Noy ο. 
23 1956 
Compiled October 1956 
Issued November 1956 
ADVANCE ESTIMATES OF PUBLIC ELEMENTARY AND SECONDARY SCHOOLS 
FOR THE SCHOOL YEAR 1956-57 
Prepared by 


Research Division, National Education Association of the United States 


This report shows the following 
significant changes in the nation's 


publie schools for 1956-57 as compared THIS SUMMARY is a series of estimates 
with 1955-56: based upon information supplied by state 
and territorial departments of education 
e an increase of 1,197,000 in en- and education associations. It is the 
rolments in public elementary fifteenth in a series of national esti- 
and secondary schools mates begun in 1942-43. 
e an increase of 55,000 in instruc- Most of the figures are estimates 
tional staff based upon facts of previous years, ad- 
Justed by expert opinion and preliminary 
e an increase of $731,300,000 in state studies. A number of the states 
current expenditures have not completed their statistical 


compilations for 1955-56 and only a few 
e an increase of $15 in the average | have systematic data for 1956-57. 


current expenditure per pupil in 
average daily attendance On the basis of previous experience 
it is believed that the present summary 


e an increase of 4.7 percent in the | presents a reasonably accurate picture 


average salary of instructional of nationwide conditions as of October 
staff (classroom teachers, prin- 1956. Adjustments for individual states 
cipals, and supervisors) may be expected from official studies in 
the next two years. In using these 
e an increase of $317,400,000 in figures identify them as estimates, not 


expenditures for capital outlay as official statistics. 
and interest 


Most of the fore. cing changes were not unexpected, but some of them, such as ine 
creasing enrolments, indicate a further piling up of the instructional, financial, 
personnel, and housing problems which have adversely affected schools during the past 
few years. In several respects the outlook for 1956-57 is clearly unfavorable: 


ο The enrolment in teacher-education institutions is not gaining rapidly enough 
to fill the need for qualified teachers. 


e School systems are still employing about 80,000 teachers who are not fully 
qualified for standard certificates. 


ə The shortages of classrooms and qualified teachers continue to deprive 840,000 
pupils o: full-time schooling. 


e The shortages of buildings and qualified teachers, especially critical in the 
elementary schools in recent years, are now producing serious problems at the 
Secondary-school level, especially in urban school districts. 


- d 


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 reasonable size. 


In 1939-40 there were relatively few classroom teachers who did not hold "rege 
ular" certificates for teaching in their respective states. By 1946-47, »2out 1 
classroom in every 7 was being taught by a person holding a substandard certificate. 
Then the proportion declined steadily from year to year until it reached 1 in 15 in 
1951-52 and 1952-53. The ratio was 1 in 14 in 1953-54, l in 13 in 1954-55, 1 in 14 
in 1955-56, and is expected to be close to 1 in 15 in 1956-57. 


Each year since 1953-54, approximately 80,000 emergency or substandard classroom 
teachers have been employed in the public schools. The "emergency teacher" situation, 
thought to be a condition which would disappear within 10 years after World War II, 
is still with us. On the other hand, in recent years the situation has become stabi- 
lized (lanole 4). 


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


Table 12. A summarized comparison of reports for 1955-56 and 1956-57 (exclusive of 
the District of Columbia) is as follows: 


Number of states in which the shortage is 


Type of position Very small Considerable Very large 
1955-56 1956-57 1955-56 256-51 1955-56 1956-57 

Rural elementary teachers ..... 1 2 32 31 15 15 
Rural secondary teachers 

Regular covesesccseccecsseae§ 13 dL 33 35 1 1 

* Special ο ο l 2 41 38 5 7 

Urban elementary teachers ..... 12 13 32 31 4 4 
Urban secondary teachers 

Re Cular- οσο ο 65's δρα e 28 27 20 21. 0 0 

*Special Ceeeeereseseeseesees 12 TI; 32 31 4 6 


(*The term "special" applies to such fields as industrial arts and physical edu- 
cation.) 


The foregoing summary and detailed reports for other years since 1950-51 suggest 
an adverse trend in the supply situation. Conditions appear to be least satisfactory 
in rural elementary schools. In the early 1940's the shortage of teachers first be- 
came acute in rural schools because the urban places, with their higher salaries, were 
able to draw off teachers from the small towns and open country. It may be that his- 
tory is repeating itself. Apparently the supply of urban elementary-school teachers 
has not improved in some states. The secondary level in urban schools is showing 
some evidence of the increasing weight of mounting enrolments. 


Why teachers leave--Forty-two states (Table 5) have reported estimates of the 
number of teachers leaving the profession in their states in 1955-56 and in 1956-57. 
Ihe total of about 97,000 in 1956-57 indicates & turnover of about 9.1 percent of the 
instructional staffs in those states. The "turnover" does not mean a complete loss 
to the profession since, on the average for the 36 states reporting reasons for leav- 
ing 19 percent left to go to other states where presumably a majority will continue 
in teaching. Therefore, it is estimated for the nation as a whole that the total 
turnover is about 114,000; of these, about 92,000 drop out of teaching. 


S 


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 
IO505T. $55 ward jn ati ο ο ο ipie 5 11l 32 
ΙΕ Σο ο πο 3 19 26 
1952-53 **"e25600422009060096*^54920200228228 4 17 27 
1953-54 ο ο ΟΥ. ο σσ 6 18 24, 
1954-55 »e296000020004920006092959022€9 9 9 30 
πρι paan celal ο ον 4 6 38 
1956-57 59299909929200ep002602090€2400502 3 3 42 


By 1950-51 enrolments in teacher education equaled or exceeded those of prewar 
1940-41 in all except five states, From 1951-52 thru 1953-54 the trend was unfavor- 
able because of the competition for manpower arising from expanding industries and 
governmental services and the heavy manpower demands of the military forces. In 
1954-55 there was an upward turn in teacher education enrolments which continues thru 
1956-57. Details for 1956-57 are shown in Table 12, colum 8. 


Respondents also were asked for opinions on how the 1956-57 enrolments in teacher 
education compare with the enrolments in 1955-56. One state reported that this year's 
enrolments are smaller; 18, that enrolments are about the same; and 29, that enrol- 
ments are much larger than in 1955-56 (Table 12, column 9). 


In anticipation of the next few years state officials are asked to estimate how 
well the teacher-education enrolments in 1956-57 would meet the probable demand for 
teachers in the next three years. The estimates for the 48 states are given in Table 
12, columns 10 and ll, Comparisons with other years may be summarized as follows: 


Number of states expecting supply in the next three years _ 


Type of 1ο be short lo be balanced Io be an oversupply 

teacher 254-25 1925-56 1956-57 1954-55 1955-56 1956-27 1954-55 1955-56 1956-57 
Elementary ... 45 48 AT 3 0 l 0 0 0 
Secondary .... 30 40 43 16 8 5 2 0 0 


From a review of the foregoing opinions with regard to teacher-education enrol- 
ments it can be seen that the outlook for an adequate supply is not favorable. All 
states expect the shortage of elementary=school teachers to continue into the next 
three years. 


With regard to secondary-school teachers 43 states expect a shortage in the next 
three years. In 1953-54 the number in the "oversupply" column was 6; for 1954-55 the 
number is 2; for 1955-56 and for 1956-57, zero. In other words, the increasing en- 
rolments, which struck the elementary schools in greater numbers about 1947, shows an 
increasing effect in secondary schools. 


Teachers' salaries—The estimated average salary for all instructional personnel 
(classroom teachers, principals, and supervisors) in 1956-57 is $4330, an amount 4.7 
percent higher than the $4135 estimated for 1955-56. Table 6 gives detailed figures. 


The purchasing power of the average salary of the instructional staff is shown 
by two methods of c^lculation. In 1953 the U. S. Bureau of Labor Statistics issued 
a revised Consumers! Price Index, with the 1947-1949 dollar as the base of 100.0 
instead of 1935-1939 as formerly. The average salary of $4330 in 1956-57 is worth 
as much in goods and services as {2211 was worth in 1935-1939. In 1947-1949 dollars, 
the average of $4330 is worth $3698. September 1956 prices are used in these estimates. 


-7- 


Year Elementary3/ Secondary3/ Total 
1950-51 .....eeoneecescceces 19,900,000 5,806,000 25,706 ,000 
1951-52 ..“.͵».͵»».͵»»»»».»» 20,680,867 5,881,797 26,562,664 
1952253 νοκ οσο esses» 219912 OQO 6,167,000 27,739,000 
1953-54 «νοκ «ο eos osos 22,546,000 6,290,000 28,836,000 
1954-55 ...eeeeese eo oeesoceo 24, 091,500 6,582,300 30,673 980083 
1955-56. ο a wie πμ... 24,,588 ,000€* 6,860,000 31,448, OOOH 
1956-57 eeeereaeeeeeeneoeeee 25 54.78 ,000** 7175 ,000** 32,653 ,000%* 


(**Figures for 1954-55 taken from press release issued September 8, 1955, by 
the U. S. Office of Education. Figures for 1955-56 and 1956-57 from similar release 
issued September 2, 1956.) 


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 many children are deprived of 
full educational opportunities. The most obvious type of deprivation is in those 
communities where children must attend schools in shifts or for so-called half-day 
sessions. 


Each year this series of advance estimates has attempted to present an estimate 
of the number of children who mist attend school for less than a full day. It has 
been difficult to obtain complete and entirely reliable 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 ses- 
sions are restored to the regular school hours. On the basis, therefore, of incom- 
plete reporting, estimates show that at least 840,000 children (that is, total enrol- 
ment multiplied by 2.6 percent, columns 7 and 8, Table 11) were on half-day or simi- 
lar part-time arrangements in 1956-57. 


The U. S. Office of Education has estimated that in 1955-56, communities built 
approximately 67,000 classrooms. Despite this annual construction, building is not 
keeping pace with classroom needs. An increase in enrolment of 1,200,000 and about 
840,000 on part-time schedules suggests a need for at least 70,000 additional public- 
school classrooms in 1956-57. In addition, there is need for classrooms to replace 
the obsolete present buildings. 


Another type of deprivation is to be found in the overcrowded classrooms where 
it is impossible for the teacher to give every child individual attention. An NEA 
Research Division study of urban communities estimates that 22.2 percent of all ele- 
mentary-school pupils in these urban districts were in classes enrolling 35 or more 
children. If these classes were limited to 30 pupils, elementary schools in these 
School systems would need to have 30,488 additional classrooms and teachers. 


SCHOOL INCOME AND EXPENDITURES 


Income-—In 1955-56 the total income of public elementary and secondary schools 
was $11,592,074,000; a total income of $12,556,452,000 is expected in 1956-57. This 
is a gain of nearly a billion dollars. School income is made up of revenue and non- 
revenue receipts. 


3/ Elementary is defined as kindergarten thru Grade VIII; Secondary as Grades IX 
thru XII. 


a 


Number of states in which the building shortage is 
lype of school Very small Considerable Very large 
l955-56 1956-57 1955-56 1956-517 — 1955-56 1956-57 


Rural 
Elementary Ὁ ΠΠ 20 17 22 23 6 8 
Secondary (omitting Rhode 
Island) eesesvsseesesssé 14 12 29 30 4 5 
Urban 
Elementary Ὁ ο Ἢ 0 0ο 28 28 20 20 
Secondary Co eecrsevocsrveve 4 3 31 32 13 13 


The foregoing summary suggests that the building situation for the nation as a 
whole has definitely become worse and now affects both elementary and secondary 
schools in most states. 


Additional classrooms needed--This year the survey asked states to estimate the 
number of additional classrooms needed to reduce class size and to replace obsolete 
and makeshift classrooms. Thirty-six states supplied estimates (see Table 13). 


In 36 states, a total of 78,653 classrooms were reported as the number needed. 
If all states had supplied estimates it is probable that the total would have been 
about 120,000. 


The Situation in the Territories and Outlying Areas 


Some idea of the differences among the outlying areas and their status as com 
pared with the states can be obtained from Table 14. 


TABLE 2,--ESTIMATED NUMBER OF INSTRUCTIONAL STAFF MEMBERS IN PUBLIC ELEMENTARY 
AND SECONDARY SCHOOLS, 1955-56 


State 


Ala, eeocooocecsvo 
ΑΤ1Ζ, «99669000 


Colo, α.».».».....».. 


Conn. secccveceves 
μα ο 
D. C, 9999990900 0 
PLA, πρ ο μα” 


Ga. «ο «ο ον 


Idaho ............ 
TIL. noev6stei ae ove 
Mai ouse sasasi 
LOWE. live err om 
Kans., 9600460900 


KS biel ioo eid EE 
La, coccceseesndoc 
Maine ............ 
ο ον 
MASS. 9694940000 


Mich. 9995552000 
Minn. 9999999900 
MLSS. «999995 
MO, οὐ. .99 9920000 


Mont. cevccccccecs 


Nebr. ............ 
NETS amass «eet ox 
Νο He ceccsocccces 


Je secccceccere 


Ν. 
Ny MEX, 3vbixesaes 


N, Y. οσα ον 
N. C. ο σσ 
N. Dak. Sst unser 
Ohio ......... 
Okla, «οοοοοοοο 96 


Üreg.. ον ο sie bs 
Pa. «ους 99 99ο ον 
R, I, ο 9 όσο 


Se C. leeren 


S. Dak. .......... 


Tenn, 5599665923559 
TEXAS! ore oie ο ὃν ο ο 
Utah ο. 
Ιλ τσ 


Va, 9990 9ο 0 


Wash. cccssccevons 


Total ....... 


Elementary-school 


500 
1,362 
600 
11,500 
1,839 


1,646 

195 
96* 

1,407 
1,150* 


625* 
5,700 
3,890 

910 
1,122 


1,700 
1,256 

566 
1,013 
2,173 


6,200 
2,720 
906 
2,200 
566 


515 
268 
231 
2,500 
740 


5,800 
2,550 
4BO 
4,179 
860 


1,920* 

3,404 
175 
850 
m 


1,725 
5,097 
669 
110 
678 


2,000* 
954 

2,300 
177 


90,468 


clas 
Me 


om teach 


———ciassroom teachers 


13,500 
4,436 
7,290 

43,506 
7,359 


8,531 
1,303 
1,834. 

13,482 

18, 707κ 


2, 863ν 
33,500 
13, 560. 
13,655 
10,840 


12,020 
12, 200 
4,404 
8, 280 
15,680 


24, 800 
ΤΟ, 880 
9,808 
16,663 
3,543 


8, 860 
1,207 
1,921 
21,500 
4,100 


46,500 
22,216 
4,570 
30,615 
8,700 


7,678. 
32,052 

2,275 
11,400 

5,030* 


15,110 
36,858 
2,937 
1,793 
15,663 


10,210* 
8,079 

14,500 
1,886 


628, 306 


rs 
Tota 


14,000 
5,798 
7,890 

55,006 
9,198 


10,177 
1,498 
1,930* 

14,889 

19,857» 


3,488* 
39,200 
17,450* 
14,565 
11,961 


4,970 
9,293 
17,853 


31,000 
12,600 
10,714 
18,863 

4,109 


9,375 
1,475 
2,152 
24,000 
4,840 


52,300 
24,766 
5,050 
34,794 
9,560 


9,598 
35,456 

2,450 
12,250 

5,475» 


16,835 
41,955 
3,606 
1,903 
16,341 


12,210 
9,033 
16,800 
2,063 


718,772 


Secondary-school 


classro eacher 


om teac 8 
ome: Total 


Princi- 
pals and 


Other 
instruc- 


- 11 - 


Total 


3,000 8,000 11,000 1,000 ΠΗ 26,000 
1,291 683 1,974 525 225 8,522 
2,350 3,300 5,650 575 60 14,175 
13,000 16,192 29,192 6,592 2,177 92,967 
1,326 1,621 2,947 1,050 200 13,395 
2,823 2,499 5,322 898 174 16,571 
698 506 1,204 152 PA 2,854 
585* — 1,127* 1,712. 236* 107. 3,985. 
4,684 5,728 — 10,412 1,307 922 27,530 
3,900* — 6,178* 10,078» 900* 170* 31,005* 
725* 8419 — 1,566» 404* T 5,458 
8,800 8,700 17,500 3,300 sse 60,000 
4,940* — 5,210*  10,150* 2,300" 1,100» 31,000* 
4,385 3,480 7,865 1,279 qs 23,709 
3,301 3,216 6,517 1,900 Es 20,378 
2,510 3,960 6,470 750 100 21,040 
2,750 3,950 6,700 1,598 96 21,850 
1,094 886 1,980 200 Ves 7,150 
3,584, 4,091 7,675 1,013 ον 17,981 
5,610 5,883 — 11,493 1,200 40 30,586 
9,000 11,000 20,000 1,775 my 52,775 
4,545 5,555 10,100 990 ike 24,690 
2,429 3,2 5,700 385 eic 16,799 
3,426 3,891 7,317 1,159 iva 27,339 
1,124 638 1,762 252 13 6,136 
2,050 1,710 3,760 368 dis 13,503 
285 210 495 107 gis 2,077 
633 602 1,235 184 98 3,669 
4,700 5,300 10,000 1,700 es 35,700 
450 1,300 1,750 700 ον 7,290 
20,500 21,400 41,900 5,300 μες 99, 500 
3,807 4,857 8,664 1,896 one 35,326 
810 1,040 1,850 200 vss 7,100 
12,169 10,251 22,420 1,968 120 59,302 
3,600 4,600 8, 200 2,000 50 19,810 
1,620" 1,984" 3,604 1,204 290 14,696 
14,002 14,003 28,005 4,243 2, 264 69,968 
925 1,175 2,100 320 ος 4,870 
2,150 4,200 6,350 450 d 19,050 
1,100* 571* — l,671* 205% je. 7,351* 
2,554 3,832 6,386 2,800 vis 26,021 
10,689 12,863 23,552 1,850 1,750 69,107 
1,764 881 2,645 521 245 7,017 
374 407 781 95 148 2,927 
3,255 5,898 9,153 2,404, Sars 27,898 
3,025* 3,819. 6,864 1,249 852 21,175 
2,371 3,364 5,735 1,784 168 16,720 
4,460 3,385 7,845 1,150 m 25,795 
621 457 1,078 182 A 3,323 
189,794 218,535 408,329 64,620 11,369 1,203,090 


* Estimated by NEA Research Division. 
—————————M———ÓM a 


= 45-2 


TABLE 4,--ESTIMATED NUMBER OF TEMPORARY (EMERGENCY) TEACHERS AND ADDITIONAL 
SUPPLY NEEDED, 1955-56 AND 1956-57 


1 


1955- = 
teachers Number orary t Number 
Number Percent Percent Percent of ad- Number Percent Percent Percent of ad- 
State employ- ín ele- in rural with less ditional employ- in ele- ἀπ rural with less ditional 
ed mentary schools than four teachers ed mentary schools than four teachers 
schools years col- needed schools years col- needed 
lege prep- lege prep- 
aration aration 
1 2 7 8 9 10 11 
Ala, essee 32,600 90% 80% 75% 900 3,000 90% 80% 75% 600 
Ariz. sees 55 100 95 98 100 60 100 95 98 110 
Ark, «κο. 4,300 80 65 100 250 4,500 80 70 100 275 
Calif. «6. 9,158 80 70 40 5,400 9,500 75 70 40 5,700 
Colo, α... 613 87 85 70 9 750 85 84 70 ο 
Conn, sese 950 93 6 32 0 1,060 85 7 29 100 
Del. ..... 141 84 75 0 100 180 80 75 9 110 
D, C, sees 500* 63* ο. 57% 312" 350. 65» ον 57* 2008 
Flay. rsss 669 90 50 100 621 610 90 50 100 650 
Ga. ...»». 300* 99" 90* 12* 675* 250* 99* 92* 10* 700* 
Idaho .... 935* 72* 50* τον 200. 825. 71* 55* 75* 220* 
Hl, saeia 500 98 70 100 3,000 550 98 70 100 3,200 
Ind. «κε — 2,900* 72* 68* 55* 2,400* 3,100* 72. 68» 57 2,500" 
300 67 65 76 1,500 300 59 65 74 1,500 
Kans. coos 0 tee t.. vee 550 0 vee ... s.. 600 
Ky, 4. 2,400 82 90 91 2,300 2,425 83 90 92 2,450 
La, ...... 900 64 75 25 800 63 75 25 
Maine ss.. 400 30 80 40 300 450 35 85 40 325 
Md. «κε 3,957 75 50. 43 1,233 4,160 77 558 44 1,300 
Mass, sees 600 80 20 90 1,300 800 85 25 90 1,450 
Mich, «+e. 6,500 85 50 60 0 6,500 BO 55 65 0 
Minn. sese 400 71 32 75 1,300 425 70 32 75 1,400 
Miss. sese 600 85 80 100 1,375 550 85 82 100 1,400 
Mo, ...... 2,300 65 50 65 1,700 2,300 65 50 65 1,700 
Mont, sees 592 15 80 93 250 600 15 80 91 210 
Nebr, sasse 1,180 48 26 60 0 1,300 50 27 60 0 
Nev. seose 2 100 0 100 0 2 100 0 100 0 
N.CHz ος 292 78 54 33 900 325 75 60 35 950 
Ν. J. eers 3,800 89 42 31 2,000 4,000 85 42 31 2,000 
N, Mex, .. ο ... T T 350 TP eee ove 400 
N. Y, ,... 5,300 70 60 25 900 5,700 70 60 25 900 
Ne Co .... 2,029 90 82 91 865 2,100 90 83 90 750 
N. Dak. .. 550 98 98 98 600 600 98 98 98 500 
Ohio sss.. 2,900 98 60 42 300 3,000 97 60 44 200 
Okla. .... 0 iss E: «.. 1,000 Por "PM κο 800 
Oreg. .... 2,504 25 65 65 0 2,158 25 59 59 0 
Pa. ...... 4,000 25 60 14 2,285 4,200 25 60 14 2,325 
RIS v2. 144 67 50 20 100 175 67 50 20 100 
Se C, vues 375 100 90 100 250 400 100 90 100 275 
S. Dak. .. 333. 99* 91* 100* 200* 300* 99x 91. 100» 200». 
Tenn, sese 1,200 80 75 95 2,000 1,150 80 75 95 2,000 
Texas ,.,. 1,800 75 60 100 4,000 1,000 75 60 100 4,400 
Utah s.es. 1,156 69 55 56 500 1,300 78 58 60 550 
Vi. cesses 482 75 29 85 220 500 80 30 85 235 
Va. ...... 2,500 86 90 95 1,500 2,600 88 90 95 1,600 
Wash. cess — 1,449 8l 52 ai 1,256 1,574 80 52 80 1,475 
M. Va. ... 1,666 95 95 86 1,200 1,600 95 95 84 1,100 
Mis. seese 2000 75 40 75 250 1,900 75 40 80 250 
Wy0. ..... 171 100 90 100 50 80 100 90 100 50 
Total .. 79,403 75% 62% 607 46,492 80, 209 74 63% 60% 47,760 


pp ee 
* Estimated by NEA Research Division. 
eee. 


Calif, sovcceevvcccce 
COLO. Suwerxsad rra 


Conn, ο esee esee 


Ky, csccencccccccnee 


συ 
Maine soccccccccccos 


Md. «νο «992999... 


οσο 
Misis ο a ore 
MO. ——— 
Mont, cosccccscceses 
Nebr, «ο ο 06405. 


Nev, ceovccvccccvccee 
N. He οὐ 9995090 90900 
N. Je «9999959900 


N, Mex, ooo ono 


N. Y, 99999 9090000 


N, C, secccccceceves 


N, Dak, 
Ohio ... 
Okla, »»»͵͵»»»»»»»5» 
Ofek; "vecta δολ 


PB, 9699999999 
Ra Τῷ $wwqexesosee 


Se C. cccccccevvcees 


Tenn, cecccccoveccee 


Texas ο «οσο oes ees 
Utah ,.. eee sese sen 
Vte σος 


Vas uid re wictevsrece 


ὑπ πο μμ 


W, Va. νοκ ουδ 
σα οι νμ 


κο ο 


Total cevecsece 


TABLE 6,--ESTIMATED AVERAGE SALARIES AND PURCHASING POWER, 1956-57 


Πα = 
Instructional Classroom t - 
ο NND — salaries in Col, 38/ 


$4,135 


1956-57 


$4,330 


Elementary 
school 


$3,278 
4,475 
2,200 
4,950 
3,600 


4,500 
4,600 
4,050 
3,100. 
3,375% 


4,625 
4,025* 
3,338 
3,340 
2,700 


3,700 
2,825 
4,575» 
4,200 
4,700 


3,875 
2,250 
2,615 
3,750 
2,809 


4,800 
3,445 
4,725 
4,600 
5,250 


3,269 
2,825 
4,250 
3,600 
4,425 


4,550 
4,425 
3,025 
2,975% 
3,000 


3,760 
3,900x 
3,125 
3,275 
4,445 


2,200 
3,950* 
3,500 


$4,025 


$2,487 


Secondary 


school 


4,960 
2,600 
5,550 
4,150 


4,950 
4,900 
4, 200 
3, 6009 
3,950" 


4,950 
4,500% 
4,354 
4,065 
2,950 


3,950 
3,525 
4,850* 
4,600 
5,200 


4,650 
2,800 
4,200 
4,650 
3,968 


5,175 
3,910 
5,225 
4,800 
5,900 


3,353 
3,500 
4,650 
3,800 
4,800 


4,750 
4,650 
3,325 
3, 750% 
3,550 


4,225 
4,150" 
3,625 
3,650 
4,728 


3,750 
4, 700* 
4,300 


$4,560 


$3,366 


Classroom teachers, 1956-57 0 


All 


teachers 


4,600 
2,380 
5,150 
3,750 


4,650 
4,750 
4,117 
3ν 275. 
3550. 


4,725 
4,200% 
3,741 
3,650 
2, 800 


3,875 
3,025 
4,700 
4,325 
4,900 


4,200 
2,442 
3,780 
4,000 
3,138 


4,890 
3,620 
4,880 
4,650 
5,550 


3,201 
3,000 
4,400 
3,700 
4,525 


4,640 
4,525 
3,125 
3150. 
3,150 


3,925 
4,000 
3,300 
3,400 
4,551 


3,410 
4,200 
3,715 


$4,220 


S5 


Purchasing power of 


aries 
1935-1939 


Col, 38 
1947-1949 


ENUCPTCIUKTOSTUDO E n  —————————————————— HÉEÁ 
*Estimated by NEA Research Division. 


a/ Besed on Consumers! Price Index, U, 
195.8 (1935-1939 as 100.0); 


S, Bureau of Labor Statistics, September 1956, 
Colum 8, index of 117,1 (1947-1949 as 100,0). 


Column 7, index of 


——  MM€—— € μμὙἩὙµµ-µµµμμ 


Alas »....».. 
Ariz. 9296656 
Ark, e... oov 
Calif.&/ .... 
Colo. 964.600 


Conn, α...... 
δε], secscces 
D. C. ε-.»»... 
Fla,A/ T 


Ga. oreet 


Idaho ον ών 
Ill. 9222249. 
Inde «2..2.2. 
Iowa ....».... 
Kana, ose caow 


Kye ό.....»..» 
La, .. nnn 
Maine α...... 
no ο οἩ 
M838. ο»... 


Mich. ....... 
Minh, κεὐνενε 
Μ4ΘΒ, «ο. 
Mo, «.«»».»».».» 


Mont. 9690990 


Nebr. ....... 
NOV. ........ 


Okla. ....... 


Oreg. «6966950 


κ — 


V&. «99900000 


Wash, .ecoese 
M. Va. ...... 


WYO. ........ 


Total seses 


$ 12,000* $  99,000* $ 


2,028 
7,708 
52,000 
4,500 


2,400 

450 
3,700* 
6,983 
8, 500% 


2, 800% 
7,800 
7,000* 
4,500 
7,075 


8,000 
4,000 
600 
11,100 
3,000 


11,500 
4,228 
5,982 
8,540 
2,300 


2,600 
2,203 

930 
6,500 
7,500 


10,000 
11,000 
1,100 
12,500 
7,000 


3,356 
11,000 
2,800 
5,500 
1,600* 


5,000 
26,000 
2,556 
1,100 
19,000 


11,916 
3,700 
4,800 

614 


21,392 
29,700 
450,000 
20,000 


25,100 

21,000 

97,848 
120,000* 


9,500" 
94,000 
79, 8009 
22,382 
32,020 


36,000 
108,228 
7,700 
50,400 
36,000 


238,000 
78,500 
37,633 
60,478 
11,529 


2,400 
7,742 
1,200 
81,500 
39,150 


367,000 
139,694 
8,800 
137,107 
57,000 


35,211 
232,400 
5,500 
60,000 

3,900* 


76,179 
236,000 
22,711 
4,400 
60,000 


100,608 
50,447 
30,100 
12,111 


25.000. 
40,923 
29,225 

525,000 
75,000 


86,500 
3,575 
357768 
87,782 
36,000* 


25,200* 
496,000 
160, 5008 
167,000 
85,366 


61,000 
62,161 
25,000 
93, 800 
205,000 


227,000 
121,081 
28,605 
125,000 
29,421 


62,800 
5,924 
24,130 
248,500 
10,129 


660,000 
46,000 
26,000 

340,000 
53,000 


90,162 
351,400 
27,000 
27,000 
34,000* 


41,300 
183,000 
24,248 
13,500 
85,000 


89,618 
33,467 
154,265 
17,000 


$349,069 $3,558,370 $5,524,358 


$ 136,000* 
54,343 
66,633 

1,027,000 
99,500 


114,000 
25,025 
39,476* 

192,613 

164, 5003 


37 ,500* 
597, 800 
247, 300# 
193, 882 
124,461 


105,000 
174,389 

33,300 
155,300 
244,000 


476,500 
213,909 
72,220 
194,018 
43,250 


68,800 
15,869 
26,260 
336,500 
56,779 


1,037,020 
196,694 
35,900 
489, 607 
117,000 


128,729 

594,800 
35,300 
92,500 
39,500» 


122,479 
445,000 
59,515 
19,000 
164,000 


202,142 
87,614, 
189,165 
29,725 


$9,431,797 


$ 13,900 $ 
3,000 
8,750 
55,000 
4,500 


3,000 

450 
4, 200. 
5,560 
9,000* 


3, 200% 
8,500 
7, 500% 
5,000 
8,000 


8,500 
4,200 

700 
8,100 
3,500 


15,000 
5,000 
6,500 
8,540 
2,400 


2,700 
2,400 
1,000 
7,000 
8,000 


12,000 
11,500 
1,200 
13,000 
7,500 


4,587 
11,500 
2,950 
7,000 
1,700* 


5,000 
28,000 
2,500 
1,200 
20,000 


12,500 
4,000 
5,000 

690 


110,000* $ 
23,013 
29,700 

500,000 
22,300 


27,400 
24,000 

102,625 

130,000* 


10,500* 
100,000 
85,000* 
25,000 
32,500 


55,000 
122,625 
7,900 
60,500 
38,000 


260,000 
82,000 
40,000 
74,000 
12,000 


3,600 
9,795 
1,550 
39,000 
41,000 


467,000 
147,500 
9,200 
143,000 
59,000 


36,686 
255,000 
6,050 
62,000 
4, 000* 


80,000 
250,000 
24,200 
4,500 
65,000 


117,500 
56,634 
31,000 
12,500 


27,000" 3 
46,509 
30,980 
575,000 
82,250 


89,609 

3,500 
36, 8003 
91,552 
38, 000% 


26,300* 
525,000 
170,000" 
172,000 

90,000 


64,500 
64,000 
26,000 
108,800 
210,500 


247,000 
145,000 
29,500 
130,000 
30,600 


70,000 
7,488 
25,588 
266,000 
11,000 


721,000 
48,000 
27,600 

360,000 
55,000 


95,004 
365,000 
30,000 
28,000 
36,000* 


42,500 
185,000 
36,000 
14,000 
90,000 


100,000 
32,118 
164,000 
17,500 


150,000* 
72,513 
69,430 

1,130,000 

109,050 


120,000 
27,950 
41,000* 

199,737 

177,000* 


40,000* 
633,500 
262,500* 
202,000 
130,500 


128,000 
190,825 

34,600 
177,400 
252,000 


522,000 
232,000 
76,000 
212,540 
45,000 


76,300 
19,683 
28,138 
372,000 
60,000 


1,200,000 
207,000 
38,000 
516,000 
121,500 


136,277 

631,500 
39,000 
97,000 
41,700* 


127,500 
463,000 
62,700 
19,700 
175,000 


230,000 
92,752 
200,000 
30,690 


$374,027 $3,959,778 $5,887,180 $10,220,985 
——— MÀ eeeseseSFSCOsFeFesSsSFe 
* Estimated by NEA Research Division. 


a/ Includes junior colleges. 


eee 


zga 
TABLE 10,--ESTIMATED RECEIPTS AND EXPENDITURES, 1956-57 


eceipts, 1956-57 Expenditures, 1956-57 
Receipts, 1956-57 Nonrevenue Total re- Current expense Capital Total ex- 
State Total (in Percent receipts ceipts (in Total Expense outlay and penditures 
thousands) from (in thou- thousands ) (in thou- per pu- interest (in thou- 
state sands) sands) pil in {in thou- sands) 


—MM— M MM M5, 8108) — — — — 


l 


2 


7 8 
8,500" ἃ  158,500* $ 120,000* $175.00* $ 13,000" $ 133,000" 


Ala, ....... È 150,000* 73,38 
Ariz, sicece 72,513 31.7 15,000 87,513 65,000 340.00 22,000 87,000 
Ark, ....... 69,430 42.8 10,300 79,730 54,939 138,00 19,239 74,178 
Calif.8/ ,.. 1,130,000 44.2 265,000 1,395,000 890,000 328,40 400,000 1,290,000 
Colo. «esee 109,050 20,4 20,000 129,050 88,500 301.48 30,000 118,500 
Conn, ... e 120,000 22.8 45,000 165,000 122,000 120,00» 80,000 202,000 
Del, 46652 27,950 85,9 5,000 32,950 24,000 150,00 9,000 33,000 
Di Ce rois 41,000" wae 0. 41,000 33,000 326.001 5,000* 38,000* 
Fla.8/ seers 199,737 51.4 23,278 223,015 173,666 254,00 92,300 265,966 
GB. νο 177,000*  73.4* 35,000* 212,000* 165,000" 197.00» 40,000* 2050008 
Idaho ...... 40,000 26.3. 12,000* 52,000* 37,000 250,00. 9000» 46, 000% 
Ill. ες 633,500 15.8 175,000 808,500 515,000 355.00 185,000 700,000 
Ind, 262,500» — 32,4* 45,000* 307,500* 220,000* 290,00» 45 ,000# 2650008 
Iou& ....... 202,000 12.4 46,000 248,000 153,000 287.00 65,000 218,000 
Kanes scires 130,500 24.9 24,000 154,500 108,500 276.00 38,500 147,000 
Ryo visos sss 128,000 43.0 9,000 137,000 122,000 230,00 15,000 137,000 
190,825 64.3 55,000 245,825 148,568 268.00 58,950 207,518 
Maine sereoo 34,600 22,8 6,500 41,100 35,000* 220.00 5,000* 40,000* 
MÀ, eee 177,400 34.1 40,900 218,300 146,300 284.00 65,400 211,700 
Mass. ....,. 252,000 15.1 65,000 317,000 212,000 | 303.00 70,000 282,000 
Miehs ον 522,000 49.8 185,000 707,000 412,000 300.00 250,000 662,000 
Minn, κα.” 232,000 35,3 98,000 330,000 197,000 355.00 94,000 291,000 
Miss. ...... 76,000 52.6 5,500 81,500 73,000 152,00 4,000 77,000 
Mor vd ea ness 212,540 34.8 32,000 244,540 177,000 272.00 60,000 237,000 
Mont. ...... 45,000 26.7 13,500 58,500 41,700 356,00 18,300 60,000 
Nebr. ...... 76,300 4.7 8,000 84,300 68,000 275.00 10,000 78,000 
Nev, νὰ 19,683 49.8 2,000 28,683 19,010 350.00 9,500 28,510 
Na He vacuus 28,138 5.5 10,789 38,927 24,605 290.03 12,497 37,102 
Ns J) αθώος 372,000 26.6 110,000 482,000 320,000 397.00 118,000 438,000 
N, Mex, seve 60,000 68.3 8,500 68,500 55,000 310,00 8,200 63,200 
N. Y. ...... 1,200,000 39,0 310,000 1,510,000 1,040,000 473.00 430,000 1,470,000 
Κ. C. asses 207,000 71.3 20,000 227,000 170,000 181.00 50,000 220,000 
N, Dak. .... 38,000 24.2 3,500 41,500 34,000 275.00 5,000 39,000 
Ohio ....... 516,000 27.7 180,000 696,000 450,000 300.00 150,000 600,000 
Okla,. ssesse 121,500 48.6 30,000 151,500 115,000 245.00 32,000 147,000 
Oreg. ....,. 136,277 26.9 22,000 158,277 111,000 364.00 35,000 146,000 
Pas queis cow 631,500 40.4 75,000 706, 500 525,000 320,00 175,000 700,000 
Re Is κό θεό 39,009 15.5 2,200 41,200 33,600 330.00 3,500 37,100 
S, Ge: oewos 97,000 63,9 40,000 137,000 95,000 184.00 38,000 133,000 
5. Dake .... 41,700* 9.6* 6,900* 48,600* 39,000* 305.00. 7, 000% 46,000* 
Tenn. ...... 127,500 62.7 23,000 150,500 117,000 168.00 24,000 141,000 
Texas ...... 463,000 54.0 80,000 543 ,000 410,000 255.00 90,000 500,000 
Utah οκ οὖν 62,700 38,6 6,000 68,700 48,500 253.00 27,000 75,500 
ο vice 19,700 22.8 5,500 25,200 17,500 255.00 5,000 22,500 
μμ 175,000 37.1 25,000 200,000 150,000 215,00 45,000 195,000 
Wash, ,,.... 230,000 51.1 30,000 260,000 163,592 330.00 55,000 218,592 
Wee Vas dees 92,752 61,1 5,900 97,752 89,000 190,00 10,500 99,500 
ΠΕΝ 200,000 15.5 85,009 285,000 180,000 315,00 95,000 275,000 
WyOs sess 30,690 40.7 600 31,290 25,000 380,00 3,500 28,500 
Total ,,,,$10,220,985 38.7% $2,335,467 $12,556,452 $8,633,980  $295,00 $3,132,386 $11,766,366 


ae ————— μι. ÓQ B NE 
* Estimated by NEA Research Division. 


Β/ Includes junior colleges. 
 ——————————————M PARERE RR 


State 


1 
Ala, α...ε".. 
arid. qirevxx 
Ark, ....»»... 
Clif wees s 
COLO va kks 


DO. aaa cen 
Del. ών 
Ὡς, nm 
EIS vede es 


DB. ao 


Idaho δέ» 
Ide Gaggdgeks 
Ind, «9199900 
Towa ....».... 
Kan. ο οσον 


Kyo eave duo s 
ο 
Maine ....... 
Md; εν κενο 
ΜΕ88, «κ sare 


Mich, νάνο». 
Minn, α....... 
Miss, ....... 
MOs κώνο αν 
Mont, ο κα 


Nebr. κακο 
Nev, «κο... 
Ne He cocscce 
Ne Je 9969000 
Ν. Mex. ..... 


ο ἃ 
Nis ἕν, ον νο. 
N. Dake sevee 
ORDO aaa e 
ο ο iss 


Oreg. ....... 
i: €—— 
Ry tag we 
Se Du. κα κος 
S. Dak, «aves 


Tenn, ....... 
Texas ....... 
Utah ........ 
um 
Va. 699 δ ὁ ον 


WABI. ήν 
Wa Vey. sakes 
Wis, seccccce 
WYO. .....».. 


——_____________Teacher shortage «———  ὪὋ. 
ωρες τρ 


Elemen 
tary 


2 
Some 
Some 
Large 
Large 
Large 


Some 
Some 
ove 
Some 
Some* 


Large* 
Some 
Large* 
Some 
Some 


Some 
"Some 
Some 
Some 
Some 


Large 
Some 
Large 
Some 
Large 


Some 

Small 
Large 
Large 
Large 


Some 
Large 
Large 
Some 
Small 


Some 
Some 
Some 
Some 
Large* 


Some 
Some 
Some 
Some 
Some 


Large 
Some 
Some 
Some 


TABLE 12,--ESTIMATED EXTENT OF TEACHER SHORTAGE AND STATUS OF TEACHER- 


Rural 


- Secondary 
Regular Special 


Small 
Some 
Some 
Some 
Some 


Some 
Small 
Some 
Some* 


Some* 
Some 
Some* 
Small 
Some 


Some 
Some 
Some 
Smell 
Small 


Some 
Some 
Some 
Some 
Some 


Some 
Small 
Some 
Some 
Some 


Some 
Some 
Some 
Small 
Some 


Some 
Some 
Large 
Small* 


Small 
Some 
Some 
Some 
Some 


Some 
Some 
Small 
Small 


Some 
Some 
Large 
Some 
Some 


Some 
Some 
Some 
Some* 


Large* 
Some 
Some* 
Some 
Some 


Large 
Some 
Some 
Some 
Some 


Some 
Some 
Some 
Some 
Some 


Some 
Small 
Large 
Some 
Large 


Some 
Some 
Some 
Some 
-Some 


Some 
Some 
Large 
Small* 


Some 
Large 
Some 
Some 
Some 


“Some 
Some 
Some 
Some 


EDUCATION ENROLMENTS, 1956-57 


Elemen- 


tary 


Ur 


Secondary 
Regular Special 


Small 
Small 
Small 
Small 
Small 


Small 
Small 
Some* 
Some 

Some* 


Some* 
Small 
Snall* 
Some 
Sone 


Small 
Some 
Some 
Small 
Small 


Some 
Small 
Some 
Some 
Small 


Some 
Small 
Small 
Some 
Some 


Some 
Small 
Some 
Small 
Some 


Small 
Small 
Some 
Some 
Small* 


Small 
Some 
Small 
Some 
Small 


Some 

Small 
Small 
Small 


7 
Some 
Small 
Large 
Some 
Some 


Small 
Some 
Large* 
Some 
Some* 


Large* 
Some 
Some* 
Large 
Some 


Some 
Some 
Some 
Some 
Large 


Some 
Small 
Some 
Some 
Some 


Some 
Small 
Some 
Small 
Some 


Some 
Some 
Some 
Small 
Some 


Some 
Some 
Some 
Some 
Small* 


Small 
Large 
Small 
Some 

Small 


Large 
Some 
Some 
Small 


Teacher-educa- 
tion enrolment 
in 1956-57 
As com- As com- 
pared pared 
with with 
1940-41 19 
8 
Same Same 
Larger Larger 
Larger Same 
Larger Same 
Larger Smaller 
Larger Larger 
Larger Same 
Same* Same* 
Larger Same 
Same* Same* 
Smaller* — Same* 
Larger Same 
Larger* Same* 
Smaller Larger 
Larger Larger 
Larger Larger 
Larger Larger 
Larger Larger 
Larger Larger 
Larger Same 
Larger Larger 
Larger Larger 
Larger Same 
Larger Larger 
Larger Larger 
Larger Larger 
Larger Larger 
Larger Larger 
Larger Larger 
Larger Same 
Larger Larger 
Larger Same 
Larger Larger 
Larger Larger 
Larger Larger 
Larger Larger 
Larger Larger 
Larger Larger 
Larger Same 
Larger* Same* 
Larger Larger 
Same Same 
Larger Larger 
Larger Larger 
Larger Same 
Larger Larger 
Smaller Same 
Larger Larger 
Larger Larger 


eol es 


Outlook for teacher- 
education enrolments 
in meeting need in 


next 3 years 


Elemen- 


tary 


10 
Short 
Short 
Short 
Short 
Short 


Short 
Short 
Short* 
Short 
Short* 


Short* 
Short 
Short* 
Short 
Bal, 


Short 
Short 
Short 
Short 
Short 


Short 
Short 
Short 
Short 
Short 


Short 
Short 
Short 
Short 
Short 


Short 
Short 
Short 
Short 
Short 


Short 
Short 
Short 
Short 
Short* 


Short 
Short 
Short 
Short 
Short 


Short 
Short 
Short 
Short 


Second- 
ary 


11 
Bal, 
Short 
Short 
Short 
Short 


Short 
Short 
Shor t* 
Short 
Bal.* 


Short* 
Short 
Short* 
Short 
Bal, 


Short 
Short 
Short 
Short 
Short 


Short 
Short 
Short 
Short 
Short 


Short 
Short 
Short 
Short 
Short 


Short 
Short 
Short 
Short 
Short 


Short 
Short 
Bal. 

Short 
Bal,* 


Short 
Short 
Short 
Short 
Short 


Short 
Short 
Short 
Short 


— eet 
* Estimated by NEA Research Division. 


Note: Small means "practically none"; Some means "considerable": L 
Smaller means E smaller"; Larger means "definitely larger." 
Bal. means "balanced supply and demand," 


arge 
Columns 10-11: 


means "very large." 
Short means "large shortage"; 


Colums 8-9: 


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