(O La Compiled October 1951 Issued November 1951 ADVANCE ESTIMATES OF PUBLIC ELEMENTARY AND SECONDARY SCHOOLS FOR THE SCHOOL YEAR 1951-52 - ; Prepared by Research Division, National Education Association of the United.States schools indicate that the year 1951-52 will continue to be a period cháracterized by increase in the demand for school services and de- creases in qualified manpower and the purchasing power of school dollars. During the World War II period the enrolment in schools declined slightly, many fully qualified teach- ers left teaching, school construction practically stopped, and financial support lagged. Beginning about 1947 the constructive forces in state leg- islatures and among all citizens moved rapidly to remedy wartime neglect and losses. The spurt forward of these constructive influences began to slack= en in 1949. The lag in 1951-52 will af- fect manpower, financial support, and school construction. Meanwhile enrol- ments continue to increase steadily, the purchasing power of the school dol- lar declines, and the public schools must employ thousands of teachers who lack full professional qualifications. n HE AVAILABLE STATISTICS on public THIS SUMMARY is based upon infor- mation supplied by state and territori- al departments of education and educa- tion associations. It is the tenth in & series of national estimates begun in 19h2-h3. | Most of the figures in this memo- randum are estimates. They are based upon previous years adjusted by expert Judgment and by reference to the avail- | able preliminary surveys of individual | | 1 | states. A number of states have not completed their statistical summaries for 1950-51 and only a few have sys- tematic data for 1951-52, Previous experience with this se- ries of advance estimates indicates that this report is a reasonably accu- rate statement of nationwide conditions as of October 1951. Elaborate statis- tical manipulations of these figures, beyond those given herein, are not ad- visable o. All of these difficulties are further complicated by nationwide manpower con- ditios (especially the uncertain demands of active military service), the restraints upon school construction, and the increasing budget and taxation of the federal gov- ernment. These conditions are in turn affected by worldwide economic forces and un- rest. The threat of war increases federal expenditures which in turn increases fed- eral taxation, The combination of heavy federal taxation with lower purchasing pow~ er and higher local and state governmental costs has produced a "tightening" of the public attitude toward taxation. Reluctance to increase local and state taxes in tum impairs efforts to meet the need for higher teachers! salaries, new school con- Struction, and recruitment in teacher education. ee The foregoing summary suggests a somewhat static condition because there has been little change between 1950-51 and 1951-52. In both years nearly 90 percent of the states report fairly acute shortages of qualified rural elementary teachers i.e., "very large" and "considerable"); in the cities more than 75 percent of the states have substantial teacher shortages in elementary schools. For the nation as a whole there appears to be relatively little shortage of regular secondary teachers both in rural and urban areas, The estimated number of states in each category is about the same for 1950-51 and 1951-52. The shortage of qualified special secondary teachers seems to be on the increase since the num- ber of states reporting "very large! and "considerable" shortages has increased Since a year ago. The condition is apparently worse in rural areas (36 states) than in cities (23 states) but in both areas in a number of the states there is difficul- ty in finding enough qualified teachers for the special fields. Needed eupply--For three years these advance estimates have attempted to deter- mine the number of additional teachers needed "to reduce teacher load and to provide adequately for increasing enrolments." The total for the nation has been about 36,000 each year (Table 3, column 7). In some instances the estimated numbers reported by states have included the teachers employed on substandard certificates, No one knows how many of the hold- ers of substandard certificates (70,691 in 1951-52) will eventually qualify for full certification. Each year a substantial proportion, thru summer-school attend- ance and other professional training, have obtained regular certificates, It must be kept in mind also that the acceptable minimum level of preparation: varies con- siderably among the states. If it is assumed that the 50 percent of those with substandard certificates should be replaced then the theoretical annual demand mst be between 100,000 and 130,000 (i.e., 50,000-60,000 normal replacement, 25,000-35,000 substandard, and 25,000-35,000 additional need). Apparently about 60 percent of the annual demand is being met by employing persons with less than standard professional preparation, Teacher education--The situation with respect to the teacher shortage may also be considered in terms of the number preparing for teaching. The present survey asked whether teacher=training enrolments in 1951-52 were larger, smaller, or about the same as in 1940-41. The details are given in Table 8, colum 8 The general national picture for a period of years is as follows: Number of states reporting current enrolments as School year Müch smaller About same Much larger an 191 0=L1 than 1910-11 as 19L0-h1 th e AA 18 9 21 1948-9... 0000000 9 21h 25 19h9=5000000000000 2 . 12 3h 1950=5L. oo o0 000000 5 u 32 1951520000000003 y 3 19 26 It is probable that the dəcline of the number reporting "much larger" reflects the increasing manpower demands of the military forces, government service, and industry. EE facilities. These pupils are enrolled in school but attending in double sessions or other arrangements not as educationally acceptable as the typical, full-time School day. In addition, according to the U. S. Bureau of the Census (reporting in July 1951 for the month of October 1950) nearly l million (3,997,000) children 5-17 years of age are not enrolled in any school, About 35 percent of this number are ll-17 years of age. School building shortage--The present extreme lag in school construction began in the depression years; it became more acute under the construction restraints of World War II. Further complications have arisen because of population mobility and high birth rates since 1940. The estimates of the 1951-52 situation are given in Table 9, The present year compared with 1950-51 may be summarized as follows: Number of states in which building shortage is Iype of school ory small Considerable Very large 19 -52 1950-51 1951-52 1950- -52 Rural Elementary. .soccoooooo 11 18 29 2h 8 6 Secondary. cesse suus 11 18 33 27 h 3 Urban Elementaryooooocorooos 1 1 23 27 2h 20 Secondaryooooocooovoss 9 12 32 33 7 3 The foregoing figures suggest a slight improvement in the nation as a whole with respect to rural-school buildings (both elementary and secondary) and urban secondary schools. However, in view of the states reporting "considerable" and "very large" building shortages the outlook for 1951-52 is essentially the same as in 1950=51--difficulties in three-fourths or more of the states, It must be kept in mind that, because of birth rates and population mobility, the shortage of buildings for elementary-school pupils is likely to continue for several years after 1956-57 (the estimated year of peak enrolment). High-school enrolments will begin to reflect the higher birth rates of the past decade about 1953-54 and reach top enrolment about 1959-60. Unless the present elementary-school building shortage is cleared by 1953, it will combine with now high-school enrol- ments to produce a dual problem, A nationwide summary does not reveal the extreme conditions within the indi- vidual states, Population mobility, defense projects, and other factors have pro- duced especially acute conditions in many new communities and in the suburbs of metropolitan centers. Pupil enrolments--It is not possible to reconcile completely the estimates of the present memorandum and those of the U. S, Office of Education. The October 1951 figure of this report is to some extent an under estimate of the 1951-52 en- rolment and the Office of Education estimate of August 1951, based upon statistics obtained at the end of previous years, may be slightly higher than actual numbers. The present series of advance estimates show the following estimated enrolments for the years 1946-47 thru 1951-52: ags The total for 1950-51 is about 28,000 higher than the 1919-50 estimate; the 1951-52 figure is about 23,000 higher than the total in 1950-51, It may not be clear until 1952-53 whether this decline of 5000 is indicative of a lag in avail- able supply of qualified persons or the result of a slowing dow in new revenues for the extension of size of staffs. Both restrictions upon the expansion of per- sonnel to meet increasing enrolments and to provide new services are possibilities, It is noteworthy that despite an estimated increase of 23,000 in total in- structional staff members the estimated number of persons employed on substandard certificates is expected to decline by about 4500 in 1951-52 compared with 1950-51. These figures suggest that substantial numbers of teachers have been graduated by the teacher-preparation institutims and that qualified former teachers have re= turned to teaching. Such gains, however, do not permit too much optimism so long as more than 70,000 continue to be employed on substandard certificates and a de- mand for 35,000 teachers also exists to reduce class size and to meet increasing en- rolmentse Teachers! salaries--Between the calendar years 1940 and 1950 the average salary of instructional stalís (classroom teachers, principals, and supervisors) increased 108 percent while the average annual income of all gainfully employed persons ad= vanced 132 percent. In 190 the average teacher was eaming only 11 percent more than the average gainfully employed person. Thus teachers have been slipping dow the economic scale. l Table (columns 2 and 3) show the estimated average salaries of instructional staffs in the 48 states for the school years 1950-51 and 1951-52, Between these two years the average for the nation advanced from $3097 to $3290--an advance in purchasing power from $170) to $1750. Classroom teachers only (column 6) advanced on the average from $2980 to $3167== an increase of purchasing power from $1639 to $1685, Since 1943-44 the most substantial gain in average salary of instructional staff was between the school years 19l6-l7 and 1947-48, The average salary advanced $385 in dollars paid or $125 in dollars of prewar purchasing power, Substantial gains were made in 1948-49 and in 1919-50. However, the advance of $117 in the averages between 1949-50 and 1950-51 actually represented a loss of $60 in purchasing power because of the sudden rise of prices beginning in the summer of 1950, The increase of $193 between 1950-51 and 1951-52 is a gain of only $6 in real income because of price rises since the sumner of 1951 and the estimated higher prices expected during the remainder of the school year. It is estimated (Table 5, column 3) that 3 percent of the classroom teachers (nearly 30,000) will be paid less than $1500 in 1951-52; an additional 21.7 percent will be paid from $1500 to $2399. The foregoing facts explain why the NEA Board of Directors and other NEA agencies have recommended a minimum annual salary of $3200 for teachers. Even this amount would be below the sum necessary to restore the average salary of teachers to its prewar status in relation to earnings of all gainfully employed persons. School expenditures--Beginning in 1950-51 these advance estimates attempted to obtain information on the total expenditures for public schools paid from local and state funds. Estimates also have been made of the expenditure per pupil in average daily attendance and the proportion of the cost paid by state governmentse TABLE 1.~-ESTIMATED NUMBER OF CLASSROOM TEACHERS, PRINCIPALS, AND SUPERVISORS IN PUBLIC ELEMENTARY AND SECONDARY SCHOOLS, 1950-51 AND 1951-52 ^X 1950451/ Second- Princi- ary 1951-52 y? Second- Princi- Total ary 12 State Total Elemen- tary Elemen- tary (1 BGT (aa 99 1,31 356 5,616 *1,150 1,350 *360 35,860 Ark. ...... 8,330 4,725 395 13,450 8,400 4,750 400 13,550 CAT. vesc 38,500 23,500 6,000 68,000 40,000 23,550 6,200 69,750 Colo. i 6,871 2,621 726 10,218 7,050 2,720 730 10,500 Cons dais 6,999 3,732 1,055 11,786 7,333 4,059 1,066 12,458 BÉ i-e sais e 1,031 906 131 2,068 1,142 910 135 2,187 DG; o 1,738 1,653 206 3,597- 1,771 1,666 209 3,646 Pla...» > 10,608 7,362 855 18,855 11,474 7,762. 94,0 20,176 Gas ssevees 16,816 7,802 696 25,314 17,434 *7,800 700 325,934 Idaho ..... 3,180 1,540 340 5,060 . #3,200 — 1,550 3540 315,090 Ill. ...... 31,200 13,600 2,500: 47 ,300 31,700 13,600 2,500 47 ,800 Inde Quee *12,800 *11,100 31,500 *25,400 *13,300 311,200 31,500 *26,000 Iowa .....e 14,580 6,367 1,091 22,038 *14,700 6,400 *1,100 #22,200 Kans, ..... 10,300 5,600 1,850 17,750 10,500 5,650 1,850 18,000 ree > 12,888 5,243 1,362 19,493 13,088 5,275 1,400 19,763 Lae ».o..... 12,021 5,009 1,688 18,718 12,243 5,303 1,720 19,266 Maine oo dp 51i 1,632 180 6,323 4,600 1,645 180 6,425 Md. ....... 6,561 5,319 731- 32,8 7,179 — 5,740 750 13,669 Mass. ..... *13,485 10,311 *1,600 25,396 *13,750 310,350 31,650 25,750 Mich. ..... 24,000 15,000 1,700 40,700. 25,100 315,000 51,720 *11,820 Minn oo 11,955 7,978 1,188 21,121 12,200 8,100 1,200 21,500 Miss. ..... 11,111 4,782 622 16,515. 11,200 4,800 650 16,650 Mo. ce > 16,730 6,214 1,492 24 5436 16,800 6,300 1,500 24,600 Mont. sesos — 3,941 1,172 419 4,931. 3,501 1,204 430 5,135 Nebr. ..... 8,780 3,180 410: 12,370. 8,850 3,200 415 12,465 NOV. osseo s 907 329 87 1,323 ` 961 341 76 1,378 Noé $432. 1,738 1,129 165 3,032. 1,768 1,136 165 3,069 Nodo s00000 19,500 11,000 1,375 31,875. 20,400 11,100 1,375 N, Mex > %*4,000 *1,400 #600 6 ,000 *4,100 *1,400 #600 N.Y. ...... 52,000 26,600 4,050 82,650 54,000 26,600 4,100 NeD. cesos 20,544 7,795 1,686 30,025 20,800 7,875 1,700 N. Dak. ... 4,916 1,197 424, 6,537: 4,930 1,200 42h Ohio ...... 24,150 17,500 4,034 45,684, 25,000 17,300 4,200 Okla. ce 10,300 6,059 2,250 18,609 10,500 6,215 2,250 regs ..... 7,500 3,150 850 11,500 8,000 3,500 850 Pa. ....... 31,682 24,260 5,219 61,161 32,709 25,118 5,320 Rolo 2.4.29. 2,000 1,720 230 3,950 2,050 1,720 230 SEC. eese 12,144 5,042 200 17,386 12,400 5,200 200 S. Dak. ... 35,102 51,738 #300 7,140 *5,115 — 91,744 *300 Tenn. ..... 16,887 5,629 600 23,116 17,175 5,725 600 Texas ..... 31,124 14,918 8,125 54,167 31,529 15,111 8,231 Utah ...... 32,906 #2, 482 #251 5,639 *2,975 — 92,517 261, Vbe ewesevs 1,810 660 180 2,650 1,830 660 180 Va. ....... 12,856 7,035 2,350 22,241 13,300 7,150 2,350 Wash. ..... 10,718 4,783 948 16,449 11,100 4,840 960 Wo Va. sooo 9,000 55,250 541,850 316,100 59,100 *5,300 *1,900 Wis. ...... 15,024 6,334 534 21,892 15,461 6,405 547 WyO. sa» l3070 910 115 2,695 1,680 910 110 j Total... 604,131 323,48 157 993,774 21,348 327,851 67,227 1,016,h2 * NEA Research Division estimate. Econ TABLE 3.--ESTIMATED TEACHER SUPPLY NEEDED, 1950-51 AND 1951-52 Total needed, Needed supply, State 1950-51 Elementa Seconda Total 1 2 Ala, soco..... *1,000 *1,000 *2,000 *1,500 *500 * 2,000 Ariz. ear 0 0 0 me) 0 0 Arks oco000.000. 1,250 1,200 1,100 300 700 1,000. Calif. suso 6,655 7,600 2,000 2,000 0 2,000 Col0. :o»0:0:0 0 830 775 300 200 50 i 250 "CONH o ares 582 755 637 781 228 1,009 DeL. 6.2 40 38 *75 X50 *0 #50 De eh ibe sation 403 429 83 30 90 120 Fla. coccascoee 2,602 2,700 2,000 2,000 o 2,000 GB aoaia maa 782 670 2,500 1,000 300 1,300 Idaho......55o 900 700 325 * 200 *20 *220 Ill. $5529. 152550 1,400 2,850 2,450 50 2,500 Ind. .....5... *1,000 *700 *1,000 *700 *100 *800 IoW&osocooccoco 493 * 500 *500 *300 *50 *350 KanSs coso 175 21 175 0 21 21 Ky. cosooonsoo 3,217 2,588 1,200 200 50 250 La. socscccces 1,59 1,085 575 450 150 600 Maine oeoeccce. 125 275 165 200 50 250 Md, sccecccees 2,021 2,035 419 637 92 729 Massoff ....... *250 *300 #250 *300 *0 #300 Mich. occocccece 5,500 55500 1,000 *500 0 %500 Minn, ssooosoo 496 390 1,800 1,000 200 1,200 Miss. oo0000000 432 700 2,000 1,900 100 2,000 Mo. 000000009098 8,990 8,500 *1,200 600 200 800 Monto 55555000 918 625 350 277 180 457 Nebr. asoooooa *1,200 800 600 700 100 800 Nev. ccccccace 11 *10 50 *25 *5 *30 N.H. 090000000 262 215 262 260 25 285 Nodo ocooo0o000 2,024 2,200 3500 *700 *300 311,000 N.Mex. cecccce 60 *50 120 *80 *20 *100 NoYo cocccoecce 2,848 2,800 *500 #500 *0 * 500 NS Gis: -25:60:8-9-9'0 850 810 1,000 *"00 *100 *800 N.Dako oo000000 695 620 50 50 0 50 Ohi0.ccoo0ooooo. 33700 3,850 184 1,000 50 1,050 Okla. covsccce 23378 2,150 800 200 75 275 Orego 009000000 1,600 1,800 0 *400 *100 *500 Pa. ooooooooos 1,932 1,950 500 *300 * 200 * 500 Rol, 000000000 175 150 100 75 0 75 SoCo eens cies 454 500 0 400 100 500 S.Dak, csccoce 1,79 1,400 900 1,500 150 1,650 Tenn. oooosooo 25225 2,000 600 700 300 1,000 TexáaBsaoso0 1,188 1,100 1,800 2,500 1,300 3,800 Utahoococoonne 896 570 *250 300 50 350 Vt. ¿dee 450 *325 40 *30 *O #2) Va. ooooo00000 23420 2,300 500 400 100 500 Wash. eocrcesve 1,555 405 1,300 1,050 550 1,600 W.Va. coccceces 2,000 1,600 725 500 100 600 Wis. 000000000 2,545 2,500 200 100 0 100 WYO. cesccecve 110 #100 *50 *LO *10 *50 Total, 75,079 70,691 35,535 30,085 37 36,851 AAA BA AP ni ES IIA 0 API A inn PERENNE i a * NEA Research Division estimate. # See footnote, Table 2, í a/ See Table 2, column 7, and footnotes. b/ "Needed supply" defined as number needed in addition to emergency (or substandard) teachers to reduce teacher load and to provide adequately for present enrolments, TABLE 5.--ESTIMATED DISTRIBUTION OF CLASSROOM TEACHERS! SALARIES, 1951~52 State 1 Alabama ......... Arizonā. c..oooooo.o.»o Árkansas ....... no California .......... Colorado ......... o0 Connecticut .......55 Delaware ..........s FlOPIdà- des geo Georgia sccccscvesseen Idaho adic ew 99a ru Illinois 5» Indiana: eve ua stots TOW Arica uae re pee coo KANSAS i.a rca Kentucky ....... ees Louisiana .........o5 Maine u.s pied Maryland ......... es Massachusetts ....... Michigan ........ s Minnesota ........... Mississippi ......... Missouri ........225 Montana .......... Pr Nebraska soooooooo.oo Nevada co.oooooooorsoo New Hampshire ....006 New Jersey ........5 New Mexico ......... New York ......... n0 North Carolina ...... North Dakota ........ ORTO" enata e eee ee pr Oklahoma .......... ^ Oregon coooooooro.o»oo Pennsylvania ........ Rhode Island ........ South Carolina ...... South Dakota ......5.. Tennessee ........55» Texas do Utah avesse cista Vermont «essere VER BINT reido Washington ssosssssoo West Virginia ....... Wisconsin ..........» Wyoming s... rro Average ..... oon Classroom teachers! Percent paid average salary, Below $1500-$2399 $2100-$4000 Above 1951-52 #1500 $4000 £- e 23,675 *0.0 *0.0 *80.0 *20.0 1,750 30.0 55.0 15.0 E 3,900 0.0 0.0 70.0 i 2,937 0.0 32.4 58,3 9.3 3,700 0.0 4.0 72.0 24.0 3,710 0.0 3.0 81.0 16.0 3,020 0.0 20.0 79.0 1.0 271,00 5.0 66.0 25.0 4.0 2,600 *0.0 — *8.0 452.0 *0.0 3,450 2.0 12.0 69.0 17.0 43,350 *0.0 *8.0 *80.0 *12.0 2,967 *1.0 135.0 60.0 su. 22775 0.0 0.0 i : 2,200 10.0 55.0 33.0 2.0 *3 060 *0.0 #10.0 590.0... 0.0 *2,100 *1.0 379,0 *20.0 *0.0 33, 800 0.0 13 bles i 35.5 13,650 *0.0 *6.0 *66.0 X28.0 37700 0.0 5.0 62.0 33.0 2,900 0.0 25.0 0.0 15.0 1,560 49.0 40.0 10.8 0.2 2,650 4.0 146.0 16.0 4.0 3,315 *0.0 — "11,0 *80.0 *9.0 ET Ee c 29.8 o 2,810 0.0 35.0 6l.0 1.0 3,750 0.0 0.0 67.0 33.0 x3, 375 *0.0 *1.0 *90.0 9.0 4,500 0.0 0.0 50.0 50.0 2,812 30 — 930.0 *68.0 *0.0 2,175 15.0 5.0 20.0 0.0 3,200 0.0 15.0 66.0 19.0 3,000 0.0 8.0 91.0 1.0 3,650 0.0 0,0 94.0 6.0 3,230 0.0 7.5 80.7 11.8 3,350 0.0 8.0 0.0 12.0 2,130 15.0 70.0 15,0 0.0 *2^ 200 2.1 63.2 51,6 31 25,375 9.0 85.0 6.0 0.0 2,960 0.0 b ur 87.7 5.9 3,170 0.0 20.0 77.0 f 27400 0.0 55.0 dy. Los 2,450 0.0 55.0 43.0 2.0 3,690 0.0 0.0 85.0 15.0 2,765 1.0 39.0 60.0 0.0 3,175 0.0 24.6 56.4, 19.0 2,940 0.0 30.0 68.0 2.0 33,167 3.02 21. 7% 59.1% 15.4% * NEA Research Division estimate. aaaea UO / 215 TABLE 7.--ESTIMATED PUPIL ENROLMENT AND PERCENT LACKING FULL-TIME SCHOOLING Total en- LL 1951-52 enrolment — Percent lacking full- State rolled, Elementary Secondary Total time schooling, 1951-528/ 1950-51 Elemen- Second- Total Y 51 7) tary ary 1 = 4 5 6 8 EI. axe ee 81,007 #525 , 000 *170,000 695,000 Ma dista *2.0 Áriz. Son 161,328 138,000 31,000 *169,000 0.0% 0.0% 0,0 Rcs ds ceo 426,000 299 ¿000 141,000 440,000 "T 25 1.5 Calif. exse o 1,775,989 1,390,000 465,000 1,855,000 E — 3.0 Colo... 217,000 168,000 53,000 221,000 2.5 0.0 1.9 COM. sodes 294,800 227 ,600 80,300 307 ¿900 0.0 0.0 0.0 Del. eses 47,540 31,688 17,944 49,632 *0,5 0,0 0,3 DC. An 93,631 60,749 35,019 95,768 0.6 0.0 *0.3 Flaa aan 527,174 357 ¿000 204 , 500 561,500 5.0 0.0 _. #3.0 Ga. 0200096500 787,580 625,000 175,000 800,000 7.0 5.9 6.4 Idaho ....... *125,000 97 ,500 *31,000 *128,500 — eroe *0,5 Ill. .......9 1,204,000 *94,0 , O00 35307 ¿000 31,247 ,000 erate sd *1,.0 Ind: wew ooo *690,000 522,000 *192,000 *?14,000 gramm ilo io *1.0 Iowa essa 477,720 34,8 ,000 *143,000 %*491,000 m ges *0.5 Kans. occceoco 336,800 258,000 87,000 345,000 sre gus 0.1 jo M 563,398 #486 ,000 *85,000 %*571,000 1.0 0.0 “#008 La, ......... — *470,000 *4,19,000 *71,000 *490,000 gex mus *1.5 Maine so». oo:0 158,247 127,000 34 5500 161,500 adios ve *0.5 Mae iere so 347,337 238,693 131,265 369,958 6.1 1.1 4.3 Mass. ceeovoe 618,889 #156, 300 #168,700 *625,000 Per s *1.5 Mich. ....... 1,066,000 717,000 383,000 1,100,000 2.0 2.0 2.0 Minn 366 520,154 350,000 185,000 535,000 0,0 0,0 0,0 MISSi gg 476,860 403,360 77,500 480,860 aja cad 0.2 Mo. wea s 650,000 515,000 145,000 660,000 Sie pror 1.0 Monti idilio 108,221 85,720 27,501 113,221 ie a o *0.1 Nebr, o»....oo *229,500 *171,000 *60,000 231,000 0,0 0.0 0.0 Nev. e$ 56 31,148 25,800 7,200 33,000 ss ET 0.2 N. Hs. ‘eis sees. 72,412 54.500 19,000 73,500 0,0 0.0 0.0 Nodo ero ecoo 682,897 580,689 144,231 724,920 . 9:939 dic 1.5 N. Mex, ..... *150,000 31130,000 *25,500 155,500 MIS na *1.0 N.Yo ......599 1,995,000 1,555,000 515,000 2,070,000 2.5 2,0 2.3 NoE aci 907,192 718,000 192,000 910,000 2.0 0.0 1.6 Ne Dakss. S2 114,500 89,000 27 ,000 116,000 ae Son 0.5 Ohio ........ 1,247,205 #852 ,000 *4,35,000 *1,287,000 0.0 0.0 0.0 Okl&e 42522555 509,088 403,000 116,750 519,750 see vos 30,5 Oregs coser 279,760 221,700 68,330 293,030 "T as 0.0 Pas 2.5.5555» 1,602,000 1,051,000 603,000 1,654,000 7... awe 0.5 Rails 0000232000 97 ,500 67,500 24,500 102,000 oag 900 0.3 Bus a 503,238 395,000 123,000 518,000 1.0 2.0 1.5 EN 2:95 118,175 90,000 29,500 119,500 — da 310,2 Tenn; vacas 674,419 555,000 130,000 685,000 oes ges 1.5 Texas ....... 1,449,114 1,093,831 384,319 1,478,150 i156 dolo *2,0 Utah uae ies 161,946 102,299 64,186 166,485. 0.0 0,0 0.0 MU. eros 60,000 314,5 ,800 *15,500 *61,300 we D *0.z Va aras 625,141 480,000 165,000 61,5 ,000 o 82 "€ 0.6 Wash. oo. .ooo 446,665 362,000 103 ,000 465,000 3.0 1.0 *2,5 W.Va. coo... oo 443,135 358,400 *89,600 3448,000 nto siis *0,5 Wis. ve4evus 510,200 279,400 144,000 523,400 0.0 0.0 0.0 Wyo: aswon sai 59,600 47 , 300 13,700 61,000 día a *0,5 Total .... 25,794,510 19,616,829 6,950,555 26,567 37h 13€... m 1.5% *NEA Research Division estimate. b 2. 26, a/ By definition: "The percent of pupils not attending full-time school because of | shortage of qualified teachers and/or school buildings." ————————— —— e = 17 ql TABLE 9.--ESTIMATE OF THE SCHOOL BUILDING SHORTAGE, 1951-52 Rural schools Urban schools State Elementary Secondary Elementary Secondary al 2 AlabaMacscooooovoooooosooccooococoo Some *Some *Large *Some Arira sisas doi Small Small Large Some ArkansaSoooocoocooorovoccooocooco. Some Some Some Some California so rata Some Some Large Some colorado nas oa mas desa Small Some Large Some Connecticutorooorocooroorcoroocooo Some Some Large Some Delaware..sccccccscccccessc0000000 Some Small Some Small District of Columbia.soocococoocos 000 oo Some Some Floridassccosccoscccacccosccv0cc000 Some Some Large Large Georgiacsscoooococccncecoscceccoccocce Some Some Some Some Idaho...oooosocoocscoocccocccoccoss Small *Small *Large *Some Tllinolseccscccovccccccecevceccecs Small Small Some Some Indianascccoccocccsvccccc000000ec0 Small * Small *Some *Some lOWa..ssocoococcoocoocacscoocococooco Small Some Large Large KansSaS...eocoooocsoooccocccccoccccce Small Small Large Small Kentuckyoccoccvcsccceccccccccvcccce Large Some Some Some Louisiana. ss»scoooooooo000000000000 *Some *Some *Some *Small Maine....ooocococooocceccecoooccccco Small Small Some Small Maryland.ccosoccoovescocavcc00e00s Small Small Some Some Massachusetts, ococcecccccccccceces Some Some Large Some MiGhiBalh..oes6vasescep essi ROSS Large Some Large Some Minnesota........22055020002oocoso Large Large Large Some Mississippi: .ssus.soks esso vss Large Large Some Some Missouri.....eoocoococccooocccoccoc Some Some Large Some Montana...cosocoooccocccocccecacooos Small Some Large Some Nebraska. sesscsederesecvsresescós Small Small Some Some Nevadacssscsoococccooccococcccccoco Some *Small *Some *Small New Hampshire.....o02oco2co22o2ooo» Some Some Some Small New JON oa rs a od Some Some Some Some New MexitO0sooosoooooorooorcoocoosco FSome *Small *Some *Some New Yorkoocooocosocccocscoocccecoocso Some Small Some Small North Carolina... ...c2o5co0coooooso Some Some Some Some North Dakota......oocococsocccocococo Small Some Large Large OhlO.iwesesseserevocseeüewoseenss Small Some Large Small Oklahomasooooooooooroooorosoooooo. Small Small Some Some OPE BOM O Some Some Some Some Pennsylvania..cccosccocvescecscccce Some Some Some Small Rhode Island......5o5co2200o00coco Small Small Some Some South Carolinasccccoscccssccccceon Large Some Small Small South Dakotasooocooooooccroacocooo Small Small Some Some Tennessee... .ecoccccoocococcccocccoo Some Some Some Some TeXaSiosocoocccooocsccococoocccoocc Small . Small Large Some Utah...scococcocccooocsocecoococco Large Large Some Some Vermontscoccoccoaccvccvss0aec0ce000 Some Some Some Some Virginiaccccccocccevscccscvccccecccs Some Some Large Small Washingtonessecsooocecccoceococcccoo Some Some Large Some West Virginia. .cocccocscccceccvces Some Small Some Some Wisconsin. coeocecccsccovcccavccscce Some Some Large Some Wyomingoocovooooocooocoocooooorooco Small Small Some Small *NEA Research Division estimate. Terms used: Small means "practically none"; some means "considerable"; large means "very large." 3 ———— rác ——————— P! M" E(t C [à eee