ernor and the General Assembly about any
name or governance change requested for a
public institution of higher education.
In order to obtain maximum benefit from
available educational resources, the Board
encourages the development of cooperative
programs among the State's public institu-
tions. Policies for the transfer of students
and the reciprocal acceptance of credits are
also developed. In cooperation with the
Southern Regional Education Board and
with individual states, the Board pursues
interstate approaches to meeting educational
needs.
The Board engages in efforts aimed at
improving cooperation between the Federal
government and policy-makers at the State
and institutional levels It also serves as the
administrative agency in the State for pro-
grams under Title 1 of the Higher Education
Act of 1965. Title 1 provides higher educa-
tion institutions in the State with opportuni-
ties for discretionary funding in the areas of
community service and continuing education.
ACCREDITATION
The State Board is responsible for the
accreditation of all public and private insti-
tutions of postsecondary education operat-
ing in the State. Accreditation is awarded
based on an institution's ability to meet
standards developed by the Board. These
standards prescribe the minimum require-
ments for the issuance of certificates, di-
plomas, and degrees. The Board must review
and approve educational programs that en-
roll veterans and war orphans in order for
these students to become eligible for Fed-
eral financial benefits under Title 38 of the
U S. Code. The Board also engages in a
variety of other activities aimed at enhancing
the quality of postsecondary education in
Maryland.
EQUAL EDUCATIONAL
OPPORTUNITY
The State Board for Higher Education
is responsible for coordinating and monitor-
ing the implementation of the Maryland
Plan for Completing the Desegregation of
the Public Postsecondary Education fnstitu- |
tions in the State. As part of its efforts to
carry out this broad responsibility, the
Board collects, compiles, analyzes and dis-
seminates data related to desegregation in
the State. The results of these efforts are
published each year in the form of an
Annual Desegregation Status Report, which
consists primarily of data collected by insti-
tutions and segment boards, and a Midyear
Desegregation Status Report, which provides
a narrative evaluation of desegregation ac-
tivities throughout the State.
Through the use of Desegregation Impact
Statements, the Board reviews all new de-
gree programs and facilities for their poten-
tial effect on the State's desegregation efforts.
The Board also conducts special studies on
specific areas of concern, such as the reten-
tion and progression of students by race and
the impact of academic program offerings
on the racial composition of student en-
rollments.
The Board administers a variety of pro-
grams designed to enhance desegregation
efforts. These include: the Other Race
Grants Program for Graduate and Profes-
sional School Students, the Minority/Other
Race Internship Program, the Central Place-
ment Bureau, and the Faculty and Ad-
ministrator Exchange Program. In coopera-
tion with the Maryland State Department of
Education, the Board also operates a pro-
gram designed to improve guidance informa-
tion for high school students. The Board
attempts to increase minority and other race
enrollment in graduate and professional
schools by collecting and disseminating in-
formation about strategies useful in recruit-
ing these students. All of the Board's
desegregation activities are carried out in
consultation and cooperation with the State's
postsecondary education institutions and
agencies.
SPECIAL PROGRAMS AND
COMMUNITY SERVICE
The Board maintains public awareness
of activities in postsecondary education
through the publication of a newsletter
entitled the Record; through news releases
to newspapers and to radio and television |
