__gonstruction in the postwar period. Hence, TO SEEM Compiled in October 1948 Issued in November 1948 ADVANCE ESTIMATES OF PUBLIC SLEMENTARY: AND SECONDARY SCHOOLS FOR 1948-49 © | Prepared by Research Division, National Education Association of the United States THIS MEMORANDUM is based upon information supplied by state and territorial departments of educa- tion and by education associations. It is the seventh in a series of [OR PUBLIC SCHOOLS thruout the nation the | schoot year 1948-49 will be one of ad- justment to a new combination of prob- lems. During the war years the major prob- lem was one of maintaining a staff in the face of a dwindling supply of graduates from |! national estimates begun in 1942-43. teachers colleges and the'attractiveness of | The figures given are estimates. exceptionally high salary levels in nonschool į They are based upon statistics of employment. ` : : previous years adjusted by such ex- ` . pert judgment and preliminary fig- This year before public-school systems ures as are available. Most states could completely replace their emergency heve not issued final statistics on teachers and recover from wartime personne] | 1947-48 and only a few have prelimi- losses they are being confrontad by rapidly nary data for 1948-49. increasing school enrolments. The situation At the same time, previous ex- is complicated further by the almost complete | perience with this series of memo- absence of new school construction during the | randums has shown that these advánce war years and the slow. postwar recovery in estimates wil] provide a reasonably accurate summary of conditions in | public education as of October 1948, Elaborate statistical manipulations of these figures, beyond those given herein, are not advisable. the basic problem of maintaining a qualified Staff is complicated by the race to obtain the additional staff and the new school housing necessary to serve the exceptional number of children born since 1940. ' The present difficulties of the public schools did not develop overnight, Prior to world wer I, the reports of local, state, and national school officials clearly indicated that in many parts of the country the low level of teachers! salaries, the l&ck of minimum educational opportunities, and inadequate school revenues were all helping to create educational, deficits. The existence of these deficits among the American people were revealed when thousands of young men were rejected for service in World dar I. i , AS a result of orld war I experiences there was widespread effort to improve the schools, By 1930 remarkable progress had been made in teacher certification stand- ards, salary schedules, curriculums, and school finance. However, there were still many communities, and even whole states, where the general status of public schools was below acceptable educational standards. The depression peried ef the 1930's was a definite setback, Most communities curtailed curriculums, reduced salaries, and decreased their current expenditures, School construction was often postponed. By the school year 1935-36 the general rend wag again toward better conditions but the effects of the depression often remained. 3 When World ‘Jar II came, 690,000 young men were rejected for educational defi- ciencies which had been caused largely by lack of. school opportunities in the pre- ceding two decades. A =o T A ts ee -The.outlook for 1948-49 is-that some gains will be m u Her. supply and in salary schedules. Whether or not the preserit outlook is- ined‘diwing the year will depend upon what happens in the following areas! Y eis l. The nationwide effort to recruit young men and women for teaching ` and to improve teacher educations `` Suid Te uox Mes 2. The up-grading of substandard teachers or their replacement either by new graduates from the colleges or by qualified; experienced: teachers returning to the profession, I N. 3+ The retention of the maximum number of the: competent teachers now employed by the continued improvement of salaries’ and working conditions. 4. The replacement of obsolete buildings and’ equiphent’ and the construction of new fucilities so as to provide adequately for increasing enrolments. 2 maine duet esi 5. The control of nationwide economic dislocationB' and of intemational relationships which produce inflationary conditions. se anergency certificates in 1943-49 - Table 2 (column 7) of the present memo- ` rendum shows that it will be necessary to employ at least 97,935 teachers with emergency certificates, The comparable figure in October 1947 was 101,612. It is believed that the estimates each October are an approximation of the number of emergency certificates which will be in use at any given tine during the School year. The October figure does not include the total number of emergency certificates which will be issued during the school years A number of the cértifi- cates issued after October are not used or are used for relatively brief periods, This explains why the total for 1947-48 (see Table 2, Colum 4) is larger than the 101,612 estimate of October 1947. : iis S, one time has ranged 'eách school year between the following limites - -i y 773915406, *995965289297*052»9»* «fram 115,000 to 120,000 p š 1916-57. ares vs from 110,000 to 115,000 = t ET S's TERT RES from 102,000 to 107,000 ` 1968519; ................ from 98,000 to 103,000 It is probable that the number of emergency certificates ac tively in use at any Vacancies = The trend in reported vacancies is same indication of the. teacher Supply situations In Oetober 1945 the total reported vacanetées was 13,257; in 1916, a total of 144361; in L947, a total of 7,633; and in October 1948 (see column 2, Table 3), a tótal of 3,865. ee i wd . Š i . > BE rao aie A, Ps The estimate of vacancies made each October is only an approximation of -the true situ&tion, In Somb communities where enrolments are-làr e new vacant? positions cannot be established because of a shortage of funds end classrooms. Other vacancies, reported' in October, are dropped when enrolments changé or a quali- fied supply is not available. The influence of these factors. is shown by column 2 of Table 3 which gives 6,721 vacaneies in 1947-48 4s estimated in October 1948 as compared with the estimate of 7,633 for 1947-48 made in October 1927, .. " a Bi, oe In October 1948 the question was broadened to include those adversely affected by the shortage of building space as well as.the shortage in teacher supply, Again the results (colums 6-8, Table 5) are incomplete. $ On the basis of estimates for previous years the probabilities are that at least 1,500,000 children are deprived of a full year of schooling or are suffering impaired educational opportunities as à direct result of the teacher shortage. Possibly &n additional 500,000 have less than full-time Schooling because of the building shortage. ia ' School building situation - In October 1948 a new question was added to the survey. It asked state officials to indicate the extent of the building shortage in rural and urban schools. The details of Table 7 may be summarized as follows: Number of states in which building shortage is Type of school ` Very small Considerable Very large Rural i mlementary.....ee eene nn 5 : 31 12 NSC ONS HS. aZ ein visi oie xe ea epis lk 25 Urban š : Blementarye.... e eee enn è i 25 22 decondary..s.e eee MUR SS 13 26 <. É 9 In nearly half of the states the elementary-school building shortage is "very large" in city-school systems; in one-fourth of the states it is also "very large" in rural schools. . f For all practical purposes (counting "considerable! and "very large") there is a serious nationwide shortage of elementary-school buildings.. This condition rerlects the increased enrolments arising from the high birth rates of the war years. It has been made especially serious by the lag in school tonstruction during tne depression years of the 1930's and the war period. The nationwide situation becomes especially ominous when it is noted that only about one-fourth of tha states report a "very small" building shortage in secondary Schools. It is a serious problem to consider what the situation will be in most States when the present high level. of. elementary-school enrolments reaches the secondary schools, Frantic efforts today, and in.the next few yéars, to meet the elementary-school situation may make it virtually impossible for local-schodl districts to anticipate the building needs of secondary schools which will become increasingly acute about 1960, . Pupil enrolments - In 1939-40, according to the United States Office of , Education, the public elementary and secondary schools enrolled 25,433,542 pupils - 18,832,098 in elementary schools and. 6,601,144), in secondary schools. The Office reported that by 1944-45 the public elementary schools had dropped to 17,665,594;' the public secondary schools declined to 5,560,190; in 1945-46 the report was 17,677,741, in public elementary schools and 5,622,197 in publie secondary schools, a total of 23,299,941. i ` filling its teaching positions with fully qualified teachers. In urban and rural elemeritary schools the supply of qualified teachers ig. fate behind estimated needs. That the situation for the whole nation does not look worse must be attributed to curtailment in curriculum offerings and substantial increa§es ` in- the sizes of" classes. 4 ` Xs id x ni ^ 3 Teacher preparation ~ In both the 1947-48 and 1948-49 surveys eee officials were asked how total teacher training enrolments compare with those of 1940+41. The change in the national situation has been as follows: ' Number of states reporting current enrolments as lich smaller About same Much larger than 1940-41 ` as 1940-41 than 1940-41 1947-48... nnn 18 . . 9 21: 1948449. e eene 9 14 25 The individual state reports are PEN in column 8 of Table ros The summarized totals above: suggest that at least three-fourths of the states in 1948-49 will have enrolments in teacher training institutions which are equal to or larger than their enrolments in 1940-41. This situation is some gain over 1947-48. For the nation as à whole the total enrolment in teacher éducation began to decline after 1940. reaching about ¿O percent of the prewar total by the middle .of the war period. By 1945-46 tne national total had improved and was approaching 65 percent of the prewar figure. It is probable that the nationwide enrolment in teacher education is now about equal to the prewar total.. It is akso true that teachers colleges have enrolled students who are attending only until they can be admitted to other types of colleges and universities. Thus, contrary to expecta- tions on the basis of total enrolment, teacher education institutions are graduating a smaller number of fully qualified elerientary-school teachers than they did before the war; only for "regular" secondary-school teachers has the puer of granato of teacher education returned to prewar levels. om Two of the most perplexing aspects of the teacher euipplly and demand oroia are: (a) the apparent reluctance of many young people to prepare themselves for ` teaching in elementary schools, and (b) the existence of some.oversupply of graduates in a few states (usually where salaries are high) and an undersupply in other states. These conditions, not clearly revealed by nationwide surveys, cannot be overlooked in any appraisal of the total situation, Ih brief, altho estinctes jS may show teacher supply and demand approaching a balance on a nationwide basis 8; 33 the dislocations ir in some regions ms and many individual States are more serious Deb e in recent y: yearse actual salaries higher; relative value lower - In 1947-48 the NEA Research Division estimated that the: average salary of all instructional staff (classroom teachers, principals, and supervisors). was $2550. The estimated comparable average for 1948-49 is 32750. Estimated state averages are given in Table 4 for all instructional staff and for classroom teachers only. . Remarkable increases seem to have been made in school salaries. In 1939-40 the average salary for all instructional staff was 3144l, as compared to the $2750 of 1948-49. But the value of this apparent increase has been cut down by the following trends. One deflating factor is the increase in prices, which at present levels makes the 1948-49 average salary worth about 31571 in prewar dollars ($2750 divided by 175, the BLS index; 1935-39 equals 100; see footnote.on Table 4)» ~9 = TABLE le -~ - ESTIMATED NUMBER OF CLASSROOM TRACHERS . PRINCIPALS, AND SUPERVISORS dx TN PUBLIC ZLEMENTARY AND. SECONDARY, MUT M 1911-48. AND 1948-49 Arizonaà«eeseesesseevo APKRAn0nS3S..... ertt Californiderrsccees Coloraudosccecsreee ck age ta Delaware..eseee e Dist. of Columbia. Florida,.......... Georgija.,.,...... ... Tdaloa^w. aen aa suposa: Tllinoissccscsescn Indiana... 4... ee lowaeeeeeeeeoceceea KarnsáS8seseces o vus Kentucky... so enn Louisianas... en lainessvsieee oru : N Maryland... «e... 05,630 *1,, 420 $*10,050 . 95,700. *41,5,50::.. 110,150 Massachusetts,;.... 15,800 7,950 23,7750 16,000 “75900 23,900 Michigan........ se 20,950 13,150 . 34,100. 23,000 13,300 36, 300 Minnesotascserecce 11,870 8,365 20,256 12,000 *8, 500 20, 500 Mississippi....... — 11,200 4,000 15,200 11,250 + | 000 15,250 Missouri.......... 16,975 _ 6,301 23,276 17,000 6,400 23, 400 Montana......... ss 3,383 1,258 La Tl 3,410 1,370 4,780 Nebraska... seen 9,100 3,400 12,500 9,150 3,400 12,550 Nevada sss asus Cabe 800 343. . 1153 ` 855 243 1,198 New Hampshire..... 1,879 989 2,868 1,900 .1, 000 2,900 New Jersey. eee 416,000 310,400 *26,1,00 #16, 200 910,450. . 26,650 New Mexico...4. s. #2,920 FL , 400 , 9h, 320 32,950 #1400 *4,350 Mew York... ee cerne 7,280 28,000 75,280 48,280 28,200 76,180 North Carolina...» 19,894 6,670 26, 561, 20,191 6,871 . 27,065 North Dakotasecers 4,650 ^ . 1,850 6,500 4,660: 1,860 6,520 Ohio... eee ess 23,971 19,335 43, 306 21,422 19,499 435921 Oklahoma+..cewrese — 11,086 6,307 17,393 11,1 ,400 17,500 Oregones eee ese nnn 6,200 ` 2,600 9,000 6,500 3,000 9,500 Pennsylvznia..«... 33,000 25,000 58,000 34,000 25,100 59,100 rhode Islande... ` 25 032 ; ls 784 33 816 *25 620 », 810 3e J 830 South Carolina,,,. 11,604 ..4,509 .16,113 12,300 4, 900 17,200 South Dakota s.» seee 5,280 1,733 ` 7,013 5,300 1,800 7,100 Tennessee,,.,.. e... 15,265 5,184 20,449 15,475 5,2775 20,750 Texas.....- eese — 29,012 15,996 45,008 30,000 16,000 46,000 Ut hissed ea eet FN 2,705 2,252 43957 2,800 2,252 5,052 Vermont.,.......... 1,733 812 . 2,545 . 1,720 820 2,510 Virginia.......... 13,346 | 6,4468 , 19,794 13,800 6,600 20,400 Washingtonesesseee — 10,165 .4, 350 . 144515 10,800. - 435650. * 15,450 West Virginia:.... 10,202 ^" 5,307 15,509 10,340 | 5,360 15,700 Wisconsinersnesvie 14,000 ' 6,600 | "20,600 . 14,000, 6,600 . 20,600 wyoming « ....... D ee 1, 768 891, 25 662 1,765 910 25 675 ` Total,....... 578,226 — 7 519,716 CENSET 592,083 - 321,525 915,608 - * Estimated by NEA Research Division. e= E TABLE 3. — ESTIMATED VACANCIES AND’ NEEDED? SUME: ips ime AMD: 1948-49 . Vacancies Vacancies, 1.948- Alabama. n * 200 PN woe. 1100 ... | ono 2, AP12Z2ODS, a... .... 20 ° DE .... . 25 vee eee NIE :A400.. APK&nSadgeecececsons 330 . 180 120. 300 ^" "1,000 ..250.,.. 1,250 California... *100. ... ... #50 I ea. ` "epes b) 355,000 .. Colorado,..,..... *500. ove eon *200 Ë ee. `... i ^ Connecticut 2n [9] , vee 08 25 " 830 ` 170 y 1,000 Deluwares...es eon [9 '" Q lO. 4 10 á 38 “15.8 53 Dist. of Columbia 20 1 1. 2. « Ol s Qs. PLOG Florida ee ee ee 100 60 20 80 ` 1, 500" uo 360 ly 800. Georgia,..,...... 250 100 “50 150 ` 200° 100 300, Tdahaeececcccrane 50 woe eee 50 ` 750 250 1,000 Illinois *........ 100 0 O Oo *2, 325, 3175 Át: 2, 500: Indiana escacsccee 50 eee ove 50 coe” pre `t 4,50: IOWSMeA «resumo 915 “ene ... #25 [EX PP - 3⁄1 700; MamSns... k ka 9Q *12 3513 25 4,00 125 a; 525 Kentucky....... .. 25 100 0 100 . 44000 : 300 4, 300 Louisiana.,.....,. eo ¥1L00 ... gee 3875 " gee, er: 51,400 Hainan sssrini. I 32 8 140 750. .: 50° 800 Maryland......... [e] ... ... 3950. eee. k poe x900 Massachusetts... 9 eee ... 350 558 327. 885 Michigan......... (0) o 0 O°. 8,000 500 8,500 Minnesota. voe vun 150 ... ... 100 vee oon 2,000 Mississippi...... 322 ... eae 200 ... ...... 1,500 Missouri... Sre *200 ... ... 3100 | one eee 351 , 000 Montana ecsecssone IFO A40 30 70 400° . ..200 600 Nebrsska,,.,...... 700 +... Dn 200 1s 500 esr 500 25 OO0 . Nevada sessa nIe 5 10 O 10 50 . ..,10 60 New Hampshire tose Q (6) š O QC 4 ... .... #100 New JEPSCYseerene 54 : ess ... 3460 ... I p.b. *1,100 New Mexicoe.ccces 20 eee eee #10 eee ove *1,00 New Vorleeseee wm 200 ... .... 100 I 750 250 1,000. Worth Carolina... 30. | 25 25 50 vee ... 2,500 North Dakota..... | .200.- ^ 237 21 258. 300 ` 150 . 450: [m TERPRERERTERT “ThO s [9] 250 250 ; 750 " 250 3 1,000 Oklahoma...... ee 500. 250 200 450 800 ' 500 1,300 Oregon,.......... 100 « b o 0 o. oat see 1,500 Pennsylvania..... 300 0 9.9 o r... Ta geet 334 000 Rhode Island,.... 0 ase ... [0] x a vee i pes O South Carolina, ee | Os: ? 10 š 5 185. ... š ` ... Ls 500. South Dakota. sss y 4,0 eee “pee 40. ... nn, .... I; 300 Tennessee. *."..... + 9 O - 0 0 . i owe wea #2, 000. Texas....... ys 1 , 500. E m 3*250 7 ut we axpsys ox 4 ot OOON Utah. seres e e DARA 40 š f eee [EN 25. 1,200 BN vb 1,675 Vermont... eo, 90. 2" 0 25 23 50.- 75.2.4 1255 Virginia... (ee 4 100.: M, 1 ... ... 100 ... ol. `a cow 4,830 Washington. TET E FOS ... š ves OJ: 4 eee i s pee Is QQO. dest Virginia. sse c TOO- E ... Zee 80 A ET 200. 300 vds 500 (isconsinss.:4 9 ., X50 Pes Eee 380777 .:052,4350,5* » 300°. 1,650 dyomingeess sene, 40. 30 Ë 15 l.i. eo. 2595 , í. L 150... 1,00 Total.....«» Og PORE EDT co soo SpoR pei menari io deli rT NOTE: a/ "Needed aT is defined as "teachers.necessary ko replace untrained emergency teachers and to reduce teacher load in state to 1940-4Y levels," * Sa apis by NEA Research Division. : kak S: =i} = TABLE 5. ~ ESTIMATED PUPIL ENROLMENT, AND PERCENT JACKING RULL-TIME SCHOOLING, 1947-48 AND 1948-59 = à m M Total in “1948-19 enrolment, Percent lacking full- State ` 1947-48- Elementary Secondary. Total - _ time schoolin (^t "IO. | Elemen- Secend- Total ta Alabama- esses. 651,480 653,000 ... ... se. AVLZONAssenece 139,677 | \ A eee tee . Arkansas.. sese 416,698 338,263 83,813 422,076 11.08 13,06 ... California.... l 531; 411 1, 163, 000 432,000 1, 595,000 nae one eee Colorado...... £220, 000 *175; 000 #55000 3230, 000 ere s. e.o ... Connecticut... 265, 572 189, 213 75, 604 264,817 10.0 Q OO ... Delaware.. seos 43,101 27,000 17, 500 lls 500 ... eee PED District...» es 90,899 53; 228 34,740 n 87,968 hed , Osl ... Florida... s... 446,672 . 296,033 — 172,973 469,006 0.2 0,2 Vies Georgia....... 143, 201 595,000 160,000 755,000 0,5 . 0.2 0.7% Idaho......... 1144457 86,000 30,000 116,000 `... ... LEE Illinois....., 1,175,000 865,000 330, 000 1,195,000 0.0 z 0.0 ... Indiana,,..... 631, 272 482,000 178, 000 — 660,000 toe se ... Towa sccsecscce 4,61, 000 328,550 137,450 466,000 eee ' 1.088 ... Kansas w... ..... 338, 000 252; 000 88, 000 34,0; Qoo Stem NX eon Kentucky. "9 541, 519 422,978 117; 226 - 5,0, 201 - VM s DE ... Louisiande-+ses 3⁄6, 000 3361, 000 O00, 000 ' 36,51. 000: eee tes eee Mainesssaseees 156,142 124,140 36,000 160,140 YA Sie Ol Maryland...... 35308 ,000 #216, 000 #69, 000 *31.5,000 ... coe | wee Massachusetts. 573,000 30,000 159,000 589,000 0,0, 0,0 Dm Michigan. sence 980, 000 40,000 360, 000 1,000,000 1.5 xa 6,9 ... Minnesota. `... 487,389 321; 500 172, 500 500,000 oes ene eee Mississippi... 540,651 466, 000 77,600 543,600 T" ie Missouri... se 645,000 500,000 150,000 650,000 (tte ee ... Montana.,,..... 77,465 75,500 25,800 101,300 0.3." 0.8 dans Nebraska,,.,.. 225,000 161,000 63,000 224, 000 .... ... ... Nevada...,. ... 27 280 21,000 74000 28,000 0,0 Tz ; 0,0 aoe New Hampshire. 68,400 51,000 19,000 70, 000 0.0 7 "0.0 ... New Jersey, ees 64.5960 392,000 273,000 665,000 ... ... ... New Mexicossee #138, 000 *118, 000 H2hy 000 ` 7142; 000 eee eee eee New York..... . 1, 890, 000: 1,228, 000 588, 000 L» 91.6, 000 15 20 5 Me) ove North Carolina 854,139 ^ 700,000 175,000 875,000 15.0 5.0 P North Dakota.. 1133 284 87; 500 27; O00 ` 114; 500 ... ; TP ^ ... Ohio....,..... — 1,111,402 7713289 391,529 1,162,818 T 0,0 iut klahoma.,..,.. s 499,642 . 355,000 150,000 505,000 6.0, 0.0 es Oregon. *...... 256,000: " 200,000 67, 000 y 267 ,000 5.0 2.0 ae Pennsylvania ee Ls 510, 335 972; 083 561, 171 $ 1; 533, 254 0,0 0.0 ... Rhode Island. e 94,062 %70, 000 3:25 ,000 3:95, 000. Q.O 0.0 ive South Carolina 4,58, 661 356,000 120,000 476,000 0.0 0.0 ... South Dakota ee 114; 510 86; 000 29, 000 135,000 DP ... ace Tennessee... .. 627,812 522,000 128,000 650,000 ... eae 4.0 TEXAS» coercves 31,279,781 1,030,000 300, 000 1,330,000 von ... eee Wa His eius 4 vere 146,181, 91,000 59,000 150,000 “w, . ere vee Vermont e’sssece 55,398 4. 000 15, 000 ; 56,000 0.0. ' 0.0 pea Virginia. eeose 569,108 438,000 . 142,000 z 580,000 eee fee. eee Washington. eee 4033 956 320,000 109,000 429,000 2.0 : [o B “ee ° est Virginia ° 423; 250 ; 296, 936 133, 064 4,305,000. tee š LE 2,0 Wisconsinereese 492,500 ` . 357,500 139,500 ' 497,000 0,0. + 0.0 Save _ Wyoming «« ..... 53,700 40, 600 13,600 5 200 0,0* š 0,0 eon : Arch " dhs Total .... ahs LOLs 300 £7,848, 913 6; 804, 470 2h, 65 383 number in inadequate buildings, * Estimated by the NEA Research Division. J — Urban A Stato- l x Elementary Secondary _ Elementary Secondary š j i “ ! _ Bi __ 1 Alabama s eccesso onee tono notio ot rot Arizona... avenae otonsnaochoes Ë Arkansase Ie. qq ga Ca aa Bla rn e TO, Wa Californi&.vew«v 9. ee ra er ea aR Colorado,,.......................... Connecticut ssccccccscovccverseececns Delawar€erecccessssesnesesvncnysenehbs District of Columbia.,......- ee enn Flonid&eus erase riu sive tali a aca «se Georgia..-.ee eee eveoesso once ... TAN 0 sy «ek a saa satuan te wa ate eave Tllinois,.,.......................... IndisnaNa week venam hs rores rre ea TOWdr Os.» hen ecole ross Cv Ve ua KansSaSg.éésr woe e.0 p48 oo be 0s ace Oe eee Kentucky*. wes o:00:s:5 wisa karaa wiwa pore Louisianas.ccccreccccsessccssccesvay MAINS avaveies oh A E T E Wiel q ote as MAYylSñqy escasa qe e elles ov qaa sala qawa Massachusetts,.......,............... lHehiganeeeee eee eese eene Minnesota sess esseed Meses e nieces he Mississippi...... eee eene Missouri,..,.......... 29:9 w's s e se ale wie s Montana's asas su aa cese ero "T Nebraska... kusa QN uwa an E au es ves NeVaddeceseccccccncssccceveveqecceen New Hampshire... eee esee enn New Jerseys..eee esee n hn New MexicOssesee6ssaowo nce ataqa w w...... New YOrkK.,...... a. ........ o... ....... ‘North Carol draws sees bak coo kw exe North Dakotaescscccvecsneuccccesssegins Ohosavw ea ni a sererereerts cutis ooh e Rails i TEE Oklahoma... eese eee nena OPE ERIT EEEERER T EE sees......... Pennsylvania..:. ee ene oe sene LER Rhode Jaanu. G eon N ex South Carolinae... aper rens South Dakotswadwkssran e ekvave isse Tennessee.............sesessassas.... Texas ses eese e ties a S ers CO EE. Utahes.eeeessoostheteessoeugoseccesecn Vermontas wesen anasa re evt ee eere Mivgilniauseecvesesa sor ots. 0:90 Sle bcr eei Jashingtonsessceooeoceqetvcce ...... West Virginia. cisco o coge ous i s s Wisconsine«esesoseevevechevesevecoene AIRS 8 Sina okie simos deed kapas Large Some . Some ‘Large Some ————————— n BB isl eo e mlhi 2 0S RR a/ Terms used: "small" means "practically none"; SU; Weomen means- considerable"; CHR means "very large." ** stimated by NEA. Research Division.