Compiled October 1953 
Issued November 1953 


ADVANCE ESTIMATES OF PUBLIC ELEMENTARY AND SECONDARY SCHOCLS 
FOR THE SCHOOL YEAR 1953-54 


Prepared by 
Research Division, National Education Association of the United States 


^ S COMPARED WITH the school year 
J” \1952-53 the present report shows that 
1953-54 will be characterized by: 


9 an increase of 1,197,000 in enrol- 
ments in public elementary and 
secondary schools 


9 an increase of 38,000 in instruc- 
tional staff 


® an increase of 2000 in the number 
of teachers who hold emergency or 
temporary certificates 


e an increase of $500,000,000 in 
current expenditures 


Φ an inorease of nearly $12 in the 
average expenditure per pupil in 
average daily attendance 


9 an increase of about 4.8 percent 
in the average salary of instruc- 
tional staff (classroom teachers, 
principals, and supervisors) 


THIS SUMMARY is a series of estimates 
based upon information supplied by state 
and territorial departments of education 
and education associations. It is the 
twelfth in a series of national estimates 


begun in 1942-43. 


Most of the figures are estimates 
based upon facts of previous years, ad= 
justed by expert opinion and preliminary 
State studies. A number of the states 
have not completed their statistical 


compilations for 1952-53 and only a few 
have systematic data for 1953-54. 


On the basis of previous experience 
it is believed that the present summery 
presents a reasonably accurate picture 
of nationwide conditions as of October 
1953. Adjustments of facts of indivi- 
dual states may be expected from official 
studies in the next two years, Elaborate 
manipulation of these figures, beyond 
those shown, is not advisable. 


Most of the foregoing changes were not unexpected but some of them, such as in- 
creasing enrolments, indicate a further piling up of the instructionaJ, financial; per- 
sonnel, and housing problems which have adversely affected schools during the past few 


years. 


In several respects the outlook for 1953-54 is clearly unfavorable: 


e The enrolment in teacher-education institutions is not gaining rapidly enough to 


fill the need for qualified teachers. 


€ The accelerated growth in pupil enrolments is compelling school systems to employ 
increasing numbers of teachers who are not fully qualified for standard certifi- 


cates. 


The shortages in buildings and qualified teachers continue to deprive at least 
2009000 pupils of full-time schooling. 


The shortages of buildings and qualified teachers, especially critical in the 


elementary schools in the past seven years, are now producing serious problems 


at the secondary-school level. 


a ο 


The gain of 38,000 in the total number of instructional staff, between 1952-53 
and 1953-54, took place at the same time that the number of emergency teachers was in- 
creasing by 2000 (that is, from 69,626 to 71,589; see Table 5). 


Number of smergency teachers--In 1939-40 there were relatively few classroom teach- 
ers who did not hold "regular" certificates for teaching in their respective states. 
While state standards of preparation required of emergency teachers vary widely, as 
they do also for those holding standard certificates, the total number of emergency 
teachers both within a single state and for the nation as a whole is indicative of the 
shortage of qualified teachers. Actually, it is an understatement of the shortage since 
the total includes two other conditions which are not readily measured: (a) the number 
of unfilled positions or vacancies and (b) the number of classroom teachers needed to 
reduce classes to some reasonable size. Another report of the NEA Research Division 
shows that in a sample of 107,015 elementary-school classrooms in 526 urban areas, 33.2 
percent of the pupils were in classes enrolling 35 or more children.2/ 


During World War II, when many teachers entered the armed services and others took 
high-paying positions in business, industry, and nonteaching governmental service, it 
was necessary for school systems each year to employ increasing numbers of persons not 
fully qualified for regular or standard certificates. The number of persons employed 
who held substandard certificates was about 1 in 340 of the public-school teachers in 
1940-41; the proportion jumped to 1 in 7 by 1946-47. Then the proportion declined 
steadily from year to year until it reached 1 in 15 in 1951-52. The ratio continued to 
be 1 in 15 for 1952-53 and 1953-54. 


Ihe 1952 report estimated that there were nearly 70,000 emergency classroom teach- 
ers in 1951-52. The outlook in October 1952 was that the total would decline to 64,000 
in 1952-53. The present survey indicates that actually public schools had to employ 
69,626 in 1952-53 and the outlook for 1953-54 is that the total will be 71,589. The 
"emergency teacher" situation, thought to be a condition which would disappear within 10 
years after World War II, is apparently becoming critical again. (Table 5). 


Type and location of the teacher shortage--Details on this point are given in 


Table 11. A summarized comparison of reports for 1952-53 and 1953-54 is as follows: 


Number of states in which the shortage is 


Iype of position Very small Considerable Very large 
1952-53 1953-54 1952-53 1953-54 1952-53 1953-54 

Rural elementary teachers soooooooo 2 3 31 29 15 16 
Rural secondary teachers 

Regular 0000000090000000000000 29 26 18 20 1 1 

*Special 060000000000000006$00000 9 4 33 35 6 8 
Urban elementary teachers voooooooo 5 11 39 29 4 8 
Urban secondary teachers 

Regular 96000000000000000000000 42 39 6 9 0 0 

*Special 00000000000000000000098 15 12 32 34 1 2 


(*The term "special" applies to such fields as industrial arts, vocational education, 
music, physical education, and similar subject areas.) 


4 


on how the total enrolled in teacher education in the current year compares with the 
enrolment in 1940-41. The general national situation for a period of years is shown 
by the following: 


Number of states reporting current enrolments as 


School year Much smaller About the same Much larger 

than 1940-41 as 1940-41 than 1940-41 
1949-50 000000000Q00000000002080C€000000 2 13 33 
1950-51 000000500000000000e0060000000 5 11 32 
1951-52 00000006000000000000000000000 3 19 26 
1952-53 ocoo0cooooooocooooco$0o0ooooo0oQoo0oc 4 17 27 
1953-54 0000000000000000000000000000 6 18 24 


The year 1949-50 has been the most favorable since World War II with respect to 
the proportion of the states reporting teacher-education enrolments as "much larger" 
than in 1940-41. Since 1950 the trend has been somewhat unfavorable because of the 
competition for manpower arising from expanding industries and governmental services; 
and the heavy manpower demands of the military forces. 


To sharpen the focus the survey this year asked also for opinions on how the 
1953-54 enrolments in teacher education compare with the enrolments in 1952-53. Five 
States reported that this year's enrolments are smaller; 29, that enrolments are about 
the same; and l4, that enrolments are much larger than in 1952-53. 


In anticipation of the next few years state officials are asked to estimate how 
well the teacher-education enrolments in 1953-54 would meet the probable demand for 
teachers in the next three years. The estimates for the individual states are given 
in Table 11, columns 10 and 11. Comparisons with other years may be summarized as 
follows: 


Type of Number of states expecting supply in the next three years 


teacher € To be short To be balanced To be an oversuppl 
1951-52 1952-53 1953-54 1951-52 1952-53 1953-54 1951-52 1952-53 1953-54 


Elementary s... 42 45 48 6 3 0 0 0 0 
Secondary ooo 3 9 22 25 27 20 20 12 6 


From a review of the foregoing opinions with regard to teacher-education enrolments 
it can be seen that the outlook is not a favorable one. Each year the proportion of 
states entering the "short" columns has shown some increase. All states expect the 
shortage of elementary-school teachers to continue into the next three years. 


With regard to secondary-school teachers 22 states expected a shortage in the next 
three years. In 1952-53 the number in the "oversupply" column dropped to 12; for 
1953-54 the number is six. In other words, the increasing enrolments, which struck 
the elementary schools in great numbers about 1947, have now begun to affect the second- 
ary schools. 


Teachers' salaries--The estimated average salary for all instructional personnel 
(classroom teachers, principals, and supervisors) in 1953-54 is $3725, an amount 4.8 
percent higher than the $3554 estimated for 1952-53. Table 6 gives the figures. 


The purchasing power of the average salary of the instructional staff is shown by 
two methods of calculation. The U. 5. Bureau of Labor Statistics during the past year 
has issued a revised Consumers’ Price Index, with 1947-1949 as the base of 100.0 instead 


LU 


The total of 28,729,697 for October 1953 is a good estimate of the number of chil- 
dren and youth who will be enrolled in public schools in the school year 1953-54. It 
is 1,197,262 above the estimated enrolment in 1952-53. The total column is more re- 
liable than the "elementary" and "secondary" columns taken separately because of varia- 
tions in the states in classifying Grades VII and VIII. 


In a special report,4/ made in March 1953, the NEA Research Division estimated that 
the 1953-54 enrolments in public elementary schools would be 23,105,000; in Grades 
IX thru XII, 6,061,000--a total for all public schools of 29,166,000. These March 
estimates differ from the October 1953 estimates by 436,303. 


The March 1953 report of the NEA Research Division estimated that the 1953-54 
enrolments in nonpublic schools would be: 3,422,000 in elementary schoola and 726,000 
in high schools--a total of 4,148,000 in nonpublic schools. These figures combined with 
rounded numbers of public-school enrolments indicate a total enrolment of approximately 
245456,000 in all elementary schools and 8,421,000 in all secondary schools—or a 
grand total of 32,878,000 in all public and nonpublic schools. 


For comparative purposes the enrolments reported by the U. 8, Office of Education 
have been &s follows: 


Year Elementary Secondary Total 
1949-50 000000000000060000000600000090 19,404,693 55706 ,734 25,111,427 
1950-51 000uc6o000co0000G80000000000000€00 19,900,000 5,806 ,000 255706 ,000 
1951-52 Q0o00G8coooócdoocococoocoooocoooocon 21,318,000 5,456,000 26,774,000 
1952-53 O0CcGcocoooo0o0o00GQQocouoooocoooQoo 22,039,000 6,197,000 28,236,000 
1953-54 cocooosouaovoooooooooooooaoa 235269, 000"# 6,421,000 29,790,000 


(**Figures for 1953-54 taken from press release issued August 26, 1953, by the U. S. 
Office of Education.) 


Children deprived of full-time schooling--The steadily increasing enrolments, 


combined with the shortage of qualified teachers and the lack of school buildings, have 
produced conditions in many communities whereby thousands of children are deprived of 
full educational opportunities. The most obvious type of deprivation are those com- 
ο... where children must attend schools in shifts or for so-called "half day” 
sessions. 


Each year this present series of advance estimates has attempted to present an 
estimate of the number of children who must attend school for less than a full day. It 
has been difficult to obtain complete and entirely stable statistics on the problem. 
School systems have not always reported crowded conditions by October and, with the 
completion of new buildings during the school year, some of those on part-time sessions 
are restored to the regular school hours. 


On the basis, therefore, of incomplete reporting, the 1952 advance estimates showed 
that at least 500,000 children and youth were on half day or similar part-time ar- 
rangements, The estimate for 1953-54 is that the number may be 632,000 (that is, total 
enrolment multiplied by 2.2 percent, colums 7 and 8, Table 10). 


In August 1953 the U. S. Office of Education estimated that communities had built 
20,000 classrooms in 1952-53 and might be expected to construct almost another 50,000 


p. National Education Association, Research Division. "The Outlook for School 
Enrollments." . Journal of Teacher Education 4: 46-52; March 1953. 


zu 


The purchasing power of the 1952-53 per-pupil expenditure of $235.48 in prewar 
dollars (1935-1939 base) was $123.42; on a base of the years 1947-1949 its purchasing 
power was $206.38. Both of these calculations are based upon the indexes for September 
1952 (190.8 on 1935-1939 base; ll4.l on 1947-1949 base). 


The purchasing power of the $247.45 in prewar dollars is $128.48; in 1947-1949 
dollars the estimated 1953-54 per-pupil expenditure has a purchasing power of $214.80. 
(For indexes see footnote, Table 6. 


In 1939-40 the per-pupil expenditure averaged $88 for the United States; that amount' 
had a purchasing power of $88 in prewar dollars. The gain between 1939-40 and 1953-54 
is estimated as 181 percent in current dollars, but in purchasing power the gain is only 
46 percent (that is, in terms of 1935-1939 dollars). 


BUILDING SHORTAGE 


The present lag in school construction began with the depression of the 1930's be- 
cause of a lack of funds; it continued during the World War II period because of a 
lack of materials, funds, and manpower for construction purposes. Meanwhile the birth 
rates in the years since 1940 have accelerated enrolments far beyond the predictions 
made in the 193015, Table 12 summarizes the reports for 1953-54. ^ 


Comparison of the conditions in the states (omitting District of Columbia) in 1952-53 
and 1953-54 can be summarized as follows: 


Number of states in which the building shortage is 


Type of school Very small __ Considerable Very large 
1952-53 1953-54 1952-53 1953-54 1952-53 1953-54 


Rural 
Elementary 00000000000000000000 16 17 23 25 9 6 
Secondary (omitting Rhode 
ISTANA) iocnecnadinicewrknenteapa oiu 17 16 25 25 5 6 
Urban 
Elementary ooo5seocsoo00090000006 2 1 25 22 al 25 
Secondary scosoosooooo000s00000 20 7 21 34 7 7 


The foregoing summary suggests that the building situation for the nation as a 
whole has improved slightly since 1952-53 with respect to rural elementary schools. 
Last year 66.6 percent of the states had "considerable" or "very large" building 
shortages; in 1953-54 64.5 percent are in a similar predicament. 


In urban school systems the building problem has definitely become worse. In 
1952-53 all but two states had serious shortages in elementary schools and in 1953-54 
all but one have such shortages. The secondary-school shortage has reached substantial 
proportions. In 1952-53 just 28 states estimated that they had serious needs for ad- 
ditional buildings for secondary schools; in 1953-54 the number has jumped to 4l. This 
fact, plus other evidence on the teacher shortage, indicates that the housing of present 
enrolments now affects both elementary and secondary schools in a majority of the states. 


Funds needed to house present enrolments--For the first time in this series of 
reports an attempt was made in October 1953 to estimate the total amount of money needed 


to house present enrolments in public-school buildings on a full-time basis. It 
represents the amount needed for new construction to eliminate half-day sessions, over- 


TABLE 1.--ESTIMATED NUMBER OF BASIC ADMINISTRATIVE UNITS, BOARD MEMBERS, 


AND SUPERINTENDENTS, 1952-53 AND 1953-54 
E ο ες μας AM qa MEN UN TUN ης ᾱ-.------.-------ως 


$2 - 5 
State 1 Administra- Board Superin- Administra- Board 
tiv ember tendents tive units members 
2 

AlQ. .. ο areak 108 547 108 111 562 
Ariz. .......... dene 305 850 272 300 825 
[io M NE *424 *1,484 #354 *421 *1,473 
Calif. .........».... 1,998 7,510 744, 1,900 7,100 
Colo. «2. ye eei 1,182 3,762 150 1,117 3,607 
Conn. ............... 172 1,260 *100 172 1,260 
Del. ,.......... 115 474 58 110 454 
D.Os εκ ες eH RS os κῷ 1 9 1 1 9 
Fla. ο. ο. αφ ons 67 536 67 67 536 
εαν rrr ο 205 1,040 205 201 1,020 
Idaho ............... 249 1,538 165 211 764 
Ill. «4349s eve 3,500 *20,400 *3,740 2,800 *19,800 
Ind, gx aroen esan *1,125 *1,482 *247 *1,095 *1,300 
1ον8................. 45547 20,075 836 45450 19,975 
Kans., .,.esieeseesse . 39900 12,000 325 3,800 11,700 
ΜΑ νε πρ μή 228 1,140 228 227 1,135 
La. ο ο anaes 67 692 67 67 692 
Maine ........ e 492 1,526 116 492 1,526 
Mda ses esos viis 24 109 24 24 109 
Mass. ................ 351 1,548 236 348 1,544 
MIGh;- sd scenes 4, 500 14,760 630 4, 400 14,500 
Minn. ......ν.νοννεν. 5,298 17,557 417 4, 800 16,060 
Miss. (e... cono è 1,417 7,085 365 15375 6,875 
MO A4 yeo ο sew teeta ose 4,331 15,534 606 4, 000 14,550 
Mont. sees aessa cas 1,221 3,974 176 1,191 3,828 
Nabis 4vuveseeir rns 6,400 20,000 500 6,100 *18,910 
News clears 192 591 21 166 511 
NH. $4925 ιόν ν 235 826 48 235 826 
Nd φερνει @ + ολ ; 552 4,235 246 554 4,253 
Neo Mex, Comics e tiame: 104 520 104 100 500 
Nala. sao ο 2,814 7,500 163 2,489 7,200 
Nu. esos ieena ehee» 172 876 172 174 884 
Ns Dak. xiemeie αὐ create 2,135 6,736 153 *2,000 *6,100 
Ohio swe exea ο 1,365 6,837 296 1,340 6,712 
OKl&. assess «uas 1,989 7,091 675 1,888 6,788 
Oreg. wa evsss sarosa 955 3,241 96 768 2,688 
Pas: ουν 2,505 12,956 191 2,490 12,878 
Reli φώς 9e vueevEw ss 39 212 37 39 212 
SoCs asses esie eeireias 103 243 187 103 243 
Ses DRE. rever ase ates 3,385 10,857 339 3,385 10,857 
Tenti. ο... 150 1,090 150 152 1,096 
Texas o. es 2,150 12,030 1,082 2,074 11,145 
UU&h ον ο 40 207 40 40 207 
Vis. a ειδα e: ejes wens 263 800 55 261 950 
Vas A ον σσ 127 707 111 128 710 
Wash. ......... TR 551 2,235 313 520 2,175 
W. "Vai poems easan sows 55 275 55 55 275 
μι aveiararerareiens 5,463 18,050 426 5,000 16,661 
ὑπ ο ος 310 1,133 89 303 1,112 
Total .......... 67,881 256,240 15,786 64,054 245,197 


* Estimated by NEA Research Division. 
— — ———À ΙΝ... 


ο 


Superin- 
tendent 


14,612 


= 13 = 
TABLE 3.--ESTIMATED NUMBER OF INSTRUCTIONAL STAFF IN PUBLIC ELEMENTARY AND 
SECONDARY SCHOOLS, 1953-54 


Elementary-school Secondary-school Princi- 
classroom teachers classroom teachers pais and Total 

State Men Women Total Men Women Total ρε 
SS —— v — s om A a€——Ó πως me NEN 
Ala. »ew»ewe *1,090 315,210 16,900 *3,680 345,520 9,200 800 26,900 
Ariz. ο. οσο ο #940 *3,760 4,700 *675 *825 1,500 425 6,625 
Άι quee *1, 110 #7 9 428 *8, 538 #2, 112 *2; 687 Σε 799 #410 *13 , 747 
Calif. ..... 9,500 38,000 47,500 11,025 13,475 24, 500 5,600 77,600 
Colo. .....5 1,600 *6,280 B *1,250 *1,57 2,820 775 11,475 
Conn. sso #1,118 37. 482 8,600 *1,877 *2,203 4,080 920 13,600 
Del. cocoooo 157 1,120 1,277 578 428 1,006 71 2,354 
ΏοΏο cccvcee 83 1,725 1,808 517 1,151 1,668 227 3,703 
Fla. οουσο 985 11,805 12,790 3,497 5,237 8,734 1,163 22,687 
0 ο 960 18,070 19,030 35,500 5,500 9,000 510 28,540 
Idaho costes 592 2,697 3,289 778 719 1,497 365 5,151 
Ill. sassooo 49936 29,158 34,094. 7,487 7,861 15,348 2,500 51,942 
Ind. ....... *2,865 *11,459 *14,32h *5,121 *6,271  *11,402 *1,500 *27,226 
Iowa ον ος ον 789 13,997 14,786 3,875 3,262 7,137 1,228 23,151 
Kans. ...... 1,810 9,990 11,800 3,070 2,330 554,00 1,720 18,920 
KY E *]1,800 713,400 *2,160 #3 4.60 #5620 31,180 *20,200 

vete tele d οἷα 1,275 12,725 14,000 2,368 3,643 6,011 1,155 21,166 
Maine ...... 450 4,000 1454,50 1,150 990 2,140 183 6,773 
Μὰ, 2.552500 865 7,462 8,327 2,950 3,664 6,614 906 15,847 
Mass, ...... 1,370 14,300 15,670 4, 230 5,140 9,370 1,840 26,880 
Mich. ....2. *5;170 *20,680 25,850 37,380 39,020 16,400 1,750 414,000 
Minn, 5.555». *2,610 *10, 440 13,050 34,, 082 384, 988 9,070 750 22,870 
Miss. ...... 1,093 9,894, 10, 987 2,130 3,008 5,138 312 16,437 
Me. «ο. «ου οο 1,888 15,439 17,327 3,067 3,488 6,555 1,505 25,287 
Mont, ...... 7h6 : 3,731 662 808 1,470 5,401 
Nebr. cccace 500 8,320 8,820 1,650 1,580 3,230. 330 12,380 
Neve οοοσσσο 164 948 1,112 218 159 277 109 1,598 
N.H. 0000000 220 1,780 2,000 460 430 890 385 3,275 
Node οοοοσοοο *hs 520 *18,080 22,600 3357735 34,5565 8,300 1,400 32,300 
ΝοΜΕΧ, «οοοο 900 3,400 4,300 743 981 1,724 560 6,584 
NeYo 99.665 11,960 47,840 59,800 12,195 14,905 27,100 5,100 92000 
NIC. ως, 4772 18,235 23,007 3,539 L,l2h 7,963 188] 32,857 
No Dako ..... *h25 #4, 600 #5025 #800 #1035 #1,835 3250 110 
Ohio 0000000 3,552 25,006 28,558 10,358 9,170 19,528 4, 563 52,6149 
Okla....55.o 15,425 955 10,925 2,900 3,710 6,610 950 18,485 
Orego ..oo.. 1,718 6,873 8,591 1,579 1,930 3,509 1,077 13,177 
Pa. οοοοοοοο 359379 31,817 35,196 15,604 13,605 27 , 209 4,021 66,426 
Rolo ceccvee 160 2,080 2,240 725 910 1,635 260 4,135 
Soo: ιο ασ ὅ ο ο 900 11,350 12,250 1,900 3,600 5,500 325 18,075 
S,DRK, sooo LAL 4,988 5,429 1,251 693 1,944 187 7,560 


Utah ae o 870 2,550 3,420 1,760 900 2,660 #513 #6623 
Vix saires 95 1,725 1,820 345 360 705 8l 2,606 
Vas swmeskes 550 14,200 14,750 2,700 5,200 7,900 25425 25,075 
Wash, «sess *2,492 *9,970 12,462 2,280 *2,787 5,067 1,300 18,829 
WVAs oosooe 1,900 8,500 10,400 2,750 3,250 6,000 1,850 18,250 
Wis. askepes 2,080 13,920 165,000 ko 3h2 35258 7,600 1,045 24,645 
WEG. νά, 190 1,900 2,090 515 440 955 147 3,192 


Total ... 97,844 582,331 680,175 160,056 188,668 348,724 59,685 1,088,584 
* Estimated by NEA Research Division, 


ο 


TABLE 5,--ESTIMATED NUMBER OF TEMPORARY (EMERGENCY) TEACHERS AND ADDITIONAL SUPPLY 
NEEDED, 1952-53 AND 1953-54 


1952-53 


1 - 


——lemporary teachers Number of —Temporary teachers | Number of 
State Number Percent in additional Number Percent in additional 
employed elementary teachers employed elementary teachers 
(ef. 7: 3 kes + T-T- [— NERA 
2 
ἌΤΕ ο. dcssuaxmwensaiene 3,639 90% #600 3,300 92% i 
Ariz, 20000006040 Ό ο 70 0ο 0 0 
Ark. 00000000000 *1,000 #10 *300 *1,000 *43 *300 
Calif, 000000000 5,407 84 4,000 6,000 85 4,000 
Colo, ασοοοΟούσο 683 98 1, 000 785 89 1, 100 
Conn, 0000900000 600 95 0 650 95 0 
Del. 00000000050 57 82 150 70 85 175 
D, ο coooQgooonQoo 452 63 28 512 63 46 
Flas ος hoa 2,900 80 1,000 3,100 80 1,400 
Ga, 000000000000 *690 23 690 #700 22 614 
Idaho οοοοοσσσσο 881 7h #150 710 83 *120 
Ill. 00000000000 372 99 2,400 #400 99 2,600 
Ind. 00000000000 *450 *80 *600 *500 *80 #700 
IOW& occoccvccce 582 79 #450 500 77 *450 
KENS οσο miaon 4 0 200 1 0 400 
Kia, ciao aie vetus dn 2,800 85 1,100 *2,900 *80 1,700 
La, coooQooocooo 1,252 ΕΞ a et: z a 
Maine 0000000000 470 
Md. OQgooocoooo0o0oQo 2,221 80 1,183 2,918 82 1,139 
MASS. oooo000000 #350 #86 400 *350 *80 450 
Mich, o0000oooQon0oo00 55,500 91 9,000 7,500 93 10,000 
Minne ccoooooooo 337 87 1,000 400 85 1,000 
Miss, 000000000020 *390 *87 500 *390 ¥ 85 450 
Mos adutioguoxeus 6,256 70 *850 *6,000 *70 *950 
Mont, 0000009000 682 93 100 696 95 135 
Nebr, Όσοοοσοοοσο 971 75 0 662 88 [9] 
Νθνο 00000000000 10 100 150 *10 *100 90 
NeHe vec a:c6 228 86 633 250 85 725 
Νο] ο oooocoaoooocóQ 25576 88 593 2,800 90 650 
Νο Mexo οὐοοοοοο 8 0 #100 #10 0 *80 
N.Y. ᾳΟΟΟΟΟΟΟΟΟΟ 3,882 76 500 3,500 77 750 
Νοῦο oo00ooo0oQ0o000 2 2 2 7 ο 2 
Ne Παῖς, «οσο ra 100 600 4333 «95 *600 
ο ο... 380 *76 *1,050 *3,300 *70 *1,100 
Okla. Ο9ΟΟὀΟΘΟΟΘΩΟΟ ο ooo #225 0 ooo * 200 
Oreg.. axewwewawa 2,147 100 0 2,068 100 0 
ον ορ. 1,348 60 500 1,200 60 150 
Re Ἐν poreo νο-ο 75 72 *100 75 72 #100 
Sen, ον νο 176 32 *1,000 165 35 *1,000 
Si Dake Sasa sane 1,605 100 100 1,400 100 100 
Tenn. ov00n00000a 1,593 90 *1,000 1,550 90 *1,000 
Texas 0000000000 2,638 62 *1.000 2,500 60 *1,100 
ULAN ον σενα 793 80 #300 816 81 $400 
As Ccooooooóoooo0o00 247 70 75 350 72 90 
Va, 000000000000 25545 81 *1,000 2,600 81 *1,500 
ο κώμη 1,202 79 1,000 1,200 80 1,000 
Wo Vaa d agpaicanicine 1,278 88 *1,000 1,300 88 *1,100 
Wis. oooooooóoconon 1,865 95 200 2,046 94 235 
Wyo. 9009080000000 12 100 *30 10 100 *40 
Total 5... 69,626 81% 37,062 71,589 82% 40,544 


* Estimated by NEA Research Division, 


ss 


Needed supply defined as number needed in addition 
to emergency (or substandard) teachers to reduce teacher load and provide adequately for 
present enrolments, 


TABLE 7.--ESTIMATED DISTRIBUTION OF TEACHERS! SALARIES, 1953-54 


Percent of teachers d 
Below $2,500- $3,500- $4,500 


State 


————— ————————D 


emos 2 2 4 5 6 
Ala. 0000000€00000000000000 $2,610 450 50.0 ο [4 0.0% 
0 


Ariz. 0co0o0000000000000000c09090 
Ark. οοοοοΟΟΟΟΟΘΟΟΟΟΟΟΩΟΘΟΩΦΟ 
Califo o5oocoo20c00c0c00006 
Colo. 000099000000000006€00900 
Conn. 000000000000000000006 
Del. caogoogooócoóoóoooooooocoooon 
Flas 65o$o6oscovacciss6ses 
Ga, o000090000000060e€0c060006*90 
Idaho 0000000600000000000098 
Ill. aooocooaocosooocoocoooanaoaocoooaooo 
Ind. 0000000000000600000000 
Iowa 606000006000006€enoo0o000 
Kans. o090€0000000000000c0292000 
Kyo 0960600a00000000000000000 
La. ΦΟΟΟΟΦΟΟΦΟΟΟΘΟΟΟΟΘΟΟΟΟΦΟ 
Maine 600006066€6000000000000090 
Md. 000000000000000000000090 
Mass. o00090000006€0000c050000096€ 
Mich. 00600008400060e6*50000000 
Minn. 006€600006€000000800000060 
Miss. "8606000060c00n000006090000 
Mo. 9000600000020000000060090 
Mont. ΦΟΟΟΟΟΘΟΘΟΘΟΟΟΟΟΘΟΟΟΟΦΟ 
Nebr. o06000000000000000000 
Nev. o0oesoocoooococonooeooocoe 
ΝοΠο Ο0ΟΟΟΟΕΒΟΟΩΦΟΟΟΟΘΟΟΟΟΟΟΟ 
Νου ο o0000800000800000000000 
Νο Mex. O00o0c0000000000000080 
ΝΥ ο Φ060ΟΘΟΟΩΟΟΟΟΘΟΟΟΟΩΟΟΟΦΟΟΡΟΦΟ 
NC. 90060€0000000000006000000 
N. Dak. 0000000000000090900 
Ohio €ooQqgooceeococoeoecoooaoaoooooc 
Okla. o600000009020000000600000 
Oreg. 60606000000000000000000 
Pa. 900000000000000000600000 
Rel. 66000060000000006000000089 
S.C. ocoooco0goQet€oceoooooocbco 
So Dak. 66000000a80006€000€29€9 
Tenn. 0000000066000000900000 
Texas o000008000€6€0000€000600060 
Utah 0000000000000000000000 
Vt. 0000000000200e€000000000€ 
Va. 000000000000000000000e€0 
Wash. ΟΦ0ΟΟΘΟΟΟΟΘΟΟΟΟΟΟΟΟΟΟΟΟΟ 
Wo Va. ϱ0Ο0ΟΟΟΟΘΟΟΟΟΟΦΘΟΟΟΦΟΟΦΟΟ 
Wis. 9€000600060€6€000000c6000 


Wyo. €0060006009000000000000 


Total 00000606€000000600000 


Classroom teach- 
ers! average sal- 
ary, 1953-54 


3,850 
*2,035 
* 4800 

3,500 

4,000 

45213 

3,600 

2,720 

3,320 
*4,015 
*3,785 

3,230 

3,190 

2,300 
* 35225 

25645 

45187 
* 4,000 

4,000 

3,250 

1,741 

39100 

3,435 

2,510 

3,680 

3,225 

45170 

4,059 

45,650 

3,175 
*25, 750 

3,800 
* 3,340 

35995 

3,832 

3,825 

25765 

2,800 
* 2,620 

3,326 

35400 

25,900 

2,925 

ὁ» 247 

2,960 

3,661. 

3,300 
$3,605 


* Estimated by NEA Research Division. 


——————— 


$2,500 


o 


*'70, 


a 


ο 
ooo o 


9 


ΟΟΟΟΟ1ὌΟΟΟΟΟΟΟΟΟΟΛΟΙ” 


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7 


o 


0 
1 
5 
0 


rN 
ο ο ο 


* 
KOM Ὁ κ x% 


ο 


8 
5 
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0 
5 
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9 
MOOCTOOMDODOCOCO 


ο 


ο 
ΣΕ ΟΟΟΟΟΟΟΝΙΟΟ 


Εν 
Ho 


3,499 


35.0 
*27,0 
5.0 
59.0 
24.9 
2347 
62.0 
*69,0 


x x* 


x 


ο 


* 


PSESSESRSRSSER 


ο 


43499 


* 

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ο o o 05 ο ο 


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IUBSSIPOPGEPSARG 


o 


o 


ο 


ο 
ΨΟΟΟΟΟΟΟ ΟΟΟΟΟΟΟΟΟ 


2179 


and 
above 


21.6 


= 


ϱ ο 


o 


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A 
| ooogoumrzrpPmmpoumbpBomo 


6 0 o o 


* 


o 


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be 


= 
o ο ο OQ d 
ΟΟώΟΟΟΓΟΟΟΟΟΟΟΟΟΟΟΟΟΟΟ 


o 


o 


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m 
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9 


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οοσοοσοσοσν”ι:ποΟο 


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E 


. -19- 
TABLE 9.--ESTIMATED CURRENT EXPENSE AND CAPITAL OUTLAY, 1952-53 AND 1953-54 


ον 953... - 
Total current Current ex- Total capital 


Total current Current exe Total capital Fercent of total 
expense pense per outlay 
in thousands) (in thousands) 1952-53 


1953-54 


78,000 
: 4,800 43,000 


$112,00 7,555 73.6% 
292,22 5,000 30.1 29.6 


42, 044, 110.00 8,000 46,248 115.00 6,000 57,7 58.0 

584, 000 281,00 700,000 713,000 323.00 825,000 — 44,5 49.1 

66,000 273.00 10,000 71,000 292.00 10,000 20,3 16.9 

88,258 258.00 27,000 91,375 265.00 30,000 15.0 16.4 

14,353 *300.00 *5,000 *16,205 *315.00 *6,000 «85,0 *24,8 

24,336 270.00 1,451 25,000 277.00 3,313 the dx 

100,570 202,00 28,014 112,000 214.00 30,000 47.7 51.2 

115,400 174.89 14,100 120,500 176. 64, 20,000 — 72.4 72.6 

25,500 1210.00 κά 000 *27,300 *215.00 *4,000  *23.0 924.2 

327,707 266.56 81,218 360,478 293.21 89,339 11.0 12.1 

*165,375 1250,00 *20,000 5171,310 4252,00 *20,000 »38.5 *38.0 

127,000 280, 00 35,000 140,000 295.00 38,000 11.1 10.1 

75,308 250. 00 7,500 81,333 255.00 £,000 21.1 20.7 

71,586 145.00 5,212 *82,677 «160,00 *5,500 39,5 38.9 

105,626 225.76 23,548 108,000 230.609 25,000 62.3 62.3 

27,700 184.66 4,038 29,000 195,00 3,000 18.2 17.7 

MÀ, sare soigne 88, 796 222,89 37,522 99,689 233.20 43,511 35,9 35.5 
[^ MOEN 156,000 274.00 20,000 162,220 285.00 20,000 19.2 19.2 
Mich. Leere 280, 100 255.00 92,400 300,000 264.00 101,600 — 44.4 42.6 
141,360 298.00 46,401 158,600 312.00 50,000 27,0 30.5 

46,616 100.81 *10,000 47,450 102.71 *12,000 53.0 53.1 

129,448 223.47 38,000 140,000 232.00 38,000 26.6 25.0 

31,856 314.10 12,829 34,000 316.00 10,000 29,1 29.4 

52,000 242.00 5,975 52,500 245.00 6,180 9.4 6.9 

Neva. kasae eser ον 8,092 253.53 5,118 9,500 ,, 260,00 5,000 30.8 38.2 
ΜΗ, pio sodon 18,435 245,77 2,750 19,625 266.00 2,750 2.9 4.0 
Io ος sesi 216,000 331.00 42,000 234,000 338.00 45,000 17.7 16.7 
N. Mex, sesesceee 34,517 253.28 5,836 36,000 250,00 6,000 — *B4.1 Bhel 
NX εκανε. dés 640,000 350.00 225,000 670,000 356.00 250,000 40.0 39.4 
i 143,000 164. 00 30,000 153,000 173.00 25,000 69.3 71.0 
27,846 243.20 5,440 429,000 9250.00 *5.000 — 24.1 424.1 

275,000 210.00 100,000 290,000 215,00 115,000 -*40,3 *40.0 

90,264 218.70 14,727 95,000 235.00 15,000 47.6 48.6 

79,824 315.00 32,089 89,722 . 328.00 36,0722 30.6 30.1 

363,785 224,00 125000 406,213 241.00 175,000 30.5 32.1 

21,085 235.29 2,354 28,000 240.00 2,500 12,8 11.6 

S: Ce messes 69,173 158.00 23,422 74,000 168.00 35,000 ἐδιό 74.4. 
3; Dake κώνο ε 33,713 269.01 4,440 35,521 273.00 4,740. — 11.7 11.9 
νο ον 85,123 139.61 23,067 92,000 145.00 24,000 52,8 55.9 
293,285 228.60 65,792 298,488 223.40 60,000 45.6 45.8 

32,740 204.00 11,375 34,700 210.00 12,000 — 31.6 31.6 

13,262 225,00 1,761 14,100 250.00 2,000 18.2 20.5 

Và, κκ nnno 100, 280 170.98 57,296 108,700 185.00 160,000 37,0 39.7 
[νην 113,486 275.10 46,187 119,726 287.00 46,000 53.6 56.4 
; 69,943 173.00 14,596 74,650 175.00 31,186 49.8 49.9 
126,000 267.00 22,000 135,000 285.00 25,000 19.7 19.3 

16,500 316.00 1,500 17,000 317.00 1,200 34.6 33.9 

Total .,.... 85,874,759 $235.48 $2,111,213 $6,375,840 $247.45 $2,500,446 36.5% 37.31 


a ————— 
* Estimated by NEA Research Division. Please note that three zeros should be added to amounts listed in columns 2, 4, 5, and 7, 


————————————————————————————————————— 


2] 2 
TABLE 11.—-ESTIMATED TYPES OF TEACHER SHORTAGE AND STATUS OF TEACHER- 
EDUCATION ENROLMENTS, 1953-54 
Teacher educa= 
tion enroiment 


Rural Urban in 1953-54 Outlook for en- 
State Elemen= Secondary Elemen- Secondary As com- As com  rolment in next 
tary Regular Special tary Regular Special pared pared 
with with Elen. Sec. 
eT (7271 ee oS —— 
2 
Ala..... Some Small Some Some Small Some Same Same Short Bal. 
Ariz...» Some Small Small Smell Small Small Larger Larger Short *Bal. 
Ark.....¥Some  *Small *Some *Some *Small *Some *Larger *Same *Short *Over 
Calif... Some Small Some Some Small Some Smaller Smaller Short Bal. 
Colo.... Large Small Some Large Small Some Same Same Short Short 
Conn.... Some Small Small Some Small Small Larger Same Short Over 
Del..... Some Small Some Some Small Some Larger Same Short Short 
Di ορ ο T ene Some Small Small Same Same Short Bal. 
Fla..... Large Some Large Some Small Some Larger Same Short Over 
Ga,..... Some Some Some Some Some Some Same Same Short Bal. 
Idaho... Large Small Some Some Small Some Same Same Short Short 
I11.....*Some *Some  *Some *Large *Small *Small  *Larger *Same #Short *Bal, 
Ind.....*Some  *Some *Some *Some  *Small *Some *Larger *Same *Short *Short 
lowa.... Large Some Large Large Small Some *Larger *Larger Short Bal. 
Kans.... Some Smali Some Some Small Some Same Larger Short Bal. 
Ky...... Large Some Large Some Some Some Larger Same Short Short 
La...... Some Some Some Some Some Small Larger Smaller Short Bal. 
Maine... Some Large Large Some Small Some Same Same Short Bal. 
Md...... Some Small Small Some Small Small Larger Larger Short Bal. 
Mass,... Some Some Some Some Some Some Same Larger Short Over 
Mich.... Large Some Some Some Small Some Larger Same Short Short 
Minn.... Some Small Small Some Small Small Larger Larger Short Bal. 
Miss.... Some Small Some Large Small Large Same Same Short Short 
Μο.,..... Some Some Some Some  XSome *Some Same Same Short Short 
Mont.... Large Small Some Small Small Some Same Same Short Bal. 
Nebr...» Small Some Some Some Small Small Smaller Larger Short Bal. 
Nev..... Small “Small Some Small Small Small Larger Same Short Short 
N,H..... Some Small Some Small Small Small Same Same. Short Short 
N.J.,...*Some  *Small *Some *Small *Small *Small  *Larger *Lerger  *Short *Bal. 
N.Mex... Some Some Some Some Small Some Same Same Short Over 
N.Y..... Some Small Some Small Small Small Larger Larger Short Bal. 
N.C..... Large Some Some Some Small Some Larger Same Short Short 
N.Dak... Large Some Large Some  *Small Some Smaller Larger Short Bal, 
Ohio ...*Some *Small *Some *Large *Small *Small *Larger "Larger *Short *Over 
Okla.... Some Small Some Small Small Some Smaller Same Short Bal. 
Oreg.... Some Some Large Some Some Large Larger Same Short Short 
Pa&...... Some Small Some Some Small Some Larger Same Short Bal. 
R.I..... Some δή, ΗΝ Some Some Some Larger Larger Short Bal. 
oeeoe Omall Some Some Smali Small Some Smaller Same Short Short 
S.Dak... Large Small Some Some Small Some Smaller Larger Short Short 
Tenn.... Some Small Some Small Small Some Larger Same Short Short 
Texas... Large Some Large Large Small Some Same Smalier Short Short 
Utah...» Large Some Some Large Some Some Same Smaller Short Short 
Vt...... Large Some Large Small Small Some Same Same Short Short 
Va...... Large Some Some Some Small Some Larger Same Short Short 
Wash.... Some Small Some Large Small Some Larger Larger Short Short 
W.Va.... Large Small Some Small Some Some Same Smaller Short Short 
Wis..... Large Small Some Some Small Some Same Same Short Bal. 
Wyo..... Some Small Some Some Small Some *Same *Same *Short *Short 
*Estimated by NEA Research Division. Colums 2-7: Smal] means "practically none"; Some 
means "considerable"; Large means "very large." Column 8: Smaller means "much smaller" and 


Larger means "definitely larger." Columns 9-10: Short means "large shortage"; Bal. means 
"Balanced supply and demand"; Over means oversupply," 


———————————————————