabama A&M             $6,678,810       $6,678,810              $0      $6,678,810            100%
    AL           Tuskegee                $6,629,632       $6,629,632        $312,615      $6,317,017             95%
    AR           University of           $5,734,629       $5,734,629      $1,234,076      $4,500,553             78%
                  Arkansas, Pine
                  Bluff
    DE           Delaware State          $3,132,109       $3,132,109              $0      $3,132,109            100%
    FL           Florida A&M             $5,287,691       $5,287,691      $3,068,010      $2,219,682             42%
    GA           Fort Valley State       $7,640,470       $7,640,470              $0      $7,640,470            100%
    KY           Kentucky State          $9,124,875       $9,124,875      $1,677,140      $7,447,735             82%
    LA           Southern                $5,086,583       $5,086,583              $0      $5,086,583            100%
                  University
    MD           University of           $3,836,233       $3,836,233              $0      $3,836,233            100%
                  Maryland, Eastern
                  Shore
    MS           Alcorn State            $8,022,396       $8,022,396              $0      $8,022,396            100%
    MO           Lincoln University      $7,307,444       $7,307,444      $3,735,087      $3,572,357             49%
    NC           North Carolina A&T     $10,513,898      $10,513,898      $2,845,912      $7,667,986             73%
                  State
    OK           Langston                $5,860,825       $5,860,825              $0      $5,860,825            100%
                  University
    SC           South Carolina          $5,691,927       $5,691,927      $3,304,647      $2,387,280             42%
                  State
    TN           Tennessee State         $8,322,683       $8,322,683              $0      $8,322,683            100%
    TX           Prairie View A&M       $12,382,874      $12,382,874      $6,315,445      $6,067,429             49%
    VA           Virginia State          $7,096,901       $7,096,901        $913,367      $6,183,534             87%
    WVA          West Virginia           $3,757,225       $3,757,225      $1,391,983      $2,365,242             63%
                  State
                                    --------------------------------------------------------------------------------
      Grand Totals                     $122,107,205     $122,107,205     $24,798,282     $97,308,924             80%
    ----------------------------------------------------------------------------------------------------------------
    Source: U.S. Department of Agriculture, 2013.

         Table 3: 1890 Land-Grant Universities Combined Extension & Evans-Allen Act Funding (Research) 2010-2012
                                                    2010-2012 Totals
    ----------------------------------------------------------------------------------------------------------------
                                                        100% Match
       State        Institutions     Total to State    Requirement     Total  Waiver   State  Actual  State  Percent
                                                          Total          Requested      Match Total     Match Total
    ----------------------------------------------------------------------------------------------------------------
    AL           Alabama A&M            $13,016,372      $13,016,372              $0     $13,016,372            100%
    AL           Tuskegee               $12,967,194      $12,967,194      $2,508,284     $10,458,910             81%
    AR           University of          $11,290,308      $11,290,308      $3,101,734      $8,188,574             73%
                  Arkansas, Pine
                  Bluff
    DE           Delaware State          $6,618,324       $6,618,324              $0      $6,618,324            100%
    FL           Florida A&M            $10,723,035      $10,723,035      $5,785,641      $4,937,394             46%
    GA           Fort Valley State      $15,215,838      $15,215,838              $0     $15,215,838            100%
    KY           Kentucky State         $18,598,366      $18,598,366      $5,246,567     $13,351,799             72%
    LA           Southern               $10,058,484      $10,058,484              $0     $10,058,484            100%
                  University
    MD           University of           $7,779,789       $7,779,789              $0      $7,779,789            100%
                  Maryland, Eastern
                  Shore
    MS           Alcorn State           $13,953,451      $13,953,451              $0     $13,953,451            100%
    MO           Lincoln University     $16,867,341      $16,867,341      $8,768,673      $8,098,668             48%
    NC           North Carolina A&T     $21,250,744      $21,250,744      $6,601,950     $14,648,794             69%
                  State
    OK           Langston               $11,717,279      $11,717,279              $0     $11,717,279            100%
                  University
    SC           South Carolina         $11,140,812      $11,140,812      $6,029,090      $5,111,722             46%
                  State
    TN           Tennessee State        $16,733,778      $16,733,778              $0     $16,733,778            100%
    TX           Prairie View A&M       $24,945,592      $24,945,592     $12,371,367     $12,574,225             50%
    VA           Virginia State         $14,194,338      $14,194,338      $3,183,941     $11,010,397             78%
    WVA          West Virginia           $7,782,381       $7,782,381      $3,029,952      $4,752,429             61%
                  State
                                    --------------------------------------------------------------------------------
      Grand Totals                     $244,853,426     $244,853,426     $56,627,199    $188,226,227             77%
    ----------------------------------------------------------------------------------------------------------------
    Source: U.S. Department of Agriculture, 2013.

    Survey of 1890 Land-Grant Universities
        In a 2013 survey of 1890 land-grant universities conducted by the
    APLU Office for Access and Success, 50 percent of institutions
    indicated that they did not receive one-to-one matching funds from
    their state (See Figure 3) and 70 percent of institutions indicated
    that they had requested a waiver between 2008 and 2013 (see Figure 4).
    Further, only ten percent of respondents (one institution) indicated
    that the 1890 land-grant institutions received more than a one-to-one
    match (see Figure 5), and 80 percent of respondents noted that the 1862
    land-grant institutions receive more than a one-to-one matching of
    funds from their state (See Figure 6). This further underscores the
    under-funding of 1890 land-grant institutions in comparison to 1862
    land-grant universities in the same state. Figure 7 shows that since
    2008, there has been an increase in 1890 land-grant institutions
    receiving waivers for the one-to-one matching requirement. When asked
    what entity in the state makes the final decision on whether or not
    your institution receives matching funds, 90 percent of survey
    respondents indicated that the state legislature was responsible for
    the making the decision on matching funds while only ten percent
    indicated the governor as the final decision maker. The survey also
    asked respondents to briefly describe the process to secure matching
    funds in their state (See Figure 9). The responses received ranged from
    a request being made to the legislature by the university to the
    absence of any formal process to secure matching funds. The responses
    show that there is a need to standardize the process of how requests
    for funding for matching funds are handled on a state-by-state basis.
    Figure 3: Land-Grant Universities Matching Survey, 2013
    Question: Does your institution receive 100 percent of one-to-one
            matching funds from your state for the Agriculture funding
            received from USDA?

            [GRAPHIC(S) NOT AVAILABLE IN TIFF FORMAT]

              Source: Association of Public and Land-grant Universities,
            Office of Access and Success 1890 Matching Survey, 2013.
    Figure 4: Land-Grant Universities Matching Survey, 2013
    Question: Has your institution ever requested a waiver from USDA for
            not meeting the One-to-One Matching Requirement between 2008
            and 2013?

            [GRAPHIC(S) NOT AVAILABLE IN TIFF FORMAT]

              Source: Association of Public and Land-grant Universities,
            Office of Access and Success 1890 Matching Survey, 2013.
    Figure 5: Land-Grant Universities Matching Survey, 2013
    Question: Does your institution receive more than 100 percent of one-
            to-one matching funds from your state for the Agriculture
            funding received from USDA?

            [GRAPHIC(S) NOT AVAILABLE IN TIFF FORMAT]

              Source: Association of Public and Land-grant Universities,
            Office of Access and Success 1890 Matching Survey, 2013.
    Figure 6: Land-Grant Universities Matching Survey, 2013
    Question: Does your state's 1862 land-grant institution receive more
            than 100 percent one-to-one matching funds from your state for
            Agriculture Funding received from USDA?

            [GRAPHIC(S) NOT AVAILABLE IN TIFF FORMAT]

              Source: Association of Public and Land-grant Universities,
            Office of Access and Success 1890 Matching Survey, 2013.
    Figure 7: Land-Grant Universities Matching Survey, 2013
    Question: In what year(s) has your institution received a waiver from
            USDA for the One-to-One Match Requirement? (Select All That
            Apply)

            [GRAPHIC(S) NOT AVAILABLE IN TIFF FORMAT]

              Source: Association of Public and Land-grant Universities,
            Office of Access and Success 1890 Matching Survey, 2013.
    Figure 8: Land-Grant Universities Matching Survey, 2013
    Question: What entity in your state makes the final decision on whether
            or not your institution receives one-to-one matching funds?

            [GRAPHIC(S) NOT AVAILABLE IN TIFF FORMAT]

              Source: Association of Public and Land-grant Universities,
            Office of Access and Success 1890 Matching Survey, 2013.
    Figure 9: Land-Grant Universities Matching Survey, 2013
    Question: Please briefly describe the process to secure matching funds
            in your state?

           [GRAPHIC(S) NOT AVAILABLE IN TIFF FORMAT]

              Source: Association of Public and Land-grant Universities,
            Office of Access and Success 1890 Matching Survey, 2013.
    Moving Forward: Recommendations for Policy Makers
        The disparities in matching funds in the nation's land-grant system
    must be corrected. States must meet their obligation that was
    established under the Morrill Acts to equally fund the land-grant
    system in their states that provide research and extension services
    that benefit rural farmers and communities in their respective states.
    More must be done on both the Federal and state level to ensure that
    match funding for 1890 land-grant institutions is brought to parity
    with their 1862 land-grant counterparts. We do not aim to introduce
    through these recommendations a zero sum game where money should be
    taken from 1862s to accomplish the goal of parity for 1890s. The money
    received by both sets of institutions is important to the overall
    strength of the land-grant system and the contributions of both are
    important to the state. It is in the best interest of the state to
    fully fund the land-grant system, and we propose the following policy
    recommendations to strengthen the entire land-grant system:
    Recommendation 1
        States should ensure that 1890 land-grant Universities receive the
    One-to-One Matching of Funds from the state in a separate line-item
    budget.

        State legislators, governors and system and institutional governing
    boards should ensure that yearly budgets to 1862 and 1890 land-grant
    universities automatically include a separate line-item to match the
    Federal dollars received for land-grant institutions. This would not
    only ensure that all 1862 and 1890 land-grant universities receive the
    one-to-one match that is required under Federal law, but also ensures
    that universities do not have to make up the deficit for the funds
    through general operating dollars that are intended to be spent on
    academic programs.
    Recommendation 2
        States should ensure that both 1862 and 1890 land-grant
    universities receive the percent of matching funds in their
    appropriation dollars.

        State legislators, governors and system and institutional governing
    boards should ensure that the percent of formula funds matching is the
    same for 1862 and 1890 land-grant universities because this is the only
    way that parity in funding can be reached. While each institution
    receives their grant allocations from the Federal Government based on a
    Federal formula, some states go above and beyond the matching
    requirement for their 1862 land-grant institutions but do not even meet
    the minimum 100 percent one-to-one match requirement for many of their
    1890 land-grant institutions. This means that while an 1862 institution
    (which receives more in land-grant funding based on institutional size
    and other factors) can receive 2:1 or 12:1 matching funds, the
    corresponding 1890 institutions receive less than and up to a one-to-
    one match. The under-funding of HBCUs has been a persistent problem for
    many 1890 land-grant institutions in general, and it is time that these
    institutions receive their Federal match. This does not mean that 1862s
    should not continue to receive the funding they currently receive, but
    it does mean that more money should be invested into 1890 institutions
    in these states.
    Recommendation 3
        States should ensure that the process to request and receive
    matching funds is the same for 1862 and 1890 land-grant universities.

        States should create standardized and automated processes for the
    request and receipt of matching funds from the state. The results of
    the survey show that the processes that are currently used by states
    vary greatly and can often be different for 1862 institutions versus
    1890. For example, one 1890 land-grant institution noted that while it
    had to specifically make a request for matching funds to the state
    legislature, the same funding was provided to the 1862 land-grant
    university without making a specific request before the same
    legislature and received much more money than required by the one-to-
    one matching requirement. The process in each state should be reviewed
    to ensure equity in funding.
    Recommendation 4
        Federal legislators should provide oversight to ensure that states
    meet their obligation for providing the one-to-one matching requirement
    and should incent states to provide the same percentage of formula
    match funding to both 1862 and 1890 land-grant universities within
    their state.

        States should no longer be allowed to not meet their obligation of
    providing matching funds to 1890 land-grant institutions. The Federal
    Government should provide more mechanisms to ensure that institutions
    receive the matching funds from their states. It should not be left up
    to 1890 land-grant institutions themselves to use the waiver process in
    lieu of not receiving matching funds from the state.
    Conclusion
        The above recommendations represent a path forward to ensure that
    1890 land-grant universities can finally receive the one-to-one
    matching funds. To be land-grant but unequal is a strange place to be
    for a land-grant system that was created to bring education to
    agricultural and industrial citizens in each state. Staying true to the
    original intent of the Morrill Acts, 1890 land-grant universities have
    contributed and continue to contribute greatly to research, extension
    services and academic training to citizens and farmers. However, many
    of these institutions have been doing so in states that have not met
    their obligation to provide matching funds to these institutions. This
    must be changed and rectified. Each state has an obligation to ensure
    these changes not only for the 1890 land-grant institutions but also
    for the citizens and farmers of each state that are served by these
    universities.
        For the executive summary, visit www.aplu.org/OASresearch.
    References
        Association of Public and Land-grant Universities (2013). 1890
    Land-grant Universities One-to-One Matching Survey. Washington, D.C.:
    APLU Office of Access and Success.
        Association of Public and Land-grant Universities (2012). The Land-
    grant Tradition. Washington, D.C.: author.
        Allen, W.R., & Jewell, J.O. (2002). A backward glance forward:
    Past, present, and future perspectives on historically black colleges
    and universities. Review of Higher Education, 25(3), 241-261.
        Brown, M.C., Donahoo, S., & Bertrand, R.D. (2001). The black
    college and the quest for educational opportunity. Urban Education,
    36(5), 553-571.
        Evans-Allen Act of 1977.
        Hatch Act of 1887.
        Morrill Act of 1862, sec 4.
        National Agricultural Research, Extension, and Teaching Policy Act
    of 1977.
        Provasnik, S., Shafer, L.L., & Snyder, T.D. (2004). Historically
    black colleges and universities, 1976-2001 (No. NCSE 2004 062).
    Washington, D.C.: Government Printing Office.
        Redd, K.E. (1998). Historically black colleges and universities:
    Making a comeback. New Directions for Higher Education, 26(2), 33-43.
        Roebuck, J., & Murty, K. (1993). Historically black colleges and
    universities: Their place in American higher education. Westport, CT:
    Praeger Publishers.
        Smith-Lever Act of 1914.
        Wilson, R. (1990). Can black colleges solve the problem of access
    for black students? American Journal of Education, 98(4), 443-457.
    About the Authors
        John Michael Lee, Jr. is Vice President for the Office for Access
    and Success (OAS) and is responsible for advancing Public Black
    Universities, Hispanic-Serving Institutions, and Tribal Colleges and
    supporting the APLU Council of 1890 Universities; Commission on Access,
    Diversity and Excellence; and the OAS Advisory Board. His research
    interests include student access, participation, and success in higher
    education; student recruitment, retention, and graduation; student
    development; minority serving institutions (HBCUs, HSIs, and Tribal
    Colleges); higher education diversity; and education policy.
        He earned a Ph.D. in higher education administration from New York
    University, an MPA with a concentration in economic development from
    Georgia State University, and a bachelor of science in computer
    engineering from Florida A&M University.
        Samaad Wes Keys is the program assistant for the OAS and is
    responsible for research, managing collaborative partnerships and
    initiatives to meet the key organizational objectives for advancing
    college access and success for all students, with particular attention
    paid to underrepresented groups at the pre-college and college levels.
    His research interests are focused on postsecondary education policy,
    minority student access and success, and minority-serving institutions.
    He holds a deep interest in the for-profit sector of higher education
    and how these institutions are shaping the future direction of higher
    education.
        He is currently a doctoral candidate at the University of Georgia's
    Institute of Higher Education. He earned a master's degree from Central
    Michigan University in educational curriculum and instruction and a
    bachelor of arts degree from Morehouse College in psychology.
    Suggested Citation
        Lee, J.M. and Keys, S.W. (2013). Land-grant But Unequal: State One-
    to-One Match Funding for 1890 Land-grant Universities. (APLU Office of
    Access and Success publication no. 3000-PB1). Washington, D.C.:
    Association of Public and Land-grant Universities.
    About APLU
        The Association of Public and Land-grant Universities (APLU) is a
    research, policy, and advocacy organization representing 223 public
    research universities, land-grant institutions, state university
    systems, and related organizations. Founded in 1887, APLU is the
    nation's oldest higher education association with member institutions
    in all 50 states, the District of Columbia, four U.S. territories, and
    Canada. Annually, member campuses enroll four million undergraduates
    and 1.2 million graduate students, award over one million degrees,
    employ over one million faculty and staff, and conduct $39 billion in
    university-based research.
    About The Council Of 1890 Universities
        APLU's Council of 1890 Universities collectively represents the
    interests of 1890 land-grant institutions including the University of
    the District of Columbia and the University of the Virgin Islands. The
    Council seeks to maintain, insure and increase funding, to present a
    unified approach for presentation of views regarding these institutions
    and to serve as a forum to share ideas and resources. The Council works
    with other 1890 associations in developing a comprehensive agenda for
    APLU regarding Congressional and Federal policies and programs
    impacting 1890 institutions.
    About OAS
        APLU's Office for Access and Success (OAS) is dedicated to equity,
    access, and educational excellence for all Americans with a special
    focus on under-served students and minority-serving institutions. OAS
    is primarily responsible for supporting the APLU Council of 1890
    Universities; the Commission on Access, Diversity and Excellence
    (CADE); Hispanic-Serving Institutions; and the OAS Advisory Board. To
    reach the authors, please e-mail oas@aplu.org.
    Acknowledgements
        This report was written and edited by John Michael Lee, Jr., Vice
    President for the Office of Access and Success (OAS) at APLU and Samaad
    Wes Keys, program assistant in OAS at APLU. The authors would like to
    thank M. Peter McPherson, President of APLU; Howard Gobstein, Executive
    Vice President; and Michael Tanner, Chief Academic Officer and Vice
    President; Ian Maw, Vice President for Food Agriculture & Natural
    Resource; Eddie Gouge, Senior Associate Director of Federal Relations--
    Food and Agricultural Sciences; Christine Keller, Associate Vice
    President for Academic Affairs and Executive Director of the Voluntary
    System of Accountability; Jennifer Poulakidas, Vice President for
    Congressional and Governmental Affairs, Jeff Lieberson, Vice President
    for Public Affairs and Troy Prestwood, Public Affairs Representative in
    Public Affairs for their many contributions to this effort.
        We would also like to the thank the staff at the United States
    Department of Agriculture (USDA) and the National Institute for Food
    and Agriculture (NIFA) for their assistance with securing the data
    necessary to make this report possible.
                                     ______

     Prepared Statement of Laurence B. Alexander, J.D., Ph.D., Chancellor,
              University of Arkansas at Pine Bluff, Pine Bluff, AR
        Thank you Honorable Chairman Conaway, Ranking Member Peterson, and
    Members of the House Committee on Agriculture for providing this
    opportunity for me to provide written testimony for the Congressional
    hearing.
        My name is Laurence B. Alexander and I am the Chancellor of the
    University of Arkansas at Pine Bluff.
        The University of Arkansas at Pine Bluff is an 1890 land-grant,
    historically black college/university (HBCU) with a diverse student
    population of more than 2,500 students, more than 30 undergraduate and
    graduate degree offerings, including a Ph.D. Program in Aquaculture/
    Fisheries. Our talented faculty members are among the most diverse of
    any university within the state. As the second oldest higher education
    institution in Arkansas, our aim has remained the same over the years--
    to provide a high quality, affordable education with a personal touch.
        For more than 140 years, the University of Arkansas at Pine Bluff
    has worked to create an environment that infuses excitement into
    learning, affords opportunities for personal growth and productivity
    while providing a basic need to its students--a chance to advance. The
    15:1 student-to-teacher ratio makes it possible to maintain a learning
    environment with close interaction between students and faculty while
    offering challenging curricula which encourage our students to seek and
    fulfill their potential. Our land-grant academic programs and STEM
    Academy lead the charge in these areas.
        Out-of-class experiences and student involvement includes more than
    120 student organizations, an internationally renowned Vesper Choir,
    Marching Band, Concert Bands, Wind Symphony, nationally recognized
    spirit and debate teams, award-winning theater department and
    accomplished athletics program.
    Land-Grant Programs
        The School of Agriculture, Fisheries and Human Sciences is an
    integral part of the University of Arkansas at Pine Bluff and
    administers the 1890 research and extension land-grant programs at the
    University. The School consists of three academic departments:
    Agriculture, Fisheries and Human Science. Approximately $7.7 million in
    combined Federal and state funds (Evans-Allen, Extension and State
    Match) support 15 approved ongoing research and extension projects.
    While most of the research is conducted at the UAPB campus site, some
    activities are occurring at the UAPB Lonoke and Marianna farm sites.
    Additional research studies were conducted on private cooperating farm
    sites in Jefferson, Lee, St. Francis, Monroe and Phillips counties and
    in collaboration with other institutions such as the Felsenthal
    National Wildlife Refuge. Through collaborations with other colleges
    and universities, both in the U.S. and internationally, the School of
    Agriculture, Fisheries and Human Sciences strives to help improve the
    quality of life for people in Arkansas, the nation, and the world. The
    School's Office of International Programs, is vital to achieving global
    effectiveness and success.
        Seven new Evans-Allen research projects conducted by School
    researchers were approved and seven Evans-Allen projects were
    completed. The knowledge gained by these research activities is
    extended to families and communities through a variety of outreach and
    Extension programs. The extension program has structured programs in 29
    counties with staff housed in ten of those counties.
        Research and Extension in Agriculture are conducted in the areas of
    biotechnology, plant science, animal science, water quality and
    agricultural economics. The efforts in the Department of Human Sciences
    are directed toward human nutrition, food safety and family life. A
    newly developed project in the textiles program includes the
    utilization of new applications for biomaterials such as traditional
    fibers and new modified regenerated proteins like spider silk and
    cellulosic fibers in relation to aspects of sustainability of
    materials.
        The Agriculture and Human Sciences components of the Research and
    Extension programs are designed to provide information and assistance
    to small-scale and limited resource farmers and disadvantaged families
    and youth.
        Last, but not least, our nationally known Aquaculture/Fisheries
    program supports both the state's aquaculture industry and recreational
    fishing. The latter serves as an avenue for enhancing tourism as an
    economic engine for the state.
    Selected Land-Grant Impacts
        Some of the impacts that our land-grant research and extension
    programs have yielded center around sweet potatoes, rice, catfish, bait
    fish and locally grown produce. I will briefly detail the more
    significant impacts we have had in the above mentioned areas with a
    sampling of the research conducted at UAPB:
        UAPB is working to identify a number of major viruses that
    detrimentally affect the sweet potato crop in the state of Arkansas.
    Our researchers can now advise producers to not use their own seeds
    over a period of time as higher accumulation of viruses may lead to
    yield loss. This knowledge could save producers thousands of dollars
    over a period of time.
        To help solve inefficiencies in commercial production of baitfish
    and keep down feed costs, UAPB scientists are testing new diet
    ingredients and feeding strategies using prebiotics with golden
    shiners. The study will direct producers to a feed that can produce a
    hardy, disease-resistant product that will increase profitability.
        A UAPB study examined the increased demand for fresh and chilled/
    frozen seafood while the market size and share of U.S. farm-raised
    catfish were declining. It found that the catfish industry needs to
    develop market-specific strategies to gain further market share in the
    U.S.
        Through a collaborative effort between UAPB, the East Arkansas
    Enterprise Community and the Arkansas Delta Seeds of Change, several
    schools now have fresh, locally grown fruits and vegetables to meet the
    ``color my plate'' guidelines. As a result, school districts in
    Arkansas have added more fresh fruits and vegetables to school lunch
    and summer feeding programs to meet USDA guidelines and to provide
    healthier choices to school children.
    STEM Scholars Academy
        I would also like to call attention to our STEM Scholars Academy at
    UAPB. The Academy is a well-integrated set of enrichment programs
    designed to help meet local, state and national human resource needs in
    STEM areas. The STEM Scholars Academy reflects the land-grant mission
    and the University's mission with a particular emphasis on helping to
    increase the pool of well-prepared underrepresented minorities in STEM
    majors and careers.
        Currently, there are three enrichment initiatives, including the
    NSF-funded HBCU-UP Comprehensive Implementation grant which is
    foundational to the STEM Academy; the NSF-funded Arkansas Louis Stokes
    Alliance for Minority Participation grant which is reflective of best
    practices learned in the HBCU-UP STEM Academy; and the U.S. Department
    of Education funded M.Ed. degree in Science and Mathematics Education
    Program. All are designed to help meet research, teaching and industry
    needs in science areas, with a particular emphasis on diversity in
    these critical areas. The Arkansas Science and Technology Authority is
    also a major partner in these initiatives.
        Key components of the STEM Academy initiatives include a Guest
    Lecture Series, Advisory Board, Pre-First Year Summer Institutes/
    Academy, hands-on research/mentoring experiences, internships, study
    groups, curricula and infrastructure upgrades. Currently, the STEM
    Academy has 229 undergraduates and six graduate students. The
    disciplines include: chemistry, mathematics, physics, computer science,
    biology, plant science, animal science, and industrial technology.
        The UAPB STEM Scholars Academy has helped to transform education
    efforts within the science, engineering and mathematics disciplines at
    the University by producing a well-designed model of intervention that
    sharpens the students' skills in teamwork, research, STEM content,
    technical writing and professional presentations. As a result, we have
    experienced an increase in STEM enrollment from 21.3% to 33.2% (Fall
    2005 to Fall 2014). The number of bachelor degrees conferred in STEM
    majors has increased from 76 to 124 (2005-2014), a 63.2% increase since
    the development of the Academy.
        Today, the STEM Scholars Academy serve as strong beacons to
    students, their parents, organizations and agencies, shedding light on
    the importance of STEM research and educational programs. These
    programs are critical for creating well prepared and diverse STEM
    graduates. These programs also provide a spring board for STEM career
    growth while at the same time helping the U.S. to remain competitive in
    the global economy.
    Continuing Challenge
        One of the major challenges that our university faces is securing
    the full state match for the university's annual Evans-Allen and
    Extension funding. The annual effort to secure the full match deters
    the university from more fully serving its clientele through research
    and Extension efforts. Each biennium the University has to diligently
    work to secure the state match. Since the inception of this Federal
    requirement, the university has not been successful in securing the
    state match and has had to request a waiver each year from USDA-NIFA to
    receive our full Federal funding allocation.
        We are concerned that any decreases in Evans-Allen and Extension
    funding will further hamper our ability to serve our clientele through
    our research and Extension efforts.
    Concluding Statement
        I will close my written testimony by saying that I am honored to
    have the opportunity to submit my testimony for the Congressional
    hearing. On behalf of all of the students, faculty, staff and citizens
    of the great State of Arkansas who are associated with our land-grant
    programs and mission, we at the University of Arkansas at Pine Bluff
    thank you for your continued support.
                                     ______

      Prepared Statement of Dr. Ray L. Belton, President and Chancellor,
          Southern University and A&M College System, Baton Rouge, LA
        Mr. Chairman, Honorable Members of the Committee, fellow 1890 land-
    grant university leaders, ladies and gentlemen, good morning! I am Ray
    Belton, the President and Chancellor for the Southern University and
    A&M College System of Louisiana. It is an honor for me to be here today
    to participate, observe and to share some comments on such an important
    and historical occasion--125th celebrations of 1890 land-grant
    institutions, where Southern University and A&M College is recognized
    as one among these great institutions.
        It is my pleasure to provide this testimony to the House
    Agriculture Committee of the United States House of Representatives. My
    testimony consists of a brief overview of the Southern University A&M
    College System, it's five campuses, and highlight some features of
    agricultural and related programs as they exist. Moreover, this
    testimony will address future goals and funding opportunities needed to
    help Southern University continue to provide quality educational,
    research and extension services to the citizens of Louisiana.
        Southern University and A&M College is the only HBCU System in the
    United States of America. The System consists of five campuses:
    Southern University and A&M College--Baton Rouge, a comprehensive
    institution offering 4 year, graduate, professional, and doctorate
    degree programs; Southern University at Shreveport Louisiana, a 2 year
    junior commuters college, designed as an extension of Southern
    University--Baton Rouge for the students in the Shreveport--Bossier
    City and surrounding areas; Southern University--New Orleans, a 4 year
    urban institution that offers personalized co-curricular programs;
    Southern University Law Center, a traditional law program inclusive of
    outstanding clinical and externship, joint degree and studies abroad
    programs; Southern University Agricultural Research and Extension
    Center, an entity whose mission is to conduct basic and applied
    research and disseminate such information nationally, as well as
    statewide.
        The agriculture and related programs are housed on the SUBR and Ag
    Center campuses. First, let me provide a few general highlights of
    SUBR, our flagship campus. It consists of five colleges with bachelor
    degree programs in various disciplines to include agricultural, family
    and consumer sciences. It also provides eighteen (18) master degree
    programs and five (5) Ph.D. programs. The University's College of
    Nursing and Allied Health has been ranked among the top 10 producers of
    African-American nurses in the nation. It was named Nursing School of
    the Year by reputable association, the Louisiana State Nurses
    Association and the Louisiana Nurses Foundation. The Southern
    University's Marching Band--the Human Jukebox--was recognized among the
    top marching bands in the 2015 Historically Black Colleges and
    Universities Digest's national awards competition.
        The College of Engineering is one of the country's top 10 producers
    of African-American engineers, and its graduates hold significant,
    creative and administrative positions in such companies as IBM,
    ExxonMobil, Entergy Corp., Caterpillar Corp., Raytheon, Dow Chemical,
    Chevron and others. Noted alumni include the following: Russel L.
    Honoree, retired Lieutenant General, U.S. Army and leader of the 2005
    Task Force Katrina; the late Freddye Scarborough Henderson, founder of
    the first African-American travel agency in the country; and Joseph
    Steward, former Vice President, Kellogg Company. These are some
    examples of noteworthy graduates from Southern University A&M College
    programs.
        Many of the graduates of the division of Agricultural, Family and
    Consumer Sciences hold responsible positions within USDA and private
    industry. Southern University's first patent emanated from the Division
    of Agricultural, Family and Consumer Sciences in which a method and
    apparatus of reducing calcium in aquatic waste to be used as plant and
    animal feed. In 2014, the Urban Forestry program helped Southern
    University to earn the designation of Tree Campus USA, becoming the
    first HBCU in Louisiana and only the 4th in the nation to receive the
    designation.
        Academics, Research and Extension at Southern University: Southern
    University has directly and indirectly benefits students, farmers,
    agribusiness men and residents of Louisiana through programs funded in
    large measures through the House Agriculture Committee to the United
    States Department of Agriculture, for the enhancement of the land-grant
    programs.
        Thousands of students have graduated with Bachelor of Science
    degrees in agriculture and are successfully employed throughout USDA,
    the private sectors, self-employed as farmers and owners, and
    practicing agribusiness men in farm related businesses. Additionally,
    Southern University has a nationally recognized and accredited Urban
    Forestry and Natural Resources department, one of a few in the United
    States, that offers a B.S., M.S. and Ph.D. degrees in Urban Forestry
    and Natural Resources. To date, more than 300 students have received
    degrees at the various levels from this department. These graduates are
    highly recruited by the USDA, the university community and the private
    sector. The Division of Agricultural, Family and consumer Sciences
    (DAFCS) ranks first in undergraduate student retention out of the
    university's nine undergraduate degree colleges and schools; first in
    average grant funding per faculty over the last 6 years; and seventh in
    the number of African-Americans with bachelor's degrees in the
    agricultural sciences among 1890 land-grant universities. Southern's
    first patent was received for method and apparatus of reducing calcium
    in aquatic waste to be used as plant and animal feed. In 2014, the
    Urban Forestry program helped Southern University to earn the
    designation of Tree Campus USA, becoming the first HBCU in Louisiana
    and only the 4th in the nation to receive the designation.
        As stated earlier, the Ag Center's mission is to conduct basic and
    applied research and disseminate the discovered information nationally,
    as well as statewide. The Center's practices are based on practical
    research, qualitative and quantitative research results. The research
    and extension programs support the academic offerings by promoting
    faculty and student research; outreach leading in the various
    disciplines of agriculture and natural resources. Further, it also
    provides our students with real global experiential learning and
    competencies. Beyond supporting academic programs, research and
    extension continue to connect farmers, rural communities, and urban
    residents with opportunities for success. For example, given the
    importance of beef cattle production to small farmers in Louisiana,
    Southern University is engaged in a major research program designed to
    maximize income for small land holders by improving efficiency in land
    use through upgraded pasture production and, expanded grazing practice,
    by having both beef cattle and goats to sequentially graze the same
    pasture. The results of this project are being well received by our
    farmers.
        Niche crop production and value-added commodities such as hibiscus
    and mushroom are providing several promising opportunities for farmers
    to have other profitable crops to put in crop production mix.
        Additionally, the cooperative extension program has graduated over
    65 small farmers from across the State of Louisiana in a 20 hour whole
    farm-planning curriculum through the State Leadership Development
    Institute. As results of this training, small farmers are realizing
    increased farm productivity and income.
        Finally urban agriculture and gardening are being integrated into a
    research, educational and nutritional program. With Louisiana ranking
    49th in the country in obesity and having sixty-four percent of its
    adults either overweight or obese, Southern University AgCenter has
    developed interactive hands-on group sessions and in-home nutrition
    notes on dietary quality, physical activity and safety are also being
    provided to under-served families in rural and urban communities.
        Future Goals and Funding Needs: The funds are essential for the
    future of agriculture and forestry in Louisiana and America as well as
    having helped to improve technology transfer abroad to a growing
    population and decreasing availability of land; growing demand for
    sustainable urban forestry, urban agriculture and the need to restore
    vast amount of urban and urban-rural interface ecosystems (including
    restoration of our wetlands). Additionally, the cooperative extension
    program has graduated approximately 65 small farmers from across the
    state of Louisiana in Whole Farm Planning sessions through the Regional
    and State Leadership Development Institutes. The farmers received in
    excess of 200 hours of instruction and traveled throughout the southern
    states and the State of Louisiana to become more familiar with best
    practices in agriculture. The Cooperative Extension Program works with
    farmers assisting them with specialized/individualized training to meet
    their needs. The overall goal of trainings and workshops is to increase
    the profitability and sustainability of the small farm operations.
    Instructional areas provided by agents, specialists and external
    collaborators include record keeping, variety selection, production,
    resource inventory, and estate planning and risk management. Research
    and extension programs will be critical to help develop successful
    models where farming, environmental issues, urban living can all co-
    exist while improving access to quality affordable food.
        Many challenges exist that affect efforts to address needed issues
    of clientele groups through land-grant programs at the university.
    Additional resources are needed to fully support on-going and expanded
    initiative at the university. Some are as follows:

       continue and expand the work on increasing profitability
            among small farm families.

       continue efforts to address obesity and related issues.

       continue the work toward enhancing economic development
            activities in underprivileged and unfortunate communities.

       enhance the work of preparing students for career
            opportunities in the food, fiber and agricultural industries.

        In addition to a need for resources to expand these on-going
    initiatives, similar resources and funding opportunities are needed to
    support proposed centers of excellence:

       Create an integrated center to benefit Small Farms, Ranchers
            and Forest Landowners in high poverty areas.

       Establish a virtual center to support the science,
            technology, engineering, agriculture, and mathematic (STEM)
            pipeline of students and to address the growing need of
            talented career candidates to meet future workforce needs.

       Create a center the satisfy the nation's need in the areas
            of international engagement and global food security to
            increase international cooperation, trade and development.

        It has been observed and recognized that many of the 1890 land-
    grant institutions including Southern University A&M College have not,
    on a consistent basis been awarded the required 1:1 Federal match
    funding of land-grant programs through state appropriation. This has
    been a challenge for Southern University as it has been for many
    institutions when securing the required and deserved match of dedicated
    funding. Therefore, we join others in support of proposed legislation
    to amend current Federal mandates which could strengthen and close the
    gap of disparity in receiving match funding requirements for 1890
    colleges and universities in the future.
        Again, thank you for affording me the opportunity to share comments
    about Southern University; present programmatic engagement in land-
    grant initiatives, future goals and funding opportunities, and above
    all the need for enhanced funding.
                                     ______

       Prepared Statement of Raymond M. Burse, President, Kentucky State
                           University, Frankfort, KY
    The 1890s--Building on Yesterday, Finding Answers Today, and Preparing
            for Tomorrow--Celebrating 125 Years of Providing Access and
            Enhancing Opportunities
        To Chairman Mike Conaway, Ranking Member Collin Peterson, and
    Members of the House Committee on Agriculture, I am Raymond M. Burse,
    President of Kentucky State University, and I am honored to submit my
    written testimony for the official hearing record.
        This recognition of the 125th anniversary of the Second Morrill Act
    serves as an opportunity to highlight the innovative research and
    significant contributions of the 19 land-grant universities across the
    country. The Second Morrill Act of 1890 has afforded this network of
    universities 125 years of access to education and excellence, an
    achievement that we celebrate today.
    Kentucky State University Historically
        From its modest beginnings as a small normal school for the
    training of black teachers, Kentucky State University has grown and
    evolved into a land-grant and liberal arts institution that prepares a
    diverse student population to compete in a multifaceted, ever-changing
    global society. The university, chartered in May 1886 as the State
    Normal School for Colored Persons, was only the second state-supported
    institution of higher learning in Kentucky. During the euphoria of
    Frankfort's 1886 centennial celebration, when vivid recollections of
    the Civil War remained, the city's 4,000 residents were keenly
    interested in having the new institution located in Frankfort. Toward
    that end, the city donated $1,500, a considerable amount in 1886
    dollars, and a site on a scenic bluff overlooking the town. This united
    display of community enthusiasm and commitment won the day. The new
    college was located in Frankfort in spite of competition from several
    other cities.
        With the passing of the Second Morrill Act in 1890, KSU became the
    second land-grant institution in Kentucky, a designation that allowed
    the school to establish home economics, agriculture and mechanics
    departments.
    Kentucky State University Today
        Today, KSU serves a student population of approximately 2,000
    through the College of Agriculture, Food Science, and Sustainable
    Systems, the College of Arts and Sciences, the College of Business and
    Computer Science and the College of Professional Studies. KSU's 882
    acre campus includes a 204 acre agricultural research and demonstration
    farm and a 306 acre Environmental Education and Research Center.
        KSU, building on its legacy of achievement as a historically black,
    liberal arts and 1890 land-grant university, affords access to and
    prepares a diverse student population of traditional and non-
    traditional students to compete in a multi-faceted, ever-changing
    global society by providing student-centered learning while integrating
    teaching, research, and service through high-quality undergraduate and
    select graduate programs.
        Kentucky State University is committed to keeping relevant its
    legacy of service by proactively engaging the community in partnerships
    on civic projects driven by the objective of positively impacting the
    quality of life of the citizens of the commonwealth.
        The College of Agriculture, Food Science, and Sustainable Systems
    at KSU works to uphold the mission of the university through its
    commitment to research, service, and teaching in the food and
    agricultural sciences. The College is organized around five divisions
    including, Agriculture and Natural Resources, Aquaculture,
    Environmental Studies and Sustainable Systems, Food and Animal Science,
    and Family and Consumer Sciences. Each division works to resolve
    agricultural, educational, economic, and social problems of the people
    of the Commonwealth of Kentucky while fulfilling the principles upon
    which the Morrill Act was founded: research, extension and teaching.
        KSU boasts the largest multi-disciplinary organic agriculture
    program in the 1890's land-grant system with nationally and
    internationally recognized research programs in aquaculture, organic
    agriculture, sustainable biofuel feedstock production, alternative
    fruit and nut crops, ecological entomology, alternative pesticides and
    water quality, goat production, obesity and human health, and
    apiculture.
    Leading Research in Aquaponics
        With interest in aquaponics having grown considerably in recent
    years, KSU's Aquaculture Program, our ``Program of Distinction,'' is
    widely recognized as a leader in the field. More specifically, the
    program has led research in the areas of paddlefish culture, freshwater
    prawn culture, Koi breeding, production of feed-trained largemouth
    bass, and fish meal replacement research. Using a customized raft
    design based on the University of the Virgin Islands system, the six
    rafts available to researchers and housed in the KSU Aquaculture
    Research Center, provide the unique ability to conduct replicated
    research trials. Upcoming research will evaluate the microbial profile
    of the aquaponics system and screen for potential harmful bacteria at
    different points in the system. Additional aims include the development
    of an online academic course in aquaponics that will cover aspects such
    as the design, construction and management of the aquaponics system,
    fingerling and plant production, economics, and food safety.
    Meeting the Needs of Farmers and Consumers
        Taking on a problem common among both commercial and home vegetable
    and fruit growers, identifying and managing insect pests and diseases,
    KSU researchers are working to develop biologically-based, sustainable
    insect pest management options and strategies for sweet corn and
    blackberry production.
    Promoting Healthy Living Through Outreach Across Kentucky
        According to the Center for Disease Control and Prevention,
    approximately 30% of the adult population in Kentucky and 25% of
    Kentucky's children are either overweight or obese. In both cases,
    Kentucky ranks in the top ten of most obese states in the nation. In an
    effort to combat this epidemic, researchers and Extension specialists
    at Kentucky State University's College of Agriculture, Food Science,
    and Sustainable Systems have developed programs to teach and encourage
    healthy eating habits and physical activity in youth and families.
    SHAPE UP KSU, a program through which 376 undergraduate students have
    received health screenings for their height, weight, waist
    circumference, body mass index (BMI), body fat percentage, blood
    pressure, and fasting lipid and glucose concentrations was developed to
    this end. A second program, the Center for Family Nutrition and
    Wellness Education, has boosted KSU's College of Agriculture, Food
    Science, and Sustainable Systems' efforts in better addressing the
    obesity challenge among the vulnerable populations in the Bluegrass
    Region. And yet a third endeavor, KSU's Expanded Food and Nutrition
    Education Program, summer programs enrolled students in grades ranging
    from kindergarten to eighth grade and provided them education on health
    and nutrition and the importance of physical activity. Such innovations
    have been made possible by research made possible in part by land-grant
    funding.
    Conclusion
        In conclusion, it is my hope that you will consider the gains made
    by all 1890 universities as well as the potential for further
    advancement as you move forward in this process. With continued funding
    and support, Kentucky State University is poised to set itself as a
    leading institution of research an innovation in agriculture. Thank
    you, Mr. Chairman, Ranking Member, and Members of the Committee, for
    your time and consideration.
                                     ______

      Prepared Statement of Pamela V. Hammond, Ph.D., Interim President,
                   Virginia State University, Petersburg, VA
        Mr. Chairman, Ranking Member, and Members of the Committee, thank
    you for the opportunity to address you today and include our testimony
    in the record. I am Dr. Pamela V. Hammond, Interim President of
    Virginia State University (VSU). Founded in 1882, when the Virginia
    Legislature passed a bill to charter the Virginia Normal and Collegiate
    Institute. After several years of legal battles and name iterations, in
    1979, the legislature passed a bill changing our name to the present
    Virginia State University. By our centennial year, we were fully
    integrated with a student body of nearly 5,000, approximately 250
    faculty, a library of over 200,000 books, a 236 acre campus and the 416
    acre Randolph Farm.
        The Importance of VSU as an 1890 University: We play a significant
    role in addressing agricultural, educational, health and STEM issues
    throughout Virginia and in partnerships with other states. We are
    uniquely prepared and positioned to address the critical needs of
    diverse, limited resource and challenged communities; we have the
    ability to adapt and adjust to the changing needs of clientele; and we
    have the research and scientific knowledge and community engagement
    credibility to solve complex and ordinary issues. While we are
    positioned and ready to address many critical issues, more often than
    not, we continue to receive inadequate Federal and state funding to
    accomplish goals. To put it simply, if we had more, we are talented and
    creative enough to accomplish more. The 1890 universities have a role
    to play in addressing the five national priorities identified by USDA/
    NIFA (National Institute of Food and Agriculture):

       Global Food Security and Hunger.

       Childhood Obesity.

       Sustainable Energy.

       Climate Change.

       Food Safety.

        We have unique niches in the areas of alternative and sustainable
    agriculture, value-added production, aquaculture and small ruminants
    (sheep and goats), and small fruits and vegetables with an ability to
    add diversity, local impact and safer foods to the food supply chain.
    We have strengths in environmental and water quality, natural resource
    management, and family, community and youth development. Our close
    connections and credibility with small farmers and rural communities
    are sought after by other organizations. We work with them to enhance
    economic development and profitability and sustainability of
    agricultural enterprises. We address the health and nutritional
    challenges of our communities and develop solutions to hunger and
    nutritional issues. The 1890 universities have produced more minority
    educators, agricultural professionals, health professionals, military
    leaders and scientists of color than any other universities in the
    nation. However, we continue to receive minimal Federal and state
    funding when compared to our sister 1862 land-grant institutions. This
    is exacerbated by changes in Federal financial aid policies that
    disproportionately impact students who attend 1890 universities.
    Ultimately, this threatens enrollment, retention, auxiliary services
    and the capacity of our universities to prepare more leaders,
    innovators and graduates of color in STEM and food and agricultural
    sciences and other high demand fields. Additionally, our challenges in
    reaching and preparing youth for leadership, science, technology and
    agriculturally-based professions, limit our selection pool for higher
    education and occupational advancement.
        A Major Challenge in Funding and Disparities for 1890 Universities:
    Federal and state funding formulas for land-grant universities are
    provided through the Federal farm bill. The use of these funds is
    guided by Sections 1444 and 1445 of the National Agricultural Research,
    Extension, and Teaching Policy Act of 1977 (NARETPA) and Section 1449
    of NAREPTA. Section 1449 outlines the expectation that each state
    adheres to a 100% Federal match requirement: National and worldwide
    economic challenges have impacted state and Federal funding levels.
    Federal funding levels are continuously eroding. Based upon the 100%
    state matching requirement, each dollar lost in Federal funding results
    in another dollar lost in state funding. This doubles the loss of every
    Federal dollar to an 1890 university. Our 1862 partners receive
    significantly more state and Federal funding, along with more local
    funding to conduct research and extension programming. As state budgets
    become more strained, it becomes increasingly difficult to advocate for
    state dollars to support valuable research and extension programs. The
    chart below shows the disparity in Federal funding for 1890 and 1862
    universities.

    ------------------------------------------------------------------------
     FY 2014 Budget for 1890 Research,
       Teaching and Extension Federal      FY 2014 Budget for 1862 Research
                  Funding                   and Extension Federal Funding
    ------------------------------------------------------------------------
    $35 Million (1890 Extension and      $515 Million (Smith-Lever and Hatch
     Evans-Allen)                         Funding)
    ------------------------------------------------------------------------
    Source. USDA/NIFA http://www.csrees.usda.gov/newsroom/news/2014news/
      02261_1890_grants.html (Feb. 26. 2014).
    Editor's note: The hyperlink for the press release referred to is http://
      nifa.usda.gov/press-release/usda-awards-grants-support-research-
      teaching-and-extension-programs-1890-historically.

        Additional Challenge--The Matching Requirement for Competitive
    Grants: For 1890 universities, the Federal matching requirement of many
    larger grants limits our ability to apply for competitive funding. We
    are typically limited to the grants earmarked for the 1890 universities
    such as 1890 Capacity Building Grants, 1890 Facilities Grants and
    others. While these funding streams have kept us alive for years, it
    has meant that we are limited in our capacity to apply for and garner
    more funding. We have the interest and capabilities to apply for many
    of the grants available to 1862 institutions; however, we are unable to
    meet the matching requirements unless we have an established Research
    Foundation, or a large state or private funding source. Thus, we often
    leave valuable dollars on the table. This also shows why formula
    funding keeps us alive and is critical to our existence. If left to
    rely solely on competitive grant dollars only, which appears to be the
    trend in the way Federal funds are dispersed, many of our 1890
    universities would struggle to exist.
        Our Precious Small and Limited Resource Farmers, Being Squeezed
    Out: The average age of a farmer in the Commonwealth of Virginia is 68
    years. Without a farm management plan, a land/farm transition plan, and
    the willingness of a new generation of family members to continue
    farming the family land, we stand to lose valuable agriculture
    producers, valuable land and valuable food sources. African-American
    farmers are a more vulnerable group. Each year more farm bill funding
    supports the nation's supplemental nutrition programs, and less funding
    is earmarked for producer programs--particularly small farmers and
    rural communities. In the past, a significant amount of funding had
    been provided in the farm bill to work with Small Farmers through the
    ``[Section] 2501 Outreach to Socially Disadvantaged Farmers and
    Ranchers.'' In the most recent farm bill, funding for this program was
    literally wiped out, thereby challenging 1890 universities to make
    critical decisions of how to source the program. Many decided they
    could no longer source the program and simply had to end it. These
    programs were critical in providing valuable resources and technical
    assistance to keep farmers and their rural communities economically
    sustained and flourishing.
        VSU Can Augment Positive Impact with Increased Funding of 1890's
    Extension; Evans-Allen Research; and 1890 Capacity Building and 1890
    Facilities Funds in the farm bill. VSU is positioned to: Develop Small
    Farm Marketing Incubators--Enhancing Local Food Distribution in
    Regionally Based Food Value Chains; Hire Extension Agents to increase
    the profitability and sustainability of Small and Limited Resource
    Farmers through Small Farm Outreach; Develop Value-Added Farm Product
    Infrastructure and Marketing for Small Poultry, Ruminants, and
    Specialty Crops; Conduct Multi-State research on Nutrient Dense Food
    Production, Marketing and Consumer Education; Help Eradicate Food
    Deserts and Food Insecurity, through the continued development of Urban
    Agriculture Centers, Address Obesity and Health Disparities in Urban
    and Rural Communities; Develop new 4-H Youth Programs focused on STEM
    and Agricultural Fields of Study, Increase Research on New Pest
    Resistant and Drought Resistant Crop Varieties; Develop Online Courses,
    Videos, and Interactive Publications addressing client need and
    increase our Outreach Capacity; Establish a Small Farm Entrepreneurship
    and Family Resource and Financial Management Center; Employ Extension
    Specialists in the areas of Healthcare and Child and Human Development,
    Gerontology, Nutrition and Animal and Poultry Science.
        With increased 1890 Facilities Funding--VSU would build/expand
    facilities to: Increase laboratory and classroom space at Randolph
    Farm; Establish a new degree program in Veterinary Technology; Develop
    a fully equipped small ruminant parasitology laboratory, addressing
    emerging Animal and Plant Science Issues; Increase focus on Food Safety
    and Food and Nutrition Science; Establish food processing facilities to
    increase value-added plant and animal products; Increase capacity to
    conduct research and Extension education in Urban Food Production;
    Develop VSU's Small Ruminant Extension and Research Center for the
    sustainable/low-input production of meat goats and hair sheep; Design
    and implement a USDA-inspected mobile processing slaughter unit,
    providing outreach programs on humane and safe small ruminant
    slaughter, meat processing, and waste composting.
        With Current Federal and State Funding Support, VSU has
    accomplished: Including, but not limited to--Renovation and increased
    laboratory facilities in areas of Agricultural Engineering, Hospitality
    Management Program, Small Ruminant Research, Aquaculture, Horticulture
    and Extension Facilities; Increased aquaculture research and extension
    capacity constructing a Fish Processing Plant and Hatchery;
    construction of new greenhouses increased research capacity and
    environmental impact for Extension Research and Teaching;
    infrastructure improvements at Randolph Farm increased capacity
    supporting experiential learning for small farmers and students;
    Constructed a wetlands area for research and extension determining the
    impact that wetlands have on absorbing herbicides and pesticides,
    including herbicide and pesticide storage areas meeting EPA standards;
    installation of infrastructure improving communication by offering
    distance learning opportunities to clientele.
        1890 Capacity Building Funds: Implemented summer youth programs
    engaging students in agriculture, human sciences and STEM fields of
    study; Lead Water Quality Research and preventing wastewater from
    entering Virginia's Chesapeake Bay.
        Evans-Allen and State Research Funds: Generated an average of
    $4,000,000 annually in competitive external grant funds to conduct
    basic and applied research projects; Lead a statewide study to
    eradicate food deserts and food insecurity in Virginia; implemented a
    pilot-scale research module for improving the health of Virginia's
    Chesapeake Bay through removing harmful nutrients from wastewater
    entering Virginia's Chesapeake Bay; Lead new research in the production
    of hops to help small farmers meet the needs of a growing craft brewery
    industry; Conduct research and lead extension efforts to build urban
    sustainable food systems providing access to fresh healthy affordable
    food and nutrition education to challenged communities; Partner with a
    new Virginia-based industries to develop optimal crop varieties for
    product lines and conduct food science research; Utilize food science
    research to develop practical post-harvest handling and storage methods
    lengthening the shelf-life of niche crops.
        1890 Extension Funds: In excess of 50,000 individuals directly
    participate in VSU Extension programs annually; Help improve Virginia's
    economic development by assisting small farmers in generating more than
    $1.9 million in the past 2 years; Our Marketing and Agribusiness
    Program helped small and limited resource farmers generate $750,424 in
    local sales; VSU partnered with private-sector interests in local foods
    sales leading to the innovation of local food start-up businesses
    grossing $640,000 from 1,600 customers in the Richmond area,
    participating small farmers earned $400,000, in a single year; VSU's
    Small Farm Outreach provided technical assistance to 396 limited-
    resource farmers to improve farm production, marketing, prepare
    business and marketing plans, and apply for USDA farm programs; 182
    Virginia farm businesses saved $139,150 and 175 earned a combined
    $151,400; Alternative Agriculture programs trained 520 landowners
    (representing 330 Virginia farms), helped 80 farmers transition to
    alternative enterprises and assisted 60 farmers increase farm incomes
    an average of $6,000 per farm, VSU, in partnership with The Virginia
    Berry Growers Association, assisted farmers in growing and marketing
    fresh berries to local industries (35 farmers have reached sales levels
    of $250,000); Our Aquaculture Program partnered with local farmers to
    expand local aquaculture enterprises and generate $445,750 in income,
    In Winter 2014, VSU and Virginia Cooperative Extension initiated a new
    partnership with Hampton Roads area farmers and the successful Richmond
    area food hub enterprise called ``The Farm Table.'' Resulting in 12
    farmers signed up to sell directly to the new food hub for 300 weekly
    Hampton Roads customers with subscription boxes valued at $25 for 40
    weeks, over the 2014 growing season, participating area farmers earned
    a total of $100,000.00 ($8,333.00 per farm, on average).
        Preparing our youth: VSU hosts a student run farmer's market, the
    ``Farm Stars Program,'' generating approximately $11,000.00 in annual
    sales; Through 4-H youth development and Summer Enrichment Programs,
    more than 500 youth are educated annually through a series of
    residential and day camps (4-H Intermediate Congress, The Future of
    You, Kids-Tech University, Summer Agriculture Program, and Meaningful
    Watershed Educational Experiences [MWEE]), ``Ag Discovery'' summer
    enrichment program to provide experiential learning in Animal Science,
    Biology and Veterinary Medicine to youth from states across the U.S.;
    Hosting Randolph Farm Tours providing experiential learning, for over
    1,400 youth annually, in ages ranging from 8-18 years old.
        Concluding Statement: As Interim President of Virginia State
    University, I am honored to have this historic opportunity to testify
    before you on behalf of the administrators, faculty, staff and students
    of our prestigious College of Agriculture's research, academics and
    extension programs. Thank you for your valued consideration,
    partnership, and continued support. We look forward to the next 125
    years of land-grant university successes impacting agriculture and the
    lives of Virginians.
                Sincerely,

                [GRAPHIC(S) NOT AVAILABLE IN TIFF FORMAT]

    Pamela V. Hammond,
    Interim President.
                                     ______

      Prepared Statement of Andrew Hugine, Jr., Ph.D., President, Alabama
             Agricultural and Mechanical University, Huntsville, AL
    The 1890s--Building on Yesterday, Finding Answers Today, and Preparing
            for Tomorrow--Celebrating 125 Years of Providing Access and
            Enhancing Opportunities
        Chairman Conaway, Ranking Member Peterson, and to each of you,
    distinguished Members of the United States House of Representatives, I
    bring you greetings as the President of Alabama Agricultural and
    Mechanical University, Normal, Alabama in the City of Huntsville,
    Alabama.
        As you may have been or are now aware, the year 2015 marks the
    125th anniversary of the Morrill Act of 1890 that established black
    land-grant colleges and universities. These 1890 land-grant
    institutions of higher learning continue to be major educational
    resources for the nation, as well as key sources of African-American
    leaders, who render valuable service to their communities, the nation,
    and the world. Currently, there are 19 black land-grant colleges and
    universities throughout the United States.
        Our existence is credited to Senator Justin Smith Morrill, an
    abolitionist who had a vision that education would be for all social
    classes, and offered a shift from predominantly classical studies to
    applied studies. This shift, through the First (1862) and Second (1890)
    Morrill Acts, prepared students for the real world and advanced the
    nation, by providing an opportunity to educate all classes of
    citizenry.
        Alabama Agricultural and Mechanical University (AAMU), a
    beneficiary of the 1890 Act, is a traditional, yet progressive 1890
    land-grant institution with a tri-fold focus of teaching, research, and
    outreach, where academic excellence is a strong commitment.
        Our founder, William Hooper Council, an ex-slave, opened the doors
    of this University on May 1, 1875 to 61 students with a state
    appropriation of $1,000 per year. His vision was consistent with the
    vision Senator Morrill had in the land-grant Acts, ``to provide for the
    education of my people.'' Thus, our presence and successes were further
    cultivated through the Morrill Act of 1890 and our becoming a land-
    grant institution; providing additional monies for practical and
    mechanical subjects, such as engineering, agriculture, and
    architecture. After several name modifications, the Alabama Board of
    Education adopted a resolution on June 26, 1969, which presented the
    current and final name of Alabama Agricultural and Mechanical
    University.
        For the past 140 years, AAMU has thrived and can boast of more than
    37,000 alumni and counting. Among that number are several renowned
    public and community figures.
        Today, as a part of the 1890 land-grant university system, AAMU has
    a School of Graduate Studies and four Colleges--Business & Public
    Affairs; Education, Humanities, & Behavioral Sciences; Engineering,
    Technology & Physical Sciences, and Agricultural, Life & Natural
    Sciences (CALNS).
        The research and instruction of the CALNS encompasses the
    biological and environmental sciences, community and regional planning,
    family and consumer sciences, and food and animal sciences with a focus
    of changing lives through the use of science and technology in
    agriculture.
        The varied research efforts that allow us to maintain a relevant
    impact include identification of foods, and food ingredients and spices
    in the mitigation of various forms of cancer. We have also made
    significant inroads in research involving biofuels, geospatial
    information studies (GIS); forestry and wildlife management, and
    silvopasture management, just to name a few. Through our efforts in
    grantsmanship, CALNS has established a combination of meteorological
    and soil profile stations (Alabama MesoNet System) across Alabama and
    three counties in southern Tennessee. In addition, there are three Eddy
    Covariance Systems sited in three of our dominant ecosystems. They
    monitor soil carbon sequestration dynamics and energy of forested
    biomes.
        Against this background, and with our course offerings, manpower
    and laboratory equipment, a center of excellence in GIS (under the
    sponsorship of the National-Intelligence Agency and the United States
    Geological Survey) was recently established. Furthermore, AAMU is an
    integral player in working with the Forest Service, the U.S. Fish and
    Wildlife Service, Alabama Department of Conservation, Southeastern
    Cooperative Wildlife Disease Study and others to reduce the spread of
    the fungal White-Nose Syndrome (WNS) in bats, which has caused the
    death of at least six million bats. Arresting this disease is critical,
    as bats are an important part of forest ecosystems, helping to control
    forest and agricultural insect pests. Insectivorous bats likely save
    the U.S. agricultural industry at least $3 billion each year,
    approximately $74 per acre for the average farmer. The presence of this
    disease was discovered in Alabama by an AAMU wildlife scientist.
        Our Small Farms Research Center is influential in the education of
    new and beginning farmers and ranchers, particularly those with limited
    resources throughout all 67 counties via shared information,
    conferences and hands-on workshops.
        The university is committed to attracting and educating the next
    generation of agriculturalists. As such CALNS is responsible for on-
    line delivery of courses in the Alabama Black-Belt Region, one of the
    poorest regions in Alabama. Through these courses, high school students
    are given assistance in their preparation for college/university
    studies.
        Our international engagements are also noteworthy. Collaborative
    research, teaching and student and faculty exchange programs have been
    established in China, Costa Rica, Brazil, Ghana, Uganda, and Nigeria;
    other like collaborations are in their early developmental stages. Of
    particular note, is the Confucius Institute. AAMU is one of only 107
    universities nationwide to host such a prestigious entity. The
    Confucius Institute, through its furtherance of Chinese language and
    culture, will facilitate economic partnerships, particularly those
    related to agriculture, between our nations.
        The outreach arm of the CALNS is the Alabama Cooperative Extension
    System, which collaborates with Auburn University to achieve a
    statewide extension service. The AAMU location focuses on the life-
    changing Urban Affairs and New Nontraditional Programs for individuals,
    families, children and youth, entrepreneurs, 4-H, animal producers, and
    more. Its ultimate goal is to improve and sustain lives, homes,
    communities, businesses, and the environment. Additionally, for the
    past thirteen years, the Alabama Cooperative Extension System has
    conducted a successful aging initiative, due to the keen awareness of
    the demands of our aging population for transportation, housing,
    healthcare, finances and food security. Statistically, there are over
    35 million people in America that are 65 years old or older and that
    number will double to 70 million in 20 years; accounting for more
    people over 65 than under 18.
        The physical campus of AAMU is situated on more than 2,300 scenic
    acres, a 5 minute commute from downtown Huntsville, which was in fact,
    its original site. The campus has the unique distinction of being laid
    out in 1928, by Frederick Law Olmsted, Sr., designer of New York's
    Central Park.
        In addition to the campus proper, there are two off-site facilities
    that serve the university and community, as well. The first is where a
    vast amount of our agricultural research is done, on over 980 acres of
    land at the Winfred Thomas Agricultural Research Station in Hazel
    Green, AL; approximately 10 miles from the campus. Second, the
    Agribition Center is a facility that is located in an industrial area,
    and hosts community events ranging from horse and cattle expositions to
    organizational meetings.
        With over 5,300 students, including graduate and undergraduate
    combined, there are at least 44 states and 11 countries represented at
    our University, with over 40% of all students being first generation
    college attendees. Our student-faculty ratio is 20:1, thereby ensuring
    that our students receive the specialized attention and support that
    they need to be successful.
        The accomplishments of the University are vast. We have compiled
    140 Points of Pride that pinpoint many of our University's faculty,
    alumni and student successes. The complete listing can be found at
    http://www.aamu.edu/news/2011/Pages/Points-of-Pride---140.aspx;
    however, I have selected a few to be specifically mentioned:

       AAMU would be ranked in the Top 10 nationally, according to
            news reports, if the effectiveness of higher education
            institutions were ranked by criteria set by U.S. President
            Barack Obama

       AAMU is accredited by the Southern Association of Colleges
            and Schools Commission on Colleges.

       AAMU is the only 1890 land-grant university with three Ph.D.
            programs in science, technology, engineering and mathematics
            (STEM) areas. The fourth Ph.D. program (and state's only one)
            focuses on Reading/Literacy.

       The Department of Food and Animal Sciences offers the only
            Institute of Food Technologists (IFT) certified food science
            program at a historically black college or university (HBCU) in
            the U.S. The Food and Animal Sciences Department is one of two
            and the oldest Ph.D. food science program among HBCUs in the
            U.S.

       AAMU ranks second in the nation in awarding undergraduate
            degrees in natural resources and conservation to African-
            Americans (DIVERSE, 2014).

       AAMU is the eighth largest producer of undergraduate degrees
            to African-American minorities in agriculture and related
            sciences (DIVERSE, 2014).

       AAMU ranks eighth in the nation in awarding master's degrees
            to African-Americans in the fields of both biological/
            biomedical sciences and physical sciences (DIVERSE, 2014).

       AAMU contributes directly to the defense of the country and
            has commissioned nearly 900 officers through its ROTC since the
            program's inception.

       AAMU's forestry program is accredited by the Society of
            American Foresters and is the only such program at an HBCU.

       AAMU is second in the nation in the awarding of
            undergraduate degrees in mathematics and statistics to African-
            Americans (DIVERSE, 2014).

       AAMU ranks fifth in the awarding of degrees to African-
            Americans in the field of engineering (DIVERSE, 2014).

        In closing, I would like to sincerely express my gratitude for the
    opportunity to present Alabama Agricultural and Mechanical University
    to such an august assembly of officials. With continued funding and
    support, we expect to remain among the Top 20 largest employers in the
    region, as well as make our economic impact felt throughout the region
    (according to the Center for Business and Economic Research at the
    University of Alabama's Culverhouse College of Commerce--$350M).
                                     ______

      Prepared Statement of Alfred Rankins, Jr., Ph.D., President, Alcorn
                          State University, Lorman, MS
        Good morning. Chairman Conaway, Ranking Member Peterson, and
    distinguished Members of the House Committee on Agriculture. Thank you
    for allowing me to enter this written statement for the record.
        On behalf of our more than 3,639 students, 677 faculty and staff,
    and 25,000 alumni thank you, Mr. Chairman, for this opportunity.
    Our History
        Founded in 1871, 6 years after the Civil War ended, Alcorn State
    University traces its heritage to the Morrill Acts. Alcorn State is
    unique among the 1890s institutions because it, also, received funding
    from the first Morrill Act, making it America's oldest public
    historically black land-grant institution. Alcorn is, also,
    Mississippi's second oldest state-supported university. We now attract
    a racially and ethnically diverse student body from 40 states and more
    than 20 countries. We educate those of limited means, as well as the
    affluent. Alcorn's programs engage students in applied and basic
    research while stimulating intellectual development of life-long
    learning. We remain a leader in Agricultural education, annually
    conferring degrees in Agribusiness Management, Agricultural Economics
    and Agricultural Science.
        Agriculture, as you are aware, is critical to Mississippi's and
    America's economy. Mississippi agriculture, representing $7.4 billion
    is the top industry in the state, directly and indirectly employing
    approximately 39% of the state's workforce. The state's agriculture
    enterprises include more than 11 million acres of farmland, 19.7
    million acres of forestland, 14,000 miles of streams and 640,000 acres
    of pond and lakes. The leading agricultural products in the state
    include:

         Poultry--MS broilers    $2.5 billion, eggs $215 million
         Forestry                $1.17 billion
         Soybean                 85.14 million bushels at $993
                                          million
         Cotton                  $331 million
         Cattle & Calves         $289 million
         Catfish                 $178 million
         Rice                    $141 million

        The strength of the Mississippi agriculture is due, in large part,
    to the strength of the two state's land-grant universities--of which
    Alcorn is the oldest. With the research and outreach of these two
    institutions--Alcorn State University and Mississippi State
    University--we have been able to improve agriculture in our state
    through research and extension services. Our extension employees
    continue to work with our growers to move them to new levels in both
    rural and urban communities.
    Research Initiatives
    Patents
        In 2006, a patent was received by scientists at Alcorn State that
    could help to reduce the risk of heart disease without the use of
    prescription medicines. Supplements of this vegetable crop fed to human
    subjects with high blood cholesterol showed significant reduction in
    `bad' cholesterol and increase in `good' cholesterol. The patent for
    waterleaf was the first ever received by Alcorn State. Further research
    is continuing to develop the patent.
        Dr. Yufeng Zheng, associate professor in the Department of Advanced
    Technologies, is the principal inventor for the utility patent
    (8,917,914), ``Face recognition system and method using face pattern
    words and face pattern bytes,'' that was recently issued to Alcorn
    State. The present invention provides a novel system and method for
    face recognition utilizing facial features. The system and method of
    the invention comprise creating face patterns called ``face pattern
    words'' and ``face pattern bytes'' for face identification.
    Swine Development Center
        Scientists in the Department of Agriculture are making their mark
    in the heart disease prevention arena with their published findings
    that vegetable purslane leaves lower the risk of cardiovascular disease
    in humans. Heart disease continues to be a leading cause of mortality
    and morbidity in the United States. As a result of these concerns for
    potential side effects and consequent increase in health care costs,
    there is a growing demand for non-traditional and/or diet related
    approaches to lower blood lipids and cholesterol, and prevent
    cardiovascular disease and stroke. In a feeding trial conducted at
    Alcorn State, Scientists explored the efficacy of purslane leaves in
    lowering cardiovascular diseases risk in patients with high blood
    cholesterol and other blood lipids.
        The study demonstrated that using a novel food product rich in
    omega-3 fatty acids, pectin, and other essential nutrients, produced a
    marked improvement in the lipid profile of the patients, LDL-
    cholesterol (bad cholesterol) was reduced by 27%, suggesting a
    remarkable improvement in heart disease risk, a primary culprit in the
    development of cardiovascular disease and stroke.
    Experiment Station
        Scientists at the Alcorn State Experiment Station are currently
    evaluating the effects of progesterone supplementation on the survival
    of transferred embryos; this process is needed in order to release
    mechanisms used by progesterone to alter the survival of the embryos in
    cattle. The strategy evaluated and recommended by our scientists to
    supplement progesterone is now being used by many farmers practicing
    embryo transfer as a means to improving the fertility and genetics of
    herds.
        Dr. Victor Njiti is looking at ways to reduce the high cost of
    sweet potato production by limiting the number of harvesting operations
    through reduced vine growth. Further, we have expanded the market for
    sweet potato through increased industrial utilization and human
    consumption. Technology has been developed to process sweet potato into
    high quality chips, and is now being prepared for patent and
    transferred to industry.
    Delta Obesity
        The Department of Human Sciences secured a grant through Delta
    Obesity Prevention Research Unit (OPRU), Adaptation and Adoption of the
    Dietary Guidelines by African-American Children in Southwest
    Mississippi. The ongoing project promotes investigation of the impact
    of nutrition education (alone or combined with physical fitness) on the
    adoption of the Dietary Guidelines for Americans (DG) among rural,
    limited-resource African-American middle school children. The project
    will add to the body of knowledge regarding low income, rural African-
    American adolescents' understanding of the Dietary Guidelines as it
    applies to their individual lives. The project will also help to
    determine if increased knowledge of the Dietary Guidelines
    recommendations alone or paired with physical activity within its
    population can impact adoption of the Dietary Guidelines.
        A feasibility study on obesity is currently underway in Fayette,
    Mississippi with middle school-aged children.

       Focus group discussions were conducted with adult women
            (28 women from Warren, Claiborne, and Jefferson Counties), and
            children in Jefferson County (63 males and 99 females).

       The feasibility study exposed 287 middle school-aged
            children to nutrition education focused on following the
            Dietary Guidelines for Americans.

       One conclusion drawn from the focus groups is that there
            is a significant need for marketing to encourage these cultural
            groups to utilize the website, Mypyramid.gov.
    Extension Program
        The Alcorn State University Cooperative Extension Program provides
    educational programs to help Mississippians improve the quality of
    their lives. In 2014, the Alcorn State University Cooperative Extension
    Program completed the second year of its long range plan which
    represents many of the accomplishments of Extension's educational
    programs. These efforts were supported through the cooperation of
    county, state and Federal Government, and a diverse group of
    organizations and individuals. One of our major programs (Expanded Food
    and Nutrition Education Program (EFNEP)) promotes optimum nutrition and
    healthy lifestyle management. Nutritional needs change throughout life
    and have a direct impact on health, quality of life and ability to
    achieve physical and mental potential. Diet related risks involved in
    chronic diseases can be lowered through changed behaviors and positive
    pregnancy outcomes can result from better prenatal nutrition.
        Program Impacts:

       Over 5,000 participants increased awareness of need to
            have good nutrition habits; 8,480 participants increased
            knowledge that promotes health; and 15,849 participants
            increased attitudes and aspirations that are indicative of a
            need for good health.

       Nearly 723 person showed a decrease in high blood
            cholesterol; 663 showed a decrease in high blood pressure; 292
            showed a decrease in high blood sugar; and 1,000 showed a
            decrease in excess weight.

       Approximately 2,538 parents adopted food behaviors
            consistent with the Dietary Guidelines and Food Guide Pyramid.

        The Family Nutrition Program supported by the USDA Food Nutrition
    Service was conducted in 40 counties with a focus on food stamp
    eligible families with 3 to 5 year old children. One agent's comment
    after finishing the four sessions was of the participants does not want
    the sessions to end. Family Nutrition participants have been hired as
    EFNEP program assistants while others come back as volunteers. In a
    letter with $1,436 of support from the United Way in Warren County, the
    grantor stated, ``You are really making a difference in the lives of
    many women and children in our community.'' Various counties reporting
    evaluation results for the low income audience, in general, indicated
    an improvement in food resource management practices for 75% to 97% of
    participants; and improvement in nutrition practices for 88% to 97% of
    participants; and improved food safety practices of 50% to 81% of
    participants.
    Mississippi Small Farm and Agribusiness Center
        The Alcorn State University Mississippi Small Farm and Agribusiness
    Center (MSFAC), the only one of its kind at an 1890 institution, was
    established in 1988 by an Act of the Mississippi State Legislature to
    promote, enhance and facilitate the development and growth of small
    farms and alternative agricultural enterprises, including international
    marketing, thereby improving the economic condition of small farmers
    throughout Mississippi. The state has approximately 37,500 small farms
    that have an annual gross farm revenue of $50,000 or less. MSFAC
    provides services directly to approximately 600 farmers and indirectly
    to several thousands, with its website linking the center to farmers
    all over the state and beyond its borders. Located on the campus of
    Alcorn State, the center provides services in the following areas:

       Database and Information.

       Energy Database.

       Marketing & International.

       Agricultural Education.

       Small Farm Loan Program.

       Vegetable Industry Development.

       Natural Products Industry.

       Livestock Industry.
    Student Successes
    Department of Agriculture
        We are proud of our graduates who have decided to pursue advanced
    degrees in agriculture. Crystal Vance is pursuing a Ph.D. in soil
    science, with an assistantship, Louisiana State University School of
    Agriculture Plant, Environmental and Soil Sciences. During the spring
    semester, Vance presented her thesis at the Alcorn State School of
    Agriculture, Research, Extension and Applied Sciences Seminar Series.
    Her presentation was entitled, ``Plant Density Effects of Switchgrass
    (Panicum virgatum L.) On Biomass, Nutrients and Carbon Buildup on Heavy
    Soils.'' This research was funded by the United States Army. Vance
    graduated with a 4.0 GPA from the Department of Agriculture in Plant
    and Soil Science.
    Department of Human Sciences
        Several undergraduate students in nutrition and dietetics are going
    on to pursue advanced degrees. Aquierra Anderson, Victoria King, and
    Kanesha Sumling. Anderson will enter the Food and Nutritional Services
    Master's Program at Tuskegee University, and King and Sumling have been
    accepted in the Belhaven University Health Administration Master's
    Program where they are hoping to acquire knowledge and skills to become
    hospital administrators.
        Over the years our graduates have gone on to be highly successful
    in their fields. You will find them in agricultural leadership roles
    all over our state, nation and the world. Indeed, we can boast of
    Alcornites who are making outstanding contributions within USDA as
    employees. Among these individuals are:
    USDA/Natural Resources Conservation Service (NRCS)

      1.  Jacqueline Davis-Slay, Director Public and Private Partnership.
    USDA/Agriculture Marketing Service (AMS)
      1.  Darmechie Hulbert, Agricultural Commodity Grader.

      2.  Yolonda M. Moore, Agricultural Commodity Grader.
    USDA/Food Safety and Inspection Service (FSIS)
      1.  Perry Earl Davis, Deputy District Manager.

      2.  Christina Travis, Resource Manager.

      3.  Natoya Cameron, Resource Management Assistant.
    Foreign Agricultural Service
      1.  Patrick Packnett.
    Challenges and Opportunities
        According to the 2012 United States Census of Agriculture, there
    were 30,227 black farmers in the 18 states served by 1890 universities.
    Of that number 5,129 or 17% of those farmers reside in Mississippi. The
    2012 Agricultural Census, also, shows there has been a 30% increase in
    black farmers' ownership of farmland. Much of that increase in USDA
    program participation is credited to educating the farmers on USDA
    programs offered by 1890 universities.
        Our work with small- and limited-resource farmers is important,
    because they represent 50% of the farmland and have the potential to
    increase jobs and economic development. If funds are enhanced, we could
    do so much more in a positive way to reach and assist limited-resource
    farmers and the communities in which they live and operate.
                                     ______

                               Submitted Question
    Response from Harold L. Martin, Sr., Ph.D., Chancellor, North Carolina
            Agricultural and Technical State University
    Question Submitted by Hon. David Rouzer, a Representative in Congress
            from North Carolina
        Question. Dr. Martin, I am honored to be one of two members from
    North Carolina who get to welcome you to the House Committee on
    Agriculture and thank you for your service and leadership to our state
    and to North Carolina Agricultural and Technical State University. NC
    A&T boasts a proud tradition among the 1890 land-grant universities as
    evidenced by the College of Engineering ranking number one for the
    number of degrees awarded to African-Americans, and the School of
    Agriculture and Environmental Sciences recently becoming the largest
    school of its kind among the nation's historically black colleges and
    universities.
        Please explain A&T's commitment to the people of North Carolina as
    an institution of higher learning and its commitment to small minority
    farmers. Also, please discuss the ways in which both North Carolina
    land grant universities--NC A&T and North Carolina State University--
    work together to help the agricultural industry in our state.
        Answer. Thank you so much for the question Congressman Rouzer and
    thank you for all that you that you do for the people of North
    Carolina.

        A&T's commitment as institution of higher learning

        N.C. A&T is a learner-centered community that develops and
    preserves intellectual capital through interdisciplinary learning,
    discovery and engagement, and is committed to fulfilling its
    fundamental purposes through exemplary instruction, scholarly and
    creative research, and effective public service and engagement. A&T is
    dedicated to providing ``ladders of opportunity'' to high-achieving
    students seeking a superior education and is committed to creating a
    campus climate that fosters student satisfaction and a sense of
    community. The university's academic and outreach efforts illustrate
    how campus and community collaborations enhance the quality of life for
    the citizens of North Carolina, the nation, and the world.
        A&T is ranked by the Carnegie Classification System as a
    ``doctoral/research university'' and, for the past nine years, has
    ranked third among The University of North Carolina system's member
    institutions for sponsored research funding. With an enrollment of
    nearly 11,000 students, A&T is recognized as the largest among the
    nation's historically black colleges and universities, and the School
    of Agriculture and Environmental Sciences at A&T is the largest school
    of its kind among the nation's HBCUs. A&T ranks No. 1 in the nation for
    the number of baccalaureate degrees in engineering awarded to black or
    African-Americans (American Society for Engineering Education) and is
    the top producer of African-Americans with undergraduate degrees in
    STEM disciplines, arts and humanities, and education.

        A&T's commitment to small minority farmers

        In an era where family farms and farmland are rapidly disappearing
    from the American landscape, North Carolina farm census data shows that
    African-American owned farms in North Carolina are on the rise, having
    increased in number from 1,491 in 2007, to 1,637 in 2012. Overall
    acreage under cultivation in these enterprises has increased by nearly
    20,000 acres. Despite these successes, challenges loom for North
    Carolina's small farming community, and particularly, for new farmers.
    According to North Carolina farm census data, 86 percent of African-
    American farms had gross sales of less than $50,000 and 51 percent of
    those farmers' sole source of income is farming. Small farmers of all
    races are also aging and nearing retirement and unfortunately, only 3
    percent are under 34 years old. A&T is committed to providing the
    education and training needed to attract and retain the next generation
    of farmers and has done so through effective community outreach and
    innovative undergraduate and graduate programs.
        A&T is striving to make small farming in North Carolina more
    profitable and more attractive, while continuing its unique mission to
    serve minorities in rural communities. Through new ideas like our Small
    Farms Collaborative and Local Foods and Health Initiative (funded
    through the 1890 Facilities Program), A&T plans to use its 492 acre
    farm as a strong community education resource for local food
    production. Elements of the farm plan mentioned include a food
    processing facility to teach entrepreneurs how to add value to North
    Carolina agricultural products, a pasture-based dairy and creamery
    producing A&T-branded yogurt, ice cream and artisanal cheeses for
    revenue production, an organic vegetable production research and
    demonstration site, a student-run farm, and land for community gardens
    that will be available to residents of the surrounding communities.

        A&T's commitment to collaboration

        At A&T we use long-range planning and evaluation to adapt our
    programs to the emerging needs and issues in the state of North
    Carolina. A&T's cooperative extension program is a responsive, high-
    touch organization and one that works in direct partnership with N.C.
    State University. Together, our cooperative extension services help
    families and communities throughout North Carolina with nutritional
    programming aimed at: reducing obesity, diabetes and other chronic
    diseases; parenting classes for troubled families; financial literacy
    training; and youth development through 4-H programs. Examples of
    continued collaborations are below:

       In addition to the nearly 500 acre University Farm--A&T's
            largest classroom--cooperative extension also has an
            agricultural presence in Goldsboro through the Center for
            Environmental Farming Systems. CEFS is a consortium comprised
            of the N.C. Department of Agriculture and Consumer Services,
            A&T and N.C. State. The center is a premier locale for
            extension, research, and educational programs in sustainable
            agriculture and local food systems, with units of: small farm
            vegetable production, dairy, beef, outdoor swine, goats, and
            organics.

       A&T and N.C. State also collaborated to design, implement,
            and evaluate the Farm School educational program--a 6 month
            intensive program that recruits new, beginning, and young
            producers into farming. Participants are trained on business
            and marketing planning, farm financing options, and alternative
            agricultural enterprises. Participants also tour farms to gain
            a better understanding of the farming enterprise.

       A&T and N.C. State embraced local foods as a joint signature
            program of both universities a few years ago, resulting in a
            coordinated expanded focus on local-and-regional foods at the
            county levels. County Extension agents have also become better
            trained to help growers and consumers produce and buy more
            affordable, fresh and local foods.

       Extension agents from both universities have also partnered
            with the N.C. Department of Agriculture Piedmont Research
            Station in Salisbury to conduct winter squash and broccoli
            variety trials, to determine which varieties are best grown in
            North Carolina.

       The cooperative extension program at A&T has created two
            unique curricula in the areas of Family and Consumer Sciences,
            Table for Two and Speedway to Healthy. These programs are being
            endorsed and shared by both A&T and N.C. State extension agents
            to help promote nutrition and health to audiences in the
            interest of developing healthier children and families in our
            state, and also to lower health care costs and expenses--
            including those born by taxpayers through public and
            governmental assistance programs.

         Table for Two, a curriculum focused on improving the
                nutrition and health of pregnant teens and their pre- and-
                post natal babies.

         Speedway to Healthy, a 1,200 foot2, custom-
                made exhibit of the human body's interior provides an
                interactive teaching tool where children learn about their
                bodies' relationship to food. Since its launch this spring,
                the exhibit has been hosted in five counties, seen by more
                than 2,000 elementary aged children, including more than
                800 alone during a 3 day stop in Alexander County. As
                school resumes, two more counties have booked the Speedway
                in late September.

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