D- Me — Aaa Compiled October 1952 Issued November 1952 ADVANCE ESTIMATES OF PUBLIC ELEMENTARY AND SECONDARY SCHOOLS FOR THE SCHOOL YEAR 1952-55 Prepared by Research Division, National Education Association of the United States HE OUTLOOK for public elementary and secondary schools for 1952-53, as com- pared with 1951-52, indicates: e an increase of about 821,000 in en- rolments € an increase of 25,700 in instruc- tional staff e an increase of nearly $370,000,000 in current expenditures from state and local funds e an increase of more than $10 in the average expenditure per pupil (ADA) e an increase of about 5 percent in the ayerage salaries of teachers e a decrease of about 6000 in the number employed on substandard certificates While most of these changes are favorable or not unexpected, in four other phases the outlook is definitely less favorable: THIS SUMMARY is based upon infor- mation supplied by state and territor- ial departments of education and edu- cational associations. It is the elev- enth in a series of national estimates begun in 1942-43. Most of the figures in this memo- randum are estimates, They are based upon previous years and have been ad- justed to such preliminary figures as have been collected, A number of states have not completed their statis- tical compilations for 1951-52 and only a few have systematic data for 1952-53. Previous experience with this se- ries of advance estimates indicates that the present report is a reason- ably accurate summary of nationwide conditions as of October 1952, Elab- orate statistical manipulations of these figures, beyond those given herein, are not advisable. € the enrolment in teacher-education institutions is not gaining as rapidly as necessary to produce the number of qualified teachers needed. e the shortage of teachers seems to be increasing more rapidly than it has for several recent years, especially in rural areas, € the building shortage clings with little evidence of improvement at the elementary-school level and shows signs of growing difficulties at the secondary-school level, @ the total number of pupils on double sessions and in temporary buildings has not decreased and the number of pupils thereby deprived of full-time school opportunities may be well over 500,000 in 1952-53, These school conditions are affected by: (a) the continuing high birth rates; (b) the mobility of the population; (c) the declining pd gend of the dollar; e (d) the competition of governmental unites for the tax dollar; the current com- petition for the available manpower; (f) the shortage of materials for school con- struction; and (g) the fluctuating economic forces resulting from worldwide tension and unrest, "LIT The foregoing summary, together with estimates of preceding years, indicates a possible adverse turn in the teacher supply situation. Between 1948-49 and 1950-51 there was marked progress as shown by a decline in the number of states reporting acute shortages, The years 1950-51 and 1951-52 suggested a lag, The estimates for 1952-53 indicate acute difficulties again. Apparently the acute shortage is being felt more widely in the rural areas, This was the story in the early years of World War II. By means of higher salary levels urban school systems draw their supply from rural schools, and then the rural areas develop shortages which cannot readily be met, The possibility of an.acute shortage appearing again has been suggested in studies issued by the NEA Commission on Teacher Education and Professional Standards (e.g., Teacher Supply and Demand in the United States, April 1952, 40 pages). For several years these reports have shown that not enough teachers were being prepared in teacher-education institutions to meet the cur- rent demand, Needed supply--For several years an attempt has been made to estimate the num- ber 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; this year it is estimated at 45,738 (Table 3, column 7). It is probable that in some states the estimates of "needed supply" include part of the number of teachers employed on substandard certificates, It is not known how many of the holders of substandard certificates will qualify eventually for full certification, If it is assumed that 50 percent of those with substandard certificates should be replaced, then the annual demand for new teachers must be approximately 130,000 (that is, 55,000 normal replacements for retirement, resignations, etc., 30,000 substandard, and 45,000 to reduce teacher load and meet increasing enrolments). Teacher education--The teacher-shortage situation must also be considered in terms of the number preparing for teaching. The present survey asked whether teacher- education enrolments for 1952-53 were larger, smaller, or about the same as in 1940-41, The details are given in Table 8, column 8. The general national situation for a period of years is shown by the following estimates: Number of states reporting current enrolments as School year Much smaller About same Much larger than 1940-41 as 1940-41 than 1940-41 1947-48 c... ooo 18 9 21 1948-h9 oooooooo 9 14 25 1949-50 ....5552» 2 12 34 1950-5l. 25... eoo 5 ll 32 1951-52 cooooevne 3 19 26 1952-53 wecseccoes 4 17 27 As reported in other connections, there was an increasingly favorable outlook between 1947-48 and 1949-50. From 1950-51 the general trend has been unfavorable because of the competition for manpower that the teacher-education institutions face with the heavy demands of the military forces, the variety of occupations offered in government service, and the attractive economic rewards provided by industrial and business employment, n c of full-time school opportunities because of the shortage of teachers and of adequate buildings and classroom facilities. In addition, according to reports of the U. S, Bureau of the Census, in October 1951, 4,082,000 children between the ages of five and 17 were not attending school of any kind, Sixty percent of these were five yearsof age; 31 percent were between 14 and 17 years of age. School building shortage--The present lag in school construction began in the depression years of the 1930's because of a lack of funds; it continued during World War II because of a shortage of labor and materials; it became acute since 1946 be- cause of a shortage of materials for construction and a lack of funds to keep pace with increasing enrolments. The estimates for 1952-53 are given in Table 9, The present year can be compared with 1951-52 by the following summary for the nation as a whole: Number of states in which building shortage is Iype of school Very small Considerable Very large 1951-52 1952-53 1951-52 1952-53 1951-52 1952-53 Rural Elementary ooscceccce 18 16 24 24 6 8 Secondary ssasoocooooo 18 18 27 25 3 5 Urban Elementary sosooooooo 1 2 27 25 20 21 Secondary ...... sooo 12 20 33 al 3 7 The October 1951 estimates reported that the outlook for 1951-52 was "essentially the same" as in 1950-51--that is, about 75 percent of the states had considerable or very large building shortages, At first glance the number of states falling in each category for 1952-53 appears to be about the same as in 1951-52. There is a slight indication of change: (a) that rural schools are facing new troubles (which checks with the adverse turn of teacher supply, see page 3) and (b) that the effect of high birth rates in the 1940's is beginning to cause some building shortage in secondary schools, Population experts have estimated that elementary enrolments should reach a peak in 1956-57; high schools are expected to reach top enrolment about 1959-60, It is probable now that estimates of several years ago are too low, and that birth rates will continue to hold up and that peak enrolments may nct be reached until well into the 1960's. The total number of children, combined with population mobility, has produced especially acute school-housing problems in new communities, suburban areas near metropolitan centers, and in states on the rim of Continental Untied States, Pupil enrolments--An estimate of school enrolment for the year 1952-53, when made in October 1952, is likely to be slightly under the total enrolment for the school year, On the other hand, reports of enrolments made at the end of the school year include a number of duplications brought about by change of residence within states and across state lines. These facts explain in part the differences between the advance estimates in the present series and the figures reported later by the U. S. Office of Education, ET It may be noted that despite the possible increase of nearly 25,700 in staff in 1952-53, the total number of teachers on substandard certificates may decline by 6000 from the total of 1951-52, Teachers! salaries--The estimated average salary for all instructional personnel (classroom teachers, principals, and supervisors) is $3530 for 1952-53, an amount 4.9 percent higher than the $3365 estimated for 1951-52, The purchasing power in 1935-1939 dollars has increased only 2.5 percent, from $1803 to $1848. Purchasing power in both years is computed on the basis of September price levels. The average salary of classroom teachers is estimated at $3405 for the school year 1952-53. Compared with 1951-52 this is an increase of 5,1 percent in current dollars and of 2.6 percent in purchasing power, Further details are given in Table 4. In Table 5 (column 3) is shown an estimate that 20 percent of the classroom teach- ers, or 196,000, will be paid less than $2500 in 1952-53. An additional 42 percent will be paid salaries falling between $2500 and $3500, The general outlook is that the average salary of teachers is increasing very slowly, Altho the number of current dollars is advancing faster than increases in price levels, most of the gains are absorbed by increases in taxes. Comparison over a long period shows that teachers have lost economic status as compared with other occu- pations. In 1939, for example, the average salary of all employed persons in the United States was ll percent less than the average salary of teachers. But in 1952 the average earnings of all employed persons and the average salary of teachers are almost the same, For a decade the advance of teachers! salaries has not kept pace with the increases of other occupational groups. In the current competition for manpower the relatively low pay of teachers is a major factor in causing the shortage of qualified teachers. To offset this the NEA Board of Directors has recommended that teachers! salaries should range from $3200 to $8000. Salary schedules within these amounts would restore teachers to their prewar status in relation to the income of other groups, and would raise the economic rewards of teaching toward professional levels, School expenditures--Beginning in 1950-51 the present series of advance estimates has attempted to obtain information on current expenditures from state and local funds, Estimates have also been made of the expenditure per pupil in average daily attendance and the proportion of the cost paid by state governments, For the school year 1952-53 it is estimated that the 48 states and the District of Columbia have current expenditures (less capital outlay, interest, and federal funds) amounting to $5,596,053,639. The similar amount for 1951-52 is estimated as $5,226,162,315. This is an estimated gain of about $370,000,000 which may be compared with gains of $300,000,000 to $350,000,000 during several of the preceding years. How- ever, in terms of purchasing power a gain of $370,000,000 in current dollars is only $194,000,000. For the nation as a whole the estimated expenditure per pupil in average daily attendance averaged $217.66 in 1951-52 and $228.40 for 1952-53, Further details TABLE 1.--ESTIMATED NUMEER OF CLASSROOM TEACHERS, PRINCIPALS, AND SUPERVISORS, IN PUBLIC ELEMENTARY AND SECONDARY SCHOOLS, 1951-52 AND 1952-53 LEES 1951-52 1952- lemen» Second- Princi-, Total lemen- | Second- rinci- Total E E P State tary (7/ ary (1> pals(/S ) tary ary pals, teachers ^ teachers etc. teachers teachers etc. l 2 Ala. ..... *13,800 *8,900 *650 *23,350 *14,300 * 8,900 *660 *235,860 Ariz. coos — 4,220 1,431 378 6,029 4,515 „1,503 LOL 6,422 Ark. aoo #8, 400 #4750 #400 *13,550 #8470 *h,775 *L05 *13,650 Calif. ... 40,032 3 6,098 70,579 43,000 25,500 6, 74,050 Colo. soo 7,136 2,640 712 10,488 7,500 2,700 730 10,930 Conn. seco s417 3,895 1,048 12,360 73574 3,910 1,053 12,537 Del. ..... 1,107 ` 960 186 2,253 1,187 1,000 195 2,382 Dist. .... 1,778 1,650 ` 204 3,632 1,787 1,648 230 3,665 Fla. ....» 11,230 7,167 1,053 20,050 12,106 8,191 1,100 21,400 DB. saasa 173051 7,991 749 26,391 17 950 8,200 749 26,899 Idaho .... *3,200 *1,550 *340 #55090 *3,225 *1,560 #340 *5.125 Ill. ..... 31,900 14,044 2,500 48,444 32,000 14,100 2,530 48,630 Ind. ..... *13,300 *11,200 *1,500 *26.000 *13,800 *11,300 *1,500 *26,600 Iowa ..... 15,582 7,424 1,176 24; "182 1? 552 6? 879 1,181 22,612 Kans. .... 10,550 5,650 1,800 18; O00 10,750 5. 700 1,800 18,250 Ky. coccooe 13,088 5,275 1,400 19; "763 13,300 55 7300 1,450 20,050 La. ...... *12,268 *5,313 *1,720 *19, 2301 *12,617 *5,522 *1,800 *19,939 Maine .... 4,600 1,645 180 65425 1, 700 13700 180 6,580 Md. ...... *¥75179 RST *']50 *13,669 *7,850 *6,180 #770 *14,800 Mass. asco 15,312 9,561 1,064 25,937 15,400 9,960 1,165 26,525 Mich. seco 24,500 15,500 1,720 41,720 25,700 16,300 1,740 43,740 Minn. so 12,253 8,398 1,277 21,928 12,600 A 1,300 22,500 Miss. sooo h 4,980 3 16,619 11,050 4,980 640 16,670 Mo. cove 16,806 3312 1,624 24,742 17,000 6,400 1,600 25,000 Mont. oc 3357 1,334 285 5,195 3,715 1,354 290 5,359 Nebr. .... *8,850 92 *415 *12,165 *8,920 *3,220 *420 *12,560 Nev. soooo 961 76 1,378 1,020 350 1,450 N.H. ..... 1,839 1,152 16 3,156 1,890 1,172 16 3,227 N.Jo 5...» 19,999 8,2 1,620 29,899 21,000 8,200 1,640 30,840 N.Mex > *3,838 *1,600 *529 *5,967 *3,925 *1,625 * 530 *6,080 N.Y 53,900 26,600 4,200 84,700 56,500 26,700 4,250 87,450 N.C. oo000 21,489 7,408 1,752 30,649 22,616 7,636 1,856 32,108 N.Dak. oo. 5,010 : 1,678 “LAs 7,136 5,050 1,680 “450 7,180 Ohio aoso» *25,000 *17,300 *4,200 *16,500 *25,875 *17, 100 *4,375 *1/7,350 Okla. soso 10,775 6,377 2,318 19,470 10,850 6,420 2,330 .19,600 Oreg. aooo 38,000 33,500 *850 *12,350 *8,550 *3.8'75 *850 *13,2'75 Pa. osooso 32,709 25,118 5,320 63,147 33,760 26,015 5,496 65,271 IIo. olan 2,050 1,720 230 4,000 2,100 1,720 230 4,050 SUO. sip 12,226 5,253 476 17,955. 12,458 5,358 485 18,301 S.Dak. oo 5,215 1,706 200 7,221 5,350 1,710 200 » Tenn. ooo. 17,175 5,725 600 23,500 17,475 3825 600 23,900 Texas sco 34,928 16,067 1,465 52,460 35,374 16,267 1,495 53,136 Utah sooo 2,848 2,346 498 5,692 2,950 2,300 520 EDU Vt. 25.559 1,780 678 "197 2,655 *1,800 680 *200 *2,680 Va. «os... 13,374 7,263 2,363 23,000 *13,750 *7,275 *2,350 *23 375 Wash. .... 11,111 4,615 943 16,669 11,520 4,630 945 17,095 We Va. ... 8,937 5,513 1,820 16,270 9,000 5,600 1,800 16,400 Wid: cows 15 5)61: 6,405 547 22,413 15,900 6,480 560 22. E Wyo. ossos 1,78 6 2 24992 1,830 80 2 Total.. 627,285 329,173 60,913 1,017,371 646,111 334,983 62,024 1,043, ir *NEA Research Division estimate. ————————————————————————————— D 233 - TABLE 3.--ESTIMATED TEACHER SUPPLY NEEDED, 1951-52 AND 1952-55 Emergency teachers Total needed, Estimated needed supply, 1952-53a/ State 1951-52 1952-53 1951-52 Elementary Secondary Total l 2 6 Ala. e... os *1,000 ¥700 ¥2,000 X1,000 X200 *1,200 Ariz. 2.25520 0 (8) 0 0 0 0 Ark. essseeee 1,200 *1,000 1,000 *200 *800 31,000 Calif. ....«. 6,148 4.500 2,000 3,000 1,000 4,000 Colo. cooceco 532 429 250 200 100 300 Conn, a &ese 603 560 1,009 1,085 0 1,085 Del. sewiiocns 38 28 50 30 6 36 Ds. meamna 395 L47 120 20 37 57 Flas es dicres 22578 #1,200 2,000 *1,500 *200 1,700 Gü uec suec 800 550 1,300 400 100 500 Idaho .....5. #700 #550 #220 *100 *50 #150 Ill, exea. 2,380 1,213 2,500 1,300 100 1,400 Ind. socre ise #700 *500 *800 #7700 #50 *750 Towa sosecece 470 550 400 4,00 50 450 Kans. cooosce 21 4 200 400 25 425 Kyu oon enrsesa 2,900 3,000 250 500 50 550 Las s&wadxexé 1,388 1,160 600 450 #150 600 Maine ....... 149 425 250 300 50 350 Md. gansensee 2,035 x1,800 729 #600 #100 #700 Mass.É ...... #300 #350 #300 #300 0 #300 Mich. ..... se — 5,000 5,500 X500 8,500 500 9,000 Minn, coccces 371 350 1,200 1,000 500 1,500 Miss, cecccce 380 390 2,000 #1500 #150 *1,650 Mo. eewsososs 8,500 7,500 800 700 150 850 Mont, seners 534 525 457 260 150 410 Nebr. .55555» 800 #550 800 *500 3100 *600 Nev. 5.2.2225 10 8 30 20 10 30 N.H. weesvove 231 255 250 50 *20 70 Neds wewesions, 2,277 2,400 1,000 #800 #300 1,100 N. Mex. acao *50 *50 #100 *80 *20 *100 N AE 3,482 3,875 *500 0 0 0 N.C osoosoo0 23327 2,375 #800 *700 #100 *800 N. Dak. ....» 38h #425 50 #100 *50 *150 Ohio sssessso — 3,298 —— 33,300 1,050 31,000 #50 — 41,050 Okla, 5.5.5525 0 0 275 200 25 225 OFOZs.ccresnae 1,800 1,800 #500 #500 #100 #600 Pas osssaosoo l3710 1,800 #500 #1,000 *50 —— 41,050 ju 150 100 75 50 0 50 S.C. 000000090 454 575 500 700 400 1,100 S, Dak. sssso 25400 1,000 1,600 800 100 900 Tenn. essebes 2000 1,650 1,000 1,000 100 1,100 Texas ...... — 2,535 2,520 3,800 800 210 1,010 Utah NM 766 645 350 455 50 505 VE vacaswiexvivieie 350 300 660 550 175 725 Vas ooossosso 2,491 2,400 3500 2,312 100 2,412 Wash. sosssoo 815 825 1,600 825 168 993 We Vas vevass 1,340 1,400 600 1,200 500 1,700 Wis. $496.99 2,100 2,050 100 300 50 350 WyOs. 5.222222 Total ecco *NEA Research Division estimate, #See footnote, Table 2. a/ "Needed supply" defined as number needed in addition to emergency (or substandard) teachers to reduce teacher load and provide adequately for present enrolments. 13» TABLE 5.—-ESTIMATED DISTRIBUTION OF CLASSROOM TEACHERS! SALARIES, 1952-53 Classroom teachers! Percent of teachers paid State average salary, Below $2500-$31499 $3500-$44,99 $4500 and 1952-53 $2500 over l 2 Alabama .cccosseccce *$2,420 A 5, Arizona sscaoooooooo 3,800 4 35,0 43.0 2156 ArkanSaS sssaooooooo *2,035 *70.0 *2",0 *3,0 *0.0 California cocccceces 4,300 0.0 18.0 45.0 37.0 Colorado ceccccovece 3,300 25.0 55,0 12.0 8.0 Connecticut s»ssoosso 3,806 2.0 36.2 45.0 16.8 Delaware ssocoooooss 4,125 2.0 28.0 50.0 20.0 Florida ...cccccccces 3,240 11.0 *80.0 8,0 *1.0 Georgia soscocccees . *2,475 #53.0 ¥10.0 *6,0 *1.0 Idaho cecccvcessces e *2,770 *25.0 ¥66,0 *8.0 *1.0 Illinois .......».. 3,850 18.0 30.0 37.0 15.0 Indiana cccvccccceve *3,730 *8,0 *40,.0 *33,0 *19.0 Iowa cies voceecevese 3,093 *30.0 *50,.0 *19.0 *1,0 KANSAS) i aaro wee mia aln 3,025 30.0 50.0 19.0 1.0 Kentucky ..ccccsccce 2,260 65.0 25.0 9.0 1.0 Louisiana cosccoasees *3,246 2.5 65.5 29.0 3.0 Maine ..seece TP 2,451 60.0 30,0 10,0 0.0 Maryland .coccscceoce *3,960 *2.0 *39,0 *50,0 *9,.0 Massachusetts ...... 3,820 2.0 33.0 59.0 6.0 Michigan sscsscesess 3,900 10,0 ¥*35.0 x5.0 20.0 Minnesota coccccccce 3,475 20,0 42.0 22.0 16.0 Mississippi ...cccce 1,774 85,0 13.0 1.9 0.1 Missouri sscooooocoo 2,930 *30.0 *48.0 *18.0 *4.0 Montana 6000000000290 3,265 7.0 73,0 15.0 5,0 Nebraska ......25 25 *2,175 *50,0 *10 .0 *8.0 *2.0 Nevada 00000060000060020 3,500 2.0 47.0 47.0 4.0 New Hampshire ...... 3,040 20.0 58.0 21.0 1.0 New Jersey .cscosces 3,868 *0,0 40.0 30,0 30.0 New Mexico ssosooooo ¥3,465 *1,.0 *45,.0 *48,0 *6,0 New York .ccccccceces 1,625 0.0 24.0 31.0 45.0 North Carolina ..... 2,948 25,0 68.0 6.9 0.1 North Dakota sasooooo %2,425 55.0 *35.0 *10,0 *0.0 Ohio emeas 4:0 /0:0:0:«:9:e 3,600 *5,0 *53,0 *29,0 *13.0 Oklahoma ..cceecsces 3,000 *20,0 *55.0 ¥21,.0 *1.0 Oregon sasoaoooooooo *3,725 *0,.0 *40.0 *51,.0 *9,0 Pennsylvania .....». 3,490 9.4 49.3 30.8 10.5 Rhode Island ....... 3,435 3.0 43.0 46.0 8,0 South Carolina ..... 2,440 *70.0 *28,0 *2.0 *0,0 South Dakota ...»55» " *2,500 *50,0 *AB.0 2.0 0.0 Tennessee socccccces 2,465 52.0 43.0 4.0 1.0 Texas o veces —€(À a 3,240 16.5 61.2 21.2 1.1 Utah sosoesooooooooo 3,300 0.0 76.0 24.0 0.0 Vermont ssscocoaoooeoo 2,625 52,0 33.0 12.0 3.0 Virginia seccscessce *2,6'70 *A0,0 *55,0 HS *0.5 Washington 5.555.» 3,725 0,0 38.0 50.0 12.0 West Virginia ...... *2,925 24.0 56.0 20,0 0.0 Wisconsin ..... Samiaa 3,418 18.3 43.0 24.7 14.0 Wyoming ccoccscccccee 250 20.0 70.0 10.0 0.0 Average coocccvcce $3,405 20.0% 42.0% 25.0% 13.0% * NEA Research Division estimate. EN LT TABLE 7,--ESTIMATED PUPIL ENROLMENT AND PERCENT LACKING FULL-TIME SCHOOLING Total en- 1952-53 enrolment Percent lacking full- State rolled, Elementary Secondary Total time schooli 1952-538 qz 51-52. Elemen- Second- Total 1 ta a 1 8 2 T * 685,000 *525,000 — *170,300 * 695,300 "m Said *5, Arize weswee — l/l,T71 145,000 35,0 180,000 0.0% 0.0% 0.0 APRo cn #440, 000 *309,000 *146; 000 *1,55,000 ede eis *3,0 Gates. oues 1,917,689 ^ 1,550,000 510,000 2,060,000 7.0 2.0 6.0 Colo. .. 237 ,000 173,100 64,050 237,150 an Ta 1.5 Gonne gones 295,724 227,792 83,653 311,445 43 Sal lh. 5 Del. z 49,567 30; 705 19,655 50,360 vd PN 0.5 DO. 2926 95,932 62,780 37,039 99,819 Osh 0.0 0.3 ELS cacao ask 558,100 370,000 214,0 584,000 7.0 0.0 *5,5 DOS ror iW 806, 243 *628,000 — *190,000 818,000 T ics 6.1 Idaho sse. #1273000 *97,500 *31,000 *128,500 es oa *1.0 Ill, esee. 1,245,000 972,000 318,000 | 1,290,000 0.0 0.0 0.0 Inds sssxssa 714,000 *537,200 *197,800 #735000 " sei *2,0 Iowa ....... 492,000 354,500 145,500 500,000 Ws save 1.0 Kans. rusos 342,000 262,000 87,000 349,000 1,0 me *0.8 Kg ansast 570,000 492,150 86,850 5779, 000 is Pad 2.0 La. secccces 536,023 14,7 , 5 112,500 560,000 0.0 0,0 0,0 Maine . ; 161,000 127,950 35,100 163,050 Hm ife *1.0 de weresaa. *370,000 *250,000 *135,000 *385,000 m nats *5.0 MaSS.. esce 637,000 467 , 200 165,300 632,500 six n 340 Mich. sooo 1,117,000 790,000 400,000 1,190,000 ids bis *1.0 Minn. soosoo 523,091 350,000 194,000 544,000 sais bas 0.0 Miss. .... 550,782 164,000 87,700 551,700 = o *2.0 Mu scree >» 673,083 530,000 152,000 682,000 mM bs *2.0 Mont sd 111,170 88,000 28,300 116,300 EE ve *0,5 Nebr. ...... *231,000 *174,000 #615000 #235000 uus aire *0,5 Nera: soooooo 30,000 21,, 200 6,800 31,000 HN M 0,5 N.H, 0000000 75,862 53,700 23,820 77,520 900 aoe 0,0 lads ist 682,216 561,000 147,000 708,000 Ad " 4.0 N.Mex. ..... *155,500 *134;,600 * 26,100 *161,000 Bo bos *2.0 N.Y. aawwewe 2,024,000 1,570,000 528,000 2,098,000 4.5 2.0 3.5 Ne Cu eetset 912,597 732,081, 198,265 930,349 bx vii 0.8 NsDalé ocoo0 1153877 * 89,700 * 27,300 *117,000 Aud OA *1.0 Ohio aooooao 1,257,683 *860,500 *439,500 *1,300,000 "mm : *2.0 Okla i 519,700 410,70 119,300 530,000 ; bs 1.0 Oreg. ...».. 293,000 * 231,,000 *71,000 *305,000 " " *1.0 Pas s6ssaess l,654,000 1,078,000 624,000 1,702,000 sai SN 1.0 Nolo uses 102,000 69,5 35,500 105,000 - ik 0.5 BuU, easet 512,199 395,000 130,000 525,000 Fa RA 0.0 S.Dak. . 221,450 93,000 30,000 123,000 sog we 0.5 Tenn. sesos 685,000 567,000 133,000 700,000 n Vane 2.0 Texas ...».. 1,567,777 1,190,823 403,317 1,594,140 3.5 Ok 2.7 Utah aroas 68,446 101, 665 65,00 169,671 Z sis 0.0 Wis saedis 61,398 51,100 16,600 67,700 eu BN 0.0 Vg osansa 638,767 *187,300 — *167,700 *655,000 Ass Bans *1,.0 Wash. seoses 462,578 373,268 105,932 479,200 3.0 1.0 *2,.5 Wy Và. cosse —— NS TSALS 292 ,000 148,000 440,000 0.3 0,0 3055 Wiss wed 512,450 375 ,000 145,000 520,000 iio iere 0.0 Wyos soosoo ‘ 61.1926 47,700 14,650 62,350 0.0 0.0 0.1 Total ... 26,711,656 20,220,217 7,312,837 27,533,054 Jaz "- 2. * NEA Research Division estimate. a/ By definition: shortage of qualified teachers and/or school buildings." "The percent of pupils not attending full-time school because of xdv = TABLE 9.—-ESTIMATE OF THE SCHOOL BUILDING SHORTAGE, 1952-53 Rural schools Urban schools State Elementary ^ Secondary Elementary Secondary l 2 3 4 5 BIRDS o5) race ev aud *Some *Some *Large *Some AVLZONA ..4o4ocso0cna2et rosso so Small Some Large Large Arkans@S oscooooocobocccosecooneo *Some *Some *Some *Sone California soo: 5:040 Some Some Large Same Colorado sosscosesccrccersocseg *Some *Some *Large *'Some Connecticut s...ossoososccoscoc Some Some Same Some Delaware esosoeascocooocososoooa Some Some Some Some District of Columbia .......55. iere m Some Some Florida 5...5620962209»**0* 555 Some Some Large Large GOON ETE. vic totes. Svea ns v viae s nite Large Large Some Some Idaho o:00:0:0:0:0:0.0%0 810 son 0 0000.0 00% *Some *Some Some *Small Illinois sescccscneacasow E20 Small Some Large Small Indiana 06:50 0.06% 0 0o c o URS *Small *Some *Large *Small Towai «scs xh wee iR HR giro Small Small Large Some Kansas qM T Small 3 Small Some Small Kentucky ssocoosonosocnoooececo Some Small Some Small Louisiana seses seecae oai kaS e Some Some Some Small Maine comodo asoan awo a0 a MEE Large Small Some Small Maryland assests cars 5E» Beso "large *tSome *Large *Some Massachusetts csesccccsccesccece Some Small Some Small Michigan ccooscccsccesceeieioaigieo Some Some Large Large Minnesota scsaocoaooaoscoosoos oeoo Small Large Some Large Mississippi «eese cocti t com rinm Large Large Some Some Missourl 4.66 e oro tron Some Some Large Some Montana seaa»cessuecs vetu] ciso Small Small Large Some Nebraska eo5oooeoo00c0090*06oce *Small *Small *Some *Small NeWaHda oie sisiaiarareve Po ese Sis diets eie D Small Small Some Small New Hampshire s...5.o5coccotooco Some Small Some Small New Jersey s.cooooccoccocceocccoco Large Small Some Small New Mexico soocccecccceccecveen Some *Small *Some *Small New York «oo 0v» «e: 7o Small Small Large Some North Carolina soecscesisoreses Large Large Large Large North Dakota ..5.650ooooco050c0 Small Some Large Large ONIO eara anaa ite eer A *Some *Some *Large *Some Oklahoma ¢ooccccccoscvcccereove Some Some Some Some Oregon oooooecoccoccoccccccetoo *Some *Some *Large *Some Pennsylvania coccosccecccvccsce Large Large Large Some Rhode Island .oo centia lo Small Small Some Small South Carolina sssososoooaoooeo Large Some Small ' | &mall South Dakota ...oesooo22o0co2c0 Small Small Some Small Tennessee oves evo Ur MS srerh Some Small Some Small D E EAA E ciete-e' e010 Small Small Large Some Dura IT Some Some Some Some Vermont 425532: 3.9€0 00:8 08M 5076 S Some Some Some Small Virginia soocssccevceccenbissees Large Some Large Some Washington ocoscoscecscoaevceoen Some Some Large Large West Virginia ss.sssososoooosoo Small Small Some Some Wisconsin cocooscccvcsevccc0v00 Some Some Some Small Wyoming sccocoocoecoocccecoccecce Small Small Snall Small * NEA Research Division estimate, Terms used: Small means "practically none"; Same means "considerable"; Large means "very large."